A Study on the Impact of Family Distress on the Academic Efficacy of GFA SHS

Students

LA 12- (LA 12 - Chapter 4: Methodology)

11-Goyard

GROUP-1

Leader: Alexander O. Javier Jr.

Members:

Piguerra, Lenz Vincent - D

Piñon, Aiken - B
Villanueva, Christian - C
Mary joy Alcaraz- A
Boado, Edrian Shane - E
Javier, Alexander O. Jr. - F, E
 Chapter 4: Methodology

This study aims to explore the connection between high school students' socioeconomic situation
and academic success. Using socioeconomic position as an independent variable, GPA as the
dependent variable, and a correlational study design as the methodology, this paper will present an
in-depth rationale. Because it allows for the analysis of the relationship between SES and academic
accomplishment without modifying these variables, a correlational research method is ideal for this
study (Creswell, 2014). A sort of research design called correlational research design looks at the
link between two variables without changing them. The goal of this study is to look into the
relationship between high school students' academic performance and socioeconomic level.
Because it enables the researcher to analyze the link between these two variables without modifying
them, a correlational research design is ideal for this study. The dependent variable in this study is
academic achievement, while the independent variable is socioeconomic status. Family income,
parental education level, and other factors can be used to measure the multidimensional construct
known as SES. And employment will be evaluated. The participants' parents will be questioned
about their yearly income in order to determine the family's income. Asking the parents of the
participants to disclose their greatest degree of education earned will be used to gauge parental
education level. The participants' parents will be questioned about their occupation in order to
determine it. These measurements will offer a thorough evaluation of SES and enable a more
nuanced understanding of the connection between SES and academic success. Academic
achievement is the level of performance that high school pupils exhibit in their numerous subject
areas. In high school settings, GPA is a frequently used indicator of academic performance that is
both valid and dependable (Schneider & Preckel, 2017). Academic achievement is typically lower for
kids from lower SES backgrounds than for those from higher SES backgrounds. Students from lower
SES groups may experience a variety of environmental and social challenges that could impede
their academic success. For instance, they might go to schools with fewer resources and less
qualified teachers, have less access to books and extracurricular activities, and deal with more
stress and family strife (Reardon, 2011). Additionally, individuals from lower SES backgrounds could
also have lower levels of self-efficacy and academic motivation, which might further impede their
academic advancement. Since GPA is a dependable and valid indicator of academic
accomplishment, using it as the dependent variable in this study is warranted (Schneider & Preckel,
2017). The GPA is frequently employed in high school settings and offers a thorough evaluation of
academic performance. The association between SES and academic achievement can be better
understood if family income, parental education, and occupation are included as SES indicators.
The reason We chose to focus on the impacts of broken homes is that I currently have family and
friends who are now experiencing the same problems. Knowing this helped me to better realize how
difficult it is to live in a broken family or house. A broken home is caused by a lack of communication
between family members, especially between the mother and father. In order to solve and overcome
this scenario, students might choose to think about it as having multiple problems that are all related
to the main issue.
 Reference

Adler, N. E., & Stewart, J. (2010). Health disparities across the lifespan:
Meaning, methods, and mechanisms. Annals of the New York Academy of Sciences,
1186(1), 5-23. https://pubmed.ncbi.nlm.nih.gov/20201865/

Creswell, J. (2014). Research design: Qualitative, quantitative, and mixed methods

approaches.SagePublications.
https://www.ucg.ac.me/skladiste/blog_609332/objava_105202/fajlovi/Creswell.pdf

Reardon, S. F. (2011). The widening academic achievem

https://cepa.stanford.edu/sites/default/files/reardon%20whither%20opportunity%20-%
20chapter%205.pdf