POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 1

CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

“Never let your family background and economic status hinder your path to success but instead
remain focused and have your own values and goals in life”. By George Abieroh (2008).

This statement shows that all can find their own ways on how they will achieve their goals despite

having many hindrances in life. There are lots of challenges in life so it is our choice to make our decision

of having a good future. This study focuses on the students to gain deeper information about them, if their

academic performance is being affected by their socioeconomic status in life.

There are a lot poor people who strive hard and become rich and successful in life. They are

called rags to riches people. To name a few, Manuel "Manny" Bamba Villar Jr. worked while studying in

order to finance his schooling. Armed with much perseverance, he became an employee, a shrimp trader,

a senator of the Philippines and now a real estate entrepreneur (Grace, 2008) and Rebecca Bustamante,

48, who turned her life from selling fish during her elementary years in the public market of Dasol,

Pangasinan to a successful Asia Pacific-wide management recruitment corporation today (The Manila

Times, 2014). The lives of these people demonstrated that being poor could be a hindrance to attain

success in life but serves as challenge to do better in life.

However, most of those who belong to higher income group were able to succeed in setting their

goals in life. However, those in the low income groups could barely get what they want in life.

On this note, the researchers would like to find out whether economic states significantly affect

academic performance, hence, this study entitled “An Analysis on the Socio-Economic and Academic

Performance of the PUPBC-Students".

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Background of the Study

Socioeconomic profile is an individual's or group's position within a hierarchical social structure.

Socioeconomic status depends on a combination of variables, including occupation, education, income,

wealth, and place of residence. Sociologists often use socioeconomic status as a means of predicting

behavior. Socioeconomic status (SES) is probably the most widely used contextual variable in education

research. Increasingly, researchers examine educational processes, including academic achievement, in

relation to socioeconomic background.

Academic performance may also refer to a person's strong performance in a given academic

arena. A student who earns good grades or awards in science has achieved in the academic field of

science. Education associations and schools monitor the overall level of student academic achievement to

decide what, if any, changes need to be made in the educational system.

At its most basic level, education is important because it gives people the baseline skills to survive

as adults in the world. These skills include basic literacy and numeracy, as well as the ability to

communicate, complete tasks and work with others. Education is essential for nearly every type of job or

career, and in many cases, education makes the difference between being able to perform a job safely

and accurately and being unable to perform a job at all. However, many people believe that education is

important in life for reasons beyond basic survival skills. As what Nelson Mandela said education can be a

powerful weapon to change the world so it is very important to have this weapon not only in changing the

world but also in pursuing dreams To give emphasis on this, the U.N. Convention on the Rights of the

Child, signed and ratified by the Philippines, states that children have inherent human rights and violating

them is internationally illegal. These include the rights to life and development, physical and mental

protection, non-discrimination and health. Children are entitled to the rights to have an identity, get an

education, and remain free from exploitation and be raised by loving family. So every Filipinos has the

right to be educated. However, there are children who are deprived of education because food for the

family is a more serious problem. In the social norm we all know that parents are responsible in raising
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their children. They need to provide the necessities of their children for them to grow up with a positive

outlook in life. Valley Malay (2012) stated that a child’s capability to succeed in school depends on how

their parents take good care of them and how they provide the needs of their children. Socio economic

profile is one of the determinants of academic performance of the students based on the following

indicators: Parental income as an indicator of socio economic profile reflects the potential for social and

economic resources that are needed by their children. The second traditional socio economic status

component, parental education, is considered one of the most stable aspects of Socio economic status

because it is typically established at an early age and tends to remain the as he grows up. Parent’s

educational attainment is also one indicator because once the parents have a higher educational

attainment there is a probability that their children will have a better education.The third traditional socio

economic status component, occupation, is ranked on the basis of the education and income required

to have a particular occupation (Hauser, 2009). Occupation is one of the indicators of the

socioeconomic profile of the students to have an income parent needs to look for a source of income

which is to have an occupation this is correlated to the income and parents educational attainment

once the parents have a higher education there is greater tendency that they will have a good

opportunity to have a better source of income and if the job is good the better the income it is.
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Theoretical Framework

The theoretical framework must demonstrate an understanding of theories and concepts that

are relevant to the topic of the research paper and that relate to the broader areas of knowledge

being considered.

Becker and Tomes (1979), "Investment Theory" states that parents invest in their children by

determining their ability to finance which is influenced by their income and access to capital for their

children's educational needs.

Adam and Singh (1980), "Good Parent" this theory states that low income hurts children not

because poor families have less money to invest in their children but because low income decrease

parents ability to be a "good parents". According to this theory there are two version. 1) The "parental

stress" version holds that stress diminishes parents' ability to be supportive, consistent and involved

in their children’s education, and 2) The "role model" version emphasized that low income of parents

can develop values, norms are unhealthy interpersonal behavior. This theory acknowledged that poor

family background or parents with low income develop negative attitudes towards their children’s

academic achievement.

The sociology of education is the study of how public institutions and individual experiences

affect education and its outcomes. It is most concerned with the public schooling systems of modern

industrial societies, including the expansion of higher, further, adult, and continuing education. One of

the theories is the social mobility. Social mobility is the movement of individuals, families, households,

or other categories of people within or between social strata in a society. It is a change in social

status relative to others' social location within a given society. Social mobility is defined as the

movement of individuals, families, households, or other categories of people within or between layers

or tiers in an open system of social stratification. Open stratification systems are those in which at

least some value is given to achieve status characteristics in a society. Relative social mobility refers

to the differences in probability of attaining a certain outcome, regardless of overall structural

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changes; a society can have high absolute mobility and low relative mobility. The availability of at

least some social mobility can be important in providing pathways to greater equality in societies with

high social inequality. Mobility is most often quantitatively measured in terms of change in economic

mobility such as changes in income or wealth. Occupation is another measure used in researching

mobility, which usually involves both quantitative and qualitative analysis of data, but other studies

may concentrate on social class. These differing dimensions of social mobility can be classified in

terms of differing types of capital that contribute to changes in mobility. Cultural capital, a term first

coined by French sociologist Pierre Bourdieu is the process of distinguishing between the economic

aspects of class and powerful cultural assets. Bourdieu described three types of capital that place a

person in a certain social category: economic capital; social capital; and cultural capital. Economic

capital includes economic resources such as cash, credit, and other material assets. Social capital

includes resources one achieves based on group membership, networks of influence, relationships

and support from other people. Cultural capital is any advantage a person has that gives them a

higher status in society, such as education, skills, or any other form of knowledge.
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Conceptual Framework:

A conceptual framework is an analytical tool with several variations and contexts. It is used to

make conceptual distinctions and organize ideas. Strong conceptual frameworks capture something

real and do this in a way that is easy to remember and apply.

INDEPENDENT V.

PARENT’S
EDUCATIONAL
ATTAINMENT

DEPENDENT
VARIABLE:
INDEPENDENT V.
STUDENTS’ PARENT’S
ACADEMIC OCCUPATION
PERFORMANCE

INDEPENDENT V.

HOUSEHOLD
INCOME

Figure 1.Dependent and Independent Variables

The independent variables are the causes while the dependent variable is the outcome. The

independent variables are one of the important factors that might have an effect to dependent

variable of this study. In this study, the dependent variable is students’ academic performance and
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independent variable are parents’ educational attainment, parents’ occupation and household

income.

Statement of the Problem:

The study aimed to determine whether the socio-economic profile of the students affects their

Academic Performance. Specifically, it sought to answer the following:

1. What is the socio-economic profile of the student-respondents in terms of their:

1.1 Age

1.2 Gender

1.3 Course

1.4 Educational Attainment of Parents

1.5 Household Income, and

1.6 Parents’ Occupation

2. Is there a significant relationship between educational attainments of the parents and academic

performance of the PUP-BC students?

3. Is there a significant relationship between the household income and academic performance?

4. Is there a significant relationship between parent’s occupation and academic performance?

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Objectives:

The objectives of this research paper are:

1. to know if there is a significant relationship between educational attainment of the parents and

academic performance of the PUP-BC students

2. to know if there is a significant relationship between the household income and academic

performance

3. to know if there is a significant relationship between the parent’s occupation and academic

performance.

Hypothesis:

The research hypothesis in this study was presented in its null form, and states as:

1. There is no significant relationship between educational attainment of the parents and

academic performance of the PUP-BC students.

2. There is no significant relationship of between the household income and academic

performance.

3. There is no significant relationship between the parent’s occupation and academic

performance.

Scope and Limitations:

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This study focuses on the students of Polytechnic University of the Philippines - Biñan

Campus, regarding the Socio-Economic Profile that affects their academic performance. Socio

economic profile of the respondents is indicated by, family income, parent’s educational attainment,

parent’s occupation. As regard academic performance, the respondents are asked to choose the

range that correspond to the latest general weighted average as computed by the Students

Information System.

Significance of the Study:

The findings of this study will redound to the benefit of the family, students and teachers

considering that socio-economic profile makes an impact in the academic performance of the

students. The results of this study would be great contribution to the following:

School Administration. The research may serve as reference in formulating policies and

programs, implementing rules and regulations that are designed to assist students with academic

deficiencies.

Teachers. This result will serve as a guide for them and help them to be more aware of

factors to assist students with difficulties or to monitor the students’ behaviour towards their academic

performances.

Parents. This study may become an eye opener to them for better parenting and they will

understand that they have a big role in the academic performance of their children.

Future Researchers. This study may serve as a reference and a good source that can help

them to achieve the specific goal to their study.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

A literature review is an evaluative report of information found in the literature related to your
selected area of study.

Academic Performance refer to a person's strong performance in a given academic arena. In this

study, the General Weighted Average (GWA) for 1st and 2nd semester as computed in the Student

Information System (SIS) is considered as the academic performance while educational attainment

refers to the highest level of schooling that a person has reached. Then a household income is a

measure of the combined incomes of all people sharing a particular household or place of residence.

It includes every form of income, e.g., salaries and wages, retirement income, near cash government

transfers like food stamps, and investment gains. The researchers based the range of household

income and also the economic status in the National Economic Development and Authority. A

parents’ occupation is the jobs parents do is a parental characteristic that can predict the educational

achievement, health, occupational success, and status attainment etc. of children of those parents.

The researchers used blue collar and white collar job to identify what kind of occupation that the

parents respondent have. Social Mobility is the movement of individuals, families, households, or

other categories of people within or between social strata in a society. It is a change in social status

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relative to others' social location within a given society. Lastly, a socioeconomic profile is an

individual's or group's position within a hierarchical social structure. In this study the age, gender, course,

educational attainment of parents, parents’ occupation and household income are considered as the socio

economic profile.

Socio Economic Status

First, according to The American Psychological Association (2010) about socio

economic states that socioeconomic status (SES) is often measured as a combination of education,

income and occupation. It is commonly conceptualized as the social standing or class of an individual or

group. To view through a social class lens-privilege, power, and control are emphasized. SES is relevant

to all realms of behavioral and social science, including research, practice, education and advocacy. Next

is based on Morgan, Farkas et al (2009), children from low-SES households and communities develop

academic skills more slowly compared to children from higher SES groups. The third one is, Aikens and

Barbarin, (2008) indicate that the school systems in low-SES communities are often under resourced,

negatively affecting students’ academic progress, that is why children from low-SES environments acquire

language skills more slowly, exhibit delayed letter recognition and phonological awareness and are at risk

for reading difficulties. This study also reflected with Coley, (2002), children with higher SES backgrounds

were more likely to be proficient on tasks of addition, subtraction, ordinal sequencing and math word

problems than children with lower SES backgrounds. In 2007, high school dropout rate among was higher

in low-income families that is (16.7%) than high-income families with only (3.2%) (National Center for

Education Statistics, 2008). While, Morgan et al., (2009) supported the link between lower SES and

learning disabilities and other negative psychological outcomes can affect academic achievement. It was

also pointed in the study that a mother's SES was also related to her child's inattentiveness, lack of

interest, and lack of cooperation in school. Similar to the report of Mistry, et al (2009) perception of family

economic stress and personal financial led to emotional distress to students. This related literature shows

that socio economic status has a great impact on the academic performances and other things related to

socio economic status of students. And so as, the family income of Polytechnic students could affect
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their learning process, motivation and academic performance at the long - run thus, strong financial

status of families helps improve students' motivation, learning process and better academic

performance. This is the conclusion in study of Reindolf Yao Nani, et al. in their study “Assessment of

Family Income on Academic Performance of Tertiary students: the case of Ho Polytechnic, Ghana”

(2016). This conclusion has a similarity in the study of Susan E Mayer which is the influence of

Parental Income on Children’s outcomes. According to her the effect of good parental income is

positive for all outcomes include cognitive test score, socio- emotional well-being, mental health and

behavioral problems of children’s. Then the factors affecting students’ quality of academic

performance: A Case of Secondary School Level (2011) by M.S. Farooq1, A.H. Chaudhry1, M.

Shafiq1, G. Berhanuhe. The purpose of this study is to analyze effect of socio-economic status,

parental education and occupation on quality of students’ academic performance, to explore the

effect of socio-economic status on student’s achievements in the subjects of Mathematics and

English and to find the difference in quality of students’ achievement in relation to their gender. The

results of the study revealed that socioeconomic status (SES) and parents’ education have a

significant effect on students’ overall academic achievement as well as achievement in the subjects of

Mathematics and English. The high and average socio-economic level affects the performance more

than the lower level. It is very interesting that parents’ education means more than their occupation in

relation to their children’s academic performance at school. It was found out that girls perform better

than the male students. The socioeconomic status can be deliberated in a number of different ways; it

is most often calculated by looking at parental education, occupation, income, and facilities used by

individuals separately or collectively. It is also observed that parents who are economically

disadvantaged are less able to afford the cost of living of their children at higher levels and

consequently their children do not work at their fullest potential. Rouse and Barrow, (2006). The

students with high level of socioeconomic status perform better than the students with low level of

socioeconomic status. Garzon, (2006 et. al). While based on College Students’ Personal Attributes,

Socio-Economic Status and Study Habits: Their Relationship to Academic Performance by Marilou R.

Almojuel, (2014) the purpose of this study was to show how some personal attributes, socio-
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economic status and study habits relate to the academic performance of college students, the

findings of the study was the significant relationship between sex and academic performance as well

as the age factor, educational attainment, religion, sibling position, family size, distance from home to

school, type of dwelling, occupation of parents, monthly income, and the presence of some material

possessions, the result of the study are not significantly affect the students’ performance in school.

According to Natividad R. Mamaog (1994) about the Educational - Socio- Economic status of parent in

relation to the problems of their adolescent freshman in Northern Mindanao State Institute of Science and

technology , the educational attainment of parents , results that more than 30% of the parents of the

sample of the students had college education and above. About 12% of the fathers and 76% of mothers

do service job. A little than 12% of the parents do professional and technical jobs. The same study showed

that we'll educated mothers expectation level are higher and they have more demands of academics

achievement for their children. A parent’s educational level influence the realistic expectations and the

ideal educational aspiration of the students. This was found that paternal education have an effect only on

student’s educational expectation. The influence of socio economic status on school performance

(2012) by MIHĂILĂ TEODO, this study aims to study the relation of socio economic status and

academic performance and to the students that have a low socio economic status, tend to have a low

academic performance, then the results were analyzed, they were able to determine that school

performance is, indeed, influenced by the hours spent learning, free time, the presence of siblings in

the family and the family home place, (in the rural or urban area), all of which are metrics for the

socioeconomic status. According to the National Institute for Literacy (2007) about parents’ educational

background, parental involvement is one factor that affects student’s academic performance. Another

factor to include is the income level of the household, whether or not both parents are at home, and lastly

the number of siblings within a household. The report also states that most of the students who belong in a

large household with limited income, are often task to take care of the younger ones, in lieu of daycare. As

a result, the older student’s school attendance is low affected that resulted to poor academic performance.

That demographic factor alone can provide the parent with the option to hire a babysitter for younger
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siblings, thus allowing idler students to maintain a near perfect school attendance record. According to

U.S. Department of Education (2002), better school attendance often translates to better performance.

Parents’ Educational Attainment

Taiwo (2011) submit that Parents Educational background influence the academic

achievement of students. According to him the parents should be in a good position so that they can

support their students perform well in education and provide the necessary materials needed by their

children. This was supported by Musgrave, 2000 who said that a child comes from an educated home

would be like to follow the steps of his/her family and by this, they work actively in his/her studies. He

said further that parents who have more than a minimum level of education are expected to have a

favored attitude to the child’s education and to encourage them to show examples in activities of

intellectual type such as reading a newspapers, magazines and journals. They are likely to have a

wider vocabulary by which the children can benefit and develop language fluency. Parental

Educational Attainment and Students’ Academic Performance of Public Mixed Day Secondary

Schools in Kuresoi Sub -County, Nakuru County, Kenya (2015) by Benjamin Kipkoech Koskei and Dr.

Geoffrey Ngeno. This study sought to investigate the influence of parental educational attainment on

academic performance of public mixed day secondary school students. The finding of this study

revealed that parental educational attainment did not significantly influence students’ academic

performance in Kuresoi Sub-county. Factors affecting students’ academic performance (2012) by

Irfan Mushtaq and Shabana Nawaz Khan, the study aims to explore the important factors that affect

the academic performance of the students, and the focus of this research is that student

performance in intermediate examination is linked with students’ outline consisted of his approach

towards communication, learning facilities, proper guidance and family stress. The research is based

on student profile developed on the bases of information and data collected through assessment from

students of a group of private colleges, the result of the study shows the positive impact on the

student performance and the family stress shows the negative impact on the student performance but

the significant level is high. So, it is indicated that the communication is more important factor that
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affect the student performance and the learning facilities and proper guidance can also affect the

student’s performance. Family stress also affects the student’s performance and reduces the

performance of the student and affects negatively the student performance. According to Krashen

(2005), students whose parents are educated score higher on standardized tests than those whose

parents were not educated. Educated parents can better communicate with their children regarding

the school work, activities and the information being taught at school. Above and beyond the other

demographic factors, the effects of socioeconomic status are still prevalent at the individual level.

Capraro, M., et al (2000).

Academic Performance

Factors Affecting the Academic Performance of the Student Nurses of BSU by Sunshine B.

Alos, et al (2015) and the study aimed to determine the factors affecting the academic performance of

fourth year student nurses. The factors affecting a student’s academic performance arise from

several reasons. There are five (5) indicators namely; personal condition, study habit, home-related

aspect, school-related aspect and teacher-related aspect. The findings of the study was concluded

that several factors pose a high impact on the academic performance of student nurses, with teacher-

related factors topping the list. Among the five (5) domains, study habits and school-related factors

fall behind the teacher-related factors. Nonetheless, both categories are still deemed to be highly

impactful. Conversely, personal conditions and home-related factors pose little effect on student

nurses’ academic performance. According to a report from (University of West Indies) about factors

affecting academic performance, UWI’s Office of Planning and Development (2011), 10% of all

undergraduate courses offered at UWI, St. Augustine have high failure rates. The purpose of this

report was to initiate a discussion on the possible causal factors and ways of addressing them so that

academic performance can be improved. High failure rates are costly to all stakeholders since the

throughput of the University is reduced. This increases the cost of training graduates as well as

reducing admission opportunities for high school students seeking a University education. Low pass
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rates impose a huge cost to the Caribbean community in terms of the low number of students

graduating and the reduced intake of potential students due to shortage of spaces caused by low

throughput. In order to ensure that a larger proportion of the Caribbean’s labour force is highly

trained, UWI must put in place measures that ensure high completion rates. Much of the attrition that

reduces completion rates can be attributed to low academic performance in early pre-requisite

undergraduate courses (Scott & Graal, 2007) such as Introduction to Biochemistry (AGRI 1013), the

subject of this investigation. Over a period of 3 years (2006 – 2008), the failure rate of this course has

averaged 40% which is considered to be very high. As a result of this high failure rate, the 2010/2011

academic year class size is now approaching 200 due to failing students retaking the course. Class

size is one of the factors that impact upon academic performance and the general relationship is a

negative one (Heinesen, 2010), as such a vicious cycle seems to have been created. It is important,

therefore, that an investigation be carried out to identify some of the factors that are closely

associated with poor academic performance in this course so that corrective measures, can be taken.

A number of studies have been carried out to identify causal factors of poor academic performance in

a number of institutions worldwide. Most of these studies focus on the three elements that intervene,

that is, parents (family causal factors), teachers (academic causal factors), and students (personal

causal factors) (Diaz, 2003). The combination of factors influencing academic performance, however,

varies from one academic environment to another, from one set of students to the next, and indeed

from one cultural setting to another. Factors Contributing to the Students’ Academic Performance: A

Case Study of Islamia University Sub-Campus (2013) by Shoukat Ali, Zubair Haider , Fahad

Munir, Hamid Khan, Awais Ahmed. The research study was design to investigate the factors affecting

academic performance of graduate students of Islamia University of Bahawalpur Rahim Yar Khan

Campus. The variables under consideration were the academic performance (student’s

grades/marks) as a dependent variable and the gender, age, faculty of study, schooling,

father/guardian social economic status, and residential area, medium of schooling; tuition trend, daily

study hours and accommodation trend were independent variables. The findings revealed that age,

father/guardian social economic status and daily study hours significantly contribute the academic
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performance of graduate students. Factors Contributing to Academic Performance of Students in a

Tertiary Institution in Singapore (2014) by S. Valli Jayanthi, Santhi Balakrishnan, Angela Lim Siok

Ching, Noor Aaqilah Abdul Latiff, A.M.A. Nasirudeen. This study was conducted to examine different

factors influencing the academic performance of students in a tertiary institution in Singapore. The

study also examined the learning methods used by students and how these affected their academic

scores. The students’ cumulative Grade Point Average (cGPA) was used as a measure of academic

performance. The data were analyzed quantitatively and the results showed that factors such as

gender, nationality of student, co-curricular activities and an interest in pursuing higher degrees

affected students’ academic performances. Correlates of students’ academic performance in

intermediate level (2015) by Mary Lane G. Lansangan, Dolores T. Quiambao, Enrique G. Baking,

Reynaldo C. Nicdao, Alvin V. Nuqui, Reynaldo C. Cruz. This research focused in determining the

relationship between the related factors and the academic performance of randomly selected

intermediate pupils in three (3) selected public schools in Porac East District school year 2013-2014. .

The major findings indicated the following conclusions; Respondents belonged to small sized families

along with their parents who are living together. In relation to parents’ profile, they achieved low

educational level. In relation to the other related factors, teachers are assuring quality education even

though opportunities on trainings are limited to few. Also, instructional materials were rated as

always. Concerning to the pupil-teacher ratio, majority belonged in bigger classes at the same time

their assessment for school facilities is adequate. Pertaining to the academic performance, it is

described as good. In contrast, methods/strategies show significant relationship in the academic

performance. Generally, the study concluded that there is no significant relationship exist between

pupil, teacher and school related factors and pupils’ academic performance. A Comparative Study of

the Academic Performance of Students of Manila Science High School who were Admitted under the

Entrance Test/Automatic Admission Scheme, this study seeks to evaluate and compare the

performance of Group I and Group II for the school year 2004-2005 to 2007-2008 and school year

2007-2008 to 2010-2011. Likewise, it aims to determine whether an existing evaluation program can

motivate students to perform better, the result shows that there is a significant difference in the
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 18

academic performance of students in Group I and Group II. In all the key areas, Group I has a higher

performance level.

Parental Involvement

Parental involvement in school activities in relation to the secondary students’ academic

performance in San Isidro, Northern Samar (2009), Alex B. Rejuso. This study aims to determine the

parent involvement in school activities in relation to the secondary students’ academic performance in

San Isidro, Northern Samar. Based from the findings, the school should encourage and invite the

parents to actively participate in all school activities. On the other hand, parents should support and

actively participate in all school activities so that the academic performance of their children would

improve.

Parents’ Occupation

According to the study of Mudassir Ibrahim and Norsuhaily Binti Abubakar (2015) about

parents’ occupation, Parents Occupation appears to have significant influence on Students'

Performance. They conclude that a Parent with prestigious occupation perform well than those

students from less prestigious occupation.

Synthesis

According to Aikens same with the findings of Rousse that children with low socio economic

status has a negative effects to the academic performance of the students same with Coley that

students with high SES perform well than students with low SES same as the findings of Morgan,

Garzon and Mihaila Teodo . So based on American Psychological Association that occupation,

education and income is under by the SES it is somehow related to the study of Mudassir Ibrahim

that students’ parent with prestigious occupation perform well than those from less prestigious also

with the findings of Reindolf Yao Nani but more on income. While according to Natividad Mamaog
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 19

that parents education has an effect to their children education same with the result of the study of

Krashen.

In contradiction to the same findings of other professionals that low socio economic status

affects the academic performance of the student there are also studies that socio economic doesn’t

affect academic performance like the study of Valli et al. that there are other factors affecting

academic performance such as gender, nationality, co-curricular activities and pursuing high degrees.

Also with the study of Benjamin Kipkoech Koskei that parental education has no significant influence

to the academic performance of the students also with Mary Jane Lansangan et al. instead

instructional materials,method/strategies in teaching have a significant effect while Irfan Mushtaq

found communication is more important factor that affect students performance.

In comparison to the researcher’s study of those related literature, there are some that

focused to only one independent variable like income, which has a correlation to the independent

variables of the researchers study which are parental education, income and occupation, but it

focuses on the same dependent variable which is the academic performance while other related

literature included other variables that do not fall under the socio economic profile like teacher related

aspect and daily study hours that might have a relation to the academic performance.

CHAPTER III

RESEARCH METHODOLOGY

The chapter presents the research methods used, source of data, and the respondents of the

population.

Research Design
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 20

A correlational research design is used in this study. Correlation is defined as a specific type

of non-experimental design used to describe the relationship between or among variables. It provides

empirical evidence suggesting two or more variables are – or are not – related by South Eastern

Education.

This research is classified as correlational because it needs to find out the relationship

between the dependent variable and independent variables. The variables investigated in this study

include socioeconomic profile as the explanatory independent variable is indicated by parents’

educational attainment, parents’ occupation and household income while academic performance is

the dependent variable.

The data of the study were collected through a questionnaire which contained items

regarding student socioeconomic profile and academic performance of students.

Population

The population of this study includes students who are officially enrolled in Polytechnic

University of the Philippines Biñan Campus for 2nd semester of S.Y 2016-2017. According to the Head

of the Admissions and Registration Office there are 431 students. Academic records of PUPBC

students are inputted in the Student Information System (SIS). The grades of the students are tagged

by faculty members and general weighted average (GWA) are automatically computed by the system.

Sample Size

To determine the sample size of the population in this study, Slovin’s Formula is used. The

computation is presented below. Let N be the population size and the margin of error e denotes the

allowed probability of committing an error in selecting a small representative of the population.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 21

The sample size n can be obtained by the formula:

-It is computed as: n= N/ (1+Ne2)

Whereas:

n=no. of samples

N=total of population

e=error margin/ margin of error

n= N

1+ Ne2

n= 431

1 + 431(0.5)2

n= 431

1 + 431(.0025)

n= 431

1 + 1.07

n= 431

2.07

= 208

The total sample size of the population surveyed is 208 students.

Sampling Technique
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 22

The technique used in this study was the stratified sampling technique. Stratified sampling is

a probability sampling technique wherein the researcher divides the entire population into different

subgroups or strata, then randomly selects the final subjects proportionally from the different strata.

(Explorable, 2009).

COURSE FREQUENCE PERCENT TOTAL RESPONDENTS

BSED ENGLISH 52 12.06 25

BSED MATH 23 05.33 11

BSIT 78 18.09 38

BSIE 64 14.84 31
BSBA 89 20.64 43
BSCpE 44 10.20 21
DICT 35 08.12 17

DCET 46 10.67 22
431 100 208

TABLE OF RESPONDENTS

Table 1. Summarizes the result.

This is used to ensure equal representation of respondents. The sample for each courses can

be computed based on the percent of population by course the sample for each courses can be

computed. For example, 12.06% of the total population are BSEDE. This percentage is multiplied with

the total sample of 208. The result is 25 respondents. The same procedure is used in determining the

other sample.

In choosing the respondents the researchers used convenience or accidental sampling

technique which involves the non-random selection of respondents because it is based on their

availability or convenient accessibility.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 23

Research Instrument

The instrument used was an adaptive kind of questionnaire to gather the needed data for the

student’s profile. The adaptive kind of questionnaire was drawn out from the survey used by

My3q.com (Questionnaire Name - Is Socio-Economic Status the major factor affecting Tak Oi

students' academic result?), revision was done by the researchers like considering specific job into

either blue collar job or white collar job or maybe none also the range of the income was based on the

National Economic Development Authority and Philippine Statistics Authority because the currency of

the adaptive questionnaire was in Hongkong Dollars

Data Gathering Process

The data gathering process of this study was through the use of questionnaire for the

collection of data. The researchers conducted a dry run for data gathering. Only 10 students from

BSEDE 3-1 participated in that dry run. The purpose of this dry run is to improve the questionnaire

and if the respondents understand the instructions written in the questionnaire.

The steps during the dry run, the researchers gave the questionnaire to the 10 respondents

from BSEDE 3-1, then the researchers asked them if they understand everything, next the

researchers interpret the data they have gathered, and lastly, the researchers have no revision with

their adaptive questionnaire but the statistician deleted some questions have not related with the

researchers study.

Statistical Treatment
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 24

Frequency and Percentage distribution is a display of data specifies the percentage of

observations that exist for each data point or grouping of data points. It is a particularly useful method

of expressing the relative frequency of survey responses and other data. Many times, percentage

frequency distribution are displayed as tables or as bar graphs or pie charts, it used in the

demographic profile of the respondents.

Pearson r is a correlation between sets of data is a measure of how well they are related.

The most common measure of correlation in stats is the Pearson Correlation. The full name is the

Pearson Product Moment Correlation or PPMC. It shows the linear relationship between two sets of

data. In simple terms, it answers the question, Can I draw a line graph to represent the data? Two

letters are used to represent the Pearson correlation. Greek letter rho (p) for population and the letter

“r” for a sample, it is used in determining the relationship of the independent and dependent variable.

Chapter IV

Presentation, Analysis and Interpretation of Data

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 25

This section shows the analysis and interpretation of the test result as well as the observation

between socio economic profile and the three indicators between academic performances of PUPBC

students.

Problem #1 Demographic Profile of the students which includes the following:

Table 2. Age

Age Frequency Percent

16 years old 2 1.0
17 years old 34 16.3
18 years old 70 33.7
19 years old 69 33.2
20 years old and above 33 15.9
Total 208 100.0

Table 2 shows the result of the age of the respondents. It can be gleaned from the data that 33.7
percent or seventy (70) of the total respondents are 18 years old; 33.2 percent or sixty nine (69) of the total
respondents are 19 years old; 16.3 percent or thirty four (34) of the total respondents are 17 years old;
15.9 percent or thirty three (33) of the total respondents are 20 years old and above; and, the remaining 1
percent or two (2) of the total respondents are 16 years old. It shows that most of the total respondents are
from age 18 years old while the least are from 16 years old.

Table 3. Gender

Sex Frequency Percent

Male 135 64.9
Female 73 35.1
Total 208 100.0

Table 4.Courses
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 26

Course Frequency Percent

BSED-E 25 12.0
BSED-M 11 5.3
BSCOE 21 10.1
BSIE 31 14.9
BSIT 38 18.3
BSBA 43 20.7
DICT 17 8.2
DCET 22 10.6
Total 208 100.0

Table 4 presents the academic program of the respondents. Data shows that 20.7 percent or forty

three (43) of the total respondents are from BSBA- HRDM; 18.3 percent or thirty eight (38) of the total

respondents are from BSIT; 14.9 percent or thirty one (31) of the total respondents are from BSIE; 12

percent or twenty five (25) of the total respondents are from BSED-English majors; 10.6 percent or twenty

two (22) of the total respondents are from DCET; 10.1 percent or twenty one (21) of the total respondents

are from BSCOE; 8.2 percent or seventeen (17) of the total respondents are from DICT; and, the

remaining 5.3 percent or eleven (11) of the total respondents are from BSED-Math majors.

Table 5. Educational Attainment of Mother

Educational Attainment of Mother Frequency Percent

Elementary Graduate 20 9.6
High school Graduate 76 36.5
High school Undergraduate 19 9.1
College Graduate 52 25.0
College Undergraduate 33 15.9
Vocational 8 3.8
Total 208 100.0

Based on the table 5, the educational attainment of the mother of the respondents, it presents the

data that 36.5 percent or seventy six (76) of the total respondents answered high school graduate, 25

percent or fifty two (52) of the total respondents answered college graduate, 15.9 percent or thirty three
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 27

(33) of the total respondents answered college undergraduate, 9.6 percent or twenty (20) of the total

respondents answered elementary graduate, 9.1 percent or nineteen (19) of the total respondents

answered high school under graduate, and the remaining 3.8 percent or sixteen (8) of the total

respondents answered vocational. It shows that most of the mother of the respondents are high school

graduate while the least are vocational.

Table 6. Educational Attainment of Father

Educational Attainment of Father Frequency Percent

Elementary Graduate 26 12.5
High school Graduate 72 34.6
High school Undergraduate 30 14.4
College Graduate 37 17.8
College Undergraduate 27 13.0
Vocational 16 7.7
Total 208 100.0

Table 6 shows the result of the educational attainment of the father of the respondents 34.6

percent or seventy two (72) of the total respondents answered high school graduate, 17.8 percent or thirty

seven (37) of the total respondents answered college graduate, 14.4 percent or thirty (30) of the total

respondents answered high school undergraduate, 13 percent or twenty seven (27) of the total

respondents answered college undergraduate, 12.5 percent or twenty six (26) of the total respondents

answered elementary graduate, and the remaining 7.7 percent or sixteen (16) of the total respondents

answered vocational. It shows that most of the father of the respondents are high school graduate while

the least are vocational.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 28

Table 7. Household Income

Household Income based on NEDA and
PSA Frequency Percent
P6,000 to P12,000 100 48.1
P13,000 to P20,000 61 29.3
P21,000 to P60,000 38 18.3
P61,000 to P240,000 8 3.8
P240,000 and above 1 .5
Total 208 100.0

Table 7 shows the result of household income based on NEDA and PSA 48.1 percent or one
hundred (100) of the total respondents answered that their monthly income are P6,000 to P12,000, 29.3
percent or sixty one (61) of the total respondents answered P13,000 to P20,000, 18.3 percent or thirty
eight (38) of the total respondents answered P21,000 to P60,000, 3.8 percent or eight (8) respondents
answered P61,000 to P240,000 , and the remaining .5 percent or one (1) of the total respondents
answered P240,000 and above. It shows that most of the respondents have their monthly income in a cost
of P6, 000 to P12, 000 while the least is P240, 000 and above.

Table 8. Mother’s Occupation

Mother’s Occupation Frequency Percent

None 132 63.5
White Collar Job 19 9.1
Blue Collar Job 57 27.4
Total 208 100.0

Table 8 manifests the result of mother’s occupation, it can be gathered from the data that 63.5

percent or one hundred thirty-two (132) of the total number of respondents answered that their mother

doesn’t have a job or considered as housewife, while 27.4 percent or fifty seven (57) of the total number of

respondents answered that the occupation of their mother belongs to blue collar job or manual labor job,

and the remaining 9.1 percent or nineteen (19) of the total number of respondents answered that their

mother’s occupation belongs to white collar job or office work labor. It shows that most of the mother of the

respondents doesn’t have a job, while the least belongs to office work labor.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 29

Table 9. Father’s Occupation

Father’s Occupation Frequency Percent

None 51 24.5
White Collar Job 20 9.6
Blue Collar Job 137 65.9
Total 208 100.0

Based on the table 9 the result of father’s occupation, it can be gleaned from the data that 65.9

percent or one hundred thirty seven (137) of the total number of respondents answered that the

occupation of their father belongs to blue collar job or manual labor, while 24.5 percent or fifty one (51) of

the total number of respondents answered that their father does not have a job, and the remaining 9.6

percent or twenty (20) of the total number of respondents answered that their father’s occupation belongs

to white color job or office work labor. It shows that most of the father’s respondents are in a blue collar job

while the least belongs to white collar job.

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 30

Problem #2. Is there significant relationship between educational attainments of the parents and

academic performance of the PUP-BC students?

Table 10. Correlations

Educational

Academic Attainment of

Performance Parents
Academic Performance Pearson Correlation 1 -.005
Sig. (2-tailed) .939
N 208 208
Educational Attainment of Pearson Correlation -.005 1
Sig. (2-tailed) .939
Parents N 208 208

Pearson Product Moment correlation was used to determine the significant relationship between

educational attainments of the parents and academic performance of the PUP-BC students. Result shows

a Pearson correlation of -.005, which is interpreted as weak correlation. Moreover, the p-value is .939

(statistic is significant at p<0.05). Thus, there is no significant relationship between educational attainments

of the parents and academic performance of the PUP-BC students.

Problem #3. Is there a significant relationship between the household income and academic

performance?
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 31

Table 11. Correlations

Household

Academic Income based

Performance on NEDA
Academic Performance Pearson Correlation 1 -.016
Sig. (2-tailed) .819
N 208 208
Household Income based Pearson Correlation -.016 1
Sig. (2-tailed) .819
on NEDA N 208 208

Pearson Product Moment correlation was used to determine the significant relationship between

the household income and academic performance. Result shows a Pearson correlation of -.016, which is

interpreted as weak correlation. In addition, the p-value is .819 (statistic is significant at p<0.05). Thus,

there is no significant relationship between the household income and academic performance.

Problem #4. Is there a significant relationship between parent’s occupation and academic performance?

Table 12.Correlations
Academic Parents'

Performance Occupation
Academic Performance Pearson Correlation 1 .017
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 32
Sig. (2-tailed) .807
N 208 208
Parents' Occupation Pearson Correlation .017 1
Sig. (2-tailed) .807
N 208 208

Pearson Product Moment correlation was used to determine the significant relationship between

the parent’s occupation and academic performance. Result shows a Pearson correlation of .017, which is

interpreted as weak correlation. Moreover, the p-value is .807 (statistic is significant at p<0.05). Thus,

there is no significant relationship between the parent’s occupation and academic performance.

Chapter V

Summary

This chapter shows the summary of findings, conclusion and recommendations of the study

entitled An Analysis on the Socio Economic and Academic Performance of the PUPBC students.

Findings of the Study

This study was conducted to determine the significant relationship of the three

indicators (Educational Attainment of the Parents, Parents Occupation, and Household Income) with

academic performance of PUPBC students. The researcher used adaptive kind of questionnaire
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 33

checklist to gather the needed data for the student’s profile. The adaptive questionnaire was drawn

out from the survey used by My3q.com (Questionnaire Name - Is Socio-Economic Status the major

factor affecting Tak Oi students' academic result?).

After the survey was conducted, the researchers tallied the result of the checklist. The

researchers used frequency and percentage to measure the six factors: age, gender, course,

educational attainment of the parents, household income and parents’ occupation and also pearson r

to measure if there is a significant relationship between the three indicators of socio economic profile

and the academic performance of the PUPBC students.

Result shows that most of the respondents are in the generation of millennials, majority of the

respondents are male, dominated by Bachelor of Science in Business Administration, majority of the

parents are high school graduate, both father and mother, in terms of financial status, most of the

respondents income are belong to the lower middle class, and lastly most of the respondents’

mothers are not working while their fathers have blue collar job.

Result shows a Pearson correlation of -.005, which is interpreted as weak correlation. Moreover,

the p-value is .939 (statistic is significant at p<0.05). Thus, there is no significant relationship between

educational attainments of the parents and academic performance of the PUP-BC students.

Result shows a Pearson correlation of -.016, which is interpreted as weak correlation. In addition,

the p-value is .819 (statistic is significant at p<0.05). Thus, there is no significant relationship between the

household income and academic performance.

Lastly, result shows a Pearson correlation of .017, which is interpreted as weak correlation.

Moreover, the p-value is .807 (statistic is significant at p<0.05). Thus, there is no significant relationship

between the parent’s occupation and academic performance.

Conclusion
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 34

The researchers therefore conclude that, there is no significant relationship between the three

indicators of socioeconomic profile namely: educational attainment of the parents, household income

and occupation of the parents and academic performance of the PUP-BC students. The results about

educational attainment of the parents are inconsistent with the findings of M.S Farooq1 et.al, when

they correlated socio economic status and parents’ educational attainment and students overall

academic performance. It is apparent that the difference in the findings can be attributed to the

difference in age of the respondents. The subject of their research are secondary students while this

research have tertiary students. M.S Farooq study revealed that socioeconomic status (SES) and

parents’ education have a significant effect on students’ overall academic performance as well as

achievement in the subjects of Mathematics and English, the result about household income are

inconsistent with the findings of MIHĂILĂ TEODO which is indeed, influenced by the hours spent

learning, free time, the presence of siblings in the family and the family home place, (in the rural or

urban area), all of which are metrics for the socioeconomic status., while the result about parents

occupation are inconsistent also with the findings, based on study of Mudassir Ibrahim and

Norsuhaily Binti Abubakar (2015) parents Occupation appears to have significant influence on

Students' Performance.

Recommendations

The researchers recommended the implementation of the following proposal, first, the

researchers suggested to the school administration that teachers may as well monitor academic

performance to eventually identify the weaknesses of the students or the barriers including financial,

time, teachers, and instructional materials, second, for the parents to create a home environment that

encourage learning, become involve to their children’s education at school and in the community, and

express high but not unrealistic expectations to their children’s achievements and future career, lastly,
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 35

for the future researchers to change the respondents of the study, to know if there is a significant

relationship between the three indicators of socio economic profile and academic performance of the

students in elementary or high school level, make a study about parental involvement, make a study

about study habits of the students. And lastly, the researchers suggested to the future researchers to

make a study about teacher’s involvement in the academic performance of the students.

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 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 36

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Relationship to Academic Performance by Marilou R. Almojuel, (2014)

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 37

Factors Affecting the Academic Performance of the Student Nurses of BSU by Sunshine B. Alos,

et al (2015)

Parental involvement in school activities in relation to the secondary students’ academic

performance in San Isidro, Northern Samar (2009), Alex B. Rejuso.

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who were Admitted under the Entrance Test/Automatic Admission Scheme

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https://en.wikipedia.org/wiki/Social_mobility

http://www.rappler.com/thought-leaders/98624-who-are-middle-class

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udents_of_Manila_Science_High_School_who_were_Admitted_Under_the_Entrance_Test_Automati

c_Admission_Scheme

Mother’s Name(optional): Father’s Name(optional):

Age: Age:

Occupation: Occupation:

(White-collar work is performed in an office, (White-collar work is performed in an office,

cubicle, or other administrative setting. cubicle, or other administrative setting.

Blue-collar worker, whose job requires Blue-collar worker, whose job requires manual

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 39

manual labor) labor)

Educational Attainment: Educational Attainment:

[ ]Elementary Graduate [ ]Elementary Graduate

[ ]High School Graduate [ ]High School Graduate

[ ]High School Undergraduate [ ]High School Undergraduate

[ ] College Graduate [ ] College Graduate

[ ] College undergraduate [ ] College undergraduate

[ ] Vocational [ ] Vocational
A questionnaire was formulated. Major parts of the question were taken from the questionnaire used

by in their surveys about socio-economic and academic performance. Respectively, (See Appendix

A)

Appendix A

I .Please answer the following questions below.

Name (Optional): Sex: [ ] Female [ ] Male

Age: Course:

Based on NEDA and PSA Economic status of your family:

[ ] 6,000 – 12,000 [ ] poor

[ ] 12,000 – 20,000 [ ] Lower middle class

[ ] 20,000 – 60,000 [ ] mid- middle class

[ ] 60,000 – 240,000 [ ] higher middle class

[ ] 240,000 and above [ ] rich

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 40

II. Household Income: Put a check inside the box next to the answer of your choice.

III .Academic Performance: Please put a check on your General Weighted Average (GWA) as

indicated in your SIS account.

GWA: 1st Sem. [ ] 1.00-1.25 [ ] 1.50- 2.00 [ ] 2.01- 2.50 [ ] 2.51- 2.75 [ ] 3.00
2nd Sem. [ ] 1.00-1.25 [ ] 1.50- 2.00 [ ] 2.01- 2.50 [ ] 2.51- 2.75 [ ] 3.00

IV. Put a check mark on the box that corresponds to your answer. Refer your answers on

the scale given below:

1= never 2= sometimes 3=most of the time 4=always 4 3 2

IV.1 Family income level affects my academic performance (GWA).

IV.2 Parent’s occupation affect my academic performance.

IV.3 Educational attainment of my parents affect my academic performance.