Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter presents the related literature and studies

both local and foreign sources. This also includes synthesis of

art, gap bridged study and theoretical framework terms are define

conceptually and operationally for clarify.

I. Explaining the Academic Performance of Grade Seven as

Influenced by the social media. Social media is

widespread in today’s classrooms and schools. It becomes

and aid in teaching and students can be focused in its

diverse platforms. However, the excessive use of social

media especially during weekdays can be alarming to

parents. Participation of the social media network has

deep effects on the academic performance in Grade 7

students of Baybay National High School. The study made

by Igcasma, et al, (2019) was aimed at identifying the

relationship between social media and student’s academic

performance in Mathematics, The study used both

qualitative and quantitative research design. The finds

out that the students with lesser time spent on social

media performed better. The study suggests that students

 who minimize the use of the social media and maintain an

effective study habit performs well in class and has good

academic record.

II. The Difficulties that Seventh Grade Students Face in

Comprehensive Reading Skill for English Curriculum. The

study aims in identifying the difficulties of the student

in reading comprehension skill, their attitudes when they

meet difficulties in reading. The researcher used

descriptive method. The study shows that grade seven

students face difficulties in reading English language

because of gender difference. The researcher recommends

the following: Conduct training courses for teachers of

seventh grade and to encourage students to use English as

a means of communication.

III. Academic Procrastination in the Age of Online Education

in the Philippines. There are several factors

contributing to academic procrastination such as: the

task is not important, too difficult to do, students lack

knowledge, lack of time management to learn, lack of

self-regulation, stress and fatigue, lack of social

support and is not aware of its results.

IV. The Academic Procrastination in Junior High School

Student’s Mathematics Learning. Among the reasons of low

learning achievement in mathematics learning is a late to

do task. The objectives of this study are to describe and

to explain the causal factors and consequences of

academic procrastination in learning mathematics for

junior high school students. The research approach was a

qualitative descriptive. The findings show that academic

procrastination is caused by several factors. They are

assumption that the task assigned are not important, too

difficult, and difficult to work, insufficient knowledge,

too perfectionist, bad management of learning, lack of

self- regulation, stress and fatigue, and lack of social

support.
 FOREIGN STUDY

Academic performance has been defined and explained by

several authors. According to Narad and Abdullah (2016)1 academic

performance is the knowledge gained which is assessed by marks by

a teacher and/or educational goals set by students and teachers

to be achieved over a specific period of time. These goals are

measured by using continuous assessment or examination results.

Annie, Howard and Midred Arhad, Zaidi & Mahmood (2015)2 also

indicated that academic performance measures education outcomes.

They stressed that it shows and measures the extent to which an

educational institution, teacher and students have achieved their

educational goals. This study relates to this research because

the PHNHS also evaluates the student’s academic performance in

terms of test, quizzes, recitation, performance tasks, and

included in the periodical evaluation is also the leaner’s

extracurricular activities and community engagements.

Yusuf, Onifade and Bello (2016)3 explained that academic

performance is a measurable and observable behavior of a student

within a specific period. He added that it consists of scores

obtained by a student in an assessment such as class exercise,

class test, mid semester, mock examination, and end of semester

examination.

Several studies have been conducted in different countries

to evaluate the factors which contribute to academic performance

of students at different levels. In Pakistan, Farooq and Berhanu

(2011)4 found that parents’ education and socio- economic status

have significant effects on a student’s academic performance in

Mathematics and English language. The support given by parents to

students is very important because it motivates the student to

sustain their interest in studies. It is observed, too that

parents who are involve in government office or community work

become a role model to their children, that is why, these

students are often seen to excel in leadership and shows positive

attitudes in their studies and behavior toward other peers or

students or classmates.

A study conducted by Jayanthi, Balakrishnan, Ching, Latiff

and Nasirudeen (2014)5 in Singapore finds out that the interest

in pursuing a subject, co- curricular activities, nationality of

a student and gender affect the academic performance of a

student. This study is also true to the Philippine setting

because the culture of an individual plays an identification of a

student and other subjects like History or Social Studies are

often seen as one with a higher grade than other subjects. In

other cases, peers are often seen to become interested to their

foreign classmates than their classmates who have similar culture

like them.

Sibanda, Iwu and Olumide (2015)6 found that, regular study,

punctuality in school and self- motivation are the key

determining factors which influence student’s academic

performance in South Africa. Ali, Munir, Khan and Ahmed (2013)7

also found that daily study hours, parent’s socio-economic status

and age have a significant impact on academic performance.

Punctuality is very important in the evaluation of the student’s

academic performance. When a student wants to learn more and

becomes enthusiastic to discover knowledge, that student is very

sincere and determined to minimize his or her time in learning

more and discovering more. It is often manifested or observed

that students who come early in class are those who are more

prepared to concentrate and focus on the lectures of their

teacher.

Catherine (2015)8 found that socio-economic status of

parents especially those with high incomes has a significant

impact on academic performance of students within the Kitale

Municipality of Kenya. Positive classroom environment has also

been found as determining factor of academic performance

indicated that the availability of teaching and learning

materials, competency of teachers and the environment in which a

school is located have an impact on student’s academic

performance. Furthermore, student’s personality traits, personal

goals and motivation as well as the support from teachers and the

teacher’s level of experience significantly influence the

academic performance of students (Ulate & Carballo, 2012). A

conductive learning environment creates motivation and focus on

the students and decreases unnecessary disturbance when there are

talking tests, doing experiments, doing performance tasks and

reporting.

FOREIGN LITERATURE

According to Maric and Sakac (2014)9, student’s factors that

affects their academic performance could be classified into

Internal and social factors. They found that the internal factors

that influence student’s academic performance included interest

in content of a subject, internal satisfaction, as aspiration.

The social factors also included social prestige and material

reward.

MeenuDev (2016)10 corroborated that students’ level of

interest in a subject influence their academic performance.

Similaly, Kpolovie, Joe, and Okoto (2014) asserted that student’s

attitude to school and their interest in learning influence their

academic performance.
 Moreover, Komakech (2015)11 found that there is a positive

relationship between student’s attendance to school and academic

performance. Using correlational approach to asses attendance on

academic performance in Nigeria, Oghuvbu (2017) 12 had the same

result as Komakeck. He found that there is a positive correlation

between class attendance and academic performance. Stanca

(2012)13 also found that class attendance has a statistical

significant impact on academic performance. Several studies have

also found the same relationship. The attitude of students

towards their learning has been found to have a significant

relationship. The attitude of students towards their learning

have been found to have a significant relationship with academic

performance. For example, Awang, Ahmad, Bakar, Ghani, Yunus et

al. (2013)14 found that there is statistical significance

relationship between students’ attitudes towards their learning

and academic performance.

Similarly, Haider, Quereshi, Pirzada and Shahzadi (2015)

concluded that motivation play an important role in the success

of a student academics. In their study, they found that intrinsic

and extrinsic motivation had a positive statistical significance

relationship with academic performance. They outlined that

student’s motivational characteristics such as self-exploration,

altruism, and career focused and manages social pressure have a

positive impact on their academic performance.

 LOCAL STUDY

Filipino parents, in general, submits to authoritarian attitudes.

Her study finds out that the cultural values such as pakikipag-

kapwa (helping others), hiya (shyness), and utang na loob (paying

back) are among the interdependent themes that covers

relationships, which are characterized by respect for parental

authority and obedience on the part of children, family unity,

and meeting domestic obligations. Parenting in the Philippines,

shows that Filipino parenting behaviors may change in the years

to come from the traditional family orientation to the modern

family. Although Filipino parents across all social class levels

typically regard education as essential to their children’s

success and are willing to go to great lengths to help their

children through school, retention is a major concern in

Philippine school, as many students do not continue past their

elementary grades (Blair 2014)16. Filipino and U.S. Filipino

parents are engaging in their children’s education, and want them

to succeed, yet the responsibilities see in their culture gives

importance to the needs of the family and anticipates the needs

of the individual child. In his study, it uses theories which

sees the flows of the family capital. Meaning, students’

performance is a capital investment that parents should take more

serious emphasis. It defines the future of their children and

their family, too. This study likewise gives more meaning to the

role of the parents in framing the future of their children.

Education For All is not only the mark of sustainable development

but being competitive to become a total person, a balanced

individual that can become a team player in their career,

personal life and business world.

SYNTHESIS OF THE STATE OF THE ART

The researcher presented various related literature and

studies regarding the study. To have a clearer understanding of

these literature and studies, the researcher made a synthesize

the succeeding discussion. Several studies have been conducted in

different countries to assess the factors which contribute to

poor academic performance of students at different levels.

 A study conducted by Jayanthi, Balakrishnan, Ching, Latiff

and Nasirudeen (2014) in Singapore revealed that the interest in

pursuing a subject, co-curricular activities, nationality of a

student and gender affect the academic performance of a student.

Additionally, Sibanda, Iwu and Olumide (2015) found that, regular

study, punctuality in school and self-motivation are the key

determining factors which influence students’ academic

performance in South Africa. Ali, Munir, Khan and Ahamd(2013)

also found that daily study hours, parent’s socio-economic status

and age have a significant impact on academic performance. One of

the highlights was focused on the importance of parents in the

academic performance of the students. A study conducted by the

Psychosocial Trauma and Human Rights Program of the University of

the Philippines Center for Integrative and Development Studies

(UP-CIDS) stated that while both parent and child groups

generally situated abuse in the context of parental discipline,

some important differences existed. According to Alampay (n.d),

Filipino parents in general subscribe to authoritarian attitudes.

Her study reveals that the foregoing cultural values of kapwa

(helping others), hiya (shyness), and utang na loob (paying back)

are among the interdependent themes that pervades the dynamics of

Filipino parenting and parent child relationships, which are

characterized by respect for parental authority and obedience on

the part.
 Morever, Catherine (2015) found that socio-economic status

of parents especially those with high incomes has a significant

effect on academic performance of studies.

Although Filipino parents across all social class levels

typically regard education as important to their children’s

success and are willing to go to great lengths to help their

children through school, as many students do not continue past

their elementary grades (Blair,2014).

GAP BRIDGE BY THE STUDY

As revealed in the foregoing studies, no study was ever made

on the poor academic performance of Junior High School students.

The present study focused on the causes of poor academic

performance of the students. The current research work would like

to open new ideas on how to improve the academic performance of

the students of Perpetual Help National High School and how the

different poor academic performance affects the parents and the

students as well.

The identified gap or bridge in this thesis pertains to the

existing knowledge and understanding of the issue of poor

academic performance among Grade 7 students at Perpetual Help

National High School in Iriga City. By conducting this study, the

researcher aims to bridge the gap by exploring and analyzing the

factors contributing to the poor academic performance of these

students.

The existing literature and studies may provide some

insights into the factors affecting academic performance in

general, but there is a need for a specific investigation focused

on Grade 7 students at Perpetual Help National High School in

Iriga City. The unique context, socio-economic factors,

educational environment, and local challenges faced by these

students may differ from other settings.

Thus, the gap lies in the absence of a comprehensive

understanding of the specific factors contributing to poor

academic performance among Grade 7 students at Perpetual Help

National High School in Iriga City. This study aims to bridge

that gap by conducting an in-depth analysis of these factors,

considering the local context and exploring potential

interventions or strategies that can be implemented to address

the issue effectively.

By addressing this gap, the study seeks to provide valuable

insights that can inform educational policymakers, school

administrators, teachers, parents, and other stakeholders in

developing targeted interventions and support systems to enhance

the academic performance and overall educational experience of

Grade 7 students at Perpetual Help National High School in Iriga

City

THE THEORETICAL FRAMEWORK

I. Maslow’s 1943 hierarchy of needs is a lifespan

developmental theory that explains how individuals must

have certain needs met before they can move to achieve a

higher level of need. Maslow’s theories start with the

basic physiological needs for mural and expand until the

individual reaches the final need of self-actualization

(a term often associated with humanistic theories)

Additional theories focusing on the whole of the lifespan

have examined faith, or spiritual, development.

Maslow’s look at the through physical, emotional, social and

intellectual qualities of an individual and how they effect on

the learning of the students.

II. Self-Control Theory, Burt, Callie. (2019)1.

 According to Gottfredson and Hirschi (2012), low

self-control is not indicated by socialization or learned

behavior but by the “absence of nurturance, discipline,

or training” from a parent or caretaker. Gottfredson and

Hirschi (2015) established three minimum conditions that

are necessary for proper parenting, which can affect an

individual’s self-control: 1) nurturing a teen

(attachment), 2) watching a teen (governance), and 3)

acknowledging and punishing delinquent behavior

(discipline;

III. Family Systems Theory, Johnson, Benjamin & Ray, Wendel.

(2016)3.

Family systems theory is an approach to understand

human functioning that focuses on interactions between

people in a family and between the family and the

context(s) in which that family is, Benjamin & Ray,

Wendel. (2016). Family systems theory has been applied to

a wide variety of areas including psychotherapy in

general and family therapy in particular (working from a

systems framework with emotional, behavioral, or

relational symptoms in individual, couples, and

families); school systems; community problems (e.g.,

working with polarized disputes and facilitating

 ‘difficult conversations’ as in the Public Conversations

Project, peace studies, nonviolence training);

organizations (consulting, leadership training,

coaching); and health care (medical family therapy –

tracking the emotional dynamics of illness and

facilitating collaboration among patients, families,

providers, and health care systems). According to a

family systems perspective, an individual’s functioning

is determined not so much by intra-psychic factors as by

a person’s place in the system(s) in which he or she

finds himself or herself, subject to the pushes and pulls

of the system, including competing emotional demands,

role definitions and expectations, boundary and hierarchy

issues, coalitions and collusions, loyalty conflicts,

family and institutional culture and belief systems,

double binds, projective identifications, and systemic

anxiety. In addition, self-correcting and self-

reinforcing feedback loops in a system can either

facilitate or hinder pathology or health, breakdown or

resilience.

A thorough understanding of family systems theory requires a

clarification of the foundational contributions of system theory

itself. Systems theory is a field that informed and inspired the

 founders of the family therapy field and upon which family

systems theory is based in many important respects.

Hierarchy of Needs Family System

Theory Self Control Theory
Theory
Abraham Maslow Johnson, Benjamin
Burtt, Callie.
(1943) (2019) & Ray, Wendel
(2016)

Grade Seven
Sampaguita
Excessive use of social media
Lack of concentrationGrade
in class
Seven
SSC

Counseling and monitoring

AGE

The Causes of Poor

SECT
Academic Performance of
Education
Grade Seven Learners in
GEN IONS
Perpetual Help National
Financial School in Iriga City Increase Absenteeism
Procrastination
DER

Grade Grade
Seven Seven
Rose SPJ

Analyzing the causes of poor academic performance of Grade

seven leaners in Perpetual Help National High School in Iriga
 THE CONCEPTUAL FRAMEWORK

The researcher adopted the Input Process Output (IPO) model.

It involves all of the materials and information that are

required in the process, the specific details of the process

itself, and the guide on the evaluation of students in Perpetual

National High School. The conceptual paradigm as shown on the

next page shows the process of this research study.

For input, it consists the respondent’s profile as well as

the impact of neglect to the students of Perpetual National High

School. Usually all the details specified in the statement of the

problem is stipulated here.

For process, it includes the questionnaires that were

utilized, the observations that were made, the data collection

method, and statistical analysis of the data. It includes

everything from the initial gathering of information or to the

final results and recommendations of the educational research.

For outputs, this includes the action taken after

interpreting the results of the study. Action plan, intervention

program, recommendation and other related things taken for

considerations.

The conceptual framework is built upon several key components:

1. Academic Performance: The central focus of the study is

the academic performance of Grade 7 students, which

includes their grades, test scores, and overall

achievement in various subjects, with a specific emphasis

on mathematics.

2. Individual Factors: This component encompasses personal

characteristics and attributes of the Grade 7 students

that may influence their academic performance. These

factors may include their prior academic achievement,

motivation, learning styles, self-efficacy beliefs, and

socio-economic background.

3. School Factors: This component refers to the

organizational and contextual factors within Perpetual

Help National High School that may impact the academic

performance of Grade 7 students. It includes elements

such as teaching quality, curriculum design, classroom

environment, availability of resources, and support

services provided by the school.

4. Family Factors: This component represents the influence

of the students' families on their academic performance.

It considers aspects such as parental involvement, socio-

economic status, educational background, family support,

and the home learning environment.

5. Peer and Social Factors: This component acknowledges the

role of peers and social interactions in shaping the

academic performance of Grade 7 students. It examines

factors such as peer relationships, social support

networks, and the influence of school culture and norms.

6. Academic Procrastination: Academic procrastination is

considered as an underlying factor that may contribute to

poor academic performance. It refers to the tendency to

delay or postpone academic tasks, leading to reduced

productivity and suboptimal learning outcomes.

7. Mediating Variables: These variables may act as mediators

between the various components mentioned above and the

academic performance of Grade 7 students. For instance,

self-regulation skills, study habits, and time management

can influence the relationship between academic

procrastination and academic performance.

The relationships among these components are explored through

data collection methods such as surveys, interviews, and academic

record analysis. Statistical techniques and qualitative analysis

are employed to examine the associations, patterns, and trends

within the data, leading to a deeper understanding of the factors

contributing to poor academic performance among Grade 7 students

at Perpetual Help National High School in Iriga City.

Input Process Output

1. what is the demographic

Legal Basis: profile of the grade seven

 United Nations learners?

Sustainable POLICY
Development Goals 2. what are the causes of
(SDGs)
 (United Nations
poor academic performance of RECOMMENDATION FOR
Development Program, grade 7 students of perpetual
2017, p.7). PARENT INVOLVEMENT
help national high school?
 (United Nations
Children’s Fund, IN THE WOULD
2016) 3.what kind of support does
 World Health
Organization (WHO)
the parents of the grade 7 IMPROVE THE
 Republic Act No. students?
4373, Sec. 1 ACADEMIC
 Committee for the 4. what are the current laws
Special Protection PERFORMANCE OF THE
protecting junior high school
of Children’s in the
Philippines (CSPC) students from excessive use GRADE SEVEN
 The Sustainable
of social media?
Development Goals
(SDGs), is known as LEARNERS OF
the Global Goals, s. 5. what prevention and
2015
intervention programs can the
PERPETUAL HELP
 Article 19 of the
CRC, (RA 7610) social work practitioners
NATIONAL HIGH
 Republic Act No. suggest in order to enhance
4373, Sec. 1
their academic performance of
SCHOOL IN IRIGA
 (MoE, 2016)
the grade seven learners in
CITY.
perpetual help national high

school?
 FEEDBACK

FIGURE 3
The Conceptual Paradigm