EFFECTS OF SOCIOECONOMIC STATUS TO THE LEVEL OF ACADEMIC

PERFORMANCE OF COLLEGE FRESHMEN STUDENTS

An Undergraduate Thesis Presented to

The Faculty of College of Engineering Education
University of Mindanao Matina, Davao City

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In Partial Fulfillment of the Requirements

In GE2 (Purposive Communication)
2nd Term, 1st Semester SY 2018–2019

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CASAL, FREJANE MARIE A.

ABRIGANA, JHUBERT
REMORTA, DELRE
LUMPAY, MAR LOUIS
ESPANOLA, RODJOHN

SEPTEMBER 2018
 RATIONALE

Unequal distribution of income has caused problems concerning education

among the society. The right to have education may not be enjoyed by everyone since

there are those families who cannot afford to send their children to school due to being

financially-challenged.

While this instance happens, there also exist cases by which the child actually

has the opportunity to go to school; but then again, because of the family’s

insufficiency of income to finance the child’s education, it may be a hard time for the

child to keep up with some of the school’s demands---which can make a huge impact

to his/her academic performance.

Socioeconomic status is the social as well as economic order of people who

are believed to be and are accordingly ranked by all members of the community in

socially superior or inferior positions. It is an all inclusive hierarchy which ranks all the

members of the society into a vertical services or horizontal layers. The persons

belonging to a particular class behave differently from members of other class. They

differ in their style of life which includes factors like occupation or profession, income,

consumption of goods, family rituals, manners and customs and social intercourse

which includes social customs, exchange of social cultures, social parties etc. (Raju,

2016)

Research indicates that children from low socioeconomic (SES) households

develop academic skills slower than children from higher SES groups. (Morgan,

Farkas, Hillimeier & Maczuga, 2009). Children from low-SES families are less likely to

have experiences that encourage the development of fundamental skills of reading

acquisition (Buckingham, Wheldall, & Beaman-Wheldall, 2013).

 On the other hand, Houle stated (2014) that students at lower SES

backgrounds are at a higher risk of accruing student loan debt burdens. This family

economic stress and personal financial constraints affected emotional distress in

students and their academic outcomes. (Mistry, Benner, Tan & Kim, 2009).

Academic achievement is the students’ capability of the instruction in the class

room. It is the general educational achievement and the area most commonly covered

by academic curricula. In the schools, the general method used to assess the

academic achievement is the examination. The marks that the pupil gets in the

examination are normally considered to be an indicator of his achievement. (Raju,

2016). The marks which are actually reflected in the grades are the indicator of

academic performance on this study.

The findings of this study will be of great

 STATEMENT OF THE PROBLEM
This study finds out the relationship between the student’s socioeconomic status and
his/her academic performance. The study finds answer to the following questions:
 REFERENCES
Raju, T. (2016). Relationship between Socio Economic Status and Academic
Achievement. IRA International Journal of Education and Multidisciplinary
Studies (ISSN 2455–2526), 3(3).

Mistry, R. S., Benner, A. D., Tan, C. S., & Kim, S. Y. (2009). Family economic stress
and academic well-being among Chinese-American youth: The influence of
adolescents’ perceptions of economic strain. Journal of Family Psychology,
23, 279-290. http://dx.doi.org/10.1037/a0015403

Houle, J. N. (2014). Disparities in debt: Parents’ socioeconomic resources and

young adult student loan debt. Sociology of Education, 87(1), 53-69.
doi:10.1177/0038040713512213

Morgan, P. L., Farkas, G., Hillemeier, M. M., & Maczuga, S. (2009). Risk factors for
learning-related behavior problems at 24 months of age: Population-based
estimates. Journal of Abnormal Child Psychology, 37, 401-413.
doi:10.1007/s10802-008-9279-8

Buckingham, J., Wheldall, K., & Beaman-Wheldall, R. (2013). Why poor children are
more likely to become poor readers: The school years. Australian Journal of
Education, 57, 190-213. doi:10.1177/0004944113495500