CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

1.1 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.

The quality of students’ performance remains at top priority for educators. It is

meant for making a difference locally, regionally, nationally, and globally. Educators,

trainers, and researchers have been interested in exploring variables contributing

effectively for quality performance of learners. These variables are inside and outside of

school that affect students’ quality of academic achievement. These factors may be

termed as student factors, teacher/school factors, family factors, and peer factors.

Defining and measuring the quality of education is not a simple issue and the complexity

of this process increases due to the changing values of quality attributes associated with

the people’s view point.

Besides other factors, socioeconomic status is one of the most researched and

debated factor among educational professionals that contribute towards the academic

performance of students. The most significant argument is that the socioeconomic status

of learners affects the quality of their academic performance. More specifically, this

1
study aims to identify and analyze the factor that has a greatest impact to the quality of

students’ academic performance.

1.2 STATEMENT OF THE PROBLEM

This study is conducted to analyze and understand the factor that has the greatest

impact on the academic performance of Grade 12 Accountancy, Business, and

Management (ABM) Strand Students of University of the East – Caloocan.

This research seeks to answer the following questions:

 What is the level of impact of the most significant factor that affects the academic

performance of students?

 Which sub-factor among each of the three (3) factors (Student-related factors,

teacher-related factors, other factors) has the highest impact on students?

 How does this factor affect students with their academic performance?

1.3 HYPOTHESES

H0: There is no significant effect of student-related factors on the quality of

students’ academic performance.

H1: Teachers have big influence on motivating their students about their studies.

2
1.4 SIGNIFICANCE OF THE STUDY

The outgrowth of this study is the Senior High School especially the

Accountancy, Business and Management students’ perception regarding their

performance in school. 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.

With this study’s insights, the parents may also be able to understand and help

their children regarding their school matters and give them support.

For the 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. For the 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.

1.5 SCOPE AND DELIMITATION

The study is focused and limited only on the factors that affect the students’

academic performance. Factors include: a) Student-related, b) Teacher-related, c) Other

factors including peers, vices, family, technological, and financial. This is also limited to

284 respondents of University of the East – Caloocan. They are specifically Grade 12

Senior High School students taking up Academic Track – Accountancy, Business and

3
Management (ABM) Strand. Questionnaires are given randomly to students of the stated

strand.

A survey was conducted as an instrument in the form of questionnaires that will

be beneficial to the main purpose of the study.

The distribution of survey forms was done in a span of three days at Tan Yan Kee

Building, Caloocan Campus of University of the East.

1.6 DEFINITION OF TERMS

This research paper contains different unfamiliar words. These words are used as

the research progresses. This part will give the readers some of the words’ meanings.

 academic performance - the extent to which a student, teacher or institution has

achieved their short or long-term educational goals

 study habits - the behaviors used when preparing for tests or learning academic

material

 socioeconomic status - an economic and sociological combined total measure of

a person's work experience and of an individual's or family's economic and social

position in relation to others, based on income, education, and occupation

 respondents - a person who gives a response or answer to a question that is asked

especially as part of a survey

 survey - to ask a question or a series of questions in order to gather information

about what most people do or think about something

4
 questionnaires - a written set of questions that are given to people in order to

collect facts or opinions about something

 performance - the action or process of carrying out or accomplishing an action,

task, or function

 effects - a change that is a result or consequence of an action or other cause

 factors - a circumstance, fact, or influence that contributes to a result or outcome

5
 CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDY

2.1 FOREIGN AND LOCAL LITERATURE

Anchored with the idea to contribute to students’ academic success or

performance, most of the researches in the field of education have paved way for the

study of the relationship, impact, and importance of both cognitive and non-cognitive

factors to academic performance or quality of learning. This chapter presents foreign and

local studies and literature which are related to study habits and skills as predictors of

academic performance. These hold great importance to the study as they present analyses

and findings that may contribute to the results of the study. In addition to this, these

bridge the gap of the possible relationship of the variables in both foreign and local

literature and study to the present study.

In the comparison of the study habits and attitudes of high and low-achieving

students, the findings indicated that high achievers have better study habits and attitudes

than the low achievers (Hassanbeigi Anchored with the idea to contribute to students’

academic success or performance, most of the researches in the field of education have

paved way for the study of the relationship, impact, and importance of both cognitive and

non-cognitive factors to academic performance or quality of learning. This chapter

presents foreign and local studies and literature which are related to study habits and

skills as predictors of academic performance. These hold great importance to the study as

they present analyses and findings that may contribute to the results of the study. In

addition to this, these bridge the gap of the possible relationship of the variables in both

foreign and local literature and study to the present study.

6
 Study is the application of the mind to a problem or subject, a branch of learning

or to an inquiry of a particular subject. It is also called study strategies that are generally

critical to success in school, considered essential for acquiring good grades, and useful

for learning throughout one’s life (Nagaraju, 2004). Habit entails fixed routine responses

to the particular situation (Nagaraju, 2004, pg. 13). It can simply be observed as actions

repeated a number of times under similar circumstances which are done involuntarily.

Nagaraju (2004) stated that habits are formed, learned, and developed in a deliberate way.

They play a significant role in molding the personality of the individual and are

inculcated by education. In this context, not only do habits are essential in achieving

academically but in honing the totality of the individual as well. However, it is said that

habits are inculcated by education but in the field of education, study habits

According to Bolton (1976), cognitive factors are discussed in terms of

intelligence and aging, memory, and perception. Many studies conducted focused on

these factors (Mendezebal, 2013) but a study entitled Study Habits, Skills, and Attitudes:

The Third Pillar Supporting Collegiate Academic Performance conducted by Crede and

Kuncel (2008) found that non-cognitive factors like study habit, skill, and study

motivation opposed standardized tests and previous grades as predictors of academic

success yielding substantial incremental validity (cited by Mendezebal, 2013). This meta-

analysis found that study skill accounts and concepts are mainly independent of grades

and scores on standardized admissions tests but discreetly related to numerous

personality constructs. These results are also inconsistent with previous theories (Crede

and Kuncel, 2008). This inconsistency could be related with the present study as the

study is anchored with the Motivational Systems Theory (MST). The findings rival to the

7
proposed mathematical formula which suggests that achievement is the result of

motivation, skill, and responsive environment.

Moreover, study motivation and study skills have the strongest relationships with

grade point average (GPA) and grades in individual classes. The meta-analysis

established that study habit and skills, among other factors and variables affecting

academic performance, are better predictors of academic performance than any other

non-cognitive variable examined to date. Because of this, it should be regarded as the

third pillar of academic success (Crede and Kuncel, 2008). Similarly, Nagaraju (2004)

pointed out that good study habits and attitudes are important to achieve academic

success (cited by Mendezebal, 2013).

2.2 FOREIGN AND LOCAL STUDIES

In a study entitled Study Habits and Attitudes: The Road to Academic Success

conducted at University of Saint Louis in Tuguegarao, Philippines, Mendezebal (2013)

defined study habit as the pattern of behavior adopted by students in the pursuit of their

studies that serves as an instrument for learning. It is described as regular acts of studying

that are characterized by appropriate studying routines (e.g. reviews of material,

frequency of studying sessions, etc.) occurring in an environment that is conducive to

studying. To put it simply, students’ study habits and attitudes are determined through

their time management ability, work methods, attitudes toward teachers and acceptance

of education (Mendezebal, 2013).

As cited by Otto (1978) and Mendezebal (2013), beliefs in the importance of

intellectual pursuits and education have a positive relationship to academic performance.

8
According to Mendezebal (2013), an extensive amount of research has studied the role of

students’ study habits and their attitudes to study on academic performance. In a study

conducted by Osa-Edoh and Alutu (2012) which focused on the usefulness of students’

study habits as a means of enhancing their academic performance, it has been revealed

that there is a high correlation between study habits and students’ academic performance.

Similarly, Nuthana and Yenagi (2009) established significant relationship

between study habits and academic achievement. In the study, study habits composed of

reading and note-taking habits, habits of concentration, and preparation for examination

which had a significant correlation with academic achievement. The authors pointed out

that students who are better in reading and note-taking, well prepared for the board

examination and have concentration may have better academic achievement. A link

between study skills and academic performance also prevails among undergraduate

students in the same study. Another study conducted by Fazal (2012) identified several

study skills used by learners and made certain which study skills are more associated to

academic achievement. Findings of the study indicated significant relationship of time-

management, reading and note-taking skills with academic achievement. Also, students

with higher academic achievement used a comprehensive array of study skills as

compared to students with lower academic achievement (cited by Mendezebal, 2013).

Another study used a Q factor analysis to understand the study behavior and

habits of undergraduate students. The Q factor analysis was used to identify students as

proactive learners with disciplined study behavior or disorganized procrastinators based

on their self-reported study behavior. The study revealed a significant difference in the

academic performance of the two groups of students. With this study, student type was

9
found to be a significant predictor of academic achievement beyond and above students’

attribute variables (Yang, 2011 cited by Mendezebal, 2013).

A research about the Impact of Study Time and Study Habits on the Performance

of College Students in Arkansas State University conducted by Nonis and Hudson (2010)

established that the time spent studying by students had a positive and direct relationship

to academic performance as it had an impact on the students’ academic performance. In a

similar research conducted earlier about the influence of study time on the college

students’ performance by Krohn and Conner (2005); no significant relationship or impact

of the variables was shown. It was also noted by the Higher Education Research Institute

(2003) in USA that there was vast evidence that students dedicated less time to their

studies as cited by Nonis et al., (2014). The recommendation of the study was that parents

and teachers must encourage and motivate students to accept a productive study behavior.

In the study of the relationship between study skills and academic performance of

university students, it was revealed that the study skills scores of students with GPA of 15

and above (out of 20) were statistically higher than those students with GPA of less than

15 in time management and procrastination, concentration and memory, study aids and

note-taking, test strategies and test anxiety, organizing and processing information,

motivation and attitude, and reading and selecting the main idea (Hassanbeigi et al. 2011

cited by Mendezebal, 2013).

According to Mendezebal (2013), the importance of study habits and attitudes on

academic performance has paved way for researchers in the field of education to come up

with proposed strategies that aim to help students develop effective study habits and

10
attitudes. For instance, Demir et al. (2012) examined the effect of development of

efficient study skills curriculum on academic achievements and study skills of learners

and discovered that they can acquire efficient study skills by incorporating the curriculum

for developing efficient study skills which is to be able utilize the study environment and

use specific learning methods effectively, such as reading, listening to lectures, note-

taking, writing and doing homework. Furthermore, it revealed that students who applied

the curriculum to their study routine have increased academic achievement as compared

to the students who did not (Mendezebal, 2013).

Results of the study presented that the students did not possess satisfactory study

habits and attitudes. It also suggests that they do not have effective time management and

they lack planning and concentration in their studies. Also, they have inefficient skills in

reading, test-taking techniques. They even fail to inform their teachers of their learning

difficulties

Similar results were identified by Nouhi et al. (2008) as students’ weakness in

study. The findings were also noted in the study of Aquino (2011) and Nagaragu (2004).

It was suggested in a literature review by Sarwar et al. (2009) that student should draw up

a time table for study which enables the learner to organize his study effectively.

Moreover, positive study attitudes which are a driving force behind study habits should

be adopted by the student in order to succeed.

Furthermore, the study conducted by Mendezebal (2013) revealed significant

relationships between students’ study habits and attitudes to performance outcomes in the

licensure examinations. The findings of the study were in line with the findings of earlier

11
studies (Crede and Kuncel, 2008; Nuthana & Yenagi, 2009; Awang & Sinnadurai, 2011;

Khurshid, F. et al., 2012; Osa-Edoh and Alutu, 2012; Nonis and Hudson, 2010) which

similarly pointed out significant correlation between study habits and academic

achievement contrary to the findings of Nouhi et al. (2008) and Boehler et al. (2001).

The critical study habits and attitudes of the students may have affected their low

performance in the licensure examinations. According to Menzel, cited by Rana and

Kausar (2011), many students fail not because of their lack of ability but because they

lack sufficient study skills (Mendezebal, 2013). As a result, it affects their academic

achievement. This result points to the problem that many of the students who fail had not

learned effective note-taking skills and time management (cited by Mutsotso S.N. &

Abenga E.S., 2010, Mendezebal, 2013).The study by Nagaraju (2004) supports this as it

found that students do not devote adequate time to their studies and infrequently have

proper study habits.

The consequences of academic failure are not confined to adolescence or the

actual period of formal schooling. Failure is an early indicator of potential dropout

(Barrington and Hendricks 1989; Roderick 1993), linking this behavior to larger patterns

of social inequality. In addition, one study of students in Houston found that academic

failure is a major determinant of status attainment and adult well-being (Kaplan, Peck,

and Kaplan 1997). Low-performing students are less likely to graduate from high school

and less likely to go to college than other students; subsequently, high school dropouts,

even those who obtain a General Equivalency Degree, have substantially lower adulthood

wages than do high school or college graduates (American Council on Education 2001;

Cameron and Heckman 1993). Moreover, both adult educational and occupational

12
attainment significantly predict adult mental health, longevity, relationship formation,

and public service. Educational research has identified numerous family, peer, and

economic factors that contribute to academic failure (Schneider and Coleman 1993;

Steinberg et al. 1996). Often lost in this inquiry, however, is consideration of physical

and mental health problems for academic performance in secondary school. The relative

lack of attention to health is unfortunate given that related literatures strongly suggest the

possibility that health problems disrupt academic functioning. For example, research on

adult populations has shown that mental and physical health problems negatively affect

work performance (Dewa and Lin 2000). This study suggests that performance in the

educational system the social institution most directly equivalent to the labor force for

adolescents is also likely affected by health problems. Moreover, small-scale

epidemiological studies have found that physical and mental health problems in

childhood and adolescence impair academic functioning (Field, Diego, and Sanders 2001;

Thies 1999).

2.3 CONCEPTUAL FRAMEWORK

Numerous of research has been conducted to explore the factors that affect and

contribute to students’ academic performance. These factors are grouped accordingly.

This part presents the framework that responds to the concept on how these factors affect

students’ academic performance. This study will also employ different approach to data

collection which hinges on quantitative method. Primary data will be gathered through

surveys. Questionnaires will be constructed for the survey and interview parameter.

13
 STUDENT-
RELATED
FACTORS

STUDENTS' TEACHER-
ACADEMIC RELATED
PERFORMANCE FACTORS

OUTSIDE-OF-
SCHOOL
FACTORS

Figure 1. Factors Affecting Students’ Academic Performance

2. 4 RELEVANCE OF THE STUDY

The researchers have gathered different related studies and literature in order to

have background knowledge about the factors that affect the academic performance of

Grade 12 ABM students. They have come up in searching for possible factors that could

affect the students learning and other related studies that have been proven by other

researchers. The studies and literatures that they have found help us to support the

studies. The related studies helped them too formulate questionnaires that could be fit on

the study.

14
 CHAPTER 3: RESEARCH METHODOLOGY

This chapter is divided into several sections addressing the Research Design,

Research Locale, Research Instrument, the Sample or Respondents, Data Collection

Procedure, and Data Analysis Procedure.

3.1 RESEARCH DESIGN

The researchers used a quantitative descriptive study to establish associations

between variables. For an accurate estimate of the relationship between variables, a

descriptive study usually needs a sample of hundreds or even thousands of subjects; the

estimate of the relationship is less likely to be biased if there is a high participation rate in

a sample selected randomly from a population. In all studies, subject characteristics can

affect the relationship researchers are investigating.

3.2 RESEARCH LOCALE

The research locale is at University of the East – Caloocan which is located at 105

Samson Road, Caloocan City. The distribution of survey forms is specifically held at 2nd

floor, Tan Yan Kee (TYK) Building of the said University.

3.3 RESEARCH INSTRUMENT

The researchers worked in a few questions for the students to answer. To find out

the factors that affect students’ academic performance, they have conducted a survey as a

research instrument in the form of questionnaires. The survey contained a five-point

Likert Scale with interpretations of Always, Often, Sometimes, Rarely, and Never. The

15
questionnaire is divided into three parts namely, Student-Related Factors, Teacher-

Related Factors, and Other Factors. Under the each factor, there are sub-parts. In the

Student-Related Factors, students’ interest and study habits are indicated, while the

Teacher-Related Factors have personality traits and teaching skills. Other factors include

peers, vices, the use of gadgets, family, and financial capability.

3.4 SAMPLE OR RESPONDENTS

The target respondents of this study are the Grade 12 Accountancy, Business and

Management (ABM) students of the Senior High School Department. Before the

researchers give the survey forms, the group decided to use the Slovin Formula to get the

sample size of the respondents. As the researchers get the data regarding the population

(973 is the estimated population of the Grade 12 ABM students), they have worked with

the formula and this has been their solution:

N = Total Population ; e = Error

N 973
———— = ——————
1 + Ne² 1 + 973 (.05)²

973
= ——————
1 + 973 (.0025)

973
= ——————
1 + 2.43

973
= ——————
3.43

= 284 respondents

16
3.5 DATA GATHERING PROCEDURE

The researchers followed some procedures for the formality of conducting a

research. First, they have decided the target respondents which are the Grade 12 ABM

students with the same strand as theirs. Second, they have asked for the total population

of the ABM students enrolled in the University. They have used the slovin formula in

getting the sample size as done above. Third, they have solved for the sample size that is

needed for the study. Fourth, they have chosen to use survey forms as their research

instrument and gave these to their target respondents. Lastly, they collected the data and

start the sorting out and tabulation.

3.6 DATA ANALYSIS PROCEDURE

The use of numbers in a quantitative research is the primary data that the

researchers can get. There are some responses or data in which statistics is needed such as

percentage and frequency. In the paradigm of the study, the independent variables are the

Grade 12 ABM students themselves. The dependent variables include factors affecting

the academic performance. Factors include: a) student-related, b) teacher-related, c)

others (peers, vices, family, technological, and financial). After gathering all the data

from the respondents, the researchers started to sort out all the survey forms on hand.

After they sorted them out, they started tabulating and get the percentage of the answered

questions.

17
 CHAPTER 4

PRESENTATION, INTERPRETATION, AND ANALYSIS OF DATA

4.1. INTRODUCTION

This chapter contains all the data that the researchers have gathered during the

data gathering procedure. The researchers distributed questionnaires to the total

population of 284 randomly picked respondents from 12th grade Accountancy Business

Management Strand Students of University of the East – Caloocan.

4.2 ANALYSIS AND INTERPRETATION OF DATA

Mean Descriptive
Equivalent
I. Student-related Factors
A. Students Interest
1. I listen attentively to the lecture of my teachers. 3.89 HI
2. I actively participate in the discussion, answering 3.61 HI
exercises and/or clarifying things I don’t understand.
3. I am eager to get good grades on tests, quizzes, 4.17 HI
assignments and projects.
General Weighted Mean 3.89 HI
B. Students Habits
1. I exert more effort when I do difficult assignments. 3.88 HI
2. I study and prepare for quizzes and tests. 3.85 HI
3. I see to it that extra-curricular activities do not hamper 3.86 HI
my studies.
General Weighted Mean 3.86 HI
II. Teacher-related Factors
A. Personality Traits
1. My teachers have good relationship with us, students. 3.83 HI
2. They impose proper discipline. 3.88 HI
3. They are open to suggestions & opinions and are worthy 3.83 HI
of praise.
General Weighted Mean 3.85 HI
B. Teaching Skills
1. They have mastery of the subject matter. 3.85 HI
2. They are organized in presenting subject matters by 3.87 HI

18
 systematically following course outline.
3. They are updated with present trends relevant to the 3.86 HI
subject matter.
4. They use various strategies, teaching aids/devices and 3.86 HI
techniques in presenting the lessons.
General Weighted Mean 3.86 HI
III. Other Factors
1. I get distracted easily by my friends. (Peer factor) 3.58 HI
2. I consume alcohol/drugs or I have other vices. (Vices 2.39 VLI
factor)
3. I am distracted by mobile devices while studying. 3.25 LI
(Technological factor)
4. My parents/family motivates me to improve my studies. 3.92 HI
(Family factor)
5. Money is a problem in our household. (Financial factor) 2.78 LI
General Weighted Mean 3.18 LI

Legend
Statistical Limit Description
4.2-5 Very High Impact (VHI)
3.4-4.1 High Impact (HI)
2.6-3.3 Low Impact (LI)
1.8-2.5 Very Low Impact (VLI)
1.0-1.7 No Impact (NI)
Table 1
Factors Affecting the Academic Performance of Students,
their Equivalent Mean and Description

Table 1 shows the set of three (3) factors with their indicators. The mean of an

indicator and the general weighted mean for each factor were computed. Descriptive

analysis was also indicated.

4.2.1 STUDENT-RELATED FACTORS

A. In the subset interest, the indicator with the highest mean was ‘I am eager to

get good grades…’ with very high impact. Meanwhile, the indicator with the lowest

mean was ‘I actively participate in the discussion and other activities’ which was found to

have the lowest influence on the academic performance of the student nurses.

19
 Interest 5 4 3 2 1 Mean Interpretation
1. I listen attentively to the lecture of
my teachers. 63 135 78 7 1 3.89 Often
2. I actively participate in the
discussion, answering exercises 55 94 108 23 4 3.61 Sometimes
and/or clarifying things I don’t
understand.
3. I am eager to get good grades on
tests, quizzes, assignments, and 117 109 50 6 2 4.17 Always
projects.
Table 1.1 Mean and Interpretation of Interest under the Student-Related Factors

Interest
160

140 135

117
120 108 109

100 94
78
80
63
60 55
50

40
23
20 7 4 6 2
1
0
Question 1 Question 2 Question 3

Always Often Sometimes Rarely Never

Question 1

Based on the study, 135 (47.54%) respondents say that they often listen

attentively to their teachers, followed by 78 (27.46%) respondents say sometimes, 63

(22.18%) respondents answered always then 7 (2.46%) of the respondents says rarely and

only 1 (.35%) say that he/she never listens attentively nor participate in class.

20
Question 2

It is natural for a teenager to ask a lot of questions especially regarding their

lessons, the illustration above says that 108 (38.03%) respondents answered sometimes,

94 (33.10%) answered often and only 55 (19.37%) said they always ask questions and

clarifying things on the other hand 23 (8.10%) of the respondents answered rarely and 4

(1.41%) marked never.

Question 3

Based on our study, we can say that almost all the students have the eagerness to

get good grades, only a few doesn’t really care what grade they do get. 117 (41.20%) of

the respondents, almost half of our respondents, says that they always have that eagerness

to get a good grade. 109 (38.38%) of the respondents says often, 50 (17.61%) says

sometimes while only 6 (2.11%) says rarely and 2 (.70%) says they never had that

eagerness to get a good grade.

B. For the items included in the study habits section, all are found to be highly

impactful with the indicator ‘I exert more effort when I do difficult assignments’ having

the highest mean.

Study Habits 5 4 3 2 1 Mean Interpretation

1. I exert more effort when I do
difficult assignments. 71 110 89 10 4 3.82 Often
2. I study and prepare for quizzes
and tests. 76 114 67 22 5 3.82 Often
3. I see to it that extra-curricular
activities do not hamper my 59 104 88 21 12 3.62 Often
studies.
Table 1.2 Mean and Interpretation of Study Habits under the Student-Related Factors

21
 Study Habits
120 114
110
104
100
89 88

80 76
71
67
59
60

40
22 21
20 12
10
4 5
0
Question 1 Question 2 Question 3

Always Often Sometimes Rarely Never

Question 1

110 (38.73%) of our respondents often exert more effort when they do difficult

assignments and 89 (31.34%) of them say sometimes, 71 (25%) marked always while 10

(3.52%) of them labeled it as rarely and 4 (1.41%) of them never exerted extra effort for

difficult assignments.

Question 2

In the illustration above 114 (40.14%) students say that they often study and

prepare for quizzes and tests, followed by 76 (26.76%) students say that they always

study and prepare for quizzes and tests, 67 (23.59%) for sometimes, 22 (7.75%) for rarely

and 5 (1.76%) for never.

22
Question 3

Students see to it that their extracurricular activities don’t hamper their studies,

out of our 284 respondents, 104 (36.62%) answered often, 88 (30.99%) answered

sometimes and 59 (20.77%) answered always while 21 (7.39%) answered rarely and 12

(4.23) answered never.

4.2.2 TEACHER-RELATED FACTORS

A. In the personality traits under the teacher-related factors, the item ‘teachers

impose proper discipline’ had the greatest mean with a high impact.

Personal Traits 5 4 3 2 1 Mean Interpretation

1. My teachers have good
relationship with us, students. 53 145 74 10 2 3.83 Often
2. They impose proper discipline.
74 121 71 16 2 3.88 Often
3. They are open to suggestions
and opinions and are worthy of 66 127 70 19 2 3.83 Often
praise.
Table 1.3 Mean and Interpretation of Personal Traits under the Teacher-related Factors

Personal Traits
160 145
140 127
121
120
100
80 74 74 71 70
66
60 53

40
16 19
20 10
2 2 2
0
Question 1 Question 2 Question 3

Always Often Sometimes Rarely Never

23
Question 1

In the illustration above, 145 (51.06%) of our respondents are often have a good

relationship with their teachers, 74 (26.06%) say sometimes, followed by always with 53

(19.66%), 10 (3.52%) answered rarely and lastly 2 (.70%) respondents marked never.

Question 2

Based on our study, 121 (42.61%) of our respondents say that their teacher

imposes proper discipline, 74 (26.06%) of them answered always, 71 (25%) answered

sometimes, while 16 (5.63%) marked rarely and only 2 (.70%) them considered the

option never.

Question 3

Out of 284 respondents 127 (44.72%) say that their teachers are open to

suggestions and opinions and are worthy of praise, followed by 70 (24.65%) marked

sometimes, next is 66 (23.24%) labeled that their teachers are always open to suggestions

and opinions and are worthy of praise, 19 (6.69%) say rarely and lastly 2 (.70%) labeled

never.

B. On the other hand, in the teaching skills, the item ‘teachers use various

strategies, teaching aids/devices and techniques in presenting the lessons’ had the highest

mean with high impact.

24
 Teaching Skills 5 4 3 2 1 Mean Interpretation
1. They have mastery of the
subject matter. 72 118 75 18 1 3.85 Often
2. They are organized in
presenting subject matters by 73 118 78 13 2 3.87 Often
systematically following course
outline.
3. They are updated with present
trends relevant to the subject 68 118 89 7 2 3.86 Often
matter.
4. They use various strategies,
teaching aids/ devices and 72 119 74 18 1 3.86 Often
techniques in presenting the
lessons.
Table 1.4 Mean and Interpretation of Teaching Skills under the Teacher-related Factors

Teaching Skills
140
118 118 118 119
120

100 89
75 78
80 72 73 72 74
68

60

40
18 18
20 13
7
1 2 2 1
0
Question 1 Question 2 Question 3 Question 4

Always Often Sometimes Rarely Never

Question 1

As a result of our study, 118 (41.55%) of our respondents often agree that their

teachers have mastery of the subject matter and 75 (26.41%) say sometimes, 72 (25.35%)

answered always while 18 (6.34%) answered rarely and only 1 (.35%) marked never.

25
Question 2

Based on our study, 73 (25.70%) of our respondents say that their teachers are

always organized in presenting subject matters by systematically following course outline

and 78 (27.46%) of them say sometimes while the majority of them 118 (41.55%)

marked always, 13 (4.58%) answered rarely and 2 (.70%) answered never.

Question 3

As a result of our study, 119 (41.90%) of our respondents often agree that their

teachers are updated with present trends relevant to the subject matter and 89 (31.34%)

say sometimes, 68 (23.94%) answered always while 7 (6.46%) rarely and only 2 (.70%)

marked never.

Question 4

Based on our study, 119 (41.90%) of our respondents say that teachers often use

various strategies, teaching aids/ devices and techniques in presenting the lessons, 74

(26.06%) of them say sometimes and 72 (25.35%) of them say always while 18 (6.46%)

answered rarely and only 1 (.35%) considered answering never.

4.2.3 OTHER FACTORS

Other factors include peers, vices, technological, family, and financial factors.

Among these factors, the item ‘I get distracted easily by my friends’ has the highest

mean, and the item ‘I consume alcohol/drugs or I have other vices’ has the lowest mean.

26
 5 4 3 2 1 Mean Interpretation
1. I get distracted easily by my
friends. 68 79 97 29 11 3.58 Often
2. I consume alcohol/drugs or I
have other vices. 35 29 62 43 115 2.39 Never
3. I am distracted by mobiles
devices while studying. 55 60 97 46 26 3.25 Often
4. My parents/family motivates
me to improve my studies. 109 90 52 18 15 3.92 Always
5. Money is a problem on our
household. 45 36 78 61 64 2.78 Often

Other Factors
140

120 115
109
97 97
100 90
79 78
80
68
62 60 61 64
60 55 52
43 46 45
35 36
40 29 29 26
18 15
20 11

0
Question 1 Question 2 Question 3 Question 4 Question 5

Always Often Sometimes Rarely Never

Question 1

This graph shows that out of our 284 respondents 97 (34.15%) of them says that

sometimes they get distracted by their friends, 79 (27.82%) respondents answered often,

68 (23.94%) respondents labeled it as always, 29 (10.21%) answered rarely and 11

(3.87%) for never.

27
Question 2

In the illustration above, majority of our respondents say that they never

consumed alcohol/drugs or other vices with 115 (40.49%), 62 (21.83%) answered

sometimes and 43 (15.14 %) answered rarely, followed by always with 35 (12.32%), and

lastly 29 (10.21%) answered often.

Question 3

97 (34.15%) of our respondents says that sometimes mobile devices distract them

while they’re studying, 60 (21.13%) answered often, 55 (19.37%) answered always while

46 (16.20%) answered rarely and 26 (9.15%) of them considered answering never.

Question 4

Out of 284 respondents, majority say that their parents/family always motivates

them to improve their studies 109 (38.38%), followed by 90 (31.69%) marked often, next

is 52 (18.31%) marked sometimes, while 18 (6.34%) say rarely and 15 (5.28%) answered

never.

Question 5

Based on our study, 78 (27.46%) of our respondents say that sometimes money is

a problem on their household, 64 (22.54%) of them say that it is never a problem on their

household, 61 (21.48%) of them say it is rarely a problem, while 45 (15.85%) of them say

that it is always a problem and 36 (12.68%) answered often.

28
4.3 SUMMARY

Mean Descriptive Analysis

Students’ Interest 3.89 High Impact
Study Habits 2.47 Low Impact
Personality Traits 3.85 High Impact
Teaching Skills 3.86 High Impact
Other Factors 3.18 Low Impact
Table 2. Summary of the Set of Factors Affecting the Academic Performance of Students

Table 2 shows the summary of the factors affecting academic performance of

Grade 12 ABM students. The results show that the set of factors with the highest

influence on the academic performance of students are the interest with the highest mean.

It is followed by teaching skills. Conversely, the set of factors with low impacts are other

factors.

29
 CHAPTER 5

SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

5.1 SUMMARY

The research was conducted through a survey in the form of questionnaires. These

questionnaires were given to 284 respondents specifically Grade 12 ABM students of the

University of the East – Caloocan. Upon gathering, analyzing, and interpreting all the

data needed for the research, the researchers found that the set of factors that has the

greatest impact on the academic performance of students is the student-related factors.

Under the student-related factors, results showed that students’ interest influence them

the most with the highest mean of 3.89. Nonetheless, teacher-related factors also deemed

to be highly impactful. Factors under this category have an average mean of 3.86.

Conversely, other factors such as family and financial factors pose little effect on

students’ academic performance with the mean of 3.18.

5.2 CONCLUSIONS

Based from the findings, it was concluded that several factors pose a high impact

on the academic performance of Grade 12 ABM students, with student-related factors

topping the list. With the two sub-factors under this factor, students’ interest influenced

them the most. The researchers believe that the interest of students is based on their

attentiveness, participation, and eagerness to get good grades.

30
 Students’ interest in their subjects is deeply related to their academic

performance. It is clear that this factor has a positive effect on how they act in school.

Attentiveness is important especially during the teachers’ lectures and discussions. Being

attentive would help the students easily understand the lessons and all the information

given to them. It is also important for students to participate in the class discussion where

they could share their knowledge and opinions, activities that would test their abilities,

and other tasks that would practice their skills. These would mold them to be more

flexible and responsible students. Lastly, results had shown that students are always eager

to get good grades. People may say that grades do not define any person or student, but

they use these grades as their motivation to strive harder. Grades may also be used for

administrative purposes and for guidance to teachers for instructional and educational

planning.

5.3 RECOMMENDATIONS

The following are recommended by the researchers for this research to be more

helpful and meaningful to future researchers:

 In-depth exploration of how several factors affect not only students’ academic

performance but also their behavior in school.

 Further research could explore the relationship of students to their teachers, and

also to their peers and families.

 More methodological work is needed on how to accurately capture the impact and

outcomes of the factors stated in the research.

31
 Although methodologically challenging, it would be very useful to conduct some

longer-term studies which sought to quantify the impact of several factors

affecting students’ academic performance.

 In getting more precise results, the age and gender of the respondents must have

been considered on how it can affect the results.

 The researcher suggests a research specifying a subject in determining the factors

affecting the academic performance of students and adding respondents for future

researches.

32
 BIBLIOGRAPHY

Abdullah et al. (2011) Pakistan Journal of Pyschological Research Retrieved from http://

www.pjprnip.edu.pk/pjpr/index.php/pjpr/article/view/31

Alutu & Osa-Edoh (2012) A Survey of Students Study Habits in Selected Secondary Sch

ools: Implication for Counselling Department of Educational Psychology and Cur

riculum Studies, Faculty of Education, University of Benin Retrieved from

http://maxwellsci.com/print/crjss/v4-228-234.pdf

Bangbade JO 2004. "Effects of subject matter knowledge in the teaching and learning of

Biology and Physic". Teaching and Teacher Education: 109-102.

Battle, J., & Lewis, M. (2002). The increasing significance of class: The relative effects

of race and socioeconomic status on academic achievement. Journal of Poverty,

6(2), 21-35.

Binay-an, Lorna M. Academic Performance of grade III and IV pupils from Multigrade

and Monograde Classes in Kapangan District, (BSU May 2005).

Gregory A. Krohn and Catherine M. O'Connor, (2005), Student Effort and Performance

over the Semester, The Journal of Economic Education, 36, (1), 3-28 Retrieved

fromhttps://econpapers.repec.org/article/tafjeduce/v_3a36_3ay_3a2005_3ai_3a1_
3ap_3a3-28.htm

Mendezabal, M. J. N. (2013) Study Habits and Attitudes: The Road to Academic Success

Open Science Repository Education, Online(open-access), e70081928.

doi:10.7392/Education.70081928

Minnesota Measures (2007) Report on higher education performance. Retrieved on May

24, 2008 from www.opencongress.org/bill/110.s/642/show-139k.

Nonis, Sarath & Hudson, Gail. (2010). Performance of College Students: Impact of Study

Time and Study Habits. Journal of Education for Business. 85. 229-238. 10.1080/

08832320903449550.

33
Nuthana, P.G., and Yenagi, G.V. (2009). “Influence of study habits, self-concept on acad

emic achievement of boys and girls”. Karnataka Journal of Agriculture science, 22

(5), 1 135-1 138. 2005. Retrieved from http://www.sciepub.com/reference/133913

Sarwar et al. (2009) Study-orientation of high and low academic achievers at secondary

level in Pakistan

Saxton, J. (2000). Investment in education: Private and public returns. Retrieved from

http://www.house.gov/jec/educ.pdf.

34
APPENDICES

35
 LETTER OF APPROVAL

September 19, 2017

Mr. Arnelson B. Meneses

Senior High School Teacher
University of the East – Caloocan
Samson Road, Caloocan City

Dear Sir,

Greetings!

We, the undersigned students of ABM 12-19 are presently conducting a research entitled
“FACTORS THAT AFFECT THE ACADEMIC PERFORMANCE OF GRADE 12
ABM STUDENTS OF UNIVERSITY OF THE EAST – CALOOCAN” and we need
your help to realize your objectives.

In view of this, we would like to ask your consent by letting us conduct a survey for our
research. This survey process would last only 5-10 minutes and we would supervise this
at time convenient to the students' schedule (e.g. during break time). Your approval to
conduct this study will be greatly appreciated. Thank you in advance for your interest and
assistance with this research.

Respectfully,

BEMIDA, Charles David R. CHAN, Michelle O.

GONZALES, Lou Karmeazon S. FRANCISCO, Mico A.

MONTADA, Grem Gel Jane R. PHUA, Carlos Mervin O.

PRADO, Jamielyn P. SUMIDO, Chelsea Mae G.

VALENCIA, Aeron B. VILLARAMA, Jane Clarence R.

36
CURRICULUM
VITAE

37