THE IMPACT OF POVERTY TO SRUDENT’S EDUCATION AMONG GRADE 11

HUMSS STUDENT; A PHENOMENOLOGICAL STUDY

A Qualitative Research Proposal

Presented to

The Faculty of the Senior High School

PHINMA-Cagayan de Oro
College Cagayan de Oro City

In Partial Fulfillment of Course

Requirements
APP 005: Practical Research 1

By:
JAVIER, NEIL CHESTER O.
SALVANERA, RESHEL A.
TACUD, ANGEL M.
TURA, JANEL KRIS B.
UGSOD, JIEFF ADRIANE
VALEROSO, JAYDEL KEN H.
VILLARICO, KRIS SHIELA A.
VIRREY, JOHN LOUIE
YANGA, LOUIZA FRANCILLE
ZOSA, ACMAD CAIRAN

DATE:

MARCH 25, 2024

 CHAPTER I

INTRODUCTION

This research aims to investigate the impact of poverty on the education of Grade 11 HUMSS

students. Specifically, the study will focus on understanding the struggles and challenges faced

by students from low-income backgrounds, particularly in the context of their academic

performance and learning experiences. Through this research, we seek to shed light on the

various dimensions of poverty that affect students' access to resources, support systems, and

opportunities for academic success. This phenological study aims to provide insights into the

lived experiences of students and explore potential strategies to address the educational

disparities arising from poverty. The findings of this study will contribute to the development of

targeted interventions and support mechanisms to enhance the educational outcomes of

students from marginalized socio-economic backgrounds.

Poverty has become one of the most prevalent indicators of academic achievement in our

schools today. As the number of students raised in poverty increases, it is vitally important that

educators be aware of the effects of poverty on student behaviour and learning capacity in the

classroom. Educators must incorporate proven strategies in order to help close the gap in

academic achievement between those raised in poverty and those raised in more affluent

homes.

Academic achievement can be predicted by socioeconomic status (Cedeño, Martinez- Arias, &

Bueno, 2016; Reardon & Portilla, 2016). In Manitoba, a single parent with one child earns as

much as $7,000 below the poverty line (Brandon, 2018, para. 1). Children raised in poverty are

more apt to experience emotional and social challenges, chronic stressors, and cognitive lags

due to significant changes in brain structure in areas related to memory and emotion (Brito &

Noble, 2009; Jensen, 2009). The first and best strategy for increasing student effort and
motivation is to nurture strong relationships between students and their teachers (Budge &

Parrett, 2018). Developing programs that embody respect, embed social skills, and promote

inclusive classrooms can assist in closing the achievement gap for students facing emotional

and social challenges (Jensen, 2009). For students dealing with chronic stressors, decreasing

the likelihood of lower academic achievement can be accomplished by recognizing the signs of

poverty, empowering students, and altering the classroom environment. Building core skills,

providing assessments that identify the true root of the problem, and recruiting caring and

empathetic staff will assist those students with cognitive lags and changes in brain structure to

close the gap in academic achievement. It is imperative as educators that we are aware of the

effects of poverty so that we can implement these strategies and decrease the likelihood of

lower academic achievement.

By researching and investigating the impact of poverty on Grade 11 HUMSS students' speaking

abilities and propose targeted interventions to enhance their communication skills. By identifying

and addressing these challenges, we aim to facilitate more effective learning experiences, boost

students' confidence, and equip them with essential skills for academic success and future

career advancement. Through this endeavor, we seek to underscore the importance of nurturing

students' speaking proficiency as a cornerstone of their overall development and empowerment.

 BACKGROUND OF THE STUDY

The impact of poverty on Grade 11 HUMSS student’s education is a critical area of

investigation, with implications extending to various aspects of their academic and professional

lives. Within this context, challenges in the daily attendance student emerge as a significant

barrier to their educational advancement. Factors such as limited access to resources and

opportunities, characteristic of impoverished environments, contribute to these difficulties.

Despite efforts to address these challenges through interventions like going to school and

participating in school activities, the pervasive influence of poverty continues to hinder student’s

daily attendance. Recognizing the fundamental role of effective daily attendance in academic

success and future career prospects, it becomes imperative to understand and mitigate the

specific challenges faced by Grade 11 HUMSS students in impoverished settings. By

uncovering the nuanced dynamics between poverty and daily attendance, we aim to empower

these students to overcome obstacles and realize their full potential in academic and

professional domains.

STATEMENT OF THE PROBLEM

This study seeks to answer the following questions:

How does poverty influence access to educational resources and opportunities for Grade 11

HUMSS students at PHINMA Cagayan de Oro College?

In what ways does parental involvement and support mitigate or exacerbate the educational

impacts of poverty on Grade 11 HUMSS students at PHINMA Cagayan de Oro College?

SCOPE AND DELIMITATIONS

This study aims to investigate the impact of poverty on Grade 11 HUMSS students daily

attendance, recognizing its significance in academic performance and overall educational

outcomes. Many students from poor family may face challenges in consistently attending

classes, which can hinder their academic progress and success. However, due to limitations in

time and resources, the research will be restricted to Grade 11 HUMSS students. Participants

will be randomly selected to ensure a representative sample for the study.

The scope of this research is confined to examining the daily attendance patterns of Grade 11

HUMSS students within the context of poverty. While other factors may also influence

attendance rates, such as daily attendances, issues or health concerns, this study specifically

focuses on the impact of poverty. Additionally, the investigation will explore potential strategies

and interventions to improve attendance among students facing socio-economic constraints. By

identifying barriers to regular attendance and proposing effective solutions to teachers, this

study aims to contribute to the development of targeted initiatives aimed at enhancing the

educational experiences and outcomes of Grade 11 HUMSS students.

 SIGNIFICANCE OF THE STUDY

This study is crucial as it delves into the impact of poverty on the education of Grade 11 HUMSS

students, shedding light on the challenges they face and proposing potential solutions.

Understanding how poverty influences student daily attendance on education is essential for

developing targeted interventions and support mechanisms to ensure equitable access for daily

attendance in education for all students.

Educational institutions, particularly those catering to Grade 11 HUMSS students, will be the main

beneficiaries of this study. By gaining insights into the specific challenges faced by students from

impoverished backgrounds, institutions can develop tailored interventions and support programs to

address these issues effectively. This will ultimately contribute to improving academic daily

attendance outcomes and fostering a more inclusive learning environment.

The primary target respondents of this study, Grade 11 HUMSS students, will benefit directly from

the findings and recommendations. By understanding the impact of poverty on their education and

learning experiences, students can gain awareness of potential obstacles and access support to

overcome them. This study empowers students to navigate their academic journey more effectively

and succeed despite socio-economic constraints.

For the proponents and researchers conducting this study, it provides an opportunity to contribute

to the academic discourse and address pressing societal issues. By conducting rigorous research

and analysis, proponents deepen their understanding of the complex interplay between poverty and

student education. Additionally, by advocating for the needs of marginalized student populations,

researchers play a vital role in promoting educational equity and social justice.

The findings, methodologies, and recommendations of this study will be invaluable to future

researchers exploring similar topics or seeking to build upon existing knowledge. By providing

insights into the impact of poverty on student education and proposing effective interventions, this
study serves as a foundation for further research and inquiry. Future researchers can leverage these

insights to drive continuous improvements in educational practices and student support initiatives,

ultimately advancing the field of education and addressing societal inequalities.

THEORETICAL/CONCEPTUAL FRAMEWORK

A Theoretical Framework of the Relation between Socioeconomic Status and Academic

Achievement of Students (Gigi Lam (2014)

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

socioeconomic status and academic achievement. The framework puts the emphasis to incorporate

micro familial factors into macro factor of the tracking system. Initially, children of the poor families

always lack major prerequisite: diminution of cognitive stimulating resources. Hence, they are very

likely to be assigned to the class of low caliber. The diminution of cognitive stimulating resources

originates from stress coping strategy of the parents, parental expectation and parenting. As

students advance to upper grade, a triad nexus of expectation among parents, students and

teachers help perpetuate the vicious cycle among students of poor families. Students with low

socioeconomic status bear entire brunt of the tracking system in a way that they get poor academic

result and high school dropout rate.

This theory is relevance to our study because it explains the relationship between socioeconomic

status and academic achievement is analyzed using a socio-psychological framework. Factors such

as lack of cognitive stimulating resources in poor families, parental expectations, and stress coping

strategies contribute to students from lower socioeconomic backgrounds being placed in lower

caliber classes. This perpetuates a cycle of poor academic performance and high dropout rates, with

a triad of expectations from parents, students, and teachers playing a role in maintaining this

system.
 DEFINITION OF TERMS

Achievement - a thing done successfully, typically by effort, courage, or skill.

Academic - relating to education and scholarship.

Attendance - the action or state of going regularly to or being present at a place or event.

Education - the process of receiving or giving systematic instruction, especially at a school or

university.

Family - a group of two or more persons related by birth, marriage, or adoption who live together.

Income - money received, especially on a regular basis, for work or through investments.

Microfinance - another term for microcredit.

Poverty - the state of being extremely poor.

School - an institution for educating children.

Student - a person who is studying at a school or college.

System - a set of things working together as parts of a mechanism or an interconnecting network.

Policymakers - someone who creates ideas and plans, especially those carried out by a business
or government.
 Chapter II

REVIEW OF RELATED LITERATURE AND STUDIES

RELATED LITERATURE

Poverty is potentially one of the most ignored factors in education that poses a serious threat to

student achievement. The challenges children of poverty face are beyond the issue of not having the

essential supplies for school. These students come from homes where purchasing school supplies

is a compromise between the supplies and household utilities. It is not difficult to comprehend how

learning can be impeded by poverty when a child’s basic needs are not constantly met. With that

said, the continuous failure of this nation to properly address the impact of poverty on student

achievement is a conscious betrayal, annually, to millions of children.

The purpose of this research was to examine the damaging impact of poverty on student

achievement based on children from low socioeconomic backgrounds according to normed

academic standards. The intent of the study was to investigate poverty through an educational lens

in relation to student achievement. The definition coined for poverty by the United States Census

Bureau will be the basis for determining children of poverty. For the purpose of this study, the

associated characteristics include conditions that are related to poverty such as cognitive difficulties,

environmental factors, apathy, social problems, poor nutrition, and stress. Education legislation is

discussed in length to contrast its address of poverty. In particular, the overarching idea of this study

was to focus attention on the seriousness of poverty on student achievement. It is vexing that a

child’s socioeconomic status is even a significant variable in his or her quality of education.

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 in order to establish an environment for

successful learning to take place. (Wilson, 2012) Those viewed as having intellectual deficiencies

based on socioeconomic status are not as likely to be successful academically. Unbiased

instructional support is needed to increase student performance (Gorski, 2013; Rosenshine,

2012)Related Literature.
Poverty is a significant factor in education, affecting student achievement and causing a

compromise between essential supplies and household utilities. Children of poverty often face

cognitive difficulties, environmental factors, apathy, social problems, poor nutrition, and stress. The

study aims to examine the damaging impact of poverty on student achievement based on low

socioeconomic backgrounds, focusing on education legislation that addresses poverty. It is crucial to

address the seriousness of poverty on student achievement, as it significantly influences their quality

of education. Unbiased instructional support is needed to increase student performance and

address the challenges faced by children of poverty.

RELATED STUDIES

Local

The study examined the relationship between poverty and child labor in the Philippines by region. It

investigated how school attendance of working children relates to poverty incidence covering the

period 2008-2012. The study utilized data from the Bureau of Labor and Employment Statistics

(BLES) and the National Statistics Coordination Board (NSCB) to determine the relationships among

poverty, prevalence of child labor and the number of working children not attending school.

Economic growth is one measure of a country's success. Economic growth will be influenced by

several factors, including labor, capital, and technological advances. Labor that affects economic

growth is in terms of quantity (quantity) and quality. The quality of the workforce will be influenced by

several things, including education and health. Among these various aspects, education is

considered to have the most important role in determining human quality.

The demographics shows that there is higher prevalence of child labor in the rural areas of

developing countries as there is an acceptance in the traditional social and cultural norms to have

children work (Neumayer and De Soysa, 2005, as cited in Rahman and Khanam, 2012). Poverty

seems to be cyclical in nature in the case of child labor. Child labor is then a consequence of

intergenerational poverty, where it is determined in this case that parents of the working children

were also working and exploited for labor during their youth (Rahman and Khanam, 2012). In the
business point of view, children are seen to be cheap labor and they are always easily manageable

due to their youth, blind obedience and ignorance of their rights (Rahman and Khanam, 2012). As

such, children are paid cheaply for duties that are supposedly fit only for adults' capabilities; the

resulting consequence of this is the less bargaining power for adults to demand for fairer wages

(Rahman and Khanam, 2012). The employment of children pushes wages to decrease (Rahman

and Khanam, 2012).

Foreign

This study explored the impact of poverty on a school's academic performance, including student

achievement and growth. The findings suggest that evaluating schools solely based on achievement

measures could disadvantage schools serving vulnerable populations, leading to negative impacts

on marginalized students. The study advocates for recognizing and supporting schools and

educators working with disadvantaged students, rather than penalizing them. It emphasizes the

importance of a more comprehensive evaluation of schools' academic contributions.

Relationship Between Poverty and Achievement

Over the last century, the link between a student's academic achievement and their level of poverty

was established (Holley, 1916; Lynd & Lynd, 1929; Harwell, Maeda, Bishop, & Xie, 2017). It was

brought to mainstream thought in education over 50 years ago by "The Coleman Report" (Coleman

et al., 1966). Recent studies have shown that the link is more modest than initially thought but is still

present (White, 1982; Sirin, 2005; Harwell et al., 2017). Researchers also investigated the impact of

the amount of collective poverty in a school and district on student achievement. For example, a

recent study by Stanford University shows that the relationship between collective poverty and

achievement is larger than prior research typically found (Ewijk & Sleegers, 2010; Reardon, 2016).

Median Student Achievement and Growth vs. School Poverty

A strong negative relationship between median student achievement in a school and school poverty

was found, whether the SCI or the school's FRL rate was used. The analysis determined that about

50% of a school's achievement is accounted for by the percentage of students eligible for FRL in a

school, as shown in Figure 2.1. This is consistent with research that shows that school poverty has a

larger impact on student achievement than individual student poverty (Perry & McConney, 2010;

Tienken et al., 2016). A best-fit line shows that in the lowest income schools where all students are

eligible for FRL, the typical median student achievement was the 29th percentile nationally.2 In the

highest income schools where no students are eligible for FRL, the typical median student achieved

at the 73th percentile. This is also consistent with other findings analyzed at the student level

(Lacour & Tissington, 2011). In general, schools that serve students from higher-income families

educate significantly higher-achieving students than schools that serve high concentrations of

students in poverty.

To conclude, we gathered all the data found in this chapter because we found it helpful to our study.

It helps us to understand the impact of poverty to student's education by providing more evidence

and thesis that relates to our topic.

REFERENCES

Ewijk, R., & Sleegers, P. (2010). The effect of peer socioeconomic status on student

achievement: A meta-analysis. Educational Research Review, 5(2), 134–150. Retrieved

from https://www.j-humansciences.com/ojs/index.php/IJHS/article/view/3043

Gorski, P. (2013). Building a pedagogy of engagement for students in poverty. Phi Delta Kappan,

95(1), 48-52. Retrieved March 4, 2014, from www.kappanmagazine.org

Harwell, M., Maeda, Y., Bishop, K., & Xie, A. (2017). The surprisingly modest relationship between

SES and educational achievement. Journal of Experimental Education, 85(2), 197–214.

Retrieved from https://psycnet.apa.org/record/2017-02951-003

www.nscb.gov.ph

National Statistics Coordination Board [NSCB]. (2014). Definition. Retrieved from

http://www.nscb.gov.ph/ru12/ DEFINE/DEF-INC.HTM

Rahman, M., & Khanam, R. (2012). Child labor: The effects of globalisation. Journal of Applied

Business and Economics vol. 13(4) 2012: 63-65 Retrieved from

https://www.researchgate.net/publication/261511956_Child_Labour_The_Effects_of_Glob

alisation

Reardon, S. F. (2016). School district socioeconomic status, race, and academic achievement.

Stanford University. Retrieved from https://cepa. stanford.edu/sites/default/files/reardon

%20district%20ses%20and%20achievement%20discussion%20draft%20april2016.pdf.

Rosenshine, B. (2012). Principles of instruction: research-based strategies that all teachers should

know. American Educator, 39(1), 12-19. Retrieved from https://www.google.com/url?

sa=t&source=web&rct=j&opi=89978449&url=https://www.aft.org/sites/default/files/
 Rosenshine.pdf&ved=2ahUKEwjo77yb6IuFAxXTSGwGHfVkDOgQFnoECBoQAQ&usg=A

OvVaw3DP1QoB8GrhpZ7wF2maL4l

Wilson, D. M. (2012). Struggling in suburbia. Teaching Tolerance, 43, 40-43. Retrieved from

http://www.tolerance.org/magazine/number-42-fall-2012/feature/struggling-suburbia
 Chapter III
METHODOLOGY

Introduction

This chapter gives the methods that the researcher used to select the geographical areas, from

which research was carried out and methods of selection of respondents. It also explains the

methods used to collect, process and analyze data.

Reserch Design

This study employed a descriptive design since the study was about explaining a scenario or an

event. Both qualitative and quantitative methods were used. The quantitative and qualitative

techniques were used to collect and analyze data for those students at PHINMA COC who's

experiencing poverty.

Research Approach:

This study will adopt a mixed methods research approach to collect and analyze numerical data

related to poverty and education. The approach will allow for statistical analysis and identification of

correlations between poverty and education

Background Information

Children living in poverty often struggle academically, with lower test scores and graduation rates

than their peers. They may have poor attendance, low motivation and limited access to educational

resources, all of which affect their academic performance. Poorer areas may lack the infrastructure

necessary to provide equity in education. Without proper funding, they cannot create a safe and

effective learning environment or provide current textbooks and supplies.

Data Collection Methods

The primary data collection method will be surveys, questionnaires, or interviews administered to the

students who studied at PHINMA COC. These surveys will gather their opinions based on their

experiences regarding the Effects of Poverty on Education.

Instruments

Surveys: Surveys will be administered to students, to collect data on educational resources,

academic performance, and other relevant factors. The surveys will be initiated via Google Forms

and will be moderated by my fellow researchers.

Questionnaires These were used to collect information from some students since these

respondents are literate and are able to understand the language being used.

Interviews Interviews were held with students who are busy and have no time to answer

questionnaires.

Data processing and analysis

Qualitative data involved three sets of activities which included editing, coding and frequency

tabulations. Editing was done by looking through each of the field responses from questionnaires

and interview guides ascertaining that every applicable question has an answer and all errors

eliminated for the completeness, accuracy and uniformity.

The researcher then proceeded on to coding the various responses given to particular questions

that lack coding frames, he then established how many times each alternative response category

was given an answer using tally marks which was later added up. Data was then presented in

frequency tabulations rendering it ready for interpretation. Quotations and field notes made were

also included.

Sample procedure

In carrying out research the researcher firs got a release bett-er from the course administrators

which the researcher took to the schools under study. The researcher then was given permission by

the authority to access information from the school.

Research Limitations

Generalizability: The findings of this study may be limited to the selected sample and may not

represent the entire population.

Self-reporting Bias: The reliance on self-reported data from surveys/questionnaires may introduce

bias. Measures will be taken to minimize this bias, such as ensuring anonymity and emphasizing the

importance of honest responses.

Causality: Due to the cross-sectional nature of the study, establishing causal relationships between

poverty and education may be challenging. Future research with longitudinal designs could provide

further insights.