SSRN Id3176933

SAN MATEO MUNICIPAL COLLEGE
General Luna St., Guitnangbayan I, San Mateo, Rizal
San Mateo Municipal College

Guitnang Bayan I, San Mateo, Rizal
RELATIONSHIP BETWEEN THE ACADEMIC PERFORMANCE AND BIRTH ORDER

OF GRADE 10 STUDENTS FROM NUESTRA SEÑORA DE ARANZAZU PAROCHIAL
SCHOOL, ACADEMIC YEAR 2017 - 2018
MARIA CARMELLA LUZORATA SUCGANG

FREDERICK EDWARD T. FABELLA, Ph. D.
March 2018
Table of Contents
CHAPTER
1. The Problem and its Background
Introduction 1
Theoretical Framework 2
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Conceptual Framework 4
Statement of the Problem 5
Hypothesis 6
Scope and Limitations 7
Significance of the Study 8
Definition of Terms 9
2. Review of Related Literature
Foreign Literature 11
Local Literature 12
Foreign Studies 14
Local Studies 16
Synthesis of the Study 18
3. Methodology
Research Design 22
Population and Sampling 23
Respondents of the Study 24
Research Instrument 24
Data Gathering and Procedure 24
Statistical Treatment of Data 25
4. Presentation, Analysis and Interpretation of Data
Frequencies of the Subjects in terms of Gender

Table 1.Gender Frequency of First born Students 29
Table 2.Gender Frequency of Middle born Students 29
Table 3.Gender Frequency of Last born Students 29
Table 4.Gender Frequency of Only born Students 30
Table 5.Gender Frequency of All Students 30
Frequencies of the Students In Terms Of Age
Table 6.Age Frequencies of First born students 31

Table 7.Age Frequency of Middle born students 31
Table 8.Age Frequency of Last born students 32
Table 9.Age Frequency of only born students 32
Table 10.Age Frequencies of all Respondents 33
Frequencies of General Average Grade Classification
Table 11.Grade Classification of First Born Students 34
Table 12.Grade Classification of Middle Born Students 34
Table 13.Grade Classification of Last Born Students 34
Table 14.Grade Classification of Only Born Students 35
Table 15.Grade 10 Student’s Grade Classification 35
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available at:
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Welch T Test Result

Table 16.Welch T Test Result of First and Middle Born 36
Table 17.Welch T Test Result of First and Last Born 37
Table 18.Welch T Test Result of First and Only Born 37
Table 19.Welch T Test Result of Middle and First Born 38
Table 20.Welch T Test Result of Middle and Last Born 38
Table 21.Welch T Test Result of Middle and Only Born 39
Table 22.Welch T Test Result of Last and First Born 39
Table 23.Welch T Test Result of Last and Middle Born 40
Table 24.Welch T Test Result of Last and Only 40
Table 25.Welch T Test Result of Only and First Born 41
Table 26.Welch T Test Result of Only and Middle Born 41
Table 27.Welch T Test Result of Only and Last Born 42
Frequencies of the Data related to Birth Order

Table 28.Student’s Birth order Frequency 42
Table 29.First Born Student’s Number of Siblings 43
Table 30.Middle Born Student’s Number of Siblings 43
Table 31.Last Born Student’s Number of Siblings 44
Table 32.Only Born Student’s Number of Siblings 44
Table 33.Comparison of Student’s Number of Siblings 45

Table 34.Student’s Number of step / Half Siblings 45
Table 35.Comparison of Student’s Twin Siblings 46
Table 36.Comparison of Student’s Custody 46
Table 37.Comparison of Student’s Parents Status 47
Table 38.Comparison of Student’s Demographic Data 47
Table 39.Computed Chi-Square Value 48
5. Conclusion and Discussion
Summary of Findings 49
Implication 55
Recommendations 56
BIBLIOGRAPHY 57
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APPENDICES
A. Test Questionnaire 63
B. Raw Score Data of First Born 64
C. Raw Score Data of Middle Born 65
D. Raw Score Data of Last Born 66
E. Raw Score Data of Only Born 67
F. Computation 68
G. Online Computation of Welch t Test 70
H. Recommended Program for the Teachers 76
I. Recommended Program for the Parents 78
J. Recommended Program for the Students 81
K. Pertinent Documents 84
CURRICULUM VITAE 89

CHAPTER I
Problem and Its Background
1.1 Introduction
Birth order is a major social inﬂuence in childhood, one
from which creates style of life. Being older or younger than
one’s siblings and being exposed to different parental attitudes
create distinct childhood conditions that help determine our
perception on all aspect as an individual. Children of a family
behave in another way although they were nurture in the same
environment and share the same genetic pools from both of their
parents. On top of behaviors, siblings do differ in terms of
personality, characteristics, intelligence, familial sentiment
and others. Parents’ attention, investment, and expectation vary
across children. It was also suggested that parental resources
that a child received decrease as the sibship size grows bigger.
Therefore, as a result of their distinct birth order every child
experiences different level of parental resources and
investment, while these unique experiences will in turn shape
their developmental course (Sun Ha & Tam 2011). Groose (2000)
noted that the position of a child in a family is a powerful
predictor of personality and academic achievement and it is a
factor that parents and teachers need to consider as they look
for ways to raise happy and well adjusted children.

Although education is not the only road to success in the
working world, much effort is made to identify, evaluate, track
and encourage the progress of students in schools. Parents care
about their child’s academic performance because they believe
good academic result will provide more career choices and job
security (Bell, M.J 2017).
1.2 Theoretical Framework
The pioneer of birth order research, Alfred Adler seen
firstborns are always leaders, high-achievers, ambitious, and
conforming. They attempt to please their parents via traditional
ways, which are through academic performance and responsible
behaviors. Middle children, on the other hand, often report
feeling inferior to older children because they may experience
difficulty finding a position of privilege and significance in
the family because they never have the opportunity to monopolize
parents’ attention. Most middle born chooses to focus their
energies in areas different from those in which their older
sibling is already established. Because of rivalry with
firstborns and to be prominent in the family dynamic, the middle
born innovates doing something or being different from their
older siblings in order. They often are more competent at an
earlier age than their older siblings because they have had
their example to follow (Franz, 2006). Differ from the older

siblings, lastborns and only children are frequently viewed as
the spoiled kid of the family. It is because both of these birth
positions are the only focus of the family. On the other hand,
contrasting to the only children, the later-born children,
including the middle children and last-born children, are
informed of the higher standing of the firstborn, so they will
seek other strategies to stand out from their siblings. Groose
(2003) further stated that, only children are often demanding
perfectionists who have high expectations of themselves and this
drives them to high academic achievement. In addition, a
dethronement theory was proposed to explain birth order effects
on individual development. Before the birth of the younger
sibling, the eldest child had his or her parents’ complete
attention but he or she was later dethroned by a newborn. As a
consequence of dethronement, the child would exert extra effort
to regain parental attention. This led the firstborn to progress
such characteristics as conscientious, conservative,
independence and competence, which would later facilitate one’s
academic attainment.

1.3 Conceptual Framework
Input Process Output
Profile of the respodents

Gender
Statistical Treatment
Age
Findings
Percentage
Academic Performance Conclusion

Mean
Birth Order Reccomendations

Chi-Square Statistics
Firstborn Child
Middleborn Child Implications of the study to
Cramèr’s V Guidance and Counseling
Lastborn Child Program
Only Chhild
Welch's t-test
Feedback
Fig. 1 Paradigm of the study
The figure shows that the input are the profile of the
student’s such as the age and gender, the birth order of the
students and their academic performance. The process includes
the statistical treatments that were used to compute and
interpret the data. The output includes the findings of the

study, conclusion, recommendations and implications of the study
to guidance and counseling program.
Statement of the Problem
This research aimed to know the relationship of various
birth orders to academic performance of students.
This study answered the following questions.
1. What is the profile of the students in terms of:
1.1 Gender
1.2 Age
2. What is the birth order of the respondents?
3. What is the academic performance of the students from
varying birth orders?
3.1 Is there a significant difference between academic
performance of first born and middle born students?
performance of first born and last born students?
performance of first born and only born students?
performance of middle born and first born students?
performance of middle born and last born students?

performance of middle born and only born students?
performance of last born and first born students?
performance of last born and middle born students?
performance of last born and only born students?
performance of only born and first born students?
performance of only born and middle born students?
performance of only born and last born students?
4. Is there a significant relationship between academic
performance and birth order of grade 10 students?
5. What is the implication of the study based on the findings?
6. What are recommendations may suggest for betterment on
future research?
1.4 What academic program may be proposed based on the findings
of the study?
Hypothesis
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The following hypotheses were formulated to further guide
the study.
HO: In the general population of grade 10 high school
students, there is no relationship between birth order and
academic performance.
H1: In the general population of grade 10 high school
students, there is a significant relationship between birth
order and academic performance.
1.5 Scope and Limitation of the Study
This research would identify if Birth Order has an effect
on academic performance of the respondents. It included several
limitations. Participants are grade 10 high school students in
Nuestra Señora De Aranzazu Parochial School. Student’s academic
performance is the general average of student’s all subject for
the first quarter, school year 2017 – 2018.
This study is also limited to the use of student’s academic
performance and their birth order position. It was assumed that
the academic performance would be an accurate reflection of
students’ scholastic achievement. Taken to consideration the
subjectivity of academic performance evaluation has lessened in
recent years, but it has not been totally eliminated. It may not
be possible to fully remove subjectivity from the current
evaluation methods, since most are biased toward student that
11

responds best to traditional teaching method. For the analysis
of data, general average was converted into standard scores.
GWA>85 is orally interpreted as “developing or approaching
proficiency” while GWA<85 orally interpreted as “proficient or
advance”. The data consists of frequencies, not scores, from the
population.
Questionnaire was designed to Respondents came from nuclear
or monogamous structure type of family only. It is also assumed
that the respondents know their true birth order in their
family. A further limitation of this study is that students may
not have knowledge of possible stillbirths, miscarriages, or
abortions within their family which could affect their family
constellation. Family atmospheres, neglect of child and socio
economic status were not controlled. Same as age gap and sibship
size in this study which might led to the absence of birth order
effects.
1.6 Significance of the Study
The findings of this study were significant to the
following:
Students – The students would have an additional insight
about their strength and weaknesses relevant to their birth
order also they would understand and consider the effects of
birth order to their academic performance.
12

Educators – This research yields helpful insight into the
ground of differentiation of instruction by introducing a new
variable for educators to take into consideration. The findings
would also provide a basis for additional assessment of students
needs.
Guidance counselors – The counselors can use the outcome of
this study to have supplementary interventions for struggling
students. As well as intervention for students who are lacking
motivation.
Sibling – As sibling, one could understand what their
position in the family is. Adjust their selves and lessen the
negative impact on sibling relationship. To lessen the
competencies within siblings and accept the idea that one is
good in the other some are not with this they can help each
other.
Parents and Guardians – Would have an idea of how to
address properly the needs of their child accordingly in
relation to birth order and academic performance. They could
also guide their children properly in respect on their own
abilities.
Future Researchers – future researcher who will conduct on
the same framework will gain insights from this research.
1.6 Definition of Terms
13

Academic Performance – respondent’s first quarter general
average grade in 10th year of their high school, year 2017-2018.
Birth Order – biological position to which one is born with
the description of psychological assumption based on Alfred
Adler’s birth order Theory.
Firstborn Child – eldest child in the family.
Middleborn Child – middle born, children born after
firstborn child and which followed by the last born child in the
family. It could be second, third, fourth and so forth.
Lastborn – youngest or very last child in the family.
Only child – single child in the family.
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CHAPTER 2
Review of Related Literature and Studies
Foreign Literature
The article written by Vidal – Fernandez et al. (2014)1,
showed that negative relation between birth order and
educational achievement starts very early, same as in the
cognitive outcomes measured in the first few years of life.
These early birth order effects in cognitive achievement are
sustained well after the children enter school.
Kristensen, P. et al. (2007)2, explained the relationship
between birth order and intelligence. Compared intelligence test
scores among hundreds of thousands of first-born and later-born
individuals thus indicate a highly significant tendency for
first-born individuals to have higher average scores than their
later-born siblings.
The works of Holmgren et al. (2006)3 , shows that first born
children are typically exposed to more mature, adult language,
which in turn increases language skills. When children are added
to the family, the family atmosphere and environment slowly
becomes less mature, thus reducing language skills.
The results of Downey D.B’s (2001)4, analysis showed that
the number of siblings is a consistent predictor of educational
success; “individuals with the fewest siblings do the best”.
15

Only-born may have more opportunities and parental resources,
enabling them to perform better than children with siblings.
Also suggested that only-born earn better grades in school.
The Schultz D.P and Schultz S.E (2005)6, elaborates Alfred
Adler’s Birth Order Theory by conferring that, as the children
age, the first-born often plays the role of teacher, tutor,
leader, and disciplinarian, as from what is expected by parents
to help care for younger siblings. These experiences often
enable the first-born to mature intellectually to a higher
degree than the younger children. Competition with the first-
born may serve to motivate the second-born, who may strive to
catch up to and surpass the older sibling, a goal that spurs
language and motor development. Driven by the need to surpass
older siblings, youngest children often develop at a remarkably
fast rate. Only children are likely to experience difficulties
when they find that in areas of life outside the home, such as
school, they are not the center of attention.
Leman, K. (1984)5 , describes how each child on different
birth order are differ. But only children are more often
confident, well spoken and tend to do well at school.
Local literature
The column of Tan-Zubiri, A, (2015)7, stated that, she never
used to think of birth orders, or consider them when analyzing
16

academic performance. However, since having three children of
her own, She find herself becoming more curious that, yes, her
kids all have the same genes but she treat each one differently,
based on their birth order.
According to Solé, E. (2015)8, it is possible that first
borns are more responsible and intelligent because they’re
raised under nervous first-time parents who generally want to
parent “by the book.” By the time a sibling arrives, parents
tend to shift their attention to the newest addition and as a
result, first borns are promoted to a bigger, more mature family
role. Also, second-time parents are experienced so they’re
usually more relaxed with subsequent babies, resulting in a more
carefree approach to parenting. Whether innate or shaped by the
environment is tough to say, but the author of the study suspect
family dynamics play a role in raising a child.
Ancheta, R. et al. (2012)9, recognized birth order has to be
part of a person’s asset, primarily due to the fact that
literature supports evidence of distinctive personalities
present to one over the other. However, a
single birth order position namely the middle-born position has
been recorded to mostly take the modest quality of
characteristics, hardly been regarded to obtain a competitive
personality.
17

Tan – Fabian, M. (2012)10 verdict that equal parental
involvement on their child with different birth orders can
promote children’s academic achievement and attitudes, influence
other positive behaviors like reading and writing. Although the
modern Filipino family has many priorities, especially economic
ones, such considerations must be balanced with the critical
need for parental involvement in children’s lives which can
greatly influence their learning, their attitudes and
ultimately, their future.
Cojuangco, T. (2010)11 promoted that Adler’s theory helped
her understand her children and other variables related to it.
By observing her daughters and reading premise make her believe
that birth order had effect on behavior, intelligence and
personality of her daughters.
Foreign Studies
Ejekwu, P. (2016)12, examined the influence of Birth Order
on the academic performance of middle born, lastborn and only
girl-child in primary schools in Port Harcourt Local Government
Area of Rivers State. Ex post facto survey research design was
adopted for the study. Population of the study consisted of 2199
female primary five pupils in public primary schools. The sample
size of the study was 1500 female primary five pupils. The
instruments for this study consisted of (a) the researcher-
18

developed twenty two (22)-item check-list titled "Birth Order
and Girl-Child Academic Performance Check-list” (BOGAPC), and
(b) the raw scores of the last session (first, second and third
terms) examination of the pupils on the core four subjects
(English, Mathematics, Social studies and Primary Science). The
result of the study shows that there is a significant difference
in the academic performance of the middle born and lastborn
girl-child. The results also showed that the effect of the
performance of the middle born and only child differ
significantly.
Damian et al. (2015)13, tested birth order associations with
intelligence and personality traits using Project Talent, a
representative sample (N = 377,000) of U.S. high school
students. Overall, the average absolute association between
birth order and intelligence was .04 whereas the one birth order
and personality trait was .02.
According to Cheng et al. (2013)14, after controlling for
covariates, they noted a clear inverse relationship between
birth order and BCT scores in Mandarin, Mathematics and Science.
They also found the significant interactive effects of birth
order and educational attainment on BCT scores.
The study by Hussain and Khan (2012)15, found out the impact
of birth order on academic achievement of students. A random
19

sample of 100 students was taken from 10 different
departments/institutes of Gomal University. The results shows
that male were significantly better than females at different
levels of birth order. But at some stages in birth order females
were better than males.
Andrade, F. et al. (2012)16, tested Adler’s birth order
theory using data from a cross-sectional survey of 946 Chilean
youths. They examined how birth order and educational outcomes
using three different birth orders research models including:
(1) Expedient Research, (2) Adler’s birth order position, and
(3) Family Size theoretical models. Analyses were conducted with
structural equation modelling (SEM). They conclude that birth
order has differing effects for educational achievement across
both birth order status and gender.
The study of Sun, H. et al. (2011)17, investigated birth
order effect in academic performance amongst 120 Malaysians.
Participants’ Sijil Pelajaran Malaysia (SPM) results were
recorded. Results indicated that participants of different birth
positions did not differ significantly in terms of academic
performance.
Local Studies
The study of Alos et al. (2015)18, aimed to determine the
factors affecting the academic performance of fourth year
20

student nurses. The factors affecting a student’s academic
performance arise from several reasons. In line with this, the
research was conducted to determine the factors that affect the
academic performance of the nursing students which may
consequently help in the improvement of the students and
teachers alike. Student nurses have been discovered to have
rated home-related factors as low in impact. In school-related
aspects, the first six (6) items are of high impact; conversely,
the 7th indicator was rated low.
National studies have associated positive relation between
birth order and academic performance. The family ranking or
birth order of a student has an impact on her/his: (1)
attitudes, behaviors and perspectives about a certain situation
— in this case, going to school and pursuing education; (2)
study habits; and (3) perceived academic barriers and issues.
These factors are further affected by the circumstances within
the family in relation to one’s birth order (Zarah 2012)19.
Manansala (2012)20, determined the relationship of the
personal factors to the learning styles of the pupils of
satellite schools in Moncada South District. Result revealed
that there was no significant relationship between learning
style, birth order and academic performance.
21

Esprero, C. (2010)21, stated that birth order has no bearing
on the career decisions of the adolescent kids of OFWs. However,
she identified academic achievement as a vital factor in
choosing what course to take in college.
Adeyemi et al. (2006)22, observed based on the variances
between eldest kids and younger children in terms of academic
achievement. This corroboration of birth Order and educational
achievement in adolescence and young adulthood indicated a
significant relationship between later-born adolescents and low
Synthesis of the Study
From foreign prose, order of birth is a major social
influence in childhood from which one’s style of life is
created. First-borns are oriented toward the past, pessimistic
about the future, concerned with maintaining order and
authority, natural leaders and taking the lead from their
parents. They like taking charge and want everything to be just
right. Second-borns compete with first-borns and are apt to be
ambitious. Last-borns, spurred by the need to surpass older
siblings, may become high achievers. Only children may mature
early but are apt to face a shock in school when they are no
longer the center of attention. (Leman, K. 1984, Schultz D.P and
Schultz S.E 2005). Comparisons of among hundreds of thousands of
22

first-born and later-born individuals indicate a significant
difference in the academic performance and varying birth orders.
When children are added to the family, the family atmosphere and
environment slowly becomes less mature, thus reducing language
skills. (Ejekwu, P. 2016, Damian et al. 2015, Kristensen, P. et
al. 2007, Adeyemi et al. 2006, Holmgren et al. 2006 and Downey
D.B 2001). furthermore some conclude that birth order has a
differing effects for educational achievement across diff birth
order status and later born children were influenced more by
their older siblings than by their parents. (Andrade, F. et al.
2012 and Crouter et al. 2001). Contrary to popular perception,
non-cognitive outcomes and personalities do not appear to be
systematically different across children of different birth
order, with the exception of how they feel about their
scholastic abilities. (Vidal – Fernandez et al. 2014). Carry on,
certain results indicated that participants of different birth
positions did not differ significantly in terms of personality
and academic performance , (Sun, H. et al. 2011).
Given that birth order is not widely considered as one
affecting factor of student’s performance in the here in our
country, it is surprising to note that research on the link
between birth order and academic performance has been unwrap.
Many writers from local magazines of lifestyle columns discussed
23

that our personalities are shaped more by the environment and
the experiences we encounter while growing up (Tan-Zubiri, A.
2015), adding to it birth order has commonly been recognized to
be part of a person’s asset (Ancheta, R. et al. 2012) thus
parental involvement can promote children’s academic achievement
and attitudes, influence other positive behaviors like reading
and writing (Tan – Fabian, M. 2012). Whether these traits are
innate or shaped by the environment is tough to say, but the
study authors suspect family dynamics play a role. (Solé, E.
2015) Adler’s theory could help us understand our children and
each other more (Cojuangco, T. 2010). National studies have
associated positive relation between birth order and academic
performance. The family ranking or birth order of a student has
an impact on her/his: attitudes, behaviors and perspectives
about a certain situation — in this case, going to school and
pursuing education; study habits; and perceived academic
barriers and issues. These factors are further affected by the
circumstances within the family in relation to one’s birth order
(Zarah 2012). But other studies revealed that there was no
significant relationship between learning style and family
education, family structure, family income, birth order and
academic performance (Manansala 2012). Researchers have been
also discovered to have rated home-related factors as low in
24

impact (Alos et al. 2015) and birth order has no bearing on the
career decisions of the adolescent kids of OFWs. However, she
identified academic achievement as a vital factor in choosing
what course to take in college (Esprero, C. 2010). Conclusion
also drawn from the result was there was no difference between
the male and females as to their manner of communication; as to
birth order of the students, the first child and the youngest
child tend to hide something from their parents; there was a
significant difference as to the manner of communication when
grouped as to academic performance. (Lising’s 2008).
25

CHAPTER 3
Methodology
This chapter contains the research design that was followed
to conduct the research. The second section presents the data of
the population. The third section is about the respondents of
the study. The fourth section presents the instruments that were
used to collect the data of the study. The fifth section talks
about the procedures and timeline of collecting data. Finally
the data analysis is discussed.
3.1 Research Design
The design adopted for this study was ex post facto
research design. The researcher employed this research design
because of interest in the relationship of academic performance
of grade 10 students with different birth order. According to
Ajoku (2006), in this design the researcher has no control over
the variables of interest and cannot manipulate them. The
researcher also explores traits, behavior and natural occurring
events in pre-existing groups.
This descriptive study investigates the relationship of
birth order and academic performance of grade 10 high school
students. The first variable in this research was academic
performance and the second variable was birth order. This study
was consisted of quantitative method of survey study where
26

students answer a questionnaire in order to gather necessary
information.
3.2 Population and Sampling
The non probability used to gather population was
purposive. According to Mayers and Hansen (2012), the researcher
does not need to randomize selected population because those
individuals reflect a specific purpose of the study.
Table 1
Distribution of Respondents as to Birth Order
Birth Order N %
Firstborn 77 36
Middle Child 55 23
Last Born 71 31
Only Child 30 10
N= 233 100
This table represents the distribution of respondents as to
birth order. The total population of respondents is 233.
Firstborn category has a population of 77, which is 36 percent
the total population. The respondents under middle child
category have a population of 55, which is 23 percent of the
total population. The respondents under last born category have
a population number of 71, which is 31 percent the total
population and the respondents under only child category has a
population of 30, which is 10 percent of the total population.
27

3.3 Respondents of the Study
The targeted population included all grade 10 high school
students from Nuestra Señora de Aranzazu Parochial School,
Sys.2017-2018.
3.4 Research Instrument
Based on the research literature and studies, the
researcher designed an anonymous questionnaire, which she
believed would answer her research questions (See Appendix).
The questions designed aimed to assess the respondent’s academic
performance thru their general average grade and birth order
position.
To ensure soundness, the questionnaire was validated
through consultation with adviser and statistician. The draft
was revised until it reached the proper content needed. Pilot
test was conducted to identify its strength and weaknesses in
terms of instruction and content. Those items which are not
clearly understood were revised in the final draft.
3.5 Data Gathering and procedures
The researcher did not involve any pupil from polygamous
families and children born in multiple births since they have
some extraneous variables which the researcher cannot control
(such as twins, triplets, same as half siblings or step
siblings). The researcher therefore, obtained the data from
28

subjects who are from monogamous / nuclear families. The
researcher was able to draw out pupils from monogamous families
through survey item questions number 5, 6, 8, and 9 (see
appendix) prepared check-list.
The data gathered were listed anonymously to secure the
privacy of the students. For the first variable the collected
data from population was divided into four categories: a) first
born children; b) middle children; c) youngest or last born
children; and, d) only children. The participants were not
randomly assigned, but placed in naturally formed categories due
to the birth order results.
For the classification of second variable, the researcher
converted general average of the students into standard scores.
GWA>85 is orally interpreted as “developing or approaching
proficiency” while GWA<85 orally interpreted as “proficient or
advance”.
3.6 Statistical Treatment of Data
For the statistical analysis of data in this study, the
researcher used the Chi-Square Test for Independence at .05
level of significance. The data are presented in the form of
matrix. For the preparation and tabulation of gathered data,
percentage and frequency distribution were used. To answer
effect size for Chi-Square Test for Independence, Cramer’s V was
29

used. Due to violation of the normal distribution assumption,
the researcher used the on line Welch t Test also known as Smith
/ Welch / Satterwaite test to compute the result from unequal
variances of data (see appendix g).
1. Significance Level – statistical criterion for deciding
whether to reject the null hypothesis or not.
Where: 𝛼 = .05
2. Percentage – a number or rate that is expressed a ascertain
number of parts of something divided into 100 parts: a part
of a whole.
Symbol: %
Formula: P = n / N x 100
Where: P = Percentage
n = Number of respondents failing under a
particular category
N = Total number of respondents
3. Degrees of Freedom – the number of member of a set of data
that can vary or change value without changing the value of
a known statistics for those data.
Symbol: df
Formula: (R – 1) x (C - 1)
Where: R = Number of Rows
C = Number of Columns
30

4. Welch’s Test for Unequal Variances - It assumes that both
groups of data are from same populations, but does not
assume those two populations have the same standard
deviation.
Symbol: t
Formula:
5. Cramèr’s V – it compute the measure of effect size for a
chi – square test for interdependence
𝑋2
Formula: 𝑉=√
𝑛(𝑑𝑓 ∗ )
6. Chi-Square Test – Chi-Square test for independence uses the
frequency data from a sample to evaluate the relationship
between two variables in the population. Two variables are
independent.
Symbol: X2
2 (𝑓𝑜−𝑓𝑒 )2
Formula: 𝑋 =Ʃ
𝑓𝑒
Where: fo = observed frequency
fe = expected frequency
31

8.1 Observe Frequency – is the number of individuals from the
sample who are classified in a particular category. Each
individual is counted in one and only one category
Table: Observed Frequency
Criterion2
Criterion1
a b c d
1 r1t
2 r2t
Total c1t c2t c3t c4t N
Where: c1t, c2t…c4t = frequency of column total
r1t, r2t = frequency of row total
N = number of individuals in the entire sample
8.2 Expected Frequency – the frequency of value that is
predicted from the null hypothesis and the sample size (n).
Table: Expected Frequency
Criterion2
Criterion1
a b c d
1
2
𝑓𝑐 − 𝑓𝑟
Formula: 𝑓𝑒 =
𝑛
Where: fc = frequency total for column (column total)
fr = frequency total for row (row total)
n = number of individuals in the entire sample
32

CHAPTER 4
Presentation, Analysis and Interpretation of Data
This chapter includes the necessary tables about the
respondents and results from two independent variables measured.
4.2 Frequencies of the Subjects in terms of Gender.
Table 1
Gender Frequency of First born Students
Birth
Male % Female % Total
Order
Firstborn 34 44.2 43 55.8 77
Table 1 is about gender distribution of first born
students. Shows that 34 or 55.8% of the respondents are female
and 34 or 44.2% of the respondents are male.
Table 2
Gender Frequency of Middle born Students
Birth
Order
Middle
23 41.8 32 58.2 55
Born
Table 2 is about gender distribution of middle born
students. Shows that 32 or 58.2% of the respondents are female
and 23 or 41.8% of the respondents are male.
Table 3
Gender Frequency of Last born Students
Birth
Order
Last Born 31 43.7 40 56.3 71
33

Table 3 is about gender distribution of last born students.
Shows that 40 or 56.3% of the respondents are female and 31 or
43.7% of the respondents are male.
Table 4
Gender Frequency of Only born Students
Birth
Order
Only Born 14 46.7 16 53.3 30
Table 4 is about gender distribution of only born students.
Shows that 16 or 53.3% of the respondents are female and 14 or
46.7% of the respondents are male.
Table 5
Gender Frequency of All Students from Varying Birth Order
Birth
Order
Firstborn 34 44 43 56 77
Middle
23 42 32 58 55
Born
Last Born 31 44 40 56 71
Only Born 14 47 16 53 30
Total 102 43.8 131 56.2 233
Table 5 is about Gender Distribution of All Students from
Varying Birth Order. The table illustrate that the gender
distribution of first born students was 43 or 55.8% of the
respondents are female and 34 or 44.2% of the respondents are
male. The gender distribution of middle born students was 32 or
58.2% of the respondents are female and 23 or 41.8% of the
respondents are male. The gender distribution of last born
34

students was 40 or 56.3% of the respondents are female and 31 or
43.7% of the respondents are male. The gender distribution of
only born students was 16 or 53.3% of the respondents are female
and 14 or 46.7% of the respondents are male. Overall 131 or
56.2% of the population are female and 102 or 43.8% of the
population is consisted of male students.
4.2 Frequencies of the Students In Terms Of Age.
Table 6
Age Frequency of First Born Students
Birth Age Mean

N
Order 14 % 15 % 16 % 17 % Age
Firstborn 1 1.30 39 50.65 34 44.16 3 3.90 77 15.51
Table 6 is the age frequency of first born students. It
presents that many students fall under the age of 15 for it had
frequency of 39 and percentage of 50.6%. Students ages 16 were
on second rank due to its frequency of 34 and a percentage of
44.2%. Respondents’ ages 17 are in third rank with frequency of
3 and percentage of 3.9%. And 1.3% percent or 1 student from
first born category aged 14. The mean age for first born
students is 15.51.
Table 7
Age Frequency of Middle Born Students
Birth Age Mean

N
Order 14 % 15 % 16 % 17 % Age
Middle
0 0.00 29 52.73 23 41.82 3 5.45 55 15.53
Born
35

Table 7 is the age distribution of middle born students. It
frequency of 29 and percentage of 52.73. Students’ ages 16 were
41.82%. Respondents’ ages 17 are in third rank with frequency of
3 and percentage of 5.5%. And there is no student aged 14. The
mean age for middle born students is 15.53.
Table 8
Age Frequency of Last Born Students
Birth Age Mean

N
Order 14 % 15 % 16 % 17 % Age
Last
1 1.41 34 47.89 35 49.30 1 1.41 71 15.51
Born
Table 8 is the age distribution of last born students. It
frequency of 35 and percentage of 49.30%. Students’ ages 15 were
47.89%. Respondents’ ages 17 and 14 are tie in third rank with
frequency of 1 and percentage of 1.4. The mean age for last born
students is 15.51.
Table 9
Age Frequency of Only Born Students
Birth Age Mean

N
Order 14 % 15 % 16 % 17 % Age
Only
0 0.00 17 56.67 13 43.33 0 0.00 30 15.43
Born
36

Table 9 presents that many students from only born category
falls under the age of 15, for it had frequency of 17 and
percentage of 56.67%. Students’ aged 16 were on second rank due
to its frequency of 13 and a percentage of 43.33%. There is no
student ages 17 and 14. The mean age for only born is 15.43.
Table 10
Age Frequencies of all Students from Varying Birth Order
Birth Age Mean

N
Order 14 % 15 % 16 % 17 % Age
Firstborn 1 1.30 39 50.65 34 44.16 3 3.90 77 15.51
Middle
0 0.00 29 52.73 23 41.82 3 5.45 55 15.53
Born
Last Born 1 1.41 34 47.89 35 49.30 1 1.41 71 15.51
Only Born 0 0.00 17 56.67 13 43.33 0 0.00 30 15.43
Total 2 0.86 119 51.07 105 45.06 7 3.00 233 15.50
Table 10 is the age frequencies of all respondents from
varying birth order. Many students fall under the age of 15 for
it had frequency of 119 and percentage of 51.07%. Students ages
16 were on second rank due to its frequency of 105 and a
percentage of 45.06%. Respondents’ ages 17 are in third rank
with frequency of 3 and percentage of 3.9%. And .86% percent or
2 students in the entire population aged 14. The mean age for
grade 11 students is 15.50.
37

4.3 Frequencies of General Average Grade Data
Table 11
General Average Grade Classification of First Born Students
"Developing/
Birth "Proficient /
Approaching % Advance" % Total
Order Proficiency"
Firstborn 12 15.6 65 84.4 77
Table 11 showed that from first born students 15.6% or 12
students had "developing / approaching proficiency" grade
classification while 84.4% or 65 students had "proficient /
advance" grade classification.
Table 12
General Average Grade Classification of Middle Born Students
"Developing/
Birth "Proficient /
Order Proficiency"
Middle
12 21.8 43 78.2 55
Born
Table 12 showed that from middle born students 21.8% or 12
Table 13
General Average Grade Classification of Last Born Students
"Developing/
Birth "Proficient /
Order Proficiency"
Last Born 9 12.7 62 87.3 71
Table 13 showed that from last born students 12.7% or 9
38

Table 14
General Average Grade Classification of Only Born Students
"Developing/
Birth "Proficient /
Approaching % % Total
Order Proficiency"
Advance"
Only
11 36.7 19 63.3 30
Child
Table 14 showed that from only born students 36.7% or 11
Table 15
Frequencies of Student’s Grade Classification of from Varying
Birth Order
"Developing/
Birth "Proficient /
Approaching % Advance" % N
Order Proficiency"
Firstborn 12 15.6 65 84.4 77

Middle
12 21.8 43 78.2 55
Child
Last Born 9 12.7 62 87.3 71
Only Child 11 36.7 19 63.3 30
Total 44 18.9 189 81.1 233
Table 15 showed that from first born students 15.6% or 12
advance" grade classification. From middle born students 21.8%
or 12 students had "developing / approaching proficiency" grade
39

advance" grade classification. From last born students 12.7% or
9 students had "developing / approaching proficiency" grade
advance" grade classification. From only born students 36.7% or
11 students had "developing / approaching proficiency" grade
advance" grade classification. Overall, 18.9% or 44 grade 10
students got "developing / approaching proficiency" grade
classification while 81.1% or 189 grade 10 students had
"proficient / advance" grade classification.
4.4 Comparison of Welch T Test Result
Table 16
Welch T Test Result of First Born and Middle Born General
Average Grade
Group First born Middle Born

Mean 87.4678 87.3522
N 77 55
t = 0.1156
Two–tailed P value = .8569
Confidence Interval = -1.1512 to 1.3824
With the use of data above, on two-tailed P value = .8569,
the mean of the first born minus the mean of the middle born is
equals to 0.1156. The 95% confidence interval of the difference
is: from -1.1512 to 1.3824. By conventional criteria, this
difference is considered to be not statistically significant.
40

Table 17
Welch T Test Result of First Born and Last Born General Average
Grade
Group First Born Last Born

Mean 87.4678 87.3522
N 77 71
t = 0.2091
With the use of data above, on two-tailed P value =
.7009, the mean of the first born minus the mean of the last
born is equals to 0.1156. The 95% confidence interval of the
difference is: from -1.1512 to 1.3824. By conventional criteria,
this difference is considered to be not statistically
significant.
Table 18
Welch T Test Result of First Born and Only Born General Average
Grade
Group First Born Only Born

Mean 87.4678 85.6533
N 77 30
t = 1.8145
Confidence Interval = .2774 to 3.3515
the mean of the first born minus the mean of the only born is
is: from .2774 to 3.3515. By conventional criteria, this
difference is considered to be statistically significant.
41

Table 19
Welch T Test Result of Middle Born and First Born General
Average Grade
Group Middle Born First Born

Mean 87.352 87.468
N 55 77
t = -0.1156
the mean of the middle born minus the mean of the first born is
equals to -0.1156. The 95% confidence interval of the difference
Table 20
Welch T Test Result of Middle Born and Last Born General Average
Grade
Group Middle Born Last Born

Mean 87.352 87.259
N 55 71
t = 0.0934
the mean of the middle born minus the mean of the last born is
42

Table 21
Welch T Test Result of Middle Born and Only Born General Average
Grade
Group Middle Born Only Born

Mean 87.352 85.653
N 55 30
t = 1.6988
Confidence Interval = .0745 to 3.3232
the mean of the middle born minus the mean of the only born is
is: from .0745 to 3.3232. By conventional criteria, this
Table 22
Welch T Test Result of Last Born and First Born General Average
Grade
Group Last Born First Born

Mean 87.259 87.468
N 71 77
t = -0.2091
the mean of the last born minus the mean of the first born is
43

Table 23
Welch T Test Result of Last Born and Middle Born General Average
Grade
Group Last Born Middle Born

Mean 87.259 87.352
N 71 55
t = -0.0934
the mean of the last born minus the mean of the middle born is
Table 24
Welch T Test Result of Last Born and Only Born General Average
Grade
Group Last Born Only Born

Mean 87.259 85.653
N 71 30
t = 1.6054
Confidence Interval = 0.0951 to 3.1157
the mean of the last born minus the mean of the only born is
is: from 0.0951 to 3.1157. By conventional criteria, this
44

Table 25
Welch T Test Result of Only Born and First Born General Average
Grade
Group Only Born First Born

Mean 85.6533 87.4678
N 30 77
t = -1.8145
Confidence Interval = -3.3515 to -0.2774
the mean of the only born minus the mean of the first born is
is: from -3.3515 to -0.2774. By conventional criteria, this
Table 26
Welch T Test Result of Only Born and Middle Born General Average
Grade
Group Only Born Middle Born

Mean 85.653 87.352
N 30 55
t = -1.6988
the mean of the only born minus the mean of the middle born is
45

Table 27
Welch T Test Result of Only Born and Last Born General Average
Grade
Group Only Born Last Born

Mean 85.653 87.259
N 30 71
t = -1.6054
the mean of the only born minus the mean of the last born is
4.5 Frequencies of the Data related to Birth Order
The following table represents frequencies of respondents
answer to questionnaire. Purpose of analysis on profile of the
respondents was to draw out students which should not be
included in the research.
Table 28
Student’s Birth order Frequency
What is your birth order

position? Frequency %
Firstborn 77 33
Middle born 55 24
Last Born 71 30
Only Child 30 13
Total 233 100
Table 28 showed the frequencies of answers on the survey
question number 1, “What is your birth order position?”, 77
46

students answered that they are Firstborn which is 33% of the
population . 55 students answered that they are middle born
which is 24% of the population. 71 students answered that they
are last born which is 30% of the population and 30 students
answered that they are only child which is 13% of the
population.
Table 29
Frequencies of First Born Student’s Number of Siblings
How may siblings do you have?

more
Birth order 0 % 1 % 2 % 3 % than 3
% total
Firstborn 0 0 33 43 30 39 10 13 4 5 77
Table 29 showed is the frequencies of answers of first born
students on the question number 2, “How may siblings do you have??”, 33
first born students answered that they only have 1 sibling, 30
first born students answered that they have 2 siblings, 10 first
born answered that they have 3 siblings and 4 firstborn students
answered that they have more that 3 siblings.
Table 30
Frequencies of Middle Born Student’s Number of Siblings

more
% total
Middle born 0 0 5 9 26 47 12 22 12 22 55
Table 30 showed is the frequencies of answers of middle
born students on the question number 3, “How may siblings do you have??”,
47

5 first born students answered that they only have 1 sibling, 26
first born students answered that they have 2 siblings, 12 first
born answered that they have 3 siblings and 12 firstborn
students answered that they have more that 3 siblings.
Table 31
Frequencies of Last Born Student’s Number of Siblings

more
% total
Last Born 0 0 32 45 20 28 13 18 6 8 71
32 last born students answered that they only have 1 sibling,
20last born students answered that they have 2 siblings, 13 last
born answered that they have 3 siblings and 6 last born students
answered that they have more that 3 siblings.
Table 32
Frequencies of Only Born Student’s Number of Siblings

more
% total
Only Child 30 100 0 0 0 0 0 0 0 0 30
30 only born students answered that they don’t have sibling.
48

Table 33
Comparison of Student’s Number of Siblings on
Varying Birth Order

more
Birth order 0 % 1 % 2 % 3 % than % total
3
Firstborn 0 0 33 43 30 39 10 13 4 5 77
Middle Child 0 0 5 9 26 47 12 22 12 22 55
Last Born 0 0 32 45 20 28 13 18 6 8 71
Only Child 30 100 0 0 0 0 0 0 0 0 30
Total 30 - 70 - 76 - 35 - 22 - 233
Table 33 showed comparison of student’s number of siblings
on varying birth order. Overall 30 students answered that they
don’t have sibling, 70 students answered that they have 1
siblings, 76 students answered that they have 2 siblings, 35
students answered that they have 3 and 22 students answered that
they have more than 3 siblings.
Table 34
Comparison of Student’s Number of step / Half Siblings on
Varying Birth Order
How many of your siblings are half / step siblings (half / step brother or
sister)?
Birth order 1 % 2 % 3 % None % Total
Firstborn 0 0 0 0 0 0 77 100 77
Middle Child 0 0 0 0 0 0 55 100 55
Last Born 0 0 0 0 0 0 71 100 71
Only Child 0 0 0 0 0 0 30 100 30
Table 34 showed comparison of student’s number of step /
half siblings on varying birth order. No students answered that
they had half / step brother or sister.
49

Table 35
Comparison of Student’s Twin Siblings on
Varying Birth Order
Do you have a twin?

Birth order Yes % No % Total
Firstborn 0 0 77 100 77
Middle Child 0 0 55 100 55
Last Born 0 0 71 100 71
Only Child 0 0 30 100 30
Table 35 showed comparison of student’s twin siblings on
varying birth order. No students answered that they have twin
brother or sister.
Table 36
Comparison of Student’s Parental Custody on
Varying Birth Order
Who took care of you?

Birth order Guardians % Parents % Total
Firstborn 3 4 74 96 77
Last Born 7 10 64 90 71
Only Child 4 13 26 87 30
N= 19 214 233
Table 40 showed comparison of student’s custody on varying
birth order. Overall 214 students answered that they are under
the care of their parents while remaining 19 students answered
that they are under the care of their guardians.
50

Table 37
Comparison of Student’s Parents Marital Status on
Varying Birth Order
Describe your parents relationship

Unmarried
separated /
Birth order Married % but living % % Total
divorce
together
Firstborn 77 100 0 0 0 0 77
Middle Child 55 100 0 0 0 0 55
Last Born 71 100 0 0 0 0 71
Only Child 30 100 0 0 0 0 30
Table 41 showed comparison of student’s parents marital
status on varying birth order. All grade 11 or 233 students that
included in the study answered that that their parents are
married.
Table 38
Comparison of Student’s Biological Family on
Varying Birth Order
Are they your biological family?

Birth order Yes % No % Total
Firstborn 77 100 0 0 77
Last Born 71 100 0 0 71
Only Child 30 100 0 0 30
Table 42 showed comparison of student’s biological family
data on varying birth order. All grade 10 or 233 students that
included in the study answered that they belong to biological
family.
51

Table 39
Computed Chi-Square Value, Description and Decision
Computed
Chi-Square Description Decision
Value
Reject the Null
8.696 Significant
Hypothesis
Computed at critical value = 7.81
At .05 level of significance
Degrees of freedom of 3
Table 47 shows that applying chi-square we arrived at
computed value 8.696. Computed chi-square value is higher than
the critical value which is 7.81 at .05 level of significance,
degrees of freedom of 3. Therefore there is significant
difference and the decision is to reject the null hypothesis, HO:
In the general population of grade 10 high school students,
there is no relationship between birth order and academic
performance. And accept the alternative hypothesis which was H1:
In the general population of grade 10 high school students,
there is a consistent, predictable relationship between birth
order and academic performance.
52

CHAPTER 5
Conclusion and Discussion
This chapter presents the Summary of the findings,
significance of the study, conclusion, implication and
recommendations of the study.
5.1 Summary of Findings
After the analysis and interpretation of data gathered the
research came up with the following findings:
1. The Profile of the Respondents
1.1 Gender
As to profile of subjects in terms of gender, it was
showed that the male respondents has a percentage of 43.8
percent which is less than the female which has 56.2
percent.
1.2 Age
As to profile of the respondents in terms of age, it was
present that majority of the students belong to bracket of 15 –
16 years old for they have highest percentage of frequency. The
mean age for grade 11 students is 15.50.
2. Birth order of the respondents
The total populations of respondents are 233. Firstborn
category has a population of 77, which is 33 percent the total
53

population. The respondents under middle born category have a
population of 55, which is 24 percent the total population. The
respondents under last born category have a population of 71,
which is 30 percent the total population and the respondents
under only child category has a population of 30, which is 13
percent of the total population.
3. Academic performance of the students from varying birth order
The academic performance of the students according to their
birth order are converted to classification, the frequency of
student’s scores from varying birth order revealed that from
first born students 15.6% or 12 students had "developing /
approaching proficiency" grade classification while 84.4% or 65
students had "proficient / advance" grade classification. From
middle born students 21.8% or 12 students had "developing /
last born students 12.7% or 9 students had "developing /
only born students 36.7% or 11 students had "developing /
students had "proficient / advance" grade classification.
Overall, 18.9% or 44 grade 10 students got "developing /
54

grade 10 students had "proficient / advance" grade
classification.
3.1 Statistical Differences of General Average Grade
between First Born and Middle Born Students
On two-tailed P value = .8569, the mean of the first
born minus the mean of the middle born is equals to 0.1156.
The 95% confidence interval of the difference is: from -
1.1512 to 1.3824. By conventional criteria, this difference
is considered to be not statistically significant.
between First Born and Only Born Students
On two-tailed P value = .0216, the mean of the first
born minus the mean of the only born is equals to 1.8145.
The 95% confidence interval of the difference is: from
.2774 to 3.3515. By conventional criteria, this difference
is considered to be statistically significant.
between First Born and Last Born Students
between Middle Born and First Born Students
55

On two-tailed P value = .8569, the mean of the middle
born minus the mean of the first born is equals to -0.1156.
between Middle Born and Last Born Students
born minus the mean of the last born is equals to 0.0934.
between Middle Born and Only Born Students
.0745 to 3.3232. By conventional criteria, this difference
between Last Born and First Born Students
On two-tailed P value = .7099, the mean of the last
56

between Last Born and Middle Born Students
born minus the mean of the middle born is equals to -
0.0934. The 95% confidence interval of the difference is:
from -1.3268 to 1.399. By conventional criteria, this
difference is considered to be not statistically
significant.
between Last Born and Only Born Students
between Only Born and First Born Students
On two-tailed P value = .0216, the mean of the only
57

3.3515 to -0.2774. By conventional criteria, this
between Only Born and Middle Born Students
born minus the mean of the middle born is equals to -
1.6988. The 95% confidence interval of the difference is:
from -3.3232 to -0.0745. By conventional criteria, this
between Only Born and Last Born Students
born minus the mean of the last born is equals to -1.6054.
3.1157 to -0.0951. By conventional criteria, this
4. Significant relationship
From the data gathered and analysis of it, the study
provides the following; the obtained chi-square value exceeds
the critical value (7.81). Therefore the decision is to reject
the null hypothesis. In the literature, this would be reported
as a significant result with X2(3, N = 233) = 8.696, p < .05.
Cramèr’s V was used to measure the effect size. The computed
58

measure of V is .112, the effect size of chi – square test for
interdependence as per Cohen’s guidelines on standard for
interpreting Cramèr’s V (1988), indicates there is small
relationship between two variables.
5. Implication
The data gathered from the study implicate that there was a
significant relationship between birth order and academic
performance. Through Cramèr’s V, the value indicates that birth
order had small effect on the academic performance of grade 10
students, thus indicate that the two independent variables has
small relationship to each other.
6. Based on the findings the researchers recommend that:
6.1. Due to the limitations of this study, it is
recommended that future research seek to enlarge the number
of respondents.
6.2 It is also recommended that future research address the
certainty of data on demographic information of students
such as economic status and other home related factors
should be consider.
6.3 The researcher also recommends considering other
psychological traits that may take effect on academic
performance of the students such as sensitivity, motivation
and intrapersonal knowledge.
59

6.4 A replication of the study should be conducted
frequently to measure the relationship of birth order and
7. A recommended Academic Program were made by the researcher
for guidance counselor, teachers, parents and students can be
seen at the appendices H - J pp. 76 – 81.
60

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61

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Achievement of Students”, Academic Journal Article, The
journal of Educational Research (1027-9776);Vol. 15 Issue
2, p27
Manansala, S., (2012)21, Personal Factors Related To the Learning
Styles of Pupils In Satellite Schools In Moncada South
District Tarlac Province: Implication To Educational
Management”, Tarlac State University
Sun, H. Et Al. (2011)18, “A Study of Birth Order, Academic
Performance and Personality” 2011 International Conference
on Social Science and Humanity IPEDR Vol.5 (2011) © (2011)
IACSIT Press, Singapore
64

Vidal – Fernandez et al. (2014)1, Early Origins of Birth Order
Differences in Children’s Outcomes and Parental Behavior
Zarah, L., (2012)20, Education in the Philippines: The Link
Between Birth Order and Academic Performance, Research
Works, June 15, 2012
D. Online Resources
Bell, M.J (2017), Classroom >> Define Academic Performance
Franz, J. (2006), Birth Order. Retrieved on 2nd May 2012 from
http://www.encylopedia.com
Graphpad Software (2017), Quickcalcs,
https://www./graphpad.com/quickcalcs//ttest2
Groose, M. (2003), Why First Borns Rule the World and Last Borns
want to change it. New York: Random House.
Groose, M. (2000), Getting the order right. Retrieved March 30,
2012 from http://www/theage.com
Solé, E., (2015)9, The Youngest Is the Funniest — and More
Sibling Traits, According to Science, Yahoo Parenting
Section, Yahoo News, January 30, 2015 Issue
65

APPENDICES
66

A. Test Questionnaire
The following information will be used for statistical purposes only. This questionnaire is
anonymous. Please check on the circle of your answer honestly.
1) Age _________
2) Gender
O Male
O Female
3) What is your birth order position?
O Eldest
O Middle (please indicate whether 2nd, 3rd,4th, etc. _____)
O Youngest
O Only Child
4) How many siblings do you have?
O 0
O 1
O 2
O 3
O More than 3
5) How many of your siblings are half / step siblings (Half / step brother or sister)?
O 1
O 2
O 3
O None
6) Do you have a twin?
O Yes
O No
7) Who took care of you?
O Guardian
O Parents
8) Describe your parent’s relationship.
O Married
O Unmarried but living together
O Separated / divorce
O Other
9) Are they your original biological family?
O Yes
O No
10) What is your final general average grade? _________
Thank you for participating in this study.
67

B. Raw Score Data of First Born
68

C. Raw Score Data of Middle Born
69

D. Raw Score Data of Last Born
70

E. Raw Score Data of Only Born
71

F. Computation of Chi-Square
a. Degrees of freedom
b. Chi-Square
df = (R – 1) x (C - 1) (𝑓𝑜 − 𝑓𝑒 )2
= (4 – 1) x (2 - 1) 𝑋2 = Ʃ
𝑓𝑒
= 3
o Data Gathered
Table 39
Observed Data
Student's Birth order

Classification First Middle Last Only
born born born child
D / AP 12 11 9 11 43
P/A 65 44 62 19 190
77 55 71 30 233
o Computation of Expected Frequency
Developing / Approaching Proficient / Advance

Proficiency
First born First born
fe = 43/77*233 = 14.2103 fe = 190/77*233 = 62.7897
Middle born Middle born
fe = 43/55*233 = 10.1502 fe = 190/55*233 = 44.8497
Last born Last born
fe = 43/71*233 = 13.1030 fe = 190/71*233 = 57.8969
Only child Only child
fe = 43/30*23 = 5.5365 fe = 190/30*233 =24.464
Table 40
Expected Frequency
Student's Birth order

Classification Middle Only
First born born Last born child
D / AP 14.2103 10.1502 13.1030 5.5365
P/A 62.7897 44.8497 57.8969 24.464
72

Chi-square Formula
(𝑓𝑜 − 𝑓𝑒 )2
𝑋2 = Ʃ
𝑓𝑒
DEVELOPING / APPROACHING PROFICIENCY

(12 − 14.2103 )2 (11 − 10.150215 )2 (9 − 13.103004 )2 (11 − 5.5364807 )2
𝑋2 = + + +
14.2103 10.150215 13.103004 5.5364807
(−2.2103)2 (0.8497854 )2 (−4.103004 )2 (5.4635193)2
= + + +
14.2103 10.150215 13.103004 5.5364807
4.885428 0.7221352 16.834644 29.850043
= + + +
14.2103 10.150215 13.103004 5.5364807
= 0.343795 + 0.071145 + 1.284793 + 5.391519
PROFICIENT / ADVANCE
2
(65 − 62.7897 )2 (44 − 44.8497)2 (62 − 4.1030043 )2 (19 − 24.463519 )2
𝑋 = + + +
14.2103 44.8497 4.1030043 24.463519
(2.2103004 )2 (−0.849785 )2 (4.1030043 )2 (−5.463519)2
= + + +
62.7897 44.8497 14.1030043 24.463519
4.885428 0.7221352 16.834644 29.850043
= + + +
62.7897 44.8497 14.1030043 24.463519
= 0.077806 + 0.016101 + 0.290769 + 1.220186
DEVELOPING / APPROACHING PROFICIENCY

B.O O E o-e (o-e)2 (o-e)2/e
first born 12 14.2103 -2.2103 4.885428 0.343795
middle born 11 10.150215 0.8497854 0.7221352 0.071145
last born 9 13.103004 -4.103004 16.834644 1.284793
only born 11 5.5364807 5.4635193 29.850043 5.391519
PROFICIENT / ADVANCE
first born 65 62.7897 2.2103004 4.885428 0.077806
middle born 44 44.8497 -0.849785 0.7221352 0.016101
last born 62 57.896996 4.1030043 16.834644 0.290769
only born 19 24.463519 -5.463519 29.850043 1.220186
𝑋 2 = 0.343795 + 0.071145 + 1.284793 + 5.391519 + 0.077806 + 0.016101 + 0.290769 + 1.220186
𝑿𝟐 = 𝟖. 𝟔𝟗𝟔𝟏𝟏𝟒𝟎𝟔𝟏
73

G. Online Computation of Welch t Test
74

75

76

77

78

79

H. Recommended Program for Teachers
MATERIALS,
FACILITATOR TIME
OBJECTIVES ACTIVITY VENUE, AND EVALUATION
AND AUDIENCE TABLE
RESOURCES
The teacher gain

knowledge about birth
order and identified
observable facts in the
students.
To Seminar Projector Guidance First The teacher knows the

understand Speaker Counselor Week necessity to give proper
the “Understanding Microphone of academic guidance to their
dynamic birth order and Laptop Grade 10 School students depending on
of student its Effect on Advisers Year their birth order.
identify- Student’s 4thflr.
cation as Academic Audio-Visual The teachers identified
to their Performance” Room essential ways of
birth Nuestra addressing student’s
order. Senora de academic performance
Aranzazu concern.
Parochial
Teachers School The teachers were able to
would be help each student under
able to their advisory about
provide a sibship position in relation
more to academic performance
complete and to excel academically.
assess-
ment of Te teachers recognize the
student addition of dynamics to
needs. student identification thus
teachers would be able to
provide a more complete
assessment of student
needs.
80

ACTIVITY 1 Seminar: “Understanding Birth Order and Its Effect

on Student’s Academic Performance”
Objectives:
o To understand this dynamic of student identification as to
their birth order.
o Teachers would be able to provide a more complete
assessment of student needs.
Materials, Venue and Resources

 Projector
 Speaker
 Microphone
 Laptop
 4thflr. Audio-Visual Room Nuestra Senora de Aranzazu
Parochial School
Facilitator and Audience

Guidance Counselor
Grade 10 Advisers
Time Table
First Week of School Year
Evaluation
In seminar the teacher will discover:
1. Appreciable knowledge about the birth order and observable

facts in the students.
2. It is very necessary to give proper academic guidance to

their students depending on their birth order.
3. The essential ways of addressing student’s academic

performance concern.
4. To help each student under their advisory about challenges

on their sibship position in relation to academic
performance and to excel academically.
5. With the addition of this dynamic of student

identification, teachers would be able to provide a basis
additional assessment of their student needs.
81

I. Recommended Program for Parents

MATERIAS,
FACILITATOR TIME
AND AUDIENCE TABLE
RESOURCES
The parents identified the

importance of
understanding the birth
To Seminar Projector Guidance First order and its effect to
understand Speaker Counselor Week academic performance of
the “Parental Microphone of their child.
complexity understanding Laptop Grade 10 School
of birth counts” Advisers Year Parents learned different
order and 4thflr. approaches for possibly
it’s relation Audio- Parents Orien- openness from their child.
to academic Visual Room tation
performance Nuestra Parents spend time for
of their Senora de one-on-one chat with their
child. Aranzazu child and discuss matter
Parochial about school.
To School
understand Parents encouraged their
why their child to work
child competitively in school.
academic
performance Parents helped lift their
are in a way children’s academic
different performance without
than other putting them on pressure
children or and lessened comparison
their own among other siblings.
siblings.
Parents changed their
parenting styles and made
extra effort appreciating
their children order may
help the children to
recognize skills necessary
to perform academically.
Parents identified the

benefits of understanding
their child according to
their birth order.
82

Activity 2 Seminar: “Parental Understanding Counts”
Objectives:
o To understand the complexity of birth order and it’s
relation to academic performance of their child.
o To understand why their child academic performance are in a
way different than other children or their own siblings.

 Projector
 Speaker
 Microphone
 Laptop
 4thflr. Audio-Visual Room Nuestra Senora de Aranzazu
Parochial School

Guidance Counselors, Grade 10 Advisers and Parents
Time Table
Parent’s – Teacher Orientation during first semester of school
year.
Evaluation
In seminar the parents/guardians will learn:
1. The importance to understand the effects of birth order to

academic performance of their child.
2. Appreciable knowledge about birth order and observable

facts in their child.
3. The different approaches for possible on how to deal with

their child’s academic performance.
4. To spend time for one-on-one chat with their child and

discuss matters about school.
5. The necessity of encouraging their child them to work

competitively in school. In order for students to become
truly adjusted, motivated and to achieve success in school.
They should allow them to work as individuals and allow
them to engage in school activities pertaining to
academics.
83

6. To motivate their children in their academic performance

without putting them on pressure and to lessen comparison
among other siblings.
7. The changes in parenting styles and make an extra effort to

appreciate their children according to their birth order
and help the children to recognize skills necessary to
perform academically.
8. Also the results of this understanding could benefit their

children which could increase the rate of performance
academically. They motivate their child to strive hard, to
become a better competitive individual and prepare them for
their future career choices.
84

I. Recommended Program for Students

MATERIAS,
FACILITATOR TIME
AND AUDIENCE TABLE
RESOURCES
The students understood

the importance of effects
of birth order to their
To Group Process: Clothes Grade 10 Last academic performance.
understand Baskets / Advisers and day,
the intricacy “Change Trays Students first The students recognize
of birth Roles” Boxes month their strengths and
order and Projector of the weaknesses according to
it’s relation Speaker school their birth order in terms
to their Microphone acade- of academic
academic Laptop mic performance.
performance. year
4thflr. Students have seen birth
To Gymnasium order as factor to
understand Nuestra consider in academic
why Senora de performance. Thus they
academic Aranzazu understand one self and
performance Parochial adopted change to
differs than School perform better at school.
other student
based on Only one child
their birth recognized the important
order. to have social
interactions.
The students learned

effective approach
depending on their birth
order to perform
academically.
85

Activity 3 Group Process: “Change Roles”
Objectives:
o To understand the intricacy of birth order and it’s
relation to their academic performance.
o To understand why academic performance differs than other
student based on their birth order.

 Clothes
 Baskets or Trays
 Boxes
 Speaker
 Microphone
 Laptop
 4thflr. Gymnasium, Nuestra Senora de Aranzazu Parochial
School

Grade 10 Advisers and Students
Time Table
Last day, first month of the school academic year
Procedure:
Part I: Games
1. Students will be assigned to group with varying birth
order.
2. Each group will have one first born, middle born, last born
and only child student.
3. On a particular task (keeping the clothes) the group
members will change roles. The last born will instruct, the
middle born will command and the first born will follow
with the help of the only born child.
4. The first group who finish the task will win.
Part II: Group Process

1. Each group should discuss the challenges each member
experience from completing the task.
2. Ask the student how they feel about the role given to them.
3. Facilitator should lift up the student and discuss the
qualities and advantages being on that position.
4. The facilitator will illiterate and discuss different roles
according to birth order and how does this birth order
difference affects academic performance.
86

Evaluation
In activity the student will learn:
1. The importance of understanding the effects of birth order

to their academic performance.
2. To recognize strengths and weaknesses according to their

birth order.
3. Birth order should be seen as factor to consider in

academic performance. Thus understand one self and adopt
changes to perform better at school.
4. If there is only one child, it is important to have social

interactions.
5. Effective approach depending on their birth order to

perform academically.
87

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SAN MATEO MUNICIPAL COLLEGE

General Luna St., Guitnangbayan I, San Mateo, Rizal

San Mateo Municipal College

RELATIONSHIP BETWEEN THE ACADEMIC PERFORMANCE AND BIRTH ORDER

MARIA CARMELLA LUZORATA SUCGANG

1. The Problem and its Background

2. Review of Related Literature

4. Presentation, Analysis and Interpretation of Data

Frequencies of the Subjects in terms of Gender

Frequencies of the Students In Terms Of Age

Table 6.Age Frequencies of First born students 31

Welch T Test Result

Frequencies of the Data related to Birth Order

Table 30.Middle Born Student’s Number of Siblings 43

Table 31.Last Born Student’s Number of Siblings 44

Table 32.Only Born Student’s Number of Siblings 44

Table 33.Comparison of Student’s Number of Siblings 45

5. Conclusion and Discussion

Electronic copy available at: https://ssrn.com/abstract=3176933

Electronic copy available at: https://ssrn.com/abstract=3176933

Problem and Its Background

Birth order is a major social inﬂuence in childhood, one

from which creates style of life. Being older or younger than

one’s siblings and being exposed to different parental attitudes

create distinct childhood conditions that help determine our

perception on all aspect as an individual. Children of a family

behave in another way although they were nurture in the same

parents. On top of behaviors, siblings do differ in terms of

personality, characteristics, intelligence, familial sentiment

and others. Parents’ attention, investment, and expectation vary

across children. It was also suggested that parental resources

that a child received decrease as the sibship size grows bigger.

Therefore, as a result of their distinct birth order every child

experiences different level of parental resources and

investment, while these unique experiences will in turn shape

their developmental course (Sun Ha & Tam 2011). Groose (2000)

noted that the position of a child in a family is a powerful

predictor of personality and academic achievement and it is a

factor that parents and teachers need to consider as they look

for ways to raise happy and well adjusted children.

Electronic copy available at: https://ssrn.com/abstract=3176933

Although education is not the only road to success in the

working world, much effort is made to identify, evaluate, track

and encourage the progress of students in schools. Parents care

about their child’s academic performance because they believe

security (Bell, M.J 2017).

1.2 Theoretical Framework

The pioneer of birth order research, Alfred Adler seen

firstborns are always leaders, high-achievers, ambitious, and

conforming. They attempt to please their parents via traditional

ways, which are through academic performance and responsible

behaviors. Middle children, on the other hand, often report

feeling inferior to older children because they may experience

difficulty finding a position of privilege and significance in

the family because they never have the opportunity to monopolize

parents’ attention. Most middle born chooses to focus their

energies in areas different from those in which their older

sibling is already established. Because of rivalry with

firstborns and to be prominent in the family dynamic, the middle

born innovates doing something or being different from their

older siblings in order. They often are more competent at an

their example to follow (Franz, 2006). Differ from the older

Electronic copy available at: https://ssrn.com/abstract=3176933