Influence of Socio-Economic Status of Grade 10 students in

Bilad High School Camiling, Tarlac on their Educational

Achievement.

CHAPTER 1
The Problem and its Background

INTRODUCTION

Socioeconomic status (SES) is a combined measure of an individual's or family’s

economic and social position relative to others, based on income, education, and occupation.
When analyzing a family’s SES, the parent’s education and occupation are examined, as well as
their total earnings when compared to an individual's assessment of their own traits. (GOP,2008).
This refers to a person’s position in the social hierarchy as determined by a combination of
economic and social factors.

The relationship between socioeconomic status (SES) and academic achievement can
both reflect the degree to which students’ academic achievement is affected by SES and reveal
detailed information about educational equity in a country/economy (Decheng Zao et al, 2022).
Education is widely recognized as a critical factor influencing an individual's social and
economic success, as it provides a pathway to improved opportunities and a better quality of life
(OECD, 2020). Academic achievement, measured by factors such as test scores, grade point
averages, and educational attainment, is often considered a crucial indicator of educational
success. However, numerous studies have consistently demonstrated that socio-economic status
(SES) plays a significant role in shaping academic achievement outcomes (Reardon, 2011).
Socio-economic status refers to the social and economic position of individuals or families
within a society, encompassing various dimensions such as income, parental education level,
occupation, and access to resources and opportunities (Mistry et al, 2010).
 The impact of socioeconomic status (SES) on students' academic performance will
be examined in this study. The study looks at the relationship between academic achievement
and socioeconomic background. By explaining the relationship between SES and academic
achievement, this study may guide educational policies and initiatives aimed at reducing
achievement inequalities. Regression analysis was used to examine the relationship between SES
and academic outcomes after controlling for family participation and educational resources. The
association between SES and academic achievement was examined using correlation analysis.
Academic performance seems to be impacted by socioeconomic status (Bernardo, 2023).

Thus, this research focused on the influence of the socio-economic status of Grade 10
Aquino in Bilad High School, Camiling, Tarlac, on their educational achievement. This study
aims to understand and explore the effect of the socio-economic status of the students on their
academic achievement. This study will show the readers how socio-economic factors influence
the academic performance and achievement of the students.

STATEMENT OF THE PROBLEM

The main objective of this study is to identify the influence of socio-economic status on
the educational achievement of the grade 10 students in Bilad, Camiling, Tarlac.

It aims to answer the following questions:

1. How may the demographic profile of Grade 10 students be described in terms of:

1.1 Age
1.2 Gender
1.3 Number of Siblings

2. What is the Socio-economic status of the grade 10 students;

 1.1 High Economic-status
1.2 Middle Economic-status
1.3 Low economic-status

3. What are the factors that influence the Socio-economic status of the parents;

1.1 Income level(parents)

1.2 Educational level(parents)

1.3 Occupation(parents)

OBJECTIVE OF THE STUDY

The general objective of this research is to determine the Influence of socio-economics status of
the students to their academic or educational achievements.

SIGNIFICANCE OF THE STUDY

The research will greatly benefit the following:

To the parents. This will also benefit the parents of the Grade 10 students in Bilad High school
in determining the effects of the socio-economic status in their child. This will also help them in
understanding how socio-economic status impact the education of their kin. This will be a great
help for them.

To the administrative and teaching staff. This study will also assess the administrative and
teaching staff of Bilad High School Camiling, Tarlac in understanding the academic performance
of the Grade 10 Aquino students based on their social, economic and cultural behavior towards
education.

To the Students. It will more likely benefit the students because the study will give them the
idea on the effect of socio economic status in academic achievements of the respondents which
they can use in adjusting themselves in case if the socio economic status can also be the cause of
their failure or success in their academic performance or achievement.

To the future Researchers. The result of this study will be useful reference for the future
researchers who would plan to make any related study about Socio-economics and its effect on
the academic achievement of the students.

SCOPE AND DELIMITATION OF THE STUDY

This study entitled, The Influence of Socio-Economic Status of Grade 10 students in

Bilad High School Camiling, Tarlac on their Educational Achievement. Will be conducted on the
the month of January to April. The researchers will use questionaires to determine the Socio-
ecomic status of the respondents and will guarantee that the information gathered for the research
will be safe and for research purpose only.

DEFINITION OF TERMS

To further understand this research study, the following terms are operationally defined:
Socioeconomic status. An individual's position in a society which is determined by wealth,
occupation, and social class and is a measure of an individual's or group's standing in the
community.

Academic Achievement. The progress made towards the goal of acquiring educational skills,
materials, and knowledge, usually spanning a variety of disciplines.

Income. The money or value that an individual or business entity receives in exchange for
providing a good or service or through investing capital. It is one of the factors that the
researchers need to measure the socioecomic status of the students.

Education. The act or process of imparting or acquiring general knowledge, developing the
powers of reasoning and judgment, and generally of preparing oneself or others intellectually for
mature life.

Occupation. The kind of work performed in a job. The concept of occupation is defined as a “set
of jobs whose main tasks and duties are characterized by a high degree of similarity”. A person
may be associated with an occupation through the main job currently held, a second job, a future
job or a job previously held.

Wealth. The financial stability, which can be achieved by accumulating savings and
investments. Savings, property, and investments can all contribute to wealth. Real estate, bonds,
certificates of deposit, mutual funds, annuities, and stocks are examples of possible investments.
Assets of value owned by an individual, a community, a firm, or a country are referred to as
wealth.

Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

 In this chapter the researchers and the readers would gain beneficial goals to
achieve their objectives. The papers and articles related to the research paper were presented in
this chapter. The papers in this chapter provided more information for both the researchers and
the readers

Related Literature

Socioeconomic status (SES) encompasses not just income but also educational
attainment, financial security, and subjective perceptions of social status and social class.
Socioeconomic status can encompass quality of life attributes as well as the opportunities and
privileges afforded to people within society. Poverty, specifically, is not a single factor but rather
is characterized by multiple physical and psychosocial stressors. Further, SES is a consistent and
reliable predictor of a vast array of outcomes across the life span, including physical and
psychological health. Thus, SES is relevant to all realms of behavioral and social science,
including research, practice, education and advocacy.

Research indicates that children from low-SES households and communities develop
academic skills slower than children from higher SES groups (Morgan, Farkas, Hillemeier, &
Maczuga, 2009). For instance, low SES in childhood is related to poor cognitive development,
language, memory, socioemotional processing, and consequently poor income and health in
adulthood. The school systems in low-SES communities are often underresourced, negatively
affecting students’ academic progress and outcomes (Aikens & Barbarin, 2008). Inadequate
education and increased dropout rates affect children’s academic achievement, perpetuating the
low-SES status of the community. Improving school systems and early intervention programs
may help to reduce some of these risk factors; therefore, increased research on the correlation
between SES and education is essential.

Introduction Socioeconomic status (SES) is a combined measure of an individual's or

family’s economic and social position relative to others, based on income, education, and
occupation. When analyzing a family’s SES, the mother's and father’s education and occupation
are examined, as well as combined income, versus with an individual, when their own attributes
are assessed (GOP,2008).

The foundations of socioeconomic inequities and the educational outcomes of

efforts to reduce gaps in socioeconomic status are of great interest to researchers around the
world, and narrowing the achievement gap is a common goal for most education systems. This
review of the literature focuses on socioeconomic status (SES) and its related constructs, the
association between SES and educational achievement, and differences among educational
systems, together with changes over time. Commonly-used proxy variables for SES in education
research are identified and evaluated, as are the relevant components collected in IEA’s Trends
in International Mathematics and Science Study (TIMSS). Although the literature always
presents a positive association between family SES and student achievement, the magnitude of
this relationship is contingent on varying social contexts and education systems. TIMSS data can
be used to assess the magnitude of such relationships across countries and explore them over
time. Finally, the literature review focuses on two systematic and fundamental macro-level
features: the extent of homogeneity between schools, and the degree of centralization of
education standards and norms in a society. (Markus Broer et al. 2019)

A. Foreign

This study examines various features oj foreign language program offerings at 220
public high schools in California. Foreign language program features were examined in relation
to the school's Academic Performance Index (API), the school's socioeconomic status
(percentage of students eligible for free or reduced-price lunch), and percentage of English
language learners (ELLs). High API ranking high schools reported a larger percentage of
students enrolled in foreign language classes, more foreign language teachers, fewer emergency-
credentialed teachers, more feeder middle school foreign language programs, more study abroad
and foreign exchange programs, and more technology use in foreign language teaching.
However, these relationships were not found in low socioeconomic schools and schools with
larger numbers of ELLs. Foreign language educators can use the findings to offer
recommendations to school administrators, policymakers, and professional organizations about
ways to improve the teaching oj foreign languages in secondary schools regardless of students'
socioeconomic status or the growing population oj ELLs. (Hyekyung Sung et al. 2008)

The higher academic performance of Chinese students is a subject that raises interest
and concern among many educators and psychologists. Parental involvement has been
recognized as an important explanation. The present study explored the various types of parental
involvement Taiwanese parents have to promote their children’s school success and how parental
involvement mediated the indirect effect of socioeconomic status on children’s achievement.
Utilizing structural equation modeling, questionnaires were administered to 363 eighth grade
students in central Taiwan. The results indicated that Taiwanese parents had high expectations,
stress academic pressure, and were willing to make sacrifices for their children’s education.
Among the various types of parental involvement, parental encouragement/psychological support
was found to be the most significant indicator. Parents’ socioeconomic status has an indirect
effect on children’s academic achievement through the mediating effects of parental
involvement, and has direct influence on children’s academic achievement. The implications of
the findings are explored and suggestions are made for further research regarding related issues.
(Dr. Hsin-Yi Kung. 2016)

THE differences in academic experiences and outcomes between American students

from wealthy backgrounds and students from less economically advantaged backgrounds are
remarkably large and have been growing in recent decades (Reardon, 2011, 2013). Students
whose parents have completed more years of education and have greater financial resources are
increasingly likely to perform better in school and enjoy the various lifetime benefits of
educational success than students whose parents have less education and fewer financial
resources (Ma, Pender, & Welch, 2016; Sirin, 2005). Although this growing socioeconomic
achievement gap has also increased in other parts of the world, the United States has
extraordinarily wide variation in the educational experiences and outcomes of students
depending upon their location and socioeconomic circumstances (Spillane, 1996, 1999).

The wide and systematic variation in educational experiences also means that any
significant attempt to understand factors that influence student outcomes or educational
inequality in the United States requires data that are representative of students, schools, and
districts from all across the country.

B. Local

The Present Socio-Economic Situation of the Philippines and Its Impact on the
Country's Educational System: Effects of the Recent Pandemic Situation on Philippine Education
Socio-economics is a branch of economics and a social science that examines

how economic behavior influences and forms social processes. In general, it analyzes how
modern societies develop, stagnate or decline due to their local or regionaleconomy or the global
economy. It reflects primarily on the relationship between social

behavior and economics. It explores how social expectations, ethics, emerging cultural

opinion, and other social philosophies affect customer behavior and thereby form public

purchasing patterns. It incorporates history, recent affairs, policy, and other social

sciences to forecast social patterns that may theoretically influence the economy.

Socio-economics models also consider influences outside the focus of conventional

economics, including environmental and financial effects on demand and income.

Socio-economic factors include occupation, education, income, wealth and where

someone lives.(Shanerick Paul Roxas. 2020)

Socio-economics is mainly concerned with the relationship of social forces and

economic development within a society. Socio-economics can try to understand how a

particular social group or socio-economic class acts within a society, even by behaving

as customers. Different socio-economic groups can have particular preferences on how

their funds are focused. The socio-economic class is a group of individuals with identical

characteristics. These features may include social and economic status, level of
schooling, present career and ethnic origin or heritage. Certain goods or services will

not be applicable to particular socio-economic sections on the grounds of their ability to

afford them (due to their income). These products or services can include access to

more specialized or extensive medical treatment, educational resources and the option

to purchase food that follows strict dietary standards.(Shanerick Paul Roxas. 2020)

Chapter 3
 METHODS OF RESEARCH AND SOURCES OF DATA

This chapter presented the methods and procedures that were used in securing data
and how they were translated in the completion of the study. Specifically, it presented the
instruments utilized in gathering the important data, together with the process that followed in
the analysis and interpretation of the data.

RESEARCH DESIGN

The quantitative method of research would be used for this study. This study aims to
gather quantitative data to investigate the Influence of Socio Economic Status of Grade 10
Aquino in Bilad High School Camiling, Tarlac on their Educational Achievement.

RESEARCH LOCALE

The study is located in Camiling, Tarlac. This quantitative research study would be
conducted in this field to ascertain the Influence of Socio Economic Status of Grade 10 Aquino
in Bilad High School Camiling, Tarlac on their Educational Achievement.

RESPONDENTS OF THE STUDY

In this study, fifty (50) grade 10 students from Bilad, Camiling, Tarlac will be asked to be the

selections in this study. The selected students will determine the ideal option to engage with the

topic and obtain reliable results. This would help the researchers to ensure the credibility of the

respondents so that they could provide detailed and solid information they needed to access the

study.
DATA GATHERING INSTRUMENT

The researchers will use a guide and questionnaire as the main instrument in
accomplishing the research paper. The instrument will be approved in order to get accurate
responses from the grade 10 students from Bilad Highschool Camiling, Tarlac.

DATA SAMPLING

The researcher will use a quota sampling to determine the design to quickly collect the

target sample. In this study, random sampling would be used, ensuring that every person of the

population has an equal chance of being chosen. The study will require various options that can

meet the requirements and provide the answer required.

DATA ANALYSIS

In analyzing the data gathered, the researchers utilized a descriptive analysis. It will
identify the patterns in data, to provide answers. Descriptive analysis, also known as descriptive
analytics or descriptive statistics, is the process of using statistical techniques to describe or
summarize a set of data. As one of the major types of data analysis, descriptive analysis is
popular for its ability to generate accessible insights from otherwise uninterpreted. (Thomas
Bush. 2020)

CONCEPTUAL AND THEORITICAL FRAME WORK

 The concept of this study revolves on the ideology that education gaps among people
across the globe are results of many socio-economic factors and the issues that have been
characterized by many sociologist as a lasting social and political phenomena (Aliyu, 20016).

Correspondingly, the following theories serve as the framework of the study.

The first two theories explain that the economic status of a student’s family is one of the
factors that contribute many consequences to his educational achievement. Jekayinfa and Oke
(2013) stated that the inability to pay regular school fees due to unfavorable economic situation
force some parents to send their children to substandard schools or even withdraw them from the
school. First is the “Investment theory” of Becker and Tomes (1979) claiming that the
relationship between parents and children economic success is the result of biological and other
endowments that parents pass on to their children. The theory states that if those children from
poor family background and those from the rich family have different endowments and their
parents have also different values and norms towards education, the former are less likely than
the latter to succeed because the poor parents cannot afford to buy things that their children need
such as food and medical care, and things that could help their children on their education, such
as computers, music lessons and trips to interesting and educational places. The relevance to the
investment theory to the study is the fact that the theory deals with the fundamental issues on
how family as the basic unit of the society affects or influences 8 the educational achievement of
children such as genetic endowment which include sex and race, cultural endowment such as the
value parent place on their children education. Children whose basic materials need are unmet
mostly have the hard times acquiring the skills that help them succeed, and children whose
parents cannot buy them other learning materials are at a competitive disadvantage.

Second is the Good Parent Theory proposed by Adams and Singh (1980) reflecting the social
view of parents to the significance of quality education for their children. The theory holds that
low income hurts children not because poor families have less money to invest in their children,
but because low income reduce parents’ ability to be responsible parents. There are two versions
of the theory. The parental stress version and the role model version. The “parental stress”
version which dominates psychology holds that poverty is stressful and that stress diminishes
parents’ ability to be supportive, consistent and involved in their children education. Poor
parenting, in turn affects the social and emotional development of children, which limits their
education and social opportunities. The role model version emphasized parents’ interactions with
their children but it does not necessarily imply that poor patents are stressed. Instead, it usually
holds that low income parents develop values, norms and behaviors that are dysfunctional for 9
success in the dominant culture. In this case, their children in turn adopt their parents’
dysfunctional behavior; as a result, the children’s own chances of success decline. The theory is
closely associated to the study because the study will also be dealing on how the behavior of
parents towards education affects the performance of their children on an academic setting

In addition, the following socio-cultural theories were also reviewed as basis for the study.

The Cultural Deficit Theory of Hess (1900) asserted that students do poorly in school
because the linguistic, social, and cultural nature of the home environment does not prepare them
for the work they will be required to do in school. The theory is related to the core of the study
because the first step in understanding the social life of the students starts within their cultural
setting. According to Weitzman (2010) of Hanen Centre for Linguistics, not being able to read
has a negative influence on their vocabulary development. Vocabulary development may also be
stifled by the amount and nature of verbal interaction in the home. As a result, some children
arrive at school lacking the level of vocabulary development expected (Rowe, 2012).

Second is the Expectation theory of Brophy (1983) that focuses on how teachers
treat students. The study wants to test the theory’s claim that teachers often expect less from
students of certain racial, ethnic, 10 and cultural backgrounds. When teachers expect students to
perform poorly, they approach teaching in ways that align with their low levels of expectations.
In these instances, students tend to perform at the low levels expected of them by teachers.

Third is the Cultural Difference Theory of Erickson (1976) wherein the main point of
the study is reflected because the theory magnifies that students coming from different cultural
backgrounds may possibly have different approaches to academics. It is important for teachers to
be aware of the difference between the school atmosphere and the home environment. Zittleman
(2017) said that people from different cultural traditions may have an approach to education that
differs from the mainstream approach used in a school wherein a specific race is dominant.

The Cultural Ecological Theory of Ogbu and Simons (1986) was also considered.
The theory affirmed that culture consideration in many schools can be acquired if the teacher
delivers culturally-responsive or appropriate instruction that acknowledges and accommodates
students' culture, language, and learning styles in the curriculum and classroom. It is a response
designed to close the gap between the students' cultural patterns and the school's institutional
requirements and prevent the type of miscommunication that is caused by the conflict between
teachers' and students' culturally determined interactional styles. Using the 11 theory, the study
wants to attest whether a culturally responsive instruction shows the students that if the teacher
recognizes and honors their cultural and personal experiences the school will be socio-economic
sensitive.

HYPOTHESIS

There is no significant difference between the socio-economic status and academic

performance of Grade 10 Aquino students.