The Academic of Performance of Senior

High School Students in DIASS

PROPONENTS:

Head Researcher: Carl A. Ronamo

Statistician: Jenny O. Cena
Members: Sheila Marie C. Angelada
Francine Mae B. Bernales
Raf C. Moleta
Melona A. Pabillar
 INTRODUCTION

Background of the Study

Academic performance is one of the important goals of education and

has always been influenced by number of factors including parental
encouragement and school environment. Keeping this in view a study was
conducted to explore the parental encouragement and school environment of
senior secondary school students and to analyze their relationship with academic
performance of students (Rupkatha Journal on Interdisciplinary Studies in
Humanities, V8N2, 2016). The good academic performance of students at the
Senior High School is of paramount importance in every educational system.
Meanwhile, numerous factors influence the academic performance of students
and have been researched, but many problems persist (Brew, E.A., Nketiah, B.
and Koranteng, R., 2021).

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. Academic anxiety and
academic achievement were inversely and significantly related to each other
(Murthy and Kulshreshta,1999). Academic performance of an individual is
influenced by various factors such as personality, intellectual ability, environment,
etc

Domingo Lacson National High School offers the strand Humanities

and Social Science the subject Discipline and Ideas in the Applied Social
Sciences. This course introduces some Applied Social Sciences, namely,
Counseling, Social Work and Communication, which draw their foundation from
the theories and principles of Psychology, Sociology and Anthropology and other
Social Sciences. This course highlights the seamless inter-connectivity of the
different applied social science disciplines while focusing on the processes and
applications in the critical development areas (Disciplines and Ideas in the
Applied Social Sciences (DIASS) - Senior High School Philippines
(depedshs.blogspot.com)). Senior High School students continue to adjust with
the new distance learning due to the pandemic. In that case, lots of factors are
being held that surely affects their academic performance specifically, in
Discipline and Ideas in Applied Social Sciences subject. Mainly, in this matter,
the new learning system is through online classes and Blended Learning
Modality which require us to engage in classes no matter what. It somehow
causes us to struggle due to various factors that affects our learning in this time
of pandemic.

There is a dearth of learning style studies of students within the trade,

technology and industry sector of career and technical education (Threeton and
Walter 2009). Learning styles differ significantly to different professional an
technical fields of specialization (Kolb and Kolb 2009). Having a background of
the learning styles of students can enhance their learning and at the same time
help students strengthen self-actualization (Alavi and Toozandehjani 2017).
Knowledge of the learning styles can help facilitate teachers to employ suitable
teaching strategies and methods to nurture students' academic performance.
This will also provide both teachers and students positive feedback on their
strengths and weaknesses in the teaching and learning scenario. Likewise,
knowledge of the learning styles can provide implications to curriculum design
allowing teachers to implement a learner-centered curriculum model in the
classroom (Teevan, Michael and Schlesselman 2011). Determining the learning
styles of students will ultimately improve their educational experience. Previous
exiting literature confirms that learning styles predict students’ academic
performance (Dalmolin, Mackeivicz, Pochapski, Pilatti and Santos 2018).

Statement of the Problem

The main purpose of this study is to determine the Academic performance

of Senior High School Students in DIASS.
Specifically, this study will answer the following questions:

1. What is the level of Academic Performance of the Senior High School Student
in DIASS?

2. Is there a significant difference in Academic Performance of Senior High

School students in DIASS when they are grouped according to:
a. Age
b. Sex
c. Strand
3. Is there a significant relationship in Academic Performance of Senior High
School Student in DIASS when they are grouped according to:
a. Age
b. Gender
c. Strand

Hypothesis

1. There is no significant difference in the effects of academic performance of

senior high school students in DIASS, when they are grouped according to age,
gender and strand.

2. There is no significant relationship in the effects of academic performance of

senior high school students in DIASS, when they are grouped according to age,
gender and strand.

Scope and Delimitations

The study aims to determine the academic performance of the senior high
school student of Domingo Lacson National in subject DIASS. The participants of
this study are the 134 grade 12 Students of the 1st semester of academic year
2021 – 2022. The challenge in conducting this study is it will be done virtually
due to the present pandemic.

Significance of the Study

The result of this study will benefit the following:

 School library. The school library would have some studies topics
related for Academic students that includes time management to their study and
for their selves that will help them to understand the academic performances of
Senior High School students.

Teachers. This study would be able to help them know the factors
pertaining to the different level of academic performance a senior high school
student could have.

Students. Students will be evaluated, and make their selves be prepared in

every lesson that they will learn in connection to their academic performance,
which will help to improve their skills. They can help themselves adapt and make
it better individually to improve their academic results.

Family Members. They will be first to support and understand the effects
of academic performance to their sister, brother, and children after reading the
study. They could have awareness regarding the academic matters of their family
member. They can be their guide in comprehending the current educational
performances.

Researchers. After reading the study, Academic students which are also
the researchers, would must have enough understanding why they need to
improve their skills that will impact their academic performance. Especially in
their understanding to the topic, where they must concentrate and focus on all
throughout their study.

Future Researchers. To those who are needed to conduct this research

topic, they will be able to make it better after reading the research, and to
become potential researchers. They can use this research study as a guide for
their own research and to make improvement to have a good result.
Definition of Terms

The following terms were used in this study are operationally defined as follows:

Academic Performance

In this study, this is the measurement of student achievement across

various academic subjects.

Disciplines and Ideas in the Applied Social Sciences (DIASS)

In this study, this course introduces some Applied Social Sciences,

namely, Counseling, Social Work and Communication, which draw their
foundation from the theories and principles of Psychology, Sociology and
Anthropology and other Social Sciences.

Learning Styles
In this study, it refers to the preferential way in which the student
absorbs, processes, comprehends and retains information.
Parental encouragement

In this study, it is an interaction with the child at home, at school, and

other activities such as sports or scouts and involvement with the school as
learners, advocates for their children, and decision makers in such areas as
school policy, hiring, and budget.

School environment
 In this study it refers to the set of relationships that occur among
members of a school community that are determined by structural, personal, and
functional factors of the educational institution, which provide distinctiveness to
schools.

Review of Related Literature

Academic performance have been defined and explained by several

authors. 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 of time.
They added that these goals are measured by using continuous assessment or
examinations results. Annie, Howard and Midred (as cited in Arhad, Zaidi &
Mahmood, 2015) also indicated that academic performance measures education
outcome. They stressed that it shows and measures the extent to which an
educational institution, teachers and students have achieved their educational
goals. Similarly, Yusuf, Onifade and Bello (2016) opined that academic
performance is a measurable and observable behaviour of a student within a
specific period. He added that it consist of scores obtained by a student in an
assessment such as class exercise, class test, mid-semester, mock examination,
and end of semester examination. Again, Martha (2009) emphasized that
academic performance of students is defined by a student’s performance in an
examination, tests, and in a course work.

According to Maric and Sakac (2014), students’ factors that affects

their academic performance could be classified into Internal and social factors.
They found that the internal factors that influence students’ academic
performance included interest in content of a subject, internal satisfaction, and
aspiration. The social factors also included social prestige and material reward.
MeenuDev (2016) corroborated that students level of interest in a subject
influence their academic performance. Similarly, Kpolovie, Joe, and Okoto (2014)
asserted that student’s attitude to school and their interest in learning influence
their academic performance.

The goal of this study is to determine if a correlation exists between

student self-reflection and academic performance and motivation. This review of
literature will serve to inform the following aspects of my research: how reflection
is defined, how reflection has evolved over time, what previous research has
discovered regarding any potential connections between student self-reflection
and academic performance and motivation, as well as the implications for
teachers who may or may not currently be utilizing reflective exercises in their
own classrooms. As discussed by Yancey (1998), “[i]f we don’t ask our students
to [reflect on] their own work—a process based on internal factors and criteria—
they are likely to [remain] dependent on external rewards, now knowing where to
begin to consider their own performance” (p. 14). Moreover, students who are
explicitly taught metacognitive activities, such as written self-reflection, tend to be
more highly engaged in their school work as well as maintain higher levels of
academic proficiency (McCormick, Dimmitt, & Sullivan, 2013).

To begin with the first assumption, it is all too commonly held that an
applied sociology is "nothing but" the application of generalizations, developed by
pure sociology, to concrete and practical cases. For example, in a seminar at
Chicago University in 1937, A. R. "There is ... a very close relationship between
theoretical natural science and applied natural science. Applied science is still
science ... it consists of propositions, but it consists essentially in the application
of the knowledge which belongs to theoretical science to the practical problems
which are met with in the application of the arts" (Radcliffe-Brown). (1) Fifteen
years later essentially the same conception of applied anthropology was
advanced by Darryl Forde at The International Symposium on Anthropology. (6)
Russell Newman's paper on "Applied Anthropometry" (19), at the same meeting,
was prefaced with an approving reference to Webster's dictionary definition of
applied science as "using and adapting abstract principles and theory in
connection with concrete problems, especially with a utilitarian aim."

While reflection could be seen as a type of self-evaluation, my

research was not focused on students’ actual ability to evaluate their own work.
Rather, they were asked to reflect on their perceived effort and to gauge their
overall performance of the task at hand. Therefore, the articles presented below
do not involve the concept of reflection as self-evaluation, but rather reflection as
a tool for improved metacognitive practices to effectively enhance overall
academic motivation and performance. The following review of literature will
guide the reader through (a) the history and rationale for integration of reflective
thinking, (b) definitions and concepts of student self-reflection as they relate to
education, (c) the potential benefits of integrating reflective activities into the
classroom, (d) specific studies that support these benefits, and (e) the
implications for teachers to create action to make reflection a part of their day-to-
day classroom routines. Therefore, to provide a holistic rationale and review,
literature has been included from the educational, professional, and international
arenas. For purposes of this study, as well as the context for this review of
literature, the definition of reflection provided by Webb and Scoular (2011) will be
utilized:

Though much reiterated, it would seem that this conception of

applied social science is misleading if not inaccurate. There are in present day
sociology few validated laws or broad generalizations; nonetheless, as the above
comments indicate, there is a great acceleration of applied social science. There
seems to be no close correlation, therefore, between the development of
generalizations by the pure disciplines and the multiplication of opportunities for,
and varieties of, applied sociology. The applied sciences cannot be fruitfully
regarded as springing Athena-like from the furrowed brow of the pure disciplines.
Any metaphor which conceives of applied social science as the offspring, and of
the basic disciplines as parents, is misleading. It obscures the point that the
applied sciences often contribute as much to pure science as they receive from
it.

Perhaps the truth of the matter is that the applied social scientist
presently makes use of the concepts rather than the generalized propositions of
pure social science. For example, anthropologists who have turned to applied
endeavors often begin by asking themselves how the concept of "culture" can
illuminate their particular problem. "The research problem was defined in the
following general terms: how can the anthropological axiom—'in order to work
with a people it is essential to understand their culture'—be translated into terms
that would be meaningful to administrators” (George Foster ). (7) In like manner,
much of market research makes more use of the concept of "social class," to aid
it in analyzing differential consuming habits, than it does of specific propositions
about the behavior of social classes. Stated differently, applied social science
seems to use "general orientations," which focus attention on patterns of
behavior and belief that are systematically neglected by practical men, rather
than using propositions which could generate specific hypotheses about this
behavior.

In the standard view of the relationship between applied and pure

social science there is the tacit assumption that the development of the applied
social sciences requires no special planning and theoretical analyses. It is
assumed they possess no distinctive problems and that, with the maturation of
the basic disciplines, all that will be required is to transfer their developments, like
carrying bones from an old graveyard to a new one. There is a "belief that
science has best been able to achieve practical results when no goals other than
those of science are considered. Those who hold this position maintain that if
scientists are allowed to pursue problems dictated purely by theoretical concerns,
the growth of science and hence the growth of its potential applications will be
served." (9) The thought is scarcely entertained, however, that the applied and
pure disciplines may have differences in their basic interests and thus in their
very conceptual roots (Goode and Halt).

It is an open question whether all theoretical systems or conceptual

schemes, in pure social science, have equal relevance and value for applied
social science. An applied social science is above all concerned with the
prediction and production of social and cultural change. Applied social science is
a technology and, as such, requires "a set of principles useful to bring about
change toward desired ends" (Thelen). (26) Applied anthropology as "that aspect
of anthropology which deals with the description of changes in human relations
and in the isolation of the principles that control them. Perhaps it should also be
emphasized that such a definition, by necessity, includes an examination of
those factors which restrict the possibility of change in human organization" (Eliot
Chappie). (3) There is little doubt that the central focus of all the applied social
sciences is on the problem of social and cultural change.

First, at the centre is placed the student as active subject. That is to

say that there is no presumption here, at any point, that passive learning, or the
consumption of knowledge, is at all possible within the arts and humanities. No
colleague teaching in these areas would demur from the legitimacy of this axiom,
yet, at the same time, some would also see it as an ideal proposition. Second,
arts, humanities and social sciences are disciplinary fields which are heavily
value-laden. That all education may be value-laden is doubtless a contention to
be taken seriously (see Rowland, 2000: 112-14) but the point to be stressed is
that the academic subject areas addressed in this chapter are cored through and
through with ethical issues, social concerns, judgement, and the recognition of
human agency, in a way that hotel and catering management, for example,
cannot be, and in a way that physics, for example, may not be. So discussion of
teaching and learning in these subject areas consistently acknowledges the high
degree of volatility that derives from a rich constitutional chemistry: in these
classrooms the validity of personal opinion, subjectivity, individual experience
and creative scepticism mix with judgements about right and wrong, truth and
untruth, order and chaos. Our task as teachers is to ensure that such judgements
as emerge are best provided for by being well informed, and that this threshold of
information is also served by a schooling in argument, the careful presentation
and interpretation of evidence, and the identification of the valuable questions
that need to be asked.

In contrast, however, many of the current models of pure sociology

have not developed an analysis of change, often having little or nothing to say
about this. Applied social science requires concepts enabling it to deal with
change, while much of pure social science today is oriented to the analysis of
stable structures in their equilibrium. (17) As a result, the objectives of applied
social science often fail to articulate with, or derive little aid from, the models and
concepts of pure social science. In this connection, there is a very instructive
case in the work of Talcott Parsons, which reflects this disparity between the
requirements of applied social science and current models of pure sociological
theory.

The suspicion that the applied behavior sciences do suffer from this
handicap grows stronger if attention is directed to one crucial case: namely, that
what is probably the most successful of the applied psychologies,
psychoanalysis, did not develop by way of transferring the established principles
of pure academic psychology to clinical problems. It seems instead to have been
marked, from its very inception, by conceptual and theoretical innovations.

Let there be no mistake about the meaning here: it is not being said
that applied social sciences should not use or have not used the general
principles and concepts of the basic disciplines. They may and have done so
where they could. The actual relation between applied and basic social science is
an empirical problem; we need many detailed case histories describing these
relations as they have developed. Such researches, however, would be sorely
misguided if they accepted the pat assumption now current concerning these
relations as their guiding hypothesis. The following may instead be regarded as
more favored hypotheses: (a) Applied social scientists are more likely to use the
concepts than the generalized propositions of their basic discipline, (b) Not all
concepts or theoretical models of pure social science are equally useful to
applied social scientists, (c) Applied social scientists will more likely borrow from
their basic disciplines those concepts and theoretical models which aid them in
understanding or producing changes, (d) When the basic discipline does not
provide theoretical systems or concepts aiding the applied social scientist to deal
with change, the latter will develop these himself. (5) These new concepts will, in
turn, exert pressure to produce modifications in the theories of the basic
disciplines.

This article aims to deepen our knowledge of specific features of

assessing the impact of SSH research in three respects. First, it highlights
the relationship between science and society and its bearing on research
conduct and evaluation. In recent years, top-down political demand has led
publicly funded research agencies to increasingly account for the scientific and
broader societal impacts of the research that they support, which has in turn
required researchers and research institutions to provide evidence of these
impacts. This has been accompanied by bottom-up demands from academic
researchers and research users (for example, within civil society) to articulate the
value of research for society (Beck 1992). Secondly, the review emphasizes the
relevance within the literature of discipline-specific research evaluation. At
national and cross-national levels, research evaluation and research policy tends
to be designed from the perspective of the life sciences and the natural sciences,
with SSH research commonly an afterthought (Donovan 2005). To bridge the gap
between science and society, traditional research evaluation schemes are being
reconsidered and reformed (Arnold 2004) in ways that make the scientific and
public value of SSH research potentially more visible, and to this end non-
standard research assessment tools have been developed and applied to
evaluating the impact of SSH research. Thirdly, although a dedicated literature
exists on research evaluation, other relevant pockets of literature are focused
within an extensive range of SSH journals, as well as within books, chapters, and
grey literature. This article reviews these diverse contributions to the scholarly
literature on the evaluation of the scientific, social, and political impact of SSH
research.

The value of rights as a political resource is heavily debated within

the social science literature. The most stringent critics of rights strategies claim
that to deploy rights is at best ineffectual, and at worst counterproductive. Some
studies suggest that rights litigation had no more than negligible effect on policy
outcomes. According to realist critics only political power built around electoral
coalitions and influential interests can bring about changes in well-established
policies and practices. Other scholars demonstrate that rights-based practices
often do intrude into policy processes, but with the unfortunate consequence of
making these processes rigid and inefficient.
 Theoretical advances in the conceptualization of social impact have
affected evaluation methodologies and indicators. In our review, we find both ex
ante evaluations of research projects concerning possible social impacts and ex
post evaluations that monitor the impact of research (Holbrook and Frodeman
2011; Bornmann 2013; Social Sciences and Humanities Scientific Committees
2013). Two major groups of methods are distinguished: qualitative methods
(including peer review, case studies, and surveys) and quantitative methods
(development and use of statistical indicators and, in certain fields, advanced
mathematical models such as econometric models).

Theoretical Framework

Walberg’s theory proposes the academic achievement of a student in

correlation with various of factors in a different characteristic of students and
more. The study of learning environments from the student perspective in
schools has a rich, but rather recent history. It could vary into the factors that
usually affects the academic achievement of a particular student in terms of
different subjects and areas within the school year. Studies of learning
environments, Spring 2005 / Volume 5, Number 1 67 particularly during the past
40 years, have rapidly drawn the interests of educational researchers and
theorists. Several educational researchers (Bennett, 1978; Carroll, 1963; Glaser,
1976; Walberg, 1981) have proposed theoretical models to explain linkages
existing among learning variables and student’s educational outcomes.
Specifically, each theoretical model includes characteristics of the learner, the
learning environment, and the quality of instruction the learner receives (Haertel,
Walberg, & Weinstein, 1983). Wang, Haertel, and Welberg’s (1993) review of
empirical literature on the correlates and predictors of academic achievement,
indicated that student characteristics exhibit the most significant direct influence
on achievement. Walberg’s (1981) theory of educational productivity was
empirically tested as one of very few theories of academic achievement.
Walberg’s theory of academic achievement posits that psychological
characteristics of individual students and their immediate psychological
environments influence educational outcomes (cognitive, behavioral, and
attitudinal) (Reynolds & Walberg, 1992). Further, Walberg’s research identified
nine key variables that influence educational outcomes as: student ability/prior
achievement, motivation, age/developmental level, quantity of instruction, quality
of instruction, classroom climate, home environment, peer group, and exposure
to mass media outside of school (Walberg, Fraser, & Welch, 1986). In recent
decades, studies of learning environments have been concerned with
conceptualization and theory development. Student ratings have also been
traditionally included in faculty and course evaluation in higher education
settings. Research on learning environments (Astin, 1993; Fraser, Walberg,
Welch, & Hattie, 1987; Fullarton, 2002) show that psychosocial characteristics of
classroom learning environments demonstrate incremental validity in predicting
student achievement. These psychosocial characteristics (such as self-concept,
attitudes, behaviors, intrinsic motivation, and overall student engagement in
learning) are useful in curriculum evaluation studies, and can provide teachers
with useful information to arrange more optimally functioning classrooms.
Researchers working on the assessment of learning environments have also
developed and validated constructivist-based, personal forms of learning
environment measures to tap students’ individual, rather than collective
perspectives of classroom life (Fraser, Fisher, & McRobbie, 1996; Rugutt, Ellett,
Culross, 2003).

Conceptual Framework
 SCHEMATIC DIAGRAM

ACADEMIC PERFORMANCE

INPUT PROCESS OUTPUT

Profile of Students Data Analysis An analysis of the

level of Academic
a. Age Data Gathering Performance of
b. Gender Data Interpretation Senior High School
students in DIASS.
c. Program Survey

HUMANITIES AND SOCIAL SCIENCES STUDENTS