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Chapter I

INTRODUCTION

Background of the Study

Student’s ability are important components which make a successful personality

and are vital in a student’s academic performance. Skills and knowledge are part of a

student’s ability that are something which can always be learned in classroom but attitude

is something which is within and needs to be developed by an individual themselves.

Knowledge, skills, and attitude blended can lead a student to success. “If you do not

have skills, it can be acquired. If you do not know, it can be gained. If you do not have

attitude, you are in trouble.” Just one attribute alone will not guide a person to the zenith.

People spend most of their lives expanding knowledge and skills because of the desire to

succeed. But most people forget that attitude is also essential to ensure a success. Attitude

matters for the successful use of knowledge and skills that students must know while in

high school.

One big move of the government towards enhancing the skills and broadening the

knowledge of every Filipino, especially the youth, is the implementation of K-12

Program wherein the student undergoing Secondary Education need to spend 6 years in

high school – four years in Junior High School and another two years in Senior High

School extending the 10 years’ basic education to 12 years in par with the international

standards (Abella, 2019).

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The learning goal of the K to 12 program is to equip students with 21 st century

skills that will help the student’s college and professional preparedness through

developing employability skills, learning and innovative skills, and acquire life and

career-centered skills (Okobe, 2013). Through the K-12 program, students are expected

to gain core competencies that will help them to become more ready and equipped with

the knowledge, skills, and good values that are essentials to nation-building (Yee, 2018,

as cited in Dela Cruz, et al., 2019), at the same time to enhance each of the students’

individual competency.

According to Rasul et al. (2012), it is best that a student’s acquired skill can be

applied to real life situation through the student’s own experiences as it allows student to

see how academic and technical skills are applied in authentic settings and how these

skills could help them with academic performance. Moreover, life goals and career-

driven passion also plays a part in student’s approach and attitude to their academic

performance.

Furthermore, it has been found in the study of Clements and Kamau (2017, as

cited in Bates et al. 2019) that students who commit to clear career-related life goals

during their studies are best able to adopt and maintain proactive career behaviors that

enhance their employability after graduation. Based on this study, a student’s behavior

has a significance in a student’s ability as it is a factor that also enhances their

employability.

Previous researchers have now evaluated and explained the student’s ability

through numerous studies. As the Philippines have implemented the K to 12 program in

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the Philippine educational system, there are now specializations to help the college

preparedness of the students as taught in senior high school level (Okobe, 2013). Along

with the emergence of academic specializations are the challenges to the knowledge,

skills, and attitude of the students in dealing with their academics; its affect in their

academic performance. The students’ knowledge, skills, and attitude are challenged due

to the new implemented educational system in the Philippines. It is now a need to further

explore and determine the factors that could affect the academic performance of these

students. Moreover, collective knowledge, skills and attitude of the senior high school

students from different strands needs further evaluation to determine its significance to

their academic performance.

The lack of studies evaluating the significant relationship between the students’

abilities, more specifically their knowledge, skills, and attitude and the academic

performance of the students is given importance in this study. This study focuses on

determining the level of the students’ abilities and its significant relation to their

academic performance. Furthermore, we aim to assess the core competencies acquired by

senior high school students in Catarman National High School that has an impact to the

students’ knowledge, skills, and attitude.

Objectives of the Study

The study aims to measure the abilities of senior high school students in Catarman

National High School and its relation to their academic performance.

Specifically, this study aims to:

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1. Determine the profile of the respondents in terms of:

1.1. Age

1.2. Sex

1.3 Economic Status

1.4 Family Structure

1.5 Interest

2. Determine the students’ ability in terms of:

2.1 Knowledge

2.2. Skills

2.3. Attitude

3. Find out if there is a significant relationship between the profile of the

respondents and the students’ ability.

4. Find out if there is a significant relationship between the students’ ability and

their academic performance.

Significance of the Study

The main purpose of this study is to examine the students' ability of selected

senior high school students and its relation towards their academic performance.

Specifically, this research will benefit the following:

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Senior High School Students. This study will be beneficial to students as its

findings may encourage them to invest in various practices and habits that may improve

not only their skills but so as their knowledge and attitudes to enhance their academic

performance in the new normal situation.

Parents. This study will provide information to parents in guiding them on how to

better help their children improve such as providing a better learning environment to the

children and having a good attitude towards their needs and support them financially and

emotionally.

Senior High School Teachers. The findings of this study may help teachers assist

students in improving their knowledge, skills, and attitude by having students practice

good performance inside the class so as to help students improve in their academic

performance.

School Principals. The result of the study will help the principals or school

administrators to provide the students and teachers with a better environment and conduct

activities and programs at school that may help them develop themselves while learning.

For instance, conducting academic events or competitions that will help students improve

their abilities.

Guidance Counselor. This study will assist guidance counselors in monitoring the

students' development by assisting them in understanding themselves, their needs to solve

problems, make realistic decisions, and improve their abilities and skills through the

acquisition of the information found on this study.

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Future Researchers. This research may benefit future researchers as this can be

used as a model to create, address and put new relevant topics that can further explore

this study.
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Scope and Limitation

This study focuses on the ability of selected grade 12 senior high school students

in terms of their knowledge, skills, and attitude and its significance to their academic

performance. Further, the study will be conducted on the students of Catarman National

High School on the school year 2021-2022. A questionnaire will be the means of the

researchers in gathering the necessary data in determining the level of significant relation

of the students’ ability to their academic performance.

The respondents of the study are only within the grade 12 senior high school

students of Catarman National High School, therefore, a large number of samples would

not be possible and could limit the data needed for this study. Moreover, the responses of

the respondents to the questionnaire are out of the control of the researchers, making it

one of a weakness to the study. Furthermore, as the study only focuses on certain

variables, which are the knowledge, skills, and attitude of students, that could relate to

their academic performance, other factors that could also be relevant to the study would

not be explored.

Conceptual Framework

To conduct the proposed study, the research identified two independent variables

and one dependent variable. The first independent variable is the socio-demographic

profile of the students which includes their age, sex, economic status, family structure,

and interests. The independent variables also include the student's abilities in terms of

knowledge, skills, and attitude. Moreover, the researchers identified the academic

performance of grade 12 senior high school students as the dependent variable.

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In this study, the researchers assume that there is a significant relationship

between the independent variable and the dependent variable. More specifically, the

researchers assume that a student’s age, sex, economic status, family structure, and

interest is significantly related to their knowledge, skills, and attitude. Further, it is also

assumed that there is a significant relationship between the students’ ability and their

academic performance.
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Paradigm of the Study

Independent Variables Dependent Variables

Socio-demographic

Profile of the students

1. Age

2. Sex

3. Economic Status
Academic Performance
4. Family Structure

5. Interests

Student’s Abilities in terms of:

1. Knowledge

2. Skills

3. Attitude

Figure 1: Schematic Diagram of the Study

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Hypotheses

Base on the objectives of the study, the following hypotheses are formulated:

1. There is no significant relationship between the profile of the respondents and the

student’s ability.

2. There is no significant relationship between the student’s ability and their academic

performance.

Definition of Terms

For a better understanding of this study, the following terms are provided and

defined conceptually and operationally.

Academic Performance. Conceptually, it is one of the main indicators used to

evaluate the quality of education in universities of the students (Lawrence, 2014).

Operationally, it refers to the results obtained by a student at the end of a specific term in

all subjects.

Ability. Conceptually, it is defined as the state of being able to do something, or

your level of skill at doing something (Gate, 2007). Operationally, it refers to a student's

ability to perform a task or their level of skill in performing a task.

Attitude. Conceptually, this is defined as a behavior based on conscious or

unconscious mental views developed through cumulative experience (Venes, 2001).

Operationally, it is the ability of the students to have a better interaction towards

situations throughout their education.

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Economic Status. Conceptually, it is the social standing or class of an individual

or group (APA, 2018) which are categorized as lower class with a monthly income of

below or less than Php 21, 194.00, middle class with a monthly income of Php 21, 195.00

to Php 131, 484.00, and higher class with a monthly income of Php 131, 485.00 or higher

(Marc, 2022). Operationally, this refers to the level the economic value of Accountancy,

Business, and Management Students of Catarman National High School in terms of

livelihood capacities.

Family Structure. Conceptually, this refers to the combination of relatives that

comprise a family. It reflects relationship at the juncture of biological relatedness,

marital, and partnership status (Wu et. al, 2012). These includes nuclear family which is a

traditional type of family consisting of two biological parents and children, single parent

families or families with only either mother or father, extended families which includes

many relative living together, step families which includes non-biological parent,

grandparent families that are a type of family with grandchildren and no parents present,

and unconventional families which is a family that is not made up of one mother, one

father, and a child or children (Blessing, n.d). Operationally, it is the students’

relationship structure within a family or a household whether it be traditional or nuclear

family structure, single-parent family, extended family, step-family, grandparent family,

or unconventional family.

Interests. Conceptually, this refers to the traits that are manifested as likes and

dislikes, preferences and indifferences (Disha, n.d). Operationally, it is the students’

hobbies or leisure practices that they engage themselves into.

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Knowledge. Conceptually, it is often defined as a belief that is true and justified

(Hunt, 2003). Operationally, it is the capacity of the student in terms of understanding.

Skills. Conceptually, this is defined as the ability of an individual to put into

action the knowledge he/she has, in order to achieve the intended goal (Kassema, 2016).

Operationally, it refers to the abilities that allow a student to better understand complex

scenarios and develop creative solutions.

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Chapter II

REVIEW OF LITERATURE

Socio-demographic Profile

According to Abdullahi (2019), socio-demography of statuses reflects the

demographic and social roles and achievements of an individual in a population. Socio-

demographics describe the relationship that exists between individuals, or groups of

individuals and their attained socio-demographic statuses in a given population over a

given period.

Various social thinkers, demographers, economists and other theorists are on the

view that the socio-demographic factors have a great influencing power in affecting

students’ academic achievements (Henderson, 1988).In educational and economic

studies, it has been found that socio-demographic variables including parents' education,

parents’ occupation, parents’ socio-economic status, family income, family type, family

size, living place, availability of educational resources and soon are determinants of the

amount and quality of education that the children receive over their lifetime (Jeynes,

2002).

On the other hand, there could be several reasons for this correlation between

economic status and academic performance. “Many times, parents do not take the time to

read out loud to their children, and some parents cannot read themselves. This impacts

student achievement” (Evers & Peter, 1996, pg. 2). If parents were not successful in
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school themselves, chances are that their children will not be successful either. Those

parents will not be as actively involved with their children’s academic future.

Accordingly, “research has shown that one of the most promising ways to

increase students’ achievement is to involve their families” (Chavkin, 1993; Henderson &

Berla 1994), pg. 21). Generally, socio-demographic factors include age, gender,

geographical belongingness, ethnicity, marital status, socioeconomic status (SES),

parents’ education level, parental profession, language, income and religious affiliations.

These are usually discussed under the umbrella of demography (Ballatine,1993).

Academic Performance

According to Hijazi and Naqvi (2006), academic performance is composed of

skills, attitudes, and behaviors of the student that contributes to their academic success.

Classroom performance, graduation rates, and standardized test results are commonly

used by teachers and education administrators to assess student accomplishment (Ampofo

and Osei-Owusu, 2021). It communicates between both parties, students and teachers or

lectures.

Academic performance is important for an institution for the good outcomes that

lead to the job performance in the future (Kuncel et al., 2005). According to Schneider

(2002), it will be better for a student to have a greater class in order to acquire good

academic performance, however, the students need to put more effort to their study habits

in order to do so. Ampofo and Osei-Owusu (2021, pg. 20) also states that a students’
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academic performance excels more when students are more appreciated as this “inspire

them to develop a sense of purpose and perceive the school experience as being

personally relevant”.

Refreshingly, when students attribute their academic success to effort and

persistence or receive feedback that attributes their success to effort, they develop a

higher self-efficacy and expectations for future skill development (Siegle & McCoach,

2007). Indeed, a number of researchers have in the context of achievement goals explored

the contribution of effort and persistence on students’ academic performance (Opare &

Dramanu, 2002). Research evidence shows that effort makes a positive contribution to

the prediction of academic performance outcomes (Bouffard et al., 1995). Truthfully, in

analysis, effort is found to relate positively to academic performance (Opare & Dramanu,

2002; Phan, 2008). Pintrich (2004) for instance, finds effort to be the only direct predictor

of learning outcomes amongst all general strategies.

On the other hand, there are also factors that negatively affect the academic

performance of a student such as poor study habits (McKenzie & Schweitzer, 2001) in

which affects the Cumulative Grade Points Average (CGPA) of the students that are also

a factor and a contributor to the students’ performance (Chapell et al., 2005). As to the

study of Hijazi & Naqvi (2006), it has stated that weak students, if group with good

students, will do better in academic and it will lead students to a better performance.

Knowledge

According to Greco (2007), if we think of intellectual virtues as abilities (or

powers) of the knower, then the claim is that knowledge is true belief grounded in
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intellectual ability. This idea is closely related to another: that knowledge is creditable

true belief. The ideas are related because a special sort of credit is due for success

through ability, and on the present account knowledge is a kind of success through

ability. Accordingly, knowledge can be defined as the ability to do things, or refrain from

doing things, or believe, or want, or doubt things, for reasons that are facts, (Hyman,

2003).

In addition, in study of Ago et. al, (2020), they found that engaging in

collaborative learning which is an educational approach that involves a joint intellectual

effort by students or students and teachers together that consists of exercises and

activities through which students develop their knowledge is highly effective because it

does not only help the students to grow as a group but also individually. The findings

showed that the most common activity used in collaborative learning are group reporting,

role-playing, travel essay, and think-pair-share. Utilizing the collaborative learning

technique is highly effective in enhancing the academic performance of the Grade 12

Humanities and Social Sciences Strand students, and one of its benefits is the

development of cooperation and easily understandable lessons.

Moreover, Abun, et al. (2018), found that the entrepreneurial knowledge and

entrepreneurial intention of the students are high and it is also found that there is a

significant correlation between entrepreneurial knowledge and entrepreneurial intentions

of the students. It cannot be denied that knowledge to entrepreneurship is important

because of its crucial importance to the economy. Many people and government have

seen that entrepreneurial education is seen as a response to the increasingly complex

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world we live in, requiring all people and organizations in society to be increasingly

equipped with entrepreneurial competencies (Gibb, 2002, cited by Lackeus, 2015).

Therefore, to measure the effect of the entrepreneurial knowledge or entrepreneurial

education should not only be based on grades of their knowledge of business but it should

be based on skills and attitude as a result of what they have learned in the subject

(Gedeon, 2017).

Skills

As defined by Mina et al. (2005, pg. 5), "a skill is an ability or proficiency at a

task that is normally acquired through education, training and/or experience. It can at

times be synonymous with the related concepts of competence, expertise, knowledge and

human capital." Required skills vary across the type of innovation concerned, the

industry and the strategic model the firm pursues. Moreover, there are different skills

determining the abilities of the students.

In the study of Kesuma, Retnawati, & Putranta (2021) following the basic

concepts in self-regulated learning, self-regulated skills are useful for senior high school

students in facing examinations, increasing self-confidence, high anxiety, fear in

understanding what is learned, and worrying about not graduating. The habit is only to

receive and carry out instructions from the teacher without thinking about the benefits

and effects, without being trained to think critically, causing students not to have self-

regulated learning skills to overcome the problems they face during the learning process.

In addition, the study of Akcoltekin, (2015) examined the relation between 12th

grade students’ time management skills and their research anxiety level; also the relation
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between students’ demographic variables (gender, accommodation environment, working

part time) with their time management perception. According to the findings of the study,

there is a meaningful relation between time management and research anxiety in a

negative direction. In addition, a meaningful relation in a negative direction was found

between time management attitudes, which is a sub-scale of the time management scale,

and research anxiety. According to these findings, as students’ time management skills

rise, their level of research anxiety decreases. In other words, as their anxiety level

increases, their ability to control time fades and becomes more difficult.

Moreover, in the study of Ian Walker and Yu Zhu (2013) the basic skills of

literacy and numeracy are essential for participation in society and they rightly encourage

their development in everyone through compulsory education. Over time there has been

an increase in the extent of these basic skills reflecting, in part, the greater complexity in

society, and a matching rise in compulsory schooling. The argument for free (or, at least,

highly subsidized) compulsory schooling is that the whole of society benefits from each

individual having a basic level of skills, not just each person individually – the benefits of

being able to read is higher the more other people can read and write. If it were left to

each individual to invest in such basic skills, they would give too little weight to the

effect of their basic skills on the returns to others.

(Domalaon, 2018) further determined the higher-order thinking skills which are

applying, analyzing, evaluating, and creating. Time management skills, problem solving

abilities, and other soft skills are also found to be skills that are relevant to student's

competitiveness and abilities (Poser, 2003; Moneva et al., 2020)

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Attitude

The concept of attitude is generally explained as positive or negative emotions

and thoughts related to a specific social object such as humans, objects, facts or events

(Bilgin, 2007, as cited in Meral, 2019). While attitude includes the manner in which a

person may deal with things emotionally as often reflected in a person’s behavior

(Allport, 1935), they are a phenomenon that can differentiate decision making, problem

solving processes, in other words all interactions, and that can lead to bias (Meral, 2019).

Attitude is a very significant factor that could tell the success of learning

something but it must not end there. As suggested by Rastegar & Gohari (2016),

improving the positive attitude of the students towards a particular academic subject may

increase their

desire to learn and their ability to apply what they have been taught. It is stated that the

learners have positive attitude towards speaking in English as Speaking in English is

important to them.

According to Ellis (1985), language teachers should foster a high positive attitude

in the learners by paying a lot of attention to the way the learners find their way

throughout learning the language and should provide the lively and dynamic class

environments where can help students learn the language as best through the creation of a

positive attitude towards the language being learnt and towards the environments in

which it can be learnt.

Moreover, Temporal (2018) opined that the negative attitude of students could be

ascribed to their inhibitions in using the English language especially when they are with
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people who speak English well. They would rather not speak than commit mistakes and

be laughed at by their interlocutors. Students’ feeling of intimidation could also be

spelled from the worries and discomfort they experience both in and out of the classroom.

In addition, Mohammed & Waheed (2011), when reviewing literature aimed at

understanding attitudes and influences on their development, they identified three groups

of factors that play vital role in influencing student attitudes. These include factors

associated with students themselves including mathematics achievement, anxiety, self-

efficacy, self-concept, motivation, and school experiences. There are also factors

associated with the school including the teacher and teaching – teaching materials,

classroom management, teachers’ knowledge, attitude towards math, beliefs and

motivation and factors from home environment and society including educational

background, parental expectations, and occupation of the parent” (Maria de Lourdes

Mata et al, 2012)

Relationship on Student’s Ability

Relationship on Profile and Knowledge

In the study of Soederberg Miller (2009), results showed that reading efficiency

increased with increasing levels of knowledge among older but not younger adults.

Similarly, those with smaller working memory capacities showed increasing efficiency

with increasing knowledge. These findings suggest that knowledge promotes a more

efficient allocation policy which is particularly helpful in later life, perhaps due to age-

related declines in working memory capacity.

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However, in the study of Samuelsson & Samuelsson (2016) they found some

differences in how boys and girls perceive their classroom setting and some differences

in boys’ and girls’ relationship to mathematics. According to the classroom setting, they

found that boys feel that they use group work more than the girls do. Boys also feel that

they have an influence over the content and are more involved during the lesson than

girls. With respect to students’ relations to mathematics they found that boys perceive

mathematics to be more important than girls do. One implication for teachers from the

study points out how different aspects of a perceived learning environment affect

students’, boys’ and girls’, achievement in mathematics.

In addition, according to the study of Barron, et al. (2013), they found that student

information and communication technology (ICT) literacy and its relationships to a

student’s socio-economic status (SES), gender, and ethnicity of middle school students.

Results show a digital divide between low and high SES, white and non-white, and

female and male students on all measures of the ST2L. Specifically, high-SES, white, and

female students outperformed their counterparts. The results provide compelling evidence

of a digital divide within Florida schools. The article discusses the implications of the

findings for practice and future research.

Moreover, Levin and Currie (2010) stated that there was an association between

both mother‐child and father‐child communication and young people's life satisfaction.

Relationship with mother was particularly important, especially among girls. Among

boys, not living in a traditional two‐parent family was a predictor of low life satisfaction,

even when communication with one or more parents was easy. This effect was
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independent of economic disadvantage. The quality of the relationship with stepparents

moderated these associations very slightly and in single father families only.

Furthermore, Osako (1983) stated the relationship between reading interest in a

topic and comprehension of an expository passage about that topic while controlling for

the factors of reading ability, gender of the subjects, and prior knowledge about the topic.

The results of the study implicated text characteristics and other factors affecting interest

and comprehension, and measurement issues for further study.

Relationship on Profile and Skills

In the study of Dere (2019), he investigated the early literacy skills of children

and their visual motor integration. For this purpose, kindergarten students’ level of early

literacy skills and visual motor integration was determined and the correlation between

the two was analyzed. Eighty children at the age of five (40 females and 40 males)

attending kindergarten were purposively chosen. In the study, 38% of the participants in

the kindergarten was in the inadequate level of early literacy skills and 62% was in the

instructional level. Children in the instructional level also showed that they had better

visual motor coordination skills as well.

However, according to Kairys, M.R. (2018), both men and women identified that

cognitive, interpersonal, business and strategic skills were required for senior

management roles in VET; however, they ranked the importance of these skills

differently. Men ranked business and strategic skills as the most important whilst women

ranked cognitive and interpersonal skills. The findings provide insight into how gender
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influences leadership with men focused on task-orientated leadership skills whilst and

women focused on relationship development leadership skills.

In addition, Björn and Kyttälä, (2011) states that adolescents from other than two-

parent intact families performed particularly well in regard to literacy skills. There were

no gender differences with respect to either skill. The adolescents came from families of

each type of structure, across all skill levels, suggesting that adolescent learning

outcomes are not determined by diversity in family structure. Mathematics anxiety was

treated as a covariate when predicting word problem performance with literacy skills.

Since girls seem to display higher mathematics anxiety levels than boys (Björn &

Kyttälä, 2011). While the study of Sindhu (2015) reveals that high socio-economic status

students have more emotional intelligence and creativity than the low socio-economic

status students. Girls and boys have same level of emotional intelligence and creativity.

Moreover, Cooper and Heaverlo (2013) stated that interest in problem solving

was a positive predictor for interest in all four STEM subject areas; whereas, interest in

creativity and design was a positive predictor for interest in computers and engineering,

but a negative predictor for interest in science.

Relationship on Profile and Attitude

A student’s socio-economic status embraces parent’s educational status, parent’s

occupation, parent type of residence, family size, student leisure activities and student’s

motivation (Abitogun, 2002); Alavap, 1994; Izuagie, 1990). On the other hand, attitude is

a very strong variable in learning (Koleoso and Olasehinde, 1998). It determines the

success or failure of a child in learning. Attitude is a correlation of students’ performance

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in any teaching learning subject (Koleosa and Olasehind, 1998; Akorede, 2000; Koleoso

and Arimoro, 2000; Ezenbawachilo, 1994; Olowokere, 2000; Hamzat, 1998; Olasehinde,

1995 and Olagunja, 1991).

National trends in United States of America revealed mixed results with regard to

the gender gap in science achievement. (Amelink, 2009). According to the study of

Dalton, et. al., (2007) it was observed that, in the coursework completed, females perform

equal to male peers; however, in assessments geared to measuring mastery of contents,

such as the National Assessment of Educational Progress, it was reveal that the

differences between males and females in K-12 Education surfaced in elementary school

and continued at the high school level. Moreover, according to these studies, differences

in science

achievement at the K-12 level are attributed in part to fewer females attaining degrees in

science, technology, engineering, and mathematics (STEM) fields (Hazari, Tai, &

Saddler, 2007);(Madigan, 1997).

Moreover, female students in the mathematics classes with traditional instruction

had more positive general attitudes towards mathematics than the females in the

cooperatively grouped classes, and the males in the cooperatively grouped classes had

higher attitudes than the males in the traditionally grouped classes, Drzewiecki, L. A.

(1996).

Furthermore, Bayaga et-al (2014), in their study ‘Attitudes on Mathematics

Achievement Factor Structure Approach’ reported that the study is important for the

South African education system due to the fact that changing academic self-concept and
 25

attitude of students towards mathematics and improving the teaching procedures in the

classroom are much easier to achieve than changing background factors affecting

students’ performance.

The study investigated the effect of age on the students’ academic performance in

the teacher made tests. From the findings, age had a significant effect on the student’s

academic performance. The youngest students had higher scores in academic

performance than the oldest students. Contrary to this, a study by Rumberger (1995)

found that late entrance and repetition do not exert negative effects on academic

performance. He found that the older students performed better than those who go to

school at an early age. The study also showed that those students who have an

opportunity to repeat some grades perform better at secondary school level and that late

entrance and repetition improved academic performance especially among older students.

Another study by Clark and Ramsay (1990) detected a negative relationship between age

and academic performance, which is also a contradictory finding to the preset study.

Moreover, it is found that children whose families are of high educational scales

have a statistically far better chance of participating in Tertiary Education (Oloo, 2003).

This is further supported by Ahawo (2009) who observed that in modern society, family

influence played a very important role in the academic life of a student. Otula (2007) also

supported by stating that effective learning involves partnership of students, teachers and

parents. He also observed that families’ involvement determines the emotional and

material input that further determined the motivation level in students towards education.
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Socio-economic status of families in one way or another way affects academic

Achievement.

In addition to this, Omoraka (2001) noted that all children have certain needs,

physical and sociological which when met contribute positively to their academic

Achievement. These needs may include a conducive reading atmosphere, good food,

playing ground, provision of books and other material and attendance at the best schools

available. All these help students promote effective learning and good Achievement in

schools. Quality education is a key to provide the right human resources for social and

economic production sectors facilitating wealth creation and improving living standards

(Abdullah, 2011).

Relationship of Student’s Ability and Academic Performance

Academic performance is composed of skills, attitudes, and behaviors of the

student that contributes to their academic success (Hijazi and Naqvi, 2006). In the study

of Moneva et. al., (2020), it was stated that problem solving ability and critical thinking

are the two knowledge and skill that are most vital components in handling problems and

difficulties that they encounter. The study concludes that problem solving attitude and

critical thinking ability of the students have an important factor in solving problems in

school and it integrated to each other for it to become handy.

In addition to the abilities of the students, time management is also a skill that

every student should not only know but also apply (Nasrullah & Khan, 2015). Better time
 27

management skills can improve grades, help keep stress in check, and help one to be

competitive in their undertakings (Poser, 2003). Furthermore, effective time management

is vital for students to shine and achieve more (Poser, 2003).

More so, it has also been found in the study of Moneva et. al. (2020) that stress

also affects the students’ credibility of thinking, behavior, attitudes, perspectives,

physical changes, and appropriate way of dealing the situations and problem. As one of a

student's ability, their capability of managing stress determines that they have a good and

holistic thinking in dealing difficult situations and problems, therefor, their approach and

attitude towards stress will determine their attitude as well as their cognitive ability. The

study also states that as long as the students are capable of dealing and understanding the

situations, they are expected to overcome the stress.

Tus (2020) also claims in the study that students' academic performance embodies

an essential part of the constellation of factors determinant of student success. Also, it

plays a very significant role in education, primarily as a concrete tool to assess the

student's learning process. Study habits are part of a student's everyday life. It contributes

significantly to the development of knowledge and perceptual capacities. This

characterizes a person's willingness to learn, how far they want to go, and how much they

want to achieve. These all could be decided with the help of one's study habits throughout

life. One of the essential part in the field of education is learning how-to-study. This

holds, most especially for the students no matter where they are or what programs they

are taking, whether they are enrolled in a top engineering school in the Philippines, or a
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technical communication school somewhere in Manila, or even in the most advanced

architecture university; their success will all depend on one thing – effort (Tus, 2020).
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Chapter III

METHODOLOGY

Locale of the Study

Figure 2. Sketch Map of Barangay Dalakit, Catarman Northern Samar.

This study will be conducted in Catarman National High School which is located

in Purok 1, Brgy. Dalakit, Catarman Northern Samar. It has an area of 2.8 hectares

situated near the Tamburusan beach. Catarman National High School can be found using

specific boundaries, North-Pacific Ocean, South-National Road, East-Provincial Capitol

and West-Tara Subdivision.

Catarman National High School is under the K-12 Curriculum. It includes the

Senior High School and Junior High School. Senior High School offers various strands in

the academic track such as STEM, ABM, HUMMS, GAS, and TVL which has a

specialization in Computer System Servicing, while Junior High School offers various

programs such as SPA and STE and it includes four years of schooling from grade 7-10.
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Research Design

This study will be conducted by the means of quantitative methods. The researcher

attempted to get the answers to the aforementioned problems and to justify and satisfy the

objectives of the study. This study is descriptive-correlation research and it employs the

analysis of data.

It is descriptive since the socio-demographic profile of the respondents will be

determined as to their age, sex, economic status, family structure, and interests. As per

the objectives of the study, the study will be using a descriptive design to determine the

profile of the respondents in terms of their age, sex, economic status, family structure,

and interests. Moreover, it is descriptive because the study also aims to determine the

students' abilities in terms of their knowledge, skills, and attitude.

In addition, the correlational research design will be utilized to measure the

relationship between the student's socio-demographic profile and their abilities.

Furthermore, it will also be utilized to measure the relationship between a student's

abilities and their academic performance.

The Variables

The variable of this study is composed of two independent variables, the socio-

demographic profile of the students and the student’s ability. One of the independent

variable is the socio-demographic profile of the students consisting their age, sex,

economic status, family structure, and interests. On the other hand, the student’s ability

includes the knowledge, skills, and attitude of these students.

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Moreover, the academic performance of the senior high school students in

Catarman National High School is identified as the dependent variable of this study.

Population and Sampling

The population of this study is within the Senior High School Students of

Catarman National High School in Catarman, Northern Samar. Catarman National High

School offers four strands in the academic track, namely Humanities and Social Sciences

(HUMSS) with four hundred thirty-one (431) students in grade 11 and three hundred

seventy-four (374) grade 12 students; Science, Technology, Engineering, and

Mathematics (STEM) with one hundred twenty-six (126) grade 11 students and seventy-

nine (79) students in grade 12; Accountancy, Business, and Management (ABM) with

one hundred twenty-seven (127) grade 11 students and one hundred nine (109) grade 12

students; and General Academic (GA) with two hundred seventy-six (276) grade 11

students and one hundred twenty-three (123) grade 12 students. Moreover, the school

also offers the Technical-Vocational (TVL) track which has a specialization in Computer

Science Servicing with one hundred twenty-three (123) grade 11 students and seventy-

one (71) grade 12 students. The total population for the Senior High School students in

Catarman National High School consist of one thousand eight hundred thirty-nine (1,839)

students.

In the totality of senior high school students, the samples will be selected from the

grade 12 students of Catarman National High School. The total population of grade 12

students in Catarman National High consists of seven hundred fifty-six (756) students.

Furthermore, the researchers of this study will be using the Slovin’s formula to determine
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the sample size for this study. After which, the samples will be stratified according to

their strand by using proportionate stratified random sampling formula to find the exact

sample size of every strand. In identifying the selected population, the confidence level

must be first identified. The researchers assume a confidence level to 90% with the belief

that most of the respondents will participate on the data gathering.

The samples are stratified in five sections which are the HUMSS, STEM, ABM,

GA, and TVL. The researchers identified the number of each stratum wherein HUMSS

has a total of one hundred twenty-nine (129) strata, twenty-seven (27) strata in STEM,

thirty-eight (38) strata in ABM, forty-two (42) strata in GA, and twenty-six (26) strata in

TVL, with a total sample size of two hundred sixty-two (262) samples.

The Respondents

In this study, the respondents will be selected from the grade 12 senior high school

students of Catarman National High School through a stratified random sampling. The

total number of the respondents for this study consist of two hundred sixty-two (262)

Senior High school students which are stratified in six sections based on the strand. Each

section has specific number of strata wherein HUMSS has a total of one hundred twenty-

nine (129) strata, twenty-seven (27) strata in STEM, thirty-eight (38) in ABM, forty-two

(42) strata in GA, and twenty-six (26) strata in TVL

Research Instrument

For this study, the researchers will use a survey questionnaire to gather the needed

data to be provided by the respondents through their responses. The researchers will be
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using a standardized research questionnaire obtained from Cruz, Gladys D. Dela et al.

“An Assessment of Knowledge, Skills, and Attitudes of Accountancy Business and

Management (ABM) Students of Senior High Schools in Cabanatuan.”

Part I of the questionnaire will be assessing the respondents’ socio-demographic

profile in terms of their age, sex, economic status, family structure, and interests.

Part II is the main part of the questionnaire wherein students’ knowledge, skills,

and attitude will be assessed and measured through a Likert scale of 1 to 5 to determine

its significance to the students’ academic performance. Part II is composed of three

subparts where:

Part II.A consists 5 questions assessing the knowledge of the students that the

students learn in an academic setting and concepts that they already know.

Part II.B consist of 15 questions assessing the students’ skills in the sense

where they mostly excel in a practical and academic setting.

Part II.C consist of 22 questions assessing the attitude of the students in terms

of dealing with practices related to their education and their academic performance.

Scoring and Interpretation of Data

The variables of this study will be scored or categorized by the profile of ABM students,

in terms of their age, gender, and economic status.

Profile of the Respondents:

Age. This refers to te actual age of the respondents.

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Sex. The respondents were classified as male or female.

Economic Status. Refers to the livelihood capacity of the students.

Family structure. This refers to the students' family relationship structure in a

household whether it is traditional or non-traditional.

Interest. This refers to the students' quality that attracts their attention in making

something that they enjoy learning about or doing; hobbies or other leisure practices that

they engage themselves into.

The data will be derived from the research instrument, which will be scored and

interpreted as follows:

The scoring will explain how the knowledge, skills, and attitude of the students

affect the academic performance of the senior high school students.

Scale Range Description

5- Always 4.21-5.0 High Impact

4- Sometimes 3.41-4.20 Reasonable Impact

3- Seldom 2.61-3.40 Moderate Impact

2-Rarely 1.81-2.60 Bare impact

1- Never 1.0-1.80 Low Impact

Validation of Research Instrument

The research instrument to be used in this study is standardized, it is a ready to

use research instruments, therefore, does not need further validation. Since the instrument
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has been used previously in a study of Cruz, Gladys D et al. "An Assessment of

knowledge, skills, and Attitude of Accountancy Business and Management (ABM)

students Senior High School in Cabanatuan" validity of the questionnaire has already

been tested and have already undergone the stages of validation. This means that the

researchers had come to the conclusion that the instrument is able to measures what it

was designed to measure. Therefore, the researchers no longer need further validation for

this research instrument.

Data Gathering Procedure

Data gathering for this study will be conducted through a survey using a

questionnaire. To collect the necessary data and information, the researchers will first

select the respondents from the grade 12 senior high school students in Catarman

National High School by using a stratified sampling method. The researchers will

identify an exact number of students from each strand to be selected as the respondents of

this study. After which, a time frame will be decided to manage the data collection

process in which the researchers will set the data collection or survey do be done in a

week. Furthermore, a questionnaire will be provided to the selected respondents to be

filled out with the needed information. Permission and consent from the participants will

also be taken into account. Lastly, after acquiring the necessary data and information

from each strand, the data will be gathered and the researchers will then examine and

statistically treat the given data to come at a conclusion.

Statistical Treatment of Data

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Respondents’ responses to the questionnaire will be analyzed and evaluated to

meet the study's data requirements. The researcher will be using the frequency of

distribution approach, weighted mean, and Pearson product moment of correlation

statistical approach to evaluate and interpret the data for this study.

The frequency of distribution will be used to determine the profile of the

respondents in terms of their age, sex, economic status, family structure, and interest as to

the number of occurrences. To determine the frequency distribution of each variable, the

class intervals will be identified. After which, the numbers will be tallied in each category

based on the number of times it appeared. Furthermore, weighted mean statistical

approach will apply to determine the students’ ability in terms of their knowledge, skills,

and attitude. In order to find the average, the researcher will multiply each number from

the data by the weighted factor. The resulting numbers will then be summed up.

Moreover, Pearson product moment of correlation will be used to determine the

significant relation between the independent variables, namely the student’s socio-

demographic profile and abilities, and dependent variable, which is the academic

performance of the student. Furthermore, the researchers will be using Statistical Package

for the Social Sciences (SPSS) test to analyze the overall data and understand and

interpret the result of the study.

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