CHAPTER 1

INTRODUCTION

Background of the Study

For many people, academic life is the most significant period of living for it is the

forming phase of one’s unique well-being. Academic life is a training ground for many

people before they acquire a professional degree. Here, they prepare themselves in handling a

large volume of paper works, academic projects, and various technical vocational activities

that will serve as their foundational experiences necessary in strengthening their skills.

Through the learning institutions, the youth of the society are the ones being molded,

equipping them the capability to become economically productive, to develop sustainable

livelihoods and most of all to contribute peace and progress in their own countries with

diverse ideologies.

The very core of academics is to build quality education for the youth. Quality

education develops critical thinking in addition to learning accepted facts. It also serves as a

manipulator of intellectual curiosity which will lead to lifelong learning. It is mainly a

dynamic concept. According to RTEI (2017), quality education evolves together with the

many states and societal structures in the world. However, international human rights law

provides a general legal framework that guarantees quality education.

For many countries quality education can only be measured according to the academic

performances of the students. Academic performance is required to all the students wherein

they will maintain a satisfactory academic record and meet all the academic obligations

required by the learning institution. It is measured by the final grade earned in different

learning areas. According to CARTER (2014), academic performance measures the amount

of academic content a student learns in a determined amount of time. Each grade level has

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learning goals or instructional standards that educators are required to teach. Nevertheless,

quality education can also be affected by many factors.

Lot of studies have been conducted around student achievement and these studies

identify and analyses the number of factors that affect the academic performance of the

student at school, college and even at university level. Their findings identify students’ effort,

previous schooling, self- motivation of students, age of student, learning preferences and

entry qualification of students as important factors that have effect on student’s academic

performance in different settings.

In a global setting, various socio-economic factors are reported to be the main

influences in the academic achievements of many students from different nationalities.

According to Boschma and Brownstein (2016) of the National Center for Educational

Statistics, students of different cultures represent most of the student body in 83 of the 100

largest cities. In all but three of those 83 cities (Honolulu, and Chula Vista and Fremont, in

California), at least half of them attend a school where most of their peers are poor or low-

income. In 58 of those cities, at least three-fourths of non-white students attend majority low-

income schools. Data is available for African American students in 97 large cities. In 83 of

those 97 cities (or 85.6 percent), most African American students attend schools where most

of their classmates qualify as poor or low income. In 54 of those cities, at least 80 percent of

black students attend schools where most of their classmates qualify as poor or low-income.

The same report also stated that the parent’s educational background also builds an impact on

the academic satisfaction of the students.

At the end of all these statistics, these things point out that in international scenarios.

All countries listed above proved that being under the poverty line thus really has a huge

2
effect on the academic performance of the students. In addition, there are students who

actively participate in the school because they actually support their cultures.

In the Philippines, the scale for achieving quality education now relies on the new

educational system. It is now reformed to align its education system with most other systems

around the world and to raise national competitiveness. The government sees a K-12 system

as vital for ensuring that all Filipinos are equipped with the basic skills required to play a full

and productive role in society. (PATRINOS, 2016). It is also being driven by concerns that

overseas workers will lose out to migrant workers from other countries because of their

shorter basic education cycle. This is especially relevant given that about 18 percent of the

average Filipino family’s income originates from overseas remittances (SAMARRAI, 2016).

More simply put, the new system introduced the Senior High School. However, the

infrastructure and human resources needed for the successful implementation of Senior High

School are barely completed but the Department of Education (DepEd) still pushed through

with its implementation. Thus, the academic performance for the pioneering Senior High

School students is affected (CARILLO, 2016). It can be subject to social, political,

philosophical, and even economic and environmental conditions. Thus, the aim for quality

education can also be affected by many factors.

In addition, according to the National Statistical Coordination Board (2016), the

presence of many socio-economic factors also plays a part in the development of students’

academic life. The Philippines is a multicultural state thus the relationship between education,

poverty alleviation, and socio-economic development had been the subject for many

researchers. In the statement of Weinstein (2010) of Developing Economies, 80% of the

Filipino poor live in the rural areas of the country. These are towns located deep in the

mountains and the rice fields. The population density in the rural parts of the country is low,

3
and there is a corresponding deficiency in schools and classrooms. Public school is free, but

families still cannot afford to send their children for a complicated network of socio-

economic reasons. The same report stated also that in rural areas of the country many

children in farming families are expected to work in the fields during harvest time. These are

towns located deep in the mountains and the rice fields. Most people living in such areas

believe that farming and other cultural activities such as small feasts, and religious rituals are

more prioritized than the amount of education their children can acquire in national public

schools. Sometimes, these children attend their classes but in times of harvest and other

significant agricultural activities they tend to skip, thus their academic performances are also

affected.

Locally, such issues serve as the foundational background for the researchers to

conduct this quantitative study to know the socioeconomic factors that affect many of the

pioneering Senior High School students in the City of Batac and on how such factors create

an impact on their academic performances given the fact there are also other institutional

factors affecting the implementation of the new curriculum. The study will then serve as a

reflection of the Senior High School academic life particularly in rural areas.

4
Statement of the Problem

The primary objective of this study was to determine the relationship of socio-

economic factors and the academic performance of Senior High School students.

Specifically, it sought to answer the following questions:

1. What are the socio- economic profiles of the respondents in terms of:

a. parents’ level of educational attainment;

b. parents’ occupation ;

c. family income ;

d. home residence ;

e. religion ;

f. ethnic tribe; and

g. language used ;

2. What is the level of academic performance of the respondents as reflected in their Grade

10 and 11 General Weighted Average (GWA)?

3. Is there a significant relationship between socio-economic factors and academic

performance of Senior High School students?

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Significance of the Study

The research will greatly benefit the following:

It will provide the Department of Education (DepED) the background about the

real academic life of Senior High School students not just by considering the inconvenience

brought by learning institutions in the implementation of the new curriculum but at the same

time the socio-economic factors contributing also to their academic performance. This will

serve as their basis in formulating social and culturally sensitive schools.

The study will also assess the administrative and teaching staff of Immaculate

Conception Academy in understanding the academic performance of the Senior High School

students based on their social, economic, and cultural behavior towards education.

It will more likely benefit the Senior High School students because the study will

give them the idea on the relationship of the different socio-economic factors and academic

performance of the respondents which they can use in adjusting themselves in case if these

socio-economic factors can also be causes of their failure or success in their academic

performance.

The researchers will be more knowledgeable about the academic performance of the

Senior High School students which they can they use in generalizing the situation of the

pioneering batch of Senior High School in the country. Since the researchers are students of

Immaculate Conception Academy under STEM strand, the study will give them deeper

insights on the role of religion, culture and other social and economic components

contributing on the academic life of many Senior High School students in the country.

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 The study will also give the future researchers interest to continue and pursue their

own researchers making the findings as basis for their future study.

Scope and Delimitations

This research paper will be carried out at Immaculate Conception Academy

particularly to the Grade 11 and Grade 12 students. This study will primarily focus on

determining the relationship of socio-economic factors in the academic performance of the

Senior High School students during the academic year 2022 – 2023 which will be done by

discerning the response given by the chosen students who are currently enrolled at

Immaculate Conception Academy as a Senior High School Students.

The findings and generalization found on this research will not represent the whole

population of Senior High School students and will only be limited to those who will be

included for the convenience purposive sampling method that will be used for the study that

are currently enrolled at Immaculate Conception Academy.

Definition of Terms

The following are the terminologies that aim to provide enough contexts to fully

comprehend the goal of the study. To further understand this research study, the following

terms are operationally defined:

Socio-economic profile - This pertains to the socio-economic status of a Senior High

School student derived from different social, and economic factors relating to their

academic performance.

Ethnic roots - These are the cultural characteristics of a Senior High School student.

Language used - Refers to the native dialect of a Senior High School student as

distinguished by a specific cultural tribe.

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Parents Income - Refers to the total earning of a SHS student’s family.

Parent’s Occupation - Refers to the principal work or business of a Senior High

School student’s family as a means of earning money.

Parents educational attainment - Refers to the educational achievement earned by

the parents of the SHS students.

Religion - This is a belief system about a certain supernatural being followed by a

Senior High School student.

Residence type - A district occupied by a Senior High School student for residence.

Level of Academic Performance - This pertains to the measurement earned by the

SHS students to their different learning areas

Socio-economic factors - These are the factors related to the social, cultural and

economic components related to the academic performance of Senior High School

students.

Academic Performance - refers to the capacity of a Senior High School student to do

schoolwork’s and activities wherein they will maintain a satisfactory academic record

and meet the obligations of all the students to finish or accomplish it. It also pertains

to the final grade earned in different learning areas.

Blue Collar Jobs – refers to the individuals who engage in hard manual labor,

typically in the agriculture, manufacturing, construction, mining, or maintenance

sectors.

White Collar Jobs - refers to the workers who are often found in office settings.

They are generally suit-and-tie workers.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the relevant literature and studies that the researcher considered

in strengthening the importance of the present study. It also presents the synthesis of the art to

fully understand the research for better comprehension of the study.

Socio-economic Status (SES)

Socioeconomic status is the blend of economic and sociological measures of an

individual work experience and the economic and social position of an individual or family in

connection to others on the premise of income, educational level and occupational status. For

the investigation of a family socioeconomic status, the household income, education of earner

and occupation are checked and in addition consolidated wage contrasted and a person, when

their own attributes are assessed. Socioeconomic status is by and large partitioned into three

categories i.e., high socioeconomic status, middle socioeconomic status and low

socioeconomic to clarify the three fields a family or an individual may fall into. At the point

when putting a family or individual into one of these classifications, any or the majority of

the three variables i.e., income, education, and occupation can be investigated and evaluated.

The obligation of training a child always lies in the hand of the parents. This is

harmonious with the regular attestation sociologist that education can be an instrument of

social change which is being taught from home is important in this talk about. It is not strange

to envision that parental socio-economic foundation can effect sly affect the academic

achievement of children in school. At all influence the advancement environment of

9
youngsters would perhaps influence their training or attitude to it. Parental status is one of

such variables.

Socio economic status of parents do not only affect the academic performance, but

also makes it possible for children from low background to compete well their counterparts

from high socio-economic background under the same academic environment (Rothestein,

2004). Education is a tool of development. It widens minds, recognizes good and bad, makes

us to segregate well from terrible and uses out environment to the best of our capacity for the

improvement of a person and in addition the group (Sabzwari, 2004).

Rich source of literature is available which highlights the impact of socio-economic

status on academic performance like Suleman et al., (2012) who found that children with

strong socioeconomic status show better academic performance in comparison to those with

poor socioeconomic status, they showed poor and unsatisfactory academic performance. Saifi

(2011) investigated the effect of socioeconomic status on student’s performance. Results

revealed that parental education and occupation and facilities at home affect the student’s

achievement. Eamon (2005) revealed that students whose parental socioeconomic status is

low do does not show effective performance in school. Findings also showed that the

academic achievement of students is negatively correlated with the low parental

socioeconomic status level as it prevents the individual in gaining access to sources and

resources of learning.

The past study of BARRY (2008) of Wichita State University revealed that socio-

economic factors are also said to be great contributors in the academic performance of many

students (ALI, et. al. 2013). Socio-economic factors are the social and economic experiences

and realities that help mold one's personality, attitudes, and lifestyle. The factors can also

define regions and neighborhoods. (CHASE,2007).

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 In addition, National Center for Educational Statistics (2008), highlighted that socio-

economic factors are factors related to economic and sociological combined total measure of

a person's work experience and of an individual's or family's economic and social position in

relation to others, based on income, education, and occupation.

In this era of globalization and technological revolution, education is considered as a

first step for every human activity. It plays a vital role in the development of human capital

and is linked with an individual’s well-being and opportunities for better living (Battle &

Lewis, 2002). It ensures the acquisition of knowledge and skills that enable individuals to

increase their productivity and improve their quality of life. This increase in productivity also

leads towards new sources of earning which enhances the economic growth of a country

(Saxton, 2000). The quality of students’ performance remains at top priority for educators. It

is meant for making a difference locally, regionally, nationally, and globally. Educators,

trainers, and researchers have long been interested in exploring variables contributing

effectively for quality of performance of learners. These variables are inside and outside

school that affect students’ quality of academic achievement. These factors may be termed as

student factors, family factors, school factors and peer factors (Crosnoe, Johnson & Elder,

2004). The formal investigation about the role of these demographic factors rooted back in

17th century (Mann, 1985). Generally, these factors include age, gender, geographical

belongingness, ethnicity, marital status, socioeconomic status (SES), parents’ education level,

parental profession, language, income and religious affiliations. These are usually discussed

under the umbrella of demography (Ballatine, 1993). In a broader context demography is

referred to as a way to explore the nature and effects of demographic variables in the

biological and social context. Unfortunately, defining and measuring the quality of education

is not a simple issue and the complexity of this process increases due to the changing values

11
of quality attributes associated with the different stakeholders’ viewpoint (Blevins, 2009;

Parri, 2006).

Besides other factors, socioeconomic status is one of the most researched and debated

factor among educational professionals that contribute towards the academic performance of

students. The most prevalent argument is that the socioeconomic status of learners affects the

quality of their academic performance. Most of the experts argue that the low socioeconomic

status has negative effect on the academic performance of students because the basic needs of

students remain unfulfilled and hence, they do not perform better academically (Adams,

1996). The low socioeconomic status causes environmental deficiencies which results in low

self-esteem of students (US Department of Education, 2003). More specifically, this study

aims to identify and analyze factors that affect the quality of students’ academic performance.

Academic Performance

Educational services are often not tangible and are difficult to measure because they

result in the form of transformation of knowledge, life skills and behaviour modifications of

learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So, there is no commonly agreed upon

definition of quality that is applied to education field. The definition of quality of education

varies from culture to culture (Michael, 1998). The environment and the personal

characteristics of learners play an important role in their academic success. The school

personnel, members of the families and communities provide help and support to students for

the quality of their academic performance. This social assistance has a crucial role for the

accomplishment of performance goals of students at school (Goddard, 2003). Besides the

social structure, parents’ involvement in their child’s education increases the rate of academic

success of their child (Furstenberg & Hughes, 1995).

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 The relationship between gender and the academic achievement of students has been

discussed for decades (Eitle, 2005). A gap between the achievement of boys and girls has

been found, with girls showing better performance than boys in certain instances (Chambers

& Schreiber, 2004). Gender, ethnicity, and father’s occupation are significant contributors to

student achievement (McCoy, 2005; Peng & Hall, 1995).

Above and beyond the other demographic factors, the effects of SES are still

prevalent at the individual level (Capraro, M., Capraro, R., & Wiggins, 2000). The SES can

be deliberated in several different ways; it is most often calculated by looking at parental

education, occupation, income, and facilities used by individuals separately or collectively.

Parental education and family SES level have positive correlations with the student’s quality

of achievement (Caldas & Bankston, 1997; Jeynes, 2002; Parelius, D., & Parelius, A., 1987;

Mitchell & Collom, 2001; Ma & Klinger, 2000). The students with high level of SES perform

better than the middle-class students and the middle-class students perform better than the

students with low level of SES (Garzon, 2006; Kahlenberg, 2006; Kirkup, 2008).

The achievement of students is negatively correlated with the low SES level of

parents because it hinders the individual in gaining access to sources and resources of

learning (Duke, 2000; Eamon, 2005; Lopez, 1995). Low SES level strongly affects the

achievement of students, dragging them down to a lower level (Sander, 2001). This effect is

most visible at the post-secondary level (Trusty, 2000). It is also observed that the poor

parents are less able to afford the cost of education of their children at higher levels and

consequently they do not work at their fullest potential (Rouse & Barrow, 2006).

Krashen (2005) concluded that 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 schoolwork, activities and the information

13
being taught at school. They can better assist their children in their work and participate at

school (Fantuzzo & Tighe, 2000; Trusty, 1999).

Theory of Educational Productivity by Walberg (1981) determined three groups of

nine factors based on affective, cognitive, and behavioral skills for optimization of learning

that affect the quality of academic performance: Aptitude (ability, development and

motivation); instruction (amount and quality); environment (home, classroom, peers and

television) (Roberts, 2007).

The home environment also affects the academic performance of students. Educated

parents can provide such an environment that suits best for academic success of their

children. The school authorities can provide counseling and guidance to parents for creating

positive home environment for improvement in students’ quality of work (Marzano, 2003).

The academic performance of students heavily depends upon the parental involvement in

their academic activities to attain the higher level of quality in academic success (Barnard,

2004; Henderson, 1988; Shumox & Lomax, 2001).

There is a range of factors that effect on the quality of performance of students

(Waters & Marzano, 2006). A series of variables are to be considered when to identify the

affecting factors towards quality of academic success. Identifying the most contributing

variables in quality of academic performance is a very complex and challenging job. The

students in public schools belong to a variety of backgrounds depending upon their

demography. This diversity is much vast and complex as ever before in Pakistani culture.

Keeping in view all these discussions, researchers conducted this study to examine the effect

of different factors on the students’ quality of academic achievement at the secondary school

level in a metropolitan city of Pakistan.

Relationship between Socio-Economic Factors and Academic Performance

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 According to the contextual analysis of Chandra (2013), Socio Economic status is the

most important variable in determining the Academic Achievement of students. Increasingly,

researchers examined educational processes, including academic achievement, in relation to

socio economic background. Suleman (2012) stated that different scholars have defined

socioeconomic status in different ways. Some scholars consider that socioeconomic status is

the total household income while other scholars include other variables i.e., parental

educational levels. In addition to the widely used income variable, some other variables are

also considered i.e., family, and parental educational attainment; total family income; living

in poverty; living in a single-parent household; motivation for learning; alcohol or drug use;

crime; community/environment; etc. Many scholars consider that socioeconomic status is the

most important and fundamental factor which is responsible for the academic success.

Researchers found that the Socio-economic status, parental involvement, and family size are

particularly important family factors. Families with high socio-economic status often have

more success in preparing their young children for school because they have access to a wide

range of resources to promote and support young children’s development. They can provide

their young children with high quality care, amenities and facilities

Few studies have seriously examined socio-economic status for its influence on

academic achievement and the number of them is even smaller in the field of foreign

language learning. Hamid (2011) examined the relationships between secondary school

students’ family socio

economic 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

15
income were more likely to obtain higher scores on the proficiency test as well as higher

grades in English in the Secondary School Certificate examination.

Shamim (2011) in his study compared learners’ socio-economic status with their

English language scores in the most recent public examination. He found that learners in the

higher income bracket consistently outperformed learners in the lower income bracket. He

suggested that the positive correlation of high family income with students’ higher levels of

proficiency in English may be attributed to their earlier education in private English medium

schools compared to students in the lower income bracket. Aikens & Barbarin (2008)

recognized in the process of their investigation that children from low SES environments

acquire language skills more slowly, exhibit delayed letter recognition and phonological

awareness, and are at risk for reading difficulties. In a study by Palardy (2008), Students from

low-SES schools entered high school 3.3 grade levels behind students from higher SES

schools. In addition, students from the low-SES groups learned less over 4 years than

children from higher SES groups, graduating 4.3 grade levels behind those of higher SES

groups.

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

family socio-economic 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.

Tang (2013) in a study of examining the effects of twelve variables such as self-

concept, LOC, SES, and prior achievement on educational attainment found that SES and

prior achievement had the largest effects on it for all ethnic and gender groups. Luster and

McAdoo (1991) in a study of the adversity of achievement among Black children found that

16
overall high achievers came from smaller families, were financially higher, and had relatively

intelligent and educated mothers and a more supportive home environment than low

achievers. Making a risk index for the children's cognitive and behavioral outcomes, the

researchers found that those children whose family situations were positive had better

cognitive and social outcomes while children who experienced multiple risks were more

likely to face up to academic and adjustment problems.

In a study by Coley (2012), 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. Pursley (2012) in the first study of

dropout students tried to explore the development of the personal characteristics of Mexican

American dropouts during the transition to high school, discover which personal

characteristics differed between those who dropped out by the 12th grade and those who

graduated, and explore differences in the development of the personal characteristics of the

dropouts and graduates between the 8th and the 10th grades. The independent variables were

socio-economic status and time. He controlled for dropout-related family and school

variables and explored longitudinal pattern differences in the theoretically selected personal

characteristics. The sample for his study included 310 students that were selected from 1952

subjects in the existing database of the National Education Longitudinal Study of 1988 that

reported being Mexican American. Effects of SES and time on the dependent variable were

examined. Results showed that socio-economic status had main effects for academic

achievement. Socio-economic status and time had also main effects for educational

aspiration.

Ethnic Roots

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 Histories of disadvantage set ethnic minority college students up for vulnerability.

Substantial gaps in college enrollment between racial groups persist. In 2009, 46% of Whites

between the age of 18 and 24 were enrolled in college, while only 35% of Blacks and 29% of

Latinos were enrolled. This gap was even more substantial for Black and Latinos males (Kim,

2011).

Grade point averages and graduation rates for students of color are lower than their

White peers. Research by Fischer (2010) suggested that these performance gaps cannot be

explained by background factors, like academic preparation for college and parents’ SES.

Fischer (2010) also pointed out that students of color are less likely to graduate on time when

compared with White and Asian students. In fact, most students of color who enroll in

college do not graduate at all.

According to Sue et al. (2007), almost all interracial encounters are prone to

microaggressions. Microaggressions appear in three forms: microassaults, microinsults, and

microinvalidations.

“A microassault is an explicit racial derogation characterized primarily by a verbal or

nonverbal attack meant to hurt the intended victim through name-calling, avoidant behavior,

or purposeful

discriminatory actions” (Sue et al., 2007, p. 274). Microassaults are most likely to be

conscious and deliberate. Some examples include referring to someone as “colored” or

“Oriental,” discouraging racial interactions, displaying a swastika, and deliberately serving a

White customer before an ethnic minority customer (Sue et al., 2007). “A microinsult is

characterized by communications that convey rudeness and insensitivity and demean a

person’s racial heritage or identity” (Sue et al., 2007, p. 274). These are usually subtle snubs

that are often unintended by the perpetrator (Sue et al., 2007). Some examples of microinsults

18
include embracing stereotypes such as “all Asians are good at math” or “all Blacks are good

at basketball,” assuming that ethnic minority students are less intelligent than White students

or asking a minority student to speak for their whole race in class.

“Microinvalidations are characterized by communications that exclude, negate, or

nullify the psychological thoughts, feelings, or experiential reality of a person of color” (Sue

et al., 2007, p. 274). Some examples include complimenting Asian Americans on their

English or repeatedly asking where they were born or telling a Black person “I don’t see

color.”

Perpetrators of microinvalidations are often unaware of the insensitive and

disparaging nature of their own behaviors (Sue et al., 2007). A wealth of literature on

microaggressions has examined the effects of microaggressions on ethnic minorities,

including emotional turmoil and negative impacts on mental health, psychological well-

being, and self-esteem.

One such study consisting of a sample of 225 undergraduate students from diverse

backgrounds attending a large public Latin serving university in the Northeast asked

participants about their experiences with racial and ethnic microaggressions in the previous

six months, including assumptions of inferiority, criminality, and similarity, as well as

microinvalidations and microaggressions. Results indicated that racial microaggressions were

negatively related to self-esteem, and microaggressions occurring in educational settings are

particularly strongly linked to self-esteem (Nadal et al., 2014).

Numerous studies of college campuses indicated that racial microaggressions occur

frequently on college campuses, and often result in feelings of distress for ethnic minority

students, which can have an impact on their academic performance and mental health (Blume

et al., 2012; Jones & Galliher, 2015; Minikel-Lacocque, 2013; Nadal et al., 2014). In a survey

19
of 178 ethnic minority students at a predominantly White university, students of color

reported experiencing an average of 291 racial and ethnic microaggressions over the previous

90 days (Blume et al., 2012).

Studies have suggested that racial microaggressions, overt racism, systemic racism,

and racial stereotypes can negatively influence one’s sense of self and perception of campus

life, causing students of color to feel marginalized and disconnected from their educational

institution, resulting in feelings of isolation, and being misunderstood (Nadal et al., 2014;

Solorzano et al., 2000). Micro aggressions pose a threat to the health and mental health of

students of color.

A study examining the relationship of micro aggressions with alcohol use and anxiety

among 684 students, 178 of which were ethnic minority students, at a predominantly White

university found that college students of color who experience greater numbers of micro

aggressions may be at increased risks for higher anxiety and underage binge drinking, as well

as adverse consequences due to alcohol use. Stress, anxiety, and alcohol misuse have been

associated with poor academic performance and college dropout (Blume et al., 2012). Ethnic

minority students also face challenges due to stereotype threat. People who belong to a group

for which there is a negative stereotype may be particularly vulnerable to underperformance

in the domain to which the stereotype pertains, especially if this domain is an important

aspect of their identity. It is not necessary that the person believe the stereotype, he or she

need only believe that others accept the negative stereotype (Fischer, 2010). Victims of micro

aggressions often express feeling invisible, because they feel their unique identities and

characteristics are not acknowledged when they are seen as only fitting preconceived

stereotypes, or as being extraordinary exceptions to stereotypes of their race (Nadal et al.,

2014). Experiments examining stereotype threat randomly assign members of a stereotyped

group to a control or threat condition, sometimes adding a comparison group to whom the

20
stereotype is not relevant and compare mean performance of the conditions (Nguyen & Ryan,

2008).

In a seminal experiment conducted by Steele and Aronson (1995), Black students

were assigned to one of three conditions of stereotype threat and were administered a difficult

ability test. In the stereotype threat condition, the students were told that the test was

indicative of their intellectual ability; whereas, in the other conditions the students were told

the test was a problem-solving task or were given no specific instructions. Students in the

stereotype threat condition solved fewer test problems correctly than those in the other

conditions, which was consistent with the performance interference hypothesis (Nguyen &

Ryan, 2008).

Many researchers have replicated and extended the stereotype threat effect on

cognitive ability tests for Black and Latinx populations. Meta analytic findings examining

more than 10 years of experimental research on stereotype threat and its effects on cognitive

ability test performance have supported the notion that the overall performance of stereotyped

test takers was negatively influenced by situational stereotype threat (Nguyen & Ryan, 2008).

Stereotype threat can have damaging effects on self-esteem (Nadal et al., 2014). Studies have

suggested that the development of a person’s self-concept is as much a social process as an

individual one. A person often internalizes a self-concept that reflects views important others

have of the person. “Thus, if a person perceives that others may view her or him as an

inferior, a criminal, a perpetual foreigner, or any other stereotype, it is possible that she or he

may internalize these impressions, which may negatively influence her or his sense of self”

(Nadal et al., 2014, p. 463).

According to Fischer (2010), stereotype threat negatively affects students of color due

to a hyperawareness of their race or ethnicity when they are in a position in which their

21
performance could be judged to confirm or disconfirm a stereotype. In contemporary U.S.

society, negative stereotypes exist about the intellectual abilities of certain ethnic minority

groups. Fischer explained that the added pressure of stereotype threat increases anxiety in

students of color and leads to lower academic performance and decreased satisfaction with

college. These factors are strongly related to racial disparities concerning timely graduation.

Another concern for ethnic minority students is racially motivated hate crimes.

According to the Federal Bureau of Investigation, educational settings are the third most

common setting for racial bias hate crimes and ethnicity bias (national origin bias) hate

crimes.

Schools and colleges constituted 8.7% of the 2,871 reported racial bias offenses in

2013, and 9.3% of the 655 reported ethnicity bias offenses (Criminal Justice Information

Service Division (CJISD), 2013).

Victims of hate crimes often experience aversive psychological states including

feelings of vulnerability, depression, anxiety, fear, hostility, and post-traumatic stress.

Additionally, victims often express decreased perceptions of benevolence in the world and

lower self-esteem.

Also, the psychological distress these victims experience continues longer, almost 3

years on average, than victims of non-bias hate crimes (Craig, 1999). Racially motivated hate

crimes on college campuses can create a hostile environment for students of color. Some

researchers 28 believe that racist hate crimes are particularly likely to create an atmosphere of

suspicion, anger, and animosity, as well as civil unrest (Craig, 1999).

Parents’ Educational Background, Income and Occupation

According to the Pell Institute, low-income, first-generation high school and college

students are more likely than their peers to delay entry into college after high school, attend

22
college closer to home, live-off campus, attend college part-time, and work full-time while

enrolled (Engle & Tinto, 2008).

A national survey of college-qualified students who did not enroll in college found

that non college goers’ parents typically had lower levels of educational attainment,

specifically a high school degree or less (Hahn & Price, 2008). First generation college

students typically have fewer resources available to them, which may cause them to take

longer to graduate, if they graduate at all. Data from the National Center for Education

Statistics’ Beginning Postsecondary Study showed that low-income, first-generation students

were nearly four times more likely to leave higher education after the first year than their

peers (Engle & Tinto, 2008).

Some barriers first generation high school and college students face include a lack of

parental financial support, which may require the student to work while in school, and a lack

of experience with higher education. If a student’s parents do not have high school and

college degrees, the student may lack an understanding of the demands of college, as well as

the kind of emotional support students with college educated parents have. As a result, these

students may take lighter loads in college or drop out (Sparkman et al., 2012).

Additionally, first generation college students and students from lower socioeconomic

families may have diminished academic aspirations because they do not see higher education

as a possibility.

Research by Mallet et al. (2011) found that questioning whether one fits in the context

of higher education negatively affected high school students’ intentions to enroll in college

and their academic achievement once they began to pursue a college degree. Unfortunately,

since ethnic minority students represent a large portion of low SES and first-generation

23
college students this is yet another way in which they are academically disadvantaged. Lower

SES constitutes another barrier for students of color.

According to a national survey of college-qualified students who did not enroll in

college, over one third of noncollege goers were from low SES families (Hahn & Price,

2008). Additionally, SES has been linked with standardized test scores, which are often used

to determine a student’s readiness to attend college. According to Stanford professor Sean

Reardon, the gap in standardized test scores between affluent and low-income students has

grown by approximately 40% since the 1960s (Reardon, 2011). Additionally, research

conducted at the University of Michigan found that the college entry gap between the bottom-

income and top-income quartiles increased from 39% to 51% since the late 1980s (Bailey &

Dynarski, 2011). Research by Langhout, Drake, and Rosselli (2009) showed that only 3% of

college students at highly ranked universities in the U.S. were from the bottom income

quartile.

Most of the student population at these universities, approximately 75%, was from the

top income quartile (Langhout et al., 2009). SES also influences a student’s ability to succeed

in college.

Students from lower income families graduate from college at a much lower rate than

their more privileged peers. Research by Langhout et al. (2009) suggested that 40% of

students from the top income quartile graduate with a bachelor’s degree in 5 years, compared

with only 6% from the lowest income quartile.

Research by Bailey and Dynarski (2011) found that the imbalance in college

completion between high- and low-income students has grown by approximately 50% since

that late 1980s. This is cause for concern because college completion is the single most

24
important predictor of success in the workforce, and a strong determinant of subsequent

earnings (Bailey & Dynarski, 2011).

A review of the research showed that undergraduates who identified as low income or

poor worked more, studied less, had lower grades, were less involved in extracurricular

activities, and had lower levels of school belonging than their higher income peers. These

results indicated that lower SES negatively affects college students’ experiences and

outcomes which may also reflect the high school academic setting (Langhout et al., 2009).

A national survey of college eligible students who did not enroll in college found that

college costs, availability of financial aid, and uncertainty about the steps needed to enroll in

college remain significant barriers to obtaining a college education (Hahn & Price, 2008).

Another obstacle is inadequate preparation for college, although this is less a barrier

to access than to success once students have enrolled in college (Brock, 2010). According to

analysts, rising tuition costs and reductions in grants have made attending college more

difficult for young adults from low SES families.

An extensive study by the National Center for Education Statistics began tracking the

educational attainment of a large sample of eighth graders in 1988 and continued tracking the

participants into their mid-twenties through 2000. The study found that among those who

scored in the bottom quartile on a mathematics test during high school, 30.3% from high SES

families earned a bachelor’s degree or more, compared with only 2.9% of those from low

SES families. Among those with the highest scores on the mathematics test, 28.8% from low

SES families completed college, compared with 74.1% from high SES families (Danziger &

Ratner, 2010).

Parents constitute the most common source of funding for students. Unfortunately, it

has become harder for some parents to afford tuition because of the increasing inequality in

25
income over the past forty years. This is particularly true for fathers with a high school

education or less, who have experienced a large decline in earnings over the last few decades

(Danziger & Ratner, 2010).

Researchers have shown an increasing link between family income and college

attendance (Belley & Lochner, 2007). As Anthony Carnevale (2008) pointed out, equally

qualified students have vastly different college-going opportunities, depending on their SES.

Carnevale stated, in reference to data collected from the U.S. Department of Education’s

National Education Longitudinal Study, “among the most highly qualified students (the top

testing 25%), the kids from the top socioeconomic group go to four-year colleges at almost

twice the rate of equally qualified kids from the bottom socioeconomic quartile” (Carnevale,

2008, p. 57).

One hypothesis for the increasing link between family SES and education is that low-

income young adults who want to attend college cannot find financing, because of binding

credit constraints, or are less willing to borrow money (Belley & Lochner, 2007; Carneiro &

Heckman,

2002).

Lack of financing may be one reason why some students delay college completion or

continue to work while in school. According to the U. S. Department of Education, National

Center for Education Statistics (2014), only 39% of students who entered college in 2006

graduated within 4 years; 15.9% took 5 years to graduate, and 20.2% took 6 years to

graduate. These numbers are worse for ethnic minority students. For example, most White

students from the 2006 cohort graduated within 5 years (58.7%) compared to about a third of

Black students (34.9%; U.S. Department of Education, National Center for Education

Statistics, 2014).

26
 Research has shown that college students from higher-income families are less likely

to work while in college than their less privileged classmates (Belley & Lochner, 2007).

Working more can have a negative impact on academic success. According to the U.S.

General Accounting Office (2003), students who work more than 20 hours a week are less

likely to earn a degree. Shrinking budgets, particularly for state supported institutions, is yet

another problem for students (Maestas, Vaquera, & Zehr, 2007).

In a Center on Budget and Policy Priorities analysis of the rising cost of higher

education, Oliff and colleagues explained that college tuition has risen much faster than

inflation or family incomes since the 1990s (Oliff, Palacios, Johnson, & Leachman, 2013).

According to the U.S. Department of Education, National Center for Education Statistics

(2013), average college tuition prices have risen from $3,489 (current U.S. dollars) in 1981 to

$19,339 in 2011. From 2001 to 2011 undergraduate costs, including tuition, room, and board,

at public institutions rose 40% (U.S. Department of Education, National Center for Education

Statistics, 2013). Oliff et al. confirmed student loans have doubled in recent years and

suggested reduced public subsidies for higher education are partially to blame. State

governments have been consistently reducing the amount of money they invest in state

schools in recent years and the substantial rise in education costs and declining public support

for higher education have resulted in the financial burden of college education shifting

dramatically from states to students and their families.

Rapidly rising tuition costs at colleges and universities likely widen enrollment gaps

between those from high SES and low SES families (Oliff et al., 2013). Diminished

educational resources may be contributing to poor graduation rates for ethnic minority and

low SES students.

27
 Academic quality suffers when budgets shrink. Research has shown that investments

in higher education can help students, especially those from lower-income families, complete

their degrees. Student support services expenditures in particular have had a large impact on

graduations rates of students with fewer financial resources and lower levels of academic

preparation (Oliff et al., 2013; Webber & Ehrenberg, 2009). State funding cuts have also led

to a decrease in the amount of full-time, tenure-tracked professors at colleges and

universities, which reduces the likelihood that students will graduate from college.

Conceptual Framework

28
 Figure 1: IPO Model of the Study

Illustrated above is the Input, Process, and Output Model (IPO Model) of the

research that elucidates the flow of the study. The first figure consists of the socio-economic

profile of the respondents, the level of academic performance of the respondents as reflected

on their grade 10 and 11 General Weighted Average (GWA), and the significant relationship

between socio-economic and academic performance of Senior High School students. The

second figure is the process of the study whereas, the researchers will conduct face-to-face

survey, but the researchers shall get the approval from the Office of the School Principal prior

to conduct the survey. After getting the approval, the researchers shall distribute their

questionnaires to their respective respondents at Immaculate Conception Academy applying

the ethics of research. The last figure is the output of the study, after undergoing the

processes; the researchers shall be able to determine the effects of socio-economic factors on

the academic performance of Senior High School students in Immaculate Conception

Academy and the correlation of the two variables of the study.

CHAPTER III

29
 METHODOLOGY

This chapter describes the method of research design, the respondents of the study,

the instrument used, data gathering procedures, and statistical treatment of data that will be

utilized in the whole conduct of the study.

Research Design

The researchers employed the quantitative method and use descriptive and

correlational method to determine the relationship of socio-economic status on the academic

performance of Senior High School Students in Immaculate Conception Academy.

According to Shields 2013, Descriptive design is subjected to answer the “what’s” of

every research study. Descriptive design aimed at casting light on current issues or problems

and attempt to determine describe or identify what is. While on the other hand correlational

design of investigation will be utilized in the study. Correlational research design was used

by many researchers to show the relationship between two variables. Unlike experimental

studies, however, correlational design can only show that two variables are related but it is

not its primary essence to determine causation. A correlational research design serves only to

describe or predict behavior, not to explain it. In psychological research, it is important to

remember that correlation does not imply causation; the fact that two variables are related

does not necessarily imply that one causes the other, and further research would need to be

done to prove any kind of causal relationship (Waters, 2017). In addition, correlational design

can be positive or negative correlation. Positive correlation between two variables is when an

increase in one variable leads to an increase in the other and a decrease in one lead to a

decrease in the other while in negative correlation is when an increase in one variable leads to

a decrease in another and vice versa. Two variables are uncorrelated when a change in one

30
doesn't lead to a change in the other and vice versa (Kalla, 2011).In this case, this research

design was appropriate on the study’s main objective in gathering relevant data in identifying

the relationship and connectedness between the different socio-economic factors and the

academic performance of the Senior High School students in Immaculate Conception

Academy and also for it will determine how the variables affect the other one.

Furthermore, the quantitative research approach will be used. Quantitative methods

emphasize objective measurements and the statistical, mathematical, or numerical analysis of

data collected through polls, questionnaires, and surveys, or by manipulating pre-existing

statistical data using computational techniques. Quantitative research focuses on gathering

numerical data and generalizing it across groups of people or to explain a particular

phenomenon (Cengage and Daniel, 2010). The objective of quantitative research is to

develop and employ mathematical models, theories and hypotheses pertaining to phenomena.

Qualitative research produces information only on the cases studied, and any more general

conclusions are only hypotheses. Quantitative methods can be used to verify which of such

hypotheses are true (Lisa, 2008). Since the study focuses on identifying the effects of

socioeconomic factors in the academic performance of Senior High School students, this

approach will be employed especially that it will imply quantitative strategies for data

collection such as the use of checklist and documentary analysis emphasizing the need to

meet the objectives of this study that will be subjected for regression analysis.

Locale of the Study

The population of this study was the Grade 11 and 12 Senior High School students

from all strands of Immaculate Conception Academy of the school year 2022 - 2023. This is

to back up the use of purposive convenient sampling. The study was deliberately directed at

Immaculate Conception Academy situated at 1-S Valdez, City of Batac. It is the only

31
institution of the city having a noteworthy populace due to the wide variety of academic and

vocational strands for K-12 educational program. The researchers picked this area due to the

high scholastic exhibition of the students who will yield in the success of the study.

Respondents of the Study

The respondents of the study were the 471 or 100% Senior High School students who

were permanently enrolled and studying different strands at Immaculate Conception

Academy as follows:

Number of Senior High School Students

Male Female Total

Strand N % N % N %

Science, Technology,

Engineering, and Mathematics 110 49.77% 150 59.29% 260 54.85%

(STEM)

Humanities and Social 37 16.74% 39 15.41% 76 16.03%

Sciences (HUMSS)

Accountancy, Business, and 34 15.38% 51 20.16% 85 17.93%

Management (ABM)

Technical, Vocational, and 40 18.10% 13 5.14% 53 11.18%

Livelihood Education (TVL)

TOTAL 221 100% 253 100% 471 100%

Figure 2: Number of Senior High School Students Source: Admission Office, ICA.

Sampling Design and Procedures

32
 Purposive convenient sampling was use to select the respondents to validate the

outcome of this study. The respondents were selected regardless of their

specializations/strand.

A convenience sample is one that is drawn from a source that is conveniently

accessible to the researchers (Andrade, 2020). This sampling is a technique wherein the

researcher relies on his or her own judgement when choosing members of the population to

participate in the study.

Upon the approval of conducting such survey, the researchers will be visiting them

personally on their classrooms. Much as one does with a cover letter, the researchers will

give a brief, casual introduction to the study; stress the importance of the person’s

participation; and assure anonymity, or at least confidentiality, when possible.

Instrument Used

To gather the necessary information from the respondents, the total population

number of the Senior High School students enrolled in Immaculate Conception Academy

(ICA) will be gathered on the official record of the school’s administration office.

The researchers will use the checklist method in gathering relevant data related to the

objective of the study. The checklist that will be distributed will be letting the respondents to

check their answers based on the options given by the researchers. Their Grade 10 and 11

General Weighted Average (GWA) will be put also on the checklist based on the official

records of administration office.

The answers of the respondents through the checklists given will be collected and will

be subject for data interpretation through regression analysis. The data gathered will be

categorized according to their general averages based on the grading categorization of the

Department of Education.

33
Validity and Reliability of the Data Gathering Tool and Research Instrument

Since the study will use the checklist method, there is no need for the researchers to

conduct the validity and reliability test of the questions for the constructed options on the

checklist will only focus on the profile of the respondents and will not be revolving on their

personal opinions.

Data Gathering Procedures

Once the permit to conduct the study is granted by the Research and School Principal,

a letter or request was forwarded to the admission office for the administration of the survey

questionnaires.

The questionnaires were distributed and administered to the respondents from various

strands of the Immaculate Conception Academy. Subsequently, the retrieval of the

instruments will do a week after the respondents’ answered the questionnaires.

Meanwhile, the accomplished survey questionnaire/ checklist was retrieved to ensure

the accuracy of the responses and a high percentage of retrieval. The results of the study were

analyzed and treated statistically.

The relevant data that was gathered will be subjected for regression analysis and

survey research method. Armstrong and Scott (2012) defined regression analysis as a

statistical process for estimating the relationships among variables. It includes many

techniques for modelling and analyzing several variables when the focus is on the

relationship between a dependent variable and one or more independent variables (or

'predictors'). More specifically, regression analysis helps one understand how the typical

value of the dependent variable (or 'criterion variable') changes when any one of the

independent variables is varied, while the other independent variables are held fixed. Most

commonly, regression analysis estimates the conditional expectation of the dependent

34
variable given the independent variables – that is, the average value of the dependent variable

when the independent variables are fixed. Less commonly, the focus is on a quantile, or other

location parameter of the conditional distribution of the dependent variable given the

independent variables. In all cases, the estimation target is a function of the independent

variables called the regression function. In regression analysis, it is also of interest to

characterize the variation of the dependent variable around the regression function which can

be described by a probability distribution (Willem, 2008).

In addition, the documentary analysis will be employed. Data will be categorized

according to the Department of Education’s grading system indicated below.

DESCRIPTOR GRADING SCALE REMARKS

Outstanding 90 – 100 Passed

Very Satisfactory 85 – 89 Passed

Satisfactory 80 – 84 Passed

Fairly Satisfactory 75 – 79 Passed

Did Not Meet Expectations Below 75 Failed

Figure 3: Department of Education Grading System Source: DepEd

After consulting with the research adviser and conducting necessary modification, the

questionnaires were administrated personally to the respondents by the researchers. The

survey research method was used for gathering the needed data from the chosen respondents

to obtain information that will be help to the success of the study.

Ethical Consideration

To substantiate and guarantee ethical conduct in the process of this research, the

researchers will certainly observe the following:

35
  The researchers were after the students’ responses, and it was an assurance that they

will never be emotionally and physically harmed just to be a respondent for this study.

Stating their names on the checklist will be optional to protect their privacy and

confidentiality.

 Accurate and proper document sourcing or referencing of materials that will be used

in the study will be done to avoid copyright infringement.

 Copies of the checklist and communication letters will be appended.

Data Processing and Statistical Treatment of Data

The statistical tools to be used to analyze and interpret the results of the study are

percentage formula and regression analysis to determine the effects of socio-economic

status to the academic performance of Senior High School students in Immaculate

Conception Academy.

The following statistical techniques will employ in the analysis and interpretation of

the results:

1. The percentage. These will use to determine the percentage of the responses of the

effects of socio-economic status to the academic performance of Senior High School

students in Immaculate Conception Academy.

% = f/N x 100

Where: f – frequency

N – Number of responses

% – percentage

CHAPTER IV

36
 RESULTS AND DISCUSSIONS

This chapter presents the results and discussions of the study revolving on the relationship of

socio-economic factors and the academic performance of Senior High School students in

Immaculate Conception Academy.

Socio – Economic Profile of the Respondents

In assessing the socio-economic profile of the Senior High School students, the

following domains were considered: Parents’ Educational Attainment, Parents’ Occupation,

Home Residence, Family Income, Ethnic Tribe, Religion, Language Used, and Family Size.

The table below shows the summary of the result.

Figure 4. Socio – economic profiles of the Senior High School Students

Socio - economic Profile f N %

Parents’ Educational Attainment Elementary Undergraduate 2 942 0.21
Elementary Graduate 23 2.44
High School Undergraduate 131 13.91
High School Graduate 275 29.19
College Undegraduate 253 26.86
College Graduate 226 23.99
Post Graduate 32 3.4
Parents’ Occupation Blue Collar Jobs 423 942 44.9
White Colar Jobs 519 55.09
Home Residence Upland 97 471 20.59
Village 21 4.46
Lowland 215 45.65
Subdivision 7 1.49
City Area 131 27.81
Parents’ Family Income 1,000 - 5,000 40 471 8.49
5,000 - 10,000 86 18.26
10,001 - 15,000 80 16.99
15,001 - 20,000 84 17.83
20,001 - 30,000 71 15.07
30,001 - above 110 23.35
Religion Aglipayan 117 471 24.84
Mormons 8 1.7
Islam 0 0

37
 Catholic 277 58.81
Pentecost 3 0.64
Born Again 52 11.04
Iglesia ni Cristo 10 2.12
Jehovas Witness 0 0
Dating Daan 1 0.21
Crusado 3 0.64
Ethnic Tribe Tausog 0 471 0
Igorot 14 2.97
Aeta 0 0
Mangyan 0 0
Lumad 1 0.21
Ibaloi 0 0
Ilokano 452 95.97
Kapampangan 4 0.85
Language Used Iloko 410 471 87.05
Waray 8 1.7
Tagalog 116 24.63
Taglish 57 12.1
Visaya 6 1.27
English 63 13.38
Family Size 3 - 5 members 311 471 66.03
6 - 9 members 134 28.45
10 - 15 members 26 5.52

Figure 5. Parent’s Level of Educational Attainment

100%
80% 12.53%30.57%24.42%24.63%
3.40% 4.03%
60%
0.42%
40%
15.29%27.81%29.30%23.35%
20% 1.49% 2.76% Mother
0% 0.00%
te te te te te te te
d ua dua d ua d ua dua dua dua Father
ra Gr
a ra Gr
a ra Gr
a
Gr
a
erg y erg l erg e st
ar o
Un
d
nt Un
d
ch
o
Un
d leg Po
y e l s e Col
ta
r m oo gh leg
en Ele sch Hi ol
m gh C
Ele Hi

The first factor which is the Parent Educational Attainment shows that, high school

graduate got the frequency of 275 with a percentage of 58.39%. This means that the parents

of the students mostly graduated in secondary level. This implies that they have the capacity

38
to teach their children well, while college undergraduate got the frequency of 253 with a

percentage of about 53.72% meaning they graduated in high school level, but they were

undergraduates of college. This means that students who have a parent who are elementary

undergraduates have a lesser understanding to help their children in the success of their

academic performance. College Graduate got a frequency of 226 and a percentage of 47.98%

which means, the parents have the capacity to provide all the means of the needs of their

children.

Majority of the parents of the Senior High school students are high school graduate

because of different reasons: financial constraints, early marriage, socio-economic status, and

bad habits such as drinking liquor, cigarettes, and vaping.

This means that parents who are undergraduate in each level has a limited perspective

towards the education of their children, thus academic performance is highly affected. This

finding corroborates with Sparkman et.al., (2012) who stated that if a student’s parents do not

have high school and college degrees, the student may lack an understanding of the demands

of college, as well as the kind of emotional support students with college-educated parents

have. As a result, these students may take lighter loads in college or drop out. Additionally,

first generation college students and students from lower socioeconomic families may have

diminished academic aspirations because they do not see higher education as possibility.

This result also support to the latest study which states that the recent COVID-19

global pandemic has placed a spotlight on the implications of educating children

outside the institution of schooling, including the inequalities that can be produced by

moving education exclusively into the home environment (Kuhfeld & Tarasawa, 2020).

Although the achievement gap between different groups of students has been well

documented for decades (Reardon, 2011), there are few, if any, interventions that have

39
been successful in reducing this gap—especially the gap associated with socioeconomic

status (SES). These disparities in achievement are present even before school entry (V. E.

Lee & Burkam, 2002), which suggests that socioeconomic resources assert their influence

before schooling and in a context where there is likely a passive (i.e., genetic, or biological)

and active (e.g., via cognitively stimulating activities, day-care or preschool enrollment)

transfer of skills taking place from one generation to the next. Given the importance of

socioeconomic factors for children’s language development (Hoff, 2003), academic success

(Davis-Kean, 2005), and behavioral outcomes (Yeung et al., 2002), there is a growing

interest in identifying and intervening on the pathways underlying associations between

SES and children’s development (Duncan et al., 2017). As Duncan and Magnuson

(2003) pointed out, however, it is also important to understand how the various indicators of

SES differentially relate to child outcomes.

Oftentimes, the omnibus term socioeconomic status is used interchangeably with

parent educational attainment and family income (occupation is rarely used in psychological
studies; Davis-Kean et al., 2019). Although specific SES indicators do tend to be correlated,
each reflects a different resource that benefits children in unique ways (Duncan & Magnuson,
2003). Parent educational attainment, for example, is often a stronger predictor of parental

whereas family income

beliefs and behaviors,

is more closely associated with

the provision of material
resources (Davis-
Kean et al., 2019). Thus, some
researchers argue that SES
40
indicators should not be
combined and
that, instead, their influences
should be considered
independently (Duncan &
Magnuson, 2003).
Figure 6. Parents’ Occupation

Parents' Occupation

White Colar Jobs 55.10%

Parents' Occupation

Blue Collar Jobs 44.90%

0.00% 20.00% 40.00% 60.00%

Under the parents’ occupation, white collar job got the highest frequency with

55.10%, which means that majority of the parents of the students in Immaculate Conception

Academy are working in government and private offices. While Blue Collar Job got the

lowest frequency with a 44.90% which means, there is also a huge population of the students

whose parents are working in agricultural and labor works. This points out to the idea that

parents under the blue-collar jobs may have a lower income to support the academic

schooling of their children while the parents who are under the white-collar jobs may have a

higher income substantial enough to raise a good academic foundation for their children.

41
 White Collar Jobs got the highest frequency in terms of parents’ occupation of the

Senior High School students due to these reasons: they work under government offices, owns

businesses, and employed in private sectors.

This supports the idea of Marnot, (2008) that occupations are ranked into most

prestigious occupation and lower ranking occupation. The most prestigious occupations are

physicians, surgeons, lawyers, chemical & biomedical engineers, and communication

analysts. While lower ranking occupation are food preparation workers, counter attendants,

bartenders and helpers, dishwashers, janitors, maids and housekeepers, vehicle cleaners, and

parking lot attendants. The job consider as high status in classification provides more

challenging works, ability, and greater control over working conditions. While those

considered less valued in classification paid significantly less and more laborious, very

hazardous and provided less autonomy. Gachathi Multilingual Academic Journal of

Education and Social Sciences 2015, Vol. 3, (2010) indicated that occupational prestige is a

component of socioeconomic status encompasses both income and educational attainment.

To him, occupational status reflects the educational attainment required to obtain a job and

income levels. When parents have a better occupation, they make adequate provision for their

children education. They provide economic, social, psychological, and emotional support to

their children, and this would make it possible for the children to perform well in their

educational attainment.

Figure 7. Home Residence

42
 Home Residence
City Area 27.81%

Subdivision 1.49%
Home Residence
Lowland 45.65%

Vilage 4.46%

Upland 20.59%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00%

The table shows that lowland area got the highest frequency which is 45.65%. This

means that the location of their residence is mostly at the lowland area. This implies also that

most students mostly concentrate at their ethnic and cultural activities; however, they can still

manage to balance their academic performances because the location of their residences is

not that far in the institution. Hence, it signifies that it is not a problem not for them to go in

school because the location of the learning institution and their locations are both situated in

lowland. This supports the study of Doshgner, 2015) that living on a place that is modernized

and manageable, the better the children can concentrate on the academic performance while

living in the city area got the second highest frequency of 27.81%. This means that it may

also affect the academic performance of the students because of the noisy environment

created by the people while upland area got the frequency of 20.59%. This means that there

are also students living in this area despite having a hard time to concentrate on their studies

because of the location itself. Village got the frequency of 9% which signifies that they are

also living within their family hierarchy. This means that students are more secured and

lesser pollution coming from the residences they are living and because it is a private part of

the community while Subdivision got the lowest frequency of 1.49% This means that

students are more secured and lesser pollution coming from the residences they are living and

because it is a private part of the community.

43
 Majority of the respondents are living at a lowland area due to the following reasons:

their parents own commercial lot, it is where they work, and more suitable for them to earn

money.

This corroborates to the findings which states that home environment is the most

significant factor affecting student’s academic achievement. There are various factors in

home environment which are lacking in our homes for our children, which has a negative

impact and a low correlation with students’ academic achievement. Therefore, it is

recommended that students should be provide a serene home environment for studies which

could help to promote student’s overall development. The most suitable mean is to give

proper time to children, and an educative environment at home (Khan, Begum, Imad, 2019).

Figure 8. Parents’ Family Income

Parents' Family Income

30,001 - above 23.35%

20,001 - 30,000 15.07%

15,001 - 20,000 17.83% Parents' Family Income

10,001 - 15,000 16.99%

5,001 - 10,000 18.26%

1,000 - 5,000 8.49%

0.00% 10.00% 20.00% 30.00%

Under the column of family income, it shows the monthly income of the parents of

the students in Immaculate Conception Academy. It was shown on the table that, most of the

parents of the students in Immaculate Conception Academy is gaining a high income, a range

of 30,001 above with the percentage of 23.35%, which means, the parents’ have enough

income to support the necessities of their child in providing them quality education. While

44
5,001 – 10,000, got a percentage of 18.26%, which means that they have a minimum capacity

to give their children the necessities he or she needs for schooling. And 15,001 – 20,000 got

the third highest frequency with the percentage of 17.83%, which means that there are also

some of the students in Immaculate Conception Academy who can afford their needs that

may result to gain a higher academic performance, whereas their parents can vastly provide

some of the things they need for their academics.

10,001 – 15,000 got the fourth highest frequency with the percentage of 16.99%,

which means, the population of Immaculate Conception Academy, Senior High School

Department, is also composed of middle-class families, who can somewhat provide all the

needs of their child on their academics. However, 20,001 – 30,000 got 15.07% which means

that there are no problem towards their academic performance because parents who have a

higher income can actually support their financial aids of their children in schooling while

1,000 – 5,000 got the lowest frequency with the percentage of 8.49% which means signifies

that most family income are under the least ranges. This implies that having low income can

adversely affect the performance of the students because parent cannot afford the things that

their children want in their school that may result to lower their self to gain a high academic

performance.

Majority of the parents’ income of the students are ranging from 30,001 above due to

these reasons: majority of the parents are working abroad and owns businesses and working

under government and private offices.

This finding supports the following studies and claims. A review of the research

showed that undergraduates who identified as low income or poor worked more, studied less,

had lower grades, were less involved in extracurricular activities, and had lower levels of

school belonging than their higher income peers. These results indicated that lower SES

45
negatively affects college students’ experiences and outcomes which may also reflect the

high school academic setting (Langhout et al., 2009). A national survey of college eligible

students who did not enroll in college found that college costs, availability of financial aid,

and uncertainty about the steps needed to enroll in college remain significant barriers to

obtaining a college education (Hahn & Price, 2008). Another obstacle is inadequate

preparation for college, although this is less a barrier to access than to success once students

have enrolled in college (Brock, 2010). According to analysts, rising tuition costs and

reductions in grants have made attending college more difficult for young adults from low

SES families. An extensive study by the National Center for Education Statistics began

tracking the educational attainment of a large sample of eighth graders in 1988 and continued

tracking the participants into their midtwenties through 2000. The study found that among

those who scored in the bottom quartile on a mathematics test during high school, 30.3%

from high SES families earned a bachelor’s degree or more, compared with only 2.9% of

those from low SES families. Among those with the highest scores on the mathematics test,

28.8% from low SES families completed college, compared with 74.1% from high SES

families (Danziger & Ratner, 2010). Parents constitute the most common source of funding

for students. Unfortunately, it has become harder for some parents to afford tuition because of

the increasing inequality in income over the past forty years. This is particularly true for

fathers with a high school education or less, who have experienced a large decline in earnings

over the last few decades (Danziger & Ratner, 2010). Researchers have shown an increasing

link between family income and college attendance (Belley & Lochner, 2007). As Anthony

Carnevale (2008) pointed out, equally qualified students have vastly different college-going

opportunities, depending on their SES. Carnevale stated, in reference to data collected from

the U.S. Department of Education’s National Education Longitudinal Study, “among the

most highly qualified students (the top testing 25%), the kids from the top socioeconomic

46
group go to four-year colleges at almost twice the rate of equally qualified kids from the

bottom socioeconomic quartile” (Carnevale, 2008, p. 57).

Jiang Guohe, Wen Guangfen (2006) studied the difference between urban-rural

family capital and the academic achievement of junior high school students. It turned out that

the gap of family capital (parental occupation, parent education level and family income)

between urban and rural areas is widening, which resulted in the difference. Using a value-

added assessment method to build a multi-level regression model, Liang Weiyan and Du

Yuhong (2012) focused their attention on family social capital in accordance with the

longitudinal data of rural students from five provinces, and the result once again

demonstrated that better educational resources will be harnessed by the well-off families. It

can be seen from the above literatures that registered permanent residence might also be one

reason, so the last presumption is put forward.

However, it was also emphasized that there is huge probability that the parents who

are working abroad can have a larger income rather than the white-collar job workers in the

Philippines, which could also signify that these workers abroad can supports the academic

needs of their children (Abuevas, 2017 p.45)

Figure 9. Religion

47
 Religion
Crusado 0.64%
Dating Daan 0.21%
Iglesia ni Cristo 2.12%
Born Again 11.04% Religion
Pentecost 0.64%
Catholic 58.81%
Mormons 1.70%
Aglipayan 24.84%
0.00% 20.00% 40.00% 60.00% 80.00%

Based on the table under Religion, it can be seen that Catholic got 58.81% which

signifies that the majority of the students in Immaculate Conception Academy under the

different religions were Catholics. While, Aglipayan got the second highest frequency with

the percentage of 24.84%, followed by Born Again whom got 11.04%, next in the line is the

Mormons who got 1.70%, however, Crusado and Pentecost, got the same frequency with

0.64%, and Dating Daan got the lowest frequency with 0.21% means that even if these

religions are considered the least members of participant it can still also have an effect on

their academic performance in gaining high satisfactory. Nevertheless, there are different

approaches towards their performance coming from the students wherein their practices

towards academic performance depend on their religious doctrine.

Majority of the student’s family religion is catholic because Roman Catholicism

differs from other Christian churches and denominations in its beliefs about the sacraments,

the roles of the bible and tradition, the importance of the Virgin Mary and the Saints.

This finding supports the study of National Educational Longitudinal Body stating

that extracurricular church activities help youth reduce those problem behaviours that were

putting their academic attainment at risk. The benefits of extracurricular church activities

were dramatically demonstrated by one study that found that youths who were highly

48
involved in church-sponsored organizations outside of school had a low level of problem

behaviors. While their academic and psychological competence scores were lower than those

of peers categorized as “academically competent,” their engagement level in extracurricular

activities and community programs distinguished them positively from their peers.

This finding collaborates largely on the study of Aquino in 2015 which shows that

religion can be a large factor that can affect the academic performance of the students, which

was revealed that the correlation of the two variables were identified with the huge predicting

value.

Figure 10. Ethnic Tribe

Ethnic Tribe
Kapampangan 0.85%

Ilokano 95.97% Ethnic Tribe

Lumad 0.21%

Igorot 2.97%

0.00% 20.00% 40.00% 60.00% 80.00% 100.00% 120.00%

The table shows the percentage of the different ethnic tribes of the students in

Immaculate Conception Academy, Ilokano got the highest frequency with 95.97% that

signifies that majority of the students are from the Kailukuan while Igorot got the second

highest frequency with 2.97% which means that some of the students in Immaculate

Conception Academy are from the Mountain Province, however, Kapampangan got the third

highest frequency with 0.85% that signifies that there are students who are Kapampangan and

Lumad, got the lowest frequency with 0.21%.

49
 Majority of the student’s ethnic tribe is Ilocano because majority of their parents are

residing under the Ilocos Region which is the native ethnic tribe of the Ilocano people.

The findings support some of the findings of Statistics Whether Survey of 2015,

stating that ethnic tribe is practicing the importance of getting a high academic performance.

That it is tribe is highly accepted due to that fact that the school respect the practices of this

tribe that may contribute towards the performance of the students.

Globally, the phenomenon of academic underperformance of ethnic minority students

has attracted much attention across disciplines, such as medical education, and vocabulary,

reading and mathematics on high school. Although at the start of their educational career

usually no significant differences are observed in performance between ethnic majority and

minority students (Osborne, 2001), during elementary school such differences tend to arise

(Herweijer, 2003) and grow over time (Osborne, 2001). Varying from elementary school to

higher education, ethnic minority students score lower grades, obtain fewer credits, are 2½

times as likely to fail examinations, and are twice as likely to experience study delays

compared with majority background students (Blair, Blair, & Madamba, 1999; Herweijer,

2009; Osborne, 2001; Stevens, Clycq, Timmerman, & Van Houtte, 2011; Swail, 2003;

Woolf, Potts, & McManus, 2011). In tracked educational systems, ethnic minority students

are overrepresented in vocational or lower education tracks, and underrepresented in higher

education (Herweijer, 2003; Herweijer, 2009; Stevens et al., 2011).

Researchers have identified several factors to explain this academic performance gap,

such as stereotype threat (the feeling of a negative image; Fischer, 2010; Steele, 1997; Steele

& Aronson, 1995) and threat to feelings of belonging (feeling like the outsider in a group;

Mallett et al., 2011). Nonethnicity-specific factors, such as socioeconomic background, exert

an influence as well (Fischer, 2010; Herweijer, 2003; Mallett et al., 2011; Stegers-Jager,

50
Steyerberg, Cohen-Schotanus, & Themmen, 2012). However, these factors only partly

explain underperformance in ethnic minority students. Motivation, which has been found to

influence learning and performance, could be a crucial factor in explaining this achievement

gap (e.g., Kusurkar, Croiset, Galindo-Garré, & Ten Cate, 2013; Kusurkar, Ten Cate, Vos,

Westers, & Croiset, 2013; Ryan & Deci, 2000). Specifically, research has shown that

motivation has positive associations with learning and academic performance of students.

Students that are not motivated have shown the least desirable learning behaviors and

academic performance (Kusurkar, Ten Cate, Van Asperen, & Croiset, 2011; Kusurkar,

Croiset, et al., 2013). In addition, earlier research on motivation showed that there were

differences in the intrinsic and extrinsic motivation of ethnic minority students and the

majority group (Martin, 2012). The majority group showed the highest level of intrinsic

motivation compared with the ethnic minority groups and the ethnic minority students

showed higher levels of extrinsic motivation compared with the ethnic majority group. A

better understanding into the factors influencing the motivation of ethnic minority students

might help in preventing the achievement gap between ethnic minority and majority students.

However, so far, factors that influence the motivation of ethnic minority students have been

understudied in education (Dennis, Phinney, & Chuateco, 2005).

Figire 11. Language Used

Languaged Used
English 13.38%

Visaya 1.27%
Taglish 12.10% Languaged Used
Tagalog 24.63%
Waray 1.70%

Iloko 87.05%
% 0% 0% 0% 0% 0% 0% 0% 0% 0% %
00 .0 .0 .0 .0 .0 .0 .0 .0 .0 00
0. 10 20 30 40 50 60 70 80 90 0.
10

51
 Under the language used, Iloko got the highest frequency with 87.05% which means

the students in Immaculate Conception Academy are highly using the mother tongue

language. This can make a big help to the students who has a difficulty to make different

academic activities regarding Iloko language while Tagalog got the second highest frequency

with 24.63%, English got 13.38%, Taglish got 12.63%, Waray has the frequency of 1.70%

and Visaya got the lowest frequency of 1.27% which signifies that the students in Immaculate

Conception Academy is composed of different ethnic tribes, and they used different

languages in communicating.

Majority of the students and parents’ language is Iloko because majority of them are

residing in Ilocos region which dialect is under Iloko.

The findings support the claims of the Researchers from the University of the

Philippines Diliman, “Students preferably are comfortable using their native language that

can also a big factor to excel in their academic performance.

Education in a language other than the mother tongue is a common phenomenon. First

of all, there are many multilingual societies 1 where the use of multiple languages for

educational purposes is common, either vertically, with different languages used, for

instance, in elementary vs tertiary education, or horizontally, when multiple languages are

used as media of instruction within the same class. India and its more than 250 million

students, 22 official languages and hundreds of minority languages (Groff, 2017),2 represents

a particularly prominent case with the country being currently amid a lively policy debate

about the language of education (Karthik and Noblit, 2020).

52
Figure 12. Family Size

Family Size

10 - 15 members 5.52%

Family Size
6 - 9 members 28.45%

3 - 5 members 66.03%

0.00% 10.00% 20.00% 30.00% 40.00% 50.00% 60.00% 70.00%

Under this domain, 3-5 got the most frequency of 66.03% which implies that having

this minimum family size can contribute to the academic performance of the students because

the lesser the family size the more the concentration the parents may have in supporting their

children’s schooling. While 6 – 9 members got the second highest frequency and 10 – 15

members got the lowest frequency which signifies that a bigger family size may indicate that

parents don’t concentrate much on supporting their children’s schooling because they tend to

focus more on their work to sustain the daily living of their family.

Majority of the student’s family size is ranging from 3 to 5 members because their

parents have undergone family planning and most of them are already contented with 2 to 3

children.

This claim supports with the study, Family plays a critical role in academic learning

and achievement for students at all levels of study. Students who perform well in school are

better able to make a transition to adulthood, achieve career and economic success and make

a positive contribution to society. There is a paucity of research on the relationship between

family size and high school student academic performance. As a result, the study investigates

the influence of family size characteristics on the academic performance of Ghanaian high

53
school students. The social survey technique was used in a quantitative approach. Using a

simple random sampling technique, a structured questionnaire was used to collect data from a

sample of 327 students. However, 262 sets of questionnaires were obtained from the

respondents for review. For the data analysis, descriptive statistics and inferential statistics

were used. The findings indicated that family size characteristics have an influence on high

school students' academic performance. A small family influences academic performance

more than a large family. The findings demonstrate the importance of family size in

determining educational quality and perceived influence on academic performance.

Furthermore, the findings revealed that a small family's basic needs are met with a smaller

portion of the family's income than a large family's basic needs. Therefore, it is recommended

that families consider family size and academic performance of their children when deciding

on the number of children to have.

Figure 13. Level of Academic Performance of Senior High School Students

In assessing the level of academic performance of the senior high school, the

researchers utilize the Department of Education grading scale, whereas the respondents

undergo checklist, and they must convey their reflected General Weighted Average (GWA)

on the checklist. Afterwards, the researchers validated the data given by the respondents for

valid’ation purposes. The table shows the summarize results:

Descriptor Grading Scale f % Remarks

Outstanding 90 - 100 204 43.31 Passed
Very Satisfactory 85 - 89 200 42.46 Passed
Satisfactory 80 - 84 51 10.83 Passed
Fairly Satisfactory 75 - 79 16 3.4 Passed
Did Not Meet Expectations Below 75 0 0 Failed

Based on the grading system of the Department of Education all the respondents

passed the academe wherein 43.31% are outstanding, 42.26% are under the very satisfactory

54
level and 10.83% are very satisfactory. Since no one failed in their academic performances,

it can be described that Senior High School students are doing well in their academic

requirements and academic tests given to them by the institution. Generally, all the students

in Immaculate Conception Academy have a satisfactory performance in Academics and they

all passed on the requirements of the Department of Education.

Majority of the student’s academic performance is ranging from 90% to 100%

because most of the students have the determination and dedication to learn.

Before the transition to the K-12 educational curriculum, the basic education in the

Philippines consists of ten (10) years of study: six (6) years in elementary education and four

(4) years in secondary education. The mismatch between the Philippines’ basic education

system with other countries adopting at least 12 years of basic education is attributed to

several political, social, and economic pressures that affect the Philippine atmosphere since

the Spanish colonization and, later, the American occupation. This review does not go in

depth with this topic for brevity; instead, the readers are referred to Adarlo and Jackson for a

comprehensive discussion. Every year, the Department of Education (DepEd), the country’s

agency on basic education, produces key statistics on the performance and internal efficiency

of the basic education sector. The agency reports that the overall performance of

representative participants in the Programme for International Student Assessment (PISA,

2018) significantly fell behind from its neighboring ASEAN countries in terms of reading,

mathematical, and scientific literacy. In fact, in all three categories, the Philippines ranked

last among the participating countries, such as Singapore, Malaysia, Brunei, Thailand, and

Indonesia [19]. Previous studies such as Adarlo and Jackson have also shown the same trend

for the country in that it scored an overall performance that is significantly below the

international average in the 1999 and 2003 Trends in International Mathematics and Science

Study.

55
Several issues have also been known in association with the low performance of the

Philippines’ basic education system, such as a significant proportion of out-of-school

children. Whereas it maintains that the issue of out-of-school children in the Philippines is

associated with psychological, health, and economic factors. As such, the paper reports that a

significant 36% and 44.1% of students reported a “lack of personal interest” as a reason for

not attending school in primary and secondary levels, respectively. Likewise, a glaring 34.7%

and 12.4% of students reported “illness or disability” as a reason for not attending school in

primary and secondary levels, respectively. Moreover, 14.1% and 29.4% reported “high cost

of education” as a reason for not attending school in primary and secondary levels,

respectively. With basic education’s significant role in securing a more prepared workforce,

findings in the literature imply that the Philippine government would need to develop a

holistic strategy in addressing the declining proportion of school attendance in the country.

Aside from the issue of out-of-school children in the country, concerns such as

incompatibility with the movement towards globalization have posed a challenge for the

basic education curriculum of the country. An analysis by Okabe reveals that the 10-year

basic education system posed several pedagogical and socioeconomic problems. For one,

congested curricula (i.e., cramming courses into their curricula) are exhibited by many

schools due to the pressure of fulfilling mandatory educational requirements. Likewise, due

to the lower number of years in basic education as compared to countries having at least 12

years of basic education, Filipino basic education graduates (without further training) are

considered underqualified for many overseas jobs. Moreover, with only a few years in basic

education, graduates are often under the legal working age (18 years old) and become

ineligible in jobs both domestic and overseas. With many issues surrounding the 10-year

basic education curriculum of the country, the government is urged to develop policies and

initiatives to address such concerns.

56
Figure 14. The Effect of Parents Occupation to the Academic Performance of the Students

White Collar Job Blue Collar Job

Descriptor Grading Scale
f % f %
Outstanding 90 - 100 98 20.81 106 22.51
Very Satisfactory 85 - 89 124 26.33 76 16.14
Satisfactory 80 - 84 17 3.61 34 7.22
Fairly Satisfactory 75 - 79 10 2.12 6 1.27
Did Not Meet Expectations Below 75 0 0 0 0

Under this domain, it presents the effects of the parents occupation to the academic

performance of the students whereas it shows that majority of the students who are under the

outstanding who got a grading scale of 90 – 100 are under the column of Blue Collar Job

which signifies that majority of the academic achievers in Immaculate Conception Academy

are children of blue collar job workers who engaged in hard manual labor, typically in the

agriculture, manufacturing, construction, mining, or maintenance sectors. While white collar

job got a 98 frequency with a 20.81 percentage which signifies that 21 percent of the

population of the academic achievers are a child of white-collar workers who are often found

in office setting.

This presents that the parents’ occupation can largely affect the academic

performance of a student, which is theoretically and scientifically proven by the researchers

of the University of the Philippines Diliman, on their statistical analysis on the parents’

occupation and academic performance of their beneficiaries the Iskolar ng Bayan scholarship

grant.

This findings supports the study of Gachati in 1976 which states that the occupational

prestige is a component of socioeconomic status which encompasses both income and

educational attainment. Occupational status reflects the educational attainment required to

57
obtain a job and income levels. When parents have a better occupation, they make adequate

provision for their children’s education. They provide economic, social, psychological, and

emotional support to their children, and this would make it possible for the children to

perform well in their educational attainment. Fathers with high occupation are in a better

condition to assist and encourage their children toward educational attainment. They can

provide whatever is needed to support and encourage their children morally, intellectually,

spiritually, and psychologically. But parents with less prestigious occupation due to

instability and financial problems cannot provide adequate modern facilities to enhance their

children education (Memo et.al,2010). Paternal occupation thus has tremendous potential to

impact the educational performance of children. Since research has established that the

parental occupation is an important factor that has a strong bearing on academic performance

respondents were asked their opinion about the impact of parental occupation on academic

performance.

Academic achievement has always been a crucial point and main centre of

educational research despite varied statements about the aim of education. Academic

development of the pupil is the primary concern and the most important goal of education.

Not that other aspects of educational objectives are to be ignored but the fact remains that

academic achievement is the unique responsibility of all educational institutions established

by the society to promote a wholesome scholastic development of pupil. Academic

achievement of an individual is so far considered to be influential partly by his ability to

adjust to his environment, partly by his special abilities, intelligence and aptitude which are

integral parts of his personality and partly by the intensity of drives and motives which serve

as the impelling force for his activities (Saini,2010). The world has become an arena for

competition where academic performance is of paramount significance. Children are

expected to attain good academic grades and outshine their counterparts in scholastic

58
achievements. Thus, students along with their entire educational institutions are busy with the

aim of securing good grades for future security. Academic performance of students is the

centre around which the whole education system revolves. The success and failure of any

educational institution is measured in terms of academic performance of students. Not only

the schools, but parents also have very high expectations from students with respect to their

academic performance, as they believe that better academic results may lead to better career

options and future security. Academic performance refers to the knowledge attained and

designated by marks, assigned by teacher. In educational context, academic performance is

the educational goal to be achieved by a student, teacher or institution over a certain period

and is measured either by examinations or continuous assessments and the goal may differ

from one individual or institution to another. Academic performance is the outcome of

education, the extent to which a student, teacher or institution has achieved their educational

goals (Narad and Abdullah,2016). The key aspect for the educators is to educate their

students effectively so that they may be able to show quality performance in their academics.

To achieve this objective, it is necessary for the educators to understand better about the

factors that may contribute to the academic success of students (Farooq et.al, 2011).

Figure 15. Factors that Affect the Academic Performance of the Students

Socio - economic factors f N %

parents’ level of educational
88 471 18.68
attainment
parent's occupation 90 19.11
family income 140 29.72
home residence 124 26.33
religion 50 10.62
ethnic tribes 27 5.73
language used 60 12.74

59
 The table shows that there is a correlation of socio-economic factors and academic

performances; whereas it signifies that the students strongly agree that these socio-economic

factors largely affect their academic performances.

The findings point out those socio-economic factors play a significant role in the

academic performance of the Senior High School students. Those who belong to high socio-

economic profiles tend to have a lower academic rate and in the contrary those who have a

lower socio-economic profile may have a higher academic rate. Nevertheless, the effect of

this correlation is not constant because of the importance value of the predictors differing

from each student.

This finding supports the idea of Chandra (2013) who claimed that socio Economic

status is the most important variable in determining the Academic Achievement of students.

Increasingly, researchers examined educational processes, including academic achievement,

in relation to socio economic background. Suleman (2012) stated that different scholars have

defined socioeconomic status in different ways. Some scholars consider that socioeconomic

status is the total household income while other scholars include other variables i.e., parental

educational levels. In addition to the widely used income variable, some other variables are

also considered i.e., family, and parental educational attainment; total family income; living

in poverty; living in a single-parent household; motivation for learning; alcohol or drug use;

crime; community/environment; etc. Many scholars consider that socioeconomic status is the

most important and fundamental factor which is responsible for the academic success.

Academic institutions such as Schools, Colleges, and Universities have no worth

without teachers and students. These two groups are by and at large the most important assets

for any academic institute. The connection between the two groups and academic institution

is the performance, in which without students’ performance there will be no progress or

60
achievement noted for both the teachers and an academic institution (Gilbert, 2018). Hence,

student performance is an important factor in any academic institution. Students’

performance in academic has received the attention of many researchers around the globe for

many decades. The students’ performance factor is one of most challenging aspects in many

academic literatures because it affects their performance in academic, social, psychological,

economic, and environmental cohesion (Vermont, 2005; Azhar et al., 2014). Many factors

have an influence on the performance of the students but vary from person to person and

institution to institution. According to Standout, et al. (2010), there is many different

interactions and types of the link between the teachers and students through courses and

perceived usefulness as relate to their academic performance. Based on many literature

surveys, these factors range from environmental, economic, social, and psychological which

have a strong influence on students’ academic performance (Youzer, 2018). Other factors

such as the role of course experience, effort, motives, and learning strategies have also

contributed to student academic performance (Diseth et al., 2010). Studies have identified

casual factors responsible for weak academic performance at many institutional throughout

the world (Diseth et al., 2010; Wintre et al., 2011; Azhar et al., 2014; Fernex et al., 2015; Sæl

et al., 2017). In addition, most of these studies focus on three elements which are personal,

teacher, and institutional factors in students’ performance.

It has also been indicated that the student’s performance in academic affected by

economics factor which may likely influence students’ grades (Sunshine, et al., 2015).

61
 CHAPTER 5

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

This chapter consists of the overall outcomes of the analyzed quantitative data, which

underwent series of investigation and interpretation, thus resulting in conclusions on the

answer in response to the general and specific problems and providing recommendations

based on the salient findings of the study.

Summary

This quantitative study which made used of the descriptive-correlational approach

was conducted to determine the correlation of socioeconomic factors and academic

performance of the Senior High School Students in Immaculate Conception Academy.

It utilized the checklist method to gather relevant data from the respondents back up

by the used of purposive convenient sampling technique.

It employs a regression analysis in identifying the correlation of socio-economic

factors and academic performance. After undergoing regression analysis, the researchers

found out that socio-economic factors significantly correlate with the academic performance

of the senior high school students however each factor varies from its predicting value.

The checklist method was utilized in gathering the data from a quota of 471

respondents. Which are composed of the different strand offered by the Immaculate

Conception Academy namely, Science, Technology, Engineering, and Mathematics (STEM),

62
Technical Vocational and Livelihood Education (TVL), Accountancy, Business, and

Management (ABM), and Humanities and Social Sciences (HUMSS).

The regression analysis was used to describe the socio-economic profile and the

demographics of the students in Immaculate Conception Academy. The following are the

prominent findings of the study:

1. Majority of the students’ socio-economic profile of Immaculate Conception Academy

composes of a high school graduate, college undergraduate, and college graduate;

student parents are mostly under the white-collar jobs; students’ home residence is

lowland; student parent’s family income ranges from 30,001 – above; students’ family

religion is Catholic; students’ ethnic tribe is Ilokano; students’ family language used

is Iloko; and students’ family size range from 3 – 5 members.

2. Majority of the Senior High School students of Immaculate Conception Academy are

under Outstanding with the frequency of 204 ranging of 90 - 100, under the

Department of Education grading System.

3. The socio-economic profile of the students in Immaculate Conception Academy

namely, parents’ level of educational attainment, parents’ occupation, family income,

home residence, religion, ethnic tribe; and language used correlates significantly with

the Academic Performance of the students.

4. Socio-economic factors and academic performance correlate that implies that socio-

economic profile of the students can largely affect the academic performance of the

students.

Conclusion

After undergoing massively research, with a descriptive-correlational approach, the

researchers therefore conclude that:

63
1. The parents of the Senior High School students in Immaculate Conception Academy

differ from their perspectives or approaches on how they are going to value the

education, or the academic performance of their children based on the educational

attainment they have.

2. Senior High School students of Immaculate Conception Academy who are actively

participating on religious and spiritual activities and those who are having a part time

job may prioritize first their church/religious or work activities rather than investing

more of their time in finishing their school duties and responsibilities.

3. Students of Immaculate Conception Academy receive differing financial support

based on their family’s income.

4. Students do not see much their ethnic tribes and home residences as a predictor for

their academic standing in the learning institution.

5. Family size is still correlated with the academic performance of the Senior High

School students in Immaculate Conception Academy however the predicting value of

the family size is very low that it may not actually really reflect the academic standing

of a certain student whether he / she comes from a family with a big number of

members or with the family with a small number of members

6. Occupation of the students’ parents does not actually matter if their occupation

equips them with the enough financial income that will sustain the schooling of their

children.

7. The students of Immaculate Conception Academy are composing of different students

that are from a poor and rich family, and their socio-economic status largely affects

their academic performance.

64
 8. Family Income is the highest indicator that affects the academic performance of the

students in Immaculate Conception Academy with its high predicting value and high

frequency number.

9. The socio-economic factors affecting the academic performance of senior high school

students of Immaculate Conception Academy are varied and complex and play a

significant role in the lives of the Senior High School students of Immaculate

Conception Academy. Hence, by understanding these factors, school administrators

and educators can develop ways to improve academic outcomes for all students, not

just in ICA but also other schools around the world, especially those with a high

number of students from low-income families.

Recommendations

Based on the findings and conclusions of the study, the following are recommended

by the researchers:

1. Parents regardless of educational background shall have the proper orientation on the

value or the significance of education to their children so that the students will be

comfortable on the academe because there is an assurance that they have their

parents’ support on their schooling.

2. Students who are actively participating in religious activities shall still have to

observe proper time management to balance properly their time in finishing their

school assignments along with their extracurricular duties.

3. Parents must be knowledgeable enough in the academic needs of their children for

them to be provided with the right learning tools necessary for their schooling.

4. The school as a human institution must also cater the proper educational approach of

teaching the students regardless of their socio-economic profile to increase their

academic performance.

65
5. The Parents should level their economic and social support to student as such support

is seen as a major contributor to students’ academic performance.

6. The Department of Education should implement opportunities for their students

such as scholarship grants that are not solely basing on the academic performance of

the students but rather on the economic backgrounds.

7. The Government should formulate public policies and plans to improve the

educational facilities for the socially and economically underprivileged groups.

8. The Governments educational policy should be more focused on providing cheaper,

more widespread, and better educational opportunities, which will help parents to

reduce barriers to choices regarding sending their children to school.

9. The school systems must actively work to eliminate the negative stereotype

surrounding poor students and provide early positive classroom experiences and they

should implement school involvement activities specifically geared toward parents

from the lower socioeconomic group.

10. Educators and Administrators shall make interactions between the school and the

parents of the student who has low academic performance to monitor its behavior on

how it affects its studies.

66
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APPENDICES

69
 APPENDIX A
LETTER TO THE PRINCIPAL
March 21, 2023

MR. JAMES PAUL ACUNA, MAEd

School Principal

Sir,
Warmest Greetings!
We are the student-researchers of Grade 12 – Courtesy under Science, Technology, Engineering, and
Mathematics. In line with this, we would like to ask for your permission to allow us to conduct a
survey among the students of your institution. This is in view of our quantitative study, entitled, “The
Relationship of Socio-economic Factors and the Academic Performance of Senior High School
students in Immaculate Conception Academy.” Attached herewith is the survey questionnaire for
this study.
The survey would last only about 10-15 minutes and would be arranged at a time convenient to the
students’ schedule (e.g during breaks or vacant). Participation in the survey is entirely voluntarily and
there are no known or anticipated risks to participation in this study. All information provided will be
kept with utmost confidentiality and would be used for academic purposes solely.
Thank you and God bless!

Sincerely,

70
Arcartado, John Coleen P.
Mangabat, Rexie John B.
Munoz, Uriel G.
Palas, Hampjake Ryan T.
Peralta, Gwyneth Ashlee C.
Rivera, Juliana F.
Salariosa, Xandrei T.

Noted by:

MR. LUIS BEJOHN DUMIPNAS, MA

Research Adviser

Approved by:

MR. JAMES PAUL ACUNA, MAEd

School Principal

APPENDIX B

LETTER TO THE RESPONDENTS

Dear Respondents,
Greetings in the name of the Holy Triune God!

We, the Grade-12 student-researchers of Courtesy, under the Science, Technology,

Engineering, and Mathematics (STEM) Strand of Immaculate Conception Academy currently
conducting a quantitative study entitled “THE RELATIONSHIP OF SOCIO-
ECONOMIC FACTORS AND THE ACADEMIC PERFORMANCE OF SENIOR
HIGH SCHOOL STUDENTS IN IMMACULATE CONCEPTION ACADEMY”, that
aims to determine the correlation of the socio-economic factors and academic performance
and how these factors affects the academic performance of the Senior High School students.
In this regard, we are humbly asking for your time to be one of our respondents in this
study. Rest assured that any kind of information provided will be handled with utmost
confidentiality and will solely be used for academic purposes only.
Your honesty and perseverance in answering our questionnaire will play a vital role in the
success of this study. Thank you and God bless!

Sincerely yours,

Arcartado, John Coleen P.

71
 Mangabat, Rexie John B.
Munoz, Uriel G.
Palas, Hampjake Ryan T.
Peralta, Gwyneth Ashlee C.
Rivera, Juliana F.
Salariosa, Xandrei T.

Noted by:
MR. LUIS BEJOHN DUMIPNAS, MA
Research Adviser

APPENDIX C

SURVEY QUESTIONNAIRE
Name (Optional):_________________________________ Age (Optional):________
Grade Level and Section (Optional):__________________ Strand (Optional):______
I. Direction: Please check your corresponding answers based on the options indicated on
each question below.
1. What is the Educational Attainment of your parents?
Father Mother
Elementary Undergraduate ElementaryUndergraduate
Elementary Graduate Elementary Graduate
High School Undergraduate High SchoolUndergraduate
High School Graduate High School Graduate
College Undergraduate College Undergraduate
College Graduate College Graduate
2. What is the current occupation of your parents?
Father:_________________
Mother:________________
3. What is your home residence?
Upland Village Lowland Subdivision City Area
If others, please specify:__________________
4. What is your parent’s family income monthly?
Php. 1,000 – 5,000 Php. 15,001 – 20,000
Php. 5,001 – 10,000 Php. 20,001 – 30,000
Php. 10,001 – 15,000 Php 30,001 - above
If others, please specify:__________________
5. What is the religion of your family?
Aglipayan Catholic Iglesia ni Cristo
Mormons Pentecost Jehovas Witness

72
 Islam Born Again Dating Daan
If others, please specify:___________________
6. What is the ethnic tribe of your family?
Tausog Aeta Lumad
Igorot Mangyan Ibaloi
If others, please specify:___________________
7. What is the language that your family is using?
Ilokano Tagalog Visaya
Waray Taglish English
If others, please specify:___________________
8. How many are you in the family?
3 – 5 members 6 – 9 members 10 – 15 members
If others, please specify:___________________
9. What was your reflected General Weighted Average when you were in Grade 10 / 11?
95 – 100
85 – 89
80 – 84
75 – 79
Below 75

10. What are the factors that can possibly affect your academic performance?
a. parents’ level of educational attainment ;
b. parents’ occupation ;
c. family income ;
d. home residence ;
e. religion ;
f. ethnic tribe; and
g. language used

73
 APPENDIX D
DOCUMENTATIONS

74
75
76
77
78
79
80
 APPENDIX E
FIGURES
FIGURE TITLE
Figure 1……………………………………...... IPO Model of the Research Study
Figure 2……………………………………….. Number of Senior High School Students
Figure 3……………………………………….. Department of Education Grading System
Figure 4……………………………………….. Socio-economic profiles of the SHS students
Figure 5……………………………………….. Parents’ Level of Educational Attainment
Figure 6……………………………………….. Parents’ Occupation
Figure 7……………………………………….. Family Income
Figure 8……………………………………….. Home Residence
Figure 9……………………………………….. Religion
Figure 10……………………………………… Ethnic Tribe
Figure 11……………………………………… Language Used
Figure 12……………………………………… Level of Academic Performance of the
Senior High School Students
Figure 13……………………………………… Effects of parents’ occupation on the
academic performance of the students
Figure 14……………………………………… Factors that affects the academic performance

81
CURRICULUM VITAE

82
 CURRICULUM VITAE

REXIE JOHN B. MANGABAT

Brgy. 31, Camandingan, City of Batac, Ilocos Norte
Cell Number: 09774441042
Email Address: euryrex@gmail.com

PERSONAL INFORMATION

Age :18
Sex :Male
Nationality :Filipino
Religion :Aglipayano
Date of Birth :October 16, 2004
Place of Birth :Batac, Ilocos Norte
Father :Eduardo Bacnat Mangabat
Mother :Filomena Baldovino Mangabat
EDUCATIONAL PROFILE

Senior High School Immaculate Conception Academy

Brgy. 1 Valdez, City of Batac, Ilocos Norte
Science, Technology, Engineering, and Mathematics

Secondary Pandan Integrated School

Brgy. 14 San Juan, Sarrat, Ilocos Norte
With Honors

Elementary Malammin Elementary School

Brgy. Malammin, San Juan, Ilocos Sur
Second Honorable Mention

“Audaces Fortuna Iuvat; Fortune Favors the Bold”

83
 CURRICULUM VITAE

GWYNETH ASHLEE C. PERALTA

Brgy. 23, Bininggan, City of Batac, Ilocos Norte
Cell Number: 09266568394
Email Address: gwynethashleep@gmail.com

PERSONAL INFORMATION

Age :17
Sex :Female
Nationality :Filipino
Religion :Catholic
Date of Birth :June 27, 2005
Place of Birth :Batac, Ilocos Norte
Father :Ferdinand Allan T. Peralta
Mother :Brendalee C. Peralta
EDUCATIONAL PROFILE

Senior High School Immaculate Conception Academy

Brgy. 1S Valdez, City of Batac, Ilocos Norte
Science, Technology, Engineering, and Mathematics

Secondary Immaculate Conception Academy

Brgy. 1S Valdez, City of Batac, Ilocos Norte
With Honors

Elementary Batac Junior College

Brgy. 1 Valdez, City of Batac, Ilocos Norte
With Honors

“Just go with the flow”

84
 CURRICULUM VITAE

HAMPJAKE RYAN T. PALAS

Brgy. 18, Pugaoan, Pinili, Ilocos Norte
Cell Number: 09771561074
Email Address: hajtaj002@gmail.com

PERSONAL INFORMATION

Age :19
Sex :Male
Nationality :Filipino
Religion :Catholic
Date of Birth :March 15, 2004
Place of Birth :Cabugao, Ilocos Sur
Father :Hamphrey Re yan I. Palas
Mother :Jackelyn F. Tadioan
EDUCATIONAL PROFILE

Senior High School Immaculate Conception Academy

Brgy. 1S Valdez, City of Batac, Ilocos Norte
Science, Technology, Engineering, and Mathematics

Secondary Pinili Institute

Brgy. 1 Valbuena, Pinili, Ilocos Norte
With Honors

Elementary Badoc South Central School

Brgy. 2 Garreta, Badoc, Ilocos Norte

“Do your best and God will the do the rest”

85
 CURRICULUM VITAE

JULIANA RACHEL F. RIVERA

Brgy. #1 Ricarte Batac City Ilocos Norte
Cell Number: 09602419341
Email Address: juliaaaaan18042gmail.com

PERSONAL INFORMATION

Age :18
Sex :Female
Nationality :Filipino
Religion :Catholic
Date of Birth :April 04, 2005
Place of Birth :Batac City, Ilocos Norte
Father :Michael Rivera
Mother :Irah Mae Rivera
EDUCATIONAL PROFILE

Senior High School Immaculate Conception Academy

Brgy. 1S Valdez, City of Batac, Ilocos Norte
Science, Technology, Engineering, and Mathematics

Secondary Immaculate Conception Academy

Brgy. 1S Valdez, City of Batac, Ilocos Norte

Elementary Hilario Valdez Memorial Elementary School

Brgy. #4 Nalupta Batac City Ilocos Norte

“You can’t taste the sweetness of success without tasting the bitterness of sacrifice”

86
 CURRICULUM VITAE

JOHN COLEEN P ARCARTADO

Brgy. #20 Colo, City of Batac, Ilocos Norte
Cell Number: 09692896566
Email Address: johncoleena@gmail.com

PERSONAL INFORMATION

Age :18
Sex :Male
Nationality :Filipino
Religion :Roman Catholic
Date of Birth :January 2, 2005
Place of Birth :Batac City, Ilocos Norte
Father :Ellaper A. Pambid
Mother :Alther G. Arcartado
EDUCATIONAL PROFILE

Senior High School Immaculate Conception Academy

Brgy. 1S Valdez, City of Batac, Ilocos Norte
Science, Technology, Engineering, and Mathematics

Secondary Immaculate Conception Academy

Brgy. 1S Valdez, City of Batac, Ilocos Norte

Elementary Immaculate Conception Academy

Brgy. 1S Valdez, City of Batac, Ilocos Norte

“Stay Positive”

87
 CURRICULUM VITAE

XANDREI PAUL T. SALARIOSA

Brgy. 17, Tabug , City of Batac, Ilocos Norte
Cell Number: 09152733808
Email Address: xandreipaulsalariosa@gmail.com

PERSONAL INFORMATION

Age :18
Sex :Male
Nationality :Filipino
Religion :Catholic
Date of Birth :October 22, 2004
Place of Birth :Batac, Ilocos Norte
Father : Paul David Salariosa
Mother :Melody Taclibon
EDUCATIONAL PROFILE

Senior High School Immaculate Conception Academy

Brgy. 1S Valdez, City of Batac, Ilocos Norte
Science, Technology, Engineering, and Mathematics

Secondary City of Batac National High School (Poblacion)

Brgy. 17 Tabug, City of Batac, Ilocos Norte

Elementary Catalino Acosta Memorial Elementary School

Brgy. 8 Acosta, City of Batac, Ilocos Sur

“Do not trust anyone even your own shadow”

88
 CURRICULUM VITAE

URIEL EYVIND G. MUNOZ

Brgy. 4 Nalupta, City of Batac, Ilocos Norte
Cell Number: 09695890150
Email Address: urimunoz29@gmail.com

PERSONAL INFORMATION

Age :17
Sex :Male
Nationality :Filipino
Religion :Catholic
Date of Birth :September 25, 2005
Place of Birth :Batac, Ilocos Norte
Father :Gene Munoz
Mother :Edeliza Munoz
EDUCATIONAL PROFILE

Senior High School Immaculate Conception Academy

Brgy. 1S Valdez, City of Batac, Ilocos Norte
Science, Technology, Engineering, and Mathematics

Secondary Immaculate Conception Academy

Brgy. 1S Valdez, City of Batac, Ilocos Norte

Elementary Batac Junior College Inc.

Brgy. 1S Valdex, City of Batac, Ilocos Norte

“Keep calm”

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