FAMILY FACTORS: ITS EFFECT ON THE ACADEMIC PERFORMANCE

OF THE GRADE 6 PUPILS OF EAST BAYUGAN CENTRAL ELEMENTARY

SCHOOL

Grace Joy S. Asor

MAED-EM
 ABSTRACT

TITLE :FAMILY FACTORS: ITS EFFECT ON THE

ACADEMIC PERFORMANCE OF THE GRADE 6
PUPILS OF EAST BAYUGAN CENTRAL
ELEMENTARY SCHOOL

AUTHOR : Grace Joy S. Asor

DEGREE : MASTERS DEGREE

KEY WORDS : Family Factors, Academic Performance

The findings of research on the effects of family factors on student

achievement were examined in this study. Grade 6 pupils of East Bayugan Central
Elementary School are the respondents of this study. Family Factors that affect
student accomplishment and whose effects can be modified through intervention are
parent expectations and attributions, framework for learning, home emotional
environment, discipline, and parents’ academic participation. Researchers have used a
wide range of equipment like questionnaire and interview, data gathering and analysis
methods, and family factors have been described in a variety of ways. The researcher
hypothesize that there is a significant relationship between family factors and
academic performance.
 INTRODUCTION

The family is society's fundamental unit and the cornerstone of who we are

today. As of 2015, the population of households in Bayugan City, my hometown, was

22,658. These households have a total of 4.55 persons, each with a distinct monthly

income and educational status. And these variances may have an impact on pupils'

academic performance, either directly or indirectly.

Family background is correlated with the student performance in school.

According to Meenu Dev, Academic achievement of students especially at the

elementary school level is not only a pointer to the effectiveness or otherwise of

schools but a major determinant of the future of youths in particular and the nation in

general. Many factors, including a student's family history, influenced their academic

achievement. The involvement and attribution of parents in school will motivate their

children to achieve good grades. Because parents are the first socializing agents in a

child's life, their state of optimism may have an impact on them. This is because a

child's familial background and surroundings influence his reaction to life problems as

well as his academic performance.

Since the advent of coronavirus illness in 2019, a new normal has emerged.

Face-to-face classes are not permitted during this pandemic. Despite this, the Deped

finds ways to provide high-quality education in a variety of formats like modular.

Parents have more time to instruct their children because students are learning at

home. However, many parents struggle to teach their children because they lack the

necessary information to assist in guiding learners to answers, particularly illiterate

parents. According to Anna Egalite, parental education has been identified as the

single strongest correlate of children’s success in school, the number of years they
attend school and their success later in life. Because parental education has a direct

impact on children's learning.

The income of a household has a direct impact on a child's academic

performance. Parents with more money can locate communities with higher-quality

schools and choose more expensive neighbourhoods, which are more likely to have

good schools. They have the funds to provide for their children, such as purchasing

educational materials and employing a private tutor. Parents who are struggling

financially simply do not have the time or resources to check schoolwork, teach new

lessons, or assist their children in making college plans. Students who are unfortunate

are more likely to assist their parents in generating money to meet their daily

necessities instead of studying and focusing in school.

RESEARCH OBJECTIVES

1. To determine the relationship between family factors and academic

performance of the pupils.

2. To examine the contribution of family factors to pupils’ academic

performance.

3. To identify the level of academic performance of the respondents.

4. To determine if there is a significant effect of family factors on the academic

performance of the pupils.

 RESEARCH QUESTIONS AND HYPOTHESES

This research study investigated the effect of family factors on the academic

performance of the Grade 6 pupils of East Bayugan Central Elementary School.

Specifically the research aimed to answer the following questions;

1. What is the relationship between family factors and academic performance?

Hypothesis 1: There will be moderate correlations among the variables of

family factors and academic performance.

2. How much do family factors contribute to predicting pupil academic

performance?

Hypothesis 2: Family factors will significantly predict academic performance.

3. What is the level of the academic performance of the respondents?

Hypothesis 3:

4. Is there a significant effect of the family factors on the pupils’ academic

performance?

Hypothesis 4: There is a significant effect of family factors on the academic

performance of pupils.
 CONCEPTUAL FRAMEWORK

Family’s Financial Status

Parents’ Educational Status PUPILS ACADEMIC PERFORMANCE

FAMILY FACTORS

Parents’ Educational Involvement

SIGNIFICANCE OF THE STUDY

The findings of this study are beneficial to individuals and entities:

Pupils. They will be aware of the extent of family factors and will be provided

with insights relative to the effects of family factors on their academic performance.

Parents. This study will let them know that they have an important role to

play for the future of their children.

Teachers. They will be informed of these family factors affecting the

academic performance to their pupils that would enable them to plan for appropriate

interventions.
 The School Administration. The findings of this study would provide them

with ideas and insights that would be useful in formulating programs to strengthen the

relationships of both pupils and parents.

REVIEW OF RELATED LITERATURE

Academic performance in primary education plays a crucial role in obtaining

further educational opportunities. Thus, it is necessary to examine how family

background affects children’s academic achievement at an early stage. Families affect

children’s learning behaviors and academic achievement in important ways, as they

are the primary and most significant environments that the children are exposed to (Li

& Qui, 2018).

According to Lyu, Li, and Xie of 2019, later research revealed that family

history, particularly in early life, has a major impact on children's educational

outcomes, with children from better socioeconomic class households outperforming

those from lower socioeconomic status families academically.

Every child's first instructor is his or her parents. According to studies, a

child's behavior reflects his or her parents' educational expectations. This is true

regardless of the familial dynamics. Children who have parents that encourage

learning in a positive way are more likely to succeed in school. Too much

encouragement or a parent's negative, uncaring attitude toward learning can put too

much pressure on a child, leading to worry, tension, underachievement, and

disobedience (Blakesley, K.,2017). Children with parents who support academic

achievement are more likely to pursue higher education themselves.

 Parental education is a good predictor of a child's academic achievement in

this way (Leigh Bennett, 2018).

RESEARCH AREA AND METHODS

The researcher has identified grade 6 pupils in an elementary school in

Bayugan City, Agusan del Sur, who were at least 11 years old. The researcher

collected data through a questionnaire and interviews. Questionnaires and interviews

were used to “confirm results despite differences in methods of data collection,

analysis, and interpretation” (Harris and Brown, 2010).

RESEARCH METHODOLOGY

The research methodology section covers the research design and location of

study participants, as well as sampling techniques, research instruments, data

collection procedures, and statistical tools.

Research Design

A descriptive-correlation design was utilized in this study. The data on the

extent and effect of family factors on the academic performance of the Grade 6 pupils

of East Bayugan Central Elementary School.

Research Locale

The researcher conducted her study at East Bayugan Central Elementary

School. It is located at Taglatawan, Bayugan City, Agusan del Sur.

 Figure 2 Shows the map of East Bayugan Central Elementary School

The Respondents of the Study

The respondents of this study are the 40 Grade 6 pupils of East Bayugan

Central Elementary School.

Sampling Technique

Purposive sampling was used in this study wherein 40 Grade 6 pupils of East

Bayugan Central Elementary School were selected.

Research Instrument

The research instrument that was used in this study is questionnaire and

interview. This instrument gathered the important data regarding the effect of family

factors on academic performance of pupils.

RESEARCH FLOW

The researcher wrote and submitted a letter of request to the principal of the

elementary school. The researcher began floating the questionnaire to the respondents

after receiving approval. The questionnaires were promptly retrieved. Meanwhile, the

class adviser was asked for a copy of the learners' academic records.
 LITERATURE CITED

Bennett, L. (2018, December 18). hello motherhood. Retrieved from

www.hellomotherhood.com: https://www.hellomotherhood.com/family-factors-that-
influence-students-behavior-in-school-9634618.html

Blakesley, K. (2017, September 26). how to adult. Retrieved from howtoadult.com:

https://howtoadult.com/family-factors-influence-students-behavior-school-5192.html

Dev, M. (2016). Eric. Retrieved from eric.ed.gov: https://eric.ed.gov/?id=EJ1092343

Gandhi, B. B. (2019, April). Proquest. Retrieved from www.proquest.com:

https://www.proquest.com/docview/2239300426

Hooker, M. (2011, May). Proquest. Retrieved from www.proquest.com:

https://www.proquest.com/docview/884793037/75FA14528F0F4521PQ/4

Mengie Lyu, Wangyang Li, Yu Xie. (2019). The influences of family background and
structural factors on children's academic performances: A cross-country comparative
study.

Qiu, Z. L. (2018, October 2). Springer Open. Retrieved from

journalofchinesesociology.springeropen.com:
https://journalofchinesesociology.springeropen.com/articles/10.1186/s40711-018-
0083-8