Family Socioeconomic Status and Academic

Performance of HUMSS Students in

OMNHS

Vitangcol, Nicole Alexsa

Macaraig, Nathaniel D. – Thomas Aquinas
Dimasacat, Rizalyn Joy
Mataya, Ivee Florence Anne
Casalan, Karla Mae
Casalla, Jazmine Joyce
Zamora, Jociel E.
Dam-ayan, Sabel
Conceptual Framework

Independent
Dependent Variable
Variable

Family Socioecomic
Grade 12 HUMSS
Status:
Students Academic
Performance in in
a. Educational OMNHS
Attainment of
(Level of Academic
Parents
Performance: GWA
b. Parent’s Income in First Semester)
Status

Independent – Dependent Variable

The IV – DV Paradigm will be used in the study to show the array of

variables. The primary inputs are Family Socioeconomic Status (SES) in terms of
Educational Attainment of parent’s and parent’s income status in relation to the
Academic Performance of HUMSS students in OMNHS which will be determined using
their First Semester General Weighted Average.

Theoretical Framework

A socio-psychological analytical framework will be adopted to illuminate the

relation between socioeconomic status and academic achievement. The framework puts
the emphasis to incorporate micro familial factors into macro factor of the tracking
system. Initially, children of the poor families always lack major prerequisite: diminution
of cognitive stimulating resources. Hence, they are very likely to be assigned to the class
of low caliber. The diminution of cognitive stimulating resources originates from stress
coping strategy of the parents, parental expectation and parenting. As students advance to
upper grade, a triad nexus of expectation among parents, students and teachers help
perpetuate the vicious cycle among students of poor families. Students with low
socioeconomic status bear entire brunt of the tracking system in a way that they get poor
academic result and high school dropout rate. (Lam, 2014)
Parental income is a marker for pre-school conditions and behaviors in the home
(what Willingham, 2012 calls “family investment”). The poorer the family, the less likely
the child is ready in terms of schooling-related enablers: habits, vocabulary, thinking, and
experience. And pre-school entry-level abilities are life-determining. 
Stress theories apply particularly to low-income families and suggest that poverty
leads to systemic stress caused by crowding, by crime-ridden neighborhoods, by food
uncertainty, and other factors. This stress, in turn, leads to emotional problems in parents,
which leads to ineffective parenting strategies. (Willingham, 2013)

Statement of the Problem

This research study aims to identify the factors that affect the Family Socioeconomic

Status to HUMSS Students in OMNHS towards their Academic Performance. Especially,

it strives for answers to the following questions:

1. What is the student’s family socioeconomic status in terms of Educational Attainment

of parents and parent’s income status?

2. How good is the level of Academic Performance of the students base on their GWA?

3. Is there a relationship between family socioeconomic status and academic

performance?

Statement of the Hypothesis

There is no relationship between Family Socioeconomic Status and Academic

Performance of the Students.