THE DEGREE OF FAMILY FACTORS AFFECTING THE ACADEMIC

PERFORMANCE OF GRADE 12 STUDENTS IN SMHCI

A Research Paper Presented to

Mr. Peter T. Ortega
Teacher

In Partial Fulfillment
of the Requirements for the Subject
Practical Research 2

Ciaren Faye P. Esmedia

May 2022

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 Chapter I

Introduction

Student’s academic performance plays a vital role in creating finest quality

alumna who will become leader and man power of a particular country, consequently
responsible for the country’s social and economic development (Ali et al, 2009).
Furthermore, he mentioned that the academic performance of students has gained
significant attention in past researches. Performance of students is affected by
psychological, economic, social, personal and environmental factors. Though these
factors strongly influence the performance of the students, but these factors differ from
country to country and person to person.

Education in every sense is one of the fundamental factors of development. No

country can achieve sustainable economic development without substantial investment in
human capital. Education enriches peoples understanding of themselves and the world. It
improves the quality of their lives and leads to broad social benefits to individual and
society. Education raises people’s productivity and creativity and promotes
entrepreneurship and technological advances. In addition, it plays a very crucial role in
securing economic and social progress and improving income distribution (Ilhan Ozturk,
2008).

The higher education and training evaluation in the Global Competitiveness Index
takes into consideration of the quality of: institutions and programs; and availability and
extent of local research and training services; internet access of schools; and secondary
and tertiary enrolments. The Philippines ranks 71st in the index, only surpassing
Cambodia, Timor- Leste and Vietnam in its region. The average pass rate for licensure
examination in the Philippines for 2010 across disciplines where higher education is
necessary was below 34 percent( Klaus Schwab,2017-2018), which raises the issue of the
quality of the teaching and training in its higher education institutions(HEIs)

Education in the Philippines has long been a national concern. According to the
1987 Constitution, Article XIV states that the State shall protect and promotes the rights

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of all citizens to quality education at all levels and shall take appropriate steps to make
such education accessible to all.

Higher education in the Philippines is envisioned to advance ‘ productivity

enhancement and job creation’ and further address ‘key issues confronting Philippines
society, produce society, produce globally competitive professionals, entrepreneurship
and high- level technical manpower for the domestic and international market’ (Macha, et
al, 2018). With the current trends in global socio-economic, conditions, higher education
in the Philippines is undergoing major changes. A continual emphasis on knowledge
formation and the expansion of academic foundations as initiating for further
development are essential, owing to the constant shift in global demands. The
government discusses the need for a predestined imperative to emphasize the connection
between the knowledge, attitudes and skills acquired from higher education and the world
of work. Despite efforts to develop such a vision, the tertiary system in the country still
contains numerous areas in need of improvement. With a higher education system which
was in the 1950’s more advanced than those of Taiwan, Korea and other developing
countries, it seems that time has stood still for the Philippines, and the sector has fallen
behind almost all of it’s neighbours. Recent trends have been significantly negative, with
under investigation, inefficiency and lack of quality coming to characterize most HEIs in
the Philippines(IGI Global, 2018).

Lot of studies had been conducted in the area of students’ achievement and these
studies identify and analyse the number of factors that affect the academic performance
of the students at school. The utility of these studies lies in the need to undertake
corrective measures that improve the academic performance of students.

Students go to school and aspire in obtaining good academic performance with

they though of their country’s economic status. A lot of students show their talents, skills
and abilities which compliments for the outcome of their performance, but still there are
lots of difficulties on students that limit their actions making them do things that do not
allow them to focus more on having these grades.

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 Statement of the Problem

Generally, Study aims to investigate the Degree of Family Factors affecting the
Academic Performance of Grade 12 students in SMHCI.

Specifically, this study aims to determine the following:

1. What is the Degree of Family Factors Affecting the Academic Performance of

Grade 12 students in SMHCI.

2. What is the Academic Performance of the Students in SMHCI.

3. Is there a significance relationship between the Family Factors and the Students
in SMHCI?

Hypotheses of the Study

Based from the statement of the problems of this study the following hypotheses
will be formulated:

1. There is no relationship between the Family Factors and the Students in SMHCI.

Theoretical Framework

This research was anchored by the Behaviorism Theory made by John B.

Watson(1913). He strongly believed that a child’s environment is the factor that shapes
the behaviour over their genetic makeup or natural temperament. According to Watson,
behaviourism was the science of observable behaviour. Only behaviour that could be
observed, recorded and measured was of any real value for the study of humans or
animals.

Relating this theory to the study, the performance of Grade 12 students will be
affected by their behaviour. The factors such as environment, Family and psychological
problem can affect the behaviour of a student. If the student has a good environment,
supportive family and good thinking skills will be resulted to favourable behaviour that

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will be lead to a better academic performance But if the student has unfavourable
environment, lack of family support, and facing psychological problem, it is expected
that unfavourable behaviour is observed and will lead to poor performance. In general,
the result of the student’s performance will most likely to dependent on the factors that
affect their behaviour.

Conceptual Framework

The aim of the study is to determine the factors affecting the academic
performance of Grade 12 students of Grade 12 students of St. Michael High School of
Culasi Inc.

Independent Variable Dependent Variable

The Degree of Family Academic Performance

Factors

Figure 1. Paradigm showing the relationship between the variables.

Significance of the Study

The aim of the study will be determine the factors affecting the performance of
Grade 12 students in SMHCI. The result of this study will be beneficial to the following:

School Administrators. The result of this study will help the school administrators
to formulate and implement new School policies regarding with these kind of problems to
improve the students learning performance and change their vision towards higher
education.

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 Parents. The result of this study will help the parents to focus on their children
and guide them efficiently. The parents should be informed that they need to support and
sustain the needs of their children in school.

Students. The result of this study will help the students expand their learning and
use these factors as their instruments to motivate and incourage themselves to participate
actively in class. This study cn also be a tool for them to know their responsibilities and
obligations as a student and achieve a good quality education.

Teachers. The result of this study will help the teachers to be aware about the
factors affecting the student’s academic performance . They can help in developing every
students thinking skills . These factors can also be teaching strategies that will cater the
interest of the students.

Definition of Terms

To facilitate understanding the content of the study, the following terms were
operationally defined:

Academic Performance. As used in the study, this term refers to how student
perform in their academic at school.

Family Factors. As used in the study, this term refers to one factor affected by
their clan or either blood line.

Sex. As used in the study, this term refers to the gender that is defined prior to the
student.

Strand. As used in this study, this term refers to a certain field, a student has chosen.

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 CHAPTER 2

Related Literature

A number of studies have been carried out to identify and analyse the numerous
factors that affect student’s academic performance in various center of learning. Their
findings identify students’ test anxiety( Siegfried & Fels,2013; Anderson &
Benjamin,2011), parents’ education, family income( Devadoss & Foltz2012), self-
motivation, age of students, learning preferences( Aripin, Mahmood, Rohaizad, Yeop, &
Anuar,2011), class attendance(Romer,2014), and entry qualifications as factors that have
a significant effect on the students’ academic performance in various settings.

Parent involvement is another factor that has been consistently related to a child’s
increased academic performance( Hara& Burke,2012; Hill & Craft2013; Marcon,2015;
Stevenson & Baker,2016). Statistically significant association between parent
involvement and a child’s academic performance, over and above the impact of the
child’s intelligence. A multiple mediation model indicated that the child’s perception of
cognitive competence fully mediated the relation between parent involvement and the
child’s performance on a standardized achievement test. The quality of the student-
teacher relationship fully mediated the relation between parent involvement and teacher
ratings of the child’s classroom academic performance( Topor et al., 2010).

Ali et al.,(2013) revealed that age, father/guardian social economic status and
daily study hours significantly contribute the academic performance of graduate students.
Farooq et al.,(2011) revealed that socioeconomic status (SES) and parents’ education
have a significant effect on the students’ overall academic achievement as well as
achievement in the subject of Mathematics and English. The high and average socio-
economic level affects the performance more than the lower level. It is very interesting
that parents’ education means more than their occupation in relation to their children’s
academic performance at school.

S. Valli Jayanthi et al.,(2014) analysed quantitatively and the results showed that
factors such as gender, nationality of student, co-curricular activities and an interest in

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pursuing higher degrees affected students’ academic scores. The use of past year
examination papers as a learning method improved students’ academic scores compared
to other methods. Differences exist in the cognitive –motivational functioning of boys
and girls in the academic environment, with the girls have a more adaptive approach to
learning tasks. However, the influence of contextual variables that may differently affect
boys’ and girls’ motivation was not taken into account( Ghazvini & Khajehpour, 2011)

Muhdin Muhammedhussen(2016) illustrates that university entrance exam score,

family economic situation, sleep and habit of study are the main determinants of students’
academic performance. However, sex, residential place, study time and recreation time
were found insignificant. Finally, the study recommends that universities, students’
families and policy makers need to work hard towards improving students’ academic
performance’ by considering aforementioned determinants. According Kapur, there are
numerous factors with the school and outside school that influence the academic
performance of the students. The main areas that have been taken into the account
include , factors influencing academic performance of the students in class, parental and
associated factors relating to academic achievement, contribution of school factors
towards the academic performances of students, influence poverty on academic
achievement of students and other causes of low academic performance.

Sarath nonis et al. (2010) examined the influence of students’ status- working and
non-working- on the degree grades we also examine wether the documented negative
influence of long duration of studies on grades is associated to students’ status. The
findings reject both hypotheses; working students do not achieve lower grades than their
non- working peers; the negative impact of the length of studies on grades is not linked to
status, and affects both working and non- working students in the same way. The
prolonging of studies seems to be an institutional effect deriving from the conditions of
schooling rather than from students’ financial circumstances.

Martha(2009) Investigates the factors affecting academic performances of

undergraduate students of Uganda Christian University (UCU). Emphasis was put on
trying to establish the relationship between admission points, parents’ social economic

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status, former school background and academic performance of undergraduate students at
Uganda Christian University. The findings revealed the existence of a significant
relationship between students’ A’ Level and Diploma admission points and academic
performance, but there was no relationship between mature age points and academic
performance. The findings also revealed that there was a significant relationship between
parents’ social economic status and academic performance and a significant between
former school background and academic performance. On the basis of the findings, the
researchers’ made the following conclusion; A’ Level and diploma admission points are
the most objective way to select just a few students from a multitude of applicants for the
limited space available at universities in Uganda. Parents’ social economic status is
important because parents provide high levels of psychological support for their children
through environments that encourage the development of skills necessary for success at
school. That location, ownership and academic and financial status at school do count on
making a school what it is and in turn influencing the academic performances of its
student because they set the parameters of a students’ learning experience. The researcher
also confirmed the system’s theory input output model. On the basis of the conclusions
made, the researcher recommended that; Uganda Christian University maintains its
selection criteria of using previous academic performance as a measure of admitting
students for the undergraduate programs. However mature age students could be given
supplementary year on probation year to test their competency in addition to the entrance
exam. The university should improve the students support system such that students from
low social economic backgrounds are identified and assisted through offering
scholarships. This study identified the need to investigate and analyse the mature age and
international students’ recipe for success in higher education with the intention of
developing some of these aspects for inclusion in all students selections.

Psychological factors such as stress, anxiety, suicidal tendencies, substance abuse

significantly affect GPA. In short the psychological factors have negative impact on
GPA. It has been found through the literature review that cognitive and non- cognitive
factors affect Grade Point Averages of the young adults(Bhattacharya,2015). Dianabasi
et al., (2017) design a study to predict students’ psychological factors(Self-concept, test
anxiety, interest in schooling, attitude towards mathematics, motivation and focus of
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control) and performance at the lower cognitive levels(Knowledge and understanding).
Students’ psychological factors and students’ achievement at knowledge and
understanding levels are significant joints predictors of senior secondary students’
performances in mathematics at the thinking level’ and that such prediction could be
done using the equation: Students’ performance in
mathematics(thinking)=1.859+0.01(interest)+0.021(attitude)-0.041(Locus of control)
+0.186(Knowledge)+ 0.296 Understanding. It was observed that student’ performance at
the understanding level is the strongest predictor of their performance at the thinking
level followed by performance at the knowledge level. It is concluded that certain factors
are responsible for students’ performance in mathematics.

According to Okumu et al (2010), education is a fundamental human right for

economic growth and human development. Education is therefore necessary for all
societies to thrive in all aspects of growth. Education is valuable because it contributes to
national development through provision of appropriate resource personnel that aids in
stimulating productivity as well as eliminating poverty, hunger disease and ignorance
(Republic of Kenya 2016). A lot more study done by Kapunga (2017) shows that
education liberates society from socio-political forces that affect and influence his
personality at global level.

Mbelle and Katabalo (2016), asserts that secondary education aims at meeting
global challenges in science and technology not leaving behind organization of
production processes and markets. Other scholars such as Schultz (2019) emphasize that
investing in education leads to faster growth for developed and new industrialized
countries. This explains why most of the developing world especially the sub-Saharan
Africa is heavily investing in education from primary, secondary and tertiary levels by
increasing enrolment and improving the quality of education. For Uganda’s case
government has encouraged education for all in primary and lower secondary levels.
Research by Miller-Grandvaur and Yoder (2016) on secondary school education forms a
vital part of education interventions in sub-Saharan Africa. However the main challenge
of secondary school education seems to be poor academic performance that cuts across
the developing world.

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 A lot of studies show that there is a big effect of the nature of family background
on the academic performance of children in school. The family back ground plays has a
big on the academic performance of children at all levels of education in the school
system. It is generally accepted that the quality of family interactions has important
associations with the children’s academic motivation and achievement. For instance Ryan
(2010) shows that there is a significant effect of family background variables, parent
support and teacher support on a child’s educational attainment. According to (Morgan et
al, 2011), stresses that children from low socio economic status households and
communities develop academic skills more slowly compared to their counterparts from
higher socio-economic status families. The low socio economic status (economic
struggling families) deprives children of what is necessary to support their growth and
welfare. Initial academic skills are correlated with home environment where low literacy
involvement and chronic stress negatively affect a child’s academic performance. Parents
from low socio economic background are less likely to have the financial resources or
time availability to provide children with academic support.

An American, Kean, (2016) suggested that more highly educated parents actively
encourage their children to develop higher expectations of their own. He further pointed
out that students perform better in school if their parents as well as mothers are actively
involved in their education. The home environment provides environment for learning
and is an element of the and the basics for students’ life that can affect academic
performance. Providing opportunities to learn outside the school helps to facilitate
student’s success in the school environment as reported by the University of Minnesota
extension.

Globally, Hargreaves (2014), reported that in Germany students with parents who
are involved in their school tend to have fewer problems, and better academic
performance and are more likely to complete high school than students who are not
involved in their school. Good grades require positive effects of parental involvement
that have to be demonstrated at both elementary and secondary levels across several
studies with the largest effect often occurring at elementary level where numeracy,
literacy as well as values of human development are very essential. Atieno (2012)

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emphasizes that the quest for provision of quality education continues to a matter that
continues to be cherished by both consumers and providers of education in Kenya and the
entire developing world.

Parents’ education and family interaction pattern during childhood also might be
linked more directly to the children’s developing academic success and achievements that
includes among others oriented attitudes, general social learning and cognitive
framework (Bandura 2013). Bandura stated that behavior is shaped in part through
observational and direct learning experiences. Learning takes a course of interactive
actions and reactions which implies that it is learning by copying from parents and that
everything children do is by and through socialization.

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 CHAPTER 3

Methodology

Research Design

This study was employed by descriptive method. According to Poinasetti(2014),

descriptive study is one in which information is collected without changing the
environment. It is used to obtain information concerning the current status of the
phenomena to describe” what exists” with respect to variables or conditions in a situation.

Research Instrument

The researcher- made survey questionnaire was used to gather data on the factors
affecting the academic performance of students. Questionnaires which will be containing
10 questions for every factor in which five (5) items for positive and five(5) for negative
classified as: Family- related Factors. Each factor has subset indicators which were given
corresponding ratings by the respondents using Likert Scale of 4 composed of

Scale Description Quantitative Description

The degree to which the factors are
100-95 Not Affecting
not at all affecting the academic
performance

94-85 Rarely Affecting

The degree to which the factors have
once or twice affected the academic
performance

84-75 Frequently affecting The degree to which the factors are

often affecting the academic
performance

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 The degree to which the factors
74 below Permanently Affecting
totally affecting the academic
performance

Research Respondents

The researchers take all the 100 regular students of St. Michael High School of
Culasi Inc.

Table 1shows the demographic profile of the respondents, details include sex and strand.
Evidently, there were more female(63%) than male (37%) repondents, A total of 50
(50%) were registered in HUMSS strand and (50%) students in ABM.

Data Gathering Procedures

The research study focused on the” Factors Affecting Academic Performance

among Grade 12 students of St. Michael High School of Culasi Inc”. The researchers
asked to conduct this study to the principal of SMHCHI. Upon approval, the researchers
proceeded with data gathering during this pandemic. The researcher provided clear
instruction on how to accomplish the questionnaire specially on how to rate themselves
honestly and accurately. Results were collected, tabulated, analysed and interpreted to
statistical treatment.

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