Chapter I

INTRODUCTION

Students who are currently enrolled under the Senior High

School Curriculum of the Philippine Department of Education are

required to take up different subjects- core, applied, and specialized-

that are in line with the track and strand they belong. In this case,

students under the Science, Technology, Engineering, and

Mathematics (STEM) strand of the Academic Track are required to

take up the specialized subject General Physics 1.

Problems such as low and failing grades have been brought

up and the present study is designed to discuss and undermine the

underlying premises that contribute to the problem. The present

study is set to determine the different factors that affect students’

academic performance in General Physics 1. The study, however, is

not limited to distinguishing the factors alone, but also discusses the

possible effects of these factors to students’ academic performance,

as well as the necessary measure to hinder these factors from

affecting the current situation.

If this yields positive results, the present study would be

stepping stone that would guide both the student and the teacher to
mitigate and improve teaching-learning styles in General Physics.

The study would also give light to educators to be mindful of several

factors, may it be internal, external and/or demographic, for the

present problem to be prevented from happening again.

Background of the Study

The Department of Education is offering a Senior High School

curriculum which exposes the students to a wide variety of lessons

and competencies. These are in line with the department’s objective

to promote conducive and holistic growth in learning among

students that will equip them in preparation for college life (Patrinos,

2016).

One of the tracks covered by the Senior High School

curriculum includes the Academic Track, of which encompasses the

Science, Technology, Engineering, and Mathematics (STEM) strand

said to be for those who are mathematically literate and scientifically

inclined. In relation to the department’s requirement, specialized

subjects are to be offered. This includes General Physics 1 which is

taken by the STEM students during the second semester

(Department of Education, n. d.).

 The subject General Physics 1 is a continuation and extension

of the subjects tackled in Junior High School. The subject offers a

variety of mathematics lessons including the application of Physical

Science and Calculus in Grade 10 and 11, respectively. The subject is

also considered to be a prerequisite, implying that one student

cannot proceed to General Physics 2 if he fails the subject in the first

semester (DepEd, 2017).

Leyte National High School is known to be the largest high

school in the whole of Region VIII in size and in population. With its

estimated 1169 enrollees in Grade 12, of which an estimate of 250

students are under the STEM strand, the institution continues to be

the region’s primer in academic excellence and Senior High School

readiness (Acuin, 2017).

According to Clinton Community College (2017), General

Physics is a difficult subject where students fail if most factors

affecting the students’ performance are not mitigated or eradicated.

A study pointed out some of these factors that greatly affect student

performance. These include student’s profile consisting of student’s

attitude towards classes, parents’ income, time allocation for every

subject, as well as the parents’ level of education (Tahir, 2006). On a

different note, Harb and El-Shaarawi (2007) identified socio-

economic status and demographic factors affect the quality of

learning children obtain from studying in school.

However, it is to consider that these factors are present outside the

school. On a similar note, Farooq (2011) strengthened the fact the

socio-economic status is a factor but he also emphasized the

academic performance of students is affected by their overall grades

in the areas of Mathematics and English. This goes to show that

there are indeed several factors that affect student performance in

school.

Students taking up General Physics I are having difficulties in

the subject. In lieu with De Leeuw’s (2015) perception of the

problem students face in studying General Physics, there are several

factors, both internal and external, the contribute and greatly affect

student’s performance, further proving that there is indeed an

underlying problem in teaching, and at the same matter, learning,

General Physics that needs to be addressed.

Related Literature

Physics is a great subject that is beneficial to the physical

environment for one can discern the different principles that govern

the physical world. Contained in this subject area are the different
application of the lessons in Calculus and Trigonometry (American

Physical Society, n. d.).

John (2015) highlighted that the academic performance of

students do not solely rely on the external factors. He stated that

most students lack adequate comprehension of the subject or topic

at hand that contributes greatly as to why they do not learn.

Although most students rely on the teachers and educators to do

most of the teaching, he clearly understands that one student

cannot excel in class if he himself has no apparent understanding

and/or comprehension to the lesson.

Becker and Luthar (2010) stressed on the four areas the

affect student performance namely: academic and school

attachment, teacher support, peer values, and mental health. These

factors were found to affect the performance in school both

positively and negatively according the nature and use. This is

further supported by the Development Bank of Latin America (n. d.)

that “the conditions of the schools directly impacts the performance

of the students.”

As stated by Allain (2014), students must do a variety of

actions in order for them to learn Physics. He recognizes that the

student must assess himself and his current academic standing in

mathematics and in physics to know how far he has learned the

topics. Similarly, he suggested that students do their own homework

instead of searching the internet for answers, as well as advance

studying of lessons. A study conducted by Bajak (2014) finds that

although many claim that the mathematics-related subjects are

boring, teachers who handle the subjects are said to be ineffective,

too. He further implies that teacher factor plays a great role toward

the academic performance of one student.

The University of Winconsin (n. d.) recognizes many essential

steps towards maintaining and hopefully uplifting a student’s

academic performance. Some of which include the mastery of the

topic, recurrent trials in solving problems, attending remedial classes

for those who have failing grades and although it is latently given, it

is also strongly suggested that one maintain a healthy and balanced

lifestyle to take all the daily tasks in schools. In a similar manner,

Lowe (2011) suggests that students not only learn from the teacher,

but the relationship be mutual and vice versa. Narrowing down,

Leyden (2014) states that the keys towards performing well in

Physics are: “master the basics, strengthen your math skills, simplify,

use drawings and illustrations, and use flashcards in studying.”

At one side, the opportunities in college is what drives the

academic performance of students (Modern Mom, n. d.). It is being

stressed that performance in school is a great factor considered by

most in taking scholarships for college.

Related Studies and Theories

A case study conducted by Clinton Community College (n. d.)

identified major factors that affect the low academic performance of

students in mathematics subjects. One of which is teacher-related

factors which includes teacher-student ratio, lack of connection

between teacher and students, discussion of topic, as well as

incompetency on the side of the educator. Another is student-related

factors which include time allocation for all subjects taken in the

curriculum, lack of self-motivation, and overuse and abuse of social

media and the internet. This idea is supported by Alwagait et. al

(2015) wherein he stated that social media has a great impact on

the overall student performance, and that this results to lack of time

managements causing the adverse results of low grades. Another

factor the college has identified is family-related where he described

that family status such as socio-economic and family demographics

affect the child’s performance in school. The last is school-related

factors which includes the lack of textbooks and learning materials,

as well as the incompetency and lack of knowledge of the educator

in handling and teaching.

Hanoshek et. al (2003), however, on another note,

emphasized that peer ability and influence has something to do with

the inability of the students to cope with the lessons. Overloading of

tasks, as describe by Yang et. al (2004) also affect the students’

performance. He stated in his paper that students will not have the

ability to learn more in school if more and more tasks, some that

come with no apparent relation to the topic at all, will be given.

On a different area, Sanders et. al (1997) suggested that

there may be a need for a teacher-student evaluation to test if

students have really learned the lesson. He also stressed the idea of

conducting a teacher evaluation to examine whether the educator

has effectively carried out the lesson and succeeded in employing

the competencies.

Statement of the Problem

The present study is set up to take the following problems in

relation to the factors affecting academic performance of Grade 12

Science, Technology, Engineering, and Mathematics students in

Leyte National High School:

 1. What are the different factors affecting academic

performance of Grade 12 Science, Technology,

Engineering, and Mathematics students in General Physics

I?

2. What are the effects of these factors in the academic

performance of Grade 12 Science, Technology,

Engineering, and Mathematics students in General Physics

I?

3. How can these factors be eradicated to prevent them from

further negatively affecting the academic performance of

Grade 12 Science, Technology, Engineering, and

Mathematics students in General Physics I?

Hypotheses

1. Teacher factors, lack of textbook and resources, and

difficulty of the subject are among the factors that greatly

affect academic performance of Grade 12 Science,

Technology, Engineering, and Mathematics students in

General Physics I.
2. These factors result to low and failing grades of Grade 12

Science, Technology, Engineering, and Mathematics

students in General Physics I.

3. Thorough discussion is the most effective way to stop

these factors from negatively affecting the academic

performance of Grade 12 Science, Technology,

Engineering, and Mathematics students in General Physics

I.