Edited SES

Educational Systems Technological Institute
Murallon, Boac, Marinduque Page | 1

SENIOR HIGHSCHOOL DEPARTMENT
Chapter 1
THE PROBLEM AND ITS BACKGROUN
Introduction
Education is crucial for human capital growth, well-being,

and a better quality of life in the age of globalization and
technological transformation.
Locally, socioeconomic factors significantly influence the

academic lives of children, particularly in the Philippines. Rural
areas, where 80% of the impoverished population resides, face
challenges such as limited schools and classrooms due to low
population density. Despite free public schools, many families
cannot afford to send their children for various socioeconomic
reasons. Additionally, farming communities prioritize traditional
activities over education, leading to irregular school attendance,
especially during harvest time.
Similarly, a study in Somalia found that socioeconomic

status, including parental income, affects students' academic
performance. The research revealed a positive relationship
between socioeconomic status and academic achievement in
secondary schools in Mogadishu.
Factors influencing student performance include peer

influences, school-related factors, family considerations, and
individual student characteristics. Among these variables,
socioeconomic status plays a significant role. Students from low

socioeconomic backgrounds often face obstacles in meeting their
basic needs, which negatively impacts their academic
performance.
This study aims to effects of socioeconomic status on the

academic performance of Grade 12 HUMSS students at the
Educational System Technological Institute. Socioeconomic status
will be the independent variable, while academic performance will
be the dependent variable.
Statement of the Problem
The primary focus of this research is to investigate the

relationship between socioeconomic status and the academic
performance of Grade 12 HUMSS students at the Educational
Systems Technological Institute. The study aims to determine the
effects between socioeconomic status and academic achievement.
Specifically, it sought to answer the following subject problem:
1. What is the demographic profile of the students and parents?
1.1 Age
1.2 Gender
1.3 Parents' Age
1.4 Occupation
1.5 Monthly Income
2. What is the effect of socioeconomic status on students'

academic performance?
3. What strategies can be implemented to mitigate the effects of

socioeconomic status on students' academic performance?
Significance of the Study
This research aims to investigate the relationship between

socioeconomic status and the academic performance of Grade 12
HUMSS students at the Educational Systems Technological
Institute. The findings of this study have significant implications
for students, parents, teachers, the community, and future
researchers.
For Students. This study will increase students' awareness

and understanding of their socioeconomic status, providing
valuable insights to support their academic journey.
For Parents. The study will serve as a guide for parents,

helping them understand their children's circumstances and
offering advice and encouragement for their educational success
and brighter future.
For Teachers. This study will enhance teachers'

understanding of their students, allowing them to gain insights
into their students' experiences and develop effective programs to
improve their teaching methods.
For the Community. The study will provide valuable

information for the community, enabling a better understanding of
the students' socioeconomic backgrounds and their impact on
academic performance.
For Future Researchers. This study will serve as a

valuable resource for future researchers, providing data and
insights for further investigations in this field.
Hypothesis
Socio-economic Factors does not affect students' academic
performance of the Grade 12-humss student
Theoretical Framework
Cultural capital theory posits that students' academic

performance is influenced by their social and cultural background.
According to Bourdieu (1986), students from higher
socioeconomic backgrounds possess cultural capital, which
includes knowledge, skills, and cultural practices that align with
the dominant academic culture. This cultural capital gives them an

advantage in the education system, leading to higher academic
achievement.
Social reproduction theory suggests that socioeconomic

factors play a significant role in students' academic success.
Bourdieu and Passeron (1977), argue that the education system
tends to reproduce existing social inequalities. Students from
privileged socioeconomic backgrounds have access to better
educational resources, such as high-quality schools, private
tutors, and cultural experiences, which leads to higher academic
achievement. Conversely, students from disadvantaged
backgrounds often face limited access to resources, perpetuating
the cycle of social inequality.
Economic deprivation theory (1977), emphasizes the impact

of poverty and economic disadvantage on students' academic
performance. Wilson argues that students from low-income
families face various challenges, such as inadequate access to
educational resources, unstable living conditions, and limited
opportunities for enrichment activities. These socioeconomic
barriers often hinder academic success and contribute to the
achievement gap between students from different socioeconomic
backgrounds.
Conceptual Framework
GRADE 12- HUMSS
SOCIO-ECONOMIC STATUS STUDENTS ACADEMIC

PERFORMANCE
Independent Variable
Dependent Variable
Figure 1. The Schematic Diagram of Independent and

Dependent Variable of the Study.
This conceptual framework shows how variables of the study

interplay with each other where the study explains the correlation
of two variables namely socio-economic status and academic
performances. Thus, this study assumes that Grade 12 students
could develop some effect including stress, drop outs, and failed
grades based with their socio-economic status wherein having
these relationships may affect the students’ academic
performances.
Definition of Terms
These definitions provide a basic understanding of the terms

and their relevance to the study on the effects of socioeconomic
status on academic performance.
Socio Economic Status. A measure of an individual's or family's

position within a social and economic hierarchy, typically
determined by factors such as income, education level, and
occupation. In this study, SES will be operationalized by using a
composite index that combines these variables to classify
participants into low, middle, or high SES categories.
Academic performance. The level of achievement and success

in educational activities, including grades, test scores, and overall
academic standing. In this study, academic performance will be
operationalized by collecting data on participants' grade point
averages (GPA), standardized test scores, and class rankings.
Socioeconomic backgrounds. The social and economic

circumstances, experiences, and conditions that individuals or
families come from, encompassing factors such as income,
parental education level, occupation, and access to resources. In
this study, socioeconomic backgrounds will be operationalized by
gathering information on participants' household income, parents'
education level, and occupation.
Capital growth. The increase in economic resources, assets, or

wealth over time. In the context of socioeconomic status, capital
growth refers to the accumulation of financial resources and
assets by individuals or families. It can be operationalized by
tracking changes in income, savings, investments, and property
ownership over a specified period.
Academic achievement. Assessing participants' performance in

standardized tests, teacher evaluations, and other objective
measures of academic competency.
Review of Related Literature
This proffers the related literature as well as studies

accumulated from different journals and online resources from
both local and foreign studies.
Socio-economic Status
In PSA’s 2017 Annual Poverty Indicators Survey, APIS gives

details on the many indicators of poverty. These indicators include
information about families' socioeconomic profiles and other
aspects of their living situations, as well as social and economic
data that have been established to be correlated with poverty and
family income and will be used as inputs to generate national
estimates of poverty incidence and the poverty threshold.
Thereby, the American Psychological Association (APA), stated

that socio-economic status (SES) includes not just money but also
level of education, financial stability, and self-perceived social

standing and class. A person's socioeconomic position might
include aspects of their quality of life as well as the possibilities
and privileges that are available to them in society (APA, 2018).
In the study of Winkleby et al., (2014) the largest and most

consistent correlation between these SES measurements and risk
factors was seen in the area of education, which showed a higher
risk in response to lower levels of education. This presents how
the SES greatly affects the life of an individual, especially with the
student’s academic life.
Ashley Crossman (2019) Socioeconomic status (SES) is a word

used by sociologists, economists, and other social scientists to
characterize an individual's or group's social class. It is
determined by a variety of circumstances, including money,
employment, and education, and it may have an influence on a
person's life in either a favorable or bad way. Social aspects are
important drivers of economic growth, and they can result in
concrete advantages that can promote long-term development.
GERRY GATAWA(2022)This study contends that social elements
can contribute to long-term economic growth because social
development results in healthy, educated, and productive
individuals who can contribute to the economy. This study will
investigate the impact of social determinants on economic growth
using a time series analysis of 58 nations (n=290 data) from 2014
to 2018. The study finds that social factors like population, health,
education, development, labor force, environment, military, and
geography have significant relationships and effects on economic
growth indicators like GDP, GDP growth, GDP-per-capita, GNI,
GNI-per-capita, manufacturing, and tourism
Academic Performances
Family income is a powerful predictor of success. Adding to

previous research, we discover that a growth mindset—the
conviction that intelligence is not fixed and can be developed—is a
comparably powerful predictor of success and that it has a
favorable correlation with achievement across all socioeconomic
tiers of the nation. In addition, we discover that kids from poorer
homes were less likely to have a growth mentality than their more
prosperous peers (Claro et al., 2015).
Besides, as stated by Thiele et al. (2014) students from the

most deprived areas performed less well than more affluent
students. It simply showed how socio-economic status determines
the life of a student. Indeed, only the most socioeconomically
disadvantaged students really performed somewhat worse on
average and were more likely to receive a lower second class or
degree classification, although this was not statistically significant.
However, the group of researchers in the Philippines from

Bestlink College discovered that although they may not always be
in need, their socioeconomic situation does not seem to affect how
well they perform in school. Some students advise that they can
work while they study or start a
side business at their school, such selling meals in each

classroom, if they are having financial difficulties with their
allowance and school fees. The majority of students' responses
are neutral because some student advises that socioeconomic
position should not be a barrier to stop your education (Vimas et
al., 2020).
Socio-economic Status and Academic Performances
Currie and Goodman (2020), explains a significant fraction

or impact of parents income, wages, and other outcomes to the
life and education of a child. Also, their study result found out that
the link between health and education and wages argues that if a
child's familial environment has an impact on their health, then
their health may also have an impact on their education and
future economic status.
Pettinger (2021) Infrastructure levels, such as transportation

and communication. Economic growth in Central Africa has
improved in recent years as a result of increasing investment in
roads, trains, and seaports. Chinese corporations with a vested
interest in moving raw commodities from Africa to China have
contributed to this investment.
Education. Education levels and standards have a substantial

impact on labor productivity. It is impossible for an economy to
transition from manual labor to new higher-tech businesses in the

service sector without basic reading and numeracy. For example,
in India, high levels of education have created prospects for
expansion in service industries such as IT and call centers. Inward
investment levels. Developing countries that can attract foreign
investment can see tremendous economic growth.
Thereby, other study about the effect of student’s socio-

economic status to education investigates how changing socio-
economic status composition, and giving free lunch to student’s in
poor family can motivate them to have a higher grades in math
class. According to Carbonaro and
Langenkamp (2018), after entering middle school, pupils'

math achievement progress is influenced by the ratio of free and
reduced cost lunches (FRL).
Likewise, Jorgensen et al. (2017) proves that socioeconomic

status is a major predictor of educational achievement. On their
systematic review and meta-analysis, effective academic
intervention was found for those students in elementary and
middle school with low socio-economic status. In India, during
pandemic, students encountered a lot of problems especially
during online class which affect adversely those students who
doesn’t have means to study and learn. Tablets and laptops are
essential for continuing online education amidst pandemic.
However, it can be extremely difficult for parents from
underprivileged or low SES families to secure even one

smartphone for their kids (Dash et al., 2021).
Parental involvement is the degree to which a parent

participates in the education of his or her children. Some schools
encourage constructive parental involvement, yet often parents
are unsure about participating parents who participate in their
kids' schooling. It has received support from Western nations.
Nonetheless, there is a collection of literature that investigates the
importance of social and cultural factors, as well as the results of
parents' participation in and expectations for their children's
growth and education. It is crucial that schools Recognize that
there are cultural variances in how parents participate because
parents differ from one another. having different perspectives on
how, when, and why parents participate in their children's
education. Parents are essential in Philippine culture because the
family is valued highly (N, Mamat, Et al. 2017)
Correspondingly, the study of Villanueva and Nuñez (2020)

in the Philippines, tackles about the impact of the students’ family
socioeconomic status on their accessibility to emergency e-
Learning. The outcomes of the Statistics showed that various
factors impacted pupils' performance despite the availability of
resources. E-learning can be comfortable if you have a reliable
Internet connection, the appropriate number of gadgets, and
personal study area) or, through parental involvement as
suggested by the theory.
Synthesis
According to the American Psychological Association (APA),

socioeconomic status (SES) encompasses more than just money
and also takes into account one's degree of education, financial
security, and self-perceived social class. This illustrates how a
person's SES has a significant impact on their lives, particularly on
their academic performance. Moreover, family income is a
powerful predictor of success and that it has a favorable
correlation with achievement across all socioeconomic tiers of the
nation. Students from poorer homes were less likely to have a
growth mentality than their more prosperous peers. Some
students advise that they can work while they study or start a side
business at their school. A study argues that if a child's familial
environment has an impact on their health, then their health may
also have an effect on their education and future economic status.
E-learning can be comfortable if you have a reliable Internet
connection, the appropriate number of gadgets, and personal
study area.
Chapter 2
METHODOLOGY
This chapter shows the outline of the research methods that

were used as they provide information concerning the process of
undertaking this research and a justification for the use of the
methods. In addition, this chapter also describes the phases of the
research including the selection of the participants, data
gathering, and data statistical analysis.
Research Design
To test the hypothesis, a descriptive design was used to

accurately describe and analyze the results from the standardized
scales that were given to participants to answer through online
surveys. Through this method, researchers were able to identify
the relationship of the two variables namely the student’s socio-
economic status and academic performances.
Research Method
The qualitative research method was used to collect and

analyze the gathered numerical data as it can also be used to
generalize the results from the large sample.
Sampling Procedure
The sample for the present study consisted of 30 students

selected through random sampling technique from Grade 12-
HUMSS students in Educational System Institute of Marinduque.
Description of Respondents
To achieve the research objectives, the researchers go room

by room to select students who are fitted in the criteria, with no
age basis. The total sample size of this research was thirty (30).
In order to achieve the target sample size, random sampling was
used. Thus, Grade 12-HUMSS students of Educational Institute of
Marinduque were chosen considering that they were within the
researcher's reach.
Research Instrument Used
The researchers used standardized scales to measure and

assess socio-economic status and academic performances.The
findings were discussed according to the parts of the interview
questions to easily distinguish the three most important
components of the study. The three parts of the questionnaire
are:
Informed Consent
This contains the disclosure of information of the study as well

as the letter of permission to participate in the study. The
researchers assured the confidentiality of the data provided by the
participants including the responses and identity.Thewere also
informed of the duration and procedure of the questionnaire to

avoid exhaustion and to give awareness before they start
answering. On the other hand, their participation was highly
voluntary which denoted that they had the right to withdraw at
any time while taking part in the study, as well as the right to
refuse. Lastly, participants were free to reach out to the
researchers, including the research adviser, through the provided
phone numbers and emails if there are any concerns in the study.
Demographic Profile
This includes the age, gender, location, monthly income or salary

of their parents. Researchers guaranteed that personal data will
be kept confidential as it helps the study to examine the
respondents as proof to be qualified in the criteria that were set.
Thereby, it also helped in the conceptualization and formulation of
the study.
Data Gathering Procedure
The gathering of numerical data began using random sampling

techniques to select the target participants. Then, to quickly
obtain the desired sample size, researchers will go room by room
in Grade 12-HUMSS.
Following the selection of the target individuals, informed consent

was also given to them along with the standardized questionnaires
that will be
use for the interview. Then, participants were given a printed

survey form to know their information or profile. They were
required to submit personal information, including their age,
gender, and salary of their parents or monthly income. Then,
respondents will answer the interview questions with no time limit.
While conducting interview, researchers will remain approachable
to assist the questions of the respondents (if there were any).
Lastly, researchers made sure that all the disclose information will
be given an assurance of confidentiality.
Statistical Treatment
Various statistical tools and methods were use in analyzing

and interpreting data collected in the study. In this study
statistical tools such as frequency distribution, percentage and
weighted mean.
A. Percentage- was used to describe the variables such as age

gender and strand/track
The formula used was:
Formula: P=f/N (100)
Where:
P- Refers to the Percentage
F-Refers to the number of the respondent who answered for a

particular item.
N- Total number of respondents

100 The number which serves as the multiplier of the quotient

derive from f/N to transport it into its percent form.
B. Weighted Mean- The study will also make use of the weighted
mean to ascertain the impact Relationship of socio-economic
status on the academic performance of grade 12 HUMSS
student of Educational Systems Technological Institutes it was
obtained by multiplying the total frequency by the
corresponding weight in the scale and by deriving the product
with the total number of respondents. The ratings given using
the five-points scale Weight of 5,4,3,2,1 were assigned
corresponding to the five categories was multiplied by the
assigned weighted mean.
The formula used was:
Formula: WM= wf /N
Where: WM- weighted mean
WF: refers to the aggregate product of fx scale equipment
N-refers to the number of respondents.
To interpret the weighted mean, the five-point scale used
Using the following value and scale.
Strongly Agree 3.61-4-20
Agree 2.41-3.60
Disagree 1.81-2.41
Strongly Disagree 1.00-1.80
Chapter 3
PRESENTATION, ANALYSIS, AND INTERPRETATION OF

DATA
This chapter presents the data collected for the study, as well as
the results and interpretation of the data analysis. The purpose
of the analysis was to examine the relationship between
socioeconomic status and the academic performance of Grade 12
HUMSS students at the Educational Systems Technological
Institute.
Additionally, this chapter provides a summary of the
findings derived from the interpreted data, along with the
conclusion and recommendations based on the study.
Table 1
Demographic Profile of the Students in terms of Age
Age Frequency Percenta Rank

ge
17 7 23% 2.5
18 16 53% 1
19 7 23% 2.5
TOTAL 30 100%
Table 1 presents the demographic profile of the students,

focusing on their age. The table includes the frequency and
percentage of students in each age category, along with their
corresponding ranks. The data highlights that the largest
proportion of students, accounting for 53%, falls within the 18-
year-old age group, making it the most prevalent category. Both
the 17-year-old and 19-year-old age groups represent 23% of
the total population, resulting in a tie for the second rank
between these two groups.
In summary, the findings indicate that the student
population primarily consists of 18-year-olds, followed by an
equal distribution of students aged 17 and 19.
Table 2
Distribution of Respondents by Gender
Gender Frequency Percenta Rank
ge
Male 15 50% 1.5
Female 15 50% 1.5
TOTAL 30 100 %
This table presents the demographic profile of students in

terms of gender. The table indicates that there were a total of 30
students. Out of these, fifteen were male, accounting for 50% of
the student population, and fifteen were female, also
representing 50%. Both genders held an equal percentage of the
total student population. In terms of ranking, both male and
female students shared the same rank of 1.5. This suggests that
there was no significant difference in the distribution of gender
among the students, as both genders were equally represented.
Table 3.
Demographic Profile of the Parents in Educational Attainment
Educational Frequency Percentage Rank
Attainment
Primary 5 17% 3
Secondary 10 33% 2
Tertiary 15 50% 1
Total 30 100%
The data in the table showcases the educational

attainment of a specific group of individuals. The frequencies and
percentages are provided for three categories: Primary,
Secondary, and Tertiary.
Among the individuals in the group, 17% have completed

primary education, totaling to 5 individuals. This indicates that a
relatively small portion of the group has achieved education up
to the primary level.
In terms of secondary education, 33% of the group, or 10
individuals, have completed this level of education. This suggests
that a larger proportion of the group has obtained education at
the secondary level.
The highest number of individuals, 50% of the group, have
achieved tertiary education. This category includes 15 individuals
who have pursued higher education, typically at the college or
university level.
Table 4
Gender Frequency Percentage Rank
Male 30 50% 1.5
Female 30 50% 1.5
TOTAL 24 100 %
Demographic Profile of the Parents in terms of Gender
This table presents the demographic profile of parents

based on gender. It consists of three columns: Gender,
Frequency, Percentage, and Rank. In the first row, "Male" is
listed with a frequency of 30, representing 50% of the total
parents surveyed. This group holds a rank of 1.5, indicating their

higher frequency compared to other groups.
The second row represents "Female" with the same
frequency and percentage. They also have a rank of 1.5,
signifying equal representation and ranking.
The third row provides the combined totals for both
genders, resulting in 60 parents surveyed, accounting for 100%
of the dataset. The table demonstrates an equal distribution of
male and female parents, with each group comprising half of the
total parents surveyed. Furthermore, both genders share the
same rank, indicating equal representation in the dataset.
Table 5.
Demographic Profile of the Parents in terms of Occupation
Occupation Frequency Percentag Rank
e
Teacher 6 20% 1
Engineer 1 3% 5
Driver 5 17% 2.5
Vendor 5 17% 2.5
Janitor 2 7% 4.5
Security 3 10% 3.5

Guard
OFW 3 10% 3.5
(Overseas
Filipino
Worker)
Barangay 2 7% 4.5
Official
Nurse 2 7% 4 5
.
2
5
Office 1 3% 5 5
Worker .
2
5
TOTAL 30 30 100%
The table presents the distribution of parental occupations

within the surveyed group. Among the parents, the most
prevalent occupation is teaching, with 6 individuals accounting
for 20% of the total. Engineers and office workers have the
lowest representation, each comprising only 1 individual, or 3%
of the group. Driving and vending occupations are held by 5
parents each, contributing to 17% of the total. Other
occupations, such as janitors, security guards, OFWs, barangay
officials, nurses, and office workers, are each represented by 2
parents, accounting for 7% of the group. In total, 30 parents
were surveyed, encompassing a diverse range of occupations.
Table 6.
Demographic Profile of the Parents in terms of Income
Income Frequency Percenta Rank
ge
Php 10,000 – Php 7 23% 1.5
15,000
Php 16,000 – Php 5 17% 2.5
20,000
Php 21,000 – Php 7 23% 1.5
25,000
Php 26,000 – Php 30,000 2 7% 3
Php 31,000 – Php 35,000 5 17% 2.5
Php 36,000 – Php 40,000 1 3% 4.25
Php 41,000 – Php 45,000 0 0% 5
Php 46,000 – Php 50,000 1 3% 4.25
Php 60,000 – Php 70,000 1 3% 4.25
Php 80,000 – Php 90,000 1 3% 4.25
TOTAL 30 100 %
The demographic profile of parents based on their income in

Pesos reveals interesting patterns. Among the surveyed parents,
the most common income ranges are 10,000 - 15,000 Pesos,
21,000 - 25,000 Pesos, and 31,000 - 35,000 Pesos. Each of
these categories has a frequency of 7 respondents, accounting

for 23% of the total. These income ranges hold the top rank of
1.5, indicating their high representation.
Slightly above these common income ranges is the
category of 16,000 - 20,000 Pesos, with a frequency of 5
respondents (17% of the total) and a rank of 2.5. This category
falls between the most common and least common income
ranges, suggesting a moderate representation among the
surveyed parents.
On the other hand, there are four income categories with
the lowest representation among the respondents. The income
categories of 36,000 - 40,000 Pesos, 46,000 - 50,000 Pesos, and
60,000 - 70,000 Pesos each have a frequency of 1 respondent,
accounting for 3% of the total. These categories share the rank
of 4.25, indicating their relatively low representation.
Finally, the highest income category of 80,000 - 90,000 Pesos
has the lowest frequency of 1 respondent, representing just 3%
of the total. It shares the same rank of 4.25 with the previously
mentioned income categories, signifying its limited presence
among the surveyed parents.
In summary, the majority of parents surveyed have incomes
within the 10,000 - 35,000 Pesos range, with the highest
representation observed in the 10,000 - 15,000 Pesos range.
Conversely, the income ranges of 36,000 - 70,000 Pesos have a
relatively low representation, and the highest income category of
80,000 - 90,000 Pesos has the least representation among
Table 7.
Effects of socioeconomic in the academic performance of the

student
SA A D SD N Total WM Remarks
(4) (3) (2) (1)
Students from 18 12 0 0 30 AGREE

higher
(72) (36) (0) (0) 108 3.6
socioeconomic
backgrounds
have better
access to
educational
resources
(e.g., books,
technology)
compared to
students from
lower
socioeconomic
backgrounds.
This can give
them an
advantage in
terms of
research,
online learning,
which are
important in
today's
educational
setting.

higher
(72) (36) (0) (0) 108 3.6
socioeconomic
backgrounds
receive better
educational
support and
guidance from
their parents
or guardians.
This can
positively
influence a
student's
motivation and
effort in their
studies.

higher
(80) (30) (0) (0) 110 3.67
socioeconomic
backgrounds
have more
opportunities
for
extracurricular
activities,
tutoring, and
educational
enrichment
programs
compared to
students from
lower
socioeconomic
backgrounds.
These activities
can
supplement
and enhance a
student's
learning
experience
beyond the
classroom.

lower
(60) (45) (0) (0) 105 3.5
socioeconomic
backgrounds
often have
limited access
to educational
resources such
as books,
technology,
and learning
materials. This
lack of
resources can
hinder their
ability to fully
engage in
learning and
limit their
opportunities
to explore and
expand their
knowledge.
Students from 11 19 0 0 30 NEUTRAL

lower
(44) (57) (0) (0) 101 3.42
socioeconomic
backgrounds
may face
economic
instability,
making it
difficult to
afford
educational
materials,
tutoring
services, or
participate in
extracurricular
activities that
can enrich
their learning
experiences.
Parents from 16 14 0 0 30 AGREE

lower
(64) (42) (0) (0) 106 3.53
socioeconomic
backgrounds
may face their
own financial
and time
constraints.
This lack of
parental
involvement
can impact a
student's
motivation,
self-esteem,
and academic
success.
Students from 16 14 0 0 30
lower
(65) (42) (0) (0) 107 3.53
socioeconomic
backgrounds
may face
higher levels of
stress due to
financial
instability. This
can affect their
emotional well-
being,
cognitive
abilities, and
overall ability
to concentrate
and perform
academically.
The data provided suggests several key points regarding the

impact of socioeconomic backgrounds on students' educational
experiences:
Students from higher socioeconomic backgrounds have

better access to educational resources such as books and
technology, giving them an advantage in research and online
learning. This advantage is crucial in today's educational setting.

The majority of respondents (3.6) agree with this statement.
Students from higher socioeconomic backgrounds receive

better educational support and guidance from their parents or
guardians. This support positively influences their motivation and
effort in their studies. The majority of respondents (3.6) agree
with this statement.

more opportunities for extracurricular activities, tutoring, and
educational enrichment programs. These activities enhance their
learning experience beyond the classroom. The majority of
respondents (3.67) agree with this statement.
Students from lower socioeconomic backgrounds often face

limited access to educational resources, which hinders their ability
to engage fully in learning and explore new knowledge. The
majority of respondents (3.5) agree with this statement.
Students from lower socioeconomic backgrounds may

struggle to afford educational materials, tutoring services, and
participation in extracurricular activities, limiting their
opportunities for enrichment. The response to this statement is
neutral, with a weighted mean of 3.42.
Parents from lower socioeconomic backgrounds may face

financial and time constraints, leading to reduced parental
involvement in their children's education. This lack of involvement
can impact students' motivation, self-esteem, and academic

success. The majority of respondents (3.53) agree with this
statement.
Students from lower socioeconomic backgrounds may

experience higher levels of stress due to financial instability. This
stress can negatively impact their emotional well-being, cognitive
abilities, and academic performance. The majority of respondents
(3.53) agree with this statement.
In summary, the data highlights the disparities in

educational opportunities between students from different
socioeconomic backgrounds. Students from higher socioeconomic
backgrounds tend to have better access to resources, support,
and extracurricular activities, while students from lower
socioeconomic backgrounds face limitations and potential
stressors that can hinder their educational experiences.
Table 8
Strategies to address the effects of socioeconomic status on

students' academic performance
SA A D SD N Total WM Remarks
(4) (3) (2) (1)
Offering financial 10 20 0 0 30 NEUTRAL

assistance,giving
(40) (60) (0) (0) 100 3.33
scholarship
programs,grants,or
financial aid to
student.
Ensure fair accesss 15 15 0 0 30 AGREE

to technology and
(60) (45) (0) (0) 105 3.5
internet
connectivity for all
students,particularly
those from low-
income families.
Ensure that all 5 25 0 0 30 NEUTRAL

student,regardless
(20) (75) (0) (0) 95 3.17
of their socio
economic
background,have
access to high-
quality education.
Implement teaching 11 19 0 0 30 NEUTRAL

strategies that
(44) (57) (0) (0) 101 3.37
addresss the
diverse needs of
student from
different socio
economic
backgrounds.
Provide additional 11 19 0 0 30 NEUTRAL

support,such as
(44) (57) (0) (0) 101 3.37
tutoring or
mentoring,to
students who are at
risk due to socio
economic factors
The learning 20 10 0 0 30 AGREE

environment of the
(80) (30) (0) (0) 110 3.67
students must be
free from
discrimination
regarding the their
socio economic
status.
Table 8 presents strategies to address the effects of

socioeconomic status on students' academic performance. The
table includes five strategies, and for each strategy, it provides
the distribution of responses on a Likert scale from strongly agree
(SA) to strongly disagree (SD), as well as the number of
respondents (N) and the total number of respondents (Total). The
table also calculates the weighted mean (WM) for each strategy
and provides remarks based on the interpretation of the mean.
The first strategy focuses on offering financial assistance,

scholarship programs, grants, or financial aid to students. The
results show that 40% of respondents strongly agree (SA), 60%
agree (A), and no respondents disagree (D) or strongly disagree
(SD). The weighted mean for this strategy is 3.33, indicating a
neutral overall response.
The second strategy is to ensure fair access to technology

and internet connectivity for all students, particularly those from
low-income families. In this case, 60% of respondents strongly
agree (SA), 45% agree (A), and no respondents disagree (D) or
strongly disagree (SD). The weighted mean for this strategy is
3.5, indicating agreement overall.
The third strategy emphasizes providing all students,

regardless of their socioeconomic background, with access to
high-quality education. Here, 20% of respondents strongly agree
(SA), 75% agree (A), and no respondents disagree (D) or strongly
disagree (SD). The weighted mean for this strategy is 3.17,
indicating a neutral overall response.
The fourth strategy suggests implementing teaching

strategies that address the diverse needs of students from
different socioeconomic backgrounds. The results show that 44%
of respondents strongly agree (SA), 57% agree (A), and no
respondents disagree (D) or strongly disagree (SD). The weighted
mean for this strategy is 3.37, indicating a neutral overall

response.
The final strategy focuses on providing additional support,

such as tutoring or mentoring, to students who are at risk due to
socioeconomic factors. The data indicates that 44% of
respondents strongly agree (SA), 57% agree (A), and no
respondents disagree (D) or strongly disagree (SD). The weighted
mean for this strategy is 3.37, suggesting a neutral overall
response.
Chapter 4
SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS
Summary of Findings
1. Demographic Profile
1.1. Demographic Profile of the Students
 In terms of age distribution, majority of the respondents are
18-years-old (53%), followed by 17 and 19 years-old (23%).
 Regarding with the gender, male (50%) and female (50%)
are equal.
1.2. Demographic Profile of Parents
 The majority of the parents age is between 46-50 years-old
(30%), followed by 41-45 years-old (27%), next is 56-60
years-old (17%), then 51-55 years-old (15%), and the lowest
35-40 years-old (12%).
 In terms of occupation, teacher, driver and house wife have
the highest rating (15%), followed by vendor (12%), next is
Overseas Filipino Worker (10%), then engineer, security
guard, business owner and security guard (5%) and the
lowest is nurse, office worker, janitor and construction worker
(3%).
 Regarding with the parent income, 10,000-15,000 pesos and

21,000-25,000 pesos (23%) get the highest rank, second is
16, 000 pesos-20,000 pesos and31, 000 pesos-35,000 pesos
(17%), third is 26, 000-30,000 pesos (7%), fourth is 36,000-
40, 000 pesos, 46, 000-50, 000 pesos, 60, 000-70, 000
pesos, and 80,000- 90, 000 pesos (3%).
2. Effects of Socio-economic in the academic performance

of the student.
In summary, the data emphasizes the disparities in educational
opportunities between students from different socioeconomic
backgrounds. Students from higher socioeconomic backgrounds
tend to have better access to resources, support, and
extracurricular activities, while students from lower socioeconomic
backgrounds face limitations and potential stressors that can
hinder their educational experiences.
3. Strategies to address the effects of socioeconomic status

on students' academic performance
 Offering financial assistance, giving scholarship
programs, grants, or financial aid to student
(Weighted mean=3.33)
 Ensure fair access to technology and internet
connectivity for all students, particularly those from
low-income families. (Weighted mean=3.5)
 Ensure that all student, regardless of their socio

economic background, have access to high-quality
education. (Weighted mean=3.17)
 Implement teaching strategies that address the
diverse needs of student from different socio economic
backgrounds. (Weighted mean= 3.37)
 Provide additional support, such as tutoring or
mentoring, to students who are at risk due to socio
economic factors. (Weighted mean= 3.37)
 The learning environment of the students must be free
from discrimination regarding the their socio economic
status. (Weighted mean= 3.67)
Conclusion
Based on the indicated findings, the following conclusions were

drawn.
1. In summary, the findings indicate that the student

population mainly consists of 18-year-olds. Both genders are
equally represented among the students.
A significant proportion of the students have achieved tertiary
education. The surveyed parents are evenly distributed between
male and female, with the most prevalent occupation being
teaching.
The majority of parents surveyed have incomes within the
10,000 - 35,000 Pesos range, with the highest representation in
the 10,000 - 15,000 Pesos range.
2. The effect of socioeconomic status on students’ academic

achievement is that students from higher socioeconomic
backgrounds have greater access to extracurricular activities,
tutoring, and educational enrichment programs, providing them
with enhanced learning experiences beyond the classroom
compared to students from lower socioeconomic backgrounds.
3. The strategy to address the effects of socioeconomic status

on the academic performance is the learning environment of the
students must be free from discrimination regarding their socio-
economic status.
4. The formulated hypothesis is rejected.
Recommendations
1. The researcher recommends to the students of ESTI, to

focus more on their academic performance by using all the
resources they have to attain the best result on the
academe. In addition, do not focus on the things that they
do not have in studying use these as a motivation to level
up the academic performance.
2. The researcher recommends to the parents to provide
students needs in education to increase academic
performance.
3. The researcher recommends to the teacher, to provide their

best teaching strategies for the students to gain interest in
learning instead of thinking what are the things that they
do not have.
4. The researcher recommends to the school to support the
student needs, like printing services, free Wi-Fi and other
resources that may help the students in their academic
performance.
5. The researcher recommends to the future researcher, the
study can use as a guide, and can used in data gathering
procedure for future references.
Bibliography
Annual Poverty Indicators Survey (APIS)
https://psa.gov.ph/content/annual-poverty-indicators-survey-apis
A. M, Latorre(2020) Socioeconomic status and health: how

education, income, and occupation contribute to risk factors
for cardiovascular disease
https://pubmed.ncbi.nlm.nih.gov/1585961/
Growth mindset tempers the effects of poverty on academic

achievement
https://www.pnas.org/doi/10.1073/pnas.1608207113
Education and Socioeconomic Status
https://www.apa.org/pi/ses/resources/publications/education
S. Claro (2016) Socio-Economic Status: Effects on Academic

Performance of Selected Grade 12 HUMSS Strand Students at
Bestlink College of the Philippines
https://ojs.aaresearchindex.com/index.php/aasgbcpjmra/article/
view/1597
C. Harmon (2013) The impact of parental income and education

on the schooling of their children
https://izajole.springeropen.com/articles/10.1186/2193-8997-2-8
Family Socio-economic Status Effect on Students’ Academic

Achievement at College of Education and Behavioral Sciences,
Haramaya University, Eastern Ethiopia
https://files.eric.ed.gov/fulltext/EJ1207284.pdf
G. A, Gobena(2018) Academic Interventions for Elementary and

Middle School Students with Low Socioeconomic Status: A
Systematic Review and Meta-Analysis
https://eric.ed.gov/?id=EJ1133345
M. C, Villanueva (2019) A STUDY ON THE IMPACT OF

SOCIOECONOMIC STATUS ON EMERGENCY ELECTRONIC
LEARNING DURING THE CORONAVIRUS LOCKDOWN
https://nsuworks.nova.edu/fdla-journal/vol6/iss1/6/
A, Manstead (2018) The psychology of social class: How

socioeconomic status impacts thought, feelings, and behaviour
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC5901394/
Appendices
APPENDICES A
Letter to the Panelist
June 29, 2023
Ms. Julie Ann Oracion

Senior High School Teacher
Ma’am,
We have the honor to invite you to be member of the
Defense Panel for our research paper entitled “THE
RELATIONSHIP OF SOCIO ECONOMICS STATUS ON THE
ACADEMIC PERFORMANCE OF THE GRADE 12 HUMSS
STUDENTS OF EDUCATIONAL SYSTEMS TECHNOLOGICAL
INSTITUTE”.
The oral defense will be held on June 28,2023 in ESTI. We

are pleasured to have your presences and will appreciate your
honest comments for the improvement of our research paper.
Thank you and more power.
Respectively yours,
Rvjel Reig
Angel Villanueva
Jessa Mae Pastrana
Crizza Mae Picardo
Aaliyah Jael Reanzares
Jhon Kieth Brian Tubay
Noted by
Ms. Alexandria Constanino

Teacher

June 29, 2023
Ms. Mary Marvilyn Magalang

Ma’am,
INSTITUTE”.
The oral defense will be held on June 28,2023 at ESTI. We

Respectively yours,
Rvjel Reig
Angel Villanueva
Jessa Mae Pastrana
Crizza Mae Picardo
Noted by
Ms. Alexandria Constantino

Teacher

June 29, 2023
Ms. Christine Rey Tawid

Ma’am,
INSTITUTE”.
The oral defense will be held on June 28 2023 at ESTI. We

Respectively yours,
Rvjel Reig
Angel Villanueva
Jessa Mae Pastrana
Crizza Mae Picardo
Noted by
Ms. Alexandria T. Constantino

Teacher
Appendices B
Letter to the Respondents
Dear Participant,
We would like to invite you to take part in our research

project. This project is aimed at investigating "The Relationship of
Socio Economics Status on the Academic Performance of Grade 12
HUMSS Students of Educational Systems Technological Institute".
Your participation is very important to us, as it will help us to gain
a better understanding on the investigation of the socio economic
status on the academic performance of grade 12 HUMSS at
Educational Systems Technological Institute Marinduque.
We thank you for your participation and willingness to share

your experiences and opinions with us. Your contribution is
valuable, and we appreciate your time and effort.
Sincerely,
Rvjel Reig
Angel Villanueva
Jessa Mae Pastrana
Crizza Mae Picardo
Noted by:
________________________
Ms. Alexandria T. Constantino
Teacher
Appendix C
Survey Questionnaire
EDUCATIONAL SYSTEMS TECHNOLOGICAL INSTITUTE
Murallon, Boac, Marinduque
Humanities and Social Sciences
Department of Senior High School
Good day! We are Humanities and Social Sciences students of Educational

Systems Technological Institute who are conducting research study entitled “The
Relationship of socio economic status on the academis performance of the grade 12 humss
students of educational systems technological institute ”. The result of this survey will
provide necessary information to the said study. Your response is highly
appreciated. Thank you!
PART I:
PROFILE________________________________________
Instruction: Please fill all the necessary information. Every

information that will be gathered will be strictly confidential and to
be only used in the research.
NAME (optional):_____________________________________
AGE:
SEX: Female Male
Parents:
Age:
Occupation:
Income:
PART II: EFFECTS OF SOCIOECONOMIC IN THE ACADEMIC

PERFORMANCE OF THE STUDENT
Socioeconomic Status:Please indicate your level of

agreement with the following statements:
4 3 2 1
Strongly Agree Disagree Strongly

Agree Disagree
Statements 4 3 2 1

better access to educational resources (e.g., books,
technology) compared to students from lower
socioeconomic backgrounds.
Students from higher socioeconomic backgrounds

receive better educational support and guidance from
their parents or guardians compared to students from
lower socioeconomic backgrounds.

have more opportunities for extracurricular activities,
tutoring, and educational enrichment programs
compared to students from lower socioeconomic
backgrounds.

tend to have higher academic performance compared
to students from lower socioeconomic backgrounds.
Students from lower socioeconomic backgrounds face

more challenges that may negatively impact their
academic performance compared to students from
higher socioeconomic backgrounds.
Socioeconomic status plays a significant role in

determining a student's academic success.
PART III: Strategies to address the effects of

socioeconomic status on students' academic performance?
Offering financial assistance, giving scholarship 4 3 2 1

programs, grants, or financial aid to student.
Ensure fair access to technology and internet

connectivity for all students, particularly those from
low-income families.
Ensure that all student, regardless of their socio

economic background, have access to high-quality
education.
Implement teaching strategies that address the

diverse needs of student from different socio
economic backgrounds.
Provide additional support, such as tutoring or

mentoring, to students who are at risk due to socio
economic factors
The learning environment of the students must be

free from discrimination regarding the their socio
economic status.
Appendix D
CURRICULUM VITAE
Name: RVJEL M. REIG
Date of Birth: October 4, 2005
Place of Birth: Lucena, City
Civil Status: Single
Citizenship: Filipino
Address: San Antonio, Sta.Cruz, Marinduque
Educational Background
Elementary Marcopper School of Marinduque

Incorporated
San Antonio, Sta.Cruz, Marinduque
2011-2017
Junior High School Marcopper School of Marinduque

Incorporated
San Antonio, Sta.Cruz, Marinduque
2017-2021
Senior High School Educational Systems Technological

Institute
2021-Present
CURRICULUM VITAE
Name: Angel Villanueva
Date of Birth: July 15, 2005
Place of Birth: Puting Buhangin ,Mogpog
Address: Puting Buhangin ,Mogpog Marinduque
Elementary Puting Buhangin Elementary School
Putting Buhangin, Mogpog, Marinduque
2011-2017
Junior High School Puting Buhangin National High School
Putting Buhangin, Sta. Cruz Marinduque
2017-2021

Institute
2021-Present
CURRICULUM VITAE
Name: JESSA MAE PASTRANA
Date of Birth: May 2, 2005
Place of Birth: Tungib, Buenavista,

Marinduque
Address: Tungib Buena Vista, Marinduque
Elementary Lipata Elementary School
Lipata Buena Vista, Marinduque
2011-2017
Junior High School Buena Vista National High School
Lipata Buena Vista, Marinduque
2017-2021

Institute
2021-Present
CURRICULUM VITAE
Name: AALIYAH JAEL L. REANZARES
Date of Birth: July 31, 2005
Place of Birth: Pasig City
Civil Stat Single
Address: Makawayan Torrijos, Marinduque
Elementary Makawayan Elementary School
Makawayan, Torrijos, Marinduque
2011-2017
Junior High School Tigwi National High School
Tigwi, Torrijos, Marinduque
2017-2021

Institute
2021-Present
CURRICULUM VITAE
Name: CRIZZA MAE P.

PICARDO
Date of Birth: September 25, 2005
Place of Birth: Pagsangjan, Laguna
Civil Stat Single
Citizenship Filipino
Address: Balimbing Boac, Marinduque
Elementary Balimbing Elementary School
Balimbing Boac, Marinduque
2011-2017
Junior High School Ilaya National High School
Ilaya Boac, Marinduque
2017-2021

Institute
2021-Pres
CURRICULUM VITAE
Name: JOHN KIETH TUBAY
Date of Birth: February 17, 2005
Place of Birth: Bancoro Daykitin, Buena Vista,

Marinduque
Civil Stat Single
Address: Bancoro Daykitin, Buena Vista, Marinduque
Elementary Bancoro Elementary School
Bancoro, Buena Vista, Marinduque
2011-2017
Junior High School Daykitin National High School
Daykitin Buena Vista, Marinduque
2017-2021

Institute
2021-Present
Appendices E
Editors Recommendation
This research paper entitled “THE EFFECTS OF SOCIO

ECONOMICS STATUS ON THE ACADEMIC PERFORMANCE OF
THE GRADE 12 HUMSS STUDENTS OF EDUCATIONAL
SYSTEMS TECHNOLOGICAL INSTITUTE” prepared by Rvjel
Reig, Angel Villanueva, Jessa Mae Pastrana, Crizza Mae
Picardo, Aaliyah Jael Reanzares, John Kieth Brian Tubay, in
partial fulfillment of the requirements for the subject INQUIRIES,
INVESTIGATION AND IMMERSION, has been edited and found
to be satisfactory, and is hereby recommended for presentation
and bonding.
Editor:
Ms. Lady Valerie F. Golpo


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Educational Systems Technological Institute

Murallon, Boac, Marinduque Page | 1

THE PROBLEM AND ITS BACKGROUN

Education is crucial for human capital growth, well-being,

Locally, socioeconomic factors significantly influence the

Similarly, a study in Somalia found that socioeconomic

Factors influencing student performance include peer

socioeconomic status plays a significant role. Students from low

This study aims to effects of socioeconomic status on the

Statement of the Problem

The primary focus of this research is to investigate the

Specifically, it sought to answer the following subject problem:

1. What is the demographic profile of the students and parents?

1.3 Parents' Age

1.5 Monthly Income

2. What is the effect of socioeconomic status on students'

3. What strategies can be implemented to mitigate the effects of

Significance of the Study

This research aims to investigate the relationship between

For Students. This study will increase students' awareness

For Parents. The study will serve as a guide for parents,

For Teachers. This study will enhance teachers'

For the Community. The study will provide valuable

For Future Researchers. This study will serve as a

Cultural capital theory posits that students' academic

the dominant academic culture. This cultural capital gives them an

Social reproduction theory suggests that socioeconomic

Economic deprivation theory (1977), emphasizes the impact

GRADE 12- HUMSS

SOCIO-ECONOMIC STATUS STUDENTS ACADEMIC

Figure 1. The Schematic Diagram of Independent and

This conceptual framework shows how variables of the study

These definitions provide a basic understanding of the terms

Socio Economic Status. A measure of an individual's or family's

Academic performance. The level of achievement and success

Socioeconomic backgrounds. The social and economic

Capital growth. The increase in economic resources, assets, or

Academic achievement. Assessing participants' performance in

Review of Related Literature

This proffers the related literature as well as studies

In PSA’s 2017 Annual Poverty Indicators Survey, APIS gives

Thereby, the American Psychological Association (APA), stated

level of education, financial stability, and self-perceived social

In the study of Winkleby et al., (2014) the largest and most

Ashley Crossman (2019) Socioeconomic status (SES) is a word

Family income is a powerful predictor of success. Adding to

Besides, as stated by Thiele et al. (2014) students from the

However, the group of researchers in the Philippines from

side business at their school, such selling meals in each

Socio-economic Status and Academic Performances

Currie and Goodman (2020), explains a significant fraction

Pettinger (2021) Infrastructure levels, such as transportation

Education. Education levels and standards have a substantial

transition from manual labor to new higher-tech businesses in the

Thereby, other study about the effect of student’s socio-

Langenkamp (2018), after entering middle school, pupils'

Likewise, Jorgensen et al. (2017) proves that socioeconomic

underprivileged or low SES families to secure even one

Parental involvement is the degree to which a parent

Correspondingly, the study of Villanueva and Nuñez (2020)

According to the American Psychological Association (APA),

This chapter shows the outline of the research methods that

To test the hypothesis, a descriptive design was used to

The qualitative research method was used to collect and