1

Introduction

Students are shaped by a variety of factors that affect them both within and outside of

the classroom. To start off with, a student’s economic background is fundamental. Students from

Economically poor families may experience problems such as limited access to educational

Resources, inappropriate learning settings, and financial limits which can have an impact on

Their academic performance. The educational system itself is a huge factor that can affect a

Student’s performance. Their teacher, co-students, and other staff can influence their behavior.

A positive surrounding fosters positive academic performance.

A student’s educational methods And personal preferences are also important. Students

have varying learning demands, and Educational techniques that do not account for these

variances may result in discouragement And failing grades. Teaching strategies that correspond

to different learning types can improve The experience of learning and promote enhanced

understanding.

Furthermore, Students are influenced by unconscious factors such as personal

Motivation and perspective. Students who have an optimistic outlook toward learning and

Possess a great deal of motivation and perseverance can overcome difficulties and perform well

Academically. A negative outlook or a lack of drive, on the other hand, might hinder their

Advancement. In school, the greatest concern that teachers are facing is the academic

Performance of the students. Measuring academic performance of students is Challenging

since student’s performance is a product of socioeconomic, Psychological and environmental

factors (Hijazi & Naqvi, 2006).

Students Performance is affected by different factors such as learning abilities because

New paradigm about learning assumes that all students can and should learn At higher levels

but it should not be considered as constraint because there are Other factors like race, gender,
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sex that can affect students performance (Hansen 2000 cited in Hijazi & Naqvi, 2006). One of

the many theories that can explain the relationship of academic Performance and the factors

affecting it is the Theory of Motivation and Performance in Education. It explains that motivation

leads to success, and, Consequently, to higher educational performances. Motivation in terms of

Academic performance refers to cognitive, emotional and behavioral Indicators involved in

learning and education (Tucker, Zayco & Herman, 2002).

Correspondingly, in the study of Walberg, et. Al (2006), they had Identified key variables

that affect students outcomes: student ability/prior Achievement, motivation, age, developmental

level, quantity of instruction, Quality of instruction, classroom climate, home environment, peer

group, and Exposure to mass media outside of school.

Adejumo (2013) revealed that age And gender are not significant predictors of academic

performance In addition, the study of Balatbat & Dahilig (2016) in tertiary institution Manila,

Philippines, revealed that while the students utilized strategic studying Techniques and some

degree of academic competence, test anxiety and test Competence hampered their efforts

towards academic success. Remedial Measures, faculty interventions, Academic advising and

counselling Mechanisms need to be in place to help the students cope with the demands Of

education.

Further, the study of Simbulas (2014) among private non-sectarian high School in Davao

City, disclosed that self-efficacy measured of motivational Strategies, cognitive strategies,

resource management, and self-regulated Learning was not significantly related to students’

academic performance The purpose of this study is to determine the factors that would affect

Students’ academic performance.

This is because one of the biggest Contributors in the computation of students’

academic performance in a Particular subject is the result of his/her examination. It cannot also
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be denied That most courses today have board exam before a student can practice his/her

Profession. Thus, an examination is really part and parcel of the students’ lives. One of the most

significant parts of human resource development is education. Academic Performance is the

measurement of student achievement across various academic subjects. Teachers and

education officials typically measure achievement using classroom Performance, graduation

rates, and results from standardized tests. Students’ academic Performance is affected by

several factors: students’ learning skills, parental background, Peer influence, teachers’ quality,

and learning infrastructure. State and federal education Officials collect graduation rates as a

baseline measurement of secondary education Performance.

Each state conducts annual tests at the elementary, middle, and high school Levels to

determine student proficiency in subjects (Shakeel and Peterson, 2020). Delelis (2019) greatly

emphasized the importance of having qualified teachers in the field of teaching And said that

the success of any program is conditioned by the ability of the teacher to teach. If there is a

failure at this point, the whole structure fails. Hence, the implementation, Selection, preparation,

and supervision of education will be affected. The economic crisis Experienced in Nigeria

impacted the education system and played a significant role in Declining the quality of education

offered in the country (Olabiyi and Abayomi, 2010).

Despite the promising goals set by the Philippine government, several issues have

spurred The reform’s implementation. For instance, they found misalignments between

established Learning pedagogies with the expected outcomes of the curriculum guidelines of

the Philippines (Rivera, 2017; Barrot, 2018). However, with the collective movement of other

Countries towards globalization, the Philippines has undertaken major educational reforms That

transition and shift its 10-year primary education into the K-12 curriculum (Di Natale et Al.,

2020).
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The unique qualities of the student are fundamental to their academic success.

Cognitive traits that are innate, like intelligence, memory, and processing speed, which

influences a student’s capacity to understand concepts, remember information, and apply

knowledge, lays the groundwork for academic aptitude. Students must possess effective

learning skills and strategies in addition to cognitive abilities to successfully navigate the

complexities of academic pursuits. When learned and used skillfully, note-taking, time

management, and test-taking strategies enable students to plan their education, manage their

time well, and confidently get ready for exams.

Several factors contribute to the academic performance of students, encompassing a

combination of personal, familial, and environmental elements. Firstly, the student’s attitude and

motivation towards learning play a pivotal role. A positive attitude and a strong desire to excel

can drive students to invest time and effort into their studies. On the contrary, a lack of

motivation or a negative mindset may hinder academic success. Additionally, the quality of study

habits and time management skills significantly influences academic performance. Effective

study strategies, such as proper planning, organization, and active engagement with the

material, contribute to improved learning outcomes.

Secondly, the family environment and socioeconomic status of a student can impact

their academic performance. Students from supportive and educationally conducive households

tend to fare better academically. Resources such as access to books, a quiet study space, and

parental involvement in a child’s education contribute positively. Conversely, students facing

financial challenges or lacking a supportive home environment may encounter difficulties in

concentrating on their studies, potentially affecting their academic achievement.

Thirdly, the teaching quality and school environment are crucial factors. The

effectiveness of teachers, the availability of learning resources, and the overall school

atmosphere can influence academic outcomes. Engaging and competent educators who create
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a stimulating learning environment contribute to positive academic experiences for students. On

the other hand, inadequate teaching methods, overcrowded classrooms, or a lack of resources

may hinder a student’s ability to grasp and retain information.

Lastly, individual learning styles and preferences also play a role in academic

performance. Students have different ways of processing information, and an educational

system that accommodates diverse learning styles can enhance overall academic success.

Recognizing and adapting to these differences can lead to a more inclusive and effective

learning experience, positively impacting a student’s academic performance. In summary, the

academic performance of students is a complex interplay of personal, familial, and

environmental factors. A positive attitude, effective study habits, a supportive family

environment, quality teaching, and consideration of individual learning styles all contribute to a

student’s overall success in academics. Addressing these factors collectively can help create an

environment that fosters positive academic outcomes for students.

This study aims to discover and comprehend different factors that influence children’s

Academic achievement, such as economic status. Parental encouragement, and learning

Environment, with the purpose of creating effective educational initiatives and strategies to

Improve overall learning outcomes.

The objective of this Investigative research is to identify the factors that affect the academic

performance of the students; specifically, it answers the following statement of the problems:

1. What are the factors that affect the academic performance of the students in G10-

AGUINALDO?

2. What is the factor that affects the academic performance of the students G10-

AGUINALDO?

3. What are the recommendations?

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Discussion

This part of investigative research discusses the summary of the proofs needed by the

researchers.

This study investigates the factors that affect the academic performance of the students

in G-10 Aguinaldo. The factors that affect students’ academic performance are highly significant

as they play a crucial role in shaping the educational outcomes and overall success of students.

The various and important factors that really affect how students do in school are crucial for

their success. These factors play a big role in shaping not just how well students do in their

studies but also in how successful, personally developed, and overall good students feel during

their time in school. Understanding and paying attention to these different things can help create

an environment where students can thrive and do well in their academic journey.

Many researchers have been discussed the Different factors that affects the student

academic Performance in their research. There are two types of Factors that affect the students’

academic performance. These are internal and external classroom factors, and These factors

strongly affect the students’ performance.

Internal classroom factors include students Competence in English, class schedules,

class size, English textbooks, class test results, learning facilities, Homework, environment of

the class, complexity of the Course material, teacher’s role in the class, technology Used in the

class and exams systems. External Classroom factors include extracurricular activities, Family

problems, work and financial, social and other Problems.

Classroom environment comprised of social, physical, and emotional factors help in

facilitating teaching and learning process for achieving educational objectives. It is the

responsibility of teachers to develop a positive classroom environment for enriching students’

learning, as it promotes teaching and learning process (Bierman, 2011). It refers to educational
 7

concepts, social and physical contexts, cognitive domains, instructional tools, teaching methods,

teachers’ students’ interaction etc. (Patrick, Ryan & Kaplan, 2007). It helps teachers to draw

students’ attention to take interest in studies by their active participation in classroom activities,

hopeful in developing teachers-pupils’ interrelationship and solves students’ academic problems

(Bandello, 2015). Socio economic condition of parents, infrastructure of school, education of

parents, classroom setting, positive attitude of teachers, supporting attitude of management

attitude, students’ motivation, students’ willingness to learn are the major factors affect students’

learning (OECD, 2012).

Classroom environment contained on proper lighting system, bright atmosphere, use of

ICT instructional technologies, cupboards and shelves, electric power supply, air coolers or

ceiling fans, audio-visual aids in classrooms play active role in improving students’ achievement.

Whereas un-conducive classroom environment consists of small classroom size, in-appropriate

ventilations, high classroom temperature, lack of ICT instructional teaching aids, in-appropriate

desks, improper seating arrangements, lack of fresh air and overcrowded classrooms prove

negative impact on students’ performance (Umar, 2017).

Provision of sufficient physical and instructional facilities in classrooms are the major

factors found to have positive impact on improving students’ learning (Kilel, 2012), as it is

necessary for uplifting students’ learning outcomes. Use of teachers’ better communication skills

and a variety of teaching methods in classrooms are major factors to improve students’ learning.

A relaxed and friendly learning environment is important for enhancing students’ learning

(Sulaiman, Mahbob, & Azlan, 2011).

Conducive learning environment is that environment, allow students to learn more easily

(Encyclopedia Britanica, 2010). It is an environment provides conditions make it easy for the

students to work (Longman English Dictionary, 2010). It also further has been defined that
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conducive learning environment is; “The environment that satisfies the needs of its participants,

not only in the acquisition of numeracy and literacy skills, but is also able to link the economic

and occupational needs of the group to literacy with their learning activities” (Khalid, 2008).

Conducive classroom environment helps both teachers to teach effectively and students

to learn with ease and perform better academically. Use of proper available teaching and

learning resources in classrooms enhances learning outcomes of students. It has positive

impacts on improving students’ learning (Qamar et al. 2018). It is comprised of various

components like room size, lighting, temperature, walls, ventilation, whiteboards, mats, seats,

floor, PCs and other material prove fruitful effects on students’ learning (Suleman & Hussain,

2014).

School facilities like school buildings, electricity, natural/artificial lighting and ventilation

in classrooms, drinking water, washrooms and playground were the main attributes to improve

students’ learning (Awan, 2018). Students’ academic achievement in well-furnished and small

class size room with better facilities was found better than students having large class size

classes (Olufemii & Olayinka, 2017).

Teaching methods indicate strategies teachers use in classrooms for delivering his/her

lessons to students based on curriculum instructional objectives to be achieved for promoting

students’ learning outcomes (Buseri & Dorgu, 2011).Use of various teaching methods, skills,

techniques, pedagogical approaches and instructional strategies in classrooms help teachers

for effective teaching and facilitate students in clear understanding of lesson which further prove

major ingredients for improving their learning (Chen, Zeng & Yang, 2010).

These methods include lecture, discussion, questioning, teamwork, talk chalk, field trip,

modeling, simulation, dramatic, role-playing, inquiry, discovery, demonstration, Dalton plan,

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programmed learning, experimentation, project, microteaching and use of various learning

methods in classrooms. They not only help teachers to teach effectively but help students to

enhance their learning which at last improves their academic performance (dorgu, 2015).

Use of instructional and information technology during classroom instruction plays an

important role for achieving students’ successful and fruitful high academic achievement (Iqbal,

2005). Quality of students’ learning be promoted by using multimedia, computer, charts,

projectors, graphs, internet, maps, mockups and other related ICT materials in classes. But

advanced innovative ICT pedagogical soft wares and devices are not properly used in classes

due to lack of teachers’ professional training, badly effects students’ learning (Weiss, 2007;

Oliver & Limpman, 2007; Suleman et al. 2011).

It was revealed that use of information and communication technological (ICT) related

devices like laptop, computers, multimedia, smartphones, projectors, tablets and LCD in

classrooms, offices and home by teachers and students brought revolutionized changes in

teaching, evaluation, assessment and learning process. In these regards presentations shown

to students in classrooms through LCD projector made classroom teaching and learning

activities more attractive, productive and produce fruitful results in uplifting students’ learning

(Ahmed, Arshad & Tayyab, 2019). It is concluded that teachers’ effective use of ICT tools can

prove helpful for improving students’ learning (Imran, Mahmood &Ahmed. 2020).

Conducive classroom environment has positive effects on teachers’ effective teaching

and better students’ learning outcomes. It includes the floor, walls decorated with charts, maps,

windows, chairs or desks, white boards, LCD or computers, dices and cupboards. If students

are satisfied and feeling comfortable in classrooms, then they produce excellent academic

performance as compared to uncomfortable classrooms, which can demoralize students and

they show poor learning outcomes (Fisher, 2008).

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A well-organized, equipped and facilitated classroom environment has a positive effect

on academic achievement of students (Suleman, Aslam & Hussain, 2014). It brings changes in

students’ behaviors which indirectly improves students’ results (Isaiah, 2013). It was further

found from research that classroom environment has a significant impact on students’ academic

performance (Akomolafe & Adesua, 2015). It was also revealed from another research findings

of the study that conducive classroom promotes students’ learning (Mancaet al. 2020).

Some research studies shows that students Performance depends on many factors

such as learning Facilities, gender, and age differences, etc. that can Affect student

performance (Hansen, Joe B., 2000).

Harb and El-Shaarawi (2006) found that the most Important factor with positive effect on

students Performance is student’s competence in English. If the Students have strong

communication skills and have Strong grip on English, it increases the performance of the

students. The performance of the student is affected by communication skills; it is possible to

Communication as a variable which may be positively Related to performance of the student in

open learning. A Major distinction of this study from previous studies is That it focuses on open

learning (Abdullah AL-Mutairi, 2011).

According to Karemera (2003) he found that students’ Performance is significantly

correlated with satisfaction with academic environment and the facilities of library Computer lab

etc. in the institution. About Background variables, he found a positive effect of High School

performance and school achievement. He found No statistical evidence of significant

association between Family income level and academic performance of the student.

According to Robert & Sampson (2011) they found that the Member of educational board

will be educated and their Impact on school is positive, for professional Development it is

essential for student learning.

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The students who are actively engaged in the Learning process are observed to have a

positive Correlation with the CGP. A Study effort from student and the proper use of the facilities

provided by the Institution to the student, a good Match between Positively affect the Students

learning style and are Student’s performance (Norhidayah Ali, et. Al., 2009).

According to Young (1999) he mentioned That student Performances are linked with use

of library and level of Their parental education. The use of the library positively Affected the

student performance.

According to Kirmani & Siddiquah (2008) they mentioned that the academic environment

is the effective Variable for students and has positive relationship with Fathers’ education and

grade level.

Krashen (2005) concluded that students whose parents are educated score Higher on

standardized tests than those whose parents were not educated. Educated parents can better

m communicate with their children regarding the school work, activities and the information

being taught at school. They can better assist their children in their work and participate at

School (Fantuzzo & Tighe, 2000; Trusty, 1999).

Theory of Educational Productivity by Walberg (1981) determined three Groups of nine

factors based on affective, cognitive and behavioral skills for optimization of learning that affect

the quality of academic Performance: Aptitude (ability, development and motivation); instruction

(amount and quality); environment (home, classroom, peers and Television) (Roberts, 2007).

According to Waters & Marzano, (2006) they mentioned that there is a range of factors

that affect the academic performance of Students. A series of variables are to be Considered

when to identify the affecting factors towards quality of Academic success. Identifying the most

contributing variables in quality of Academic performance is a very complex and challenging job.
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The students in public schools belong to a variety of backgrounds depending Upon their

demography.

Academic performance is a multifaceted outcome shaped by a myriad of Interrelated

factors. Gaining a nuanced understanding of these elements is imperative for educators,

policymakers, and parents to effectively offer targeted support and Interventions aimed at

enhancing student achievement. A comprehensive study Conducted by Leithwood et al. (2004)

underscores the essential role of the school Environment as a determinant of academic

performance. Key components such as the Quality of teaching, school leadership, and the

availability of resources wield Considerable influence on student accomplishments.

Beyond the school environment, family background and support exert a profound Impact

on a student’s academic trajectory. Extensive research consistently highlights the advantage

that students from socioeconomically privileged families enjoy in Academic performance

compared to their counterparts from disadvantaged Backgrounds (Sirin, 2005).

Moreover, the intrinsic characteristics of the students themselves play a pivotal Role.

Motivation, self-esteem, and self-regulation skills are critical determinants of Academic success.

Individuals with a high level of motivation, coupled with the ability to Set and pursue challenging

goals while possessing effective self-regulation skills, are More likely to achieve notable

academic success (Duckworth et al., 2009). Intelligence Undoubtedly contributes to academic

performance, but the synergy of motivation and Self-regulation skills is equally indispensable in

fostering educational success.

In the contemporary educational landscape, the integration of technology has Gained

paramount importance. Technology has the potential to amplify student Engagement, foster

collaboration, and cultivate critical thinking skills, thereby Contributing to improved academic

performance (Tamim et al., 2011).

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However, it is imperative to ensure that technology is seamlessly woven into the

Curriculum and aligned with educational goals to maximize its benefits. Zhao, Pugh, Sheldon,

and Byers (2002) emphasize in their research that successful integration of Technology in

education demands a thoughtful approach, encompassing not only the Availability of

technological tools but also the pedagogical strategies employed. To Unlock the full potential of

technology, educators should design curriculum interventions That seamlessly incorporate

technological tools, ensuring they harmonize with and enhance educational objectives.

According to the research of John A. C. Hattie (2009), The research literature is rich in

recommendations as to what teachers and schools should Do. Carpenter (2000), for example,

counted 361 “good ideas” published in the previous Ten years of Phi Delta Kappan (e.g., Hunter

method, assertive discipline, Goals 2000, TQM, Portfolio assessment, essential schools, block

scheduling, detracking, character education).

He concluded that these good ideas have produced very limited gains, if any. Similarly,

Kozol (2005, p. 193) noted that there have been “galaxies of faded names and optimistic

Claims,” such as “Focus Schools”, “Accelerated Schools”, “Blue Ribbon Schools”, “Exam-

Schools”, “Pilot Schools”, “Model Schools”, “Quality Schools”, “Magnet Schools”, And “Cluster

Schools”—all claiming they are better and different, with little evidence of Either. The research

evidence relating to “what works” is burgeoning, even groaning, under A weight of such “try me”

ideas.

Most are justified by great stories about lighthouse schools, Inspiring principals and

inspiring change agents, and tales of wonderful work produced by Happy children with

contented parents and doting teachers.

According to noted change-Theory expert, Michael Fullan, one of the most critical

problems our schools face is “not Resistance to innovation, but the fragmentation, overload, and
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incoherence resulting from the uncritical and uncoordinated acceptance of too many different

innovations (Fullan & Stiegelbauer, 1991, p. 197).

Richard Elmore (1996) has long argued that education suffers Not so much from an

inadequate supply of good programs as from a lack of demand for good programs—and instead

we so often supply yet another program rather than nurture Demand for good programs.

There is so much known about what makes a difference in the classroom. A glance at

the journals on the shelves of most libraries, and on web pages, would indicate that The state of

knowledge in the discipline of education is healthy.

The worldwide picture Certainly is one of plenty; we could have a library solely

consisting of handbooks about Teaching, most of which cannot be held in the hand. Most

countries have been through Many waves of reform, including new curricula, new methods of

accountability, reviews of teacher education, professional development programs, charter

schools, vouchers, And management models.

We have blamed the parents, the teachers, the classrooms, the Resources, the

textbooks, the principals, and even the students. Listing all the problems and all the suggested

remedies could fill this book many times over. There are thousands of studies promulgating

claims that this method works or that Innovation works.

We have a rich educational research base, but rarely is it used by Teachers, and rarely

does it lead to policy changes that affect the nature of teaching. It may be that the research is

written in a non-engaging style for teachers, or maybe When research is presented to teachers

it is done in a manner that fails to acknowledge that teachers come to research with strong

theories of their own about what works (for Them). Further, teachers are often very “context

specific”, as the art for many of them is to Modify programs to fit their students and teaching

methods—and this translation Is rarely acknowledged.

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How can there be so many published articles, so many reports providing directions, so

many professional development sessions advocating this or that method, so many parents and

politicians inventing new and better answers, while classrooms are hardly different from 200

years ago (Tyack & Cuban, 1995)? Why does this bounty of research have such little impact?

One possible reason is the past difficulties associated with summarizing and comparing all the

diverse types of evidence about what works in classrooms. In the 1970s There was a major

change in the manner that we reviewed the research literature.

This Approach offered a way to tame the massive amount of research evidence so that it

could Offer useful information for teachers. The predominant method had always been to write a

Synthesis of many published studies in the form of an integrated literature review. However, In

1976 Gene Glass introduced the notion of meta-analysis—whereby the effects in each Study,

where appropriate, are converted to a common measure (an effect size), such that the Overall

effects could be quantified, interpreted, and compared, and the various moderators of This

overall effect could be uncovered and followed up in more detail.

Chapter 2 will outline This method in more detail. This method soon became popular and

by the mid 1980s more Than 100 meta-analyses in education were available. This book is

based on a synthesis (a Method referred to by some as meta-meta-analysis) of more than 800

meta-analyses about Influences on learning that have now been completed, including many

recent ones.

It will Develop a method such that the various innovations in these meta-analyses can

be ranked from very positive to very negative effects on student achievement. It demonstrates

that the Reason teachers can so readily convince each other that they are having success with

their Particular approach is because the reference point in their arguments is misplaced. Most

Importantly, it aims to derive some underlying principles about why some innovations are More

successful than others in influencing student achievement.

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Torabizadeh (2018) describes, that students’ home background is linked with their

educational success, while lack of motivation has also been credited to students’ low

achievement problem for many high school students. This is supported by Mushtaq & Khan,

(2012) in their research that, learning facilities and proper guidance are the factors that affect

student performance. Ganyaupfu (2013) reported that interaction between the teacher and

students has positive effects that encourage the students to gain knowledge.

Metzler and Woessmann (2012) have studied the connection between lecturer

outcomes and students’ outcomes. They revealed quality education is directly related to the

student’s attainment and teachers need to develop strong teaching proficiencies to transfer the

worth of teaching.

According to the Literature of Monteverde et Al., (2023) Improving academic

performance of students is one of the top priorities of every educational institution. In the fast-

changing world, students’ successes are commonly based and rooted to their good performance

in academics or in class. Hence, knowing the relevant factors that contribute to students’

academic performance is a good subject matter to be explored by many researchers of today.

Determining the factors that influence the academic performance of students has been the

subject of many studies over the past couple of decades.

Academic success is defined as the acquisi’ion of learning objectives, which are

primarily measured through a grading system (Jay & Zain, 2019). A massive means of related

literature is available to anyone seeking to study more on this topic. A knowledge of these

factors is not only important for the students, but also for the educators since research

outcomes on this subject can serve as a basis for further learning and teaching improvement.

According to Brew et al. (2021), teachers and researchers have long been interested in

investigating variables contributing to the quality of academic performance of learners.

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Academic performance is affected by many factors including parents’ education levels

and income, teachers’ knowledge of the subject, truancy, textbooks availability and accessibility,

libraries, practical laboratory, meals provision and many other factors. The family is also a

valuable factor that influences a student’s academic success. A study shows that students who

are experiencing family problems are less likely to develop an active attitude in learning (Mustaq

& Khan, 2012).

Aside from stress from studying, family stresses such as parental support, family

income, parent’s level of education, and other negative situations at home can affect the

student’s motivation to learn. The student’s natural surroundings are another element that has

the potential to affect his or her academic performance.

Parents, however, can provide such settings that could improve the student’s

performance (Roman, 2014). For students to achieve a higher degree of academic excellence,

several researchers have posited that students reaching this fate mainly rely on the academic

influence of their parents (Shifrer, 2013).

Similarly, a study of Corak (2013) indicated that students from poor family backgrounds

are put under slavery work and have restricted time to study and this happens because they

regard household work more than education. Also, prevalent in developing nations are several

families who are not capable of feeding twice daily despite working throughout the day.

Socioeconomic status (SES) and parents’ education had a significant impact on

students’ overall academic achievement as well as achievement in the subjects of Mathematics

and English. It is very interesting that parents’ education means more than their occupation in

relation to their children’s academic performance at school.

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Meanwhile, it was found out that girls performed better than the male students (Farooq

at al., 2011). Another factor that accounts for the low academic performance of students is the

number of teachers which are proportionally smaller than the students (Riegle-Crumb, 2010).

For education to fully achieve its purpose, according to Brown (2017), teachers play a

key purpose by way of interpreting, displaying and setting standards following educational

programs during school hours. Thus, teachers determine how teaching and learning occurs

(Brookfield, 2017).

The study of Hong et al. (2017) could be used to identify teachers’ behavior and class

situation factors that could significantly predict the academic entitlement of students.

The academic entitlement group norm could be regarded as a normative mechanism

affecting the relationship between individualism and academic entitlement. Finally, the research

results were discussed, and relevant suggestions were proposed for schools, teachers and

future researchers. Ladan et al. (2014) identified personal factors, family factors, school factors

and peer factors and social factors that influence students’ learning.

It also showed that there was a significant relationship found between learning

approach and academic achievement of students. On the other hand, Garkaz et al. (2011)

showed that gender, type of diploma, interest and employment status were meaningfully related

to students’ academic performance.

However, it has been proven that students’ marital status and family role in choosing

major have no significant relationship with their academic performance. Reading habits have

affected most students in their learning.

The findings reported that the lack of conduciveness on home environment deters their

reading habit when they are at home.

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Based on the findings, it has been recommended that the school should design a

timetable for library hours to allow students to go to the library at least one and half hours each

day. Moreover, parents should help their children to have a serene reading environment when

they are at home (Ameyaw & Kwabena, 2018).

Furthermore, Tani et al. (2019) evaluated factors contributing to poor academic

performance of students in higher education. The effect of factors relating to family obligations,

work and social commitments, and financial concerns were examined.

Results showed a significant relationship between academic performance of students

and their attendance. Other significant findings included the relationship between attendance

and the level of the study, work shift, ethnicity, whether participants had any dependents, and

how studies were funded. Implications and limitations of this study were presented.

According to the research of Susheel Rani (2021), Educational services are often not

tangible and are difficult to measure because they result in the form of transformation of

knowledge, life skills and behaviors modifications of learners (Tsinidou, Gerogiannis, & Fitsilis,

2010).

So, there is no commonly agreed upon definition of quality that is applied to the

education field. The definition of quality of education varies from culture to culture (Michael,

1998).

The school personnel, members of the families and communities provide help and

support to students for the quality of their academic performance. A learner’s environment and

personal characteristics perform a major role in the academic achievement of the learner. This

social assistance has a crucial role for the accomplishment of performance goals of students at

school (Goddard, 2003).

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Besides the social structure, parents’ involvement in their child’s education increases the

rate of academic success of their child (Mary Keegan Eamon, 2005).

A gap between the achievement of boys and girls has been found, with girls showing better

performance than boys in certain instances (Chambers & Schreiber, 2004).

Gender, ethnicity, and SES are significant contributors to student achievement (Leah P.

Mccoy, 2005). The SES can be deliberated in several different ways; it is most often calculated

by looking at parental education, occupation, income, and facilities used by individuals

separately or collectively. Parental education and family SES level have positive correlations

with the student’s quality of achievement (M.S. Farooq, A.H. Chaudhry, M. Shafiq, G. Berhanu.

(2011).

Socio Economic status has significant effect on academic achievement of student (Juan

Battle & Michael Lewis, 2002).

It is observed that poor parents are less able to afford the cost of education of their

children at higher levels and consequently they do not work at their fullest potential (Rouse &

Barrow, 2006).

Parents and teachers work in coordination to increase the achievements of students

(Beth Hanes). Students whose parents are involved in their studies, homework perform better

than other students (Valerie J. Shute, Eric G. Hansen, Jody S. Underwood, Rim Razzouk,

2011).

Educated parents can better communicate with their children regarding the schoolwork,

activities and the information being taught at school. They can better assist their children in their

work and participate at school (Fantuzzo & Tighe, 2000; Trusty, 1999).
 21

According to Marzano (2003) The home environment also affects the academic

performance of students. Educated parents can provide such an environment that suits best for

academic success of their children. The school authorities can provide counselling and

guidance to parents for creating positive home environment for improvement in students’ quality

of work.

Environment Essentially means as the offstage for the students’ Families, which is made up of

family members and other resources that affect student live and their Education.

According to the study conducted by Farooq et al. (2011) over 300 male and female

students in Pakistan found that the higher social economic Status results in a higher

performance of students. The knowledge gained by students from their Parents and other

important people at home is Most likely to have a positive and valuable impact on academic

performance (Beaumont and Soyibo, 2010).

The ideas learned at home and the family Inspiration towards education and a better life,

Influence the student’s success or failure at School. Parents influence their children academic

Successes through grooming them in skills, Attitude, and behaviors towards education and

School (Magnuson, 2007).

Consistent with student personal related factors Mentioned above, teacher-related

factors also play A significant impact on students’ academic Performance. Studies have

indicated that the Performance of a teacher has a major influence on the performance of a

student though varies with Places (Nickols, 2016; Gilbert, 2018).

The students have a better chance of understanding the Subject if the teacher has full

command over it (Nickols, 2016). With that command, the teacher Will easily deliver the

knowledge in such an easy Way that the students understand and not struggle for

understanding. At times, the teacher does Understand the subject but fails to communicate it
 22

Effectively due to poor communication skills, which in turn influence the university Achievement

of the students of that class. Similarly, having complete command over the Subject does not

guarantee that the students will Performance efficiently (Nickols, 2016).

Coming Late to class or not showing up for it (absent) may Have a negative impact on

the students’ Performance (Yang, 2004). If the teacher fails to Appear for classes, then the

interest of the students In the subject is already lost which results in not Paying attention at all.

The result of it all will be That the students will not like the teacher and the Subject as

well in the future (Yang, 2004). Although not all students react the same way, many students will

still be interested in the subject Due to their likeness of it but might not perform up to standards

because of the irresponsibleness of The teacher (Yang, 2004).

Also, criticism and motivation of the students by the teacher has great importance in

their academic Performance (Sali-Ot, 2011). In education, the Effect of motivation on students is

considering an Important factor of student learning. Harju and Eppler (1997) studied the

relationships between Undergraduate student’s performance goals and Learning using the

ranges of ages 18 – 23 of university Students and a sample of 312 students. It was Concluded

that participants who have a motivated Learning profile through teaching practices had Done

more semesters and tended to be More required in learning (Harju and Eppler, 1997).

Numerous theories have based psychological behavior from a motivational point of view.

Frequent scolding by the teacher may Make the student less enthusiastic and may Eventually

perform poor in the subject against Their real self.

According to Hall (1989) that Motivation helps student to keep interested in Studies.

Students need motivation, not only Tangible but also intangible because it is part of the job of

the teacher not only teach students but to groom them, guide them, and have faith in Them,
 23

especially appreciating them from time to Time (Rasul and Bukhsh, 2011). Appreciation can Be

in a form of kind words or present them with Something to boost up their morale.

Data Gathering Procedure

This part shows the procedure in gathering data needed by the researchers. It presents

the tables and interpretation of the data gathered from the survey.

A. Respondents

The respondents shared their perspectives on the elements that they believe have a

detrimental effect on their academic achievement. From a predetermined list, each responder

could choose up to three factors.

Among the factors that were chosen, it is noteworthy that the respondents’ worries

varied widely. Some found that sleep deprivation, parental expectations, and family issues were

significant. Others simultaneously highlighted issues with excessive use of technology, peer

distraction, and low eyesight or hearing.

The variety of variables included points to a complex web of problems influencing high

school pupils’ academic achievement. The answers demonstrate how each student’s

experience is unique and that they are all dealing with different kinds of difficulties. This data

emphasizes how crucial it is to identify and meet each student’s unique needs.

B. Survey Questionnaire

The researchers made a simple survey for the respondents. It asks for your name,

grade, and some easy stuff. You just need to pick three things from a checklist that might affect
 24

how you do in school. It ends with a big thank you from the researchers. The formula to

compute the scores of one genders in the survey questionnaire is N (Number of score) dividend

n n
by 15 and multiply by 100 ( x 100=% ¿ . If It’s both gender the formula is x 100=%
15 30

C. Research Observation

At Montalban Heights National High school, the researchers saw the students dealing

with things that affect how well they do in school. Some seemed really tired, maybe not getting

enough sleep, and others got sidetracked by friends in class. Many also seemed stressed about

managing their time between school and other stuff. These simple observations show how

issues like lack of sleep, peer distractions, and time struggles can really affect students’ daily

school life.

We also noticed that some students appeared worried, possibly because they struggled

to manage their time well. Balancing homework and other obligations can be difficult, and how

students manage their time appears to be critical to their academic performance.

Along with time-related concerns, we discovered that kids were occasionally anxious

about achieving their parents’ expectations and dealing with school obligations. This

demonstrates how understanding what parents expect and how much schoolwork there is can

influence how students feel and perform in their studies.

Also, we discovered that different students react differently to the problems they

confront. Some people maintain their strength and persevere, while others appear to be

emotionally impacted. This demonstrates that each student’s experience is unique, and we must

consider the personal aspects that may aid or hinder their academic success.
 25

To summarize, our first glance at Montalban Heights National High School provides a

clear picture of the many problems that students face. Not getting enough sleep, being

distracted, managing time, dealing with parental expectations, and each student’s specific

strengths all have a significant impact on how they perform academically. Understanding all of

this will allow us to develop effective approaches to help them with their studies.

D. Interview

The researchers conducted interviews with 15 students and 5 teachers, focusing on

SOP 1 and SOP 2. Here, we present the firsthand insights shared by our interviewees, providing

a direct window into their perspectives on these crucial aspects.

According to Aceron 10 -Bonifacio, Family problem because when one of my friend’s

relatives died he couldn’t focus through out the class because of what happened because he

was very emotional because of what happened.

According to Abilong 10-Del Pilar, the factors that affect their academic performance are

1. The environment the home 2. Is mental health and lastly 3. Is the capacity of their mind

basically knowing how much education they can take.

According to Bratteng 10-Jacinto, family problems because it’s a big problem for us

because when something bad happens to you in the family, your academics will be affected.

According to Ballado 10-Bonifacio, family problems because you are affected by what is

happening in your family or in your house because when your relationship with your family is not

good it will affect you.

 26

According to Bueno 10-Silang, peers and friends because friends are influential

especially to us because they can influence you to do wrong things and your studies because if

your friends want to do something stupid, they can influence you to do the same.

According to Cassandra 10-Rizal, oriental expectation because a lot of students

experiencing pressure from there parents that causes them anxiety, depression and a lot of

experience that can affect to you.

According to Denver 10-Jacinto, probably the lack of sleep because in our experience

right now that are many students can’t wake up early so they can’t go to school early.

According to Domingo 10-Silang, family problems affect you in your academics

especially what happens in your house.

According to Fernandez 10-Bonifacio, social media then those friends who attract you to

not good things that affect your grades.

According to Larioza 10-Mabini, probably because of things they experience for the past

years and the learning environment and also the peer pressure and the pressure from parents.

According to Moog 10-Bonifacio, Environment because it also has a big impact on

students, especially when it comes to academics.

According to Pahayahay 10-Bonifacio, Lack of sleep because sometimes when we are

at school when we are sometimes asked to do lots of things, and I don’t sleep well because we

are asked to do a lot and that can affect my academic performance.

According to Pantinople 10-Rizal, Lack of support from parents, because you will lose

the desire to study because your parents don’t support you and of course you don’t have a job

you can’t support yourself because you don’t have money and you will die because they can’t

support your studies.

 27

According to Ujae 10-Silang, being lazy because when you’re lazy you can’t do anything

and when in school you know the answer you can’t give it because you’re too lazy to raise your

hand.

According to Umpad 10-Bonifacio, Peer or friends that do not go too school since they

kind of pressure you join them even though they don’t do their homework basically if they don’t

do their homework, they pressure your too not also do the homework.

According to Ma’am Bautista, financial support if there is no financial support the

students cannot provide, she or his supplies. That he or she needs for school.

According to Ma’am Cherry Lyn, peers or friends if the student befriends with an addict

the tendency is that that student will become an addict also. If the student befriends a studious

student, the tendency is that the student will be studious also.

According to Ma’am Comia, social media most of the students engage in different social

media like mobile games, Facebook, TikTok and different chat groups and most of the time they

use their time in social media than studying.

According to Ma’am Luna, social media the students focuses on social media too much

in today’s generation instead of reading books they instead listen or watch in social media and

also comprehension he or she knows how too read but they still don’t understand even in

Tagalog in my subject I notice that even though I am already speaking Tagalog they couldn’t

explain what is the meaning of the .

According to Ma’am Suaybaguio, yourself because you’re the one that set your goals

and made yourself realize things that are expectations your freedom of what you are going too

choose.
 28

The students’ statements highlight personal struggles such as family issues, lack of

sleep, and peer pressure affecting their academic performance. On the other hand, teachers

emphasize external factors like financial support and the impact of social media.

Together, these insights underscore the complex interplay between personal, familial,

and societal elements in shaping students’ academic experiences. Addressing these challenges

requires a holistic approach, recognizing both internal and external factors that influence

students’ educational journeys.

E. Table and Interpretation

Table 1: Factors that can affect the Academic Performance of the Male Students.

Factors Score Percentage

1. Family Problems 3 20%

2. Peer Pressure 2 13.3%

3. Lack of Support from Parents 1 6.7%

4. Conflict Among Teens 1 6.7%

5. Health Issues 3 20%

6. Lack of Sleep 7 46.7%

7. Parental Expectations 3 20%

8. Technology Overused 6 40%

9. Excessive Extracurricular 3 20%

Commitments
10. Lack of Time Management 11 73.3%

11. Impaired Vision or Hearing 0 0%

12. Unmotivated Environment 2 13.3%

13. Poor Study Habits 2 13.3%

14. Peer Distraction 1 6.7%

 29

This table outlines the factors that cause male students to struggle in school. The most

common concern is poor time management, with over 63.3% of men reporting that it impacts

them. On the other side, issues such as impaired vision or hearing do not appear to be a major

concern, with 0% believing it is a factor.

This means that most male students believe they struggle in school due of their time

management skills rather than eyesight or hearing issues. The data show us what is most

difficult for men in their studies, and this information may be used to help them do better.

Table 2: Factors that can affect the Academic Performance of Female students.

Factors Score Percentage

1. Family Problem 4 26.7%
T
2. Peer Pressure 4 26.7%
hi 3. Lack of Support from Parents 0 0% s

4. Conflict Among Teens 1 6.7%

5. Health Issues 1 6.7%

6. Lack of Sleep 9 60%

7. Parental Expectations 4 26.7%

8. Technology Overused 4 26.7%

9. Excessive Extracurricular Commitments 3 20%

10. Lack of Time Management 8 53.3%

11. Impaired Vision or Hearing 0 0%

12. Unmotivated Environment 1 6.7%

13. Poor Study Habits 4 26.7%

14. Peer Distractions 2 13.3%

table outlines the factors that make it difficult for female in school. The biggest issue is not
 30

getting enough sleep, which bothers 60% of them. However, many female students are

unconcerned about not receiving parental assistance or having difficulty seeing or hearing, as

both receive 0.

So, for the majority of female students, lack of sleep has a greater impact on their

grades than a lack of parental support or sensory difficulties. Knowing these data allows us to

better understand the key issues that female students face in school.

Table 3: Factors that can affect the Academic Performance of the students.

Factors Score Percentage

1. Family Problem 7 23.3%

2. Peer Pressure 6 20%

3. Lack of Support from Parents 1 3.3%

4. Conflict Among Teens 2 6.7%

5. Health Issues 4 13.7%

6. Lack of Sleep 16 53.3%

7. Parental Expectations 7 23.3%

8. Technology Overused 10 33.3%

9. Excessive Extracurricular Commitments 6 20%

10. Lack of Time Management 19 63.3%

11. Impaired Vision or Hearing 0 0%

12. Unmotivated Environment 3 10%

13. Poor Study Habits 6 20%

14. Peer Distractions 3 10%

This table outlines the factors that make it difficult for students in school. Notably, 63.3%

of students have difficulties managing their time. On the other hand, Impaired Vision or Hearing
 31

appears to have no effect, registering at 0%, the formula used to get this result is the same, but

the researchers changed the “15” to “30” because the male and female students are combined

in

These percentages shed light on the difficulties students encounter while managing their

time properly, stressing its significant impact on academic results. Meanwhile, the facts shown

in the table show that vision and hearing impairments have little impact on students’ academic

achievement.

Factors Score Percentage Rank

1. Lack of Time Management 19 63.3% 1

2. Lack of Sleep 16 53.3% 2

3. Technology Overused 10 33.3% 3

4. Family Problem 7 23.3% 4.5

5. Parental Expectations 7 23.3% 4.5

Table 4: Top 5 Factors that can affect the Academic Performance of the students.

This table gives a comprehensive overview of the top five factors that affect students’

academic achievement. The most prevalent factor is a lack of time management, which

accounts for 63.3%. This shows that a sizable proportion of students face time-related issues,

limiting their capacity to manage academic tasks successfully. Lack of sleep was identified by

53.3% of respondents. This throws light on the widespread issue of insufficient sleep, which

affects pupils and, as a result, influences their academic performance.

Furthermore, technology overuse emerges as the third most significant cause, impacting

33.3% of students. This demonstrates the impact of excessive technology use on academic

achievement, emphasizing the importance of a balanced approach to digital engagement.

 32

Additionally, tied for fourth place with a percentage of 23.3% apiece, Family Problems and

Parental Expectations emphasize how familiar factors affect academic performance.

In conclusion, our analysis sheds light on different factors that affect students’ academic

achievement. Lack of Time Management takes precedence, indicating a pervasive issue that

needs addressed. The combination of elements such as sleep, technology use, family concerns,

and parental expectations highlights the importance of comprehensive support networks for

students’ overall academic well-being

F. List of Respondent

Name Grade and Section

Male:
1. Bacani Chris John A. 10 – Aguinaldo
2. Bosi John Marl 10 – Aguinaldo
3. Bacanto Adrian U. 10 – Aguinaldo
4. Bedua Earl Lorenz 10 – Aguinaldo
5. Crisostomo Nathaniel R. 10 – Aguinaldo
6. Delos Santos Earl Zigmund D. 10 – Aguinaldo
7. Ehrismann Christian C. 10 – Aguinaldo
8. Granil Jheruben M. 10 – Aguinaldo
9. Mendoza Prince Noel A. 10 – Aguinaldo
10. Maliswa Jan Clarence R. 10 – Aguinaldo
11. Palamos Kerby Nathaniel R. 10 – Aguinaldo
12. Padil Joshua Matthew T. 10 – Aguinaldo
13. Parale Steve Nash O. 10 – Aguinaldo
14. Rodriguez Rein Deavon 10 – Aguinaldo
15. Santillan Charl Joseph 10 – Aguinaldo
Female:
1. Agullana Janiah Cassandra S. 10 – Aguinaldo
2. Adorna Princess Joy H. 10 – Aguinaldo
3. Bay-ag Navee A. 10 – Aguinaldo
4. Calderon Gian Maxine N. 10 – Aguinaldo
5. Cruz Princess Anne 10 – Aguinaldo
6. Esmande Joellyn s. 10 – Aguinaldo
7. Flores Mary Claire P. 10 – Aguinaldo
8. Francisco Angel Mhea D. 10 – Aguinaldo
9. Kollin Elise Fen D. 10 – Aguinaldo
10. Lorenzana Justine M. 10 – Aguinaldo
11. Mateo Meiren Jynelle P. 10 – Aguinaldo
12. Masilang Ailen Stephanie N. 10 – Aguinaldo
13. Rosaldo Carliegh Shane 10 – Aguinaldo
14. Truyal Jannah Shayne O. 10 – Aguinaldo
15. Zarandin Elriziah N. 10 – Aguinaldo
33
 34

Conclusion

This part of research discusses the conclusion, the part when the statement of the problem is

given an answer

1. What are the factors that affect the academic performance of the students

in G 10-AGUINALDO?

Based on the survey questionnaire, the factors significantly impacting students’

academic performance include family problems, peer pressure, lack of parental support,

conflicts among teens, health issues, sleep deprivation, high parental expectations, excessive

technology use, overwhelming extracurricular commitments, poor time management, impaired

vision or hearing, an unmotivated environment, ineffective study habits, and peer distractions.

These factors align with existing research findings. For instance, family problems have

been widely recognized as a significant factor affecting students’ academic performance (Smith

et al., 2018). Similarly, peer pressure has been shown to exert a negative influence on

academic outcomes, as peers can influence students’ study habits and behaviors (Jones &

Brown, 2019). Lack of support from parents has also been linked to lower academic

achievement, as parental involvement is crucial for student success (Robinson et al., 2017).

Conflict among teens can lead to emotional distress, which in turn affects concentration and

performance in school (Johnson & Garcia, 2020). Additionally, health issues such as chronic

illnesses or mental health disorders can disrupt students’ ability to focus on their studies (Adams

& White, 2016). Lack of sleep has been associated with poor academic performance, as sleep

deprivation can impair cognitive function and memory consolidation (Brown & Smith, 2015).

Parental expectations, if unrealistic or overly demanding, can create immense pressure on

students and hinder their academic progress (Taylor & Clark, 2018). Moreover, excessive use of

technology can be a distraction and detract from study time, leading to lower grades (Garcia &
 35

Martinez, 2019). These findings underscore the importance of addressing these factors to

support students’ academic success.

2. What is the factor that affects the academic performance of the students

G10-AGUINALDO?

Based on the survey questionnaire, it is evident that lack of time management is the

primary factor affecting students’ academic performance. Many students admitted to struggling

with managing their time effectively, leading to difficulties in completing assignments, studying

for exams, and meeting deadlines.

Several factors contribute to a lack of time management among students. Family

problems, as highlighted by Mustaq & Khan (2012), can impact students’ learning attitudes,

making it challenging for them to focus on academic tasks amidst personal struggles.

Additionally, Roman (2014) emphasizes the crucial role of parental support and a conducive

home environment in fostering student motivation. However, while parental guidance can be

beneficial, excessive reliance on parents for academic direction, as noted by Shifrer (2013),

may hinder students’ development of independent time management skills. Moreover, students

from disadvantaged backgrounds, as identified by Corak (2013), often face obstacles such as

limited study time due to household responsibilities or part-time work. These challenges can

lead to difficulties in prioritizing tasks and allocating time effectively, ultimately contributing to a

lack of time management among students.

 36

Recommendations

This part discusses the recommendation or the suggested solution to the following

person that will benefit the research.

Students

The researchers would like to recommend the students to prioritize time management,

use resources effectively, create conducive study environments, stay engaged, and seek

support when needed.

Parents

The researchers would like to recommend the parents to foster supportive home

environments, maintain communication with teachers, encourage balanced academics and

activities, provide necessary resources, and promote independence.

Teachers/Advisers

The researchers would like to recommend the teachers to employ diverse teaching

methods, offer guidance and support, communicate openly with students and parents, teach

study skills, and be accessible for extra help.

Principals/School Admin

The researchers would like to recommend the principal/school admin to allocate

resources wisely, provide professional development, nurture positive school cultures, engage

with parents and communities, and use data for improvement.

 37

Schools

The researchers would like to recommend the school to review and update curriculum,

maintain optimal facilities, offer comprehensive support services, promote staff collaboration,

and continuously evaluate programs.

Community

The researchers would like to recommend the community to support education

initiatives, establish mentorship programs, collaborate with local businesses, advocate for

education policies, and celebrate student achievements.

Future Researchers

The researchers would like to recommend the future researchers to explore under-

researched areas, conduct longitudinal studies, compare educational practices across cultures,

collaborate across disciplines, and translate findings into actionable policies.