Factors that affect the academic performance of senior high school students

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Factors that affect the academic performance of Senior High School
Students
Chapter 1
INTRODUCTION
Students are the key assets of universities. The students’ performance
plays an important role in producing best quality graduates who will become
great leaders and manpower for the country thus responsible for the country’s
economic and social development. Academic achievement is one of the major
factors considered by employers in hiring workers especially for the fresh
graduates. Thus, students have to put the greatest effort in their study to obtain
good grades and to prepare themselves for future opportunities in their career at
the same time to fulfill the employer’s demand (David, 2015). But according to
Garcia (2017) there are several factors affecting the student’s academic
performance. Some are home, school, teacher, and student factors.
Bhatnagar and Sharma (2009) carried out a research to investigate the
relationship between education of parents and academic achievement of
students on a sample of 83 school students of semi’rural settings in Rajasthan.
The results revealed that the children those parents were educated performed
higher in academics than the children those parents were illiterate. Further the
results indicated that parental education has significantly related to the academic
achievement of the students.
A study by Bankole and Ogunsakin (2010) investigated the influence of
peer group on the academic performance of secondary school students in Ekiti
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State where a total of 225 secondary school students were randomly selected
from five mixed secondary schools. The finding showed that peers relationship
influence academic performance of secondary school students. Another study
conducted by Johnson (2009) carried a study on “The peer group effect on
academic achievement among public school students” on a sample of American
public school students. Data were obtained by survey method about peer effect,
parental education and number of reading materials in the home. Results of the
study indicated that peer effect had a strong influence on academic achievement.
Eisy (2011) study in Ghana found that the teacher factors which
significantly contributed to low academic achievement were incidences of
lateness to school, absenteeism and in ability to complete the syllabus thus
affecting students performance.
In the Philippines, Lopez (2010) conducted a research on the students of
Lyceum of the Philippines University in Laguna. The study revealed
that
socioeconomic status (SES) and parents’ education have a significant effect
on students’ overall academic achievement . The achievement of students is
negatively correlated with the low SES level of parents because it hinders the
individual in gaining access to sources and resources of learning.
In the Philippines, Monsato (2018) conducted a study among 72 Grade 7
students enrolled in Southwestern University in Cebu City. The findings include
that there was a significant relationship between peer influence and motivation to
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improve academic performance for ages 14 and above. Another study about
peer factor conducted among 96 Senior High School students of Jagobiao
National High School in Mandaue City. The study showed that students need
their friends in school in order succeed and accomplish certain school works and
activities. The presence of their peers helped students do their school works and
inspired them to work hard pertaining in their studies and achieved their goals
and excel academically. Thus, it helped them improve their academic
performance (Moldes,Biton, Gonzaga, Moneva, 2019).
Acosta (2009), attempted to discover the teachers profile, competencies
and students’ academic achievement in selected public schools in Bulacan.
Based on her findings, she concluded that the low academic achievement of
students despite the perceived high level of competency of their teachers implies
that the latter have not been effective in attaining their objectives. Bernado
(2011), believes that education in the Philippines is not designed in ways that are
suited to how students and teachers can best develop their skills. He also
presumed that poor quality of inputs to the learning process yield poor quality
outputs, which explains the poor achievement.
The purpose of this study is to identify and correlate the factors affecting
students’ performance on the 1st semester Academic Year 2019-2020. This
sought to determine the direct relationships between identified factors (family,
peer and teacher-related factor) and student’s academic performance.
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Statement of the Problem
This study determined the factors that affect the academic performance of
Senior High School students Academic Year 2019-2020.
Specifically, the study sought to answer the following questions:
1. What is the demographic profile of the respondents according to the
identified variables?
1.1 Sex,
1.2 Strand,
1.3 Year level,
1.4 Parents Educational Attainment,
1.5 First Semester General Average,
2. What is the level of academic performance of the students being affected
by family, peer and teacher related factor?
3. Is there a significant relationship between the family, peer and teacher to
students academic performance?
Statement of the hypothesis
1.
There is no significant relationship between the family , peer and teacher
to students academic performance.
Theoretical framework
Walberg’s (1981) theory of educational productivity, which is one of the
few empirically tested theories of school learning based on an extensive review
and integration of over 3,000 studies (DiPerna, Volpe & Stephen, 2002). “Wang,
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Haertel, and Walberg (1997) analyzed the content of 179 handbook chapters and
reviews and 91 research syntheses and surveyed educational researchers in an
effort to achieve some consensus regarding the most significant influences on
learning” (Greenberg et al., 2003, p. 470). Using a variety of methods, Wang, et
al. (1977) identified 28 categories of learning influence. Of the 11 most influential
domains of variables, 8 involved social-emotional influences:
classroom
management, parental support, student- teacher interactions, social- behavioral
attributes, motivational- effective attributes, the peer group, school culture, and
classroom climate (Greenberg et al., 2003). Distant background influences (e.g.,
state, district, or school policies, organizational characteristics, curriculum, and
instruction) were less influential. Wang et al. (1997) concluded that “the direct
intervention in the psychological determinants of learning promise the most
effective avenues for reform” (p. 210). Wang et al.’s research review targeted
student learning characteristics (i.e., social, behavioral, motivational, affective,
cognitive, and metacognitive) as the set of variables with the most potential for
modification that could, in turn, significantly and positively effect student
outcomes (DiPerna et al., 2002).
This theory was used because it was connected and supported our study
about the family, peer and teachers as the factor that affects the academic
performance of the Senior High School inside the school.
Conceptual framework
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Some of the factors that affect students academic performance are home
related: the family size, financial burden, work at home, parental attitude towards
education and parenting style. When it comes to school, the relationship between
the teacher and the students and the distance of the school from home are some
factors that affect. The teacher qualities and capabilities also affect the
performance of the students in their studies. Some of the attributes of the teacher
like teaching experience, teacher attitude towards students, and teacher training
can highly affect the student’s perception on the study( Garcia,2017).
Cherian (1992) investigated the relationship between parental education
and academic achievement of 369 boys and 365 girls those ages ranged from 13
to 19 years in South Africa. The marks obtained by the students in the class were
aggregated as the criterion measure of academic achievement of the students.
findings revealed significant effect of parental education on academic
achievement of their children.
In computer science related courses, evidence confirms the importance of
parental need analysis, along with understanding what parents already do with
their children and how they are most likely to respond positively to attempts to
engage them further in their children’s learning (Goodall et al 2010).
Research from the fourth year student nurses of Benguet State University.
The result showed that the set of factors with the highest influence on the
academic performance of student nurses are the teacher-related aspects with the
highest mean among different factors (Alos, Caranto, David, 2015). It is followed
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by study habits and school-related aspects, both equally rated as highly
impactful.
Both parents’ level of education and reading material available in the
home were also related to children’s’academic achievement (Zahyah,2008).
To render the study in a clearer perspective, the framework is
conceptually described as shown in the schematic diagram.
In our schematic diagram, the inputs or the variables of our study are the
sex, strand or track, the grade level, parent’s educational attainment and the first
semester general average. These are the demographic profile of our participants.
Then we are going to gather data through a survey with the help of our
researchers made questionnaires and we will analyze the gathered data using
different statistical tools. After that, we can now conjure ideas on how family,
peer and teachers affect the academic performance of Senior High School
students .
Input
•
•
•
•
•
Sex
Strand/Track
Grade level
Parents
educational
Attainment
First semester
General Average
Output
Process
•
•
•
Survey
Questionnaire
Statistical
Treatment
•
Figure 1: Schematic Diagram of the Study
The
researcher will
conjure ideas
on how family,
peers, and
teachers affect
the academic
performance of
the students.
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Scope and Limitation
This study was primarily concerned with the factors that affects the
academic performance of Senior High School students in Colegio de Sta. Ana de
Victorias, Academic Year 2019-2020.
Among
different
factors
that
influence
the
students’
academic
achievement, this study focuses only to the three primary factors which affect
the academic performance of Senior High School students and these are the
family, peer and teacher related factor.
Review of Related Literature
The different factors that affect the academic performance of Senior High
School students were identified as the family, peer and teacher related factor.
In the study of Barry (2005), he concluded that a child from a welleducated family with high socio-economic status is more likely to perform better
than a child from an illiterate family. This is because the child from an educated
family has a lot of support such as decent and good living. Parent with higher
income could provide more instructional resources to their children which
eventually help them improve their grades. Hence students from different
economic strata manifest different attitudes and academic performance
The school personnel, members of the families and communities provide
help and support to students for the quality of their academic performance. This
social assistance has a crucial role for the accomplishment of performance goals
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of students at school (Goddard, 2003). Achievement is higher in children who
perceive their parents as loving and demanding (Suman & Umapathy, 1992).
Factors of poor home environment like alcoholism among fathers
(Kannappan, 1989), divorce among parents (Cherian & Cherian, 1995) tends to
increase academic failure among children. Family distress, conflict and
environment might significantly have impacts on school performance and school
related behavioural problems (Golbert 2004).
Mays (1946) greatly emphasized also the importance of having qualified
teachers in the field of teaching, and said that success of any program is
conditioned by the ability of the teacher to teach. If there is failure at this point,
the whole structure fails. Hence, the implementation, selection, preparation, and
supervision of education will be affected. Moreover, Dayad (2000) mentioned
that good teachers are constantly on the alert for methods and instructional
materials that will make learning meaningful. With the wise selection and use of a
variety of instructional materials or audio-visual materials, experiences may be
provided to develop understanding.
The quality of learning as stated by Magbanua (1977) is related to the
quality of teaching done by the teacher. Teaching and learning are two aspects
of the process education. A teacher who fails to understand the fundamental
principles of teaching and the nature of learners will find his/her teaching
ineffective and the child’s learning retarded. Hence a competent teacher is
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expected to contribute a deal toward the success of students in their academic
works.
And the last is peer factor, according to Kapur (2018), forming a social
circle proves to be beneficial to the individuals in number of ways, such as,
solving academic problems, getting involved in leisure activities, sharing one’s
joys and sorrows, and so forth. Students usually form friendly terms and
relationships with the fellow students. Forming a social circle and friendships
have a positive effect upon the academic outcomes of the students. As when one
has to work on a project or prepare for a test, then group study is in most cases
beneficial. It also causes social satisfaction and happiness in one’s student life
(Kudari, 2016). When a student is Affected and motivated by peers he will
perform excellent at school and got good grades in mathematics (Boechnke,
2018). Getting the support needed coming from the peer group, student tend to
excel and exceed its capability and concentrate more pertaining to his studies
and do good in the academic tasks in school (Olalekan, 2016).
Significance of the Study
This result of the study was beneficial to the following:
Students. The result of this study may benefit the students by allowing them to
understand better the factors that can affect their academic performance. They
may be able to improve their academic performance with the findings that are
established by this study.
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Parents. The parents may be able to understand and help their children
regarding their school matters and give them support.
Teachers. This study may help them to recognize problems encountered by the
students that may pose an effect in their performance. They may find alternative
actions on how to handle their students.
School Administrators.
They may be able to promote thinking skills
assessment in their school, letting their teachers understand the influences of
their student’s preferred learning styles that will promote adequate learning
opportunities and effective instructions.
Future Researchers. This study will serve as a help to future researchers who
wants to study further about this topic in which they can use this as a reference
or basis in conducting their own research .
Definition of terms
Academic performance. Conceptually, how well a student meets standards set
out by local government and the institution itself (Reeder, C. W., 1942)
Operationally, it refers to the performance of the students inside the
school.
Family. Conceptually, this refers to a group of persons directly linked by kin
connections, adult members of which assume responsibility of caring for children
(Giddens 1993).
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Operationally, this refers to the family members who are influencing their
children to study hard and perform well in school.
Peers. Conceptually, a peer group is a social group that consists of individuals of
the same social status who share similar interests and are close in age. Learn
about peer groups, how they influence socialization during childhood and
adolescence, and more (Yolanda Williams, 2017).
Operationally , this refers to the group of people that shares common
interest and acquire the students trust and can influence their study habit just like
friends and classmates.
Productivity. Conceptually, productivity is often taken to mean using the inputs
and processes of schooling in ways that increase desired outcomes. The most
common measures of outcomes have been students’ academic achievement
while they are in school often measured by scores on standardized tests
(Burtless, 1996).
Operationally, this refers to the progress to the academic performance of
the students that can be measured through their first semester general average
Teachers. Conceptually, a teacher is great and their teaching profession
greatest of all as it is very noble to impart education to others( K. Mohan, 2011).
Operationally , this refers to the people who are responsible for the
learnings of the students in school in which the understanding of the students
depends on their abilities and strategies in teaching.
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Chapter 2
METHODOLOGY
This chapter deals with methodology employed in the study. It presents
detailed information on how the research design, participants, variables, data
gathering and analysis procedures, and statistics used should be presented. This
will give the reader the idea to evaluate appropriateness and validity of the
methods used and which will enable other researchers to replicate the study.
Research Design
This study employed descriptive-correlational methods. Descriptivecorrelational studies describe a given state of affairs as fully carefully as possible
and identifying relationships among variables (Fraenkel and Hyun, 2012).
This research design was used to determine the different factors that
affect the academic performance of Senior High School students and to identify
the relationship between the different factors and student’s academic
performance.
Locale of the study
This study was conducted in Colegio de Sta. Ana de Victorias in Victorias
City Negros Occidental.
Participants of the study
The participants of the study were the Senior High School students of
Colegio de Sta. Ana de Victorias school year, 2019-2020. The samples of 254
Senior High School students were determined using the Sloven’s formula and
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then stratified. To get the percentage we divided the number of samples from
each strand by the total number of sample then multiply it by 100.
Table 1
Distribution of the Subject-Respondents
Using Stratified Random Sampling
Strand/Track
Accountancy
N
and
Business 140
n
52
Percentage
20.55
Management
Science Technology Engineering and
Mathematics
114
42
16.60
Humanities and Social Sciences
301
112
44.27
General Academic Strand
32
12
4.74
Technical Vocational and Livelihood
95
36
14.23
Total
682
254
100%
Research Instruments
This study was made use of a researcher-made survey questionnaire.
The questionnaire is made up of two part. The first part was to determine the
demographic profile of the respondents and the second part was to determine
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the factors that affect the academic performance of Senior High School students.
It was used to gather information in our participants and interpret result to
determine the different factors that affect students’ academic performance.
Validity of Research Instrument
According to David (2012), validity is the extent to which a measurement
does what it is supposed to do, which is, to measure what it intends to measure.
To establish the validity of the data gathering instruments, it was subjected
for evaluation of the jury of 3 experts to test its validity using Good and Scales
Criteria for validation.
Table 2:
Validity Result
Criteria:
Juror
1
Juror
2
Juror
3
Mean
1. The test is short enough that the student will be
able to answer it within alloted time.
4
4
5
4.33
2. The test is interesting and has an appeal such that
students will be induced to repond to it and
accomplish it fully.
5
4
5
4.67
3. The test can obtain some depth to answers and
avoid guesswork.
5
4
5
4.67
4. The questions and their alternative responses are
neither too suggestive nor too stimulating.
5
4
5
4.67
5. The test can elicit responses which are definite
and not conflicting.
5
4
5
4.67
6. The questions are stated in such a way that the
5
4
5
4.67
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students can understand them clearly.
7. The questions are formed in such a manner to
avoid suspicion on the part of the students
concerning hidden answers in the test.
4
4
5
4.33
8. The test is neither too narrow nor limited in its
content.
5
4
5
4.67
9. The answers to the problems when taken as a
whole, could answer the basic purpose for which the
test is designed and therefore considered valid.
5
4
5
4.67
Mean
4.78
4
5
4.59
Reliability of research instrument
According to Heale, Roberta, and Twycross Allison (2015) reliability
relates to the consistency of a measure. A participant completing an instrument
meant to measure motivation should have approximately the same responses
each time the test is completed. Although it is not possible to give an exact
calculation of reliability, an estimate of reliability can be achieved through
different measures.
To achieve the reliability of research instrument, Cronbachs alpha was
used. It measure of internal consistency that is, how closely related a set of items
are as a group. We conducted our reliability test to the Senior High School
students of Victorias National High School.
Table 3:
Reliability Results
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Cranach’s Alpha
Cranach’s Alpha Based N of Items
on Standardized Items
0.757
0.775
15
Data gathering procedure
Before we gather information, we asked first for the approval of the higher
officials and the permissions of our participants to conduct the study.
We had prepared the researchers made questionnaires which we will use
to gather information. To ensure the reliability of our questionnaire, we conducted
the reliability test to 40 Senior High School students of Victorias National High
School. When the validity and reliability of the instrument were established,
sufficient copies of the questionnaire was
distributed to Senior High School
students of Colegio de Sta. Ana de Victorias to answer the given questions.
Every strand has a corresponding number of participants that we get using the
stratified random sampling. After that, we analyzed the gathered information from
our respondents and give recommendations about the data.
Statistical Treatment
To analyze the data, the following statistical tools was used:
Problem 1, to find out the demographic profile of the respondents
according to the identified variables: sex, strand , grade level parent’s
educational attainment and first semester general average, the frequency and
percentage was used.
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Problem 2, to determine the level of academic performance , frequency
and percentage was used.
Table 4:
Verbal Interpretation of the mean
Rating Scale Verbal Interpretation
4.24-5.00
Highly Affected
3.43-4.23
Affected
2.62-3.42
Somehow Affected
1.81- 2.61
Not Affected
1- 1.80
Highly Not Affected
Problem 3, to determine the significant relationship between the families,
peers and teachers to students’ academic performance, non-parametric
correlations was used.
Ethical Consideration
As a researcher, we observed the proper ethics in conducting our
research. First, we conducted a survey to the people who volunteered to become
the participants of our study. Any survey without the consent of the respondents
was not applied. We won’t force anyone to participate on this study. Second, we
seeked for the approval of the participants to answer the questionnaire. Any
personal information that was given to us by the respondents of our study were
kept to maintain their rights for privacy. Third, the identity of our respondents
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remained anonymous. The information gathered was confidential and only the
researcher was the one who can have the access to open and read the
information given by the participants. Lastly, after we interpret the results, we
kept the survey questionnaires in a safe place where no one can have it for the
safety and security of the gathered information as well as for the privacy of the
respondents.
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Chapter 3
RESULTS AND DISCUSSION
This chapter deals with results and discussion of the study:
Table 5:
Demographic profile of the respondents
Category
Sex
Grade Level
Strand/Track
Father’s Educational Attainment
f
Percent(%)
Female
116
54.3
Male
138
45.7
Total
254
100
Grade 11
127
50
Grade 12
127
50
Total
254
100
ABM
52
20.5
HUMSS
112
44.1
STEM
42
16.5
GAS
12
4.7
TVL
36
14.2
Total
254
100
Elementary
10
3.9
High School
95
37.4
College Graduate 149
58.7
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Mother’s Educational Attainment
Total
254
100
Elementary
14
5.4
High School
113
44.5
College Graduate 127
1st Semester Average
50
Total
254
100
95-97
11
4.3
90-94
97
38.2
80-89
123
48.4
75-79
23
9.1
Total
254
100
The table above showed the demographic profile of the respondents. In
terms of Sex , population of Female were composts of 138 or 54.3 % and the
male population were116 or 45.7%. When respondents were grouped according
to Grade Level, Grade 11 were 127 or 50% and the Grade 12 were also 127 or
50%. When grouped according to strand, the HUMSS were 112 or 44.1 %, ABM
were 52 or 20.5 %, STEM were 42 or 16.5% , TVL were 36 or 14.2 percent and
GAS were 12 or 4.7%. In terms of Fathers Educational Attainment, mostly were
College Graduate with a total of 149 or 58.7%, High School were 95 or 37.4%
and Elementary were 10 or 3.9%. Mothers educational attainment were mostly
composts also of College Graduate with a total number of 127 or 50%, High
School were 113 or 45% and Elementary were 14 or 5.5%. When Respondents
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were grouped according to Average most of the population were students having
80-89 with a total number of 123 or 48.4% as their First Semester General
average. 90-94 students General Average were 97 or 38%, 75-79 were 23 or
9.1% and 95-97 were only 11 or 4. 3%.
Table 6.1
Level of academic performance of the students being affected by family factor
Average
N
Mean
Std. Deviation
Interpretation
95-97
11
3.40
0.39
Somehow Affected
90-94
97
3.10
0.45
Somehow Affected
80-89
123
3.12
0.46
Somehow affected
75-79
23
3.19
0.51
Somehow Affected
Total
254
3.13
0.46
Somehow Affected
As shown in the table above, the level of academic performance of the
students based on family factor got a total mean score of 3.13 which was
interpreted as Somehow Affected. Students whose first semester general
average 95-97 got the highest mean score of 3.40, it revealed that students who
have good academic standing were Somehow affected by their family in
performing well inside the school. Students whose first semester general average
is 90-94, 80-89, and 75-79 were also Somehow affected by the family factor.
Table 6.2
Level of academic performance of the students being affected by peer factor
Average
N
Mean
Std. Deviation
Interpretation
23
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95-97
11
3.45
0.40
Affected
90-94
97
3.37
0.41
Somehow Affected
80-89
123
3.22
0.41
Somehow Affected
75-79
23
3.20
0.30
Somehow Affected
Total
254
3.28
0.41
Somehow Affected
According to the table above, the peer Somehow Affected the students in
their academic performance with a total mean score of 3.28. The academic
performance of the students who were affected by peers is between 95-97 with
a mean score of 3.45. Other students only revealed that they are Somehow
Affected by their peers to do well in their academic task.
Table 6.3
Level of academic performance of the students being affected by teacher related
factor
Average
N
Mean
Std. Deviation
Interpretation
95-97
11
3.69
0.30
Affected
90-94
97
3.52
0.38
Affected
80-89
123
3.40
0.45
Somehow Affected
75-79
23
3.29
0.54
Somehow Affected
Total
254
3.45
0.43
Affected
Based on the table above, the level of academic performance of the
students as being affected by the teacher got a total mean score of 3. 45 which
was interpreted as Affected. Students whose general average 95-97 and 90-94
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got a mean scores of 3.69 and 3.42 respectively and interpreted as Affected.
Students with 80-89 and 75-79 general average was only Somehow Affected
with a mean score of 3. 40 and 3.29 respectively. Teacher related factor had the
highest mean score compared to other given factor. It means that teacher greatly
affects the academic performance of the students.
Table 7
The Relationship between the Family, Peer and Teacher to Students Academic
Performance
Factors
r
p
Sig.
Decision
Family
-0.015
0.816
Not Significant
Accepted null hypothesis
Peer
-0.188
0.003
Significant
Rejected null hypothesis
Teacher
-0.176
0.005
Significant
Rejected null hypothesis
* Correlation is significant at the 0.01 level ( 2-tailed).
As shown in table 7, the relationship of family to students’ academic
performance was not significant with the 2 tailed score of 0.816 which accepted
the null hypothesis. It supported the study of Vamadevappa (2005) stated that
there is no significant relationship between parental involvement and academic
achievement.
Meanwhile, there was significant relationship between the peer and
academic performance of the students with a score of 0.003. The finding is
similar to those of Temitope and Christy (2015) who found out that, there is a
relationship that exist between peer group and student’s academic performance
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The teacher also had significant relationship between the academic
performance with 2 tailed score of 0.005. Bangbade (2004) found that out that
teachers’ attribute have significant relationship with students’ academic
performance. Such attributes according to Bangbade (2004) include teachers’
knowledge of the subject matter, communication ability, emotional stability, good
human relationship and interest in the job. This is in support of the present
study’s findings which show that teacher-related factors were deemed to be the
most impactful category of factors that affect the academic performance of
Senior High School students.
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Chapter 4
FINDINGS AND CONCLUSION
This section discusses the findings of the study and explains the data gathered
from the field through the questionnaires distributed.
Findings
The following are the findings of the study based on the data gathered:
The population of Female Senior High School students (138 or 54.3%)
was larger than the population of the male Senior High School students (116 or
45.7%). The most numerous strand was HUMSS ( 112 or 44.1%) followed by
ABM (52 or 20.5%) , STEM (42 or 16.5%), TVL (36 or 14.2%) and GAS(12 or
4.7%) . Most of the respondents fathers were graduated in college (149 or
58.7%) followed by highschool graduate (95 or 37.4%) then finished their
elementary education (10 or 3.9%). The population of the respondents whose
mother was a college graduate ( 127 or 50%) was larger followed by high school
Highschool graduate (113 or 44.5%) then students whose mother graduated in
elementary ( 14 or 5.5%). The population of students with 1st Semester General
Average 80-89 (123 or 48.4%) was larger followed by the students with General
Average of 90-94 (97 or 38.2%), 95-97 ( 11 or 4.3%), and 75-79( 23 or 9.1%).
Results revealed that the level of academic performance of the students
were mostly Affected by the teacher with the highest total mean score of 3.45
compared to other factor which are family and peers with a total mean score of
3.13 and 3.28 respectively which were interpreted only as Somehow Affected.
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There was no significant relationship between family to students
academic achievement.
Conclusion
The following are the conclusions drawn based on the findings of the
study:
The number of female respondents predominated male respondents
across all strand in this study except for GAS. The most numerous strand in the
study was the HUMSS strand. Most of the respondents father and mother were
graduated in college. And most of the respondents are students having 80-89 as
their 1st Semester General Average.
Teachers possessed characteristics and skills and did their job effectively
in letting their students understand their lesson since most of the respondents
with good academic standing were affected by them.
Family was not a factor that affects the academic performance of the
students. The results proved that teachers and peers have helped the students
improved their academic performance.
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Chapter 5
SUMMARY AND RECOMMENDATIONS
Based on the findings and conclusions of the study, the following
recommendations were identified:
Students.
It is recommended that they should pay attention in listening
to their teachers since they are the one who are knowledgable for students to
acquire enough knowledge in which can help improve their academic
performance.
Parents. It is recommended that they should provide more time and
attention in helping their children to cope up in school.
Teachers. It is recommended that they should continue doing their job in
very best that they can and try to discover new strategies and techniques in
which they can attract the attention of their students.
Administrator. The school administrator should provide more facilities
and equipment for the teachers to deliver their lessons appropriately. They
should arranged seminars for the teacher to improve their skills and talents in
teachings.
Future Researchers. It is recommended that future researchers who are
interested about academic performance should devote more time in modifying
the study presented. Thus, it will yield results in relevance with the
aforementioned study.
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APPENDIX A
Survey Questionnaire
APPENDIX C
Tables
Table 1: On the Distribution of the Subject-Respondents
Strand/Track
Accountancy
Business
Management
N
n
Percentage
and
140
52
20.55
Science Technology
Engineering
and
Mathematics
114
42
16.60
Humanities and Social
Sciences
301
112
44.27
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General
Strand
Academic
32
12
4.74
Technical Vocational
and Livelihood
95
36
14.23
Total
682
254
100%
Table 2:Validity Result
Criteria:
Juror
1
Juror
2
Juror
3
Mean
1. The test is short enough that the student will be
able to answer it within alloted time.
4
4
5
4.33
2. The test is interesting and has an appeal such that
students will be induced to repond to it and
accomplish it fully.
5
4
5
4.67
3. The test can obtain some depth to answers and
avoid guesswork.
5
4
5
4.67
4. The questions and their alternative responses are
neither too suggestive nor too stimulating.
5
4
5
4.67
5. The test can elicit responses which are definite
and not conflicting.
5
4
5
4.67
6. The questions are stated in such a way that the
students can understand them clearly.
5
4
5
4.67
7. The questions are formed in such a manner to
avoid suspicion on the part of the students
concerning hidden answers in the test.
4
4
5
4.33
8. The test is neither too narrow nor limited in its
5
4
5
4.67
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content.
9. The answers to the problems when taken as a
whole, could answer the basic purpose for which the
test is designed and therefore considered valid.
5
4
5
4.67
Mean
4.78
4
5
4.59
Table 3:Reliability Results
Cranach’s Alpha
Cranach’s Alpha Based N of Items
on Standardized Items
0.757
0.775
15
Table 4:
Verbal Interpretation of the mean
Rating Scale Verbal Interpretation
4.24-5.00
Highly Affected
3.43-4.23
Affected
2.62-3.42
Somehow Affected
1.81- 2.61
Not Affected
1- 1.80
Highly Not Affected
Table 5:Demographic profile of the respondents
Category
f
Percent(%)
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Sex
Grade Level
Strand/Track
Father’s Educational Attainment
Mother’s Educational Attainment
1st Semester Average
Female
116
54.3
Male
138
45.7
Total
254
100
Grade 11
127
50
Grade 12
127
50
Total
254
100
ABM
52
20.5
HUMSS
112
44.1
STEM
42
16.5
GAS
12
4.7
TVL
36
14.2
Total
254
100
Elementary
10
3.9
High School
95
37.4
College Graduate
149
58.7
Total
254
100
Elementary
14
5.4
High School
113
44.5
College Graduate
127
50
Total
254
100
95-97
11
4.3
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90-94
97
38.2
80-89
123
48.4
75-79
23
9.1
Total
254
100
Table 6.1
Level of academic performance of the students being affected by family factor
Average
N
Mean
Std. Deviation
Interpretation
95-97
11
3.40
0.39
Affected
90-94
97
3.10
0.45
Somehow Affected
80-89
123
3.12
0.46
Somehow affected
75-79
23
3.19
0.51
Somehow Affected
Total
254
3.13
0.46
Somehow Affected
Table 6.2
Level of academic performance of the students being affected by peer factor
Average
N
Mean
Std. Deviation
Interpretation
95-97
11
3.45
0.40
Affected
90-94
97
3.37
0.41
Affected
80-89
123
3.22
0.41
Somehow Affected
75-79
23
3.20
0.30
Somehow Affected
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Total
254
3.28
0.41
Somehow Affected
Table 6.3
Level of academic performance of the students being affected by teacher related
factor
Average
N
Mean
Std. Deviation
Interpretation
95-97
11
3.69
0.30
Affected
90-94
97
3.52
0.38
Affected
80-89
123
3.40
0.45
Affected
75-79
23
3.29
0.54
Somehow Affected
Total
254
3.45
0.43
Affected
Table 6:
Relationship of Family, Peer and Teacher to Students Academic Performance
Factors
r
p
Sig.
Decision
Family
-0.015
0.816
Not Significant
Accepted null hypothesis
Peer
-0.188
0.003
Significant
Rejected null hypothesis
Teacher
-0.176
0.005
Significant
Rejected null hypothesis
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