Department of Education

Region X
Division of Valencia
Dagatkidavao Integrated School

POVERTY ON STUDENTS’ ACADEMIC PERFORMANCE

Submitted in partial fulfillment

For the requirements in
English 10

ERAMES REYNA RHEA

GOC-ONG JHENNY RHOZE
LACUESTA NICOLLE
MAYUGA JAY
PAGDATO TWINKLE MAE
RUBIO ANGELICA
VILLASOR JECELLE KATE

MAY 2023
 CHAPTER 1

INTRODUCTION
Poverty is defined as a lack of funds to meet the necessities of a family or a
community. Poverty can lead to unemployment, starvation, and many problems.
Academic performance is the students’ ability in school; it is based on instructor records
and the students’ performance.
The skills of a learner might be impacted by poverty. Whether this is good or bad, other
kids may have quit studying due to poverty. However, it can also serve as motivation for
poor students to pursue their goals.
Poverty has a huge impact on students’ academic performance. It has both negative
and positive effect. It can be the reason why other students cannot study. Some
students drop out of school simply because they’re poor and they do not have enough
money to sustain their needs. It can also encourage poor students to study hard, reach
their goals and succeed.
Research on how poverty affects student education is important. Knowing how much it
affects the pupils’ ability is essential. This research will help them determine has a
positive or negative effect on learning.

According to the research of Butterworth, Olesen and Leach- (as citen in Sensen, 2013)
indicated that students' failure to achieve academically due to low socioeconomic status
is correlated with depressive symptoms. Additionally, the research of Murphy and Tobin
(2011), has suggested that there are several factors involved that play a part in
students’ performance as follows: health and nutrition, vocabulary, effort, hope-and-
growth mind-ret cognition, relationship. distress. Students in poverty are more likely to
be exposed to food with less or no nutritional value which effects the cognitive
functioning which in turn has adverse effect on academic achievement. Limited
vocabulary also affect academic ability and exposure to language is less likely in low
socio-economic cases. However, the study of Dhilon (2010) ruggested that those in
poverty have been denied their basic human rights and it is the role of the educational
institution to raise awareness and free them from this violation.
This studys objective is to determine the level of poverty among grade 11 students of
Dagat kidavao Integrated School. Identify the Academic performance of Grade 11
students in 2nd Grading. And accertain the impact of poverty on students' Academic
performance.
This research will be conducted in Dagatkidavao Integrated School. Specifically, the
effect of poverty on students’ Academic performance.
 STATEMENT OF THE PROBLEM
This study aims to answer the following questions:
1. What is the level of poverty among Grade 11 students of Dagatkidavao
Integrated School?
2. What is the Academic Performance of Grade 11 students in 2nd Grading?
3. What is the impact of poverty on Students’ Academic Performance?

OBJECTIVES
1. Determine the level of poverty among Grade 11 students of Dagatkidavao
Integrated School.
2. Identify the Academic Performance of Grade 11 students in 2nd Grading.
3. Ascertain the impact of poverty on students’ academic performance.

SIGNIFICANCE OF THE STUDY

The findings of this study are considered advantageous for the following.
To the students, who will be impacted since they will be asked questions concerning
the results of our research. They should be aware that a lack of money will not prevent
them from achieving their goals. Here, individuals may observe how much their poor
experiences have an impact on their academic performance to achieve their goals, they
must utilize this poverty as motivation to work hard in school.
To the parents since they are the parents of the students for whom the research will be
done. They must be aware that their child is having difficulty in school because of their
financial situation. Additionally, to inform the parents that their child is using poverty as
inspiration to accomplish their goals.

SCOPE AND DELIMITATION

This study is delimited only to poverty and students’ academic performance. The
researcher’s utilized survey questionnaires and only covered the Grade 11 students of
Dagatkidavao integrated school who are enrolled in 2022-2023. This study used
random sampling design.

DEFINITION OF TERMS
Poverty- Poverty is not only related to the economic dimension, but also has expanded
into social, health, education, and political dimensions. Todaro (2006) explains that
poverty is the inability to meet minimum living standards that match level of life need for
food, shelter, clothing, etc.
Academic performance- According to Narad and Abdullah (2016) academic
performance is the knowledge gained which is assessed by marks by a teacher
and/or educational goals set by students and teachers to be achieved over a specific
period.

CHAPTER 2
REVIEW OF RELATED LITERATURE
Children raised in poverty may not have been taught to be polite and may not be
socially gracious Jensen (2017).
Poverty has direct observable relationship to academic progress and achievement.
Poverty affects students in several ways through several different mechanisms. The
impacts of concentrations of poverty are not manifested at the individual level. It is not
until students come together at school and the concentration poverty increases that
non-linear impacts may come into play. At a student level, poverty can produce
language gaps, learning loss and attendance and motivation issues Lacour and
Tissington (2011).
Children raised in poverty chose to behave differently, but they face with daily
overwhelming challenges that affluent peers, and the gap continues to widen over the
school years Kalil and Ziol (2013).
Living in homes where there is little parental interaction, fewer books to read and fewer
chances for cognitive stimulation will decrease the children’s self -confidence which, in,
turn, will lead to future academic failure Cedeno (2016).
Living in poverty upsets brain development and will result in behavioral problems in the
classroom (Dike 2017).
Children raised in poverty are more apt to experience cognitive lags due to significant
changes in brain structure in areas related to memory and emotion. Poverty makes it
difficult for parents to purchase toys and books to promote cognitive stimulation for their
children, thereby causing the children to have lesser vocabulary and a more directed
speech Johnson (2016).
Many students raised in poverty come to school without the necessary social-
emotional responses needed to be successful at developing relationships, with their
peers and teachers Jensen (2013).
Providing students raised in poverty a safe place where they eel supported and safe
will ensure that their needs are being met and will in turn, raise students’ achievement
Parret (2018).
States that low socioeconomic status and poverty are recognized as one of the most
prevalent determinants of academic achievement in children and adolescent who attend
school McKenzie (2019)
Educational institutions in areas of high poverty have tried to meet the needs of their
students by establishing programs that attend to their basic needs to establish an
environment for successful learning to take place. (Wilson, 2012)
Poverty has an adverse effect on student performance and studies have shown that
students in poverty are below grade level at much higher rates and that they generally
have poor or average grades. These educational deficits provide a serious handicap for
students in poverty. (Murphy & Tobin, 2011)
The pedagogical implications for teachers of students in poverty have been related to
the implementation of varied instructional strategies designed to ensure that students
are able to efficiently acquire, rehearse, and connect knowledge. Successful
instructional principles include frequent review sessions, division of material in small
steps, modeling, constant assessment, scaffolding, independent practice, and
numerous questions which demand a response from students. (Rosenshine, 2012)
Students in poverty who are viewed as having intellectual deficiencies based solely on
socioeconomic status are less likely to succeed in school. Unbiased instructional
support is necessary to enhance the likelihood of increased student performance.
(Gorski, 2013)
Poverty also has an adverse effect on student performance and students in poverty
typically perform lower academically and have poor or average grades. Some of the
factors implicated by these educational deficits can be related to factors such as limited
exposure to foods of nutritional value which affect cognitive functioning, as well as
limited vocabulary exposure. (Murphy & Tobin, 2011)
 CHAPTER 3

METHODOLOGY
This chapter presents the methodology and procedures of research used in the study.
This includes the design, research locale, study. Participator’s sampling produce
instrumentation data gathering procedure, validation and ethical consideration.

RESEARCH DESIGN
This study used descriptive design. Descripted research involves description, analysis
and interpretation of conditions that already exist. It is used explain and determine the
relationship between the dependent and independent variable of the study.

RESEARCH LOCALE
This study was conducted in Dagatkidavao Integrated School. This school is based
within the Department of Education, Valencia City Bukidnon.

PARTICIPANTS OF THE STUDY

The respondent of this study were the Grade 11 students of Dagatkidavao Integrated
School for this school year 20222023. The participants were selected using random
sampling.
 CHAPTER 4

TABLE 1
This chapter presents the results of the findings of this study including the
interpretation and analysis acquired by the researchers from the respondents:

Question 1. Have you ever experienced poverty or financial hardship during your
academic journey?
Statement 1 presents the results gathered through the data. 97.2 percent of 42
students agreed that they experience poverty or financial hardship during their
academic journey. While 2.38 percent agreed that they did not experience poverty of
financial hardship during their academic journey.
Therefore, from the data presented most of the students experience poverty or
financial hardship during their academic journey. The result is like the study conducted
by McFarland 2020, according to the National Center for Education Statistics (NCES),
approximately 14.5 million public school students in the United States lived in poverty in
2018. Which represents 28 percent of all public students.
Most of the students in Dagatkidavao Integrated School truly deals with poverty. This
is occasionally one of the causes of a students’ poor academic performance.
Question 2. Do you believe that poverty affects students’ academic performance?
Statement 2 shows the results gathered through the data. 88.10 percent of 42
students, agreed that poverty has an impact on students’ academic performance. 11.90
however, disagrees that poverty has an impact on students’ academic performance.
Therefore, most students believe that poverty has an impact on students’ academic
performance. The outcome is comparable to the research conducted by Johnson 2016
children raised in poverty are more apt to experience cognitive lags due to significant
changes in brain structure in areas related to memory and emotion. Poverty makes it
difficult for parents to purchase toys and books to promote cognitive stimulation for their
children, thereby causing the children to have lesser vocabulary and a more directed
speech.
Poverty has adverse effect on students’ academic performance in Dagatkidavao
Integrated School. Which sometimes can contribute to academic failure.
Question 3. Have you ever had to miss classes because of financial reason?
 Statement 3 presents the results gathered through the data. 26.19 percent of 42
students claimed to have missed class due to financial constraints. Whereas 73.81
percent concurred that they have missed class due to financial problems.
Therefore, in accordance with the information provided, most students agreed that they
did not miss classes due to financial issues. The outcome is comparable to one of the
researches conducted by Reyes et al. 2014 when a family experiences specific shocks
leading to poverty, the children may decide to stop attending school. The kids from
persistently underprivileged homes had the lowest attendance rates.
It is common for students’ living in poverty to miss classes. They choose to stay at
home because they may not have money to buy food and provide for their projects.
Question 4. Do you experience stress or anxiety due to financial hardships affecting
your academic performance?
Statement 4 presents the results gathered through the data. 66.67 percent of 42
students admitted that they experienced stress or anxiety due to financial difficulties
affecting their academic performance. While 33.33% admitted that they did not
experience stress or anxiety due to financial difficulties affecting their academic
performance.
Therefore, based on the data presented most students agreed that they experience
stress or anxiety due to financial difficulties affecting their academic performance. The
result of the study is like the research conducted by Gale 2016 most children who are
exposed to high levels of stress from a young age undergo noticeable changes in their
brain development, notably in the regions of the brain that is in charge of regulating the
emotions and developing cognitive abilities.
Many children growing in poverty experience stress or anxiety which affects the ability
of the students in school. Which can lead to their academic failure.
Question 5. Have you ever experienced hunger or lack of access to proper nutrition
which impacted your ability so study or attend classes?
Statement 5 presents the results gathered through the data. 52.38% of 42 students
agrees that they experienced hunger or lack of access to proper nutrition, which affects
their ability to participate in school. While 47.62% agree that they do not feel hungry or
do not have access to adequate food, which affects their ability to participate in class.
Therefore, from the data presented most of the students agreed that they suffer from
hunger or do not have access to adequate food, which affects their ability to study or
attend class. The result is like the study conducted by Taras (2015), tested cognitive
function related to nutrition. This study was done with medical research that showed if there was
a nutrient deficiency, like iron, there was a negative impact on that student’s academic
performance.
 TABLE 2
71-75 76-80 81-85 86-90 91-95 96-100

4.76% 57.14% 14.30% 11.90% 2.35% 9.52%

Table 2 shows the 2nd grade academic performance of the 11th grade of
Dagatkidavao Integrated School. Of the 42 students, 4.67% received a rating of 71-75,
57.14% received a rating of 76-80, 14.30% received a rating of 81-85, 11.90% received
a rating of 86-90, 2. 35% received a rating of 91 or higher, 95 and 9.52% received a 95-
100 rating.
Therefore, from the data presented most of the students’ obtained the rating of 76-80.

HYPOTHESIS
The null hypothesis is disproved. Because there is a significant link between poverty
and pupils' academic achievement, the alternative hypothesis is also acknowledged.
Our investigation and the findings revealed a connection between poverty and pupils'
academic achievement. Most Grade 11 students’ at Dagatkidavao Integrated School
struggle with poverty or financial difficulties, which has an impact on their academic
progress. Some claimed that they had missed class because of a lack of funds. While
over half of the students reported feeling stressed, anxious, hungry, and unable to
acquire healthy food and nourishment. However, the study conducted by Lacour and
Tissington (2011), states that poverty has direct, observable relationship to academic
progress and achievement. Poverty affects students in several ways through several
different mechanism. The impacts of concentrations of poverty are not manifested at
individual level. It is not until students come together at school and the concentration
poverty increases that non-linear impacts may come into play. At a student level,
poverty can produce language gaps, summer learning loss and attendance and
motivation issues.
 CHAPTER 5
RECOMMENDATION
This chapter covers the findings of the investigation on the impact of poverty on
students’ academic performance of Grade 11 Students’ in Dagatkidavao Integrated
School. Additionally, it offers suggestions that parents act on.
To sum up, many students at Dagatkidavao Integrated School experience financial
hardship. Some of the students claimed that their inability to attend their lectures was
due to financial hardships. However, several students claimed that despite their poverty,
they can overcome all obstacles and fulfill their fundamental needs. Many students
either go without eating or do not have access to it, according to their access to healthy
food. As a result, I infer from the students' comments that there is high level of poverty
among grade 11 students at Dagatkidavao Integrated School. Their low socioeconomic
status has a negative impact on their academic achievement in many ways.
In conclusion, most Grade 11 students’ in Dagatkidavao Integrated School obtained a
rating of 76–80, and half of the 42 students obtained a passing grade. Some achieved a
rating of 80–100. From the results I gathered, I concluded that poverty does not only
have a negative impact on students’ academic performance. Poverty can also be a
source of inspiration for students to achieve high grades that can lead to their
succession.
Academic achievement among students and poverty are significantly correlated. It
might have a favorable or unfavorable impact. Some students may have given up their
studies because of their poverty, while others utilize it as motivation to work toward and
realize their aspirations. Although the other children claimed that despite the financial
difficulties they are experiencing, students and their parents have managed to
overcome them and find ways to meet their needs, the other half of the students
claimed that poverty has a detrimental impact on their academic performance.

RECOMMENDATION

Despite the low socio-economic status of 11th graders, they can persist to overcome
this problem. Determination to overcome poverty can be one solution to success.
Students can research and apply for scholarships, grants, and other forms of financial
aid that can help ease the burden of poverty. They can also look for part-time job
opportunities on or off campus that provide income and help cover essential expenses.
Students can create a budget to track income and expenses. Prioritize essential
products and reduce non-essential expenses. There are many apps and tools available
to help you manage your finances effectively. Remember the long-term goal of training
and use your experience as motivation for success. Stay focused, work hard, and look
for opportunities for personal growth outside the classroom.

Students may keep on achieving passing grades by joining programs. This may
include access to counseling services, mentoring programs, and extracurricular
activities that promote personal and academic growth. This can include partnering with
local nonprofits, government agencies, or volunteer mentors who can provide academic
tutoring, career guidance, or even help with basic needs like food and clothing. Offer
after-school programs or summer enrichment activities that provide additional academic
support and engage students in meaningful learning experiences.
Students may not simply decide to drop out simply because they are poor. Students
should use poverty as inspiration, not as a problem. Using poverty as inspiration can be
good for them. They must not let poverty be the cause of their future problems. There
are many options and solutions to fight poverty, such as grants, work-study and more.

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