1

Chapter I
THE PROBLEM

Introduction

Every individual’s education is closely interconnected to their life chances,

opportunities, financial status and total well – being. Hence, education comes with a

learning process. In every educational institution, it is very significant to emphasize the

importance of being a well – educated person.

Precisely, the process of learning is expressed in a two – way manner (1) an

educator doing well in teaching each and every detail that is required by the subject and

(2) the learner showing the punctuality needed in accomplishing academic and

performance tasks, participating well during discussions, and having a well – disciplined

behavior. Arriving towards the realistic truth about economic status, it was based on the

financial capacity of every person in living by the day – to – day required expenditures of

basic and personal needs over incomes.

In some areas of the world, various issues are observed and some other studies

present that poverty contributes towards educational failure, not simply because poor

children are “culturally disadvantaged” but because their health and nutritional status is

inadequate to allow for the maximum mental development and for the realization of their

educational potential. Whereas, in conflict to those who are considered rich, they tend to

have the feeling of having everything and that they lack nothing in the financial aspect.

Students who have a high level of economic status tend not to have problems regarding

materialistic needs and that they seem to be more active and more capable of achieving

higher educational level.

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Ford and Harris (1997) believed that children from high economic status parents

are better exposed to a learning environment at home because of the provision and

availability of extra learning facilities. In contrast to this belief, children from low socio-

economic status parents do not have access to extra learning facilities; hence the

opportunity to get to the top of their educational ladder may not be very easy. Evans,

(2004) viewed that children from lower income family have less stable homes, greater

exposure to environmental toxins and violence and so limited extra-familiar social

support net-works. There is no doubt that parents in such settings would report lower

educational expectations, less monitoring of children’s school work and less overall

supervision of social activities compared to students from high economic status families.

Evans, (2004) repeatedly discovered that low economic status children are less

cognitively stimulated than high economic status children, as a result of reaching less and

experience less complex communications with parents.

In the other side of the bridge, attitude towards the eagerness and commitment to

learn will most likely to occur with those who belong to the low class family in terms of

economic status. Furthermore, through observations that high class family tend not to

worry too much in focusing to attain a high rating in the end. Those who are considered

to belong to the ‘high economic status level’ group tend to become those what we call the

“happy – go – lucky – ones” because at some point, the thing that they believe in is that

their future have been secured enough and to study hard is not a mandatory need

anymore.

Battle and Lewis (2002) claimed that the low status students compared with the

mid/high status students are often more depressed and they are concerned about their
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financial problems and sometimes they don’t have enough time for studying and other

academic activities. As such, besides providing the educational materials and facilities to

promote learning and achievement in academic settings, the socioeconomic status of the

students or their family could be a factor which impacts on their emotional state and

motivation for their learning.

According to Aliyu (1996) the most important predictor of educational attainment

with the family is economic status. The higher the economic status of the children’s

family, the higher educational attainment will be realized. The relationship of the

economic status to educational attainment is always consistent, no matter, whether our

measure of status is parental occupation, parental level of education, family structure or

the combination of these, Socio-economic status remains the most important predictor

even in the face of that significant variables.

This study aimed to determine if there is really a significant relationship between

the economic status and academic performance of each and every student. In advanced

guessing, this study identified as well the existing relationship between the variables

presented. In addition, this study focused mainly into the economic status which was in

other words was said to be the “financial standing” of every student and as well as into

the academic performance or achievement of the students.

Lareau, Annette (2013) observes that economic status is typically broken into

three categories, high, middle, and low to describe the areas a family may fall. Part of the

appropriate concern under the economic status of every student is that the family lays the

foundations of moral and spiritual development of the child, and also relate to the idea of
 4

right and wrong, good and bad. Family also play a major role in determining one’s future

career.

We can never deal with opinionated proceedings only about things to prove that

they are accurate enough to begin with, that is why the curiosity and the eagerness to

recognize the real motive about “what must’ve been the correlational approach between

the economic status and academic performance of a person wherein, issues and current

observations are telling some things about this”. Furthermore, this study yearned to

reduce the stereotyping done by people who always base their opinions according to what

their own eyes tell them and that to finally end things clearly about what proven studies

tell them about.

The future of every individual nowadays is currently on the verge of current

issues all around the world. Wherefore, education is the strongest foundation to every

individual’s brighter future. Insights, good or bad from students nowadays has already

became a normal issue circulating within the society and that is probably because of the

changes in the learning system of the Philippines which was believed to equip the

students with the right skills and knowledge accordingly to their own field of interests.

Hence, the thought that 21st Century Learning system is trying to tell every learner is that

“the highlight of every individual’s ladder to success is through education”.

In addition to this, the study considered as well the academic behavior of the

students especially during their formal classes in order to accurately determine their level

of academic performances.
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Moreover, circumstances in life are always present, it could be in the form of

poverty, and other motivational misbehaviors and to which this study envisioned itself to

determine the relation between the economic status and academic performance of the

students.

Statement of the Problem

This study aimed to determine the relationship between the Economic Status and

Academic Performance of the Senior High School students from the Accountancy,

Business and Management strand in the University of Northern Philippines.

Specifically, it sought to answer the following questions:

1) What is the economic status’ profile of the students in terms of the following

determinants:

a. Parents’ Occupation

b. Family Monthly Income

c. Parents’ Level of Education

2) What is the academic performance of the students?

3) Is there a significant relationship between the economic status and the

academic performance of the students?

Scope and Delimitation of the Study

This study focused mainly in determining the significant relationship between the

economic status and academic performance of Senior High School students specifically

from the Accountancy, Business and Management strand in University of Northern

Philippines, it includes Grades 11 & Grade 12 for the school year 2017-2018.
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The researchers used the survey questionnaire method in order to gather data and

information needed in determining the significant relationship between the economic

status and academic performance of the students.

The number of respondents is delimited only to forty-eight (48) students from the

UNP-Senior High School ABM strand. Respondents are randomly picked from the five

sections of ABM to complete the given number of respondents and for equal distribution.

Theoretical Framework

The following findings of the recent studies and other related literature were

reviewed by the student-researchers to acquire knowledge for the conceptualization of the

study.

On Academic Performance

The poor performance of students in examinations in recent times could be

attributed to the changing life pattern in some families coupled with the present economic

hardship which has made most families unable to meet their needs and perform their

responsibilities of ensuring a healthy and literate family.

The Theory of Performance (ToP) develops and relates six foundational concepts

(italicized) to form a framework that can be used to explain performance as well as

performance improvements. To perform is to produce valued results. A performer can be

an individual or a group of people engaging in a collaborative effort. Developing

performance is a journey, and level of performance describes location in the journey.

Current level of performance depends holistically on 6 components: context, level of

knowledge, levels of skills, level of identity, personal factors, and fixed factors. Three

axioms are proposed for effective performance improvements. These involve a

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performer’s mindset, immersion in an enriching environment, and engagement in

reflective practice.

Rationale for a Theory of Performance states that humans are capable of

extraordinary accomplishments. Gandhi led a nonviolent revolution that liberated India

from colonial rule. On September 12th, 1962, JFK challenged the country to “go to the

moon in this decade and do the other things, not because they are easy, but because they

are hard, because that goal will serve to organize and measure the best of our energies

and skills...” Wonderful accomplishments also occur in day-to-day practice in higher

education. An advisor inspires students to follow their dreams. A teacher magically

connects with students. A researcher continually asks the quintessential questions that

lead to revolutions in thinking. A dean inspires an entire college to collaborate and attain

wonderful outcomes.

There are several topical areas that are most commonly linked to academic

performance including Student Role Performance (SRP) factors, school factors, family

factors, and peer factors. Student Role Performance is how well an individual fulfills the

role of a student in an educational setting. Sex, race, school effort, extra-curricular

activities, deviance, and disabilities are all-important influences on SRP and have been

shown to affect test scores. School environment factors, such as school size,

neighborhood, and relationships between teachers and students also influence test scores

(Crosnoe, Johnson, and Elder 2004). One’s family background has also been found to

influence student test scores. Research has found that socioeconomic status, parental

involvement, and family size are particularly important family factors (Majorbanks

1996). Peer influences can also affect student performance. Peer pressure and peer
 8

conformity can lead to an individual participating in risk-taking behaviors which have 2

been found to have a negative, indirect effect on test scores (Santor, Messervey, and

Kusumaker 2000).

William Carbonaro defines school effort as “ the amount of time and energy that

students expend in meeting the formal academic requirements established by their teacher

and/or school” (2005). Carbonaro (2005) has also identified three different types of

school effort. These are: rule oriented effort (showing up to and behaving in class),

procedural effort (meeting specific class demands such as completing assignments on

time), and intellectual effort (critically thinking about and understanding the curriculum).

It is expected that a student who puts 4 fo rward significant effort in all three categories

will perform the best (Carbonaro 2005). And studies have shown that school effort is an

indicator of academic performance (Ceballo et al 2004, Carbonaro 2005). Typically effort

has been positively linked with test scores and academic performance in both direct and

indirect ways. Some studies have shown that high student effort leads to greater

educational values, which in turn indirectly affects student performance (Ceballo et al

2004, Carbonaro 2005). Effort has also been linked to higher student grade point

averages (GPA) (Carbonaro 2005). Effort has been measured in a variety of ways ranging

from time spent on homework to attentiveness in class and all have been positively linked

with school performance (Carbonaro 2005).

Academic Achievement assumes primary importance in the context of an

education system aimed at progressive scholastic development of the child and human

resources development at the macro level. The scientific rearing and education of a child

is monitored on the basis of his academic achievement. Academic achievement is the

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core of the wider term i.e. educational growth. The importance of academic achievement

in one's life cannot be over emphasized. It acts as an emotional tonic. Sound academic

records are the pillars on which the entire future personality stands. Academic

achievement have always been the centre of educational research and despite varied

definitions about the aims of education, the academic development of the child continue

to be the primary and most important goal of education . Life in general and for a student

in particular has become highly competitive. Today there is no place for a mediocre

student.

There is limited room at the top that too only for the best. The importance of

scholastic and academic achievement has raised important questions for educational

researchers. What factors promote achievement in students? How far do the different

factors contribute towards academic achievement? Ramaswamy, 1990). In this context,

the role of socioeconomic status cannot be denied as it has a great effect on personality,

learning and development of the individual and his academic achievement.

On Economic Status

Family background is key to a students’ life and outside of school, is the most

important influence on student learning and includes factors such as socioeconomic

status, two-parent versus single-parent households, divorce, parenting practices and

aspirations, maternal characteristics, family size, and neighborhood (Majoribanks 1996).

The environment at home is a primary socialization agent and influences a child’s interest

in school and aspirations for the future. The socio-economic status (SES) of a child is

most commonly determined by combining parents’ educational level, occupational status,

and income level (Jeynes 2002). Studies have repeatedly found that SES affects student
 10

outcomes (Baharudin and Luster 1998, Jeynes 2002, Eamon 2005, Majoribanks 1996,

Hochschild 2003, McNeal 2001, Seyfried 1998). Students 8 who have a low SES earn

lower test scores and are more likely to drop out of school (Eamon 2005, Hochschild

2003).

Low SES students have been found to score about ten percent lower on the

National Assessment of Educational Programs than higher SES students (Seyfried 1998).

SES has also been shown to override other educational influences such as parental

involvement (McNeal 2001). It is believed that low SES negatively affects academic

achievement because low SES prevents access to vital resources and creates additional

stress at home (Eamon 2005, Majoribanks 1996, Jeynes 2002). The economic hardships

that are caused by low SES lead to disruptions in parenting, an increasing amount of

family conflicts, and an increased likelihood of depression in parents and single-parent

households (Eamon 2005). For these reasons SES is closely tied to home environment

and one could argue that SES dictates the quality of home life for children.

Socio-economic status is a term comprises of two variables: the social status

and economic status. Social status is acquired by social position and economic status

is associated with the money or economy a person has. The SES was measured with

same indicators by different sociologists, educationists and psychologists. According

to Parson, Stephanie and Deborah (2001), “Socio-economic Status (SES) is the term

used to distinguish between people’s relative position in the society in terms of family

income, political power, educational background and occupational prestige”. After ten

years the SES was defined by Saifi and Mehmood (2011) as “SES is a combined
 11

measure of an individual or family’s economic and social position relative to others

based on income, education and occupation”. These are almost the same indicators.

The Saifi and Mehmood (2011) study the effects of SES on student’s

achievement. They used income, parent’s education and occupation, material

possessed at home, transport and servants as the indicators of SES and data were

analyzed through percentages. The findings indicated that parent’s education and

occupation and facilities at home affect the student’s achievement.

Socio-economic status is an economic and sociological combined measure of a

person's work experience and of an individual’s or family's economic and social positions

in relation to others based on income, education and occupation. Santrock (2004) defines

it as the grouping of people with similar occupational, educational and economic

characteristics. It is the measure of the influence that the social environment has on

individuals, families, communities, and schools. In many ways socio-economic status is

related to the concept of social class. Based on this analogy, Woolfolk (2007) explains

socio-economic status as the relative standing in society based on income, power,

background and prestige. Basically, socio-economic status can be classified into the

following categories: high socio-economic status, middle socio-economic status and low

socio-economic status. The socio-economic background of a child is most commonly

determined by the parents’ educational level, occupational status, and income levels

(Jeynes, 2002).

Increase in income and social status is generally associated with increase in levels

of education. A person’s education is closely linked to his or her life chances, income

and well-being (Battle & Lewis, 2002). It then becomes imperative that the society not
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only take keen interest in the education of its young members but also have a clear

understanding of what improves or hinders their educational attainments. Socio-economic

status of parents may affects a students’ access to health care, recreation and nutrition,

work environment and social and psychological factors such as self-regard, emotional

stability and assertiveness (Ross & Wu, 1995).

Level of education of parents is the degree to which parents have acquired some

knowledge, skills, attitudes and values of informal and formal education. Owen (1999) in

her study exploring beliefs about academic achievement studied the relationship between

parents’ educational attainment and found that the educational attainment of parents have

a relationship with educational achievement of their children. In families where parents

experience difficulties in reading and writing, there is a danger that low literacy is passed

on to the next generation (Cooter, 2006).

Douglas (1964) reported parents who are interested in their wards' education

come predominantly from the middle or upper class and those who are least interested are

from the low or unskilled. Parents with higher occupational status and educational

attainment may also have higher aspirations and expectations for their children’s

occupation and education, which in turn can influence their commitment to learning.

Daughters of employed mothers have been found to have higher academic achievement,

greater career success, more non-traditional career choices and greater occupational

commitment. Studies of children in poverty, in two-parents and single mother families

found higher cognitive scores for children of mothers who are gainfully employed in

highly-skilled jobs as well as higher scores on social-emotional indices (Golden,

McDaniel, Loprest & Stancyzyk, 2008). Family income connotes the state at which a
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family receives money over a certain period of time. Income shocks do not only affect

investment in children’s education but also children’s performance. When families are

constrained by fewer resources children’s learning is consequently affected.

Nevertheless, financial differences alone cannot account for the impact that

parental social class and educational level have on children's educational outcomes

(Mayer, 1997).

On Related Studies

Bichi (1979) stated that family socio-economic status, which formed the subject

of this study, includes housing condition, availability of reading materials and

opportunities for intellectual development. Family factors, such as unsatisfactory housing

condition may have a serious effect on educational achievement of a child. Families that

are large in number, insufficient amenities, due to poor economic condition could distract

the interest and attention of the learner, which may affect the whole process. Children

from satisfactory family on the other hand, that has sufficient amenities like internet that

provides intellectual stimulation.

Education is a welcome addition, whereas on the other hand, children from

unsatisfactory families or those lacking those materials or amenities go to school hoping

to find the essential qualities lacking in their homes. Naturally the expectation of these

two categories of learners differs. The socio-economic status of the family has its own

consequences to educational achievement. Inability to pay regular school fees due to

unfavorable economic situation force some parents to send their children to substandard
 14

schools or even withdraw them from the school. (Blake, 1981) cited in (Aliyu, 1996)

where such resources and facilities are lacking it is inevitable that the learning of a child

is seriously affected in terms of their educational process. The parents from low socio-

economic status cannot afford to provide all these materials resources that are very

important for educational advancement of their children in school. The denial of such

resources to their children is born out of the necessity of their economic circumstances,

not because they do not have similar inspiration like the parents who have these materials

resources at their disposal.

Academic Achievement assumes primary importance in the context of an

education system aimed at progressive scholastic development of the child and human

resources development at the macro level. The scientific rearing and education of a child

is monitored on the basis of his academic achievement. Academic achievement is the

core of the wider term i.e. educational growth. The importance of academic achievement

in one's life cannot be over emphasized. It acts as an emotional tonic. Sound academic

records are the pillars on which the entire future personality stands.

Academic achievement have always been the centre of educational research and

despite varied definitions about the aims of education, the academic development of the

child continue to be the primary and most important goal of education . Life in general

and for a student in particular has become highly competitive. Today there is no place for

a mediocre student. There is limited room at the top that too only for the best. The

importance of scholastic and academic achievement has raised important questions for

educational researchers. What factors promote achievement in students? How far do the

different factors contribute towards academic achievement? (Ramaswamy, 1990). It is

 15

generally believed that children from high and middle socio-economic status parents are

better exposed to a learning environment at home because of provision and availability of

extra learning facilities.

This idea is supported by Becker & Tomes (1979) when they assert that it has

become well recognized that wealthy and well-educated parents ensure their children’s

future earning by providing them a favorable learning environment, better education, and

good jobs. In contrast to this belief, children from low socio-economic status parents do

not have access to extra learning facilities; hence, the opportunity to get to the top of their

educational ladder may not be very easy. Drummond & Stipek (2004) while discussing

their “Low-income Parents’ beliefs about their role in children’s academic learning”

mentioned that a few of these parents indicated that their responsibilities were limited to

meeting children’s basic and social emotional needs, such as providing clothing,

emotional support, and socializing manners. So these parents’ shortsightedness toward

their responsibilities in the educational processes of their children and scarcity of fund to

intensify such processes could be a challenge to their children’s success.

Hamid (2011) examined the relationships between secondary school students’

family socioeconomic characteristics and their academic achievement in English in a

rural sub-district in Bangladesh. The results revealed that the rural students had low

levels of academic achievement in English and within this overall low level of

achievement, there were patterned relationships between the students’ family income and

parental education and their academic achievement in English. Students who had higher

levels of parental education and family income were more likely to obtain higher scores
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on the proficiency test as well as higher grades in English in the Secondary School

Certificate examination.

Honea (2007) in a study examined the influence of diligence, diligence support,

family socioeconomic status and some other variables on academic achievement. 315

high school students, 215 parents, and 46 teachers in the rural South made the sample of

his study. The relationship between family socio-economic status and academic

achievement was statistically significant in this investigation.

Aikens & Barbarin (2008) recognized in the process of their investigation that

children from lowSES environments acquire language skills more slowly, exhibit delayed

letter recognition and phonological awareness, and are at risk for reading difficulties.

The present study makes a humble endeavor to investigate the influence of

student’s socio economic status on the academic achievement of higher secondary school

students. “Socio-economic status differences in children’s reading and educational

outcomes are ubiquitous, stubbornly persistent and well documented” (Aikens and

Barbarin, 2008). The relationship between SES and academic achievement is due to a

complex interaction of a number of variables, it appears to be generally accepted that

SES impacts to a considerable extent on various aspects of students’ learning

experiences. Meeuwisse, Severiens and Born (2010) examined the interaction of multiple

variables in students’ decisions to withdraw from higher education. They support the

general theme that emerges in all of the studies reviewed herein: The interplay of

variables that characterizes the investigation of SES and aspects of students’ behavior,

choices and outcomes is tremendously complex.

Conceptual Framework
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In this study, the researchers were guided by the following paradigm:

Students’ Academic
Students’ Economic Status
Performance

Figure 1. The Conceptual Paradigm

Figure 1 illustrates that the level of economic status and academic performance of

the UNP-Senior High School students from the Accountancy, Business and Management

(ABM) strand will clearly state the significant relationship between the economic status

and academic performance of the students.

Operational Definition of Terms

The following terms are operationally defined for better understanding:

Relationship. It refers to the significant connection between the economic status

and academic performance of the students.

Economic Status. It corresponds to the “financial standing” of the students

including the sufficiency of day – to – day educational needs of every student.

Whereas, the said economic status will be determined through: (1) parent’s

occupation (2) parent’s level education and (3) family’s monthly income of the

students.

Academic Performance. It refers to the educational capacity or the ability of every

student to excel in school, the punctuality in accomplishing academic and

performance tasks, participating well during discussions of the students.

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UNP-Senior High School. It refers to the secondary level of education of the

students and to which the respondents of this study will be taken from.

Accountancy, Business & Management. It corresponds to the academic strand of

Senior High School wherein the respondents of the study will be specifically

come from.

Assumptions

In the conduct of this study, the researchers were guided by the following

assumptions:

1. The survey questionnaires are valid, reliable and objective.

2. The respondents will answer the questions honestly.

3. The sample selected is adequate and satisfactorily represents the whole

population.

Research Hypothesis

The researchers were guided by the following hypothesis which was tested at 0.05

level of significance in the conduct of the study which is there is no significant

relationship between the economic status and academic performance of the Senior High

School students from the Accountancy, Business and Management (ABM) strand in the

University of Northern Philippines.

Research Methodology

This part of the study discusses the research design, population and sample,

research instrument, data gathering procedure and statistical treatment of data used for

the study.

Research Design
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In this study, the student researchers used the descriptive correlational

research design in determining whether there is or there is no relationship between

the economic status and academic performance of the student – respondents.

Population and Sample

The respondents of the study came from the fifty (48) Accountancy,

Business & Management students of the UNP-Senior High School. The forty-

eight students were randomly picked from the five sections of ABM for equal

distribution.

Research Instrument

The needed information and other specific details were gathered from the

honest answers of the student respondents in the survey questionnaires

distributed. The survey questionnaires aimed to determine the economic status’

profile and level of academic performance of the students.

The economic status level of the students were identified by the following

standards:

Parent’s Occupation Economic Status Level

Both Blue Collar Below Average

Combination of White & Blue Collar Average
Both White Collar Above Average

Parent’s Level of Education Economic Status Level

No Studies – Elementary Graduate Below Average

Secondary – College Level Average
College – Post Graduate Studies Above Average
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Family’s Monthly Income Economic Status Level

Below PHP 10,000 Below Average

PHP 10,001 – PHP 20,000 Average
PHP 20,001 and above Above Average

The academic performance level of the students were identified by the

following standards:

General Weighted Average Economic Status Level

Below 75 Did Not Meet Expectation

75 – 79 Fairly Satisfactory
80 – 84 Satisfactory
85 – 89 Very Satisfactory
90 and above Outstanding
Data Gathering Procedures

The student researchers first ensured that the questionnaires distributed are

validated and acceptable. Second, the researchers asked permission from the

Coordinator of UNP-Senior High School allowing the student researchers to

conduct the study.

Statistical Treatment of Data

The researchers used the following tools to analyze and interpret the data

gathered during the proper conduct of this study.

Frequency and Percentage. It is used in determining the number of

respondents who honestly answered the questionnaires given by the researchers.

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Mean. It served as a tool in determining the corresponding average

number of the answers stated by the respondent to the different variables

presented.

Standard Deviation. It served as an instrument in determining the existing

variation between the different variables presented.

Point Biserial Correlation. It is used in getting the significant relationship

between the economic status and academic performance of the students.

t-test. It is used in determining the significant relationship between the

economic status determinants and academic performance of the students.

Chapter II
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents, analyzes and interprets the data gathered in order to address

the problems stated in the study.

Problem 1. Economic status’ profile of the students in terms of the

following determinants:
a. Parents’ Occupation
b. Parents’ Level of Education
c. Family Monthly Income
Table 1
Parent’s Occupation Frequency Percentage

Both Blue Collar Jobs 19 39.58%

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Combination of White & Blue Collar Jobs 25 52.08%

Both White Collar Jobs 4 8.34%
Total 48 100%
Family Monthly Income
Below PHP 10,000 19 39.58%
PHP 10,001 – PHP 20,000 21 43.75%
PHP 20,001 and above 8 16.67%
Total 48 100%
Parent’s Level of Education
No Studies – Elementary Graduate 1 4.17%
Secondary – College Level 21 43.75%
College – Post Graduate Studies 26 54.18%
Total 48 100%
Economic Status Profile of the Students
Table 1 shows the economic status’ profile of the students in terms of their

parent’s occupation, family monthly income and parent’s educational attainment.

Based on the data gathered, out of the forty-eight (48) students respondents, there

were twenty-five (25) of the respondents have both of their parents’ occupation

categorized under the combination of blue collar job and white collar job, nineteen (19)

of the respondents who have both of their parents’ occupation classified under blue collar

job, and at least four (5) of the respondents have their parents’ occupation under the both

white collar jobs classification. Having it proven by the result of the data gathered, the

student-respondents have an average level of economic status in terms of the parents’

occupation.

With regard to their family monthly income, twenty-one (21) of them have a

family monthly income under the scale of P10, 000.00 – P20, 000.00, nineteen (19) of the

respondents have less that P20, 000.00 as their monthly income, and eight (8) of the
 23

respondents have P20, 001.00 and above as their family monthly income. Basing it from

the result of the data collected, the student-respondents have an average level of

economic status in terms of their family’s monthly income.

In relation to their parents’ level of attained education, in the category of their

father’s level of education, twenty-six (26) of them attained college graduate and even

post graduate studies, twenty one (21) of the them attained secondary level up to college

level and one (1) of them have only attained until elementary graduate. As to the result of

the data gathered, the student-respondents have an above-average economic status level

in terms of their parents’ level of attained education.

It implies that the Senior High School students under the ABM strand in

University of Northern Philippines have an average level of economic status in general.

Table 2
Further Questions involved in determining the Economic Status of the Students
Frequency Percentage
Questions
YES NO YES NO
1. Do you have enough allowance every
45 3 93.75% 6.25%
day?
2. Do you have enough money to buy
41 7 85.42% 14.58%
materials needed in school?
3. Do you think the income of your family
41 7 85.42% 14.58%
is enough for your daily or basic needs?
4. Are you attending school continuously? 46 2 95.83% 4.17%
5. Do all your siblings attend school as
43 5 89.58% 10.42%
well?
6. Do you have any personal computers at
35 13 72.92% 27.08%
home?
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7. Do you have complete educational

24 24 50.00% 50.00%
facilities needed at home?
8. Are you gaining enough financial
44 4 91.67% 8.33%
support from your parents?
9. Do you have a part – time job as a
7 41 14.58% 85.42%
student?
10. Are you encountering financial problem
29 19 60.42% 39.58%
at the moment?

Table 2 shows the additional questions to support the corresponding information

indicated by the respondents in terms of their economic status.

In addition, questions were also included in the distributed questionnaires in order

to deeply understand and support the first data presented. As it was seen in the table

above, it clearly shows that the majority of the students responded that they do have

facilities and enough allowances for school. Furthermore, looking at the percentage for

each question presented, it is already clear enough to justify that the student-respondents

indeed, have an average level of economic status.

Problem 2. What is the Academic Performance of the Students?

Table 3
Academic Performance of the Students
Level of Academic Performance Frequency Percentage

Did Not Meet Expectation 0 0.00%

Fairly Satisfactory 0 0.00%

Satisfactory 6 12.50%

Very Satisfactory 27 56.25%

Outstanding 15 31.25%
 25

Total 48 100%

Mean of the Overall GWA 88.41

Table 3 illustrates the academic performance of the students in terms of their

general weighted average from their previous academic year.

Based from the collected information regarding the respondents’ general weighted

average which is as well verified to their respective class advisers, twenty-seven (27) of

the student respondents got a general average of 85 – 89, fifteen (15) of the respondents

attained a general average of 90 and above, six (6) of the respondents have attained a

general average from 80 – 84 and none of them got a general average of 79 and below.

Within the verified information gathered, the respondents have a very satisfactory level in

terms of their academic performances.

The students are really doing well in terms of their academic performance. There

may be those who are at times tardy and those who are not mindful enough of their

behaviors. Having no records for failing and other issues in terms of their grades and

other concerns. Hence, to have a further idea and enough information regarding the

academic performance of the students, here are some additional questions to get the

answers:

Table 4
Further Questions involved in determining the
Academic Performance of the Students
Frequency Percentage
Questions
YES NO YES NO
1. Do you have any failing grades? 2 46 4.17% 95.83
2. Do you have any unfinished
5 43 10.42% 89.58%
requirements last semester?
3. Are you punctual enough in passing
44 4 91.67% 8.33%
academic tasks on time?
 26

4. Are you attending classes regularly? 46 2 95.83% 4.17%

5. Are you reviewing your lessons well
43 5 89.58% 10.42%
before exams?
6. Do you often depend on your classmate
during exams and in terms of 9 39 18.75% 81.25%
assignments?
7. Do you invest most of your time in
21 27 43.75% 56.25%
studying?
8. Are you making advanced readings? 19 29 39.58% 60.42%
9. Do you participate well during class
34 14 70.83% 29.17%
discussions?
10. Do you wish to become an honor
36 12 75.00% 25.00%
student?
Table 4 shows the additional questions to verify the given general weighted

average of the student-respondents.

Additionally, the questions presented specifically corresponds to the academic

behavior of the students as part in profoundly knowing the academic performance of the

students. As presented in the table above, the students are excelling enough. Whereas, it

only proves that the student-respondents, all in all have a very satisfactory level of

academic performance in terms of their general weighted average and as supported by

their academic behavior in their respective classes.

Problem 3. Is there a significant relationship between the Economic Status and

Academic Performance of the Students?

Table 5
Correlation between the Economic Status and
Academic Performance of the Students
Academic Decision
Sig.(2-tailed)
Performance ( r )
Parent’s
.177 0.228 Do Not Reject Ho
Occupation
Family Monthly
-.023 0.878 Do Not Reject Ho
Income
Parent’s Level of
.269 0.064 Do Not Reject Ho
Education
 27

Economic Status 0.150 0.317 Do Not Reject Ho

Correlation is at 0.05 level of significance.

Table 5 shows whether there is or there is no significant relationship between the

economic status and academic performance of the students.

As presented in table 5, parents’ occupation with the calculated correlational

coefficient (r=.177), it means that there is a slight direct relationship between the parents’

occupation and academic performance of the students. Looking under the calculated

value of the family monthly income’s correlational coefficient (r=-0.23), there a definite

but small inverse relationship between the family monthly income of the students to their

academic performance. With regards to the parent’s level of education, the calculated

correlational coefficient is (r=.269), which means that there is a definite but small direct

relationship between the parent’s level of education to the academic performance of the

students.

To sum up the three determinants and come up with the overall economic status

of the students, the computed correlational coefficient is (r=.150), which only signifies

that there is a slight relationship of the economic status and academic performance of the

students.

With the tested correlational which is at 0.05 level of significance, the result

regarding the economic status and academic performance of the students had been greater

than 0.05 which means that the hypothesis presented has not been rejected and it signifies

that there is no significant relationship between the economic status and academic

performance of the students in University of Northern Philippines, Senior High School,

ABM strand.
 28

No matter how high or low is the level of economic status of the students, it

doesn’t affect the level of academic performance a student can gain, at all.

Chapter III
SUMMARY, FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of the study, the conclusions drawn and the

recommendations proposed by the researchers.

Summary

This study aimed to determine the relationship between the Economic Status and

Academic Performance of the Senior High School students from the ABM strand in
 29

University of Northern Philippines. In the process of gathering data needed, the

researchers used the survey – questionnaire method.

The result of the study shows that the students have an average level of economic

status and a very satisfactory level of academic performance. With regards to the

correlation between the Economic Status and Academic Performance of the students

which was tested at 0.05 level of significance, the hypothesis presented has not been

rejected and it signifies that there is no significant relationship between the economic

status and academic performance of the students in University of Northern Philippines,

Senior High School, ABM strand.

This implies that the determinants in economic status such as parent’s occupation,

family monthly income and parent’s level of education do not contribute to the level of

academic performance attained by each student.

As the overall result of the study, there is no significant relationship between the

economic status and academic performance of the students in University of Northern

Philippines, Senior High School, Accountancy, Business and Management strand.

No matter how high or low is the level of economic status of the students, it

doesn’t affect the level of academic performance a student can gain, at all.

Findings

1. The students of Senior High School under the ABM strand have an average level

of economic status in general.

2. The students of the University of Northern Philippines – Senior High School have

a very satisfactory level of academic performance.

 30

3. There is no significant relationship between the economic status and academic

performance of the students in University of Northern Philippines, Senior High

School.

Conclusions

Based on the findings of this study, the following conclusions were drawn:

1. The majority of the students in ABM strand are not going through any financial

crisis with regards to their educational needs.

2. The students are performing well in their academic studies and that they do not have

any behavioral concerns.

3. The level of economic status of the students do not affect the level of academic

performance each student can attain.

Recommendations

1. For other researchers, it would be great to recommend that in order to come up

with the real level of academic performance of the students, their general

weighted average starting from their first formal education should take place.

2. For further studies to be conducted, other factors such as study habits and other

behavioral concerns that can affect one’s attained level of academic performance

should as well be reflected.

3. There must be a parallel study to be conducted wherein, a larger scope of

understanding and larger number of respondents are to be considered.

 31

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 32

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