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COLEGIO DE STA. ANA DE VICTORIAS, INC.
Osmeña Ave., Victorias City, Negros Occidental
Email: colegiodestaanadevictorias@yahoo.com
Telefax No. (034) 399-2830
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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COLEGIO DE STA. ANA DE VICTORIAS, INC.
Osmeña Ave., Victorias City, Negros Occidental
Email: colegiodestaanadevictorias@yahoo.com
Telefax No. (034) 399-2830
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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COLEGIO DE STA. ANA DE VICTORIAS, INC.
Osmeña Ave., Victorias City, Negros Occidental
Email: colegiodestaanadevictorias@yahoo.com
Telefax No. (034) 399-2830
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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COLEGIO DE STA. ANA DE VICTORIAS, INC.
Osmeña Ave., Victorias City, Negros Occidental
Email: colegiodestaanadevictorias@yahoo.com
Telefax No. (034) 399-2830
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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COLEGIO DE STA. ANA DE VICTORIAS, INC.
Osmeña Ave., Victorias City, Negros Occidental
Email: colegiodestaanadevictorias@yahoo.com
Telefax No. (034) 399-2830
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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COLEGIO DE STA. ANA DE VICTORIAS, INC.
Osmeña Ave., Victorias City, Negros Occidental
Email: colegiodestaanadevictorias@yahoo.com
Telefax No. (034) 399-2830
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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COLEGIO DE STA. ANA DE VICTORIAS, INC.
Osmeña Ave., Victorias City, Negros Occidental
Email: colegiodestaanadevictorias@yahoo.com
Telefax No. (034) 399-2830
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 .
Figure 1: Schematic Diagram of the Study
Input
Sex
Strand/Track
Grade level
Parents
educational
Attainment
First semester
General Average
Process
Survey
Questionnaire
Statistical
Treatment
Output
The
researcher will
conjure ideas
on how family,
peers, and
teachers affect
the academic
performance of
the students.
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