Education Access : Parental Socio-economic status and Academic Motivation

in Santa Cruz National Senior-High School

Santa Cruz National High School

Researchers
 Abangan, Saintbry
Eroy, Rizon Cloi A.
Pontongan, Cris Lance V.
Torayno, Arniel H.
Castro, Kaye M.
Concepcion, Angelica Thea
Sacay, Princess A.

October 2022

CHAPTER 1
Introduction

(I. Background of the study)

Socio-economic status has been a factor towards in different aspects in life. With regards
to the current situation , the pandemic affects the economy leading into the price hike of
products. Growing inflation has been a concern in the country specifically the affordability of
society’s most vulnerable groups which are the students. They suffer directly from the rising
costs of basic necessities like food and, more recently, school supplies (Panay News, 2018).
Hereby, it implies that it is more crucial for parents to work harder and parental socio-economic
status affects the educational affordability of the students.

A previous research found that socioeconomic status has a direct effect towards academic
motivation across Northern Spain students ( Suárez et. al, 2014). The study concludes that
students in homes with more money and fewer rival family members generally performed better
in math which depicts to a higher academic motivation. From their standpoint, it is measure
whether socioeconomic position is a good predictor on its own or because it is linked to
emotional factors. Another study from United States ascertained that there is mounting evidence
that children from parents with greater socioeconomic status are more likely to experience a
greater academic achievement (Tucker-Drob and Harden, 2012). In relation, there is a direct
relationship between motivation and achievement pertaining that achievement gaps could be
reflected in students' motivation for school (Wigfield and Cambria, 2010).

Moreover, according to the World Bank (2022), the Philippines' economic vitality has an
average yearly growth grew to 6.4% between 2010 and 2019 and became an average of 4.5%
between 2000 and 2009. With increasing urbanization, a growing middle class, and a sizable and
young population, the Philippines is a country with many advantages. However, the Socio-
economic status has been negatively hampered by the COVID-19 epidemic and community
quarantine measures implemented in the nation. A study also from the Philippines examines the
growth mindset intervention towards academic achievement stated that Socio-economic status
can alter a larger portion to the student’s desire to learn ( Bernardo , 2022). It is said that only
students from higher SES groups were shown to have a favorable relationship between growth
mindset and learning; students from lower SES groups did not have this relationship.

Furthermore, socioeconomic status has by far the biggest influence on finishing high
school (May, E., & Witherspoon, D. 2019). Current research is more likely to incorporate a wide
range of SES variables, including family income, the mother's educational attainment, and a
measure of family structure. The student's potential access to social and economic resources is
reflected by parental income as a measure of SES (Sirin, S. 2005). Parental education is one of
the SES factors that is regarded to be the most stable. Additionally, because income and
education are so closely associated, parental education is a good indicator of parents' income
(Hauser R. M., & Warren, J. R. 1997). Higher-SES students are more likely to enroll in advanced
math and science courses than students from lower-SES households, who are less likely to do so
(Bozick, R., & Ingels, S. J. 2008) because the financial resources that they and their family have
place restrictions on the children from underprivileged families (Crosnoe and Cooper 2010). As a
result, the level of financial support parents can provide for their children's scholastic endeavors
depends on their socioeconomic status (Broer, M., Bai, Y., & Fonseca, F. 2019)

In addition, Bozgeyikli, Görgülü, and Boğazlıyan (2022) ) explained that the strength of
the relationship between extrinsic motivation varied depending on the level of perceived socio-
economic status. Therefore, an individual engage freely in activities are motivated with regards
to its socio-economic status. Thus, Winn (2002) stated that little attention has been paid to the
impact on student motivation of recent changes in the social and economic context of higher
education. Therefore, it is essential to determine whether there is also a relationship between
socio economic status and academic motivation among senior high school students.

In respond to this problem, the researcher proposes this study , Education Access :
Parental Socio-economic status and Academic Motivation in Santa Cruz National Senior-High
School. This study is made to evaluate and determine if there is a significant relationship
between parental socio-economic status and academic motivation among academic track students
of Santa Cruz National High School- Senior High School, to act on potential negative effects of
inflation as well as to determine the influence of socio-economic status towards intrinsic and
extrinsic motivation to achieve academic success.

Statement of the Problem

 The primary purpose of this study is to determine the relationship between parental socio-
economic status and academic motivation of Academic students of Santa Cruz National Senior-
High School. Specifically, this aims to answer the following questions:
1. What is the Demographic profile of the respondent in terms of?
1.1Age;
1.2Sex;
1.3Gender?

2.What is the Parental SES (Social Economic Status) of the student in terms of

2.1 Parental education;

2.2 Parental occupation;

2.3 Parental income?

3.What is the level of the academic Motivation of the student in terms of :

3.1 Intrinsic motivation;

3.2 Extrinsic motivation;

3.3 Amotivation?

4. Is there a significant relationship between Parental socio-economic status and Academic

Motivation?

Conceptual Framework

INDEPENDENT VARIABLE DEPENDENT VARIABLE

ACADEMIC MOTIVATION

INTRINSIC MOTIVATION

EXTRINSIC MOTIVATION
 PARENTAL SOCIO-ECONOMIC STATUS
Figure 1: Schematic Diagram of the Conceptual Framework
PARENTAL EDUCATION
The schematic diagram in Figure 1 shows the relationship of the variables in the study.
The first box at the OCCUPATION
PARENTAL left side represents the independent variable which the parental socio-
economic status with an indicator of the parents education, occupation and current income. On
PARENTAL
the other hand, INCOME
the second box at the right side represents the dependent variable which is the
academic motivation and can be categorized into intrinsic and extrinsic motivation.

Theoretical Framework

This research is based on Ryan and Deci (1998, 2000) Self-determination Theory an
empirically derived theory of human motivation and personality in social contexts that
differentiates motivation in terms of being autonomous and controlled. Work leading to the
theory began with experiments examining the effects of extrinsic rewards on intrinsic
motivation. In studies of student learning, autonomy relates to choice, competence refers to
feeling efficacious during learning tasks, and relatedness refers to feeling connected to the
teacher and class. The satisfaction of these needs is a necessary condition for learning. On the
opposite hand Bourdieu (2004), stated in Bourdieu’s Habitus concept that the effects of
socioeconomic status on academic motivation are conceptualized. It reflects the role of
unconscious and internalized cultural signals, proper to low and high socioeconomic status
family contexts. Habitus is the learned set of preferences or dispositions by which a person
orients to the social world. It is a system of durable, transposable, cognitive 'schemata or
structures of perception, conception and action.

Hypotheses

Ha: There is a significant relationship between the parental socio-economic status and academic
motivation of Santa Cruz National High School-Senior High School Students.

Ho: There is no significant relationship between the parental socio-economic status and
academic motivation of Santa Cruz National High School-Senior High School Students.

Scope and Delimitation of the Study

This study focuses on determining the relationship found between the student’s Parental
Social-economic Status (SES) and their Academic Motivation in Santa Cruz National High
School- Senior High School. The study aims to come up with a result that will tell if there is a
change in a student’s academic motivation with regards to their Parents’ Social-Economic Status
(SES). This study will point out specific student’s basic personal background (Age, Sex) or
demographics as well as their parents’ Social-Economic Statuses.

To get more specific result, the study limit its coverage with regards to the qualification
of participant being a Senior High School Student in Academic Track Strands. Respondents of
the study includes the strands: Accountancy Business and Management (ABM), General
Academic Strand (GAS), Humanities and Social Sciences (HUMSS), and the Science
Technology Engineering and Mathematics (STEM) strands of Santa Cruz National Senior-High
School. The researchers will use stratified random sampling and pick student-respondents in the
Academic Track. In gathering the data, a survey using a test questionnaire will be utilize and
convey the outcome. This study will be conducted at the Santa Cruz National Senior High
School for a group study in school year 2022 to 2023.

Significance of the Study

Definition of Terms

For the purpose of clarification, the important terms used in this study have been defined.

These are the following terms:

Parental Socio-economic status- access to desired resources and the social standing or class of
an individual or group, often measured as a combination of education, income, and occupation.

Parental Education – the education level acquire by the head family.

Parental Occupation – the main work undertaken by the parent.

Parental Income - the parents gross household income.

Academic Motivation – the student’s desire to learn with regards to the academic matter and it’s
ambition towards learning and performance in school.

Intrinsic Motivation - doing an activity for the inherent satisfaction of the activity itself.

Extrinsic Motivation- behavior that is not done for its own sake but for external reasons.

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Suárez-Álvarez, J., Fernández-Alonso, R., & Muñiz, J. (2014). Self-concept, motivation, expectations, and
socioeconomic level as predictors of academic performance in mathematics. Learning and Individual
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Tucker-Drob, E. M., & Harden, K. P. (2012). Learning motivation mediates gene-by-socioeconomic status
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