Kalinga State University

College of Business Administration and Accountancy

Tabuk City, Kalinga

Factors Affecting the Academic Performance of Students in

Bachelor of Science in Office Administration of

Kalinga State University

Amidst Covid-19

KALINGA STATE UNIVERSITY

Tabuk City, Kalinga

Buliwan, Jasmine E.

Kisob, Mark A.

Tam-og, Remalyn B.

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 Kalinga State University
College of Business Administration and Accountancy
Tabuk City, Kalinga

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 Kalinga State University
College of Business Administration and Accountancy
Tabuk City, Kalinga

Thesis Abstract

Jasmine Buliwan, Mark Kisob, Remalyn Tam-og (2021)

“Factors Affecting the academic performance of

students in Bachelor of Science in Office

Administration of Kalinga State University Amidst

covid-19.”

Adviser: Nollie Boy Jerson, MBA

This study focused on the factors affecting the

academic performance of the students in Bachelor

of Science in Office Administration amidst covid-

19.

The descriptive research design was used in the

study. The google form questionnaire was used to

gather the responses of the respondents.

The Five-Point Likert Scale was used to quantify

the responses of the respondents and total

enumeration formula to identify the total number

of the respondents.

1. Based on the findings, the following conclusions

were drawn: a) The respondents have varied profile

along their year level, age and gender, b) The

factors affected the academic performance of the

respondents. Hence, the following are recommended:

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College of Business Administration and Accountancy
Tabuk City, Kalinga

RECOMMENDATIONS
A. Student-Related Factors
1. In collaboration with the psychological-
related factors specifically procrastination and
laziness, student should practice time-management
with clear emphasis and understanding on what
activities to do; how to do them more efficiently;
and what time it should be done.
2. Students should minimize the time they

spent on social media not unless it is related to

their education. Parents should also discipline

their children in dealing with technology misused.

B. Teacher-Related Factors

1.Teachers should tackle their lessons and

give activities accordingly to their given

schedule. They should avoid sending activities and

posting lessons a day before the examination for

the sake of compliance. They must also assess

their students in the context of their situation

and home environment so the outcomes expected will

be manifest by the students.

2. Teachers should discuss the content of the

uploaded topic before giving activities to their

students.

C. Home-Related Factor

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1.Students may stay in their boarding houses

or dormitory if the distance of the school is very

far from their home, specially to those who live

in the barrios so that they can manage to join

their synchronous classes and comply to the given

activities.

2. Parents must be more supportive towards the

needs of their children specially for providing

academic and moral support. On the other hand,

government should provide more educational

assistance especially to the students who belongs to

indigent families.

D. Technological and Internet-Related Factor

1. Municipality and Barangay Officials should

provide necessary needs of students on their online

classes.

E. Psychological-Related Factor

1.Students should avoid procrastination to

moderate overlapping of home and academic

activities. When struggling with online classes,

students should not hesitate to consult their

professors and the professor should take response.

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2. Students should look after their physical

and mental health specially during this pandemic to

get rid of any stressors.

F. Covid-Related Factor

1.Teachers should not require group activities

specially during community lockdown because

protocols are strictly implemented and gatherings

are strictly prohibited.

2. Student should adhere to the protocols

implemented by the International Agency Task Force

(IATF).

3.The university must provide access to

considerable support to deal with the struggles,

challenges and trauma because of the pandemic. There

is a need to manage mental-health, self-esteem and

relationships after quarantine which led some

students isolated for quite a time.

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AKNOWLEDGEMENT

The researchers would like to extend their sincere

thanks and gratitude to the following persons who

have contributed and supported them in the

fulfilment of this study.

To the beloved parents, siblings, relatives and

friends of the researchers, for their unending

financial, emotional, moral and spiritual support.

To Mr. Nollie Boy Jerson, MBA, their thesis

adviser for his patient and time in checking and

rechecking the manuscripts and for sharing his

suggestions and constructive criticisms, which meant

so much for the completion of this study.

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To the statistician, Mrs. Jocelyn R. Lumas-e, MST,

for sharing her knowledge and mathematical know how.

To the grammarian, Mr. Dennis Ocampo, who gave

time and effort in correcting the grammar of the

study.

To the Distinguished members of the panel headed

by Mrs. Ruth Ann Marie A. Aquino together with Mrs.

Joyda Kawis and Ms. Jonalyn Walay for the approval

of this study and the exemplary recognition.

To the respondents of this study, for their effort

and time in answering the survey questionnaires

provided.

And foremost, the researches would like to offer

this endeavor to the Almighty God for the wisdom He

bestowed upon them, the patience, peace of mind and

good health in accomplishment of this study.

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College of Business Administration and Accountancy
Tabuk City, Kalinga

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 Kalinga State University
College of Business Administration and Accountancy
Tabuk City, Kalinga

DEDICATION
This research is lovingly dedicated to the
respective parents of the researchers, Elena and
Andres Buliwan,
Cristina and Stalin Kisob and Paulina and Salcedo
Tam-og who have been the researchers
constant source of inspiration. Who have given them
the drive,
and discipline to finish this study with enthusiast
and determination.
Without their love and support this study would not
have been made possible.

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Chapter 1

THE PROBLEM

Schools, colleges and universities have no worth

without students. Students are most essential asset

for any educational institution. The social and

economic development of the country is directly

associated with academic performance of students.

The student’s performance plays an important role in

producing the best quality graduates who will become

great leader and manpower for the country thus

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responsible for the country’s economic and social

development (Ali et Al, 2009).

Academic Performance pertain to liberal or

classical rather than technical or vocational

education. Inside the school, the education of

students become poor because of some failures that

affect the life of students. In the behavioral

status of the students today, it is focused on the

aspects of performance of the students that

influences their academic activities due to the

effects of the internal environment in their school.

According to Newell, improvement in the

organizational climate in a school is possible only

to the extent that there is improvement in the

school as a whole, including the learning of subject

matter, skills, procedures, and attitudes, the

quality and quantity of the books, supplies and

equipment’s; the Building and grounds; the launches;

and the transportation. The school climate cannot be

separated from the rest of the school. The task of

improving climate is thus complex because schools

mirror the strength and weakness of society as a

whole, the improvement of climate in the school

touches upon all that is known and believed about

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how people learn upon scientific methods and

processes, and upon the nature and values of the

whole society.

The schools are established for the benefits of

the students. The students are sent to the learning

institution or universities to be guided toward the

fulfillment of their plans in life, for the

achievement of the objectives they have set for

themselves. The goal of education is the total

change and development of a learner. In the process

of building a nation, emphasis has been laid on the

character building of the students through quality

education. The fulfillment of the goal can be

facilitated if learner’s exhibit behavior related

factors through conductive to better learning and

upbringing. Many problems that are usually

encountered by the students are normal responds to

stressful event in their lives but these are

temporary. The factors like student-related factor,

teacher related-factor, home-related factor,

technological related-factor and psychological

related factor much affected the academic

performance of the students.

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College of Business Administration and Accountancy
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In March 2020, the World Health Organization

declared SARS -Covid-2 (Covid 19) Corona virus

outbreak as a worldwide pandemic. This situation has

caused teachers and students from difference

countries around the world to work from home. The

education sector has been forced to teach online

classes: therefore, students have been required to

take online classes from different location instead

of their classroom on a school campus. This fact has

led student to adopt new conditions to take online

classes and study. These conditions include

environmental, technological and psychological

aspect. In addition, these conditions may impact the

safety, comfort, health, and academic performance of

students. Students have to interact with their new

studies station (computer, mouse, chair,

tables/desk, electrical outlets) which, if not

designed from an ergonomic approach, can cause

student body segment to adopt force or uncomfortable

postures. First, being expose to these unpleasant

postures can produce soreness and pain (in back,

neck, legs, hands, fingers, wrist), possibly

becoming MSDs. Regarding psychosocial factors,

online classes can increase mental workload or

intellectual fatigue. This increment is presented

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because the speed in which classes are taught online

is fast. Another example is the learning and use of

new and unfamiliar technological applications (such

as classroom, google meet, teams, zoom and drive,

among others) to fulfill their work in class or to

complete task that teachers assign them.

To make education more responsive to rapid

changes as of today that the Corona virus COVID 19

outbreak takes place in the country, all factors

affecting the academic performance of students must

have to be examine critically regarding the new

strategies, measures, and make policies about the

discipline to enhance their academic performance

while classes-in person is suspended, they must have

to be open to innovation and improvements of

education, particularly the new learning strategies

to obtain the highest level of the academic

performance among students in their educational

status. `

Basic and online instructional materials will

have to be developed very carefully since this may

be the only materials most of the students will ever

have in the process of education.

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Instructors or professors should provide for the

desirable values and the skills and knowledge

proposed to be learned in each learning level and

adequately provide for mastery learning which is

requisite to the achievement of quality.

Educators note that the success in school

depends on many other factors, beside intelligence

including encouragement from parents and poor

interest and motivation depends upon them.

Education is one of the major activities of very

student. Teacher need to know what kind of

strategies and activities best help students to

learn, and they need to know what problems hinder or

prevent students from learning and how to help them

with these problems. Administrators need to know how

to provide an environment for happy and productive

learning.

As stated in Article XV, Section 4 of the Philippine

Constitution, the institution shall aim to inculcate

love of country, teach the duties of citizenship and

develop moral, personal discipline, scientific

technologies and educational efficiency.

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Conceptual framework

There are series of factors that actually

affect the quality of performance of students

(Waters & Marzano, 2006). A series of variables are

to be well-thought-out when identifying the

affecting factors toward the eminence of academic

success. Categorizing and identifying the most

effective variables in the quality of academic

performance is a very composite and challenging

work. Theory of Educational Productivity by Walberg

categorized three groups of nine factors created on

affective, cognitive and behavioral skills for

optimizing of learning that correlate to the quality

of academic performance: Aptitude (ability,

development and motivation); instruction (amount and

quality); environment (home, classroom, peers and

television) (Roberts,2007).

Out of most affecting variables stress was

identified mostly consequently factors and sax

specified that in general, the stress among the

students of colleges is expressly higher than the

stress measurable to non-enrolled individuals. Some

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researchers gave a specific point about stress.

Like, extra pressure from assignment and study which

is not realistic to their expectation plays an

important role in stress. Moreover, uncertain job

opportunities and on-going educational life are

mainly responsible for the stress of students (Antor

et. Al 2020). The major stress variables have been

identified as financial stress by (McGavin, 1998;

Rose et al.., 1999; Woosly, 2003).

In some recent years, studies showed that there

are both external and internal factors affecting

student’s performance such as competence in language

skills, learning facilities, the environment of the

class, the complexity of the course materials,

teacher’s role in the class, the technology used in

the class, (Mushtaq & Khan, 2012). Work by Shah

(2009) revealed that teacher’s cooperation towards

their students directly affects their academic

success

Montealto, Elsie L. pointed out that several

studies conducted by some prominent educators admit

that some factors account for the low performance of

the learners. They point for the need for the

upgrading of the physical facilities, the production

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of the institutional materials and the need for

teachers to undergo in service training.

Gregorio stated that the success in school is

generally closely related to the level of

intelligence. Sometimes, a student cannot learn

because of some intellectual activities. Learning

factors may include;

1. Lack of mastery of what has been thought.

2. Faulty method of teaching
3. Faulty method of study
4. Narrowness of experimental background

Considine and Zappala (2002) stated that parents and

guardians who have social, educational and economic
advantage definitely strengthen the level of their
child’s performance success in the future.
Lastimosa (2000) discussed that some students

learn a body of information by simply reading

assignment or listening to the teacher. Others need

additional stimuli and experience involving hearing,

seeing and manipulating the subject matter.

Instructional aids can affect students in many ways

by:

1. Motivating student
2. Contributing the Understanding
3. Providing varied learning experience
4. Reinforcing learning
5. Allowing for different interests
6. Encouraging participation
7. Providing experience that might not otherwise be had
8. Changing attitude and feelings

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Educational Commission (EDCOM) mandated by congress

in 1990 undertook the last educational survey.

All the educational surveys point to the various

challenges of the Filipino people. This is best

captured by the EDCOM in its statement on the state

of our educational system “the quality of Philippine

education is deciding continuously”, Gacadan (2003).

The poor result of the student’s achievement or

performance clearly indicate the presence of a

problem which definitely must be addressed.

The different surveys that studied educational

system identified the many recurring student’s

achievements. These are:

1. Poorly trained teachers

2. The language problem
3. Inadequate buildings and facilities
4. Lack of textbooks, teaching materials and library
facilities, and
5. Overcrowded classroom
This is the common agreement that the teacher is the

most potent factor in attaining quality. Where

teachers are well trained to handle their classes,

the quality of instruction is high. Where they are

ill-equipped for their work, the quality of

instruction suffers.

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Bautista presents that students, the teachers, the

school, and the out-of-school environment were

contributory to the low achievement of students.

Based on the factors, the intellectual factors,

student’s personalities, traits of teacher,

inadequate instructional materials, as well as

economic condition and the educational background of

parents were considered the common factors.

Traditionally, the textbooks have been the most

frequently use instructional materials at all

levels. The textbooks and its partner, the workbook

provide the curricular hub around much of what is

taught revolves.

Paradigm of the study

This study operates on the relationship between the

two different variables; the independent variables and

dependent variables.

The first set of variables contains the independent

variables which are the extent of the factors affecting the

academic performance of students in Bachelor of science in

Office Administration such as student-related factors,

teacher-related factors, home-related factors,

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technological-related factors, and Psychological-related

factors.

Independent Variables

Demographic Extent of Factors

Profile of the affecting the

Students academic

performance of

a. Student-related factors

b. Teacher-related factors

c. Home-related factors

d. technological related- factors

e. Psychological-related factors

e. Covid 19-related factors

Dependent Variables

Factors affecting the Academic Performance of the

Students of Bachelor of Science in Office Administration

of Kalinga State University Amidst Covid 19

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Statement of Objectives

The study looked into the factors affecting the

academic performance of students in Bachelor of

Science in Office Administration:

Specifically, it sought answers to the following

objectives:

1. To determine the demographic profile of the

students.
2. To determine the extent of the factors affecting the
academic performance of the students as to:
a) Student-related factor
b) Teacher-related factor
c) Home-related factor
d) Technological-related factor
e) Psychological-related factor
f) Covid-19-related factor

Definition of Terms
The following terms are defined operationally to
give the readers a clear understanding of the study:
Bachelor of Science in Office Administration. This
refers to a four-year degree program using
ladderized curriculum. The program is designed to
equip its graduates the professional skill and
competencies needed to meet the needs of the
workplaces, whether in general business, legal, or
medical offices.
Academic Performance. This refers to liberal or
classical rather than technical or vocational
education among the students.
Factors. This refers to the activities situated on,
happening on, or coming from the college which
affect the academic performance of the student.
Students. This refers to the respondents of the
study who are studying Bachelor of Science in Office
administration.

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Student behavior. This refers to any action or

reaction that can be measured or observed.
Respondents. This refers to the students whom the
researchers distributed the questionnaires.
SARS -Covid-2 (Covid 19). This refers to a world-
wide pandemic that causes respiratory disease and
caused teachers and students from difference
countries around the world to work from home.
Online class. This refers to a course conducted over
the internet. They are generally conducted to a
learning management system, in which students can
view their course syllabus and academic progress, as
well as communicate with fellow student and their
course instructors.
Importance of the study
The study intends to investigate on the factors

affecting the academic performance of the students

enrolled in Bachelor of Science in Office

Administration at Kalinga State University, Dagupan

Campus. The study may provide feedback on the status

of teaching and the new normal mode of learning.

The study may also provide feedback on the status of

guidance and counseling as a component needed to

support student’s growth through effective use of

time, decision making and hence good performance

among Office Administration Students. The study

expects to bring useful insights on which to build,

modify or improve the ways of teaching and learning.

On the other hand, the study hope that it will give

importance to the following:

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Administrators. The findings of the study will

be of great help to Administrators in planning
programs. It will hopefully guide them to adopt and
means to plan for school activities which may
improve the student’s academic performance.
Faculty Members. The results of this study will
serve as an eye-opener to faculty members on how far
their personality and quality of teaching can affect
their student’s performance. With this information
teachers will strive to strengthen their weaknesses
and improve the teaching-learning process.
Students. The students who are enrolled should
be motivated and be made to realize the importance
of education.
Researchers. It will benefit the researchers in
a way that they will gain knowledge and information
about the effect of the factors to the academic
performance of the students.
Future Researchers. This study will serve as a
guide for researchers who will conduct similar study
in the future.

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CHAPTER 2

DESIGN AND METHODOLOGY

This Chapter presents the research design,

locale and population of the study, scope and

delimitation of the study, data gathering tools,

validity and reliability of the instrument,

treatment of data, and statistical tools employed in

this study.

Research Design

The researchers used the descriptive-survey

method of research to gather descriptive information
about the factors affecting the academic performance
of the students in Bachelor of Science in Office
Administration amidst Covid 19.
Locale and population of the study

The study was conducted in Kalinga State

University, specifically at the College of Business
Administration and accountancy under the course
Bachelor of Science in Office Administration.

Data gathering Tools

Survey questionnaire was used to gather the data

needed for the study.

Part I: Deals on the demographic profile of the

respondents.

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Part II: Solicits responses from the students

regarding the extent of the following factors:

a) Student-related factor
b) Teacher- related factor
c) Home-related factor
d) Technological-related factor
e) Psychological-related factor
f) Covid-19-related factor

Validity and Reliability of the Instrument

The questionnaire is adopted from a similar

research of Ya-o John Francis, 2018, entitled

“FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF THE

STUDENTS OF THE COLLEGE OF BUSINESS ACCOUNTANCY,

PUBLIC ADMINISTRATION AND ENTREPRENEURSHIP”. Hence,

the instrument is valid and reliable.

Data gathering procedures

The researchers prepared the questionnaire for each

respondent and asked permission from the Dean of the

College of Business Administration and Accountancy for the

conduct of the study. Also, the researchers asked the

college clerk for the list of students enrolled in

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Bachelor of Science in Office Administration. Upon

approval, the researchers administered the questionnaire

through google forms.

Treatment of Data

The researchers made use of the Total Enumeration

Sampling to identify the total number of respondents and will

use Five-Pointer Likert Scale to quantify the responses of the

respondents. To measure the response on the extent of the

factors affecting the academic performance of the students.

The following scale will be used:

Arbitrary Limit Description Symbol

value
5 4.21 – 5.00 Highly HA
affected
4 3.41 – 4.20 Moderately MA
Affected
3 2.61 – 3.40 Affected A
2 1.81 – 2.60 Least Affected LA
1 1.00 – 1.80 Not Affected NA

Statistical Tools

1. Frequency. This was used to quantify the number of the

respondents and their responses on the activities of the
study.
2. Percentage. The rate of the proportion that was used in the
study.

Formula was:

f
P= x 100 %
N

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Where: P = Percentage
F = Frequency
N = Total number of respondents

3. Weighted Mean. This will use to measure the

responses using the formula:

x=
∑ fx
∑f

Whereas:
x = Weighted Mean

∑fx = Sum of Weighted Frequencies

∑f = Number of Cases

SURVEY QUESTIONAIRE

Part I: Respondent’s Profile

Name:
Course:

Gender: [ ] Male [ ] Female

Age: [ ] 16 - 19 years old [ ] 20 -

23 years old [ ] 24 - 27 years old [ ]
28 years old and above

Part II: Survey Question

Direction: Please put a check mark below the numbers

that best describe your choices using the following
scale below.
Also state the reasons of your choices.

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Legend: 5 - Highly affected

HA
4 - Moderately Affected
MA
3 - Affected
A
2 – Least affected LA
1 – Not affected NA

1. How do you assess the extent of the student-related factors

affecting the academic performance of students?

Student- HA MA A LA NA
Related 5 4 3 2 1 Reasons
Factors
1. Poor health of 29 61 49 28 18
students.
2. Too much 34 59 55 24 13
Household chores
done at home.
3. Poor Study Habits 39 44 66 24 12
4. Absenteeism of 37 42 51 28 27
Students
5. Lack of lofty 26 38 68 30 23
ambitions and
specific goals
6. Minimal Academic 23 60 57 30 15
accomplishment of
Students.
7. Tardiness of 38 51 50 21 25
Students.
8. Negative Attitude 26 52 55 23 29
of Students.
9. Poor 32 49 61 29 14
Comprehension in
the different
subject areas.
10. Too much 50 54 49 22 10
Students
workloads (time
bounded
activities)
11. Poor 30 38 71 26 20
learning
mentality
12. Fear of 41 39 64 23 18
public speaking

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13. Social media 23 48 67 25 21

addiction
14. Marital 15 40 68 30 32
status of
students

2. Do you think these teachers related have significantly

affected the academic performance of students?

Teacher -related HA MA A LA NA Reasons

factors 5 4 3 2 1
1. Negative Attitude 44 42 39 31 29
of teachers
towards teaching.
2. Faulty method of 30 55 45 32 24
teaching
3. Absenteeism of 37 36 50 34 29
teachers.
4. Lack of 25 47 54 32 27
competency
5. Rapport between 27 45 57 33 23
teachers and
students.
6. Lack of Teachers’ 36 50 45 32 22
techniques and
strategies.
7. Inadequate 29 55 54 34 13
Teaching aid and
materials.
8. Soft Voice and 22 47 53 34 29
tone of teacher.
9. Limited 28 52 45 35 25
experience and
trainings of
teachers.
10. Inadequacy 27 46 56 33 23
of lessons among
teachers.
11. Atmosphere 32 49 52 27 25
and google
classrooms.
12. Pure Online 41 53 47 25 19
teaching
platforms.

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13. Teaching 19 38 52 49 27
content are too
old
14. Teacher’s 26 47 46 41 25
extreme
authoritarianism

3. Do these home-related factors have significantly affected the

academic performance of the students?

Home-related HA MA A LA NA Reasons
factors 5 4 3 2 1

1. Distance of 52 43 56 17 17
school from home.
2. Unconcerned 44 43 43 22 33
Attitude of
parents towards
education.
3. Socio-economic 57 38 50 24 16
status of
parents/Parent’s
financial
difficulties
4. unavailability of 49 45 49 23 19
learning
materials at
home.
5. Strict family 30 36 55 35 29
values, customs
and traditions.
6. Lack of security 17 42 52 36 38
at home
7. Family conflicts 35 42 43 28 37
and disruption
8. Improper Parental 30 36 44 33 42
guidance/care.
9. Broken family. 33 32 31 26 63
10. Single 33 28 35 26 63
parent.

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4. Do these technological and internet related factors have

significantly affected the academic performance of the
students?

Technological HA MA A LA NA Reason
and internet - 5 4 3 2 1
related Factors
1. Lack of 91 41 28 17 8
technological
access
[ Computer,
printer,
cellular phones]
2. Poor Computer 58 44 48 21 14
Skills
3. Low internet 92 31 34 17 11
connection
4. Inaccessibility 56 45 50 20 14
of online
communication
platforms
5. Inefficient 49 48 52 21 15
online
collaboration
6. Downloadable 45 41 49 33 17
topics
7. Time bounded 57 39 46 22 21
activities
8. Insufficient 77 31 39 19 19
phone storage
9. Blue 66 32 44 27 16
light/radiation

5. Do these psychological related factors have significantly

affected the academic performance of students

Psychological HA MA A LA NA Reason
related factors 5 4 3 2 1
1. Stress 91 44 35 8 7
2. low level of self- 50 58 48 22 7
efficacy
3. Test anxiety 46 53 55 20 11

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4. Fatigue 42 47 57 27 12
5. low self-esteem 57 45 40 30 13
6. frustration 52 47 46 23 17
7. lack of motivation 49 39 47 30 20
8. low-enthusiasm 39 46 56 29 15
9. laziness 53 31 55 29 17
10. procrastination 37 47 52 29 20

6. Do these covid related factors have significantly affected the

academic performance of students?
Covid 19 related HA MA A LA NA Reason
factors 5 4 3 2 1
1. Long period of 63 44 49 18 11
community
quarantine and
lockdown.
2. Travel 51 49 51 18 16
restrictions
3. Severe covid 19 57 38 44 19 27
symptoms
4. Strict protocols 61 34 51 23 16
5. Compliance for 41 46 45 25 28
isolation
6. Fear of 44 39 52 28 22
contagion
7. Deprivation of 39 43 63 24 16
on-campus
support:
teaching
assistant and
mentoring
8. Unplanned and 51 45 56 15 18
rapid face to
face learning to
online distance
learning

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Chapter 3

PRESENTATION AND INTERPRETATION OF FINDINGS

This chapter presents the profile of the respondents and

analyses of their responses along the objectives posed in the

study.

PROFILE OF RESPONDENTS

This section presents the profile of the respondents

enrolled in Bachelor of Science in Office Administration along

with their year level, gender and age.

Table 1 According to per year level. N=185

Year Level Frequency Percentage Rank

1st Year 72 38.92 1
2nd Year 21 11.35 4
3rd Year 44 23.78 3
4th Year 48 25.95 2
Total 185 100

As gleaned on the table, there are 72 or 38.92% of the

total respondents from the 1st year level. 21 or 11.35% total
respondent from the 2nd year level, 44 or 23.78% respondents
from the 3rd year level, and there are 48 or 25.95% respondents
from the 4th year level.

Table 2. Shows the population of the study according to

gender.

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Gender Frequency Percentage Rank

Groupings
Male 34 18.38 2
Female 151 81.62 1
Total 185 100

Table 2 shows that the respondents of the study are

composed of 34 or 18.38% male while there are 151 or 81.62%
female respondents. It shows that female is 151 or 81.62% is
the most numbered than male which is 34 or 18.38%. This proves
that women are more interested and patient in clerical courses
than men. Men are more focused on courses that involves
physical activities such as criminology, engineering and
agriculture.

Table 3. Population of the study according to Age.

Age Bracket Frequency Percentage Rank
16 – 19 53 28.6 2
20 – 23 112 60.5 1
24 – 27 11 5.9 3
28 and above 9 5.00 4
Total 185 100

Table 3 reflected that there are 53 or 28.6% respondents

taken from 16-19 years old, from 20-23 years old is 112 or
60.5%, 11 or 5.9% taken from 24-27 years old and 9 or 5% are
from 28 years old and above. Majority of the respondents are
aged 20-23 years old because they encounter the k-12
curriculum.

FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF THE STUDENTS

This chapter presents the analyzed responses on the

extent of the factors to the academic performance of students
as perceived by the students enrolled on the Course Bachelor
of Science in Office Administration.

Extent of Student-Related Factors Affecting the Academic

Performance of the Students

Table 4 presents the responses of the students on the Extent

of student-related factors affecting their Academic
Performance.

Student-Related HA MA A LA NA Wtd. DE Rank

Factors 5 4 3 2 1 mean
1. Poor health of 29 61 49 28 18 3.30 A 6
students. (145) (244) (147) (56)
2. Too much 23 48 67 25 21 3.14 A 11

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Household chores (115) (192) (201) (50)

done at home.
3. Poor Study Habits 39 44 66 24 12 3.4 MA 3
(195) (176) (198) (48)
4. Absenteeism of 37 42 51 28 27 3.18 A 9
Students (185) (168) (153) (56)
5. Lack of lofty 26 38 68 30 23 3.2 A 8
ambitions and (130) (152) (204) (60)
specific goals
6. Minimal Academic 23 60 57 30 15 3.25 A 7
accomplishment of (115) (240) (171) (60)
Students.
7. Tardiness of 38 51 50 21 25 3.30 A 6
Students. (190) (204) (150) (42)
8. Negative Attitude 26 52 55 23 29 3.12 A 12
of Students. (130) (208) (165) (46)
9. Poor 32 49 61 29 14 3.30 A 6
Comprehension in (160) (196) (183) (58)
the different
subject areas.
10. Too much 50 54 49 22 10 3.60 MA 1
Students (250) (216) (147) (44)
workloads (time
bounded
activities)
11. Poor 30 38 71 26 20 3.17 A 10
learning (150) (152) (213) (52)
mentality
12. Fear of 41 39 64 23 18 3.34 A 4
public speaking (205) (156) (192) (46)
13. Social media 34 59 55 24 13 3.42 MA 2
addiction (170) (238) (165) (48)
14. Marital 15 40 68 30 32 2.87 A 13
status of (75) (160) (204) (60)
students
TAWM 3.26 A

Student – related factors gave pressure to students thus

imperative for teachers to identify the reasons why and what
affects his/her performance to help him/her to improve his/her
abilities and help her/him acquire positive attitude towards
education. In thus, it was revealed that the student’s
academic performance was affected by student related factors
with obtained mean of 3.26. This was supported by the
following responses of the respondents:

Too much students’ workloads (time bounded activities):

This factor is the first ranked from the list with the
obtained mean of 3.60/ Moderately Affected because most of the

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respondents says that too much workload significantly cause

stress that affects not only the academic performance of
students but also takes a toll on student’s mental and
physical health, which, unsurprisingly hinders learning.
Despite of the said matter, most of them also stated that some
of the instructors are sending numerous topics in the form of
pdf along with numerous activities a day before examinations
which lead students to rush in response most specially when
the workloads are time bounded activities, that makes them
more worried or worst frustrated if they didn’t make it on
time.

Academic problems have been regarded as the most common

stressor for college students.it was reported that the most
significant daily hassles were academics-related stressors
such as constant study, overloaded home activities, quizzes,
writing papers, examinations, and boring teachers. The
academic pressure easily comes from taking and preparing for
exams, grade level competition, and acquiring a large amount
of knowledge in a short period of time. (Yang C. Chen A, Chen
y, 2021)

Social Media Addiction:

This factor is the second rank from the list with an
obtained mean of 3.42/Affected because as it has been
observed, students in this new normal turn to be more likely
used technologies to have fun and past time than for learning
purposes. Most of the students use social media solely for
social networking, chatting and online gaming. This waste
their study time and thus, they are not able to complete their
homework, assignments or project on time.

Excessive use of social media networks decreases academic

performance and cause addiction to the user.

Ahmadi and Zeinali (2018) showed that social networking

addiction has a negative impact on academic achievement by
creating academic procrastination, reducing sleep quality and
increasing academic stress.

Marital status of students:

This factor is the least ranked with an obtained mean of
2.87/Affected because most of the respondents are not yet
married, divorced, widowed and separated.

Negative Attitude of Students:

This factor is the second least rank with an obtained
mean of 3.12/Affected because students with negative attitude
limits their academic performance, saps motivation and

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inhibits learning. This hinders positive change and growth of

students.

The desire to be accepted by peers is a primary factor

that motivate students to develop a negative attitude toward
school. The importance of acceptance from a student’s peer is
furthered addressed by Ryan (200, p. 101) where the “choices
that adolescents make regarding their motivation, engagement
and achievement in school and the satisfaction they derive
from their choices depends, in part, on the context in which
they make such choices. These contexts include peer group,
parental support, and guidance from other adults.

Extent of Teacher-related factors affecting the Academic

Performance of Students.
Table 5 presents the responses of the respondents on the

extend of teacher-related factors affecting the academic

performance of students.

Teacher -related HA MA A LA NA Wtd. DE Rank

factors 5 4 3 2 1 Mean
1. Negative 44 42 39 31 29 3.22 A 4
Attitude of (220) (168) (117) (62)
teachers towards
teaching.
2. Faulty method of 30 55 45 32 23 3.20 A 5
teaching (150) (220) (135) (64)
3. Absenteeism of 37 36 50 34 28 3.11 A 9
teachers. (185) (144) (150) (68)
4. Lack of 25 47 54 32 27 3.06 A 11
competency (125) (188) (162) (64)
5. Rapport between 27 45 57 33 23 3.11 A 9
teachers and (135) (180) (171) (66)
students.
6. Lack of 36 50 45 32 22 3.25 A 3
Teachers’ (180) (200) (135) (64)
techniques and
strategies.
7. Inadequate 29 55 54 34 13 3.29 A 2
Teaching aid and (145) (220) (162) (68)
materials.
8. Soft Voice and 26 47 46 41 25 3.04 A 12
tone of teacher. (130) (188) (138 (82)
9. Limited 28 52 45 35 25 3.12 A 7

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experience and (140) (208) (135) (70)

trainings of
teachers.
10. Inadequacy 27 46 56 33 23 3.11 A 9
of lessons among (135) (184) (168) (66)
teachers.
11. Atmosphere 32 49 52 27 25 3.19 A 6
and google (160) (196) (156) (54)
classrooms.
12. Pure Online 41 53 47 25 19 3.39 A 1
teaching (205) (212) (141) (50)
platforms.
13. Teaching 19 38 52 49 27 2.86 A 14
content are too (95) (152) (156) (98)
old
14. Teacher’s 22 47 53 34 29 3.0 A 13
extreme (110) (188) (159) (68)
authoritarianism
TAWM 3.14

Pure online teaching platforms:

This factor is the first top ranked with an obtained
mean of 3.39/Affected because students says that online
teaching platforms have some elements that might be considered
obstacles in student process of learning, such as decreased
motivation in students, delayed feedback or help due to the
fact that teachers are not always available at the time
students may need help while learning, or feelings of
isolation due to lack of physical presence of classmates.
Research regarding online learning and teaching platforms
shows that they are effective only if students have consistent
access to internet and computers. This needed requirements for
effectiveness have been largely absent for many, remote
educational during the pandemic has impended teaching and
learning.

Inadequate Teaching Aid and Materials:

This factor is the second top ranked with an obtained

mean of 3.29/Affected because some students says that they

experience difficulties in understanding the lessons given

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through the form of PDF and power point presentations without

further explanations specially on the subjects that requires

hands on application where teaching Aid and materials is

indeed a need.

Teaching content are too old

This factor is the first least ranked with an obtained

mean of 2.86 because teachers teach students according to
today’s standards, they come with a variety of updated
teaching skills and pedagogical skills to teach students, as
the realities of education are being shaped by the advancement
of technology.

Teacher’s Extreme Authoritarianism:

This factor is the second least ranked with an obtained

mean of 3.0/Affected because students stated that some
teachers require deadlines that is beyond the student’s
capability to comply with all the given activities without any
comprehensive understanding regarding the lessons given.

Western (2001) investigate the prognostic relationship between

instructors’ mastery and its impact in learner’s performance.

He found out that teachers’ mastery is strongly connected with

the ability to master the complex situation of students. In

the same way Emmer postulated that an effective teacher is not

only master of the subject knowledge, but also a master of

classroom situation. He or she should know how to handle the

class for effective learning of the students and skills to

contain and description of how to apply skills and knowledge

in an effective way.

Moon, Mayes, and Hutchinson (2004) indicated that the

professional characteristics, teaching skills and classroom

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climate are factors which are important in teacher’s control

and influence the rate of achievements of students. Elliot

(2000) cleared that effectual teaching depends on engaging

environment and teaching techniques. Teachers who are

successful in creating a climate of warmth and support can

extract greater student’s achievement.

Extent of Home-Related Factors affecting the Academic

Performance of Students.

This section presents the responses on the extent of

home-related factors affecting the academic performance of

students. The first lesson of a students come from the home,

strengthened by schools as well as student’s interest in

attending school, reasons why attend school, and the like. The

home is where also a student first acquires habits, positive

or negative, productive or unproductive. It is from the home

where his/her aspirations are practically designed and

adopted. As Ligeralde said that parents are partly to be

blamed for poor quality of education because they are the

first teachers and best reenforces of the process.

Table 6 presents the responses of the respondents on the

extend of Home-related factors affecting the academic
performance of students.

Home-related HA MA A LA NA Wtd. DE Rank

factors 5 4 3 2 1 Mean

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1. Distance of 52 43 56 17 17 3.52 MA 1.5

school from home. (260) (172) (168) (34)
2. Unconcerned 44 43 43 22 33 3.23 A 4
Attitude of (220) (172) (129) (44)
parents towards
education.
3. Socio-economic 57 38 50 24 16 3.52 MA 1.5
status of (285) (152) (150) (48)
parents/Parent’s
financial
difficulties
4. unavailability of 49 45 49 23 19 3.44 MA 3
learning (245) (180) (147) (46)
materials at
home.
5. Strict family 30 36 55 35 29 3.02 A 6
values, customs (150) (144) (165) (70)
and traditions.
6. Lack of security 17 42 52 36 38 2.81 A 8
at home (85) (168) (156) (72)
7. Family conflicts 35 42 43 28 37 3.05 A 5
and disruption (175) (168) (129) (56)
8. Improper Parental 30 36 44 33 42 2.89 A 7
guidance/care. (150) (144) (132) (66)
9. Broken family. 33 32 31 26 63 2.71 A 9
(165) (128) (93) (52)
10. Single 33 28 35 26 63 2.69 A 10
parent. (165) (112) (105) (52)
TAWM 3.14 A

In this study, it was revealed that student’s academic

performance was affected by Home-related factors to affected

with an obtained mean of 3.14.

Distance of school from home:

This factor is the top rank with an obtained mean of

3.52/Moderately Affected. There’s a lot of students who are
far from their school, especially those who lives in their
barrios, mountainous side or in the other provinces,
transporting or taking a long ride from their home just to
reach school. Some students says that their academic
performance is affected because of the distance of school to

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their respective areas, however, they need to strive more for

a better future.

Socio-economic status of parents/parent’s financial

difficulties:

This factor is the top rank with an obtained mean of

3.52/Moderately Affected beasof the respondents mentioned that
parent’s financial difficulties are always be a hindrance to
their educational development. In connection with this
pandemic, others stated that some of their known friends
stopped because of the lack of financial support and could not
afford to buy the in-need demand of this online learning.
Dang and Bulus (2015) stated that education is a high-
cost social service therefore insufficient financial support
will be a problem for students to enhance themselves in
academic thus leading to poor academic performance

Single parent and Broken Family

This factor is the least rank with an obtained mean of

2.69 and 2.71/Affected because there are some respondents that
their parents are single and they have broken family which
affects their academic performance as a whole. Students also
force to do part time job due to insufficient financial
support from their parent.

Extend of Technological and Internet-related factors affecting

the academic performance of students.

Table 7 presents the responses of the respondents on the

extend of Technological and Internet-related factors affecting
the academic performance of students.

Technological HA MA A LA NA Wtd. DE Rank

and internet - 5 4 3 2 1 Mean
related Factors
1. Lack of 91 41 28 17 8 4.03 MA 1
technological (455) (164) (84) (34)
access
[ Computer,
printer,
cellular phones]
2. Poor Computer 58 44 48 21 14 3.6 MA 4
Skills (290) (176) (144) (42)
3. Low internet 92 31 34 17 11 3.95 MA 2
connection (460) (124) (102) (34)

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4. Inaccessibility 56 45 50 20 14 3.59 MA 5
of online (280) (180) (150) (40)
communication
platforms
5. Inefficient 49 48 52 21 15 3.51 MA 7
online (245) (192) (156) (42)
collaboration
6. Downloadable 45 41 49 33 17 3.35 A 9
topics (225) (164) (147) (66)
7. Time bounded 57 39 46 22 21 3.48 MA 8
activities (285) (156) (138) (44)
8. Insufficient 77 31 39 19 19 3.69 MA 3
phone storage (385) (124) (117) (38)
9. Blue 66 32 44 27 16 3.57 MA 6
light/radiation (330) (128) (132) (54)
TAWM 3.22 A

Lack of technological access [ Computer, printer, cellular

phones]:
This factor is the top rank with an obtained mean of
4.03/Moderately Affected because most of the student cannot
afford to buy updated cellular phones and computers with a
good quality for online learning. Students without computers
and cellphones are having rougher time with the new normal and
new modality of learning knowing that ‘digital divide’ occurs
to some students less likely than others to have consistent
access to reliable technology.
According to Johnson (2003), the computer and technology, if

used correctly, has the ability to invoke dreams in the minds

of every visionary students who saw endless potential

learning. However, Students without technological access are

already left behind academically. Lack of technology in the

home will likely exacerbate the issue when the ability to

“attend” school relies on the availability of computer and

reliable internet connection. Further, students who have no

access to the online teaching due to the lack of either the

means or the instruments due to economical and digital divide

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revealed that student’s academic performance was affected by

Technological and Internet- Related Factor.

Poor Internet Connection:

This factor is the second top rank with an obtained mean of
3.95/Moderately Affected because students without internet
access can’t connect with their teachers and classmates, do
independent research or get information online that would be
useful towards their education. Some students need to climb
mountains just to get stable internet connections in order to
attend live lectures or synchronous meetings which causes
students to be left behind.
Downloadable topics:
This factor is the least rank with an obtained mean of
3.35/Affected because the respondents can easily download
their topics from the google classroom unlike the traditional
method of learning. The students may access the google
classroom for the topic posted by the teacher anytime,
anywhere as long as they have internet connections.
Lack of Online Collaboration:
This factor is the second least rank with an obtained mean of
3.51/Moderately Affected. According to the respondents, the
lack of online collaboration minimizes the learning
interaction of both parties, such as knowledge sharing or
brainstorming between students and teachers as it is called,
the students learned from their teacher and vice versa. Apart
from it, due to the lack of online collaboration, the queries
raise by students are not immediately addressed.
According to Gregory & Weinstein (2004) He indicated that
students perceived teacher connection as the factor most
closely associated with academic growth and achievement
together with Baker, student’s interactions with teachers and
the quality of interactions are potential influences on
academic performance.

Extend of Psychological-related factors affecting the academic

performance of students.

Table 8 presents the responses of the respondents on the

extend of Psychological-related factors affecting the academic
performance of students.

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The study revealed that the Psychological-Related Factor

moderately affected the academic performance of the students

with an obtained mean of 3.52

Psychological HA MA A LA NA Wtd. DE Rank

related factors 5 4 3 2 1 Mean
 Stress 91 44 35 8 7 4.10 MA 1
(455) (176) (105) (16)
 low level of 42 47 57 27 12 3.44 MA 2
self-efficacy (210) (188) (171) (54)

 Test anxiety 46 53 55 20 11 3.56 MA 3.5

(230) (212) (165) (40)

 Fatigue 50 58 48 22 7 3.66 MA 2
(250) (232) (144) (44)

 low self-esteem 57 45 40 30 13 3.56 MA 3.5

(285) (180) (120) (60)
 frustration 52 47 46 23 17 3.51 MA 5
(260) (188) (138) (46)
 lack of 49 39 47 30 20 3.36 A 8
motivation (245) (156) (141) (60)
 low-enthusiasm 53 31 55 29 17 3.4 MA 7
(265) (124) (165) (58)
 laziness 39 46 56 29 15 3.35 A 9
(195) (184) (168) (58)
 procrastination 37 47 52 29 20 3.28 A 10
(185) (188) (156) (58)
TAWM 3.52 MA

Stress: This factor is the first ranked from the list with an

obtained mean of 4.10/Moderately Affected because most of the

students are experiencing stress that affects their physical

and mental health. This reduced their ability to concentrate

on their studies consequently, makes it difficult for them to

think critically during activities and examinations. One says

that, stress makes her felt more worried and felt restlessness

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and she experience difficulties in sleeping. The work she

completes mostly mediocre and sometimes she missed assignments

deadlines and end up failing.

Fatigue:

This factor is the second top ranked from the list with an

obtained mean of 3.66/ Moderately Affected which led students

to decline in school performance, negative health outcomes and

refusal to attend school activities. Students who mostly

experience this factor stated that too much activity workload

and house-hold chores is the main cause of it.

Procrastination and Laziness:

This factor is the least ranked with an obtained mean of 3.2
and 3.35/Both Affected because students don’t see how a
project/topic is relevant or important to them, don’t
understand the material, or just don’t know how to get started
due to the lack of motivation, understanding or trouble
concentrating. Students do procrastinate because they pay more
attention to other staffs such as social media and outdoor
activities just for enjoyment.

According to Petersen (2017), students do best in school when

they have good mental health and are satisfied with their

lives. No matter how good schools and teachers are, students’

academic achievement suffers when they are unhappy. Healthy

psychological well-being can bring positive energy for

students to study learn and embrace more academic knowledge.

We just imagine if we in a bad mood, we tend to have lack of

energy to perform well in any task given to us. Some people

perceive challenges and academic load. Therefore, one way to

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combat the academic challenges life is to gain positive well-

being that may create a positive environment and interest to

learn and to gain better academic grade.

Adler’s study (2017) revealed that students’ well-being may

improve academic achievement and can predict career success.

Therefore, in order for adolescents to achieve their life’s

goals and obtain academic success. It is important for them to

be in psychologically healthy condition.

Extend of Covid-related factors affecting the academic

performance of students.

Table 9 presents the responses of the respondents on the

extend of Covid-related factors affecting the academic
performance of students.
Covid 19 HA MA A LA NA Wtd. DE Rank
related factors 5 4 3 2 1 Mean
1. Long period of 63 44 49 18 11 3.70 MA 1
community (315) (176) (147) (36)
quarantine and
lockdown.
2. Travel 51 49 51 18 16 3.55 MA 2.5
restrictions (255) (196) (153) (36)
3. Severe covid 19 57 38 44 19 27 3.43 MA 5
symptoms (285) (152) (132) (38)
4. Strict 61 34 51 23 16 3.55 MA 2.5
protocols (305) (136) (153) (46)
5. Compliance for 41 46 45 25 28 3.25 A 8
isolation (205) (184) (135) (50)

6. Fear of 44 39 52 28 22 3.30 A 7
contagion (220) (156) (56) (56)
7. Deprivation of 39 43 63 24 16 3.35 A 6
on-campus (195) (172) (189) (48)
support:

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teaching
assistant and
mentoring
8. Unplanned and 51 45 56 15 18 3.52 MA 4
rapid face to (255) (180) (168) (30)
face learning
to online
distance
learning
TAWM 3.46 MA

Long period of community quarantine and lockdown / Travel

restriction and Strict Protocols

This factor is the top rank with an obtained mean of 3.70

and 3.55/Moderately Affected because students could not easily

adopt the changes of academic system and strict community

protocols which have a great impact to the academic

performance of the students. Some of them says that this

lockdowns and community quarantines hinder them to be more

productive and make them felt being isolated. They shared

that academic scenarios during this lockdown such as group

activities or school activities that involved gatherings make

them felt being left behind knowing that social movement are

controlled by the IATF.

The consequences behind brought by the pandemic have made

many educators and researchers raised concern about the

effects of Covid-19 community lockdown and school closures

that affect student’s academic achievement and learning

inequalities. For instance, Woessmann (2020) estimated a

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negative effect on student achievement due to the school

closures and community lockdowns.

Compliance for Isolation:

This factor is the least ranked with an obtained mean of

3.25/Affected because most of the students did not experience
being infected by the said virus. Students who have been
isolated says that they could not concentrate doing their
school activities because of fear and the unusual environment.

Table 9. Summary on the findings of the Extent of Factors

Affecting the Academic Performance of Students.

Factor Indicator Weighted Mean DE Rank

1. Student – 3.26 A 3
Related Factor
2. Teacher 3.14 A 5.5
Related - Factor
3.Home – Related 3.14 A 5.5
Factor
4.Technological 3.22 A 4
– Related Factor
5.Psychological 3.52 MA 1
– Related Factor
6.Covid – 3.46 MA 2
Related Factor
TAWM: 3.29 A

In summary, the study found that the factors have

affected the academic performance of students as evidence by

the obtained mean of 3.29/Affected.

The first in rank among the six (6) factors is the

psychological- with an obtained mean of 3.52 or moderately

affected, second is covid– related factors with an obtained

mean of 3.46 or moderately affected. Third is the student -

related factors with an obtained mean of 3.26 or affected,

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Tabuk City, Kalinga

fourth is the technological-related factors with an obtained

mean of 3.22 or affected and lastly is the teacher-related

factors and home-related factors with an obtained mean of 3.14

or affected description.

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College of Business Administration and Accountancy
Tabuk City, Kalinga

Chapter 4

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This descriptive type of research looked into

the factors affecting the academic performance of

students of Bachelor of Science in Office

Administration of Kalinga State University amidst

covid 19 for school year 2021-2022.

SUMMARY OF FINDINGS

Profile of the respondents. The profile of the

respondents is categorized according to year level, gender and

age.

The study found that most of the respondents are from the 1st

year level, female, aging 20-23 years old.

Extent of Factors Affecting the Academic Performance of

Students. The study found that the factors have affected the

academic performance of students as evidenced by the obtained

mean of 3.29.

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Tabuk City, Kalinga

Student-Related Factors. The respondents perceived that

the academic performance of students is affected with an

obtained mean of 3.26.

Teacher-Related Factors. The respondents perceived that

the academic performance of students is affected with an

obtained mean of 3.14.

Home-Related factors. The respondents perceived that the

academic performance of students is affected with an obtained

mean of 3.14.

Technological-Related Factors. The respondents perceived

that the academic performance of students is affected with an

obtained mean of 3.22.

Psychological-Related Factors. The respondents perceived

that the academic performance of students is moderately

affected with an obtained mean of 3.52.

Covid-Related Factors. The respondents perceived that the

academic performance of students is moderately affected with

an obtained mean of 3.46.

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Tabuk City, Kalinga

CONCLUSIONS

Based on the findings, the following conclusions are drawn:

1. The student respondents have varied profile along year

level, age and gender.

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Tabuk City, Kalinga

2. The Academic Performance of the students of Bachelor of

Science in Office Administration “affected” by the Following
Factors:
a. Student-Related Factor
b. Teacher-Related Factor
c. Home-Related Factor
d. Technological and Internet-Related Factor
e. Psychological-Related Factor
f. Covid-Related Factor

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Tabuk City, Kalinga

RECOMMENDATIONS
A. Student-Related Factors
1. In collaboration with the psychological-related
factors specifically procrastination and laziness, student
should practice time-management with clear emphasis and
understanding on what activities to do; how to do them more
efficiently; and what time it should be done.
2. Students should minimize the time they spent on social

media not unless it is related to their education. Parents

should also discipline their children in dealing with

technology misused.

B. Teacher-Related Factors

1.Teachers should tackle their lessons and give

activities accordingly to their given schedule. They should

avoid sending activities and posting lessons a day before the

examination for the sake of compliance. They must also assess

their students in the context of their situation and home

environment so the outcomes expected will be manifest by the

students.

2. Teachers should discuss the content of the uploaded

topic before giving activities to their students.

C. Home-Related Factor

1.Students may stay in their boarding houses or dormitory

if the distance of the school is very far from their home,

specially to those who live in the barrios so that they can

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Tabuk City, Kalinga

manage to join their synchronous classes and comply to the

given activities.

2. Parents must be more supportive towards the needs of

their children specially for providing academic and morale

support. On the other hand, government should provide more

educational assistance especially to the students who belongs

to indigent families.

D. Technological and Internet-Related Factor

1. Municipality and Barangay Officials should provide

necessary needs of students on their online classes.

E. Psychological-Related Factor

1.Students should avoid procrastination to moderate

overlapping of home and academic activities. When struggling

with online classes, students should not hesitate to consult

their professors and the professor should take response.

2. Students should look after their physical and mental

health specially during this pandemic to get rid of any

stressors.

F. Covid-Related Factor

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Tabuk City, Kalinga

1.Teachers should not require group activities specially

during community lockdown because protocols are strictly

implemented and gatherings are strictly prohibited.

2. Student should adhere to the protocols implemented by

the International Agency Task Force (IATF).

3.The university must provide access to considerable

support to deal with the struggles, challenges and trauma

because of the pandemic. There is a need to manage mental-

health, self-esteem and relationships after quarantine which

led some students isolated for quite a time.

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College of Business Administration and Accountancy
Tabuk City, Kalinga

REFERENCES

Ya-o John Francis G. ( May 2018) “ Factors affecting the

academic performance of students of the college of business,
Accountancy, Public Administration and entrepreneurship of
Kalinga State University SY. 2017-2018.
Lastimosa, Amparo S. (1990). A Study of the Problems in the
Implementation of Mathematics in the Public Elementary School
of the District of Calisaya”, unpublished Master’s Thesis of
the College of San Jose de Recollects, Cebu City.
Gacadan, Juana D. (2003). “Factors Affecting the Performance
of the Grade-VI pupils int Cordillera Administrative Region”,
unpublished Master’s Thesis, Kalinga Apayao State College.
Montealto, Elsie L. The Restructured Basic Education
Curriculum, Fusion”, Foundation for Upgrading the Standards of
Education, Inc.
Irfan Mushtaq & Shabana Nawaz Khan (2012). “Factors Affecting
Student ‘Academic Performance”, Research/Review paper
distributed under the terms of the creative commons
attribution-noncommercial.
Woessmann (2020). “Effect of Covid-19-Related School Closures
on Student Achievement- A systematic Review.
Yang C, Chen A, Chen Y (2021) College student’s stress and
health in the COVID-19 pandemic: the role of academic
workload, separation from school and fear of contagion.
Ahmadi and Zeinali (2018) the relationship between Social
network addiction and academic performance: a cross sectional-
study.
Ryan (200, p. 101) “The multiple dimensions of negative
attitudes toward school among students affecting their
academic performance.

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College of Business Administration and Accountancy
Tabuk City, Kalinga

APPENDIX B
LETTER TO RESPONDENTS

Dear respondents,
Greetings!
We are the Fourth year BSOA students who are currently
conducting a research entitled “Factors Affecting the Academic
Performance of Students in Bachelor of Science in Office
Administration amidst Covid-19”. We are humbly asking for your
cooperation for the completion of the study.
Rest assured that all data gathered from you will be kept in
the highest level of confidentiality.
Your positive response in this request will be valuable
contribution for the success of the study and will highly
appreciated.
Thank you very much for your cooperation.

Very truly yours,

Jasmine E. Buliwan

Mark A. Kisob

Remalyn B. Tam-og

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College of Business Administration and Accountancy
Tabuk City, Kalinga

Approved by:

JAYMEE OS-AG, CPA

Dean, CBAA

SURVEY QUESTIONAIRE

Part I: Respondent’s Profile

Name:
Course:

Gender: [ ] Male [ ] Female

Age: [ ] 16 - 19 years old [ ] 20 - 23

years old [ ] 24 - 27 years old [ ] 28 years
old and above

Part II: Survey Question

Direction: Please put a check mark below the numbers that best
describe your choices using the following scale below.
Also state the reasons of your choices.

Legend: 5 - Highly affected HA

4 - Moderately Affected MA
3 - Affected
A
2 – Least affected LA
1 – Not affected NA

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College of Business Administration and Accountancy
Tabuk City, Kalinga

1. How do you assess the extent of the student-related factors

affecting the academic performance of students?

Student- HA MA A LA NA Rea
Related 5 4 3 2 1 son
Factors
1. Poor
health of
students.
2. Too much
Household chores
done at home.
3. Poor Study Habits
4. Absenteeism of
Students
5. Lack of lofty
ambitions and
specific goals
6. Minimal Academic
accomplishment of
Students.
7. Tardiness of
Students.
8. Negative Attitude
of Students.
9. Poor
Comprehension in
the different
subject areas.
10. Too much
Students
workloads (time
bounded
activities)
11. Poor
learning
mentality
12. Fear of
public speaking
13. Social media
addiction
14. Marital
status of
students

2. Do you think these teachers related have significantly

affected the academic performance of students?

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College of Business Administration and Accountancy
Tabuk City, Kalinga

Teacher -related HA MA A LA NA Reason

factors 5 4 3 2 1
1. Negative
Attitude of
teachers towards
teaching.
2. Faulty method
of teaching
3. Absenteeism
of teachers.
4. Lack of
competency
5. Rapport
between teachers
and students.
6. Lack of
Teachers’
techniques and
strategies.
7. Inadequate
Teaching aid and
materials.
7. Soft Voice
and tone of
teacher.
8. Limited
experience and
trainings of
teachers.
9. Inadequacy of
lessons among
teachers.
10. Atmosphere
and google
classrooms.
11. Pure Online
teaching
platforms.
12. Teaching
content are too
old
13. Teacher’s
extreme
authoritarianism

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Tabuk City, Kalinga

TAWM

3. Do these home-related factors have significantly affected

the academic performance of the students?

Home-related HA MA A LA NA Reason
factors 5 4 3 2 1

1. Distance of
school from home.
2. Unconcerned
Attitude of
parents towards
education.
3. Socio-economic
status of
parents/Parent’s
financial
difficulties
4. unavailability
of learning
materials at
home.
5. Strict family
values, customs
and traditions.
6. Lack of
security at home
7. Family
conflicts and
disruption
8. Improper
Parental
guidance/care.
9. Broken family.

10. Single
parent.

4. Do these technological and internet related factors have

significantly affected the academic performance of the
students?

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Tabuk City, Kalinga

Technological and HA MA A LA NA Reason

internet - 5 4 3 2 1
related Factors
1. Lack of
technological
access
[ Computer,
printer, cellular
phones]
2. Poor Computer
Skills
3. Low internet
connection
4.
Inaccessibility
of online
communication
platforms
5. Inefficient
online
collaboration
6. Downloadable
topics
7. Time bounded
activities
8. Insufficient
phone storage
9. Blue
light/radiation

5. Do these psychological related factors have significantly

affected the academic performance of students

Psychological HA MA A LA NA Reason
related factors 5 4 3 2 1
1. Stress
2. low level of
self-efficacy
3. Test anxiety

4. Fatigue

5. low self-

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esteem
6. frustration

7. lack of
motivation
8. low-enthusiasm

9. laziness

10.
procrastination

6. Do these covid related factors have significantly affected

the academic performance of students?
Covid 19 related HA MA A LA NA Reason
factors 5 4 3 2 1
1. Long period
of community
quarantine and
lockdown.
2. Travel
restrictions
3. Severe covid
19 symptoms
4. Strict
protocols
5. Compliance
for isolation
6. Fear of
contagion
7. Deprivation
of on-campus
support:
teaching
assistant and
mentoring
8. Unplanned and
rapid face to
face learning to
online distance
learning

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College of Business Administration and Accountancy
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College of Business Administration and Accountancy
Tabuk City, Kalinga

APPENDIX D

LETTER TO THE REGISTRAL

Kalinga State University

Dagupan, Tabuk City, Kalinga

September 20, 2021

Jane B. Bayangan

School Clerk

KSU Dagupan Campus

Dear Ma’am,

Greetings!

We are the fourth-year students, who are currently conducting

a research regarding the factors affecting the academic

performance of students who are officially enrolled under the

Course, Bachelor of Science in Office Administration.

We are humbly requesting a copy of the BSOA student’s

population per class as it is a need on our study.

Thank you and we are looking forward for a positive response.

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College of Business Administration and Accountancy
Tabuk City, Kalinga

Yours Truly,

Jasmine Buliwan

Mark Kisob

Reamlyn Tam-og

Student Researcher

Approved by:

Jaymee Os-ag, CPA

Dean, CBAA

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College of Business Administration and Accountancy
Tabuk City, Kalinga

APPENDIX E
CURRICULUM VITAE
I. Personal Profile

Name : Mark Ayangdo Kisob

Civil Status : Single
Gender : Male
Age : 22
Contact Number : 09357382848
Email Address : Markkisob8@gmail.com
Date of Birth : February 20, 1999
Place of Birth : Lepanto Mankayan Benguet
Nationality : Filipino
Address : Antonio Canao Lubuagan Kalinga
Father : Stalin D. Kisob
Mother : Cristina A. Kisob

ll. Educational Background

Elementary : Lubuagan Central School
Secondary : Kalinga Academy
Tertiary : Kalinga State University

Motto: “Success seems to be connected with action. Successful

people keep moving. They make mistakes, but they don’t quit.”

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College of Business Administration and Accountancy
Tabuk City, Kalinga

APPENDIX E
CURRICULUM VITAE
I. Personal Profile
Name : Remalyn Balonggay Tam-og
Civil Status : Single
Gender : Female
Contact Number : 09122450774
Email Address : tamogremalyn@gmail.com
Date of Birth : November 25, 1999
Place of Birth : Saliok, Natonin, Mountain
Province
Nationality : Filipino
Address : Saliok, Natonin, Mountain Province
Father : Salcedo C. Tam-og
Mother: Paulina B. Tam-og

II. Educational Background

Elementary : Saliok, Elementary School
Secondary : Sta. Maria National High
School
Tertiary : Kalinga State University

Motto: “You live every day you only die once.”

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College of Business Administration and Accountancy
Tabuk City, Kalinga

APPENDIX E
CURRICULUM VITAE
I. Personal Profile
Name : Jasmine E. Buliwan
Civil Status : Single
Gender : Female
Contact Number : 09551980488
Email Address : jasminebuliwan65@gmail.com
Date of Birth : June 06 ,1999
Place of Birth : Mabilong, Lubuagan Kalinga
Nationality : Filipino
Address : Poblacion, Lubuagan Kalinga
Father : Andres A. Buliwan
Mother : Helena E. Buliwan

II. Educational Background

Elementary : Mabilong Elementary School
Secondary : Saint Theresita’s School
Tertiary : Kalinga State University

Motto: “Good, Better, Best never let it rest until your good
is better and your better is best”

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College of Business Administration and Accountancy
Tabuk City, Kalinga

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