ATTITUDES AND PERFORMANCE OF GRADE 9

STUDENTS IN ECONOMICS OF A
PHILIPPINE SCHOOLS DIVISION: BASIS FOR
DEVELOPMENT OF EDUCATIONAL
ENRICHMENT MATERIALS

PSYCHOLOGY AND EDUCATION: A MULTIDISCIPLINARY JOURNAL

Volume: 14
Pages: 610-626
Document ID: 2023PEMJ1282
DOI: 10.5281/zenodo.10020863
Manuscript Accepted: 2023-17-10
Psych Educ, 2023, 14: 610-626, Document ID:2023 PEMJ1282, doi:10.5281/zenodo.10020863, ISSN 2822-4353
Research Article

Attitudes and Performance of Grade 9 Students in Economics of a Philippine Schools

Division: Basis for Development of Educational Enrichment Materials
Cherry Amor E. Gauuan*
For affiliations and correspondence, see the last page.
Abstract
This research employs a quantitative approach, utilizing attitude surveys and achievement tests as data
collection techniques, to explore the relationship between students' attitudes towards economics and
their academic performance in this subject. Employing a descriptive-correlational method, the study
involves 417 students selected from diverse public junior high schools in Nueva Vizcaya. The
findings indicate that Grade 9 students generally exhibit positive attitudes towards the Economics
subject, their Economics teachers, the school and classroom environment, parental support, and
teaching methodologies. However, when it comes to academic performance, these students tend to
score lower in specific topics within economics, including the definition and nature of economics,
needs and wants, allocation and production of goods and services, supply and demand analysis, and
concepts of market. While a weak positive correlation (r = 0.318, p > 0.05) is observed between
students' attitudes towards economics and their performance in the subject, it is not statistically
significant. This suggests that there may be other influential factors at play in determining academic
success in economics. The study also culminates in the development of Daily Lesson Logs (DLLs)
tailored to the unique needs and preferences of the current generation of learners. These DLLs are
recommended for thorough appraisal, evaluation, and potential implementation in the classroom, with
the aim of enhancing the teaching and learning experience in economics.

Keywords: collaborative learning, constructivism, rational choice theory, positivism, interdisciplinary,

experiential learning, contextual learning

Introduction Philippines.In basic education, Adu, Galloway, and

The Philippine K to 12 Basic Education Curriculum
has ushered in a transformation in the landscape of
teaching and learning across various disciplines.
Today's classrooms host diverse learners with distinct
characteristics, needs, learning styles, and interests,
largely shaped by their exposure to digital technology.
In this evolving educational context, teachers must
embody creativity, innovation, and preparedness to
engage with technology-literate, inquisitive, and
diverse students effectively.
Among the disciplines impacted by the K to 12
curriculum, the social sciences, particularly
economics, have undergone significant changes. There
is a growing demand for localized, contextualized, and
indigenous lessons and materials. Economics, as a
subject, delves into the intricacies of consumption,
production, distribution, and allocation of goods and
services, while also shedding light on critical questions
surrounding what, how, how much, and for whom to
produce.
Given the perceived significance of economics in the
community, many students aspire to pursue careers in
this field. Some Nobel Prize laureates themselves are
economists, underscoring the vital roles economists
play in both the public and private sectors in the
Olaoye (2014) argue that economics equips students
with essential life skills, a fundamental understanding
of economic principles spanning from basic to higher
education, the ability to manage scarce resources
effectively, respect for all forms of labor, insights into
the economic, cultural, and social values of society,
and knowledge to tackle economic challenges.
Just like other academic disciplines, economics
en co mp asses s u b - d iscip lin es, in clu din g
Microeconomics, which focuses on the scarcity,
resources, and choices of individuals, along with
concepts like supply and demand. Samuelson and
Nordhaus (2010) highlight that microeconomics has
evolved to encompass an array of vital subjects,
including monopoly, international trade, and finance.
The Economics Network (2012) emphasizes that
economics is a harmonious blend of numbers and
words, problems and essays, calculations and
interpretations. It is both an art and a science, allowing
students to construct models that provide insights into
the real world and enabling them to critically evaluate
these models based on their underlying assumptions.
Ultimately, students find enjoyment in economics
because it nurtures their analytical and evaluative
skills.
In the Philippine educational system, economics is

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Research Article
taught in junior high school, specifically in Grade 9, as
part of the Araling Panlipunan curriculum. Its content
standards promote a deeper understanding of major
economic theories and current issues, all in the context
of national development. The teaching of economics
aligns with the vision of a functionally literate and
developed Filipino, embracing concepts of lifelong
learning and educational theories such as
constructivism, collaborative learning, experiential,
contextual, and interdisciplinary approaches.
However, the success of teaching economics also
hinges significantly on students' attitudes toward the
subject and how these attitudes influence their
academic performance. Attitude encompasses beliefs
and emotions that individuals hold toward their
environment and people. Academic performance, on
the other hand, is quantified through numerical grades
or percentages, reflecting students' educational
accomplishments.
This study operates on the premise that students'
attitudes toward a subject can impact their academic
performance, supported by Yara's (2009) assertion that
student beliefs and attitudes can either facilitate or
hinder the learning process. Adu et al. (2014) reinforce
this concept by stating that an individual's attitude
toward an idea or object influences their thoughts,
emotions, and behaviors related to that idea or object.
Student attitudes can range from negative to positive,
and certain subjects may evoke strong feelings of fear
and apprehension. While moderate fear can motivate
students to excel, excessive apprehension may hinder
academic achievement (Benedict & Hoag, 2002).
Research by Berg (2005) and Adesoji (2008) suggests
that positive attitudes toward a subject can lead to high
performance, while persistently negative attitudes,
such as those toward economics, can result in
consistently poor or low academic outcomes (Adu et
al., 2014).
Teachers play a pivotal role in shaping students'
attitudes. By fostering positive attitudes through
motivation and enrichment activities, teachers can
enhance the effectiveness of the teaching-learning
process. Bhatnagar and Das (2014) emphasize that
attitude is the most influential factor in both teachers'
and students' classroom behavior. Moreover, the
school environment and curriculum significantly
influence students' attitudes, making it crucial to create
an attractive learning environment to nurture positive
attitudes.
The ultimate objective of this study is to develop
educational enrichment materials grounded in students'
Cherry Amor E. Gauuan
attitudes toward economics across various domains,
including the subject itself, teachers in economics,
school and classroom environment, parental support,
and teaching methodologies. These materials aim to
positively influence students' attitudes toward
economics and make the subject more engaging and
practical.
Additionally, this research seeks to contribute to the
limited resources available to social studies teachers
for teaching economics. By addressing the relationship
between student attitudes and academic performance,
it aspires to provide educators with valuable insights to
enhance their teaching strategies and create a more
conducive learning environment for economics
education.
Research Questions
This study generally aimed to find out the relationship
between attitudes and level of performance in
economics. Specifically, it sought answers to the
following questions:
1. What is the attitude of Grade 9 students toward
economics along the following domains?
1.1 Economics Subject;
1.2 Teachers in Economics;
1.3 School and Classroom Environment;
1.4 Parental Support; and
1.5 Teaching Methodologies?
2. What is the level of performance of the respondents
in Economics subject along the following topics?
2.1 Definition and Nature of Economics;
2.2 Needs and Wants;
2.3 Allocation and Production of Goods and
Services;
2.4 Supply and Demand Analysis; and
2.5 Concepts of Market?
3. Is there a significant correlation between attitudes
towards Economics and level of performance?
4. What enrichment activities can be developed based
on the results of the study?
Methodology
Research Design
The research methodology employed in this study was
fundamentally quantitative, utilizing attitude surveys
and achievement tests as primary data collection tools.
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This approach was chosen to explore the relationship
between students' attitudes towards economics and
their performance in the subject. Specifically, a
descriptive-correlational method was applied to
analyze the data.
The research participants were students from diverse
public junior high schools in Nueva Vizcaya. These
students were asked to complete a comprehensive
survey, which assessed their attitudes towards
economics across five key domains: economics
subject, teachers in economics, school and classroom
environment, parental support, and teaching
methodologies. Simultaneously, their academic
performance in economics was assessed through an
achievement test.
The subsequent analysis focused on correlating the
results of the attitude survey with the scores from the
achievement test. This allowed for an investigation
into the potential relationship between students'
attitudes and their level of performance in economics.
Respondents
For the School Year 2018-2019, Nueva Vizcaya
comprised a total of 47 public junior high schools. To
ensure a representative sample, a systematic approach
to sampling was employed, involving a combination of
simple random and cluster sampling techniques.
Table 1. The Number of Respondents as to School
Cherry Amor E. Gauuan
From this extensive pool of schools, a strategic
selection was made, with 12 schools identified as the
sample group. Within each of these chosen clusters, a
sample size equivalent to 20.31% of the total student
population was included in the study. This specific
percentage was determined by dividing the overall
sample size of 417 by the total student population
across all selected schools, which amounted to 2,053
students.
A detailed breakdown of the distribution of
respondents for this research can be found in Table 1,
providing transparency and clarity regarding the
composition of the study's participants.
Research Instruments
This study employed two distinct instruments to gather
comprehensive data. The primary instrument was an
attitude survey designed to assess students' attitudes
towards economics. The survey was adapted from
Hansberry's (2010) work, which explored the attitudes
of Year 9 students towards social studies in a
secondary school in Australia. Originally, Hansberry's
survey consisted of 50 statements addressing attitudes
towards Social Studies in general, categorized into 11
domains. To tailor the instrument to the local and
contextual focus of this study, which centered on High
School Economics, a reorganization of domains and a
refinement of the items were undertaken. The survey
was condensed to include 40 statements, distributed
across 5 key domains. To mitigate response bias, the
items were randomized. Please refer to the table of
specifications below for further details on the survey
structure:
Table 2. Table of Specifications of the Survey on
Attitudes towards Economics
This survey underwent a pilot testing phase, involving
a sample of 71 Grade 9 students from Bonfal National
High School in Bayombong, Nueva Vizcaya. The
reliability indices for each domain within the
attitudinaire are presented in Table 3 for reference.
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Table 3. Reliability Result of the Survey on Attitudes commendable reliability index of .808, further
towards Economics solidifying its status as a valuable assessment tool.

Data Gathering Procedure and Data Analysis

Table 4. Data Gathering Procedure

To enhance the reliability of the test items within each

domain, a careful item reduction process was
undertaken, resulting in a refined attitudinaire.
Specifically, the domains now comprise 10, 11, 9, 5,
and 5 items for Economics Subject, Teachers in
Economics, School and Classroom Environment,
Parental Support, and Teaching Methodologies,
respectively.

The second research instrument consisted of an

economics examination meticulously developed by the
researcher and subsequently validated by Mrs. Rucelle
T. Borja, the department head teacher. This
examination comprised 100 items encompassing
various aspects of economics, including the definition
and nature of economics, needs and wants, allocation
and production of goods and services, supply and
demand analysis, and the concepts of the market.

To ensure the validity and reliability of the Economics

test, a series of meticulous steps were undertaken.
Firstly, the researcher meticulously crafted a table of
specifications in conjunction with the test questions.
Subsequently, experts were consulted to evaluate the
test for both face and content validity. Following this,
a pilot test of the exam was administered to a cohort of
71 Grade 9 students at Bonfal National High School.

Upon retrieval of the test papers, the researcher

conducted a comprehensive analysis utilizing Rasch
Analysis through the QUEST Interactive Test Analysis
System (version 2.1). This analysis yielded insights
into the difficulty and discrimination indices of each
test item, along with suggestions to enhance the
internal consistency of the examination. Consequently,
the number of items in the Economics test was pruned
down to a final count of 60.
Subsequent analyses indicated that the original
Economics test possessed a high reliability index,
α=0.843, classifying it as a robust instrument
according to UCLA standards (2019). The improved
Economics test employed in this study maintained a
Table 4 outlines the data gathering procedure
employed in this study. The initial step involved
acquiring preliminary information regarding the
current enrollment figures in all junior high schools, a
process initiated through the Schools Division Office
of Nueva Vizcaya. Subsequently, the research study
was presented to a panel of experts on December 13,
2018. Following the defense of the research proposal,
the valuable suggestions and insights provided by the
panelists were thoughtfully incorporated.
To uphold the rigorous validation of the research

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instruments, the researcher diligently sought
permission from the Schools Division Superintendent.
Subsequently, the survey questionnaire assessing
students' attitudes towards economics and the
corresponding achievement test within the same
discipline were subjected to a meticulous pilot testing
phase. Additionally, formal permission was sought
from the Schools Division Office to collect data from
the 12 selected schools.
The data collection process spanned from January to
March 2019, and the subsequent stages of data
consolidation and final report writing were conducted
from March to April, ensuring a comprehensive and
methodical research endeavor.
Results and Discussion
Attitude of Grade 9 Students toward Economics
This section presents the attitudes of the respondents
towards the five domains of economics. The terms
“agree” and “disagree” were used to refer to the
attitudes of the learners, wherein the former signified
favorable attitude while the latter implied unfavorable
attitude towards the individual indicators.
Table 5. Attitude of Grade 9 students toward
economics subject (N=417)
Table 5 presents how the respondents perceived
Cherry Amor E. Gauuan
economics subject. The means and standard deviations
presented in Table 7 suggested that the Grade 9
students generally agreed on the indicators for the
Economic subject. The mean ratings in 10 of the 11
items were from 2.50-3.49 which indicated that they
agreed with the statements regarding economic
subjects The respondents, however, disagreed with the
statement I see some students who show interest in
learning economics.
In the set of indicators of the learners’ attitude towards
economics, it was noted that the highest rating was for
the statement What we do in economics helps me
understand more of the world around me with a
computed mean of 3.19 while the lowest was I see
some students who show interest in learning
economics. Although the latter statement had only a
mean of 2.16, the respondents still agreed that the
subject is interesting to some students. In general, the
Grade 9 students agreed that these attitudes towards
economics subject were observed (M=2.89, SD=0.33).
The positive attitudes of the learners towards
economics subject may be due to the perceived
importance of the subject to the daily living.
According to several authors (e.g. Adu et al., 2012;
Economics Network, 2012), the economics taught in
high school helps learners to live meaningfully in a
dynamic economy by making sound decisions about
the scarce resources and by being a part of a solution
to an economic problem both in the family and in the
society. The high rating given to the statement What
we do in economics helps me understand more of the
world around me also proves that the respondents view
economics as a means to understand the world, hence
their positive attitude towards the subject.
The study conducted by Benedict and Hoag (2002)
explained that academic performance in economics is
very much relative to attitude of students to
economics. If the attitude of students is more
favorable, there is higher the performance of students
in economics. However, apprehension causes students
to come to the classroom with a negative attitude
toward economics or causes students to do poorly
because of the high level of stress. It is then important
for the teacher to identify available alternatives that
can reduce the anxiety of students.
Table 6 presents the respondents’ attitudes towards the
teachers of economics subject. Also, the means and
standard deviations were computed to reveal how the
respondents perceive the indicators related to teachers
in economics. Of the 10 indicators under the domain
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“Teacher in Economics”, the respondents agreed with
the all the indicators. Based on the results presented in
Table 8, the respondents rated the statement I feel that
my teacher is interested in Economics the highest
while the statement I love Economics because the class
is well-organized had the lowest mean.
Table 6. Attitude of Grade 9 Students toward teachers
in economics subject (N=417)
Table 6 showed that the students generally agreed with
the statements about their teachers in economics. Their
agreement to the different statements showed that they
had positive thoughts and feelings towards their
teachers in economics. The results also dictated that
students’ perception about their teacher’s interest in
teaching economics would dictate their attitude
towards the subject.
The attitudes towards economics of the respondents
were directly linked to the teachers’ competence in
teaching the subject (Ajibade & Ehindero, 2002). The
study of Adu, Galloway, and Olaoye in 2014 also
revealed that when the students perceived their
teachers’ characteristics as low, the students’ attitude
towards Economics tended to be negative whereas
when learners perceive that their teachers have the
necessary knowledge of the lesson, their confidence
towards the teacher was ensured. Such results of the
study were similar to the results of the present study.
Table 7 presents how the respondents perceived their
attitudes towards their school and classroom
environment. In this study, the means and standard
deviations were computed to reveal how the
respondents viewed the different indicators related to
Cherry Amor E. Gauuan
their school and classroom environment.
Table 7. Attitude of Grade 9 students toward school
and classroom in economics subject (N=417)
The mean scores of all the items which ranged from
2.50-3.49 indicated that the respondents agreed with
items under the domain School and Classroom
Environment. In this domain, it was found that the
respondents gave the highest rating to the statement In
Economics class, I like it when we work well together
while the lowest rating was given to the statement I
like economics classes because they are not noisy.
Generally, the respondents agreed with the different
indicators of the domain school and classroom
environment (M=2.90, SD=0.44). This meant that the
respondents have favorable feelings and behaviors
towards their school and classroom environment.
The results of the study of Akey (2006) on students’
attitudes and behavior and academic achievement
corroborated with results of the study. It was found
that the class environment where teachers whose
students see as supportive promote student feelings of
control and confidence in their ability to succeed. In
addition, Mata et al. (2012) indicated in their research
that the improvement in students’ attitudes is likely to
be more significant when taking into consideration
different classroom and school environments, but the
main contribution is determined in the class
environment. If the agents in school or class like the
teachers, administrators and the like offer positive
moods then interests and motivations of students will
be highlighted.
The results of the study were relatively the same as the
results of the study of Defiana (1995) wherein the
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researcher found that using integrated economic
science environment activities improved high school
students’ attitude toward the subject and hence,
awareness about the environment is enhanced. It was
affirmed in this study that there was a relation between
attitude in an environment and their performance in
class. Likewise, Ayelaagbe (1998) reported a more
positive attitude of studies after exposing them to self-
learning strategy other than through lectures or the
usual chalk and paper method in teaching science
subjects such as chemistry, physics, economics,
mathematics, etc.
Table 8. Attitude of Grade 9 students toward parental
support in economics subject (N=417)
Table 8 presents how the respondents perceived their
parent support when it comes to the study of
economics. Means and standard deviations were used
to describe their perceptions of their parent support.
The respondents agreed to all the items included in the
domain “Parental Support”. In this domain, the highest
rating was given to the statement I am inspired when
my parents show their support in doing my economics
homework, while the lowest mean was recorded under
the statement I feel that my parents are interested in
the economics work I do.
Generally, the respondents agreed to the statements
under the domain “Parental Support” (M=2.98,
SD=0.43). The respondents’ agreement towards the
indicators under the domain showed that they have
positive feeling and thoughts towards their parents’
support to their undertakings in economics.
Seemingly, this study supports the results of the study
conducted by Hansberry (2000), which found that
students who have strong parental support like parent
encouragement, provision of emotional and financial
assistance have had high performance in Social
Cherry Amor E. Gauuan
Studies subjects. Likewise, Fan (2001) found that
parents' educational aspiration for their children
proved to be strongly related to students' academic
development and performance. Moreover, Mahaffy
(2004), emphasized that the support of parents has
substantial contribution to students’ academic
achievements. In addition, Chohan and Rehana (2010)
claimed that parents, adult family members, and
siblings contribute significantly to various components
of personality of the child particularly and in
improving his/her academic performance.
Table 9. Attitude of Grade 9 students toward teaching
methodologies in economics subject (N=417)
In like manner, Table 9 presents how the respondents
perceived their attitudes towards their teachers’
teaching methodologies. In the study, the means and
standard deviations were computed to reveal how the
respondents viewed the grounds related to their
teachers’ teaching methodologies.
The respondents agreed that all the items under the
domain “Teaching Methodologies”. It was noted in the
study that the respondents gave the highest rating to
the statement I believe that dramatizations, role plays,
group works, and field trips arouse students’ interest
in economics while the statement I like discussion
method because it makes the class attentive any time a
student tries to provide an answer had the lowest
mean. In general, the respondents agreed to the
statements included under the domain “Teaching
Methodologies (M=2.88, SD=0.40). This implied that
they have positive feeling and attitudes towards how
their economics teachers conduct the day-to-day
lessons.
The results of this study corroborated with the study of
Onyekachi (2018) wherein the students’ attitude can
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be positively developed through the teaching methods, oftentimes, the responsibility of imparting knowledge
selection of suitable books and motivation of students. and practicing skills are left to the economics teacher.
Hence, the researcher concluded that economics Gulati (2010) reiterated the call to reduce the use of
teachers should motivate the students, bring the traditional teaching methods, such as chalk and talk
students to seminars, workshops and conferences so since she believed that these methods leave learners
that they could be conversant with the recent bored, disengaged and distracted. Nevertheless, Gulati
developments in educational trends. In addition,
(2008) encouraged the inclusion of enrichment
Pope’s (2009) study which revealed that more
activities in lectures to make the sessions interesting.
consistent use of field trips and supplemental
technologies promote First Person Interaction. Further,
These results also strengthen the findings of Ajibade
this study was in agreement with the study of Adu et
and Ehindero (2002) which revealed that students
al. (2014) about teachers’ characteristics and students’
attitude towards economics in secondary schools from depend totally on the knowledge their teacher
students’ perspectives. The attitude of students provides, along with the teacher’s competence and
towards economics learning was significantly related confidence to teach the subject. To be an effective
to how they perceive their teachers’ ability to employ teacher in economics, there is then a need for the
appropriate instructional methods. Furthermore, their teacher to be both well-acquainted with the contents of
analyses of data gathered indicate the way students the course and a wide array of teaching methodologies
perceived their teachers’ skills in classroom to teach the subject.
management relates significantly with their attitude
towards economics. The outcome was based on the Level of Performance of the Respondents in
fact that when teachers provide conducive learning Economics.
environment that is disciplined and orderly, it would
promote positive learning attitude for the students. In terms of the performance of Grade 9 students in the
topic “Definition and Nature of Economics”, it was
Table 10. Attitudes of Grade 9 students towards the
observed in Table 13 that most of the students
five domains in economics
performed below 74% described as Did Not Meet
Expectations. Of the eight items under the topic on
Definition and Nature of Economics, only one item
was rated 90 – 100% described as Outstanding. The
item called for the respondents to identify the reason
of scarcity of resources, 92.3% which indicated an
Outstanding performance of the Grade 9 students.
Meanwhile the least number of respondents gave the
correct answer to the item which dealt with the
relationship between the limitations of both the human
Table 10 shows that Grade 9 students agreed with the and the resources, 29.0%
favorable statements towards the five domains of
economics subject. Of the five domains, the
In general, Table 11 revealed that the Grade 9 students
respondents had the highest rating to the indicators of
did not meet expectations in the topic “Definition and
favorable attitude towards School and Classroom
Nature of Economics” (mean frequency of correct
Environment (M=3.04, SD=0.39). It could be noted
from the table that the domains Teaching answers=247.63, %=59.4). This implied that the
Methodologies (M=2.88, SD=0.40) and Teachers in students might have difficulties in acquiring the
Economics (M=2.90, SD=0.44) had the lowest means. knowledge of the concepts under the abovementioned
Overall, the respondents had positive feelings, topic. This performance level of the Grade 9 students
thoughts and behavior towards the different domains indicated that there were factors or barriers affecting
of economics. the delivery of the topics and to the retention of the
students.
The results could be explained by the nature of
economics subject and the changes brought about by
the change in the curriculum. According to Adu et al.
(2014), economics teaching is complex, and

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Table 11. Level of performance of Grade 9 students
in the topic “Definition and Nature of Economics”
(N=417)
Table 12. Level of performance of Grade 9 students in
the topic “Needs and Wants” (N=417)
Cherry Amor E. Gauuan
The performance of Grade 9 students in the topic
“Needs and Wants” is presented in Table 12. Table
12 showed that in all the items, the performance was
below 74% described as ‘Did Not Meet Expectations’.
Among the questions given in the topic “Needs and
Wants”, most (74.3%) of the students were able to
identify which among the choices was not a basic
human need. Seemingly, the respondents had difficulty
arranging the human needs based on Maslow’s
Hierarchy wherein only 28.5% respondents gave the
correct response.
In general, the students did not meet expectations for
the topic “Needs and Wants”, 51.0%. This showed that
the learners have not mastered the concepts in the said
topic.
Table 13. Level of performance of Grade 9 students in
the topic “Allocation and Production of Goods and
Services” (N=417) (see appendix 1)
In terms of the performance of Grade 9 Students in the
topic “Allocation and Production of Goods and
Services”, it was observed in Table 13 that all of the
15 items under topic were not answered correctly by at
least 75% of the respondents. The highest percentage
of respondents who gave the correct answer was given
to an item which asked the respondents to identify
among the set of terms the factor which was not a
criterion in buying products or services, 69.1% had the
most correct answer, while the lowest frequency of
correct answers was recorded under the question
which required the respondents to identify the group of
people responsible for making decisions as to
production, 16.8%.
Generally, the respondents did not meet expectations
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in the topic “Allocation and Production of Goods and

Services”, 44.5%. This implied that less than half of
the students had given the correct responses to the
questions, thereby indicating that there was a need to
provide more opportunities for learners to learn
concepts under the topic “Allocation and Production of
Goods and Services”.

Table 14. Level of performance of Grade 9 Students in

the topic “Supply and Demand Analysis” (N=417)
(see appendix 2)

The performance of Grade 9 Students in the topic

“Supply and Demand Analysis” is presented in Table
14. It was observed in Table 16 that the students
performed below 74% which indicated that the
performance was below the expected level. All the 28
items recorded a rating of below 74%. Among the
items rated, it was found out in the study that the item
In terms of the level of performance of Grade 9
asking for the term used to refer to the benefit received
students in the Topic “Concepts of Market”, it was
by a worker in exchange of a service provided
noted in Table 15 that majority of the students did not
received the most number of correct answers from the
meet the expectations with less than 74% correct
respondents, 61.4%. On the contrary, the items which
responses. Among the items rated, it was found out in
had the least number of students answering correctly
the study that the question asking for the terms used to
was an item which required an explanation of the
refer to the policy of establishing a maximum cost of
perfect inelastic demand, 17%.
any product or service, 59.2%. On the contrary, the
Generally, the performance of the learners did not item which had the least number of students answering
meet expectations, 41.8%. This implied that there was correctly involved interpreting a diagram which shows
a need for teachers to improve their learners’ the involvement of the government on the economy to
performance in this topic. ensure that the needs of the society is met, 21.1%.

Table 15. Level of performance of Grade 9 students in
the topic “Concepts of Market” (N=417)
Generally, under the topic “Concepts of Market”, the
respondents’ performance did not meet expectations
(mean frequency of correct answers=173.17, %=41.5).
This indicated that the learners had not mastered the
competencies under this topic.

Table 16 presents the level of performance of the

Grade 9 students in the five topics in economics.
Looking into the five topics under study, the
respondents did not meet expectations in all the topics.
Of these five topics, the learners’ performed best in the
topic “Definition and Nature of Economics”, 59.4%
and least in “Concepts of Markets”, 41.5%.

The low performance in economics of the students

may be due to several reasons such as school and
economics class, the economics class, parental
support, and the attitudes of the learners towards the
subject.

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Psych Educ, 2023, 14: 610-626, Document ID:2023 PEMJ1282, doi:10.5281/zenodo.10020863, ISSN 2822-4353
Research Article
Table 16. Level of performance of Grade 9 students
in economics subject (N=417)
Correlation between Attitude and Performance
Table 17. Significant correlation between attitude and
performance of Grade 9 students
In the study, it was found out that there was a weak
positive correlation (r=0.318, p>.05) but not
significantly correlated, hence accepting the null
hypothesis (There is no significant correlation between
the attitude and performance of Grade 9 students).
This study was relatively the same when compared
with the study of Mata, Monteiro and Peixoto (2012)
regarding attitudes towards mathematics which
revealed that good achievers develop more positive
attitudes than lower achievers. Similarly, the research
conducted by Mensah, Okyere, and Kuranchie (2013)
regarding student attitude towards mathematics and
performance found that positive attitude radiated
confidence in students hence made them develop
positive attitude towards the learning of mathematics.
In addition, this study was in agreement with the work
of Ayelaagbe (1998) wherein a more positive attitude
of studies after exposing them to self-learning strategy
other than through lectures or the usual chalk and
paper method in teaching science subjects such as
chemistry, physics, economics, mathematics, etc. This
was also used in determining basic literacy skills of
Cherry Amor E. Gauuan
adult learners. Further, in the study of Adu et al.
(2014) about teachers’ characteristics and students’
attitude towards economics in secondary schools from
students’ perspectives. They related that the attitude of
students towards economics learning was significantly
related to how they perceived their teachers’ ability to
employ appropriate instructional methods thus
increasing their performance in economics.
Daily Lesson Logs Crafted based on the Findings of
the Study
The Department of Education, through the K to 12
Basic Education Curriculum envisions to produce
learners who are competent and value-laden. It is then
the mission of the Department to ensure that every
learner, no matter the background, characteristics,
race, abilities and handicaps receives a quality
education through its schools and its stakeholders.
One way to ensure that every learner receives the
education he deserves is through the provision of
enrichment educational materials which are localized
and which integrate technology that the teachers can
use in their daily teaching. The drive to help provide
quality education mirrors one of the reasons why this
material was developed, alongside the desire to help
teachers in their teaching of Economics.
This educational material was a compilation of daily
lesson logs in Economics where class and individual
activities and assessments were integrated. Also
included here were games, puzzles, and other activities
that help learners master the concepts and skills in
Economics while exercising creative and critical
thinking skills, problem solving and teamwork.
This material was composed of a 15-week lesson plan
in Economics covering five lessons: (1) Definition and
Nature of Economics; (2) Needs and Wants; (3)
Allocation and Production of Goods and Services; (4)
Supply and Demand Analysis; and (5) Concept of
Market. Also included were activities taken from the
learner’s module and suggested activities, formative
and summative assessments and performance tasks
crafted by the researcher that the economics teachers
could use in teaching economics.
Conclusion
The following conclusions are made based on the
findings.
Attitude of Grade 9 students toward Economics
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Psych Educ, 2023, 14: 610-626, Document ID:2023 PEMJ1282, doi:10.5281/zenodo.10020863, ISSN 2822-4353
Research Article
subject. The Grade 9 students had positive attitudes
towards economics subject, teachers in Economic
subject, attitude to school and classroom environment,
parental support, and teaching methodologies.
Level of performance of the respondents in
Economics. The Grade 9 students did not meet the
standards set for the learning of economics.
Correlation between attitude and performance. A
positive attitude towards the subject economics did not
result to satisfactory performance of students in the
subject.
Daily Lesson Logs (DLLs). The Daily Lesson Logs
(DLLs) crafted in this study reflected varied objectives
and relevant and functional activities suited for the
current generation of learners.
(1) Teachers of Economics should periodically be
given opportunities to update their knowledge through
inservice training and retraining courses to increase
their knowledge base in their subject area. This would
strengthen their use of technological resources as
contemporary methods of teaching and learning which
will boost the attitude of students to engage in
Economics subject and enhance their performance. (2)
Teachers should adopt good communication
techniques through verbal and non-verbal means that
would attract students’ attention and enhance effective
communication during lesson. This would foster
relationships of mutual respect in a non-threatening
teaching and learning environment and as well as the
First Person-Interaction such that increasing the level
of their Economics performances. (3) More than one
teaching method should be appropriately adapted in a
single lesson presentation by a teacher so as to
embrace learner diversity and/or barriers to learning
through multi-modal presentations, create variety,
minimize boredom and enhance active interest in what
is being taught and learnt. In addition, teachers should
create good classroom management strategies, to
ensure democratic, disciplined and conducive learning
atmosphere before, during and after every lesson as far
as transferring positive knowledge, skills and attitudes
learnt in Economics into other school subjects. In such
a way, to provide positive strong relationship between
attitude of students towards Economics subject and
their performance of Economics. (4) The Daily
Learning Logs crafted in this study are greatly
recommended to be appraised, evaluated and
considered for their utilization in the classroom. (5)
For future researches, include private high school to
develop benchmarking strategies to improve the
performance of students in Economic subjects.
Cherry Amor E. Gauuan
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Affiliations and Corresponding Information
Cherry Amor E. Gauuan
Bintawan National High School
Department of Education – Philippines
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Research Article

Appendix 1

Frequency of Qualitative
Questions Percent
Correct Answers Description
1. Sa ilalim ng command
economy, ang mga pagpapasya
kung anong produkto at Did ot Meet
70 16.8
serbisyo and dapat na likhain Expectations
ay nakasalalay sa kamay ng
_____
2. Kung ikaw ay taong rasyonal,
Did not Meet
ano ang dapat mong isaalang- 153 36.7
Expectations
alang sa paggawa ng desisyon?
3. Ang paikot na daloy ng
ekonomiya ay naglalarawan ng
ugnayan at pangunahing
gawain ng bawat sektor ng Did not Meet
151 36.2
ekonomiya. Alin sa Expectations
sumusunod ang naglalarawan
sa bahaging ginagampanan ng
sambahayan?
4. Ang produksiyon ay isang
gawaing pang-ekonomiya na
Did not Meet
dapat bigyang-pansin ng 143 34.3
Expectations
pamahalaan. Ito ay may
kinalaman sa ______.
5. Alin sa sumusunod ang
Did not Meet
pinakaangkop na kahulugan ng 189 45.3
Expectations
Ekonomiks?
6. Ang kakapusan ay maaaring
magdulot ng iba’t-ibang
Did not Meet
suliraning panlipunan. Alin sa 151 36.3
Expectations
mga sumusunod ang HINDI
nagpapakita ng suliraning ito?
7. Sa bawat pagpapasya ay
kalimitang may trade-off at
opportunity cost. Ang trade-off
ay ang pagpili o
pagsasakripisyo ng isang
bagay kapalit ng ibang bagay
Did not Meet
at ang opportunity cost ay ang 194 46.5
Expectations
halaga ng bagay o best
alternative na handing
ipagpalit sa bawat paggawa ng
desisyon. Bakit may
nagaganap na trade-off at
opportunity cost?
8. Alin sa sumusunod ang hindi
nagpapahayag ng kahalagahan Did not Meet
187 44.8
ng produksiyon sa pang-araw- Expectations
araw na pamumuhay?

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Research Article

Frequency of Qualitative
Questions Percent
Correct Answers Description
9. Sa command economy, ang
ekonomiya ay nasa ilalim ng Did not Meet
254 60.9
komprehensibong control at Expectations
regulasyon ng ____.
10. Ang matalinong mamimili ay
laging handa, alerto at Did not Meet
71 17.0
mapagmasid sa mga maling Expectations
gawain.
11. Ahensyang tumutulong upang
maisulong ang kapakanan ng
mga mamimili hinggil sa Did not Meet
259 62.1
hinaluan/ pinagbabawal / Expectations
maling etiketa ng gamot,
pagkain, pabango at make-up.
12. Ang mga sumusunod ay mga
Did not Meet
pamantayan ng matalinong 288 69.1
Expectations
mamimili MALIBAN sa:
13. Ang pag-eendorso ng produkto
ng mga artista ay hindi
Did not Meet
nakapagpapabago sa 245 58.8
Expectations
pagkonsumo ng isang
matalinong konsyumer.
14. Ano ang tawag sa mabubuo
Did not Meet
kapag pinagsama-sama ang 246 59.0
Expectations
mga salik ng produksiyon?
Did not Meet
Mean 185.79 44.6
Expectations

Appendix 2

Frequency
Questions of Correct Percent QD
Answers
Ang mga salik na ginamit sa pagbuo ng produkto ay 229 54.9 Did not Meet
tinatawag na ______. Expectations
Alin sa mga sumusunod ang hindi kasama sa mga 131 31.4 Did not Meet
salik ng produksyon? Expectations
Ang mga manggagawang may kakayahang mental 205 49.2 Did not Meet
ay tinatawag na may ______ job. Expectations
Ang karpintero, drayber at magsasaka ay kabilang sa 230 55.2 Did not Meet
mga manggagawang may kakayahang pisikal o Expectations
tinaguriang may ______ job.
Tawag sa pakinabang ng manggagawa sa 256 61.4 Did not Meet
ipinagkaloob na paglilingkod. Expectations
Ito ay tumutukoy sa dami ng produkto o serbisyo na 184 44.1 Did not Meet
gusto at kayang bilhin ng mamimili sa iba’t-ibang Expectations
presyo sa isang takdang panahon.

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Research Article

Frequency
Questions of Correct Percent QD
Answers
Ayon sa Batas ng Demand, ano ang ugnayan ng 254 60.9 Did not Meet
presyo sa quantity demanded ng isang produkto? Expectations
Ipinahahayag nito na kapag tumaas ang presyo ng 241 57.8 Did not Meet
isang produkto, ang mga mamimili ay hahanap ng Expectations
pamalit na mas mura.
Ito ay nagpapahayag na mas malaki ang halaga ng 240 57.6 Did not Meet
kinikita kapag mas mababa ang presyo. Expectations
Ito ay grapikong ng ugnayan ng presyo at quantity 209 50.1 Did not Meet
demanded. Expectations
Isa sa mahalagang elemento na sinusuri sa pag-aaral 163 39.1 Did not Meet
ng microeconomics ay ang konsepto ng demand na Expectations
idinidikta o nagmumula sa mga konsyumer. Alin sa
mga sumusunod ang tamang pagpapakahulugan sa
konsepto ng demand?
Karaniwang naaayon dito ang pagpili ng produkto at 172 41.2 Did not Meet
serbisyo. Expectations
Ang demand ay masasabing ______ kapag mas 204 48.9 Did not Meet
malaki ang naging bahagdan ng pagtugon ng Expectations
quantity demanded kaysa sa bahagdan ng pagbabago
ng presyo.
Ang demand ay masasabing ______ kapag mas 210 50.4 Did not Meet
maliit ang naging bahagdan ng quantity demanded Expectations
kaysa sa bahagdan ng pagbabago sa presyo.
Pareho ang bahagdan ng pagbabago ng presyo sa 116 27.8 Did not Meet
bahagdan ng pagbabago ng quantity demanded. Expectations
Ipinapakita rito na sa iisang presyo, ang demanded 99 23.7 Did not Meet
ay hindi matanto o mabilang. Expectations
Ang perfectly inelastic demand ay mayroong 71 17.0 Did not Meet
coefficient na zero, ibig sabihin walang nagaganap Expectations
na pagtugon ang quantity demanded kahit pa tumaas
ang presyo, ano ang ipinahihiwatig nito?
Si Juanito ay nakagawian ng bumili ng bananacue 86 20.6 Did not Meet
tuwing recess. Nang minsang tumaas ng tatlong piso Expectations
ang paborito niyang bananacue, hindi na muna siya
bumili at sa halip ay naghanap na lamang ng ibang
mabibili sa canteen. Ano ang ipinahihiwatig ng
quantity demanded ni Juanito para sa bananacue?
Sa ekonomiks, pinag-aaralan kung paano 134 32.1 Did not Meet
matutugunan ang walang katapusang Expectations
pangangailangan ng tao. Ang gawaing ito ay
tungkulin ng prodyuser. Ano ang tawag sa dami ng
produkto na handa at kayang ipagbili ng mga
prodyuser?
Ang Batas ng Supply ay nagsasaad na mayroong 190 45.6 Did not Meet
______ na ugnayan ang presyo sa quantity supplied Expectations
ng isang produkto.
Ito ang pangunahing batayan ng prodyuser sa 83 19.9 Did not Meet
paglikha. Expectations
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Research Article

Frequency
Questions of Correct Percent QD
Answers
Ito ay isang talaan na nagpapakita ng dami ng kaya 150 36.0 Did not Meet
at 626lina n pagbili ng mga prodyuser sa iba’t-ibang Expectations
presyo.
Aling salik ang nakatutulong sa mga prodyuser na 148 35.5 Did not Meet
makabuo ng mas maraming supply ng produkto? Expectations
Kung ano ang mga nauusong produkto ay 117 28.1 Did not Meet
nahihikayat ang mga prodyuser na magprodyus at Expectations
magtinda nito.
Kung inaasahan ng mga prodyuser na tataas ang 184 44.1 Did not Meet
presyo ng kanilang produkto sa madaling panahon Expectations
may magtatago ng produkto upang maibenta sa mas
mataas na presyo sa hinaharap.
Ang supply ay masasabing ______ kapag mas 187 44.8 Did not Meet
malaki ang naging bahagdan ng pagbabagong Expectations
quantity supplied kaysa bahagdan ng pagbabago ng
presyo.
Mas maliit ang naging bahagdan ng pagtugon ng 187 44.8 Did not Meet
quantity supplied kaysa sa bahagdan ng pagbabago Expectations
ng presyo.
Kapag nagaganap ito ay nagtatamo ng kasiyahan 209 50.1 Did not Meet
ang parehong konstumer at prodyuser. Expectations
174.61 41.9 Did not Meet
Mean
Expectations

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