ST. BLAISE COMMUNITY ACADEMY, INC.

SENIOR HIGH SCHOOL

Poblacion, San Luis, Batangas

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MATHEMATICS

APPROVAL SHEET

This research paper entitled, “TITLE” prepared and submitted by Members in

partial fulfillment of the requirements for Practical Research II has been examined and is

hereby recommended for approval and acceptance.

__________________________ _________________________________
DATE ROCHELLE MAY G. GAYACAN, LPT
Adviser

PANEL OF EVALUATORS

_________________________________________
ISABELITA A. ACLAN, MAEd.,RGC
Chairman

____________________________ _____________________________
ROXANNE MAE M. VILLANUEVA LUZVIMINDA P. LLORCA
Member Member

Approved and accepted as partial fulfillment of the requirements for Practical Research
II.

________________________ __________________________________
DATE ISABELITA A. ACLAN, MAEd.,RGC
Principal
 ST. BLAISE COMMUNITY ACADEMY, INC.
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THESIS ABSTRACT

Title :

Researchers :

Type of Document : Undergraduate Thesis (Senior High)

Adviser :

Name of Institution : St. Blaise Community Academy, Inc

Senior High Schhol

Address of : Diokno St., Poblacion, San Luis, Batangas,

Philippines, 4210.

This should be (100 words only)

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Poblacion, San Luis, Batangas

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ACKNOWLEDGEMENT

The researcher would like to extend their deepest gratitude and appreciation to the

following person for their exceptional contribution in this research paper.

Mrs. Isabelita A. Aclan,

Mrs. Rochelle May G. Gayacan, Practical Research I and II teacher,

Adviser.

Grammarian and Statistician

The school librarian,

The students-respondents

Families and Friends

Most and foremost, Almighty God, who has given them innumerable blessings,

knowledge, and opportunities, allowing us to complete our thesis.

THE
AUTHORS
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DEDICATION

INITIALS
R.M.G.G
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TABLE OF CONTENTS
TITLE PAGE…………………………………………………………………………… i
APPROVAL SHEET……………………………………………………………………. ii
THESIS ABSTRACT…………………………………………………………………… iii
ACKNOWLEDGEMENT………………………………………………………………. vi
DEDICATION…………………………………………………………………..…….. viii
TABLE OF CONTENTS………………………………………………………….……. ix
LIST OF TABLES…………………………………………………………………..….. xi
LIST OF FIGURES…………………………………………………………………….. xx
CHAPTER 1- THE PROBLEM AND ITS BAKCGROUND
Introduction……………………………………………………………………..
Statement of the Problem……………………………………………………….
Hypothesis of the Study………………………………………………..…..…..
Conceptual Framework…………………………………………………… …..
Theoretical Framework…………………………………………………… …..
Scope and Delimitation……………………………………………….…..…....
Significance of the Study…………………………………………….....…...…
Definition of Terms…………………………………………………….……..
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CHAPTER 2 – REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Related Literature……………………………………………………
Local Related Literature………………………………………………………
Foreign Related Studies………………………………………………………
Local Related Studies…………………………………………………………
Synthesis……………………………………………………..……………….
CHAPTER 3 – RESEARCH METHODOLOGY AND PROCEDURES
Research Design…………………………………………………………….
Respondents of the Study…………………………….…………………..…..
Sampling Design………………………………………….………………….
Research Instrument………………………………………….………………
Validation of the Instrument…………………………..……………………..
Reliability Test………………………………………………………………...
Administration and Retrieval of the Instrument…………………………..……
Scoring and Interpretation of Responses………………………………….……
Data Gathering Procedures……………….……………………………….…….
Statistical Treatment of Data………………………………………………..…..
CHAPTER 4 - PRESENTATION, ANALYSIS, AND
INTERPRETATION OF DATA…………………………………...…
CHAPTER 5 – SUMMARY OF FINDINGS, CONCLUSIONS,
AND RECOMMENDATIONS
Summary……………………………………………………………………,..…
Findings……………………………………………………...………………….
Conclusions ………………………………………………………..…………....
Recommendations……………………………………………………………….
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Proposed Program…………………………………………………………….....
BIBLIOGRAPHY…………………………………………………..…………………..
APPENDICES…………………………………………………………………..……...
CURRICULUM VITAE……………………………………………………….……..

LIST OF TABLES
Table Page
1 Distribution of Students in Terms of Age 36
2 Distribution of Students in Terms of Sex 36
3 Distribution of Students in Terms of Level 37
of Academic Performance
4 Effects of Social Factors to the Academic 38
Performance of the Respondent

5 Effects of Personal Factors to the 40

Academic Performance of the Respondent

6 Effects of Financial Factors to the 43

Academic Performance of the Respondent

7 Correlation of Age of the Respondents and 46

the Factor Affecting the Level of
Academic Performance

8 Correlation of Sex of the Respondents and 47

the Factor Affecting the Level of
Academic Performance

9 Correlation Between Level of Academic 48

Performance of the Respondents and the
Factor Affecting the Level of Academic
Performance
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List of Figures
Figure Page

1 Research Paradigm of the Study 4

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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
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CHAPTER 2
THE REVIEW OF RELATED LITERATURE AND STUDIES
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CHAPTER 3
RESEARCH METHODOLOGY AND PROCEDURES
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CHAPTER 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
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CHAPTER V
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This chapter presents the summary of findings; the conclusion made and the

recommendations offered.

Summary

This study was conducted at St. Blaise Community Academy, Inc., with a total of

36 respondents who were STEM students in grade 12. The quantitative descriptive

method was used in this study. The researcher used a survey questionnaire method to

reveal the relationships among the variables.

The special problem was conducted to determine the factors affecting the

academic performance of grade 12 STEM students in the school year 2022–2023. It aims

to find out the appropriate answers to the following questions: What is the profile of the

respondents in terms of age, sex, and level of academic performance, and to what extent

do the following factors affect the level of academic performance in terms of the social

factor, the personal factor, and the financial factor, is there a significant relationship

between the profile of the respondents and the factor affecting their level of academic

performance, based on the result of the study, what is the proposed course of action to be

taken?
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The researchers used the quantitative and descriptive method. With the help of

Slovin's formula, the sample size was determined. 36 STEM students participated in the

study. The instrument used by the researchers is a research questionnaire that has been

developed by the researchers and validated by their consultants, statisticians, and

grammarians. The reliability and validity of the instrument are statistically tested using

Cronbach's alpha test. However, the Fisher's Exact Test is used to determine the

correlation between the profile of the respondents and the factor affecting their level of

academic performance. The remaining data gathered were tabulated, analyzed, and

interpreted using statistical treatments like Frequency and Percentage, and Weighted

Mean/Composite Mean.

Findings

1. Demographic Profile of the Respondents.

1.1 Age. Based on the data gathered, it was revealed that out of 36 students, 26

(72 percent of them) were 17 years old; 8 (22 percent of them) were 18 years

old; 1 (3 percent of them) was 16 years old; and 1 (3 percent of them) were

19 years old.
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1.2 Sex. Based on the data gathered, the data revealed that out of 36 students, 18

or 50 percent are females the same as the total number of males which is 18

or 50 percent.

1.3 Level of Academic Performance. Based on the data gathered, there are 25

respondents or 69.44 percent have a level of 85-89 levels of academic

performance, 11 or 30.56 percent respondents of the 90-above level of

academic performance while there are no respondents in 74 and below, 75-

79, and 80-84 level of academic performance.

2. To what extent do the following factor affect the level of academic performance

in a term?

2.1 Social Factor. Senior high school STEM student encountered challenges in

terms of social factor which was verbally regarded as strongly agree as

revealed by the composite mean of 3.53. With the highest weighted mean of

3.61, the group of students revealed that they have a friend who's always

willing to help them in answering their school activities. This implies that the

students get the help they need from their friends. Also, in the lowest

weighted mean of 3.32, the group of students strongly agreed that their family

problem motivates them to do better in class.

2.2 Personal Factor. In terms of personal factors, generally, the respondents

strongly agreed with a composite mean of 3.45, which indicates that it helps
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the students get higher levels of academic performance. Most of the

respondents say that they were attentive in their class, which led to higher

academic performance. That statement got the highest weighted mean

of 3.56 with a strongly agree verbal interpretation. On the other hand, the

statement "I can attend all my school activities because I manage my time

well" got the lowest weighted mean of 3.25 with a verbal interpretation of

strongly agree.

2.3 Financial Factor. In terms of social factors, the gathered composite mean is

3.33 with a verbal interpretation of agree. Most of the students stated that

they don't have any worries about paying for their needs at school, and their

parents give them extra money for other expenses, which is why they can

focus more on studying. The statements got the highest weighted mean of

3.44 with a verbal interpretation of strongly agree. Along with the statement

"I always join extra activities in our school that require payment" with a

weighted mean of 3.25 and a verbal interpretation of strongly agree. The

result of the study indicates that the students don't have any worries in terms

of finances, like buying materials and joining extracurricular activities that

require payment.

3. RELATIONSHIP BETWEEN THE PROFILE OF THE RESPONDENTS AND

THE FACTORS AFFECTING THE LEVEL OF ACADEMIC

PERFORMANCE
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3.1 Between the age and the factors affecting the level of academic performance

in terms of social factors, personal factors, and financial factors, the

computed p-value is all higher than the .05 level of significance. Thus, the

null hypothesis is that there is no significant relationship between the profile

of the respondents and the factors affecting the level of academic

performance.

3.2 Between the sex and the factors affecting the level of academic performance

in terms of social factors, personal factors, and financial factors, the

computed p-value is all higher than the .05 level of significance. Thus, the

null hypothesis is that there is no significant relationship between the profile

of the respondents and the factors affecting the level of academic

performance.

3.3 Between the grade level and the factors affecting the level of academic

performance in terms of social factors, personal factors, and financial factors,

the computed p-value is all higher than the .05 level of significance. Thus, the

null hypothesis is that there is no significant relationship between the profile

of the respondents and the factors affecting the level of academic

performance.

4. PROPOSED COURSE OF ACTION TO BE TAKEN

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Based on the results of the conducted study, the researchers came up with a proposed

course of action to help the students in terms of the factors affecting their level of

academic performance.

CONCLUSION

The following are the conclusions drawn by the researcher throughout the study.

1. The majority of the respondents are in the age range of 17 years old. The study

was participated by an equal number of males and females, and most of them

attained a final grade of 85-89.

2. The majority of the respondents strongly agreed that social factors, personal

factors, and financial factors have an impact on their academic performance.

3. There is no significant relationship between the profile of the respondents and the

factors affecting the level of academic performance.

4. Propose course of action has been produced to help the students in terms of

factors affecting their level of academic performance.

RECOMMENDATION

Based on the conclusions made, the following recommendations are given:

1. Since most of the respondents are in the age of 17 years old, with an equal

number of males and females, mostly with a final grade of 85-89, the researcher

recommends that a similar study might be carried out using high school students
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in different age brackets, more female students as respondents, with a higher level

of academic performance.

2. The researchers recommend that another study might be carried out focusing on

the reasons why there is a high impact of different factors affecting the level of

academic performance of grade 12 STEM students.

3. Since there is no significant relationship between the profile of the respondents

and the factors affecting the level of academic performance, a similar study can be

done focusing if there are significant differences among the variables.

4. The researchers advise using this study as a foundation to get a higher level of

academic performance.

ACTION PLAN

PROPOSE COURSE OF ACTION TO IMPROVE STUDENTS'

ACADEMIC PERFORMANCE

Persons Success
Variable Activities Objective Time Frame
Involved Indicator
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Social 1. Game-Based It aims to help Every year Students and Assurance that
Factor Introduction: the students (Before the Teachers the students
Teachers will socialize with school year will be
create a game their classmates starts) entertained and
station and before the get along with
have small school 1year their
groupings of starts and to classmates
students rotate encourage until the end of
through them cooperation and the school year
to introduce participation in when a game-
themselves. the classroom based
community. introduction is
used.

Personal
Factor

Financial
Factor

BIBLIOGRAPHY
A. JOURNALS
Adeyemi, Moradey, A., Babatunde, S., Personal factors as predictors of
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students’ academic achievement in colleges of education in South Western
Nigeria, Vol. 9(4), pp. 97-109, 23 February, 2014 DOI: 10.5897/ERR2014.1708
ISSN 1990-3839

B. UNPUBLISHED MATERIALS

Abuga, Aubrey D. & Reyes, Celia M. & Asis, Ronina D. & Mondez, Maria
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Blesila D., 2014. "Child Poverty in the Philippines," Discussion Papers DP 2014-
33, Philippine Institute for Development Studies.

APPENDICES
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Factors Affecting the Level of Academic Performance of Grade 12 STEM
Students in St. Blaise Community Academy Inc. S.Y. 2022-2023

Good Day Students!

We, the STEM students of Grade 12 at St. Blaise Community Academy Inc., are
conducting a survey to determine the Factors Affecting Students’ Level of Academic
Performance During S.Y. 2022-2023. Do not forget that there is no right or incorrect
response. Just provide the most truthful response you can to the following query. All you
have to do is select one of the five possibilities:

1-Strongly Disagree

2-Disagree

3-Agree

4- Strongly Agree

Part I: Profile of the Respondents,

Name (Optional)

Part II. Factors Affecting Students' Level of Academic Performance of 12 STEM of St.
Blaise

Social Factor 4 3 2 1
Mga nakakatulong o dahilan sa pag-aaral at pag kakaroon ng
honor (karangalan) sa pamamagitan ng kaibigan, pamilya,
kakilala at iba pa ngayong School Year (2022-2023).
1. I have a friend who's always willing to help me in answering
my school activities.
Mayroon akong kaibigan na palaging nakahandang tumulong sa
pagsasagot ng aking mga Gawain sa paaralan
2. I have an influential community that supports me in my
studies.
Mayroon akong komyunidad na sumusuporta sa aking pag
aaral.
3. I always get the moral support that I need from my parents so
I can do better in class.
Lagi kong natatanggap ang suporta na aking kinakailangan
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galing sa aking mga magulang nang sa gayon ay maging
mahusay ako sa aking pag-aaral.
4. I always comprehend the lessons our lecturer teaches us that's
why I can easily answer the school activities given.
Lagi kong iniintindi ang mga aralin na itinuturo sa amin kaya
naman madali kong nagsasagutan ang mga gawain/aktibidad na
ibinibigay saamin ng aming guro.
5. My family problem motivates me to do better in class.
Ang problema sa aking pamilya ay nagiging motibasyon ko
upang mas magaral ng mabuti.
6. I build a good relationship with my classmates that leads to
great collaboration.
Mayroon akong kakayanan na makipaghalubilo saaking mga
kaklase na nagdudulot ng magandang pagtutulungan
7. I'm open for my peers’ opinion and suggestions in our lesson
in school to improve more.
Bukas ako para sa opinyon at mungkahi ng aking mga
kasamahan sa aming aralin sa paaralan upang mas mapaunlad
pa ang aking kaalaman.

Personal Factor 4 3 2 1
Mga nakakatulong o dahilan sa pag-aaral at pag kakaroon
ng honor (karangalan) sa pamamagitan ng pansariling
problema kagaya ng kalusugan, motibasyon, at saloobin
ngayong School Year (2022-2023).
1. I'm motivated to do my school activities.
Determinado akong gawin ang aking mga aktibidad sa
paaralan.
2. My self-motivation uplifts my spirit to excel in class and
school activities.
Ang aking pagganyak sa sarili ay nagpapasigla sa aking
isipan upang maging mahusay sa mga aktibidad sa klase at
paaralan.
3. I have study habits that improves my academic
performance.
Mayroon akong mga gawi sa pag-aaral na nagpapabuti sa
aking pagganap sa akademiko.
4. I'm attentive in our class that causes to a higher academic
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performance.
Ako ay atentibo sa aming klase na nagiging sanhi ng mas
mataas na pagganap sa akademiko.
5. I can answer all my school activities because I manage my
time well.
Nasasagot ko ang lahat ng gawain sa paaralan dahil
pinangangasiwaan ko nang maayos ang aking oras.
6. The course that I will get in college motivates me to have a
better school performance.
Ang kursong kukunin ko sa kolehiyo ay nagiging motibasyn ko
upang magkaroon ng mas mahusay na pagganap sa paaralan.
7. My interest in any subject I'm taking makes me do easier the
performance tasks during face-to-face class.
Ang aking interes sa paksang kinukuha ay nagpapadali sa
paggawa ng aking mga gawain sa klase.
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Financial Factor 4 3 2 1
Mga nakakatulong o dahilan sa pag-aaral at pag kakaroon
ng honor (karangalan) sa pamamagitan ng salapi o pera
ngayong School Year (2022-2023).
1. I always get the financial support that I need from my
parent every time I attend in school.
Lagi kong nakukuha ang suportang pinansyal na kailangan
ko mula sa aking mga magulang sa tuwing ako ay
pumapasok.
2. I can pay my tuition easily so I can go to school
continuously.
Madali kong nababayaran ang aking tuition para tuloy-
tuloy ang aking pagpasok sa paaralan.
3. I can buy all the materials that we need in our school
activities.
Nabibili ko ang lahat ng materyales na kailangan namin sa
aming mga gawain sa paaralan.
4. I always join extra activities in our school that requires
payment.
Lagi akong sumasali sa mga karagdagang aktibidad sa
aming paaralan na nangangailangan ng bayad.
5. I have scholarship that support my schooling.
Mayroon akong scholarship na sumusuporta sa aking pag-
aaral.
6. I don't have any worries in paying my needs in school
that's why I can focus more on studying.
Wala akong pinoproblemang bayarin sa eskwelahan kaya
mas nakakapag pokus ako sa pagaaral.
7. My parents give me extra money always for other
expenses in school.
Palagi akong binigyan ng aking magulang ng dagdag na
pera para sa iba pang bayarin sa paaralan.
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Thank you for your responses, we certainly appreciate them!

CURRICULUM VITAE

GAYACAN, ROCHELLE MAY G.

Tejero, San Luis Batangas
Contact No. 0910-6926-854
rochmay24@gmail.com
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PERSONAL INFORMATION:
Age :
Civil Status :
Date of Birth :
Height :
Weight :
Citizenship :
Gender :
Father’s Name :
Occupation :
Mother’s Name :
Occupation :
EDUCATIONAL ATTAINMENT:
Secondary : Sta.Monica National High School

Sta.Monica, San Luis Batangas

2009 – 2010

Primary : Tungal Elementary School

Tungal, San Luis Batangas
2005 – 2006
SEMINARS/TRAININGS ATTENDED:

CHARACTER REFERENCES

Mrs. Rochelle May G. Gayacan, LPT

St. Blaise Community Academy, Inc.
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Senior High School-Research Teacher
09106926854

Mrs. Isabelita A. Aclan, MAED, RGC.

St. Blaise Community Academy, Inc.
Principal

I hereby certify that the above information are true and correct to the best of my
knowledge and belief.

_________________________________________
Signature Over Printed Name