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SOCIO-ECONOMIC FACTORS AND THE ACADEMIC PERFORMANCE OF SENIOR

HIGH SCHOOL STUDENTS IN CANDON NATIONAL HIGH SCHOOL

Research · October 2017

DOI: 10.13140/RG.2.2.27548.39044

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 Republic of the Philippines
Region 1
Candon National High School
Senior High School
Candon City, Ilocos Sur

SOCIO-ECONOMIC FACTORS AND THE ACADEMIC PERFORMANCE

OF SENIOR HIGH SCHOOL STUDENTS IN CANDON NATIONAL
HIGH SCHOOL

A Quantitative Research
Presented to
The Candon National High School
Senior High School Department
City of Candon ,Ilocos Sur

In Partial Fulfilment
of the Requirements for the subject
Practical Research 2
(Quantitative Research)

by:
Sophia Marie Agullana
John Patrick Molina
Raul Orejuela
Jowena Mae Valdez

Feljone G. Ragma Ed. D

(Adviser/Co-author)

August 2017
 Republic of the Philippines
Region 1
Candon National High School
Senior High School
Candon City, Ilocos Sur

INDORSEMENT

This is to certify that the researchers who conceptualized the study

Socio-Economic Factors and Academic Performance of Senior High

School Students are ready for Oral Examination.

Feljone G. Ragma, Ed.D.

Adviser

Republic of the Philippines

Region 1
Candon National High School
Senior High School
Candon City, Ilocos Sur

APPROVAL

This is to certify that the abovementioned study has

SUCCESSFULLY PASSED the Oral Examination on October 18, 2017

before the following, whose signatures are accordingly affixed.

Feljone G. Ragma Ed. D

Panel Member

ii
 ACKNOWLEDGEMENT

In appreciation to the support given to this quantitative research

study entitled Socio-Economic Factors and Academic Performance of

Senior High School Students, the researchers would like to give sincere

thanks to the people behind the triumph of this academic pursuit.

In particular, the researchers would like to express their sincere

heartfelt gratitude to the following people:

Dr. Feljone G. Ragma, the research adviser, co-author of the said

research, as well as the chairperson of the defense panel for guiding the

researchers and nurturing them with support, knowledge and immense

care. His unending efforts led to the completion of this study.

And lastly, this research will never be completed without the

respondents. The researchers would like to thank them for sharing their

knowledge and time.

iii
 DEDICATION

This study is dedicated to our teacher in Research 2, Dr.Feljone

G. Ragma, who shared his profound knowledge in conducting a well-

made research study, for helping us to comprehend the things that were

complex, unfamiliar and complicated, and also in guiding us in every

part of the research.

He is more than an educator, he was a friend and a guardian that

is always there at times where everything seemed difficult. He became an

inspiration to each one of us for he is a man of hard-work,

determination, passion, wit, and endless charm. He has his own and

unique way his pixie dusts knowledge and learnings. He engraved in our

hearts and minds that every second, every minute, and every hour

counts, and is relevant in all walks of life. We are privileged and blessed

to be his students. So, we, express our sincerest thanks and deepest

gratitude to our respected research teacher because this study that will

benefit a lot of people, would not be possible without him.

iv
 ABSTRACT

Title: Socio-Economic Factors and Academic Performance of

Senior High School Students
Researchers: Raul Orejuela
John Patrick Molina
Sophia Marie Agullana
Jowena Mae Valdez

Adviser: Feljone G. Ragma, Ed.D.

Abstract: The quantitative study, which made use of the descriptive

correlational design, focused on the relationship of the socio-economic
factors and academic performance of Senior High School students.
It utilized the checklist method to gather relevant data from
respondents wherein they were chosen using the stratified random
sampling technique.
After the Regression Analysis, it was found out that Socio-Economic
Factors significantly correlate with the academic performance of Senior
High School students however each factor varies from its predicting value.
Hence, it is recommended that the school as a learning human
institution must cater a socio-economic friendly atmosphere to provide
students with high socio-economic profile an opportunity to earn a
satisfactory or an outstanding academic performance.

Keywords: Socio-Economic Factors, Academic Performance, Parents’

Educational Attainment, Parents’ Occupation, Family Income, Language
Used, Family Size, Ethnic Roots, Religion, Home Residence

v
 TABLE OF CONTENTS
Page
Number

TITLE PAGE………………………………………………………….………. i
ENDORSEMENT……………………………………………………….……. ii
APPROVAL SHEET…………………………………………………………. ii
ACKNOWLEDGEMENT……………………………………………………. iii
DEDICATION………………………………………………………………… iv
ABSTRACT…………………………………………………………………… v
TABLE OF CONTENTS …………………………….……………………… vi
FIGURE……………………………………………………………………….. viii
CHAPTER
I Introduction…………………………………….……………. 1
Background of the Study…………………………..…....... 1
Framework............................................................... 6
Statement of the Problem………………………………..... 11
Hypothesis…...…………………………………………....... 12
Importance of the Study...……………………………… 13
Scope and Delimitation…………………………………. 13
Definition of Terms………………………………………. 14
Review of Related Literature and Studies…………........ 15
II Method and Procedures…..………………………………. 58
Research Design…….……………………………………. 58
Sources of Data….……………………………………….. 60
Locale and Population of the Study…………..……. 60
Instrumentation and Data Collection……………... 61
Tools for Data Analysis………..………................... 62

vi
 Ethical Consideration………………………..………....... 64
III Findings and Discussion………………………………….. 66
Socio-Economic Profile..…………………..…………… 66
Level of Academic 76
Performance………………………………………....
Relation between SEF and Academic 77
Performance…………………………….................
Indicators……………………………….................. 79
IV Conclusions and Recommendations………………….. 84
Summary.................................................................. 84
Findings………………………………………………………… 84
Conclusions…………………………………………………… 85
Recommendations……………………………………………. 86
Bibliography…………………………………………………………………. 88
Appendices
A..................................................................................... 90
B..................................................................................... 92
FIGURE

Figure Page

1 Socio-Economic Profile .....................................................66

2 Level of Academic Performance.........................................76
3 Correlation between SEF and Academic Performance.......77
4 Indicators..........................................................................79

vii
 CHAPTER I

INTRODUCTION

Background of the Study

For many people, academic life is the most significant period of

living for it is the forming phase of one’s unique well-being. Academic life

is a training ground for many people before they acquire a professional

degree. Here, they prepare themselves in handling a large volume of

paper works, academic projects, and various technical vocational

activities that will serve as their foundational experiences necessary in

strengthening their skills. Through the learning institutions, the youth of

the society are actually the ones being molded equipping them the

capability to become economically productive, to develop sustainable

livelihoods and most of all to contribute peace and progress in their own

countries with diverse ideologies.

The very core of academics is to build quality education for the

youth. Quality education develops critical thinking in addition to learning

accepted facts. It also serves as a manipulator of intellectual curiosity

which will lead to lifelong learning. It is mainly a dynamic concept. For

RTEI (2017), quality education evolves together with the many states and

societal structures in the world. However, international human rights law

provides a general legal framework that guarantees quality education.

 2

For many countries quality education can only be measured

according to the academic performances of the students. Academic

performance is required to all the students where in they will maintain a

satisfactory academic record and meet the all the academic obligations

required by the learning institution. It is measured by the final grade

earned in different learning areas. For CARTER (2014), academic

performance measures the amount of academic content a student learns

in a determined amount of time. Each grade level has learning goals

or instructional standards that educators are required to teach.

Nevertheless, quality education can also be affected by many factors.

Lot of studies have been conducted in the area of student

achievement and these studies identify and analyze the number of

factors that affect the academic performance of the student at school,

college and even at university level. Their findings identify students’

effort, previous schooling, self motivation of students, age of student,

learning preferences and entry qualification of students as important

factors that have effect on student’s academic performance in different

setting.The past study of BARRY (2008) of Wichita State University

revealed that socio-economic factors are also said to be great

contributors in the academic performance of many students (ALI, et. al.

 3

2013). Socio-economic factors are the social and economic experiences

and realities that help mold one's personality, attitudes, and lifestyle.

The factors can also define regions and neighborhoods. (CHASE,2007).

In addition, National Center for Educational Statistics

(2008),highlightedthat socioe-conomic factors are factors related to

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.

In a global setting, various socio-economic factors are reported to

be the main influences in the academic achievements of many students

from different nationalities.

According to Boschma and Brownstein (2016) of the National

Center for Educational Statistics, students of different cultures represent

a majority of the student body in 83 of the 100 largest cities. In all but

three of those 83 cities (Honolulu, and Chula Vista and Fremont, in

California), at least half of them attend a school where a majority of their

peers are poor or low-income. In 58 of those cities, at least three-fourths

of non-white students attend majority low-income schools. Data is

available for African American students in 97 large cities. In 83 of those

97 cities (or 85.6 percent), the majority of African American students

attends schools where most of their classmates qualify as poor or low

 4

income. In 54 of those cities, at least 80 percent of black students attend

schools where most of their classmates qualify as poor or low-income.

The same report also stated that the parent’s educational background

also builds an impact on the academic satisfaction of the students.

At the end of all these statistics, these things point out that in

international scenarios. All countries listed above proved that being

under the poverty line thus really have a huge on the effect of the

academic performance of the students. In addition, there are students

who actively participating in the school because they actually support

their cultures.

In the Philippines, the scale for achieving quality education now

relies on the new educational system. It is now reformed to align its

education system with most other systems around the world and to raise

national competitiveness. The government sees a K-12 system as vital for

ensuring that all Filipinos are equipped with the basic skills required to

play a full and productive role in society. (PATRINOS, 2016). It is also

being driven by concerns that overseas workers will lose out to migrant

workers from other countries because of their shorter basic education

cycle. This is especially relevant given that about 18 percent of the

average Filipino family’s income originates from overseas remittances.

(SAMARRAI, 2016). More simply put, the new system introduced the
 5

Senior High School.However, the infrastructure and human resources

needed for the successful implementation of Senior High School are

barely completed but the Department of Education (DepEd) still pushed

through with its implementation. Thus, the academic performance for

the pioneering Senior High School students is actually affected

(CARILLO, 2016). It can actually be subject to social, political,

philosophical and even economic and environmental conditions. Thus,

the aim for quality education can also be affected by many factors.

In addition, according to the NationalStatistical Coordination

Board (2016), the presence of many socio-economic factors also play a

part on the development of students’ academic life. Philippines is a multicultural

state thus relationship between education, poverty alleviation, and socio-

economic development had been the subject for many researcher. In the

statement of Weinstein (2010) of Developing Economies, 80% of the

Filipino poor live in the rural areas of the country. These are towns

located deep in the mountains and the rice fields. The population

density in the rural parts of the country is low, and there is a

corresponding deficiency inschools and classrooms. Public school is free,

but families still cannot afford to send their children for a complicated

network of socio-economic reasons. The same report stated also that in

rural areas of the country many children in farming families are expected
 6

to work in the fields during harvest time. The majirity if people deep in

the. These are towns located deep in the mountains and the rice fields.

The majority of people living in such areas believe that farming and other

cultural activities such as small feasts, and religious rituals are more

prioritized than the amount of educationtheir children can acquire in

national public schools. Sometimes, these children attend their classes

but in times of harvest and other significant agricultural activities they

tend to skip, thus their academic performances are also affected.

Locally, such issues serve as the foundational background for the

researchers to conduct this quantitative study to know the socio-

economic factors that affect many of the pioneering Senior High School

students in the city of Candon and on how such factors create an impact

on their academic performances given the fact there are also other

institutional factors affecting the implementation of the new curriculum.

The study will then serve as a reflection of the Senior High School

academic life particularly in rural areas.

FRAMEWORK

The concept of this study revolves on the ideology that education

gaps among people across the globe are results of many socio-economic

factors and the issues that have been characterized by many sociologists

as a lasting social and political phenomena (Aliyu, 2016).

 7

Correspondingly, the following theories serve as the framework of the

study.

The first two theories explain that the economic status of a

student’s family is one of the factors that contribute many consequences

to his educational achievement. Jekayinfa and Oke (2013) stated that the

inability to pay regular school fees due to unfavorable economic situation

force some parents to send their children to substandard schools or even

withdraw them from the school

First is the “Investment theory” of Becker and Tomes (1979)

claiming that the relationship between parents and children economic

success is the result of biological and other endowments that parents

pass on to their children. The theory states that if those children from

poor family background and those from the rich family have different

endowments and their parents have also different values and norms

towards education, the former are less likely than the latter to succeed

because the poor parents cannot afford to buy things that their children

need such as food and medical care, and things that could help their

children on their education, such as computers, music lessons and trips

to interesting and educational places. The relevance to the investment

theory to the study is the fact that the theory deals with the fundamental

issues on how family as the basic unit of the society affects or influences
 8

the educational achievement of children such as genetic endowment

which include sex and race, cultural endowment such as the value

parent place on their children education. Children whose basic materials

need are unmet mostly have the hard times acquiring the skills that help

them succeed, and children whose parents cannot buy them other

learning materials are at a competitive disadvantage.

Second is the Good Parent Theory proposed by Adams and Singh

(1980) reflecting the social view of parents to the significance of quality

education for their children. The theory holds that low income hurts

children not because poor families have less money to invest in their

children, but because low income reduce parents’ ability to be

responsible parents. There are two versions of the theory. The parental

stress version and the role model version. The “parental stress” version

which dominates psychology holds that poverty is stressful and that

stress diminishes parents’ ability to be supportive, consistent and

involved in their children education. Poor parenting, in turn affects the

social and emotional development of children, which limits their

education and social opportunities. The role model version emphasized

parents’ interactions with their children but it does not necessarily imply

that poor patents are stressed. Instead, it usually holds that low income

parents develop values, norms and behaviors that are dysfunctional for
 9

success in the dominant culture. In this case, their children in turn

adopt their parents’ dysfunctional behavior; as a result, the children’s

own chances of success decline. The theory is closely associated to the

study because the study will also be dealing on how the behavior of

parents towards education affects the performance of their children on

an academic setting.

In addition, the following socio-cultural theories were also reviewed

as basis for the study.

The Cultural Deficit Theory of Hess (1900) asserted that students

do poorly in school because the linguistic, social, and cultural nature of

the home environment does not prepare them for the work they will be

required to do in school. The theory is related to the core of the study

because the first step in understanding the social life of the students

starts within their cultural setting. According to Weitzman (2010) of

Hanen Centre for Linguistics, not being able to read has a negative

influence on their vocabulary development. Vocabulary development may

also be stifled by the amount and nature of verbal interaction in the

home. As a result, some children arrive at school lacking the level of

vocabulary development expected (Rowe, 2012).

Second is the Expectation theory of Brophy (1983) that focuses on

how teachers treat students. The study wants to test the theory’s claim

that teachers often expect less from students of certain racial, ethnic,
 10

and cultural backgrounds. When teachers expect students to perform

poorly, they approach teaching in ways that align with their low levels of

expectations. In these instances, students tend to perform at the low

levels expected of them by teachers.

Third is the Cultural Difference Theory of Erickson (1976) wherein

the main point of the study is reflected because the theory magnifies that

students coming from different cultural backgrounds may possibly have

different approaches to academics. It is important for teachers to be

aware of the difference between the school atmosphere and the home

environment. Zittleman (2017) said that people from different cultural

traditions may have an approach to education that differs from the

mainstream approach used in a school wherein a specific race is

dominant.

The Cultural Ecological Theory of Ogbu and Simons (1986) was

also considered. The theory affirmed that culture consideration in many

schools can be acquired if the teacher delivers culturally-responsive or

appropriate instruction that acknowledges and accommodates students'

culture, language, and learning styles in the curriculum and classroom.

It is a response designed to close the gap between the students' cultural

patterns and the school's institutional requirements and prevent the type

of miscommunication that is caused by the conflict between teachers'

and students' culturally determined interactional styles. Using the

 11

theory, the study wants to attest whether a culturally responsive

instruction shows the students that if the teacher recognizes and honors

their cultural and personal experiences the school will be socio-economic

sensitive.

Statement of the Problem

The primary objective of this study is to determine the relationship

of socio-economic factors and the academic performance of Senior High

School students. Specifically, it sought to answer the following questions.

1. What is socio- economic profile of the respondents along

a. parents’ level of educational attainment ;

b. parents’ occupation ;

c. family income ;

d. home residence ;

e. religion ;

f. ethnic tribe; and

g. language used ;

2. p-What is the level of academic performance of the respondents

as reflected in their Grade 11 general average?

 12

3. Is there a significant relationship between socio-economic

factors and academic performance of Senior High School

students?

Hypothesis

There is no significant difference between the socio-economic

factors and academic performance of Senior High School students.

Scope and Delimitations

The primary respondents of the study will be limited to the Grade

12 Senior High School students occur from all strands in Candon

National High School, starting from the month of June 2017 until the

last month of the first semester.

Importance of the Study

The researchwill greatly benefit the following:

It will provide the Department of Education (DepED) the

background about the real academic life of Senior High School students

not just by considering the inconvenience brought by learning

institutions in the implementation of the new curriculum but at the same

time the socio-economic factors contributing also to their academic

 13

performance. This will serve as their basis in formulating social and

cultural sensitive schools.

The study will also assess the administrative and teaching staff of

Candon National High School in understanding the academic

performance of the Senior High School students based on their social,

economic and cultural behavior towards education.

It will more likely benefit the Senior High School students because

the study will give them the idea on the relationship of the different

socio-economic factors and academic performance of the respondents

which they can use in adjusting themselves in case if these socio-

economic factors can also be causes of their failure or success in their

academic performance.

The researchers will be more knowledgeable about the academic

performance of the Senior High School students which they can they use

in generalizing the situation of the pioneering batch of Senior High

School in the country. Since the researchers are students of the

Humanities and Social Sciences, the study will give them deeper insights

on the role of religion, culture and other social and economic

components contributing on the academic life of many Senior High

School students in the country.

 14

The study will also give the future researchers interest to continue

and pursue their own researchers making the findings as basis for

theirfuture study.

Definition of Terms

To further understand this research study, the following terms are

operationally defined:

Socio-economic profile. This pertains to the socio-economicstatus of a

Senior High School student derived from different social, and economic

factors relating to their academic performance

a. Ethnic roots. These are the cultural characteristics of a Senior

High School student.

b. Language used. Refers to the native dialect of a Senior High

School student as distinguished by a specific cultural tribe.

c. Parents Income. Refers to the total earning of a SHS student’s

family.

d. Parent’s Occupation. Refers to the principal work or business of a

Senior High School student’s family as a means of earning money.

e. Parents educational attainment. Refers to the educational

achievement earned by the parents of the SHS students

 15

f. Religion. This is a belief system about a certain supernatural

being followed by a Senior High School student.

g. Residence type. A district occupied by a Senior High School

student for residence.

Level of Academic Performance. This pertains to thr measurement

earned by the SHS students to their diffrrent learning areas

Socio-economic factors. These are the factors related to the social,

cultural and economic components related to the academic performance

of Senior High School students.

Academic Performance. Requires to the capacity of a Senior High

School student to do school works and activities wherein they will

maintain a satisfactory academic record and meet the obligations of all

the students to finish or accomplish it. It also pertains to the final grade

earned in different learning areas.

Review of Related Literature and Studies

Relationship Between Socio-Economic Factors and Academic

Performance
 16

According to the contextual analysis of Chandra (2013), Socio

Economic status is the most important variable in determining the

Academic Achievement of students. Increasingly, researchers examined

educational processes, including academic achievement, in relation to

socio economic background. Suleman (2012) stated that different

scholars have defined socioeconomic status in different ways. Some

scholars consider that socioeconomic status is the total household

income while other scholars include other variables i.e., parental

educational levels. In addition to the widely used income variable, some

others variables are also considered i.e., family and parental educational

attainment; total family income; living in poverty; living in a single-parent

household; motivation for learning; alcohol or drug use; crime;

community/environment; etc. Many scholars consider that

socioeconomic status is the most important and fundamental factor

which is responsible for the academic success. Researchers found that

the Socio economic status, parental involvement and family size are

particularly important family factors. Families with high socio economic

status often have more success in preparing their young children for

school because they have access to a wide range of resources to promote

and support young children’s development. They are able to provide their

young children with high quality care, amenities and facilities.

 17

Few studies have seriously examined socio-economic status for its

influence on academic achievement and the number of them is even

smaller in the field of foreign language learning. Hamid (2011) examined

the relationships between secondary school students’ family socio-

economic characteristics and their academic achievement in English in a

rural sub-district in Bangladesh. The results revealed that the rural

students had low levels of academic achievement in English and within

this overall low level of achievement, there were patterned relationships

between the students’ family income and parental education and their

academic achievement in English. Students who had higher levels of

parental education and family income were more likely to obtain higher

scores on the proficiency test as well as higher grades in English in the

Secondary School Certificate examination.

Shamim (2011) in his study compared learners’ socio-economic

status with their English language scores in the most recent public

examination. He found that learners in the higher income bracket

consistently outperformed learners in the lower income bracket. He

suggested that the positive correlation of high family income with

students’ higher levels of proficiency in English may be attributed to their

earlier education in private English medium schools compared to

students in the lower income bracket. Aikens & Barbarin (2008)

 18

recognized in the process of their investigation that children from low-

SES environments acquire language skills more slowly, exhibit delayed

letter recognition and phonological awareness, and are at risk for reading

difficulties. In a study by Palardy (2008), Students from low-SES

schools entered high school 3.3 grade levels behind students from higher

SES schools. In addition, students from the low-SES groups learned less

over 4 years than children from higher SES groups, graduating 4.3 grade

levels behind those of higher SES groups.

Honea (2007) in a study examined the influence of diligence,

diligence support, family socio-economic status and some other variables

on academic achievement. 315 high school students, 215 parents, and

46 teachers in the rural South made the sample of his study. The

relationship between family socio-economic status and academic

achievement was statistically significant in this investigation.

Tang (2013) in a study of examining the effects of twelve variables

such as self-concept, LOC, SES, and prior achievement on educational

attainment found that SES and prior achievement had the largest effects

on it for all ethnic and gender groups. Luster and McAdoo (1991) in a

study of the adversity of achievement among Black children found that

overall high achievers came from smaller families, were financially

higher, and had relatively intelligent and educated mothers and a more

supportive home environment than low achievers. Making a risk index

 19

for the children's cognitive and behavioral outcomes, the researchers

found that those children whose family situations were positive had

better cognitive and social outcomes while children who experienced

multiple risks were more likely to face up to academic and adjustment

problems.

In a study by Coley (2012), children with higher SES backgrounds

were more likely to be proficient on tasks of addition, subtraction, ordinal

sequencing, and math word problems than children with lower SES

backgrounds. Pursley (2012) in the first study of dropout students tried

to explore the development of the personal characteristics of Mexican-

American dropouts during the transition to high school, discover which

personal characteristics differed between those who dropped out by the

12th grade and those who graduated, and explore differences in the

development of the personal characteristics of the dropouts and

graduates between the 8th and the 10th grades. The independent

variables were socio-economic status and time. He controlled for

dropout-related family and school variables and explored longitudinal

pattern differences in the theoretically selected personal characteristics.

The sample for his study included 310 students that were selected from

1952 subjects in the existing database of the National Education

Longitudinal Study of 1988 that reported being Mexican American.

Effects of SES and time on the dependent variable were examined.

 20

Results showed that socio-economic status had main effects for

academic achievement. Socio-economic status and time had also main

effects for educational aspiration.

Ethnic Roots

Histories of disadvantage set ethnic minority college students up

for vulnerability. Substantial gaps in college enrollment between racial

groups persist. In 2009, 46% of Whites between the age of 18 and 24

were enrolled in college, while only 35% of Blacks and 29% of Latinos

were enrolled. This gap was even more substantial for Black and Latinos

males (Kim, 2011).

Grade point averages and graduation rates for students of color are

lower than their White peers. Research by Fischer (2010), suggested that

these performance gaps cannot be explained by background factors, like

academic preparation for college and parents’ SES. Fischer (2010) also

pointed out that students of color are less likely to graduate on time

when compared with White and Asian students. In fact, most students of

color who enroll in college do not graduate at all.

 21

According to Sue et al. (2007), almost all interracial encounters are

prone to microaggressions. Microaggressions appear in three forms:

microassaults, microinsults, and microinvalidations.

“A microassault is an explicit racial derogation characterized

primarily by a verbal or nonverbal attack meant to hurt the intended

victim through name-calling, avoidant behavior, or purposeful

discriminatory actions” (Sue et al., 2007, p. 274). Microassaults are most

likely to be conscious and deliberate. Some examples include referring to

someone as “colored” or “Oriental,” discouraging racial interactions,

displaying a swastika, and deliberately serving a White customer before

an ethnic minority customer (Sue et al., 2007). “A microinsult is

characterized by communications that convey rudeness and insensitivity

and demean a person’s racial heritage or identity” (Sue et al., 2007, p.

274). These are usually subtle snubs that are often unintended by the

perpetrator (Sue et al., 2007). Some examples of microinsults include

embracing stereotypes such as “all Asians are good at math” or “all

Blacks are good at basketball,” assuming that ethnic minority students

are less intelligent than White students, or asking a minority student to

speak for their whole race in class.

“Microinvalidations are characterized by communications that

exclude, negate, or nullify the psychological thoughts, feelings, or

experiential reality of a person of color” (Sue et al., 2007, p. 274). Some

 22

examples include complimenting Asian Americans on their English or

repeatedly asking where they were born or telling a Black person “I don’t

see color.”

Perpetrators of microinvalidations are often unaware of the

insensitive and disparaging nature of their own behaviors (Sue et al.,

2007). A wealth of literature on microaggressions has examined the

effects of microaggressions on ethnic minorities, including emotional

turmoil and negative impacts on mental health, psychological well-being,

and self-esteem.

One such study consisting of a sample of 225 undergraduate

students from diverse backgrounds attending a large public Latinx-

serving university in the Northeast asked participants about their

experiences with racial and ethnic microaggressions in the previous six

months, including assumptions of inferiority, criminality, and similarity,

as well as microinvalidations and microaggressions. Results indicated

that racial microaggressions were negatively related to self-esteem, and

microaggressions occurring in educational settings are particularly

strongly linked to self-esteem (Nadal et al., 2014).

Numerous studies of college campuses indicated that racial

microaggressions occur frequently on college campuses, and often result

in feelings of distress for ethnic minority students, which can have an

impact on their academic performance and mental health (Blume et al.,

 23

2012; Jones & Galliher, 2015; Minikel-Lacocque, 2013; Nadal et al.,

2014). In a survey of 178 ethnic minority students at a predominantly

White university, students of color reported experiencing an average of

291 racial and ethnic microaggressions over the previous 90 days (Blume

et al., 2012).

Studies have suggested that racial microaggressions, overt racism,

systemic racism, and racial stereotypes can negatively influence one’s

sense of self and perception of campus life, causing students of color to

feel marginalized and disconnected from their educational institution,

resulting in feelings of isolation and being misunderstood (Nadal et al.,

2014; Solorzano et al., 2000). Microaggressions pose a threat to the

health and mental health of students of color.

A study examining the relationship of microaggressions with alcohol use

and anxiety among 684 students, 178 of which were ethnic minority

students, at a predominantly White university found that college

students of color who experience greater numbers of microaggressions

may be at increased risks for higher anxiety and underage binge

drinking, as well as adverse consequences due to alcohol use. Stress,

anxiety, and alcohol misuse have been associated with poor academic

performance and college dropout (Blume et al., 2012).

Ethnic minority students also face challenges due to stereotype threat.

People who belong to a group for which there is a negative stereotype

 24

may be particularly vulnerable to underperformance in the domain to

which the stereotype pertains, especially if this domain is an important

aspect of their identity. It is not necessary that the person believe the

stereotype, he or she need only believe that others accept the negative

stereotype (Fischer, 2010). Victims of microaggressions often express

feeling invisible, because they feel their unique identities and

characteristics are not acknowledged when they are seen as only fitting

preconceived stereotypes, or as being extraordinary exceptions to

stereotypes of their race (Nadal et al., 2014). Experiments examining

stereotype threat randomly assign members of a stereotyped group to a

control or threat condition, sometimes adding a comparison group to

whom the stereotype is not relevant, and compare mean performance of

the conditions (Nguyen & Ryan, 2008).

In a seminal experiment conducted by Steele and Aronson (1995),

Black students were assigned to one of three conditions of stereotype

threat and were administered a difficult ability test. In the stereotype

threat condition, the students were told that the test was indicative of

their intellectual ability; whereas, in the other conditions the students

were told the test was a problem-solving task, or were given no specific

instructions. Students in the stereotype threat condition solved fewer test

problems correctly than those in the other conditions, which was

 25

consistent with the performance interference hypothesis (Nguyen &

Ryan, 2008).

Many researchers have replicated and extended the stereotype

threat effect on cognitive ability tests for Black and Latinx populations.

Metaanalytic findings examining more than 10 years of experimental

research on stereotype threat and its effects on cognitive ability test

performance have supported the notion that the overall performance of

stereotyped test takers was negatively influenced by situational

stereotype threat (Nguyen & Ryan, 2008).

Stereotype threat can have damaging effects on self-esteem (Nadal

et al., 2014). Studies have suggested that the development of a person’s

self-concept is as much a social process as an individual one. A person

often internalizes a self-concept that reflects views important others have

of the person. “Thus, if a person perceives that others may view her or

him as an inferior, a criminal, a perpetual foreigner, or any other

stereotype, it is possible that she or he may internalize these

impressions, which may negatively influence her or his sense of self”

(Nadal et al., 2014, p. 463).

According to Fischer (2010), stereotype threat negatively affects

students of color due to a hyperawareness of their race or ethnicity when

they are in a position in which their performance could be judged to

confirm or disconfirm a stereotype. In contemporary U.S. society,

 26

negative stereotypes exist about the intellectual abilities of certain ethnic

minority groups. Fischer explained that the added pressure of stereotype

threat increases anxiety in students of color and leads to lower academic

performance and decreased satisfaction with college. These factors are

strongly related to racial disparities concerning timely graduation

(Fischer, 2010).

Another concern for ethnic minority students is racially motivated

hate crimes. According to the Federal Bureau of Investigation,

educational settings are the third most common setting for racial bias

hate crimes and ethnicity bias (national origin bias) hate crimes.

Schools and colleges constituted 8.7% of the 2,871 reported racial

bias offenses in 2013, and 9.3% of the 655 reported ethnicity bias

offenses (Criminal Justice Information Service Division, 2013).

Victims of hate crimes often experience aversive psychological

states including feelings of vulnerability, depression, anxiety, fear,

hostility, and post-traumatic stress. Additionally, victims often express

decreased perceptions of benevolence in the world and lower self-esteem.

Also, the psychological distress these victims experience continues

longer, almost 3 years on average, than victims of nonbias hate crimes

(Craig, 1999). Racially motivated hate crimes on college campuses can

create a hostile environment for students of color. Some researchers 28

believe that racist hate crimes are particularly likely to create an

 27

atmosphere of suspicion, anger, and animosity, as well as civil unrest

(Craig, 1999).

According to Museus (2011), approximately 40% of Black students

and 47% of Latino students who enroll in a 4-year college or university

earn a bachelor’s degree within 6 years, compared to 59% of White

students. In 2010, 19.8% of Blacks 25 years of age and older and 13.9%

of Latinos had a bachelor’s degree or higher, compared to 30.3% of

Whites (U.S. Census Bureau, 2012, p. 151). Recent educational trends

suggest that the future looks more promising for ethnic minority

students. A recent report by the U.S. Department of Education, National

Center for Education Statistics, stated that from 1990 to 2014, the

percentage of 25-29 year olds who attained a bachelor’s degree or higher

increased for Blacks (from 13% to 22%), Latinos (from 8% to 15%), and

Asians/Pacific Islanders (from 43% to 61%), as well as 7 Whites (26% to

41%; Kena et al., 2015).

The report also stated that most of the increase for Latinos over

this period (4%) occurred in the most recent decade. Additionally, from

1995 to 2014, the percentage of 25-29 year olds who attained a master’s

degree or higher increased for Blacks (from 2% to 4%), Latinos (from 2%

to 3%), and Asians/Pacific Islanders (from 11% to 18%), as well as

Whites (from 5% to 9%; Kena et al., 2015).

 28

A previous report by the U.S. Department of Education, National

Center for Education Statistics (2012), showed that the number of

degrees earned in 2009-2010 among U.S. residents increased compared

to 1999-2000 for students of all racial/ethnic groups for each level of

degree, but at varying rates. Among U.S. residents, the number of

students earning associate’s degrees increased by 50% from academic

years 1999- 2000 to 2009-2010. This corresponded to an increase of

35% among Whites, 58% among Asian/Pacific Islanders, 59% among

American Indian/Alaska Natives, 89% among Blacks, and 118% among

Latinos. The number of students earning bachelor’s degrees increased by

34% during the same time period. This corresponded to an increase of

26% among Whites, 51% among Asian/Pacific Islanders, 42% among

American Indian/Alaska Natives, 53% among Blacks, and 87% among

Latinos (U.S. Department of Education, National Center for Education

Statistics, 2012).

The report also showed an increase in the number of advanced

degrees earned by students of all racial/ethnic groups (U.S. Department

of Education, National Center for Education Statistics, 2012). The

number of students earning master’s degrees increased by 50% from

academic years 1999-2000 to 2009-2010. This corresponded to an

increase of 37% among Whites, 79% among Asian/Pacific Islanders, 75%

among American 8 Indian/Alaska Natives, 109% among Blacks, and

 29

125% among Latinos. The number of students earning doctoral degrees

increased by 32% during the same time period. This corresponded to an

increase of 26% among Whites, 56% among Asian/Pacific Islanders, 35%

among American Indian/Alaska Natives, 47% among Blacks, and 60%

among Latinxs (U.S. Department of Education, National Center for

Education Statistics, 2012). Although college enrollment and degree

attainment for ethnic minority groups is improving, their White

counterparts still account for the majority of college degrees. Among U.S.

residents earning college degrees in 2009-2010, White students earned

66% of associate’s degrees, 73% of bachelor’s degrees, 73% of master’s

degrees, and 74% of doctor’s degrees (U.S. Department of Education,

National Center for Education Statistics, 2012). A more recent report by

the U.S. Department of Education, National Center for Education

Statistics, stated that from 1990 to 2014, the gap between Whites and

Blacks in the rate of attaining a bachelor’s degree or higher widened from

13 to 18 percentage points, and the gap between Whites and Latinos

widened from 18 to 26 percentage points (Kena et al., 2015).

Additionally, the gap between Whites and Latinos in the attainment of a

master’s degree or higher has widened from 4 percentage points to 6

percentage points from 1995 to 2014 (Kena et al., 2015). The trajectories

of ethnic minorities across adulthood are also disadvantaged when

compared with the White majority. Much of this is influenced by

 30

education level. Earning a college degree has been linked with lower

unemployment rates and increased access to health care (U.S. Census

Bureau, 2010, 2012), higher income and lower instances of poverty,

more government tax revenue and less reliance on social safety-net 9

programs, lower smoking rates and more positive perceptions of personal

health, lower incarceration rates, higher levels of civic participation (i.e.,

volunteer work, voting, blood donation; Baum, Ma, & Payea, 2013), and a

healthier economy for the community in which college-educated

residents reside (Moretti, 2004). Earning a college degree is important for

ethnic minority individuals and their surrounding communities, as well

as the country as a whole .

Parents’ Educational Background, Income, and Occupation

According to the Pell Institute, low-income, first generation high

school and college students are more likely than their peers to delay

entry into college after high school, attend college closer to home, live-off

campus, attend college part-time, and work full-time while enrolled

(Engle & Tinto, 2008).

A national survey of college-qualified students who did not enroll

in college found that non college goers’ parents typically had lower levels

of educational attainment, specifically a high school degree or less (Hahn

& Price, 2008). First generation college students typically have fewer
 31

resources available to them, which may cause them to take longer to

graduate, if they graduate at all. Data from the National Center for

Education Statistics’ Beginning Postsecondary Study showed that low-

income, first generation students were nearly four times more likely to

leave higher education after the first year than their peers (Engle & Tinto,

2008).

Some barriers first generation high school and college students

face include a lack of parental financial support, which may require the

student to work while in school, and a lack of experience with higher

education. If a student’s parents do not have high school and college

degrees, the student may lack an understanding of the demands of

college, as well as the kind of emotional support students with college-

educated parents have. As a result, these students may take lighter loads

in college or drop out (Sparkman et al., 2012).

Additionally, first generation college students and students from

lower socioeconomic families may have diminished academic aspirations

because they do not see higher education as a possibility.

Research by Mallet et al. (2011) found that questioning whether

one fits in the context of higher education negatively affected high school

students’ intentions to enroll in college and their academic achievement

once they began to pursue a college degree. Unfortunately, since ethnic

minority students represent a large portion of low SES and first

 32

generation college students this is yet another way in which they are

academically disadvantaged. Lower SES constitutes another barrier for

students of color.

According to a national survey of college-qualified students who

did not enroll in college, over one third of noncollege goers were from low

SES families (Hahn & Price, 2008). Additionally, SES has been linked

with standardized test scores, which are often used to determine a

student’s readiness to attend college. According to Stanford professor

Sean Reardon, the gap in standardized test scores between affluent and

low-income students has grown by approximately 40% since the 1960s

(Reardon, 2011). Additionally, research conducted at the University of

Michigan found that the college entry gap between the bottom-income

and top-income quartiles increased from 39% to 51% since the late

1980s (Bailey & Dynarski, 2011). Research by Langhout, Drake, and

Rosselli (2009) showed that only 3% of college students at highly ranked

universities in the U.S. were from the bottom income quartile.

The majority of the student population at these universities,

approximately 75%, was from the top income quartile (Langhout et al.,

2009). SES also influences a student’s ability to succeed in college.

Students from lower income families graduate from college at a

much lower rate than their more privileged peers. Research by Langhout

et al. (2009) suggested that 40% of students from the top income quartile
 33

graduate with a bachelor’s degree in 5 years, compared with only 6%

from the lowest income quartile.

Research by Bailey and Dynarski (2011) found that the imbalance

in college completion between high- and low-income students has grown

by approximately 50% since that late 1980s. This is cause for concern

because college completion is the single most important predictor of

success in the workforce, and a strong determinant of subsequent

earnings (Bailey & Dynarski, 2011).

A review of the research showed that undergraduates who

identified as low income or poor worked more, studied less, had lower

grades, were less involved in extracurricular activities, and had lower

levels of school belonging than their higher income peers. These results

indicated that lower SES negatively affects college students’ experiences

and outcomes which may also reflect the high school academic setting

(Langhout et al., 2009).

A national survey of college eligible students who did not enroll in

college found that college costs, availability of financial aid, and

uncertainty about the steps needed to enroll in college remain significant

barriers to obtaining a college education (Hahn & Price, 2008).

Another obstacle is inadequate preparation for college, although

this is less a barrier to access than to success once students have

enrolled in college (Brock, 2010). According to analysts, rising tuition

 34

costs and reductions in grants have made attending college more difficult

for young adults from low SES families.

An extensive study by the National Center for Education Statistics

began tracking the educational attainment of a large sample of eighth

graders in 1988, and continued tracking the participants into their mid-

twenties through 2000. The study found that among those who scored in

the bottom quartile on a mathematics test during high school, 30.3%

from high SES families earned a bachelor’s degree or more, compared

with only 2.9% of those from low SES families. Among those with the

highest scores on the mathematics test, 28.8% from low SES families

completed college, compared with 74.1% from high SES families

(Danziger & Ratner, 2010).

Parents constitute the most common source of funding for

students. Unfortunately, it has become harder for some parents to afford

tuition because of the increasing inequality in income over the past forty

years. This is particularly true for fathers with a high school education or

less, who have experienced a large decline in earnings over the last few

decades (Danziger & Ratner, 2010).

Researchers have shown an increasing link between family income

and college attendance (Belley & Lochner, 2007). As Anthony Carnevale

(2008) pointed out, equally qualified students have vastly different

college-going opportunities, depending on their SES. Carnevale stated, in

 35

reference to data collected from the U.S. Department of Education’s

National Education Longitudinal Study, “among the most highly qualified

students (the top testing 25%), the kids from the top socioeconomic

group go to four-year colleges at almost twice the rate of equally qualified

kids from the bottom socioeconomic quartile” (Carnevale, 2008, p. 57).

One hypothesis for the increasing link between family SES and

education is that low-income young adults who want to attend college

cannot find financing, because of binding credit constraints, or are less

willing to borrow money (Belley & Lochner, 2007; Carneiro & Heckman,

2002).

Lack of financing may be one reason why some students delay

college completion or continue to work while in school. According to the

U. S. Department of Education, National Center for Education Statistics

(2014), only 39% of students who entered college in 2006 graduated

within 4 years; 15.9% took 5 years to graduate, and 20.2% took 6 years

to graduate. These numbers are worse for ethnic minority students. For

example, most White students from the 2006 cohort graduated within 5

years (58.7%) compared to about a third of Black students (34.9%; U.S.

Department of Education, National Center for Education Statistics,

2014).

Research has shown that college students from higher-income

families are less likely to work while in college than their less privileged
 36

classmates (Belley & Lochner, 2007). Working more can have a negative

impact on academic success. According to the U.S. General Accounting

Office (2003), students who work more than 20 hours a week are less

likely to earn a degree. Shrinking budgets, particularly for state-

supported institutions, is yet another problem for students (Maestas,

Vaquera, & Zehr, 2007).

In a Center on Budget and Policy Priorities analysis of the rising

cost of higher education, Oliff and colleagues explained that college

tuition has risen much faster than inflation or family incomes since the

1990s (Oliff, Palacios, Johnson, & Leachman, 2013). According to the

U.S. Department of Education, National Center for Education Statistics

(2013), average college tuition prices have risen from $3,489 (current

U.S. dollars) in 1981 to $19,339 in 2011. From 2001 to 2011

undergraduate costs, including tuition, room, and board, at public

institutions rose 40% (U.S. Department of Education, National Center for

Education Statistics, 2013). Oliff et al. confirmed student loans have

doubled in recent years and suggested reduced public subsidies for

higher education are partially to blame. State governments have been

consistently reducing the amount of money they invest in state schools

in recent years and the substantial rise in education costs and declining

public support for higher education have resulted in the financial burden
 37

of college education shifting dramatically from states to students and

their families.

Rapidly rising tuition costs at colleges and universities likely widen

enrollment gaps between those from high SES and low SES families (Oliff

et al., 2013). Diminished educational resources may be contributing to

poor graduation rates for ethnic minority and low SES students.

Academic quality suffers when budgets shrink. Research has

shown that investments in higher education can help students,

especially those from lower-income families, complete their degrees.

Student support services expenditures in particular have had a large

impact on graduations rates of students with fewer financial resources

and lower levels of academic preparation (Oliff et al., 2013; Webber &

Ehrenberg, 2009). State funding cuts have also led to a decrease in the

amount of full-time, tenure-tracked professors at colleges and

universities, which reduces the likelihood that students will graduate

from college
 CHAPTER II

METHOD AND PROCEDURES

This chapter will present the research design, sources of data, data

analysis, and ethical considerations that will be utilized in the whole

conduct of this study.

Research Design

The researchers of this study will make use of a combination of the

Descriptive and Correlational method.

According to (Shields,2013) Descriptive design is subjected to

answer the “what’s” of every research study. Descriptive design is aimed

at casting light on current issues or problems and attempt to determine,

describe or identify what is. While on the other hand correlational design

of investigation will be utilized in the study. Correlational research design

is use by many researchers to show the relationship between two

variables. Unlike experimental studies, however, correlational design can

only show that two variables are related but it is not its primary essence

to determine causation. A correlational research design serves only to

describe or predict behavior, not to explain it. In psychological research,

it is important to remember that correlation does not imply causation;

the fact that two variables are related does not necessarily imply that one

causes the other, and further research would need to be done to prove
 59

any kind of caus+al relationship (Waters, 2017). In addition, correlational

design maybe positive or negative correlation. Positive correlation

between two variables is when an increase in one variable leads to an

increase in the other and a decrease in one leads to a decrease in the

other while in negative correlation is when an increase in one variable

leads to a decrease in another and vice versa. Two variables are

uncorrelated when a change in one doesn't lead to a change in the other

and vice versa (Kalla, 2011).In this case,this research design was

appropriate on the study’s main objective in gathering relevant data in

identifying the relationship and connectedness between the different

socio-economic factors and the academic performance of the Grade 12

Senior High School students in Candon National High School and also

for it will determine how the variables affect the other one.

Furthermore, the quantitative research approach will be used.

Quantitative methods emphasize objective measurements and

the statistical, mathematical, or numerical analysis of data collected

through polls, questionnaires, and surveys, or by manipulating pre-

existing statistical data using computational techniques. Quantitative

research focuses on gathering numerical data and generalizing it across

groups of people or to explain a particular phenomenon (Cengage and

Daniel, 2010). The objective of quantitative research is to develop and

 60

employ mathematical models, theories and hypotheses pertaining to

phenomena..Qualitative research produces information only on the

particular cases studied, and any more general conclusions are only

hypotheses. Quantitative methods can be used to verify which of such

hypotheses are true (Lisa, 2008).

Since the study focuses on identifying the relationship of socio-

economic factors and the academic performance of Grade 12 Senior High

School students, this approach will be employed especially that it will

imply quantitative strategies for data collection such as the use of

checklist and documentary analysis emphasizing the need to meet the

objectives of this study that will be subjected for regression analysis.

Sources of data

Locale and Population of Study

The population of this study will be the Grade 12 Senior High

School students from all strands of Candon National High School from

the first semester of the school year 2017-2018. This is to back up the

use of stratified random sampling. Edward (2014) stated that simple

random sampling or systematic sampling is applied within each stratum.

This often improves the representativeness of the sample by reducing

sampling error. It can produce a weighted mean that has less variability
 61

than the arithmetic mean of a simple random sample of the population

(Esfahani, 2014).

The sample size for each strand will be computed from the total

population of all Grade 12 Senior High School students. After identifying

the number of respondents through the sample size, the fish bowl or the

lottery technique will be employed to know who will be the target

students. The slips of paper containing the names of the students per

strand are put in a box and shuffled, and the slips are then pulled out

one by one without looking at them, until the number of slips selected

equals the sample size.

Upon knowing the names of the respondents, the researchers will

be visiting them personally on their classrooms. Much as one does with a

cover letter, the researchers will give a brief, casual introduction to the

study; stress the importance of the person’s participation; and assure

anonymity, or at least confidentiality, when possible.

Instrumentation and Data Collection

To gather the necessary information from the respondents, the

total population number of the Grade 12 Senior High School students

enrolled in CNHS will be gathered on the official record of the school’s

administration office.
 62

The researchers will use the checklist method in gathering relevant

data related to the objective of the study. The checklist that will be

distributed will be letting the respondents to check their answers based

on the options given by the researchers. Their Grade 11 general average

will be put also on the checklist based on the official records of

administration office.

The answers of the respondents through the checklists given will

be collected and will be subject for data interpretation through regression

analysis. The data gathered will be categorized according to their general

averages based on the grading categorization of the Department of

Education.

Validity and Reliability of the Data Gathering Tool

Since the study will use the checklist method, there is no need for

the researchers to conduct the validity and reliability test of the

questions for the constructed options on the checklist will only focus on

the profile of the respondents and will not be revolving on their personal

opinions.

Tools for Data Analysis

The relevant data that will be gathered will be subjected for

regression analysis. Armstrong and Scott (2012) defined regression

 63

analysis as a statistical process for estimating the relationships among

variables. It includes many techniques for modelling and analyzing

several variables, when the focus is on the relationship between a

dependent variable and one or more independent variables (or

'predictors'). More specifically, regression analysis helps one understand

how the typical value of the dependent variable (or 'criterion variable')

changes when any one of the independent variables is varied, while the

other independent variables are held fixed.

Most commonly, regression analysis estimates the conditional

expectation of the dependent variable given the independent variables –

that is, the average value of the dependent variable when the

independent variables are fixed. Less commonly, the focus is on a

quantile, or other location parameter of the conditional distribution of

the dependent variable given the independent variables. In all cases, the

estimation target is a function of the independent variables called the

regression function. In regression analysis, it is also of interest to

characterize the variation of the dependent variable around the

regression function which can be described by a probability distribution

(Willem, 2008).
 64

In addition, the documentary analysis will be employed. Data will

be categorized according to the Department of Education’s grading

system indicated below.

Descriptors 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

Ethical Consideration

To substantiate and guarantee ethical conduct in the process of

this research, the researchers will certainly observe the following:

The researchers were after the students’ responses and it was an

assurance that they will never be emotionally and physically harmed just

to be a respondent for this study. Stating their names on the checklist

will be optional to protect their privacy and confidentiality.

 65

Accurate and proper document sourcing or referencing of materials

that will be used in the study will be done to avoid copyright

infringement.

Copies of the checklist and communication letters will be

appended.
 CHAPTER III

RESULTS AND DISCUSSIONS

This chapter presents the results and discussions of the study

revolving on the relationship of socio-economic factors and the academic

performance of Senior High School students.

Socio-Economic Profile of Senior High School Students

In assessing the socio-economic profile of the Senior High School

students, the following domains were considered: Parents’ Educational

Attainment, Parents’ Occupation, Home Residence, Family Income,

Ethnic Tribe, Religion, Language Used, and Family Size. The table below

shows the summary of the result.

Table 1. Socio-Economic Profile of Senior High School Students

SOCIO-ECONOMIC PROFILE f %
Parent's Educational Attainment
Elementary Graduate 15 7.5 200
High School Graduate 82 44.5
College Graduate 103 51.5
Parent's Occupation
Blue Collar Jobs 148 75 200
White Collar Jobs 52 25
Home Residence
Upland 12 12
Lowland 44 44
Village 6 6
Subdivision 9 9
Coastal Areas 1 1
City Area 28 28 100
Family Income
 66

1,000-5,000 35 35
5,001-10,000 27 27
10,001-15,000 5 5
15,001-20,000 19 19
20,001-above 14 14 100
Religion
Roman Catholic 76 76
Pentecost 4 4
Iglesia ni Cristo 1 1
Methodist 5 5
Islam 2 2
Born Again 9 9
Jehovah's Witnesses 1 1
Adventist 1 1
Baptist 1 1 100
Ethnic Tribe
Itneg 6 26.09
Kankanai 0 0
Bago 16 69.57
Maranao 0 0
Igorot 1 4.35 23
Language Used
Iloko 80 80
Taglish 3 3
Filipino 17 17 100
Family Size
Three-Five 62 62
Six-Eight 31 31
Nine-above 7 7 100

Parents’ Educational Attainment

The first factor which is the Parent Educational Attainment shows

that, college graduate got the frequency of 103 with a percentage of

51.5% .This means that the parents of the students mostly graduated in

tertiary level. This implies that they have the full capacity to teach their
 67

children well, while High School graduate got the frequency of 82 with a

percentage of about 44.5% meaning they graduated in elementary level

but they were undergraduates of college. This means that students who

have a parent who graduated in High school have a lesser understanding

to help their children in the success of their academic performance.

Elementary graduate got the least percentage of 7.5%. This means that

parents who are undergraduate in both level has a limited perspective

towards the education of their children, thus academic performance is

highly affected.

This finding corroborates with Sparkman et.al., (2012) who stated

that if a student’s parents do not have high school and college degrees,

the student may lack an understanding of the demands of college, as

well as the kind of emotional support students with college-educated

parents have. As a result, these students may take lighter loads in

college or drop out. Additionally, first generation college students and

students from lower socioeconomic families may have diminished

academic aspirations because they do not see higher education as a

possibility.

Parents’ Occupation

Under the parents’ occupation, the blue collar job got the most

percentage and frequency of 75 %. This implies that 100 out of 75 the

 68

students have parents working in fields while 25% of the students have

parents occupation that belongs to white collar jobs, this means that

only few parents are working in the government offices. This points out

to the idea that parents under the blue collar jobs may have a lower

income to support the academic schooling of their children while the

parents who are under the white collar jobs may have a higher income

substantial enough to raise a good academic foundation for their

children.

This supports the idea of Marnot, (2008) that occupations are

ranked into most prestigious occupation and lower ranking occupation.

The most prestigious occupations are physicians, surgeons, lawyers,

chemical & biomedical engineers, and communication analysts. While

lower ranking occupation are food preparation workers, counter

attendants, bartenders and helpers, dishwashers, janitors, maids and

housekeepers, vehicle cleaners, and parking lot attendants. The job

consider as high status in classification provides more challenging

works, ability and greater control over working conditions. While those

considered less valued in classification paid significantly less and more

laborious, very hazardous and provided less autonomy. Gachathi

Multilingual Academic Journal of Education and Social Sciences 2015,

Vol. 3, (2010) indicated that occupational prestige is a component of

 69

socioeconomic status encompasses both income and educational

attainment. To him, occupational status reflects the educational

attainment required to obtain a job and income levels. When parents

have a better occupation, they make adequate provision for their children

education. They provide economic, social, psychological and emotional

support to their children, and this would make it possible for the

children to perform well in their educational attainment.

Home Residence

The table shows that lowland area got the highest frequency which

is 44%. This means that the location of their residence is mostly at the

lowland area. This implies also that most students mostly concentrate at

their ethnic and cultural activities however; they can still manage to

balance their academic performances because the location of their

residences is not that far in the institution. Hence, it signifies that it is

not a problem not for them to go in school because the location of the

learning institution and their locations are both situated in lowland. This

supports the study of Doshgner,2015) that living on a place that is

 70

modernized and manageable, the better the children can concentrate on

the academic performance while living in the city area got the second

highest frequency of 28%. This means that it may also affect the

academic performance of the students because of the noisy environment

created by the people while upland area got the frequency of 12%. This

means that there are also students living in this area despite having a

hard time to concentrate on their studies because of the location itself.

Subdivision got the frequency of 9%.This means that students are more

secured and lesser pollution coming from the residences they are living

and because it is a private part of the community while Village got the

frequency of 6% which signifies that they are also living within their

family hierarchy and lastly Coastal Areas got the least among different

location which 1% meaning there is one student who are living in this

area despite of having different negative factor brought by the

environment.

Family Income

It was shown on the table that , 1000-5000 got the highest

frequency of 35% which signifies that most family income are under the

least ranges. This implies that having low income can adversely affect the

performance of the students because parent cannot afford the things

that their children wants in their school that may result to lower their
 71

self to gain a high academic performance while ranges up to 5000-1000

got the frequency of 27% which means that there have a minimum

capacity to give their children wan he or she needs for schooling. 15000-

20000 go the frequency 0f 19% which means that there are students

who can afford their needs that may result to gain a higher academic

performance while the highest ranges of 20000 and above got the

frequency of 14% which means that there are no problem towards their

academic performance because parents who have a higher income can

actually support their financial aids of their children in schooling while

10000-15000 got the 5%total frequency which means that student who

this income can actually have a capacity to support their financial aids

towards their performance in the school.

This finding supports the following studies and claims. A review of

the research showed that undergraduates who identified as low income

or poor worked more, studied less, had lower grades, were less involved

in extracurricular activities, and had lower levels of school belonging

than their higher income peers. These results indicated that lower SES

negatively affects college students’ experiences and outcomes which may

also reflect the high school academic setting (Langhout et al., 2009).

A national survey of college eligible students who did not enroll in

college found that college costs, availability of financial aid, and

 72

uncertainty about the steps needed to enroll in college remain significant

barriers to obtaining a college education (Hahn & Price, 2008).

Another obstacle is inadequate preparation for college, although

this is less a barrier to access than to success once students have

enrolled in college (Brock, 2010). According to analysts, rising tuition

costs and reductions in grants have made attending college more difficult

for young adults from low SES families.

An extensive study by the National Center for Education Statistics

began tracking the educational attainment of a large sample of eighth

graders in 1988, and continued tracking the participants into their mid-

twenties through 2000. The study found that among those who scored in

the bottom quartile on a mathematics test during high school, 30.3%

from high SES families earned a bachelor’s degree or more, compared

with only 2.9% of those from low SES families. Among those with the

highest scores on the mathematics test, 28.8% from low SES families

completed college, compared with 74.1% from high SES families

(Danziger & Ratner, 2010).

Parents constitute the most common source of funding for

students. Unfortunately, it has become harder for some parents to afford

tuition because of the increasing inequality in income over the past forty

years. This is particularly true for fathers with a high school education or
 73

less, who have experienced a large decline in earnings over the last few

decades (Danziger & Ratner, 2010).

Researchers have shown an increasing link between family income

and college attendance (Belley & Lochner, 2007). As Anthony Carnevale

(2008) pointed out, equally qualified students have vastly different

college-going opportunities, depending on their SES. Carnevale stated, in

reference to data collected from the U.S. Department of Education’s

National Education Longitudinal Study, “among the most highly qualified

students (the top testing 25%), the kids from the top socioeconomic

group go to four-year colleges at almost twice the rate of equally qualified

kids from the bottom socioeconomic quartile” (Carnevale, 2008, p. 57).

Religion

Based on the table under Religion, it can be seen that Catholics got

the most frequency of 76% which means that that the majority under the

different religions were Catholics while Born Again got 9% of the

students. Under Methodist , 5% is the frequency where in there are

students who are members of this religion while the frequency under

Islam is 2% where in there are two students who are actively

worshipping the belief of Alah while Pentecost got the frequency of 4%

where in there are students who are actively practicing on the different

activates held by this religion while Baptist, Adventist ,Iglesia NI Cristo

 74

and Jehovas witnesses got the same frequency which is 1%, this means

that even if these religions are considered the least members of

participant it can still also have an effect on their academic performance

in gaining high satisfactory. Nevertheless, there are different approaches

towards their performance coming from the students wherein their

practices towards academic performance depend on their religious

doctrine.

This finding supports the study of National Educational

Longitudinal Body stating that extracurricular church activities help

youth reduce those problem behaviors that were putting their academic

attainment at risk. The benefits of extracurricular church activities were

dramatically demonstrated by one study that found that youths who

were highly involved in church-sponsored organizations outside of school

had a low level of problem behaviors. While their academic and

psychological competence scores were lower than those of peers

categorized as “academically competent,” their engagement level in

extracurricular activities and community programs distinguished them

positively from their peers

Ethnic Roots

Under the ethnic tribe, Bago got the most number frequency which

is 69% which means that most students who belongs on this tribe can
 75

be one contributors towards their academic performance while Itneg got

the frequency of 24% which means that there are also students that is

under this tribe which is according to l Statistics Whether Survey of

2015, states that this tribe is practicing the importance of getting a high

academic performance while Igorot got also a mean of 1%. This means

that this is tribe is highly accepted due to that fact that the school

respect the practices of this tribe that may contribute towards the

performance of the students.

Language Used

Under the language used, Iloko got the most frequency of 80%

which means they are highly using the language of their own home that

is considered as their mother tongue. This can make a big help to the

students who has a difficulty to make different academic activities

regarding Ilokano language while 12% of the Filipino language are used

by the student which means they’re preferably comfortable using this

language that can also a big help to excel in their academic performance

and 3% of taglish language are used by the students in Candon National

High School wherein they express their ideas through this language.

Family Size
 76

Under this domain, 3-5 got the most frequency of 62% which

implies that having this minimum family size can contribute to the

academic performance of the students because the lesser the family size

the more the concentration the parents may have in supporting their

children’s schooling. While a bigger family size may indicate that parents’

don’t concentrate much on supporting their children’s schooling because

they tend to focus more on their work to sustain the daily living of their

family.

Level of Academic Performance of Senior High School Students

In assessing the academic performance of the Senior High School students,

their Grade 11 general averages were indicated as the basis. The following tables

show the results

Table 2. Academic Performance

GENERAL PERCENT DESCRIPTORS REMARKS

AVERAGES
90-100 42% Outstanding Passed

85-89 48% Very Satisfactory Passed

80-84 10% Satisfactory Passed

75-79 0% Fairly Passed

satisfactory

Below 75 0% Did not meet Failed

 77

expectations

Based on the grading system of the Department of Education all of

the respondents passed the academe wherein 42% are outstanding, 10%

are under the satisfactory level and 48% are very satisfactory.

Since no one failed in their academic performances, it can be

described that Senior High School students are doing well in their

academic requirements and academic tests given to them by the

institution. Generally, all of them passed.

Correlation between Socio-Economic Factors and Academic

Performance of Senior High School Students

The tables below show that there is a significant correlation

between the socio-economic factors and the academic performance of the

Senior High School students. However, the importance value of every

factor as indicators vary.

Table 3.1 Correlation of Socio-Economic Factors and Academic

Performance

Correlated R Level r-critical Decision Remarks

variables value @ 0.05
(2-tails)
Acad 0.491 Marked 0.197 Reject Significant
Socio Correlation Ho
 78

Table 3.1 shows the correlation of socio-economic factors and

academic performance of the Senior High School students. It is seen that

the correlation coefficient is 0.491, which means a marked correlation.

This marked correlation is significant since the r-stat is higher than the

r-critical value of 0.197 @0.05 level of significance, which leads to the

rejection of the null hypothesis. This points out that socio-economic

factors play a significant role in the academic performance of the Senior

High School students. Those who belong to high socio-economic profiles

tend to have a lower academic rate and in the contrary those who have a

lower socio-economic profile may have a higher academic rate.

Nevertheless, the effect of this correlation is actually not constant

because of the importance value of the predictors differing from each

student.

This finding supports the idea of Chandra (2013) who claimed that

socio Economic status is the most important variable in determining the

Academic Achievement of students. Increasingly, researchers examined

educational processes, including academic achievement, in relation to

socio economic background. Suleman (2012) stated that different

scholars have defined socioeconomic status in different ways. Some

scholars consider that socioeconomic status is the total household

income while other scholars include other variables i.e., parental

educational levels. In addition to the widely used income variable, some

 79

others variables are also considered i.e., family and parental educational

attainment; total family income; living in poverty; living in a single-parent

household; motivation for learning; alcohol or drug use; crime;

community/environment; etc. Many scholars consider that

socioeconomic status is the most important and fundamental factor

which is responsible for the academic success.

Table 3.2 Importance Value of the Socio-Ecomic Factors as

Predictors of Academic Performance

Table 3.2 shows the importance value of the socio-economic factors

as predictors of academic performance

 80

Parents’ Educational Attainment

Parents’ educational attainment was presented as the highest

predictor of academic performance with a value of 0.3 as a degree of

importance. This means that the parents of the Senior High School

students differ from their perspectives or approaches on how they are

going to value the education or the academic performance of their

children based on the educational attainment they have. College and

High School graduate parents have a higher value of appreciation

towards education while Elementary graduates may or may not value the

importance of education for their children at all. Thus, support on the

schooling of the students may also be affected.

Religion

Religion also plays as a significant predictor of academic

performance next to the parent’s educational attainment. This brings out

with the concept that Senior High School students who are actively

participating on religious and spiritual activities may prioritize first their

church/religious activities rather than investing more of their time in

finishing their school duties and responsibilities. However, religion can

also be a driving factor for many Senior High School students to pursue

more an outstanding or a very satisfactory academic performance since

 81

religions also portray as a motivator of excellence based on the doctrines

being passed and preached unto its adherents.

Family Income

Family income with a 0.2 degree of importance can also be pointed

as a moderate predictor of academic performance. This result comes with

the ideology that students from a family with higher income per month

may achieve a higher academic performance because his parents are well

enabled to sustain the academic needs of their children and in the

contrary students from low income families may earn a lower academic

satisfaction because their parents may only have a limited source of

income that will provide their academic needs

Ethic Tribe and Home Residence

Based on the table, ethnic tribe and home residence have the same

predicting value of 0.1 correlating with the academic performance of the

Senior High School students. This indicates that students do not see

much their ethnic tribes and home residences as a predictor for their

academic standing in the learning institution. Thus, students from

different ethnic tribes and home residences may still achieve or earn the

same academic performance with those who do not belong to any ethnic

tribe or far distant home locations .

 82

Family Size

The table also reveals that family size also correlates with the

academic performance of Senior High School students however the

correlation is not that significant enough compared to the first socio-

economic predictors. This pertains that family size is still correlated with

the academic performance of the Senior High School students however

the predicting value of it is very low that it may not actually really reflect

the academic standing of a certain student whether he comes from a

family with a big number of members or with the family with a small

number of members.

Parents’ Occupation

In the table, it is clearly presented that parents’ occupation has the

lowest or it do not even have a concrete predicting value on the academic

performance of Senior High School students. This portrays that the

occupation of the students’ parents do not actually matter as long as

their occupation equips them with the enough financial income that will

sustain the schooling of their children.

83
 CHAPTER IV

SUMMARY, CONLUSIONS AND RECOMMENDATIONS

This chapter presents the summary, conclusions and

recommendations of the study.

Summary

This quantitative study which made used of the descriptive-

correlational approach was conducted to see the relationship of socio-

economic factors and academic performance of Senior High School

students in Candon National High School for the first semester.

The checklist method was utilized in gathering the data from a

quota of 100 respondents. The regression analysis was used to describe

the profile of the students.

Findings

The following are the prominent findings of the study.

1. The following composes the majority of the socio-economic profile

of the Senior High School students: Parents with College degrees,

Parents under the blue collar jobs, Lowland living, Income ranging

from 1,000-5,000, Catholicism, Iloko dialect, No Ethnic Tribes,

Small Family Size

 85

2. 82 is the lowest general average of the Senior High School students

while 96 is the highest. Generally, everyone passed.

3. Parents’ Educational Attaiment, Religion, Family Income, Ethnic

Tribe, Home Residence, and Family Size correlates significantly

with the Academic Performance of Senior High School students

nevertheless, each factor has a different predicting value. Parents’

Occupation do not correlate at all.

Conclusions

1. The parents of the Senior High School students differ from their

perspectives or approaches on how they are going to value the

education or the academic performance of their children based on

the educational attainment they have.

2. Senior High School students who are actively participating on

religious and spiritual activities may prioritize first their

church/religious activities rather than investing more of their time

in finishing their school duties and responsibilities..

3. Students receive differing financial support based on their family’s

income

4. Students do not see much their ethnic tribes and home residences

as a predictor for their academic standing in the learning

institution.
 86

5. Family size is still correlated with the academic performance of the

Senior High School students however the predicting value of it is

very low that it may not actually really reflect the academic

standing of a certain student whether he comes from a family with

a big number of members or with the family with a small number

of members

6. Occupation of the students’ parents do not actually matter as long

as their occupation equips them with the enough financial income

that will sustain the schooling of their children.

Recommendations

Based on the findings and conclusions of the study, the

following are recommended by the researchers:

1. Parents regardless of educational background shall have the

proper orientation on the value or the significance of education to

their children so that the students will be comfortable on the

academe because there is an assurance that they have their

parents’ support on their schooling.

2. Students who are actively participating in religious activities shall

still have to observe proper time management in order to balance

properly their time in finishing their school assignments along with

their religious/spiritual duties.

 87

3. Parents must also have to be knowledgeable enough in the

academic needs of their children in order for them to be provided

with the right learning tools necessary for their schooling.

4. The school as a human institution must also cater the proper

educational approach of teaching the students regardless of their

socio-economic profile in order to increase their academic

performance.
 88

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McNeal, Ralph B. 2001. Differential effects of parental involvement on cognitive and behavioral
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Murdock, Tamaera B., Lynley H. Anderman, and Sheryl A. Hodge. 2000. Middle-Grade Predictors
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Deanna Messervey, and Vivek Kusumakar. 2000. Measuring peer pressure, popularity, and
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Wieczorek. 1999. Schooling and delinquency among White and African American adolescents.
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 90

APPENDIX A
 91

Republic of the Philippines

Region 1
Candon National High School
Senior High School
Candon City, Ilocos Sur

Dear Respondent:
This is a checklist for the students of Candon National High School. We, the researchers
are conducting a study regarding the SOCIO-ECONOMIC FACTORS AND ACADEMIC
PERFROMANCE OF SENIOR HIGH SCHOOL STUDENTS OF CANDON NATIONAL HIGH
SCHOOL. If possible, it should only take for about 10 minutes and please do not leave an
item unanswered. Kindly return the completed questionnaire to any member of the
research study. We assure to keep your answers confidential. Thank you for your time and
effort. We sincerely appreciate it.

Name (Optional):_____________________________
General Average (Grade 11):____________________

Direction: Please check your corresponding answers based on the options indicated on each
question given below.

PARENT’S EDUCATIONAL ATTAINMENT

Mother
elementary high school college others please specify
:__________________
Father
elementary high school college others please
specify:__________________

PARENT’S OCCUPATION

Mother
Blue Collar Jobs (fire fighter, driver, policewoman, farmer fisherman, clerk officer)
others please specify:

White Collar Jobs (office administrator, call center, teacher government employee,
medical practitioner, law practitioner, businesswoman, freelancer (private worker) others please
specify:
Father
1. Blue Collar Jobs (fire fighter, driver, police officer, farmer fisherman, clerk officer ,
businessman )
others please specify:
 92

2. White Collar Jobs (office administrator, call center, teacher government employee,
medical practitioner, engineers , law practitioner, businessman, freelancer (private worker)
others please specify:

HOME RESIDENCE
Upland lowland coastal areas
village subdivision city area others please specify:

FAMILY INCOME
1,000-5,000 5,001-10,000 10,001-15,000
15,001-20,000 20,001-above others please specify:

RELIGION
Roman Catholic Methodist Born-again
Baptist Islam Jehova’s Witnesses
Iglesia ni Cristo others please specify:

ETHNIC TRIBE
Itneg Kankanai Bago others please specify:

LANGUAGE USED
Iloko Taglish Filipino others please specify:

FAMILY SIZE
3-5 Members 6-8 Members others please specify:
7-9 Members
 93

APPENDIX B
 94

Curriculum Vitae

Name: John Patrick Foronda Molina

Address: Villarica, Candon City, Ilocos Sur
Cellphone Number: 09350478929
E-mail Adress: johnpatrickmolina27@gmail.com

I. Personal Information

Nickname: JP, Jepoy, Patrick, Pat

Birthday: September 30, 1999 Age: 18
Birthplace: Baranggay Villarica, Candon City, Ilocos Sur Nationality: Filipino
Religion: Born-again Christian Civil Status: Single
Father’s Name: Edgar Molina
Mother’s Name: Prima Molina

II. Educational Background

Senior High School Candon National High School S.Y. 2016-2017

Junior High School Candon National High School S.Y. 2015-2016
Elementary Caterman Elementary School S.Y. 2011-2012

III. Honors and Awards Received

HONORS AWARDS
With Honors (Elementary) News Writing-3rd Place Journalism
Division Training Grade 6
Feature Writing-5th Place DSPC Grade 6
News Writing-6th Place DSPC Grade 6
Editorial Writing-5th Place DSPC Grade 6
RSPC Qualifier Grade 6
Journalist of the Year Grade 6
 95

Curriculum Vitae

Name: Sophia Marie Agullana

Address: Allangigan 1st, Candon City, Ilocos Sur
Cellphone Number: 09979843113
E-mail Adress: 103199sophia@gmail.com

I. Personal Information

Nickname: Phia
Birthday: October 31, 1999 Age: 17
Birthplace: Allangigan 1st, Candon City, Ilocos Sur Nationality: Filipino
Religion: Roman Catholic Civil Status: Single
Father’s Name: Ricky Agullana
Mother’s Name: Helen Agullana

II. Educational Background

Senior High School Candon National High School S.Y. 2016-2017

Junior High School Sto. Thomas National High School S.Y. 2015-2016
Elementary Allangigan Elementary School S.Y. 2011-2012

III. Honors and Awards Received

HONORS AWARDS
3rd Honors Honors (Elementary)
With Honors (Senior High School)
 96

Curriculum Vitae

Name: Jowena Mae Valdez

Address: Allangigan 1st, Candon City, Ilocos Sur
Cellphone Number: 09955742904
E-mail Adress: jowenamae18@gmail.com

I. Personal Information

Nickname: Mimi
Birthday: May 18, 2000 Age: 17
Birthplace: San Fernando, La Union Nationality: Filipino
Religion: Roman Catholicism Civil Status: Single
Father’s Name: Geoffrey Valdez Sr.
Mother’s Name: Salome Valdez

II. Educational Background

Senior High School Candon National High School S.Y. 2016-2017

Junior High School Sto. Thomas National High School S.Y. 2015-2016
Elementary Allangigan Elementary School S.Y. 2011-2012

III. Honors and Awards Received

HONORS AWARDS
With Honors (Senior High School)
 97

Curriculum Vitae

Name: Raul Orejuela

Address: Caterman, Candon City, Ilocos Sur
Cellphone Number: 09264136525
E-mail Adress: johnpatrickmolina27@gmail.com

I. Personal Information

Nickname: Raul
Birthday: November 12, 1999 Age: 17
Birthplace: Baranggay Caterman, Candon City, Ilocos Nationality: Filipino
Sur
Religion: Roman Catholic Civil Status: Single
Father’s Name: Roberto Orejuela
Mother’s Name: Thelma Orejuela

II. Educational Background

Senior High School Candon National High School S.Y. 2016-2017

Junior High School Candon National High School S.Y. 2015-2016
Elementary Caterman Elementary School S.Y. 2011-2012

III. Honors and Awards Received

HONORS AWARDS
With Honors (Elementary) DSPSC PARTICIPANT Division english
Quiz bee 4 th placer ( elemenrary
)Grade4 DTI Provinvcial Quiz bee 3rd
placer Grade 10
DSPC TY BROADCASTING 1ST
PLACER (GRADE11

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