CHAPTER III

PRESENTATION OF RESULT, ANALYSIS, AND DISCUSSION

This chapter presents the results, analysis of the data

and interpretation of the findings.

Demographic Profile of the respondents

It shows the demographic profile of the respondents as to age,

sex, GPA, parent’s monthly income, parent’s educational
attainment.

Table 2.0 Age

Characteristics Frequency Percentage

(n) (%)
19 and above 1 1.02 %
17-18 55 56.12 %
15-16 42 42.86 %
Total 98 100 %

Age. Table 2 shows that 55(56.12%) are 17-18 years old being
the highest, 42(42.86%) are 15-16 years old and 1(1.02%) are 19
and above being the lowest with the total numbers of 98
respondents.
 Table 2.1 Sex

Male 34 34.69 %
Female 64 65.31 %
Total 98 100 %

Sex. Table 2.1 shows that 64 (65.31%) of the respondents are

female and 34(34.69%) are male with the total number of 98
respondents.
 Table 2.2 GPA

75-80 5 5.10 %
81-90 58 59.18 %
91 and above 35 35.71 %
Total 98 100 %

GPA. Table 2.2 shows that 58(59.18%) of respondents with 75-80

GPA being the highest, 35(35.71%) of respondents with 91 and
above GPA and 5(5.10) of the respondents with 75-80 GPA being the
lowest.
 Table 2.3 Parents Monthly Income

15,000-20,000 40 40.82 %
5,000-10,000 30 30.61 %
25,000 28 28.57 %
Total 98 100 %

Parents Monthly Income. Table 2.3 show that 40(40.82%) of

respondents with 15,000-20,000 parents’ monthly income being the
highest, 30(30.61%) of respondents with 5,000-10,000 parents’
monthly income, 28(28.57%) of respondents with 25,000 parents’
monthly income being the lowest.
 Table 2.4 Parents Educational Attainment

High School 30 30.61 %

Graduate
High School 9 9.18 %
Undergraduate
College Graduate 41 41.84 %
College 18 18.37 %
Undergraduate
Total 98 100 %

Parent Educational Attainment. Table 2.4 shows that 41(41.84%)of

the respondents with College Graduate Parents Educational
Attainment being the highest, 30(30.61%) 0f the respondents with
High School Graduate Parents Educational Attainment, 18(18.37%)
of the respondents with College Undergraduate Parents Educational
Attainment, and 9(9.18%) of the respondents with High School
undergraduate Parents Educational Attainment being the lowest.
Factors Checklist

Table 3 Factors affecting the school Academic Performance of

respondents in terms of Teaching Style

Teaching Style Mean Verbal

Description
1. My teacher has a good relationship 3.35 Agree
with the students and teachers.
2. My teacher shows mastery of the 3.21 Agree
lesson and firmness in making
decisions.
3. My teacher imposes proper discipline 3.22 Agree
and lenient in following the prescribed
rules.
4. My teacher has an appealing 3.30 Agree
personality and a good sense of humor.
5. My teacher accepts suggestion and 3.15 Agree
opinion from his/her student.
6. My teacher explains the objectives 3.29 Agree
of the lesson clearly at the beginning
of each period.
7. My teacher has mastery of the 3.17 Agree
subject matter.
8. My teacher uses various strategies, 3.23 Agree
teaching aids/devices and techniques in
presenting the lesson.
9. My teacher motivates me to give my 3.09 Agree
best effort.
10. My teacher takes the time to assist 3.17 Agree
individual students that need help.
Average weighted mean 3.22

Table 3 shows the weighted mean and verbal description of

the respondents’ in terms of Teaching Styles. Most of the
respondents answered Agree to numbers 1 to 10. Therefore, the
above result shows that most of the respondents Academic
Performance are affected by Teaching Style.
Table 3.2

Family Problem Mean Verbal

Description
1. I can communicate well to my family. 3.39 Agree
2. I can share my problem with my 2.85 Agree
family.
3. I can ask help to my family when it 2.92 Agree
comes to my homework.
4. I always eat with my family. 3.14 Agree
5. I enjoy being with my family. 3.40 Agree
6. I always put my family first 3.39 Agree
7. I spend weekends with my family. 3.29 Agree
8. I never hide secrets with my family. 2.89 Agree
9. I go to church every Sunday with my 2.85 Agree
family.
10. I can share opinions and suggestions 3.13 Agree
to my family.
Average weighted mean 3.13

Factors affecting the school Academic Performance of respondents

in terms of Family Problem

Table 3.1 shows the weighted mean and verbal description of

the respondents’ in terms of Family Problem. Most of the
respondents answered Agree to numbers 1 to 10. Therefore, the
above result shows that most of the respondents Academic
Performance are affected by Family Problem.
 Table 3.2

Factors affecting the school Academic Performance of respondents

in terms of Family Problem

Peers Pressure Mean Verbal

Description
1. I spend more time with my friends 2.72 Agree
than my family.
2. I always hang-out with my friends. 2.66 Agree
3. I can count on my friends through 2.99 Agree
tough times
4. I always eat with my friends during 2.76 Agree
lunch.
5. I treat my friends as my family. 3.35 Agree
6. I can tell my problems to my 3.13 Agree
friends.
7. I can approach my friends anytime 2.67 Agree
more than my family.
8. My friends are always here when I 3.05 Agree
need help.
9. My friends can always lend a hand 3.18 Agree
for me.
10. My friends are my happy pill during 3.10 Agree
hard times.
Average weighted mean 2.96

Table 3.2 shows the weighted mean and verbal

description of the respondents’ in terms of Peers Pressure. Most
of the respondents answered Agree to numbers 1 to 10. Therefore,
the above result shows that most of the respondents Academic
Performance are affected by Peers Pressure.
 Table 4

Correlation Coefficient between Socio-Demographic Profile of the

students and factors affecting their school academic performance

Respondents Profile Teaching Family Peer

Style Problem Pressure
Age
R value 0.118771 0.054439 -0.01249

Critical 0.1723 0.1723 0.1723

value

Hypothesis Accept HO Accept HO Accept HO

There is no There is no There is

significant significant no
relationship relationship significa
between age between age nt
and factor and factor relations
no.1 no. 2 hip
between
age and
factor
no.3
Sex
R value -0.20504 -0.30118 -0.03487

Critical 0.1723 0.1723 0.1723

value

Hypothesis Reject HO Reject HO Accept HO

There is a There is a There is

significant significant no
relationship relationship significa
between sex between sex nt
and factor and factor relations
no. 1 no.2 hip
between
sex and
factor
no.3
GPA
R value -0.24976 -0.13103 -0.20053
 Critical
value 0.1723 0.1723 0.1723

Hypothesis Reject HO Accept HO Reject HO

There is a There is no There is

significant significant a
relationship relationship significa
between GPA between GPA nt
and factor and factor relations
no.1 no.2 hip
between
GPA and
factor
no.3
Parent’s
Monthly R value -0.20002 0.030524 -0.04447
Income
Critical 0.1723 0.1723 0.1723
value

Hypothesis Reject HO Accept HO Accept HO

There is a There is no There is

significant significant no
relationship relationship significa
between PMI between PMI nt
and factor and factor relations
no.1 no. 2 hip
between
PMI and
factor
no. 3

Parent’s
Educational R value 0.01203 -0.00652 0.095882
Attainment
Critical 0.1723 0.1723 0.1723
value

Hypothesis Accept HO Accept HO Accept HO

There is no There is no There is

significant significant no
relationship relationship significa
between PEA between PEA nt
and factor and factor relations
no.1 no. 2 hip
between
PEA and
factor
no.3

CHAPTER IV
 Summary, Conclusion and Recommendation

Summary

The researchers of this study determined the Factors affecting

the School Academic Performance of Grade 11 ABM students at

PHINMA Araullo University of Cabanatuan City. In terms of Socio-

Demographic profile with the relationship to the factors

affecting the school academic performance.

The results of Socio-Demographic Profile show that most of the

students are ages 17-18 years’ old which 55 (56.12%) of the

respondents. 64 (65.31%) of the respondents are female,

58(59.18%)of respondents with 75-80 GPA, 40(40.82%)of respondents

with 15,000-20,000 parents monthly income and 41(41.84%)of the

respondents with College Graduate Parents Educational Attainment.

The result of the factors affecting the school academic

performance in terms of Teaching Style 3.09-3.35 are Agree,

Family Problem are 2.85-3.40 are Agree and Peer Pressure 2.66-

3.35 are Agree.

The results of Academic Performance are 58(59.18%) of respondents

with 75-80 General Point Average.

Correlation coefficient analysis distinguished that respondents

Socio-Demographic profile have no significant relationship

between the factors affecting the school academic performance so,

accept the null hypothesis.

Correlation coefficient analysis between the factors affecting

the school academic performance of the students have no

significant relationship so, the null hypothesis is accepted

CONCLUSION
1. Most of the Grade 11 ABM from Dash 1-3 students were Agree

that Teaching style and the teacher’s relationship towards them

has special impact in their School Academic Performance.

2. Majority of the Grade 11 ABM students (1-3) Agree that they

are open to their Family and can communicate well in terms of

having problems.

3. The Socio-Demographic profile such as Age, Sex, GPA, Parent’s

Monthly Income, Parent’s Educational Attainment in terms of

Teaching Style, Peer Pressure and Family problem are not related

to each other.

RECOMMENDATION

1. School Administrator should adopt policies and counseling

department on how to go in the student’s factors that may affect

to achieve success in their academic performance.

2. Teachers should improve their instruction on emphasis of

significance on learning no matter what the student's status.

3. Students should pay attention and give more motivation on

their academic performance no matter hard they are facing.

4. Future researchers, it will be the basis to undergo similar

studies, the study will benefit and help the future researchers
as their reference and guide. The research is also open in

development in this study.

REFERENCES
 CURRICULUM VITAE

MARISH AISABELLE S. MARANAN

Personal Information

Address: Brgy. Poblacion, Sto. Domingo,

Nueva Ecija

Birthday: September 6, 2001

Educational Attainment

Primary Sto. Domingo Central Elementary School

Salutatorian

2013

Secondary High School: Sto. Domingo National Trade

School

With Honor

2018

Senior High School: PHINMA - Araullo

University

With Honor

2020 – present
 CURRICULUM VITAE

JHOANA T. REYES

Personal Information

Address: Brgy. Pulong Buli, Sto.

Domingo, Nueva Ecija

Birthday: March 1, 2002

Educational Attainment

Primary Sto. Domingo Central Elementary School

With Honor

2013

Secondary High School: Sto. Domingo National Trade

School

With Honor

2018

Senior High School: PHINMA - Araullo

University

With Honor

2020 – present
 CURRICULUM VITAE

RICARDO P. RAMOS, JR.

Personal Information

Address: Brgy. Poblacion, Sto. Domingo,

Nueva Ecija

Birthday: January 9, 2002

Educational Attainment

Primary Sto. Domingo Central School

2013

Secondary High School: Sto. Domingo National Trade

School

2018

Senior High School: PHINMA - Araullo

University

With Honor

2020 – present
 CURRICULUM VITAE

KATE MARIE J. ESTURAS

Personal Information

Address: Sitio Subd. (Golem),

Caalibangbangan, Cabanatuan City, Nueva

Ecija

Birthday: August 24, 2001

Educational Attainment

Primary Bitas Elementary School

2013

Secondary High School: Talavera High School

2018

Senior High School: PHINMA - Araullo

University

2020 – present
 CURRICULUM VITAE

JERRY MAE C. OCTAVIO

Personal Information

Address: Brgy. Sampaloc, Talavera, Nueva

Ecija

Birthday: May 31, 2002

Educational Attainment

Primary Talavera Central School

With Honor

2013

Secondary High School: Sto. Domingo National Trade

School

2018

Senior High School: PHINMA - Araullo

University

2020 – present