ACTIVITY 5

REVIEW OF RELATED LITERATURE

Fill in the blanks with the necessary information.

1. Proposed Study: Senior High School Learners’ Perceived Impact of Student Costs as a Barrier
to Academic Progression

Main Research Question: What is the perceived impact of student costs as a barrier to
academic progression among senior high school learners?

Major Variables Sub-variables/Concepts/Constructs

Course Materials
Perceived Impact of Student Cost
School Fees

Academic Performance
Academic Progression
Progress to Graduation

Conceptual Literature Layout:

- Define variable
- Introduce/justify the indicators
- Include studies/findings (to emphasize significance - optional)

2. Major Variable: Student Cost

By: Hexalane E. Labrador
Indicators: Course materials and school fees

References:
Alip, J. (2022, August 29). “Breaking barriers: Education and poverty.” Retrieved from
https://mb.com.ph/2022/08/29/breaking-barriers-education-and-poverty/
National Center for Education Statistics. (n.d.). The Cost of Higher Education.
Retrieved from https://nces.ed.gov/pubs/96769.pd
Kakuchi, S. (2021, March 10). Student dropout rate on the rise due to pandemic
impact. Retrieved from https://www.universityworldnews.com/post.php?story=
2021031006383627
Spica, E., Biddix, J. (2021). Prices They Pay: Academic Achievement and Progress to
Graduation Barriers Experienced by Community College Students Due to the Cost of
Course Materials. Innov High Educ, 46, 643–662. Retrieved from
https://doi.org/10.1007/s10755-021-09557-7
U.S. Bureau of Labor Statistics. (2016). College tuition and fees increase 63 percent since
January 2006: The Economics Daily. TED: The Economics Daily. Retrieved from
https://www.bls.gov/opub/ted/2016/college-tuition-and-fees-increase-63-percent-
since-january-2006.htm

Source information (quote, paraphrase, or summary) that clarify the indicators and variables:
National Center for Education Statistics (n.d.) defined student cost as costs associated
with attending school. In higher education, student costs refer to the revenue and expenditure
that are related to institutional enrollments, student financial aid, tuition and fee charges, as
well as the overall value of a higher education degree. According to Alip (2022) in his Manila
Bulletin article "Breaking Barriers: Education and Poverty," around 19.99 million Filipinos are
impoverished. Despite the fact that the Department of Education exceeded its target of 28.6
million registered students this school year, many underprivileged Filipinos continue to lack
access to education. Approximately half of the out-of-school youth (OSY) come from families
earning in the poorest 30% of the population's wages. Financial concerns, or the high cost of
education, were frequently cited as reasons for not attending school (Alip, 2022). This is further
supported by the study conducted by Kakuchi (2021), in which the data covered public and
private universities as well as other tertiary institutions. Students cited that their primary
reason for dropping out of school was their inability to pay student costs such as tuition and
course materials.
Students' enrollment and academic progression are regarded to be significantly tied to
the affordability of student costs, and higher education costs continue to rise (Spica & Biddix,
2021). One reason that is making it harder for students to progress in their academic careers is
that over the preceding three decades, the cost of textbooks and course materials has nearly
tripled in price, nearly tripling the rate of inflation (U.S. Bureau of Labor Statistics, 2016).

3. Major Variable: Academic Progression

By: Tara Odessa B. Palma
Indicators: Academic performance and progress to graduation

References:
HETI Higher Education. (n.d.). Mental Health Course Student Progression. Retrieved from
https://heti.edu.au/__data/assets/pdf_file/0011/485723/GOVERNANCE-
Academic- Policies-Progression-and-Unsatisfactory-Academic-Progress-Policy-
v2.2.pdf
Maine Doe Newsroom. (2018, October 31). What is Academic Progress?. Retrieved from
https://mainedoenews.net/2018/10/31/what-is-academic-progress-
success4me/ Policies-Progression-and-Unsatisfactory-Academic-Progress-Policy-
v2.2.pdf
The University of Sydney. (2022). Academic progression. Retrieved from https://www.sydney.
edu.au/policies/showdoc.aspx?recnum=PDOC2014/377&RendNum=0

Source information (quote, paraphrase, or summary) that clarify the indicators and variables:
According to HETI Higher Education, academic progression is the progress of a student
toward graduation, which is based on their academic performance. Grades are reviewed by the
end of each semester, revealing whether students are making satisfactory academic progress.
This also determines whether a student can continue studying a course. In Maine’s Model of
School Supports, academic progression refers to the comparison of a student’s performance
from one year to the next, which is averaged at the school level. They use this as an indicator to
measure student growth.
The difference between academic achievement and academic progression, as defined by
Maine (2018), is that academic achievement simply assesses the performance of students
according to some standard; however, this does not take into account the individual growth of
the student. On the other hand, the University of Sydney’s (2022) definition of academic
progression describes a student’s progress in completing degree requirements, which includes
monitoring a student’s ability to meet academic requirements in their course as well as the
units they take each semester. The following factors are also considered: the difference in their
academic performance across different units and the actions that have been taken to address
issues.

4. Sub-variable: Course Materials

By: Graziela Cassandra Marie F. Somosierra
Indicators: Cost of course textbooks and assignments or activities that demand costly supplies
or other costs
References:

Source information (quote, paraphrase, or summary) that clarify the indicators and variables:

5. Sub-variable: School Fees

By: Krishna C. Librodo
Indicators: Cost of tuition fees every semester and exam permits that need to be issued before
exams
References:
Fricke, H. D. U. (2013, December 17). Tuition Fees and Student Achievement - Evidence from a
Differential Raise in Fees. Retrieved from https://conference.iza.org/conference_files/
SUMS_2014/fricke_h9965.pdf
Bhalotra, S., Harttgen, K., & Klasen, S. (2014). The Impact of school fees on educational
attainment and the intergenerational transmission of education. Retrieved from
https://unesdoc.unesco.org/ark:/48223/pf0000225956
Rolfe, H. (n.d.). The effect of tuition fees on students ’ demands and expectations: evidence
from case studies. Retrieved from
https://www.researchgate.net/publication/5200529_
The_effect_of_tuition_fees_on_students_%27_demands_and_expectations_
evidence_from_case_studies

Source information (quote, paraphrase, or summary) that clarify the indicators and variables:
School fees, as defined by Fricke (2013), are considered to be a tool for implementing a
policy relating to educational costs. This has been identified as a significant barrier to
educational enrollment, discouraging poorer parents from enrolling their children (Bhalotra,
2014). Additionally, these fees hinder the full participation of low-income children in the
educational system. Tuition fees and other fees raised concerns about participation in higher
education, particularly by groups that are under-represented. One of the most concrete effects
of fees reported in the case study of Rolfe (n.d.) was the growth of part-time working students,
which was found to have a negative effect on student performance since it reduces attendance
and affects the students’ concentration in their studies.
Moreover, several credible quasi-experimental studies have found that when costs
increase for higher education, enrollment goes down. The same general logic can be applied to
student effort levels, which will ultimately affect student accomplishment. Though many
lecturers felt that the link between tuition fees and students’ attitudes was not direct. In
Fricke’s study, the findings suggested that fees have a small effect on the probability to
graduate for students since there was weak evidence on the negative effects of tuition fees on
student achievement. This, however, was opposed by Rolfe’s case study, which reported that
fees were seen to accelerate existing trends such as dropout rates. Fees were also seen to have
an influence in areas such as student participation, attitudes, and performance, though it was
almost universally negative.
6. Sub-variable: Academic Performance
By: Vina Kyla P. Castor
Indicators: Final Grades presented in report cards and other academic awards, e.g. a
scholarship

References:
Tadese, M., Yeshaneh, A., & Mulu, G. B. (23, May, 2022). Determinants of good academic
performance among university students in Ethiopia: a cross-sectional study.
Retrieved from https://bmcmededuc.biomedcentral.com/articles/10.1186/s12909-022-
03461-0
BALLOTPEDIA. (n.d.). Academic Performance. Retrieved from https://ballotpedia.org/
Academic_performance

IPL. (n.d.). What is the Importance of Academic Performance Retrieved from

https://www.ipl.org/essay/What-Is-The-Importance-Of-Academic-Performance-P3FGEUH4AJP6

Source information (quote, paraphrase, or summary) that clarify the indicators and variables:
For Tadese et al. (2022), education is essential for providing skilled labor that drives
economic growth and addresses a community's pressing issues. Additionally, students must
dedicate a significant amount of their time to their studies in order to graduate with high
academic standing. One of the most important variables in this context for future success is
academic performance. Academic performance is characterized as the evaluation of students'
performance in a range of academic courses. Teachers and education officials often gauge
students' progress based on how well they do in class, how well they perform on tests, and how
well they complete projects (BALLOTPEDIA, n.d.). Student report cards and those with strong
academic results will be recognized at the end of each semester. Each student's satisfactory
performance is shown on their report cards and on other academic rewards.

The average grades from the previous semesters and the overall average grades are used
to gauge academic performance. Academic researchers from a variety of fields have focused on
the aspects that influence student success, such as their projects and exam results. The value of
student performance is clear to both students and institutions since it serves as a gauge for the
efficacy of their educational programs. Students' self-motivation, punctuality, frequent
attendance in class, hard work, and interest and efforts in their projects are among the
elements that have been found to promote academic achievement.

7. Sub-variable: Progress to Graduation

By: Eden Rose C. Encarges
Indicators: Assessment of academic performance, i.e., remarks and achievement, and
completion of course requirements

References:
Spica, E., & Biddix, J. P. (2021). Prices they pay: Academic achievement and progress to
graduation barriers experienced by community college students due to the cost
of course materials. Retrieved from
https://trace.tennessee.edu/cgi/viewcontent.cgi?
article=1001&context=utk_edleadpubs
Brillantes, K. B., Orbeta, A. C., Abrigo, K. A., Capones, E. M., & Jovellanos, J. B., (2019). Status of
Senior High School Implementation: A Process Evaluation. Retrieved from
https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidsdps1913.pdf
Orbeta, A. C., Lagarto, M. B., Ortiz, M. K., & Potestad, M. V. (2019). Senior High School and the
Labor Market: Perspectives of Grade 12 Students and Human Resource Officers.
Retrieved from https://think-asia.org/handle/11540/11192

Source information (quote, paraphrase, or summary) that clarify the indicators and variables:
In the context of this study, Spica and Biddix (2021) defined progress to graduation as
the student’s ability to meet all course requirements. Unlike academic performance, which is
measured purely through their grades. In progress to graduation, other factors are considered.
The high school requirements as set by State and local units of school administration are
commonly based on five elements: (1) length of attendance; (2) content of work; (3) amount of
work; (4) quality of work; and (5) to some extent, character or conduct. Most of these elements
overlap with one another, are not separately defined as a rule, and usually appear in
combination.
Each student starts with an initial stock of high school readiness. As they move through
last semesters of senior high school ending with a diploma earned, students flow through
varying strata of progress to graduation. When it comes to student experience of SHS, the FGDs
with Grade 11 and Grade 12 respondents revealed that SHS was what they expected for the
most part. In general, they expected SHS to be more difficult than JHS in terms of content
(college level material) and requirements (more challenging). Grade 11 respondents, in
particular, expected that there were going to be more research, hands-on activities, and
practical lessons and less spoon feeding by teachers, hence greater independence. Grade 12
respondents, on the other hand, expected to be more specialized and to gain applicable
knowledge from specialized subjects. They also expected the work immersion component to
enhance their skills and prepare them for the real world.
Many student respondents described their initial SHS experience as “culture shocked”
because they felt like they were already in college in terms of the number of requirements and
the difficulty of subject content. At the same time, being college-like also allowed some Grade
12 respondents to know themselves better and discover their potential. The student
respondents also revealed that SHS has mostly been self-study and reporting, although there
were more lectures in Grade 11. There were some respondents who raised the issue that there
were no clear standards of assessment for class reporting, successful completion of a course.
 ACTIVITY 6
REVIEW OF RELATED STUDIES

Gather related studies and fill in the following items with the required information.

Proposed Study: Senior High School Learners’ Perceived Impact of Student Costs as a Barrier to
Academic Progression

Main Research Question: What is the perceived impact of student costs as a barrier to
academic progression among senior high school learners?

Related Studies:
- present results
- relationship: relate to present study (introduce variables, obj, subject/topic)

1. Title of the Study: Prices they pay: Academic achievement and progress to graduation
barriers experienced by community college students due to the cost of course materials
-– Krishna C. Librodo —
Source (cite bibliographic entry):
Spica, E., & Biddix, J. P. (2021). Prices they pay: Academic achievement and progress to
graduation barriers experienced by community college students due to the cost
of course materials. Retrieved from
https://trace.tennessee.edu/cgi/viewcontent.cgi?
article=1001&context=utk_edleadpubs

Relevant Findings:
The findings in the study of Spica and Biddix (2021) identified the extent to which course
material costs create barriers for community college students and the inequities these costs
foster for students in traditionally underserved and underrepresented populations. This cross-
sectional survey research study, conducted in 2019, amongst students enrolled in community
colleges across the Tennessee Board of Regents system, revealed that: (a) 68.6% of students
delayed purchasing a textbook due to cost; (b) 41.3% of students did not purchase the required
materials; (c) 15.8% reported earning poor grades; and (d) 3.3% reported having failed a course
because they could not afford the materials. This indicated that course material costs can have
a negative influence on course-level academic achievement. Results also indicated that course
material costs may present barriers to a student’s ability to progress to graduation; specifically,
9.6% have dropped or withdrawn from a course altogether due to the cost of materials.
Statistically significant differences in academic achievement barriers were found for low-income
students. Furthermore, low-income students and students under the age of 25 were found to
be more likely to experience these barriers in their academic progression.

Relationship to the Present Study:

The study by Spica and Biddix examined the extent to which community college
students perceive the cost of course materials to be a barrier to their ability to succeed in
coursework and progress toward graduation and whether that extent is significant for students
in traditionally underserved and underrepresented populations (non-White, low-income, and
adult learners over the age of 25). The survey also covered course material purchase behaviors,
decisions, and experiences related to academic achievement and progress toward graduation.
This study is related to the present study since the same variables, sub-variables, and
concepts can be seen in both studies. This study also addresses the same issue—student cost,
specifically, the cost barriers associated with tuition, the cost of textbooks and course
materials, and their effect on academic performance and progress toward graduation.

2. Title of the Study:

— John Paul V. Bondoc —
Source (cite bibliographic entry):

Relevant Findings:

Relationship to the Present Study:

3. Title of the Study: Breaking Barriers: Education and Poverty

— Hexalane E. Labrador —
Source (cite bibliographic entry):
Alip, J.A. (2022). Breaking barriers: Education and poverty. Retrieved from
https://mb.com.ph/2022/08/29/breaking-barriers-education-and-poverty/

Relevant Findings:
The findings of Alip’s (2022) study, published in the Manila Bulletin, examined the
relationship between poverty and education and concluded that the two are inextricably linked.
His study, "Breaking Barriers: Education and Poverty,” identified financial insecurity as a
hindrance to education. The most recent public service announcement (PSA) figure for out-of-
school youth (OSY) is 3.53 million in 2017. Poverty affects around 19.99 million Filipinos.
Meanwhile, the subsistence incidence, or the number of persons with insufficient income to
meet even basic food needs, was 3.9 percent, or 1.04 million destitute households. Despite the
fact that the Department of Education exceeded its target of 28.6 million registered students
this school year, many underprivileged Filipinos still lack access to education. According to the
report, over half of OSYs are from households with earnings in the bottom 30% of the
population. Among the most common reasons mentioned for not attending school were
financial worries or the high cost of education. Students are unable to progress in school
because they cannot afford course materials, tuition, uniforms, and transportation costs, as
well as wasted hours of child labor to support their families.

Relationship to the Present Study:

Alip (2022) examined the relationship between education and poverty, as well as
whether financial instability is a barrier that prevents students from progressing academically.
This study is connected to the current study since it explores the relationship between
education and financial insecurity in terms of paying for college. Poverty is also addressed in
this study.
Specifically, the impact of poverty on education and the effect of not being able to pay
for the necessary materials to continue school, such as course materials, tuition, uniforms, and
transportation costs. The study of Alip (2022), "Breaking Barriers: Education and Poverty,"
contains the same primary variables, sub-variables, and concepts as the researcher's study. This
indicates that the researchers’ study is related to Alip’s study.

4. Title of the Study:

— Graziela Cassandra Marie F. Somosierra —
Source (cite bibliographic entry):

Relevant Findings:

Relationship to the Present Study: