POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

FACTORS AFFECTING ACADEMIC PERFORMANCE OF GRADE 12 STUDENTS IN

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

A Thesis
Presented to the Faculty of The
College of Education of the
Polytechnic University of the Philippines
Sta. Mesa, Manila

In Partial Fulfillment of the Requirements for the Degree of

Bachelor In Business Teacher Education Major In Business Technology And
Livelihood Education

By:
Cabantog, Rhealyn S.
Manansala, Prince Jeric E.
Nicolas, Bea Armina C.
Ponce, Micah Hanani Shimei S.
Sanchez, Evangeline L.
BBTE BTL III-2D

October, 2017
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 2

Chapter 1
THE PROBLEM AND ITS SETTING

Introduction

Academic achievement or (academic) performance is the extent to which a student, teacher or

institution has achieved their short or long-term educational goals. Cumulative GPA and

completion of educational degrees such as High School and bachelor's degrees represent

academic achievement.

Academic achievement is commonly measured through examinations or continuous

assessments but there is no general agreement on how it is best evaluated or which aspects

are most important — procedural knowledge such as skills or declarative knowledge such as

facts. Furthermore, there are inconclusive results over which individual factors successfully

predict academic performance, elements such as test anxiety, environment, motivation, and

emotions require consideration when developing models of school achievement. Students’

academic gain and learning performance is affected by numerous factor including gender,

age, teaching faculty, students schooling, father/guardian social economic status, residential

area of students, medium of instructions in schools, tuition trend, daily study hour and

accommodation as hostelries or day scholar. Many researchers conducted detailed studies

about the factors contributing student performance at different study levels. Graetz (1995)

suggested “A student educational success contingent heavily on social status of student’s

parents/ guardians in the society. Considine and Zappala (2002) noticed the same that

parent’s income or social status positively affects the student test score in examination.

Durden and Ellis quoted Staffolani and Bratti, (2002) observed that “the measurement of

students previous educational outcomes are the most important indicators of students future
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 3

achievement, this refers that as the higher previous appearance, better the student’s

academic performance in future endeavours.

Lot of studies have been conducted in the area of students achievement and these

studies identify and analyze the number of factors that affect the academic performance of the

student at school, college and even at university level. Their finding identify students’ effort,

previous schooling, parent’s educational background, family income, self-motivation of

students, age of student, learning preferences and entry qualification of students as important

factors that have effect on student’s academic performance in different setting.

Background of the Study

In this era of globalization and technological revolution, education is considered as a first step

for every human activity. It plays a vital role in the development of human capital and is linked

with an individual’s well-being and opportunities for better living (Battle & Lewis, 2002). It

ensures the acquisition of knowledge and skills that enable individuals to increase their

productivity and improve their quality of life. This increase in productivity also leads towards

new sources of earning which enhances the economic growth of a country (Saxton, 2000).

The quality of students’ performance remains at top priority for educators. It is meant for

making a difference locally, regionally, nationally and globally. Educators, trainers, and

researchers have long been interested in exploring variables contributing effectively for quality

of performance of learners. These variables are inside and outside school that affect students’

quality of academic achievement. These factors may be termed as student factors, family

factors, school factors and peer factors (Crosnoe, Johnson & Elder, 2004).
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 4

Theoretical framework

Walberg's Theory of Educational Productivity

Classroom learning is a multiplicative, diminishing-returns function of four essential factors—

student ability and motivation, and quality and quantity of instruction—and possibly four

supplementary or supportive factors—the social psychological environment of the classroom,

education-stimulating conditions in the home and peer group, and exposure to mass

media. Each of the essential factors appears to be necessary but insufficient by itself for

classroom learning; that is, all four of these factors appear required at least at minimum level.

It also appears that the essential factors may substitute, compensate, or tradeoff for one

another in diminishing rates of return: for example, immense quantities of time may be

required for a moderate amount of learning to occur if motivation, ability, or quality of

instruction is minimal (Haertel et al., 1983, p. 76).

The authors first review psychological models of educational production that relate learning to

aptitude and environment, and note that these models do not allow for interaction between the

aptitude and environment variables. The authors then describe productivity models in

economics and demonstrate that such models are explicit and testable and do allow for

interaction among variables. An educational model emulating the economics models is

proposed to explain academic achievement on standardized tests. In this model of

educational productivity, an equation combines the variables of student ability and motivation,

instructional quantity and quality, home and classroom environments, and age. According to

the authors, the interaction among the model's variables may explain a number of problems in

educational research, including the lack of demonstrable results from instructional innovation
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 5

or compensatory education, the weak correlations between achievement and instructional

time, and the confusion in findings relating aptitude to teaching methods.

Conceptual Framework

The researcher used

INPUT PROCESS OUTPUT

RESPONDENT’S PROFILE To determine

Gather data what are the
 Name through factors
 Year and Section survey affecting
 Age questionnare. academic
 Gender performance.

FACTORS AFFECTING
ACADEMIC PERFORMANCE

1. Student Related Factors

 Peers
 Self-esteem
2. Teacher Related Factors
 Experience
 Mastery of the subject
3. Family and Community
Factors
 Child Treatment
 Background of the family

Statement of the Problem

The researchers aimed to determine the factors affecting low academic performance

of Grade 12 students in Polytechnic University of the Philippines.

This study sought to answer the following:

 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 6

1. What is the demographic profile of the students?

1.1 Age

1.2 Gender

1.3 General Average

2. What are the factors affecting the academic performance of the students?

2.1 Student-related Factors

2.1.1 Health

2.1.2 Peers

2.1.3 Self esteem

2.2 Teacher-related Factors

2.2.1 Teacher-Student Relationship

2.2.2 Experience

2.2.3 Mastery of the Subject

2.2.4 Teaching Methods

2.3 Family and Community Factors

2.3.1 Child Treatment

2.3.2 Background of the Family

3. Is there a significant difference between the factors when respondents are grouped

according to profile?

Hypothesis

As per what is partially discussed, the academic performance of the grade 12 students is

commonly predicted based on their previous achievement. But it is also determined that the

following factors has a big contribution to the academic achievement of the learners.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 7

Scope and Limitations

This study was conducted to examine different factors affecting the academic performance of

senior high school students in Polytechnic University of the Philippines. The respondents for

this study were 12th grade students. A survey was conducted by using a questionnaire for

information gathering about different factors relating to academic performance of students.

The academic performance was gauged by the result of their 11th grade annual examination.

Standard t-test and GWA were applied to investigate the effect of different factors on students’

achievement.

Significance of the Study

The study may be helpful for both teachers and parents of the students. It helps the school

administration to design and implement the policies to improve the students’ performance and

the quality of education by changing the attitude of students towards learning, facilitating

students and improving the teaching procedures. Parents can use the outcomes of the study

to solve the students’ problems and to look after them. It may also create awareness among

students about their rights and responsibilities to achieve quality education.

Definition of Terms

Academic performance is the extent to which a student, teacher or institution has

achieved their short or long-term educational goals. Cumulative GPA and completion of

educational degrees such as High School and bachelor's degrees represent academic

achievement.
 POLYTECHNIC UNIVERSITY OF THE PHILIPPINES 8

Learning Disabilities are neurological differences in processing information that

severely limit a person’s ability to learn in a specific skill area.

Peer a person who is equal to another in abilities, qualifications, age, background, and

social status.

Self-esteem reflects a person's overall subjective emotional evaluation of his or her

own worth. It is a judgment of oneself as well as an attitude toward the self. Self-esteem

encompasses beliefs about oneself, (for example, "I am competent", "I am worthy"), as well as

emotional states, such as triumph, despair, pride, and shame.

Teacher-Centered Method the approach is least practical, more theoretical and

memorizing.

Student-Centered Method approach to promote interest, analytical research, critical

thinking and enjoyment among students.

Teacher-Student Interactive Method this teaching method applies the strategies

used by both teacher-centered and student-centered approaches.