“Cause and Effect of Failing Grades on Senior High School

Students of Isabel National High School”

___________________________

A Research Study

Presented to

Isabel National High School

Marvel, Isabel, Leyte

___________________
In Partial Fulfillment of

Practical Research 1

by:

Apas, Riza Mae

Bonto, Cristina

Carillo, Mary Joy

Catalvas, Gieboy

Garbonia, Mares

Jupia, Meranel

Limpangog, Trisia

Manuel, April John

Narisma, Jerra Mae

Suico, Aljean

Surigao, Shanica

11-Love
 Acknowledgement

We, researchers are deeply grateful for those individuals who became part

of this research. Because of them, we have expanded our knowledge and made

it possible for this study to have good results.

To the Lord God, who gave us the strength to finish the research and no

matter how difficult the experience, he was still there to encourage each of us to

finish this research well.

To our parents, for their undying support especially in financial needs

and for their given time so that we can finish this research.

To the respondents, who participated in answering our survey

questionnaire, thank you very much.

To Ms. Allyssa T. Macion, our Practical Research 1 subject teacher, we

thank you for your unwavering support and understanding to us in producing our

research paper by giving your corrections and guidance as we do our research.

 Table of Contents

Acceptance Sheet ----------------------------------------------------------------------------------------- i

Acknowledgement ---------------------------------------------------------------------------------------- ii
Chapter I – Introduction ------------------------------------------------------------------------------ 1-
3
Introductory paragraphs ---------------------------------------------------------------------- 1-2
(Background of the study)

Statement of the Problem ---------------------------------------------------------------------- 2

Research Questions and/or Hypothesis ---------------------------------------------------- 2
Purpose --------------------------------------------------------------------------------------------- 3
Benefits and Beneficiaries---------------------------------------------------------------------- 3
Chapter II – Background --------------------------------------------------------------------------- 4-10
Literature Review ------------------------------------------------------------------------------ 4-8
Definition of Terms ------------------------------------------------------------------------------- 9
Conceptual Framework------------------------------------------------------------------------ 10
Chapter III – Methodology ----------------------------------------------------------------------- 11-14
Population and Sampling ----------------------------------------------------------------- 11-12
Instrumentation -----------------------------------------------------------------------------------12
Procedure and time frame --------------------------------------------------------------- 12-13
Analysis Plan -------------------------------------------------------------------------------------
13
Scope and Limitation ---------------------------------------------------------------------- 13-14
Chapter IV – Results ------------------------------------------------------------------------------- 15-19
Description of the sample
Analyses
Chapter V – Conclusion and Recommendations ---------------------------------------- 20-24
Conclusion ---------------------------------------------------------------------------------------- 20
Recommendations ------------------------------------------------------------------------------
21
References --------------------------------------------------------------------------------------- 22
Appendix A
Transmittal Letter --------------------------------------------------------------------- 23
Appendix B
Questionnaire -------------------------------------------------------------------------- 24
 CAUSE AND EFFECT OF FAILING GRADES ON SENIOR HIGH SCHOOL

STUDENTS OF ISABEL NATIONAL HIGH SCHOOL DURING THE FIRST

SEMESTER S.Y. 2019-2020

CHAPTER 1

Introduction

During the first semester there are a lot of students who got failing grades,

the Senior High School students has a high rates of school failure. School failure

can lead to serious consequences if untreated. The failed students loses self-

confidence, becomes discouraged, decreases effort, and is more likely to fail

again.

According to Med Oman, irrespective of its cause, school failure is

associated with adverse health outcomes and health professionals often do not

remind educators of the correlation between child’s health and academic

potential. The Senior High School students who fail in school are more likely to

engage in subsequent health-impairing behaviors as adolescents like smoking,

drinking and drug abuse. Comprehensive approaches to evaluation and

intervention may improve outcomes.

Grade failure causes Senior High School students are more likely to report

smoking regularly among other high-risk behavior which will eventually affect

their self-esteem negatively.

 Although the rate of school failure is known the true causes and

characteristics remain hidden and unknown as no earlier studies were conducted

in this setting. Therefore, it becomes necessary to determine the factors 1

contributing to school failure in order to design future interventions that tackle this

problem at an individual basis and prevent students from failing at school at an

earlier stage.

Statement of the problem

Failing grades, what its causes and effects? And what are the ways

to prevent getting failing grades?

The objective of this study is to examine the factors contributing to school

failure among students in the Isabel National High School specifically the SHS

students to isolate key factors which may contribute to the prevention of getting

failing grades.

The research aims to answer the following questions:

1. What are the causes of failing grades?

1. What are the effects of having a failing grades?

3. What are the possible ways to avoid failure?

 Purpose

Education is one of the imperative aspects that only inculcates skill, 2

abilities and knowledge among the individuals, but also lead to overall

growth and progress of the individuals, community and nations as a whole.

Failure in school can have lifelong consequence. The causes of school failure

are open multiple with in individuals students who are struggling academically.

Irrespective of its cause, school failure or academic failure is associated with

adverse health outcome. Usually the student who have experience failures in

school have lost their interest. Failing students also are most likely to drop out of

school. Failure at school and grade retention is a serious concern among

children, and their parents. The objective of this study is to examine the causes

and effects contributing to school failure among students in the Senior High

School and compare it with other available reported studies.

Benefits and Beneficiaries

The beneficiaries of the study are the students. They will know where they

are lack of and why they’ve got failing grades. It will bring awareness to all the

students and encourage theirselves to do more next time.

 The study can be help to the school if the researcher find out the causes

and effects of having a failed grade. The result of the study can help improve the

performance or the record of the school.

CHAPTER 2
3

Review of related literature

Grade failure is more likely among males, minorities, children living in

poverty, and those in single-parent homes. Children who have disabilities are

nearly three times as likely to repeat at least one grade as are children who have

no disabilities. 

Conversely, school failure is associated with adverse health outcomes.

Although some of these associations are confounded by factors that confer

disadvantage, such as poverty and low maternal education, longitudinal

intervention studies of preschool children demonstrate that improving school

performance can improve adult outcomes. The Perry Preschool Project

demonstrated that a preschool intervention alone can improve school readiness

and subsequently decrease school failure, school dropout, teen pregnancy, and

substance use. Other studies show that adults who fail to complete high school

are more likely to experience poorer health outcomes. As stated in Academy of

Pediatrics (2005), smoking rates are higher among adults who finished less than

a high school education (in 1999, 32% compared with 23% of all persons). Low

educational attainment is associated with higher age-adjusted death rates (in

1998, 562 deaths/100,000 who had less than a high school education,
466/100,000 for high school graduates, and 224/100,000 for those who had more

than a high school education). Mothers who have completed less than a high

school education are less likely to breastfeed (in 1993 to 1994, 43% versus

58.1%), and among breastfeeding mothers, they are less likely to continue to

breastfeed for 3 or more months (in 1993 to 1994, 44% versus 56%).

According to Robert S. Byrd (2005), Grade failure is linked strongly to

subsequently dropping out of school. Approximately 10% of non-retained

students drop out compared with 22% of students who repeat one grade. Failing

two grades increases the likelihood of dropping out to 39%. Dropping out is more

common among children who fail later grades: 30% of youth retained in grades 9

to 12 drop out of school 

In addition, Grade failure causes children to be older than their same-

grade peers, which, even without dropping out, is associated with increased rates

of health-impairing behaviors. Old-for-grade high school students are more likely

to report smoking regularly; chewing tobacco; drinking alcoholic beverages;

driving in a car with someone who had been drinking; having used alcohol or

drugs prior to his or her last sexual intercourse; using cocaine in the past month;

and ever using crack, intravenous drugs, or other illicit drugs. Old-for-grade

students are more likely to report suicidal ideations (intent, plans, and attempts),

violent behaviors, and risky sexual behaviors. Furthermore, grade failure is

associated with increased rates of extreme scores on a parent-reported behavior

problem index.
 Grade retention affects self-esteem negatively and alters peer group

formation. Grade failure has a negative impact on measures of social adjustment,

behavior, self-competence, and attitudes toward school and is very stressful for

children. When children are made to repeat a grade, they perceive retention as

punishment or as failure. Failing children move out of their class with same- 5

age peers and join classes with younger children. Despite efforts by adults to

protect children during this process, children tend to know the school history of

each of their classmates.

Valid arguments against the practice of grade retention are many because

of all the negative effects and the limited and often short-lived academic benefits.

Some proponents of grade retention argue that social promotion fails students. In

1983, the report on substandard student performance, “A Nation at Risk,”

resulted in stricter promotion standards and higher retention rates. Two decades

of experience with retention demonstrated that retention by itself does not benefit

at-risk students academically to an extent that justifies the loss of self-esteem,

the undermining of children’s attitudes toward school, and the increased risk of

school dropout. Current educational reform that involves test-based promotion

standards is likely to increase grade retention rates without increasing

achievement. Conversely, promotion of failing students without any other

intervention does not address their academic problems.

An alternative to both grade retention and social promotion is teaching to

the needs of individual students, but this approach requires testing to determine

6
the students’ learning styles, strengths, and weaknesses. Although this approach

is legislatively mandated by the Individuals with Disabilities Education Act (IDEA),

schools often are limited by scarce resources and multiple demands. The PL

101–476 legislation has four key components: 1) identifying children who have

learning-related problems; 2) evaluating the health and developmental status of

the child who has special needs, determining current and future intervention

requirements, and developing a plan to match services to needs; 3) providing

services that include educational and related services; and 4) guaranteeing due

process. Advocacy by parents, teachers, physicians, and others on behalf of

failing children can lead to earlier identification of learning-related problems and

facilitate the development of Individual Education Plans (IEPs) that meet the

individual needs of children and improve their school outcomes.

This study explores whether the interplay of health problems and school

environment predicts academic failure, an individual event with consequences for

the life course, as well as for society at large. 

According to BL Needham (2004), student advancement is predicated on graded

performance in a series of classes. Failing to achieve passing grades has

numerous additional implications during secondary school, above and beyond

students’ overall individual achievement level. Students with failing grades are

often unable to enter more rigorous curricula (Dornbusch, Glasgow, and Lin

1996). At the same time, “no pass, no play” policies in many school districts

prevent students who have failed courses from participating in extracurricular

activities, many of which have positive influences on adolescent development

7
(Crosnoe 2002a). Furthermore, implementation of high-stakes testing and

school-accountability policies escalated during the period that the data for this

study were collected. Implementation of these policies has broadened the

consequences of academic failure beyond the student to stimulate greater

interest among schools and teachers in students academic outcomes (Schiller

and Muller 2003). Finally, beyond the school level, poor academic performance

can strain significant relationships, such as parent-adolescent ties (Repetti 1996).

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 attainment

significantly predict adult mental health, longevity, relationship formation, and

public service (Mirowsky and Ross 2003b; Wilson and Musick 1999). While

academic failure can destabilize the individual life course, changes in the rates of

academic failure could have serious ramifications for the stability of society.

Academic failure, therefore, is an aspect of the individual life course that has

8
implications for larger social problems and, as such, merits further attention. In

this study, then, we draw on the classic epidemiological framework to examine

the association between adolescent academic failure and both physical and

mental health.

Definition of terms

The following terms are used in our study:

Failing grade

Anything below a C (70) is considered a failing grade.

School Failure
School failure is a process where a student slips farther and farther behind his

peers and gradually disconnects from the educational system. The end result

of school failure is dropping out before graduation.

GRADING SYSTEM

Table 1. Descriptors, Grading Scale and Remarks

Descriptor Grading Scale Remarks

Outstanding 90-100 Passed

Very Satisfactory 85-89 Passed

Satisfactory 80-84 Passed

Fairly Satisfactory 75-79 Passed

Did Not Meet Below 75 Failed

 Expectations

TEACHING ONGOING
INITIAL AND SOCIAL AND
PRE-ENTRY ENTRY LEARNING ACADEMIC
EXPERIENCE INTEGRATION

Conceptual framework

FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF THE

STUDENTS

Family Background - School Background - Language - Finance

School Environment - Academic Environment - Accommodation -

Orientation - Language - Finance

Academic Environment - Academic Organization - Finance -

Language

Specialization - Professionalization - Finance - Language

9
 CHAPTER III
Methodology

The information was gathered by using the survey method, by asking the

same set of questions to the respondents. These questions are design to

contrast and discover the difference between the students who had failing

grades. The research design that researchers used is descriptive. In this method,

the researchers can identify what are the causes and effects of students falling in

school.

Population and sampling

The target population for this study are all of the Senior High School

Students from Isabel National High School. Although the questions are intended

for all Senior High School students, the researchers selected 10 respondents to

answer the given questionnaires.

According to Shona McCombes (2019), when you conduct research about

a group of people, it’s rarely possible to collect data from every person in that

group. Instead, you select a sample. The sample is the group of individuals who

will actually participate in the research. To draw valid conclusions from your

results, you have to carefully decide how you select a sample that is

10
11
 representative of the group as a whole. The sampling method that used is the

non-probability sampling it represents a group of sampling techniques that help

researchers to select units from a population that they are interested in studying.

There are two (2) types of sampling that applied in this research that is under the

non-probability sampling. These are the purposive sampling where the

researchers can choose whom they are sure could correspond to the objectives

of the study and snowball sampling this method does not give a specific set of

samples.

Instrumentation

In this study, the instrument used was a researchers-made questionnaire

for the respondents to gather the needed data. The draft of the questionnaire

was drawn out based on the researcher’s readings and previous studies. In the

preparation of the instrument, the requirements in the designing of good data

collection instrument were considered. Generally, ask the factors that makes a

student fail and succeed in their studies.

Procedure and time frame

TOPIC SELECTION
AND SUBMISSION OF LITERATURE Discussion and
RESEARCH PLAN REVIEW WRITING Conclusion
(CHAPTER 1) (CHAPTER 2) (Chapter 4 and 5)

Nov-15 Dec-15 Jan-16 Feb-15 Mar-15

2019 2019 2020 2020 2020
 The first step is to ask permission from the respondents. Upon approval, in

administering the questionnaire, the researchers were use the time allotted for

vacant to avoid distractions of class discussions. The student responses were

given enough time to answer the questions. After data gathering, the researcher

now collected it for tallying the scores and to apply the statistical treatment to be

used with the study.

Analysis plan

The key variables that researchers used is straightforward and easy to

measure such as gender, age, and strand however, the researcher needs to

identify how the variable will be studied, which is heart of the research design. To

investigate the research questions, the researchers used the research design

called descriptive wherein it the current state of variables. Content analysis was

used to analyze the data which was gathered from the respondent’s answer to

the given questionnaires. At first the findings from the primary sources are

presented. Then those are compared and explained with results from secondary

source as well as findings from the respondent’s answers of the given

questionnaires. Finally, the researchers give their own explanation and infer on

the basis of the findings and analysis.

Scope and limitation

12
 To conduct this research, the primary respondents are specifically the

Senior High school students from Isabel National High school taking up HUMSS

and TVL strand. The study investigates the causes and effects of students who

got falling grades. The primary goal of this research is to identify the reasons why

there are SHS students who have failed grades during the 1st semester.

The data from the study will come from the interview and surveys from the

Senior High School students who’s taking up HUMSS and TVL strand. Moreover,

the data that will be collected from this study will only be quantified from the

documents stimulated by the researchers.

The study does not include the broad information about the grades of

every students got. Definitely, the researcher will just focus on the students with

failing grades.

13
 CHAPTER IV

This chapter presents the research findings of the data collected from the

case study samples. The main source of data is the questionnaires and is also

supplemented by library research. The findings will be presented in relation to the

research objectives stated in the study. The method used to analyze the data is

already discussed in the methodology chapter.

Out of 10 respondents, 7 were women while 3 others were men.

Approaching women respondent was easier as they are willing to be interviewed

in a short notice compared to men respondents.

FINDINGS

This research aims to answer the following questions:

1. What is the cause of having a failing grades?

2. What is the effect of having a failed grade?

3. What are the possible ways to avoid failure?

14
 Table 2.2 How to deal the failed grades

Frequency How to deal failing grades?

5 I will study hard
1 I need to work h
1 Sad
2 I’ll be disappointed of myself for not
doing my best in such subject
1 Let it pass

The table shows the respondents give their opinions on how to deal failing

grades. Mostly the answers of respondents are almost having the same

thoughts. 5 of the respondents answered that do better next time in dealing

failing grades.

According to Shivani Ekkanath (2019), in dealing failing grades you have

to give yourself time to process. People often tell you to dismiss bad grades and

try harder next time. They say there is no use in dwelling on the past or letting

your mind to wander over mistakes. But as a student, she feels that sometimes

allowing yourself to wallow in that grief and despondence can sometimes help

you gain the perspective you need to face the next challenge. Channel your

emotions in the best way possible for you. After all, time does miracles in healing!

Give yourself extra time so you can think about what happened. You

deserve a little time to yourself to vent your frustrations when you’re upset,

15
16
especially if you know you worked hard to get a good grade but we’re been

unsuccessful in the process.

Table 2.3: Causes of failing grades

Frequency Causes failing grades

4 Laziness
3 Absenteeism
2 Cutting classes
2 Technology influences
2 Lack of study
1 Influence of society and friends
There are a lot causes why students failed, generally, laziness is the one of the

reasons of respondent #6, #7, #8, and #9 answered to the questionnaires.

Moreover, 3 answered absenteeism, 2 answered cutting classes, 2

answered lack of study, 2 answered technology influences, 1 answered influence

of society and friends are the causes of having failing grades.

Based on the article written in JAVA (2019), the study was conducted to

examine the factors that affect the academic failure of students and the causes of

academic failure among students were the following reasons:

 The environment of learning

 Socioeconomic factors

 Financial Status

 Parents’ Education

 Way of Teaching

 Academic, Instructional and Motivational Reasons

  Physiological, Neurological and Cognitive Reason

Table 2.4: Effects of failed grades

Frequency Effects of failed grades

4 Depression
1 I will get scolded by my parents
1 Failure
1 Can’t proceed to next semester
1 Disappointed
1 Stress

Most of the answers of the respondents, depression is one of the results in

having failed grades and it may extend beyond a person’s emotional and mental

health to the students. Having failing grades may result that you can’t proceed to

next semester especially in prerequisite subjects wherein you must be completed

before entering a program of study.

One answered scolded by the parents, if your parents concern with your

grades probably you will get scolded of your parents. One answered

disappointment, apparently you will be disappointed to yourself, not just yourself

but also your family and society will be disappointed. One answered stress and

one answered failure. These are the effects of having failed grades. All of these

perhaps brought negative results to the respondents.

Table 2.5: Possible ways to avoid failure

Frequency Ways to avoid failing grades

17
 9 Study hard
3 Time management
As stated in the respondents answers the different ways to avoid failure.

Majority of the respondents shared that study hard and time management is the

key to avoid having failure in grades. In order to avoid failing grades, you must

manage your time effectively. Your poor performance in class could be a result of

stretching yourself too thin. If you have lots of extracurricular commitments or

spend lots of time on leisurely activities, consider dropping one or more of them

and allocate that time to studying. And study your lecture notes immediately

after class. Don't wait too long after lecture to review your notes. You are more

likely to absorb the material if you review it frequently and without long

interruptions. If you don't have time right after class, be sure to go through your

notes at least once before you go to bed that night.

Table 2.6: Advice to the students who got failed grades

Frequency Advice to the students who got failed grades

3 Study hard and avoid being absent without any serious
reasons.
3 Think of your future and prioritize your studies.
2 Must do better next time.
2 Don’t stress too much on school and have some friend to
guide you.
The respondents expressed their advice to those students who are dealing failed

grades. Based on the article written in study.com (Ways to avoid failing grades)

The best thing to do is not to give up. Things may seem hopeless, but resigning

yourself to failure is the only way to guarantee a lack of success. Change your

attitude from an 'I'm failing math' perspective to 'I'm working hard to improve my

grade in math.' Sticking with it and working hard to turn things around is likely to

18
pay off. And even if it doesn't, at least you can say that you did your best.

Sometimes putting in the effort is what makes the difference in a professor's mind

between a student who deserves to fail and a student who deserves to pass.

CHAPTER V

Conclusions and Recommendations

Conclusions

Academic failure means lack of success in education and leads to the loss

of higher education costs and social and economic losses. In this study, the

viewpoints of students on the factors which affect academic failure were studied.

 The researchers found out that the effects of failing grades are all negative

based from the answers of the respondents.

 Laziness of the Isabel National High School students mostly answered

reason why students failed in school.

 Having failing grades can affect your mental, emotional and physical

health. Must better if you can’t receive failing grades to have a peace of

mind.

 The students must not give up if they got failed grades. Things may seem

hopeless, but resigning yourself to failure is the only way to guarantee a

lack of success.

19
Recommendations

 Future research works in the area of intervention strategies need to

develop to enhance academic achievement, self-concept and improve

study habits among students.

 Students should develop effective study skills so that they can cultivate

themselves.

 Parents should improve the level of control and care of their children.

Show more interest and concern in the academic work of their wards by

way of providing conducive atmosphere for studies, proving materials for

studies and helping students in their studies.

 Study habits are important as they influence the academic performance of

students so parents and teachers must help in improving the study

habits of students.

 The finite treasure within every learner should be discovered and nurtured

for the purpose of improving effective study skills.

20
References:

Online Materials

 “How to Get Better Grades when You're Almost Failing." 29 March 2019.”

https://www.wikihow.com/Get-Better-Grades-when-You%27re-Almost-
Failing
 “6 Tips for Dealing with a Bad Grade. 7 March 2018.”

https://www.collegexpress.com/articles-and-advice/majors-and-

academics/blog/6-tips-dealing-bad-grade/

 Failing Grades Research. (2019, Dec 05).

https://paperap.com/paper-on-failing-grades-4509/

 Needham, B. L., Crosnoe, R., & Muller, C. (2004). Academic Failure in

Secondary School: The Inter-Related Role of Health Problems and

Educational Context. Social problems, 51(4), 569–586.

https://doi.org/10.1525/sp.2004.51.4.569

 Najimi, A., Sharifirad, G., Amini, M. M., & Meftagh, S. D. (2013). Academic

failure and students' viewpoint: The influence of individual, internal and

21
 external organizational factors. Journal of education and health

promotion, 2, 22. https://doi.org/10.4103/2277-9531.112698

Appendix A

Transmittal Letter

February 17, 2020

MRS. LUCENO L. CUERVO

Principal
Isabel National High School
Alipasa, Mahayag, Isabel, Leyte

Dear Mrs. Cuervo:

We, the grade 11 students of Humanities and Social Sciences (HUMSS) are
currently enrolled in your school, S.Y. 2019 – 2020. This is in line with the partial
fulfillment of Practical Research. Thus, our study is entitled CAUSE AND
EFFECT OF FAILING GRADES ON SENIOR HIGH SCHOOL STUDENTS IN
ISABEL NATIONAL HIGH SCHOOL. We are conducting this to analyze the
cause and effect of failing grades to the students.

In connection to this, we would like to ask your permission to conduct our study
to 10 selected students as our respondents/participants in the study.

Your positive response on this matter will greatly help the study come to its
fulfillment.

Sincerely,

Grade 11 LOVE, HUMSS Students

22
Endorsed by:

ALLYSA MACION GUADAFE F. VELMONTE

Subject Teacher SHS Head Designate

LUCENA L. CUERVO
Principal

Appendix B

The respondents answered the given questionnaire. These are the following

question asked:

1. How do you deal with your failed grades?

2. What are the causes of having failing grades?

3. What are the effects of having a failing grades?

4. What are the possible ways to avoid failure?

5. What can your advice for those students dealing with this kind of situation?

23
24