Results

100 high school students were the sample in this study. 50 boys and 50 girls out of 100 high school
students were male. The proportionately speaking, there were 50% males and 50% girls (Figure 1). The
performance differences varies considerably on their General Weighted Average on 3rd Quarter (see
Figure 2).

Figure 1

Number of boys and girls in the sample taken for this research.

Figure 2
From the Data of General Weighted Average on 3 rd Quarter using it to find out what is the Mean or the
Average Q3GWA of the 100 High School Students who responded. Mean can be obtained by adding all
the values divided by the frequency of a set of data. It is also called average. It is written as:

x=
∑x Where: x=mea n
n

∑ x =∑ of all the values∈a set

n = frequency

8528.3643
x= x=85.283643∨85.28
100

Frequency distributions and Percentage using it to provide a visual representation of the distribution of
observations using the data that we gathered. (see Figure 3). Percentage can be obtained by dividing the
frequency by the n (sum of all the frequency) multiply by a 100. It is written as:

f
%f = x 100
n

Figure 3

When our correspondent asked whether the student's parent's occupation influenced their decision to
stay in school or drop out, the results were not surprising because only 54 (54%) of the children said
their decision to stay in school or drop out was never influenced by their parent's occupation, while 14
(14%) of high school students said their parent's occupation was rarely influenced in that decision, and
21 (21%) of the high school students said the same. And 4 (4%) of high school students reported that
their parent's job frequently affected their decision to continue in school or drop out, while only 7 (7%)
of high school students reported that their parent's job always affected their decision to stay in school or
drop out (Figure 2).
More than 50% of high school students said that their parent's job had no bearing on whether they
chose to continue their education or drop out. This indicates that the student's parent's job has an
impact on whether they choose to continue their education or drop out, or that financial hardships may
have a negative impact on their motivation to do so.

Figure 5

When asked if they have access to resources that enable them to complete all tasks at school, high school
students gave a variety of answers: 23 (23%) said they always do, 26 (26%) said they do so frequently, 34
(34%) said they do so occasionally, 13 (13%) said they do so infrequently, and 4 (%) said they never do.
(Figure 3).

Figure 6
When asked if their parents give them everything they need to complete school-related
tasks at home. Out of the 100 high school students who responded, 34 (34%) always, 18
(18%) often, 28 (28%) sometimes, 15 (15%) rarely, and 5 (%) never said that their parents do
this. (Figure 4).

Figure 7

When asked if their parents attend school activities such as conference meetings.. Out of the 100 high
school students who responded, 20 (20%) always, 19 (19%) often, 29 (29%) sometimes, 21 (21%) rarely,
and 11 (11%) never said that their parents do this. (Figure 8).

Figure 8
When asked if their financial situation affects their academic achievement. Out of the 100 high school
students who responded, 8 (8%) always, 5 (5%) often, 31 (31%) sometimes, 25 (25%) rarely, and 31 (31%)
never said that their financial situation affects their academic achievement. (Figure 6).

Figure 9

When asked if their academic success is impacted both directly and indirectly by their parent’s
aspirations for them. Out of the 100 high school students who responded, 23 (23%) always, 20 (20%)
often, 33 (33%) sometimes, 18 (18%) rarely, and 6 (6%) never said that their parent’s aspirations for
them affects their academic success. (Figure 7).

Figure 10
When asked if their socio-economic status affects their physical, emotional and mental well being. Out of
the 100 high school students who responded, 14 (14%) always, 13 (13%) often, 36 (36%) sometimes, 20
(20%) rarely, and 17 (17%) never said that their socio-economic status affects their physical, emotional
and mental well being. (Figure 8).

Figure 11

High School Students were also asked if their parents provides them the moral, financial and material
support they needed to encourage them to perform academically and out of the 100 high school
students who responded, 40 (40%) always, 15 (15%) often, 23 (23%) sometimes, 15 (15%) rarely, and 7
(7%) never said that their parents provides them the moral, financial and material support they needed.
(Figure 9).

Figure 12
When asked if their parents education level contribute to their academic performance as a High school
student. Out of the 100 high school students who responded, 18(18%) always, 14 (14%) often, 32 (32%)
sometimes, 23 (23%) rarely, and 13 (13%) never said that their parents education level contribute to
their academic performance as a High school student (Figure 10).

Figure 13

When asked if their parent's socio-economic status affects them in developing academic skills. Out of the
100 high school students who responded, 14 (14%) always, 11 (11%) often, 30 (30%) sometimes, 24
(24%) rarely, and 13 (13%) never said that their parent's socio-economic status affects me in developing
academic skills. (Figure 11).

Figure 14