CHAPTER 2

Review of Related Literature and Studies

Foreign LiteratureStudent Performance

Galiher (2006) and Darling (2005), used GPA to measure student performance because the main focus
in the student performance for the particular semester. Some other researchersused test results or
previous year result since they are studying performance for the specificsubject or year (Hijazi and
Naqvi, 2006 and Hake, 1998). Many researchers have discussed the different factors that affect 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
includes students competence in English, class schedules, class size, English text books,class test results,
learning facilities, homework, environment of the class, complexity of thecourse material, teachers 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. Research
studies shows that students‘ performance depends on many factors such as learning facilities, gender
and age differences, etc. that can affectstudent performance (Hansen, Joe B., 2000). Harb and El-
Shaarawi (2006) found that the mostimportant factor with positive effect on students' performance is
Parental Involvement.

ACADEMIC PERFORMANCE

In his widely cited paper, Romer (1993) is one of the first few authors to explore the relationship
between student attendance and exam performance. A number of factors have contributed to declining
class attendances around the world in the last 15 years. The major reasons given by students for non-
attendance include assessment pressures, poor delivery of lectures, timing of lectures, and work
commitments (Newman-Ford, Lloyd & Thomas, 2009). In recent times, students have found a need to
seek employment while studying on a part-time basis due to financial constraints. The numbers of part-
time and mature students has also risen sharply. The use of information technology also means that
information that used to be obtained from sitting through lectures can be obtained at the click of a
mouse. Indeed, web-based learning approaches have become the order of the day. Educational services
are often not tangible and are difficult to measure because they result in the form of transformation of
knowledge, life skills and behavior modifications of learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So
there is no commonly agreed upon definition of quality that is applied to education field. The definition
of quality of education varies from culture to culture (Michael, 1998). The environment and the personal
characteristics of learners play an important role in their academic success. The school personnel,
members of the families and communities provide help and support to students for the quality of their
academic performance. This social assistance has a crucial role for the accomplishment of performance
goals of students at school (Goddard, 2003). Besides the social structure, parents‘ involvement in their
child‘s education increases the rate of academic success of their child(Furstenberg & Hughes, 1995).
MEDIA/TECHNOLOGY

Education encounters, in modern times, challenges in all aspects of social, economic & cultural life; the
most important of which are over-population.

According to attachment theory relationships with supportive caregivers characterized by trust

responsiveness, and involvement promote social and emotional development through the development
of healthy internalize working models. Children with supportive internal working model feel sense of
security that allows them to explore novel situations (Bretherton & munholland, 1999). Therefore when
teachers are warm supportive,they provide students with a sense of connectedness with the school
environment and the sense of security to explore new ideas and take risk both fundamental to learning
(Mitchell-Copeland, Denham,& Demulder,1997, Murray & Greenberg,2000, Watson, 2003). However it is
not always easy to be warm and supportive, especially when provocative student behavior thwart the
teachers efficacy to perform his or her primary instructional role and the school culture promotes
punitive control measures over more authoritative approaches (G.R. Mayer, 2001). Although the quality
of the student teacher relationship depends in part on how teacher's express and process negative
emotions (George & Solomon,1996), as we reviewed above for many teachers regulating negative
emotions in the classroom can be challenging and is commonly reported stressors ( Carson & Templin
2007 Sutton,2004). Although regularly face situations that provoke anger,contempt,disgust, sadness, and
frustration to develop and maintain healthy relationships with their students teachers must find
appropriate ways to express or inhibit their feelings in a classroom setting.(Hargreaves, 2000). Although
teachers recognize the importance of regulating their emotions and think they are keeping their feelings
hidden from the students often the less successful than they imagine (Carson & Templin 2007;Sutton
2004;Sutton & Wheatley,2003). Teachers who expect to be responsible for educating students soon find
that their responsibilities go far beyond the curriculum. Children bring their outside experience with
them to school each day. This experiences have shaped who they are and foreshadow their futures
(Ladson-Billings,2009). Teachers are expected to overcome all of these obstacles yet have not adequately
educated to understand how these life circumstances affect the families they serve. Working in low
income urban schools proves to more challenging than many teachers expected and is often far different
from their own experiences with schooling. Tje teachers are a part of this system that they often do not
fully understand. As a result educators are likely to engage in behaviors that contribute to the
achievement gap. This particularly dangerous because research shows that the teacher is one of the
greatest factors in student success (McNeal,2005). When teachers are unprepared to cope with realities
of their students lives and unaware of how schooling contributes to this reality, success can be difficult
to achieve. According to Gallavan et al (2005), Teachers especially at the novice level are not aware of
the vastly different worlds their students live in. Instead they assume that their students are just like
them. This assumption allows for many teachers to utilize educational approaches that they witnessed
growing up. As a result when their own schooling. A teacher skill expertise and willingness can student
learn in the art teaching anything teacher does is going to be scrutinized by students. If the teacher
serves as an ideal role model demonstrate competence as well as confidence in the subject he or she is
teaching the student will respond positively. This rule applies to administrators as well in the contrary
the favoritism of the teacher can also affect the learning process of the students. The way theiy teachers
deal with them is one thing though teachers have different strategy on imparting knowledge studenu do
not understand easily. They will be confused on things regarding on how and why the teacher has their
favorite students (Gaudencio V. Aquino 1975).Brues (2006) More and more research studies
demonstrate that daytime behavior sleepiness from chronic sleep deprivation and poor quality sleep has
significant impacts on daytime behavior and academic performance, as well as concentration, attention,
and mood. Even 20 fewer minutes of needed sleep may significantly affect behavior in many areas. One
study showed that those students with C's D's and F's got about 25 minutes and went to bed an average
of 40 minutes later than A and B students. And most adolescence not getting sleep it is not widely
recognized and appreciated just how pervasive and critical quality sleep is for brain development and
how it directly influences daytime functioning, performance, mood and behavior. The lack of positive
attention can cause tremendous behavior problems.

Chapter 3

Research Methodology and Procedure

Research Design

The descriptive method will be employed in this study to determine the factors that affects the
Academic Performance of Grade-11 HUMSS of Saint Ferdinand College, because the whole study or
research is focused on the different factors that is affecting the Academic Perfomance of the students.

Research Locale
 This study will be conducted at Saint Ferdinand College since chosen respondents are students of
this school. Saint Ferdinand College is the only Catholic Educational Institution located in Ilagan City,
Isabela, Philippines. It was established in 1950 founded by Knights of Columbus Ilagan Council 3705. Its
formal operation was in the School Year 1951-1952 with classes offering from Kindergarten to College
level.

Sample or the Respondents

This study will be conducted for 15 students in section A to D of Grade 11 HUMSS students of
Saint Ferdinand College, City of Ilagan Isabela for the school year 2018-2019.

Name of Section Number of Respondents Percentage

Jhudiel 15

Uriel 15

Sealtiel 15

Ezekiel 15

TOTAL 60 100%

Research Instrument

The research instrument to be use on this study is questionaire. It consist series of questions that
are connected to the topic for the purpose of gathering information from the respondents. It provides a
relatively cheap, quick and efficient way of obtaining large amounts of information from a large sample
of people. This is useful for a large populations when interviews would be impractical.

Data Gathering Process

The first step before going to the testing proper is to make a request letter to the Principal as well
as class advisers and other faculty members that are selected in the administration. The researchers will
personally explain and guide the students in answering the questionaire. In administering the
questionaire, the researchers will use the time allotted for vacant to avoid distruction during class
discussions. The student responses were given enough time to answer the questions. After data
gathering, the researchers will consolidate it for tallying and to apply the statical treatment to be use in
the study. The grades will be obtained from the Form 138 of students provided by the adviser.