CHAPTER 1

THE PROBLEM

Introduction

This chapter presents the background of the study, theoretical framework,

conceptual framework, statements of the problem, scope and limitations,

significance of the study and definition of terms.

Background of the Study

Education is one of the most important aspects of human resource

development. The students ‘performance plays an important role in producing

best quality graduates who will become great leaders and man power for the

country thus responsible for the country’s economic and social development.

Academic achievement is one of the major factors considered by employers in

hiring workers especially for the fresh graduates. Thus, students have to put the

greatest effort in their study to obtain good grades and to prepare themselves for

future opportunities in their career at the same time to fulfil the employer’s

demand.

Education systems are in constant change and development around the

world. Countries following this change and development achieve success in

education as well as in many other fields. Until the last century, the industrial

society was dependent on steam machines and was not in search of information,

but when the changes and developments with the 21 st century are examined, it is

seen that the societies that have made the transition to the information society

1
have achieved development in science and technique, reached and used

information (Sonmez, 2008).

The student, who is one of the basic elements of the education system, has

from past to present been regarded as the future of society, and in this sense,

has been included in a continuous development process. Nations follow the

global development process and attempt to foster knowledge, skills, behavior,

competence and ideas in line with this development. For this purpose, education

systems aim for students to integrate with the world and speak the same

language, attain success, acquire a profession, contribute to the nation, gain the

habit of lifelong learning and most important of all, acquire 21 st century skills. For

countries to be able to realize these aims, it is expected that the factors of the

family, the school’s physical conditions, the school administration, the school

environment and the teacher, which are among the characteristics of efficient

schools will be continually updated and changed. As well as the realization of

these changes, it is essential that academic achievement, which is one of the

basic aims of education institutions, should be enabled (Sisman & Turan, 2005)

Nowadays, school no longer consists merely of classrooms, a teachers’

room and an administrative unit. It is inevitable that for education to be provided

at a proficient level, the school should have a multifaceted structure. When

considered in terms of the student’s development and academic achievement,

the school can be regarded as being an effective factor in many respects and in

this regard, the physical conditions of the school can be thought to contribute to

the student’s academic achievement. The school’s physical conditions can be

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listed as the classroom structure and equipment, library, outdoor and indoor

sports areas, conference hall, exhibition hall, science laboratories, map room,

foreign language classroom, science and technology classroom, and study

center. The school’s physical conditions and infrastructure can be listed as the

appearance, equipment and safety features of the school building, area

surrounding the school, sports hall, library, attention to hygiene conditions and

cleanliness, staff’s attention to their appearance, and school’s green areas

(Nartgun & Kaya, 2016).

The ideal physical conditions of the school should be suitable for the

continuance of teaching and learning, the students’ development levels,

transport, the number of students attending the school, and protection from

disasters and other hazards (İsik, 2004).

The school administration, management structure and managers, who have

particular importance among the main building blocks of the school, are among

the significant factors for enabling academic achievement. School principals who

have leadership skills and a broad worldview can enable objectives to be

achieved in an academic sense, just as they can in every aspect, at the school

where they are managers. School principals who are mentors are people-

oriented, are at peace with themselves and other people, are tolerant towards

errors, place value on the institution where they work and increase its

performance, believe in themselves, are highly confident, successfully direct

those around them, are sensitive and respectful towards the needs of staff, are

flexible and creative, share their knowledge, have strong communication skills,

3
have a positive attitude towards the institution, have professional experience,

respect others’ opinions and differences of opinion, and are willing to spend their

time and energy on the school (Aydin, 2008; Stueart & Sullivan, 2010).

Theoretical Framework

“Learning is the process whereby knowledge is created through the

transformation of experience.” David Kolb published his learning styled model in

1984 from which the developed his learning inventory. Kolb's states that learning

involved the acquisition of abstract concepts that can be applied flexible in a

range of situation.

Experiential learning theory is about learning by doing. Developed by

psychologist David Kolb, the theory describes the learning process whereby

knowledge is created through experience. Kolb’s theory explains that concrete

experience, reflective observation, abstract conceptualization and active

experimentation form a four-stage process (or cycle) transformed into effective

learning. Applying Kolb’s learning theory has benefits for students, educators and

employers.

Kolb’s experiential learning theory stresses how our experiences, including

our thoughts, emotions and environment, impact the learning process. Kolb’s

theory defines experiential learning as a four-stage process.

Concrete learning occurs when a learner has a new experience or interprets

a previous experience in a new way. For example, a nursing student has to learn

a new procedure as part of their clinical education.

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 Reflective observation – the learner reflects on the new experience to

understand what it means. In our example, the nursing student might think about

how they could have done the procedure better.

Abstract conceptualization – the learner adapts their thinking or constructs

new ideas based on experience and reflection. For example, the nursing student

realizes they need to have all their materials ready before starting the procedure.

Active experimentation – the learner applies their new ideas to real-world

situations to test whether they work and see if any changes need to be made.

This process can happen quickly or over an extended time. Our nursing student

might note how smoothly things go consistently when they have everything ready

for a procedure in advance.

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 CONCRETE
EXPERIENCE
(Doing or having an
experience)

ABSTRACT REFLECTIVE
CONCEPTUALISATION OBSERVATION
(Concluding or learning (Reviewing or reflecting
from the experience) on the experience)

ACTIVE
EXPERIMENTATION
(Planning or trying out
what you have learned)

Figure 1: Theoretical Paradigm

6
Conceptual Framework

The researcher used the Input, Process and Output (IPO) wherein:

The input contains the demographic profile of the respondents, present the

name, age, gender, and residence, the effects on academic performance of the

following; families educational level, school's physical conditions, school

management, school environment, teachers and the important factors that affect

academic performance,

The process contain the data gathering procedure, the researcher need to do

and the process on how to get the finding that is based on the data gathered.

The output contains the factors affecting Grade 10 students academic

performance in Masarawag National High School.

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 INPUT PROCESS OUTPUT

1. What are the

demographic profile
of the respondents
in terms of:
A. Name
B. Age
C. Gender
D. Residence
2. What are the Assessment, data
effects on academic gathering and
performance of the analysis of the
following; Factors Affecting
responses of the
a. families
Grade 10
respondents
educational Students
about Factors
level Academic
Affecting Grade
Performance in
b. school's 10 Students
physical Masarawag
Academic
conditions National High
Performance in
School
c. school Masarawag
managemen National High
t School
d. school
environment
e. teachers
3. What are the
important factors
that affect
academic
performance?

Figure 2: Conceptual Paradigm

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Statement of the Problem

This study aims to determine the factors affecting Grade 10 students’

academic performance in Masarawag National High School. Specifically, this

study will be able to attain the answers to the following questions:

1. What are the demographic profile of the respondents in terms of:

a. Name

b. Age

c. Gender

d. Residence

2. What are the effects on academic performance of the following;

a. families educational level

b. school's physical conditions

c. school management

d. school environment

e. teachers

3. What are the important factors that affect academic performance?

Scope and Limitations of the Study

This study aims to determine the factors affecting grade 10 students’

academic performance in Masarawag National High School S.Y. 2022-2023. It

will use descriptive method and the questionnaires will be distributed.

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Significance of the Study

This certain study which predominantly targets the factors affecting Grade 10

students academic performance in Masarawag National High School will give a

new insight to the following:

Student. This study will help students better understand which factors are most

likely to affect their academic performance, and provide suggestions for how they

can improve their grades.

Teachers. This study will serve as guide to the teachers identify areas where

they could improve their teaching methods, such as adapting to different learning

styles or providing more support to struggling students.

Parents. This study will help parents understand how they can better support

their children's academic success, such as by creating a supportive home

environment or providing additional resources for studying.

School Administration. This study will help school administrators identify areas

where they could improve the overall learning environment for students, such as

by offering additional resources or support services.

DepEd. This study will help school administrators identify areas where they could

improve the overall learning environment for students, such as by offering

additional resources or support services.

Future Researcher. Thus study will serve as a valuable source of data and

insights for future research on the factors affecting academic performance

among Grade 10 students. It could also help guide the development of new

research questions and hypotheses.

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Definition of Terms

Academic performance: Refers to achievement in standardized tests or

examinations shown by a student. According to Niebuhr (1995) Academic

prformance of students is typically assessed by the use of teacher’s ratings,

tests, and examinations.

Performance: To perform is to take a complex series of actions that integrate

skills and knowledge to produce a valuable result.

Student: It is a learner, or someone who attends an educational institution.

Students’ academic performance: The outcomes of the teaching and learning

process in terms of knowledge and skills in students acquires from schools as

measures by scores obtained in Certificate for Secondary Examinations (CSEE).

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 Notes

Aydin, İ. (2008). Inspection in teaching: assessment and development of

assessment and development.

İsik, H. (2004). Classroom management (Ed. M. Sisman & S. Turan).

Physical order of learning environments. Ankara: Pegem APublishing

Nartgun, S. & Kaya, A. (2016). Creating school image in accordance with

private school parents’ expectations.Journal of Research in Education and

Teaching,5(2), 153-167

Sisman, M. & Turan, S. (2005). “Education and school management (Edt. Y.

Ozden). Education and school management handbook. Ankara: Pegem

Publication

Sonmez, V. (2008). Possible future education systems. Ankara: Ani.

12
 CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies and synthesis of

the state of the art is found in this chapter.

Related Literature

Local

High schools open a gate for students to enter the world of experiences

known as higher education. Individuals who pursue their education see

themselves achieving their future goals now. They select a particular field of

education and then spend years in order to pursue their goals. Without students,

university has no worth. Students are the most essential asset of any university.

A country’s social and economic development is contingent on students’

performances and their attitude towards university which predicts the

performance. There are a lot of personal, social, financial and environmental

factors which affect these perceptions and attitude and ultimately affecting their

academic performances.

Student’s performance in academics and an institute’s rate of graduation

have always been an important area of investigation for higher educational

learning centers (Albertl., (2021).

According to Shelton & Pedersen (2016), academic performance refers to

the percentage of marks obtained by the pupils on each subject and is used to

13
describe the academic achievement of students in K-12 institutions. Academic

performance is more focused on the scores and percentage of marks which are

not indicative of the actual and real-life abilities or potentials of a certain student.

Provision of quality education and therefore subsequent performance of

students of schools has become inevitable. Scientific education in a systematic

fashion is provided to people around world in place known as university. This

organized fashion of teaching and inculcating knowledge, manners and abilities

help the learner learn various skills for his life in long term, but not every

individual achieve the same. There are some factors on which achievements of

an individual depend. University life helps individuals to grow financially and

become able to deal with social, political and cultural issues they encounter

(Mark 2000).

The academic performance serves as an evaluative system and a source

of information for educational institutions. Previous studies used CGPA, test

scores, and grades to assess academic performance. GPA/CGPA has been

used in many studies to assess academic performance (Fernando, 2017).

Foreign

Hussein (2006) said that, “ if the students have strong communication skills

an have strong grip on English, it increase the performance of teacher also

affects the student performance. The guidance from the parents and the teachers

indirectly affect the performance of the students”

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 The teacher can be described as a building block that contributes to the

student’s cognitive, affective and behavioral development, provides careers,

raises compatible individuals for society, fosters thinking styles, perspectives on

life and a broad worldview, and shapes the society of the future. The teacher’s

sympathetic approach, warm-hearted behaviours, and tolerance towards errors

made have a positive effect on relations between teacher and student (Sadik,

2002).

The main purpose of today’s education is to raise individuals with 21 st

century competencies. In this context, it aims to raise individuals who are open to

success and learning, self-confident and responsible individuals who add value

to the society (Collwill & Gallagher, 2007).

Most academics observed that a child’s associate could impact his or her

performance. Social influence looks at how individual thoughts, actions and

feelings are influenced by social groups (Aronson, 2010).

According to Live Oak High School, honors’ classes are “demanding,

advanced high school level classes”. This simply states that students of the

stated class will be given additional lessons and tasks such as requirements and

assessments. Students will truly have to be hardworking if they want to achieve

good grades and at the same time fully understand the lessons their teachers

taught them. This clarifies that students outside of the honors’ class will

experience lesser struggles with their academic performances. In short, honors’

class will make students to truly do their best because they will be given more

work to be done than those of the regular classes.

15
Related Studies

Local

Karemera (2003) found that students’ performance is significantly correlated

with satisfaction with academic environment and the facilities of library, computer

lab and other important facilities in the institution. With regard to background

variables, he found a positive effect of high school performance and school

achievement; he found no statistical evidence of significant association between

family income level and academic performance of the student.

Robert et al (2011), found that the member of educational board will be

educated and their impact on school is positive, for professional development it is

essential for student learning. A study effort from student and the proper use of

the facilities provided by the institution to the student, a good match between

students’ learning style positively affect the student’s performance.

Another study in Philippines by Nygel 2007 suggested that qualification,

training of teacher, age and experience and duration in a school affected

students’ performances along with supervision styles and administration style

implied by principal of a school.

Study by Karemera in 2003 found out that students’ performance highly

depends on the facilities available at university such as computer labs, libraries

and transport etc. and it affects their satisfaction level for university too.

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Foreign

Malekela’s study (2004) compares students’ performance in Kiswahili and

English in Certificate of Secondary Education Examination. He finds that

performance in both languages is not good, over 80% of students performed at

level of D and below. Other factors which influence students’ academic

performance is effective and efficient utilization of time. The amount time the

learners are learning that take place in the classroom and how efficient the

teachers perform in schools. The performance of the student is also affected by

communication skills; it is possible to see communication as variable which may

be positively related to performance of the student in learning.

Ali et al., (2009) found positive relationship between students’ performance

and student’s demographic, active learning, students’ attendance and

involvement in extracurricular activities in Malaysia.

In Palestine, Naser and Peel (1998) found that student perceptions of factors

associated with class size, the attributes of the lecturer, student effort and the

complexity of the course are aasociated with student performance in first level

principles of accounting course.

De Jager (2015) studied the impact of library service on students‟ academic

performance at the University of Cape Town, South Africa. She used a report

generated from the library circulation system that indicated how many items from

the open shelves and from the reserve collection were borrowed by the identified

17
students during the academic year. Jager found that there was not any

relationship between books borrowing and academic performance.

Morakinyo (2003) carried out a study to find the factors on high academic

performance in senior secondary schools in Kenya. He found that passing level

of academic achievement is attributable to teachers‟ use of verbal reinforcement

strategy; he also found that attitude of teachers towards their jobs was reflected

in their good attendance to lessons, early arrival at school and savory comments

about students‟ performance.

State of the Art

The literature presented discusses various factors that can affect students’

academic performance, including communication skills, guidance from parents

and teachers, teacher’s approach and behavior, social influence, and the level of

demand in classes. These factors can influence a student’s attitude towards

education, motivation, and ability to learn, which ultimately affect their academic

performance. Additionally, the literature emphasizes the importance of quality

education, 21st century competencies, and the role of students in the

development of a country's social and economic status. Overall, the literature

provides insight into the multifaceted nature of factors that can affect students'

academic performance and highlights the need for a holistic approach to

education.

All of the studies mentioned are related to the factors that affect students’

academic performance. They focus on different aspects such as the quality of the

academic environment, facilities available, teacher qualifications and training,

18
communication skills, active learning, and extracurricular activities. Some studies

also looked at the impact of class size, the attributes of the lecturer, student

effort, and the complexity of the course on academic performance. The studies

suggest that several factors, including the quality of teaching, the learning

environment, student engagement, and the resources available, can impact

student academic performance. Furthermore, the studies highlight the need to

focus on multiple factors to improve student performance and success.

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 Notes

Albert, N. (2021). Investigating students’ behavioral intention to use mobile

learning in higher education in UAE during Coronavirus-19 pandemic.

International Journal of Data and Network Science, 5(3), 321-330.

Collwill, J. ve Gallagher, C. (2007). Developing a curriculum for the twenty-

first century: The experiences of England and Northern Ireland. Prospects, 37,

411-425.

De Jager, K. (2015). Library use and academic achievement. South African

Journal Of Library and Information science, 65(1), 26-30.

Fernando, R. L. S. (2017). Determinants of academic performance of

undergraduates of the faculty of management studies and commerce of the

University of Sri Jayewardenepura in Sri Lanka

Karemera, D. (2003).The Effects of academic environment and background

characteristics on students.

Malekela, G. (2004). Performance in the Certificate of Secondary Education

Examination. Tanzania.

Morakinyo, A. (2003). Relative efficacy of Systematic Desensitization, Self

statement Monitoring and Flooding on Students’ Test Anxiety. Unpublished Ph.D.

Thesis. University of Ibadan, Ibadan.

Nygel, H. (2007). Education Input in Philippines: An Analysis of Factors

Influencing Learning Achievement in Grade Six. Washington DC: World Bank.

20
 Robert, L.(2011). Effects of overclouded classroom on teaching and learning

in primary schools: A case of Tarime district. Unpublished master’s thesis,

University of Dar as Salaam.

Sadik, F. (2002). Causes of problem behaviors in the classroom. Journal of

Educational Reseraches, 9, 106- 115.

Shelton & Pederson (2016). Academic Performance.Vol. 3 No. 2O (2019):

Ascendens Asia Journal of Multidisciplinary Research Abstracts

21
 CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the methodology of this research such as the

method used; population, sample size and sampling technique; description of

respondents; research instrument; data gathering procedure and statistical

treatment of the data are also included in this chapter.

Research Method

To conduct this research, the researcher used qualitative research design in

case study. Gay, Mills, and Airasian (2006:399) explained that “qualitative

research is the collection, analysis, and interpretation of comprehensive narrative

and visual data in order to gain insight into a particular phenomenon of interest”.

Thus, in a qualitative research, the researcher collect, analyze, and interpret data

descriptively in order to capture the particular phenomenon of interest.

Population

The target population in this study involved 15 male and 15 female students

from the grade 10 a total population of 30.

Sampling Technique and Sample Size

The respondents are the Grade 10 students at Masarawag National High

School in the school year 2019-2020.

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 Random sampling was employed. The researcher will randomly selected

30 respondents which are composed of 15 male and 15 female from the different

section of Grade 10.

The researcher personally administered the distribution of the questioners

during the available time of the students so that their classes will not be

disturbed. This was done also to ensure that the questionnaire would not be

retrieve promptly.

Description of the Respondents

The respondents of this study are the grade 10 students in Masarawag

National High School.

Research Instrument

The main tool that will be used in gathering the data for this research is the

researcher-made instrument. The instrumentation used in this research is a

survey. The researcher prepared a survey questionnaire. The questionnaire

consists of five 2 questions which includes several inquiries about reading

comprehension. It will be given to thirty (30) espondents. The instrumentation

used will give way and support in retrieving data for the research.

Data Gathering Procedure

The first step to be use is to ask permission from the teacher of Grade 10 to

conduct the survey. The researcher will administer the questionnaire to the

respondents, conduct test and analyze the pertinent records to get the necessary

23
data, retrieve the questionnaire from the class, collate and classify the

questionnaire to examine and compare carefully to note points and verify the

order, necessary for the completeness of the study.

Statistical Treatment

Researcher organized and tabulated before she validated the data

gathered though the use of survey questionnaire. For this study, the researcher

used the Likert Scale in order to statistically analyze and critically understand the

meaningful interpretation of the gathered data.

In analyzing the data gathered, the researcher used a simple percentage

and frequency method using the following formula:

P= F/N x 100%

Where: P is the total percentage,

F is the total frequency; and

N is the total number of respondents.

24