Chapter 1-5 3is Pattern-Group-1

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Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Academic performance is an important indicator for a
successful student in the future. The students’ performance
can be measured in the test results or in the general average
every quarter or semester, and it is a strong basis for the
graduation of every student.
The Philippines is one of the new implementers of the
Senior High School education program (Republic Act 10533).
Samar, as one province in the country, abide by the law and
mandates of the Department of Education (Tucay , 2015).
Bagacay National High School is one of the Barangay High
School in Hinabangan, Samar. As of this School Year 2021-2022,
it has 169 officially enrolled students in Senior High School
according to LIS (Learners Information System). The Bagacay
National High School believed that in order to have more
improvements aside from its physical development is to have
directly linked with students’ academic performance.
Statement of the Problem
The study aims to determine the factors affecting the
academic performance of the Grade 12 students of Bagacay
National High School during the School Year 2021-2022.

Bagacay National High School
Bagacay, Hinabangan, Samar
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Specifically, it is sought to answer the following
questions:
1.What is the profile of the student-respondents in terms of
the following variates:
1.1 Age and Sex
1.2 Civil Status
1.3 Monthly Family Income
1.4 Number of siblings attending School; and
1.5 First Quarter-General Average?
2. What are the factors affecting the academic performance of
the student-respondents along the following aspects:
2.1 Personal Condition
2.2 Study Habits
2.3 Home-Related Factors
2.4 School-Related Factors; and
2.5 Teacher-Related Factors?
3. What are the factors that affects the academic performance
of the student-respondents along the aforementioned aspects
and each of their profile variates?

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4. What is the implications may be derived based on the
findings of this study?
Conceptual Framework
The conceptual framework of this study is presented as
Figure 1. It is shown that the base frame contains the
respondents of this study, the Grade 12 students of Bagacay
National High School, Hinabangan, Samar and serves as the
research environment.
IMPROVE ACADEMIC PERFORMANCE
FINDINGS, CONCLUSIONS, RECOMMENDATIONS

AND IMPLICATIONS OF THE STUDY
F F
STUDENT-RESPONDENTS’ Factors Affecting the
E PROFILE VARIATES: Student-Respondents’ E
Academic Performance:
E  age and sex E
 Personal Condition
D  civil status D
 Study Habits
 Home-Related
B Factors B
 monthly family income
 School-Related
A Factors A
 Number of Siblings
attending School  Teacher-Related
C C
Factors
 Third Quarter General
K Average K
GRADE 12 STUDENTS
BAGACAY NATIONAL HIGH SCHOOL

HINABANGAN, SAMAR
Figure
Bagacay, Hinabangan, 1. The Conceptual Framework of the Study
Samar
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Descriptive-correlation analysis, represented by the
double-edged arrows connecting the diagrams, were used to
determine the relationship between the Independent and
Dependent Variables.
Significance of the Study
This study is focused on the factors that affects the
academic performance of the Grade 12 students of Bagacay
National High School.
To the Students. This research will help students to
identify the factors that affects their academic performance.
To the Senior High School Teachers. This research will
help teachers to conduct strategies to help the students come
up with their academic performance.
To the School Administrators. This research will help the
school administrators to find ways on how to prevent the
factors affecting the academic performance of the students.
To the Parents. This research will help the parents to
be aware of the factors that affects the academic performance
of their children.
To the Future Researchers. This research will be used by
the future researchers as a guide and source of the study.

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Scope and Delimitation
The scope of this study was the Grade 12 Senior High
students including GAS (General Academic Strand) and TVL
(Technical Vocational and Livelihood) students of Bagacay
National High School. There were 40 respondents randomly
selected from the 35 GAS 12 and 42 TVL 12 students enrolled in
Bagacay National High School.
The study was conducted during the School Year 2021-2022.
Definition of Terms
The terms are herein defined conceptually and
operationally to give readers better understanding as regards
how they were used in the present research.
Factor. Conceptually, this term pertains to a
circumstance, fact, or influence that contribute to a result
or outcome (http://www.merriam-webster.com, October 31, 2018).
Operationally, the term referred to the circumstances or facts
affecting the academic performance of students along personal,
study habits, home, school, and teacher based on the student-
respondents responses in the questionnaire.
Home-related Factor. Conceptually, the term is defined as
the aspects in the students’ home that influence their

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development which include important interactions with parents,
friends, siblings, caregivers and other key actors in the home
environment (http://www.urbanchildinstitute. Org, October 30,
2018). Operationally, the term pertained to the aspects of the
home of the student-respondents which impacted on their
academic performance based on their responses in the
questionnaire.
Personal-Related Factor. Conceptually, this term refers
to the factors which are inherent in the students which
influence their decision to either perform well or not in
school which fall into four areas such as educational
performance, behaviours, attitudes and socio-demographic
background (http://www.thefreedictionary.com, October 18,
2018). Operationally, this term was taken in the same context
as it was defined in the foregoing statement but specifically
referred to the inherent aspects in the students-respondents
that affects their academic performance based on their
responses in the questionnaire.
School-Related Factor. Conceptually, the term refers to
the elements from the school affecting the optimization of
learning among students (Hollowell, 2012:24). Operationally,
the term was used in the same context as it was defined
conceptually but specifically referred to the elements in

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school affecting the students’ academic performance based on
the student-respondents responses in the questionnaire.
Study Habits. Conceptually, the term refers to the
methods of study used by students during an academic course
within an appropriate environment; the ability of students to
manage time for the successful accomplishment of academic
tasks; and the methods selected by the student for private
study or the technique used to dominate a topic after
classroom learning (Bajwa, et al., 2012:175). Operationally,
the term was taken in the same context as it was defined in
the foregoing statement.
Student. Conceptually, the term refers to the learners
who attend educational institution (https://www.merriam-
webster.com, October 30, 2018). Operationally, the term
referred to the Grade 12 students of Bagacay National High
School who served as the respondents of this study.

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Chapter 2
REVIEW OF RELATED LITERATURE
The researcher reviewed several books, unpublished thesis
and dissertations, periodicals and other reading materials
either foreign or local to acquire relevant information. The
contents of this chapter are therefore obtained to support the
concepts of this study.
Related Literature
The related literature were taken from the local and
international issues.
Academic performance have been defined and explained by
several authors. According to Narad and Abdullah (2016),
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.
Numerous studies have attempted to define the factors
affecting students' universal achievement or performance (Umar
et al., 2014).

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Academics performance has always been affected by
student's` self-respect, creativity, and conviction with
academic progress. Poor performance influence student future
uncertainty about overall outcomes of the university and can
decrease the likelihood of students desiring for higher
outcomes such as higher grade (Egunsola, 2014). Thus, a
student's academic performance is definitely a subject in the
spotlight for educators (Wintre et al., 2015; Sæle et al.,
2017).
Galiher (2012) and Darling (2014), used GPA to measure
student performance because the main focus in the student
performance for the particular semester. Some other
researchers used test results or previous year result since
they are studying performance for the specific subject or year
(Hijazi and Naqvi, 2013 and Hake, 2012).

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Chapter 3
METHODOLOGY
This chapter discusses the research design, locale of the
study, instrumentation in data collection, validation of
instrument, the sampling procedure, data-gathering procedure
and the statistical treatment of data.
Research Design
This study interprets the factors that affects the
academic performance of the Garde 12 Students of Bagacay
National High School using the descriptive-correlation design.
Descriptive method will be used to represent the profile of
variates of the student-respondents such as their age, and
gender. Conjointly it is used to describe the factors that
affects the academic performance such as personal condition,
study habits, home-related factors, school-related factors,
teacher-related factors.

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Instrumentation
A survey questionnaire was used as a research instrument
to gather the needed data. The study adopted a survey
questionnaire from Field Survey, 2018.
Questionnaire. A set of questionnaires were utilized to
gather data on the profile of the student-respondents. The
questionnaire for the student-respondents was composed of two
(2) parts, namely; Part I is on the respondent profile, Part
II is on the factors affecting the academic performance.
The questionnaire is composed of 38 checklist questions
classified as; Personal Condition, Study habits, Home-related
factors, School-related factors, and Teacher-related factors.
Sampling Procedure
The respondents of this study were the Grade 12 students
of Bagacay National High School, Hinabangan, Samar, during the
School Year 2021-2022.
The researchers used purposive sampling procedure were
the respondents of the study are composed of 40 Grade 12
students both from GAS STRAND and TVL STRAND of Bagacay
National High School, Hinabangan II, Schools Division of
Samar.
Table 2
Respondents of the Study

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School No. of Grade 12 Students

N n
Grade 12 GAS-Scorpio
Male 15 10
Female 21 10
Grade 12 TVL-Leo
Male 22 10
Female 19 10
TOTAL 77 40
Response Rate 100.00%
Table 2 shows that the total population of Grade 12
students for two (2) Strands in Bagacay National High School
were 77 students. General Academic Strand (GAS) has 36
students while in Technical Vocational and Livelihood (TVL)
has 41 students respectively.
Data Gathering Procedure
Before the start of the gathering of data for this study,
the researcher had secured approval from the Office of the
School Head and Advisers of the Grade 12 GAS and TVL students
to conduct the study among the Grade 12 students of Bagacay
National High School.
Upon approval by the said authority, three same letters
were made and submitted to the School Head of Bagacay National
High School and advisers of the Grade 12 GAS and TVL students
to request permission to conduct the survey among the student-

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respondents. When the required permission was secured, the
researchers proceeded with the data gathering personally and
preferably, during class hours, in order to ensure 100 percent
retrieval of the questionnaires. After which, the researchers
tabulated, computed, and interpreted the data of the study.
Statistical Treatment
The data were computed, analysed and interpreted using
descriptive and inferential statistical tool such as frequency
count, percentage, mean, weighted mean, and standard
deviation.
Frequency Count. The data on the student-respondents’ age
and sex, civil status, monthly family income, number of
siblings attending school, third quarter-general average, were
computed as to the number of the occurrences using this
statistical tool.
Percentage. This tool was used in the analysis and
interpretation of data on age and sex, civil status, monthly
family income, number of siblings attending school, third
quarter-general average using the following formula (Sevilla,
et al. 1992:200):
P = [f/N] x 100
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where: P refers to the percentage;
f refers to the number of occurrence; and
N refers to the total number of samples.
Weighted Mean. The mean weighted point scores was used to
analyse the factors affecting the academic performance of the
Grade 12 students. The range of mean weighted point score of
student’s responses to their academic performance was
interpreted as follows: The formula (Pagoso, 1997:111) used
was as follows:
ΣfiXiWi
Xw = ----------
n
where: Xw refers to the weighted mean;
fi refers to the frequency of a
category of variable;
Xi refers to the identified category of
a variable;
Wi refers to the weights which are
Expressed in a five-point Likert or
Thurston scales; and,
n refers to the sample size.
In interpreting the weighted mean, the following sets of
four-point Likert scales were used:
Mean Weighted Point Score Interpretation

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4.01 - 5.00 Strongly Agree
3.01 - 4.00 Agree
2.01 – 3.00 Disagree
1.00 – 2.00 Strongly Disagree
In deciding whether the null hypothesis was accepted or
rejected, the following decision rule served as guide: accept
the null hypothesis if and when the computed value turned
lesser than the critical or tabular value or the p-value
turned greater than the α; on the other hand, reject the null
hypothesis if and when the computed value turned equal or
greater than the critical or tabular value or the p-value
turned equal or lesser than the α.
Standard Deviation. This statistical tool was used to
determine the variation or dispersion of quantitative data.
The following formula (Freud and Simon, 1992) was used:
Σf( X – X )2
s = ---------------
n – 1
where: s refers to the standard deviation;
f refers to the frequency of
occurrence;
X refers to the identified variable;
and,
X refers to the arithmetic mean.

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Chapter 4
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter discusses the results of the study with emphasis
on the presentation, analysis and interpretation of data.
Profile of the Student-Respondents
Table 3 to 7 shows the age and sex, civil status, monthly
family income, number of siblings attending school, and third
quarter-general average.
Age and Sex. Table 1 presented the distribution of
student-respondents according to their age and sex.
Table 3
Age and Sex of the Student-Respondents

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Sex
Age Total Percent
Male Female
17 and 18 years old 12 12 24 60.00
19 and 20 years old 5 6 11 27.5
21 years old and above 3 2 5 12.5
Total 20 20 40 100.00
% 50.00 50.00 100.00
Mean 18.825 18.65
SD 1.9952 1.7479
As shown in the table, there were 24 or 60.00 percent
student-respondents who were 17 and 18 years old. Of the 24
student-respondents aged 17 and 18 years old, there were 12 or
30. 00 percent who are male and 12 or 30.00 percent of the
student-respondents who were female. Of the 11 student-
respondents aged 19 and 20 years old, there were 6 or 15.00
percent who were female and 5 or 12.5 percent who were male.
And the remaining 5 or 12.5 percent of the student-respondents
were 21 and above years old, of whom, 3 or 7.5 percent of the
student-respondents were male and 2 or 5.00 percent were
female. The male student-respondents have a mean age of 18.825
years with a standard deviation of 1.9952.
The female student-respondents have a mean age of 18.65
years with a standard deviation of 1.7479.
The data is an implication that most of the students in
Bagacay National High School is at their right age for senior
high school.

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Civil Status. Table 4 discussed the civil status of the
student-respondents.
Table 4
Civil Status of the Student-Respondents
Civil Status Frequency Percentage (%)

Single 40 100.00
Married 0 0.00
Total 40 100.00
As described in the table, 40 or 100.00 percent of the
student-respondents were single. The data is an implication
that all of the student-respondents of Bagacay National High
School is single.
Monthly Family Income. Table 5 discussed the monthly
family income of the student-respondents.
As presented in the table, the monthly family income of
the student-respondents less than Php P5,000 has the highest
frequency of 16 or 40.00 percent. Moreover, fifteen or 37.50
percent have a monthly family income between Php 5,000 to Php
10,000, while eight or 20.00 percent have a monthly family
income between Php 10,001 to Php 20,000. Lastly, one or 2.50
percent of them have a monthly family income of Php 20,001 and
above.
Table 5
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Monthly Family Income of the Student-Respondents
Monthly Family Income Frequency Percentage (%)

Less than Php 5,000 16 40.00
Php 5,000 to Php 10,000 15 37.50
Php 10,001 to Php 20,000 8 20.00
Php 20,001 and above 1 2.50
Total 40 100.00
Mean 7,637.41
SD 5,260.86
The mean monthly family income of the student-respondents
is Php 7,637.41 with a standard deviation of 5,260.86,
respectively.
Number of Siblings Attending School. Table 6 discussed
the number of siblings attending school of the student-
respondents.
As shown in the table, 30 or 75.00 percent of the
student-respondents have a 1-3 siblings attending school. This
was followed by 10 or 25.00 percent of the student-respondents
have 4 and above siblings attending school.
Table 6
Number of Siblings Attending School of the

Student-Respondents
Number of Siblings
Frequency Percentage (%)
Attending School
1-3 30 75.00
4 and above 10 25.50
Total 40 100.00
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Third Quarter-General Average. Table 7 discussed the
third quarter-general average of the student-respondents.
As presented in the table, the third quarter-general
average of the student-respondents ranging from 83 to 86 has
the highest frequency of 21 or 52.50 percent. It is followed
by 16 or 40.00 percent of the student-respondents whose grades
ranging from 87 and above, and 3 or 7.50 percent for those
have grades ranging from 79 to 82.
The mean third quarter-general average of the student-
respondents is 86 with a standard deviation of 2.6890,
respectively.
Table 7
Third Quarter General Average of the Student-Respondents
Third Quarter General

Frequency Percentage (%)
Average
75-78 0 0.00
79-82 3 7.50
83-86 21 52.50
87 and above 16 40.00
Total 40 100.00
Mean 86.00
SD 2.6890
Factors Affecting the Academic Performance of the Studen-

Respondents

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The succeeding tabular presentation and discussions focus
on the factors affecting the academic performance of the
student-respondents along personal condition, study habits,
home-, school-, and teacher-related factors.
Personal Condition. Table 8 provides the personal
condition as a factor affecting the student-respondents’
academic performance.
The table provides a glimpse that all personal-condition
affecting the academic performance were considered very low
impact by the student-respondents based on the values of the
weighted mean which ranged from 1.91 to 2.58 respectively.
The grand mean was computed at 2.21, interpreted as very low
impact.
Table 8
Personal Condition as a Factor Affecting the Student-

Respondents’ Academic Performance
Weighted
Indicators Interpretation
Means
1. Feeling sleepy in class. Very Low
2.40
Impact
2. Feeling hungry in class. Very Low
2.58
Impact
3. Difficulty in seeing. Very Low
2.15
Impact
4. Difficulty in hearing. Very Low
2.00
Impact
5. Difficulty in breathing. Very Low
1.91
Impact
Very Low
Grand Mean 2.21
Impact
Legend: 4.20 to 5.00 – Very High Impact
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3.40 to 4.19 – High Impact

2.60 to 3.39 – Low Impact
1.80 to 2.59 – Very Low Impact
1.00 to 1.79 – No Impact
Study Habits. Table 9 provides the study habits as a
factor affecting the student-respondents’ academic
performance.
As presented in the table, all study habits affecting the
academic performance were considered very low impact by the
student-respondents based on the values of the weighted mean
which ranged from 2.08 to 2.56 respectively.
The grand mean of study habit affecting the academic
performance of the student-respondents is 2.07 with the
interpretation of very low impact.
Table 9
Study Habits as a Factor Affecting the Student-Respondents’

Academic Performance
Weighted
Means
1. I study only when there is test. Very Low
2.26
Impact
2. I feel tired, bored and sleepy. Very Low
2.35
Impact
3. I prefer listening to radio, Very Low
watching TV. 2.48
Impact
4. I like pressing phones, chatting Very Low
and playing games. 2.46
Impact
5. I am lazy to study. Very Low
2.26
Impact

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6. I am disturbed when studying. Very Low

2.56
Impact
7. I have no time to study at home. Very Low
2.08
Impact
8. I study only when I like. Very Low
2.40
Impact
9. I don’t have a comfortable place Very Low
to study. 2.08
Impact
10. I copy the assignments of Very Low
friends. 2.15
Impact
Very Low
Grand Mean 2.07
Impact
Home-Related Factor. Table 10 provides the home-related
factors affecting the student-respondents’ academic
performance.
Table 10
Home-Related Factors Affecting the Student-Respondents’

Weighted
Means
1. I live far from school. 2.73 Low Impact
2. I live near the school. Very Low
2.38
Impact
3. I don’t live with my parents. Very Low
2.13
Impact
4. Both my parents are working. Very Low
2.55
Impact
5. I don’t have enough fare for Very Low
transportation. 2.43
Impact
6. I am a working student. Very Low
2.18
Impact
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7. I do too much domestic works Very Low

2.35
Impact
8. I have many brothers and sisters. Very Low
2.58
Impact
9. I am the one who is expected to Very Low
take care of my siblings. 2.58
Impact
Very Low
Grand Mean 2.43
Impact
As presented in the table, indicator 1 is considered as
low impact by the student-respondents based on the value of
the weighted mean which ranged of 2.73 while the rest of the
indicators were considered as a very low impact by the
which ranged from 2.13 to 2.58.
The grand mean of the home-related factors affecting the
academic performance of the student-respondents is 2.43 with
the interpretation of very low impact.
School-Related Factors. Table 11 provides the school-
related factors affecting the student-respondents’ academic
performance.
Table 11
School-Related Factors Affecting the Student-Respondents’

Weighted
Means
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1. The time schedule is followed 2.93 Low Impact

2. Classroom is comfortable enough 3.03 Low Impact
3. There is fast internet access in Very Low
library 2.18
Impact
4. Location of classrooms is very Very Low
far to the residence 2.13
Impact
Grand Mean 2.61 Low Impact
Shown in the table is that 2 indicators were considered
as low impact by the student-respondents based on the values
of the weighted mean which ranged of 2.93 and 3.03, while the
remaining 2 indicators were considered as very low impact by
the student-respondents which ranged of 2.13 and 2.18.
The grand mean of the school-related factors affecting
the academic performance of the student-respondents is 2.61
with the interpretation of low impact.
Teacher-Related Factors. Table 12 provides the teacher-
related factors affecting the student-respondents’ academic
performance.
Table 12
Teacher-Related Factors Affecting the Student-Respondents’

Weighted
Means
1. Teachers discuss many topics Very Low
2.48
in a short period of time Impact
2. Teacher has mastery of the 2.90 Low Impact
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subject
3. Teacher use audio/visual aids 2.96 Low Impact
4. Lecturers give too much memory Very Low
2.50
work Impact
5. Lecturers always scold Very Low
2.31
students Impact
6. Lecturers are always late to Very Low
2.28
the classes Impact
7. Lecturers are frequently Very Low
2.18
absent from classes Impact
8. Lecturers use lecture method 2.64 Low Impact
9. Lecturer doesn’t explain Very Low
2.18
his/her lessons properly Impact
10. Lecturer does not care
Very Low
about even if students are not 2.48
Impact
listening.
Very Low
Grand Mean 2.49
Impact
As shown in the table is that 7 indicators of teacher-
related factors affecting the academic performance were
considered as very low impact by the student-respondents based
on the values of the weighted mean which ranged from 2.18 to
2.50, while 3 indicators were considered as low impact by the
which ranged from 2.64 to 2.96.
The grand mean of the school-related factors affecting
the academic performance of the student-respondents is 2.49
with the interpretation of very low impact.

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Summary of the Factors Affecting the Academic Performance
of the Student-Respondents. Table 13 provides the summary of
the factors affecting the academic performance of the student-
respondents.
The table reveals that four out of five factors were
considered as very low impact by the student-respondents while
school-related factors is considered as low impact by the
student-respondents.
The grand mean of the five factors affecting the
academic performance of the student-respondents is 2.36 with
the interpretation of very low impact.
Table 13
Summary of the Factors Affecting the Academic Performance of

the Student-Respondents
Weighted
Factors Interpretation
Means
Very Low
Personal Condition 2.21 Impact
Very Low
Study Habits 2.07 Impact
Very Low
Home-Related Factors 2.43 Impact
Low Impact
School-Related Factors 2.61
Very Low
Teacher-Related Factors 2.49 Impact
Grand Mean 2.36 Very Low

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Impact
Implications of the Study
The following implications were derived from the findings
of this study.
1) Almost all students were 17-18 years old which
indicate that they search for a sense of self and personal
identity, through an intense exploration of personal values,
beliefs and goals.
2) The student-respondents considered personal condition,
study habits, home- and teacher-related factors as very low
impact on their academic performance, while school-related
factors considered as low impact on their academic
performance.

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Chapter 5
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATION
This chapter presents the summary of the major findings, the
conclusion drawn and the recommendations that were formulated
based on the results of the study.
Summary of Findings
These were the salient findings of the study:
1. There were 24 or 60.00 percent of the student-
respondents who were 17 and 18 years old. Of the 24 student-
respondents aged 17 and 18, there were 12 or 30.00 percent who
were males and 12 or 30.00 percent who were females. 11 or
27.50 percent of the student-respondents who were 19 and 20
years old. Of these, there were 6 or 15.00 percent who were
females, while 5 or 12.50 percent who were males. The
remaining 5 or 12.5 percent student respondents were 21 and
above years old, of whom, 3 or 7.5 percent were males and 2 or
5.00 percent were females. The mean of the ages of the male
student-respondents was computed at 18.825 years old, with the
standard deviation of 1.9952 years whereas the mean of the
ages of the female student-respondents was computed at 18.65
years old, with a standard deviation of 1.7479 years. Over-
all, the mean of the ages of the student-respondents was

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computed at 18.74 years old, with a standard deviation of
1.87.
respondents who were females while there were 20 or 50.00
percent of the student-respondents who were males.
respondents whose families earned a monthly family income of
less than Php 5,000.00, identified as the lowest income level
for this study. This was followed by 15 or 37.50 percent of
the student-respondents whose families had Php 5,000.00 – Php
10,000.00, 8 or 20.00 percent with monthly family income of
Php 10,001.00 – Php 20,000.00. However, there is one or 2.50
percent student-respondents family earned the highest monthly
family income at Php 20,001.00 and above.
4. All personal condition factors affecting the
academic performance were considered as very low impact by the
which ranged from 1.91 to 2.58 with the grand mean of 2.21,
interpreted as very low impact.
5. The study habit factors affecting the academic
performance of the student-respondents were considered very
low impact based on the values of the weighted mean which
ranged from 2.08 to 2.56 with the grand mean of 2.07,
interpreted as very low impact.

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6. Most of the home-related factors affecting the
academic performance of the student-respondents were
considered very low impact based on the values of the weighted
mean which ranged from 2.13 to 2.43 with the grand mean of
2.07, interpreted as very low impact.
7. Two (2) indicators of school-related factors
affecting the academic performance of the student-respondents
were considered low impact based on the values of the weighted
mean which ranged from 2.93 to 3.03, while the other two (2)
indicators were considered as very low impact by the student-
respondents based on the values of the weighted mean which
ranged from 2.13 to 2.18, with the grand mean of 2.61,
interpreted as low impact.
8. 7 out of 10 teacher-related factors indicators
were considered as very low impact based of the values of
weighted mean which ranged from 2.18 to 2.50, while the
remaining 3 indicators were considered as low impact by the
which ranged from 2.64 to 2.96. The grand mean of the teacher-
related factors affecting the academic performance of the
student-respondents is 2.49 with the interpretation of very
low impact.

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9. After computing all the data gathered, school-
related factors affecting the academic performance of the
student-respondents is considered as low impact with a
weighted mean of 2.61. While other factors were considered as
very low impact based on the values of the weighted mean which
ranged from 2.07 to 2.49. The grand mean of the five factors
is 2.36 with the interpretation of very low impact.
Conclusion
The following conclusions were drawn based from the
findings above:
1. The student-respondents were relatively young adults
which suggested that they were in their right age fitted for
senior high school years. Furthermore, male dominance among
the student-respondents were noted which indicated that there
were more male students enrolled than the female ones.
2. All of the student-respondents were single.
3. The family of the student-respondents earned regular
monthly income which they used to support the basic,
educational and nutritional needs of the students and their
siblings.
Recommendations

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Based on the findings of the study the following were the
recommendations:
1. We, the researchers recommend the future researchers
to find other factors affecting the academic performance of
the students.
2. The parents must constantly monitor their children’s
academic performance. They must check on their children’s
class activities, and assist them with those activities.

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REFERENCES
Egunsola, A.O. (2014). Influence of home environment on
academic performance of secondary school students in
Agricultural Science in Adamawa State Nigeria. Journal of
Research and Method in Education, 4(4), pp.46-53.
Umar,S.S.,Shaib,I.O.,Aituisi,D.N.,Yakubu,N.A.,Bada,O.(2014).
The Effects of Social Factors of the Students’ Academic
Performance in Nigerian Tertiary Institutions. Libraries at
University of Nebraska-Lincoln.3(4), pp.16-121.
Tucay,: Marjohara. (2015). K-12: Who loses, who profits.
INQUIRER.NET.
Wintre, M.G., Dilouya, B., Pacer, S. M., Pratt, M. W., Birnie-
Lefcovitch, S., Polivy, J., & Adamn, G. (2017). Academic
achievement in first-year university: who maintains their high
school average? Higher Education, 62(4), 467-481.

School ID: 303589

Chapter 1-5 3is Pattern-Group-1

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THE PROBLEM AND ITS BACKGROUND

Academic performance is an important indicator for a

successful student in the future. The students’ performance

can be measured in the test results or in the general average

every quarter or semester, and it is a strong basis for the

graduation of every student.

The Philippines is one of the new implementers of the

Senior High School education program (Republic Act 10533).

Samar, as one province in the country, abide by the law and

mandates of the Department of Education (Tucay , 2015).

Bagacay National High School is one of the Barangay High

School in Hinabangan, Samar. As of this School Year 2021-2022,

it has 169 officially enrolled students in Senior High School

according to LIS (Learners Information System). The Bagacay

National High School believed that in order to have more

improvements aside from its physical development is to have

directly linked with students’ academic performance.

Statement of the Problem

The study aims to determine the factors affecting the

academic performance of the Grade 12 students of Bagacay

National High School during the School Year 2021-2022.

Specifically, it is sought to answer the following

1.What is the profile of the student-respondents in terms of

the following variates:

1.1 Age and Sex

1.2 Civil Status

1.3 Monthly Family Income

1.4 Number of siblings attending School; and

1.5 First Quarter-General Average?

2. What are the factors affecting the academic performance of

the student-respondents along the following aspects:

2.1 Personal Condition

2.2 Study Habits

2.3 Home-Related Factors

2.4 School-Related Factors; and

2.5 Teacher-Related Factors?

3. What are the factors that affects the academic performance

of the student-respondents along the aforementioned aspects

and each of their profile variates?

Bagacay National High School

4. What is the implications may be derived based on the

findings of this study?

The conceptual framework of this study is presented as

Figure 1. It is shown that the base frame contains the

respondents of this study, the Grade 12 students of Bagacay

National High School, Hinabangan, Samar and serves as the

IMPROVE ACADEMIC PERFORMANCE

FINDINGS, CONCLUSIONS, RECOMMENDATIONS

BAGACAY NATIONAL HIGH SCHOOL

Descriptive-correlation analysis, represented by the

double-edged arrows connecting the diagrams, were used to

determine the relationship between the Independent and

Significance of the Study

This study is focused on the factors that affects the

academic performance of the Grade 12 students of Bagacay

National High School.

To the Students. This research will help students to

identify the factors that affects their academic performance.

To the Senior High School Teachers. This research will

help teachers to conduct strategies to help the students come

up with their academic performance.

To the School Administrators. This research will help the