RESEARCH TOPIC

EXPLORING THE FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF

CTU – CONSOLACION STUDENTS.

INTRODUCTION

Toews, & Yazedjian (2007), researched factors that predict college success including self-

esteem, parental support, parental education, and peer support. Their study was limited to White

and Hispanic students. Findings support that there is no specific factor that predicts success for all

students in the study, and therefore, additional research is needed to address the potential for being

part of kinship and non-kinship organization to affect college adjustment. As suggested by Toews

and Yzedjian (2007), future research should include a more diverse sample that represents

additional ethnic minority groups.

In addition, According to Sawyer, & Dubowitz (2002) the first comprehensive assessment

of the school performance of children placed in the care of a relative, an arrangement termed

kinship care. The educational programs, academic achievement, and cognitive and language skills

of the children were assessed with a teacher questionnaire and standardized tests. Compared to

their peers, high rates of grade retention and participation in special and remedial education, as

well as significant academic achievement, cognitive, and language deficits were found. Most

teachers, however, reported that educational services were appropriate and several interventio ns

had proven successful. Analyses of predictor variables showed that placement at a later age and

fewer children in the home were associated with higher academic achievement. Results are

reviewed in the context of other foster care studies, and recommendations are made regarding
future research and educational needs of children in kinship care. Finally, previous research has

been largely descriptive and correlational (Cho, et al., 2008; Dennis, et al., 2005; Valery, O’Connor

& Jennings, 1997; Walker & Satterwite, 2002); therefore, a call for causal research that can

investigate a cause-and-effect relationship among these variables is needed (Toews, & Yazedjian,

2007)

RESEARCH PROBLEM

The disparity in CTU – Consolacion students’ academic performance raises questions on what

are the factors that are causing such disparity. Most of the students encounter some problems in

deadline submissions, attendance, oral participation, and communication in general. Other students

however, are excelling in their academic performance in a huge marginal difference among their

peers. This study therefore aims to determine the impact as well as factors affecting the academic

performance of CTU – Consolacion students. The results can be use as inputs to policy decisions

in support to the overall academic performance of the students at CTU – Consolacion, Cebu.

Specifically, it sought to answer the following questions.

a) What are the factors that cause most students to underperform?

b) How disperse is the difference between students that are overperforming vs students that

are underperforming in regards to their academic responsibility?

c) Does being in a kinship vs non-kinship group affect academic performance of the students?

OBJECTIVES

The general objective of this is to determine the factors affecting the academic performance

of CTU – Consolacion students. Especially, this study aims to:

1) Determine the impact of kinship vs non-kinship organizations on academic performance

2) Identify the problems encountered by CTU – Consolacion students’ academic

performance.

3) Provide recommendations for the improvement of the underperforming student of CTU –

Consolacion, Cebu.
REFERENCES:

Huntley, K. M. (2011). An Ex Post Facto Study Exploring the Impact of Parental Level of

Education and Parental Support on First-Year College Adjustment. eric.ed.gov.

https://eric.ed.gov/?q=ex+AND+post+AND+facto&pg=5&id=ED524379

Sawyer, R. J., & Dubowitz, H. (2002, June 4). School performance of children in kinship care.

ScienceDirect. https://www.sciencedirect.com/science/article/abs/pii/014521349490085X