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CHAPTER I

PROBLEM

Introduction

The word is becoming more and competitive. Quality of performance has

become the key factor for personal progress. Parents desire that their children

climb the ladder of performance to as high level as possible. This desire for high

level of achievement puts a lot of pressure on students, teacher, schools and in

general the education system itself. In fact, it appears as if the whole system of

education revolves around the academic achievement of students, though various

other outcome is also expected from the system. Thus, a lot of time and effort of

the schools are used for helping students to achieve better in their scholastic

endeavors (Ramaswamy, 1990).

Many students do badly academically, due to factors other than low

intellectual capacity. One such factor is poor study habits, which often result in

poor academic performance even among the naturally bright students. Habits are

true indicators of individuality in a person (Gunaganarar, 2014). So, study habits

are the behavior of an individual related studies. The pattern of behavior adopted

by student’s n the pursuit of their studies is considered under the caption of their
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study habits. Study habits reveals student personality. Learners character is

characterized by this study habits.

Research into factors affecting the academic performance of students who dropout

concentrates strongly on two areas. On the one hand, there have been many

surveys asking students why they dropout. On the other hand, there have been

studies that look at the academic performance of students in relation to variables

such as gender, personality characteristics, etcetera (Woodley 2003, 1 of 5).

Therefore, it is better to develop study habits, dropout rate and environment

interaction of Grade 7 students. It is the proper time and age to cultivate their study.

At this age student are quite matured. They are able to know what is good and

what is bad. They can avoid bad things and invite good things with the help of

teachers (Halyannavar, 2014).

SIGNIFICANCE OF THE STUDY

The result of the study will contribute additional information to the existing body of

knowledge, especially on the academic Performance of Grade 7 Students in

Hinandayan National High School- Minbahandi Campus also in the field of

education.
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At the same time, it will be beneficial to the following:

Students. The result of the study may give ample information to the students

especially grade7 who are low in academic performance.

Teachers. This study will help the teacher to improved their teaching strategy so

that students who are low in academic performance is highly motivated.

Researchers. Future researchers will benefit this study for it will give them

additional information that would guide them in pursing similar research in the

future and for more knowledge.

Conceptual Framework

This study will be conducted because the researchers wanted to improve

Academic Performance of Grade 7 Students in Hinandayan National High School-

Minbahandi Campus.

Academic performances is the nature of motivation and learning strategy

use is vital to improving student learning outcomes. This study was intended to

explore the motivational beliefs and learning strategy use by students in

connection with their academic performance. It also solicited students’ self-reports

about presumed factors hindering their learning.

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Galiher (2006) and Darling (2005), used GPA to measure student

performance because they main focus in on the student performance for the

particular semester. Some other researchers used test results or previous year

result since they are studying performance for the specific subject or year (Hijazi

and Naqvi, 2006 and Hake, 1998).

According to Barshley (2013), academic performance is the outcome of

education; it is the extent to which a student, teacher or institution has achieved

their educational goals.

Thus, based on the abovementioned premise, a research paradigm is

conceptualize as presented in Figure 1. There are two variables presented: the

independent variables which are the profile of the respondents of which might have

an effect directly or indirectly on the perceived effects of the Academic

performance of Grade 7 students in terms dropout rate, study habits and

environment interaction and the dependent variable which are the perceived

effects of the academic performance of students.

There are two boxes that are linked to each other. The first box contains the

profile of the respondents with regards to Age, Sex, and economic Status. The

second box shows Effects of Academic Performance of Grade 7 Students in

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Hinandayan National High School- Minbahandi Campus to monitor student’s

behavior n study.

Research Paradigm

Independent Variable Dependent Variable

The Respondents’ Profile in terms

of:

 AGE

 SEX Academic Performance of Grade

 ECONOMIC STATUS Seven Students in Hinandayan

National High School- Minbahandi

Campus.

Figure 1. Schematic Diagram of the Study

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Statement of the Problem

This study aims to determine the Academic Performance of Grade Seven Students

in Hinandayan National High School- Minbahandi Campus in terms.

Specifically, the study sought to answer the following questions:

1. What is the profile of the respondents in terms of:

1.1 Age

1.2 Sex

1.3 Economic Status

2. What are the respondent’s academic performance level in terms of:

2.1 Achievement in major subjects;

2.2 Improved study habits;

2.3 Reducing dropout rate.

3. Is there a significant difference between the perception of the

respondent’s level of Academic performances according to their profile?

3.1 Age

3.2 Sex

3.3 Economic Status.

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Hypothesis

At 0.05 level of significance, it is hypothesized that there is no significant

difference between the perception of the respondents on the Academic

Performance of Grade Seven Students in Hinandayan National High School-

Minbahandi Campus when grouped according to their profile in terms of age, sex

and economic status.

SCOPE AND LIMITATIONS

The focus of the study is to determine the academic Performance of Grade

Seven Students in Hinandayan National High School- Minbahandi Campus in

terms of dropout rate, study habit and economic status by the selected Grade 7

students in Hinandayan National High School- Minbahandi Campus. The study will

be conducted during the academic year of 2019-2020.

DEFINITION OF TERMS

For better understanding, the following terms used in this study are defined

conceptually and operationally.

Sex. The term refers to the male and female gender of respondents.
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Age. The term refers to the respondents’ biological age in existence.

Academic. Is used to describe work, or a school, college, or university, that

places emphasis on studying and reasoning rather than on practical or technical

skills. The author has settled for a more academic approach

Performance. Is completion of a task with application of knowledge, skills

and abilities. Contents.

Academic Performance. Is extent to which a student, teacher or institution

has achieved their short or long-term educational goals.

Students. Is primarily a person enrolled in a school or other educational

institution who attends classes.

Parents’ Combined Monthly Income. This refers to the combined monthly

income of the mother and father of the respondents.

CHAPTER II

REVIEW OF RELATED LITERATURE

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This section gives relevant ideas that are taken from the literature reviewed

that have something to do with the Academic Performance of Grade 7 Students in

Hinandayan National High School.

According to Barshley (2013), academic performance is the outcome of

education; it is the extent to which a student, teacher or institution has achieved

their educational goals. Thus, performance is characterised by performance on

tests associated with coursework and the performance of students on other

types of examinations (Kyoshaba, 2009).

Various studies have been carried out on the factors that affect students’

academic performance or achievement in schools, colleges and universities. Some

of the factors identified and reported to have affected the academic performance of

students in these different settings are: student effort, previous or prior educational

performance, self-motivation, the social-economic status of the students’ parents,

the students’ age, number of hours of study per day, admission points, different entry

qualifications, tuition trends and the students’ area of residence (rural or urban)

(Farooq, Chaudry, Shafiq & Berhanu, 2011; Ali, Haider, Munir, Khan & Ahmed,

2013).

In addition, the admission points and the different entry qualifications,

which are the results of prior or previous academic performance likely to affect

the students’ future academic performance, have been considered in this

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study, as this research concerns the academic performance of students

admitted with different entry certificates. Tertiary institutions all over the world,

including Nigeria, use prior academic performance in terms of admission points

or different entry qualifications/certificates as a basis for selecting students for

admission into the colleges of education, polytechnic schools and universities.

These admission points or entry certificates are always of equivalent rating or

value, even though they may be awarded by different examination bodies.

Thus, Bratti and Staffolani (2002) observed that the measurement of the

students’ prior educational outcomes or performance is the most important

indicator or determinant of the students’ future academic performance.

The type of school a child attended also affects the academic performance of

the student.

In this regard, Kyoshaba (2009) observed that students’ educational

outcome and academic success is greatly influenced by the type of school

which they attended. The school we attend is the institutional environment that

sets the parameters of a student’s learning experience. In agreement with this,

Considine and Zappala (2002) reported that the type of school a child attends

influences the educational outcomes; furthermore, schools have an

independent effect on the students’ educational attainment, and this is likely to

operate through the variation of quality and attitudes. In the same vein, Miller
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and Birch (2007), while studying the influence of the high school attended on

university performance, observed that outcomes at the university level differ

according to the type of high school attended. Thus, a student’s school

background is positively related to his or her academic performance at an

undergraduate level.

In addition, Ali et al. (2013) and Kwesiga (2002) also observed that the

learning outcomes and educational performance of students are strongly

affected by the type of educational institution where they received their

education. However, this is a function of the number of facilities a school offers,

which usually determines their quality, and which in turn affects the

performance and accomplishments of its students.

Entry qualifications linked to different certificates of equivalent value for student

admission into post-secondary institutions is another factor that affects the

students’ academic performance at post-secondary levels. Although the

certificates each group of students obtained from different examination bodies

may be equivalent, the curriculum content and the expected educational

outcomes may not be exactly the same. In a study conducted by Ringland and

Pearson (2003) on the difference between diploma entrants and direct ‘A’-

Level entrants and the subsequent performance of each group reported that

there was no significant difference between the groups; however, performance

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in terms of academic achievement prior to reaching the university did appear

to affect performance at university to a small extent. In a related study, Mlambo

(2011) observed that for a number of institutions, student admission is based

on a number of different qualifications, to the extent that students receiving

instruction in the same course differ greatly in terms of their prior knowledge.

This being the case, one might wonder whether other researchers totally

agree that prior educational performannce, admission points and different entry

qualifications truly affect future academic performance. The answer is no. In a

study on the relationship between previous academic performance and

subsequent achievement at the university level, Huws, Reddy and Talcott

(2006) found that students learning or studying at the graduate level and scores

earned failed to predict any level of academic achievement at university.

The Academic Admission Council at Oregon State University (2003) also

disagreed with the view that academic performance is determined by prior

academic performance. They held that traditional measures of academic

potential, such as grade point average or ‘A’-level grades did not predict

academic performance at university. Mlambo (2011) also reported that there

was no significant difference in the academic performance among students due

to differences in the admission criteria employed; the same study observed that

while varied, these criteria adequately assessed the potential of students to

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handle the demands of courses in agriculture. However, holders of diplomas in

agriculture and other qualifications appeared at the bottom of the academic

performance chart.

Nonetheless, it is very important to note that even though these studies

do not agree with former studies that indicate achievement in previous studies

affects future performance, they did confirm that admission scores are related

to academic performance at the university level, but to a very minimal extent

(Ali, et al.; Mlambo, 2011; Kyoshaba, 2007).

In light of the related literature reviewed, it seemed pertinent to find out whether

there is actually any difference in the academic performance of students with

different qualifications. This is because quality technical teachers are very

relevant in technical education.

Thus, the success or failure of any technical education system is

dependent on the quality of its teachers (Banjo, 1974). Also, the level of

academic performance of the students in the NCE Technical Programme could

prove to be an index of the quality of the technical teachers in the system

(Ihiegbulem, 1992). Thus, this level of academic performance, in terms of the

two groups of students admitted into the NCE Technical Programme with SSCE

or C & G certificates, respectively, was the subject of examination of this study.

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It also examined whether the groups differed significantly in terms of their

academic performance.

The abovementioned literatures relate to the present study of the

researchers which outlines some vital information about the academic

Performance of Grade Seven Students in Hinandayan National High School-

Minbahandi Campus

CHAPTER III

RESEARCH METHODOLOGY

Research Design

This study used descriptive research design. A descriptive research design

is a scientific method of study which involves observing and describing the

behavior of a subject without influencing it in any way. A questionnaire is the main

tool for gathering data for this study. It will be floated to a public school which is

Hinandayan National High School- Minbahandi Campus, Minbahandi, Camagong,

Nasipit Agusan del Norte particularly to the grade Seven students. It is aimed to
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determine the academic performance of grade seven students in Hinandayan

National High School- Minbahandi Campus.

Locale of the Study

The study conducted in the Sitio of Minbahandi, Camagong, Nasipit,

Agusan del Norte, in Caraga region.

The Respondents

The respondents of this study were the grade 7 students of Hinandayan

National High School- Minbahandi Campus. Teen students had purposely selected

to answer the questionnaire constructed to gather data about academic

performance of the grade 7 students. This had conducted during the Academic

Year of 2019.

Sampling Procedures

The researcher used a Purposive Sampling procedure to gather the

information needed in the study. Purposive Sampling is non-probability sampling

techniques where subject is selected because of the purposive accessibility and

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proximity to the researcher. Purposive sampling relies on the judgement of the

researcher when it comes to selecting the pieces of data that is use in the study.

Data Gathering Procedure

The following procedures were used to gather the data necessary for this

study.

Administration of Questionnaire. A survey was conducted by

administering the questionnaire to the selected respondents. Purposive

sampling was employed in choosing the respondents mainly from the

Hinandayan National High School-Minbahandi Campus was also retrieved

right away to increase the efficiency of data retrieval.

Research Instruments. In gathering relevant information needed for the

study, a questionnaire was used as the main tool for data gathering. The

researchers constructed the questionnaire that helped them gather data

needed for the study. The questionnaire contains two parts. The first part is

the profile of the respondents in terms of: Age, Sex, and Economic status

of the Parents combined monthly income. The second part is the

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Respondent’s Academic Performance. The questionnaire was subjected

for critiquing of experts to improve its content.

Statistical Treatment of the Study

For the analysis and interpretation of data, the following statistical tools

were used.

Frequency and Percentage. This was used to determine the distribution

of the respondents in terms of their age, sex, and Parents combined monthly

income.

Mean. This was used to measure the perceived effects of the academic

performance of grade 7 students in Hinandayan National High School-Minbahandi

Campus.

Chi – square. This statistical technique was used to test the relationship

between the respondents’ academic performance and their profile.

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

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This chapter deals with the presentation, analysis and interpretation of data. The

discussion of this study is presented in sequence based on the problems posed in

the study.

What is the respondents’ profile in terms of age, sex, and parents combined

monthly income?

Table 1 Distribution of Respondents by age.

Age Range Frequency Percentage

12 - 13 3 30

14 - 15 4 40

16 – 17 3 30

Total 10 100

Mean

Table one (1) presents the respondents' age distribution of the 10

respondents 3 or 30% belong to 12 - 13 age range; 4 or 40% are within 14-15

years old, and 3 or 30% belong to 16 - 17 age bracket.

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The findings imply that almost 50% of the respondents are within 14 - 15

years old as reflected in the mean that is 14.5. This further explains that the

respondents are of the normal age as grade eight. It means that the respondents

started schooling grade one (1) at six (6) years old.

Table 2 Distribution of Respondents by sex.

Sex Frequency Percentage

Male 4 40

Female 6 60

Total 10 100

Table two (2) presents the respondents' sex distribution of the 10 respondents 4

0r 40% are males and 6 or 60% are females.

The findings imply that most of the respondents are females which is 60%.

Table 3 Distribution of Respondents by Economic status/parents combined

monthly income.
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Economic Status Range Frequency Percentage

5,000 – below 8 80

15,001 25,000 2 20

Total 10 100

Table three (3) presents the respondents' parents combined monthly

income of the 10 respondents; 8 0r 80% of the respondents are in the range of 5,

000 and below; 0 or 0% of the respondents are in the range of 5, 001 - 15, 000; 2

or 20% of the respondents are in the range of 15, 001 - 25, 000; and 0 or 0% of

the respondents are in the range of 25, 001 and above.

The findings imply that 80% of the respondents are in the 5, 000 and below.

This further explains that the students' parents are poor.

Table 4 Distribution of Respondents by Academic Performance.

Academic Performance
Frequency Percentage
Range

90% - 100% 3 30

80% - 89% 7 70
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Total 10 100

Table four (4) presents the respondents' academic performance; 3 0r 30%

of the respondents are in the range of 90% - 100%; 7 or 70% of the respondents

are in the range of 80% - 89%; and 0 or 0% of the respondents are in the range

of 75% - 79%.

The findings imply that there are 70% of the respondents are in the range

of 80% - 89%. This further explains that most of the respondents are in the average

level.

Table 5: Test of relationship between the Respondents’ Academic Performance

Level and their Age

Critical
X2 Value df Level of significance Decision
There is significance=
4.286 3.841 1 0.05
Reject Ho

Table 5 presents the respondents’ test of relationship between their

academic performance level and their age. The findings show that the computed

Chi-square value is 4.286, a figure that is more than the critical value of 3.841 with

1 as the degree of freedom set at 0.05 level of significance. This means that there
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is a significant relationship between the respondents’ level of academic

performance of their age. So, age is a critical factor in influencing students’

academic performance level.

Table 6: Test of relationship between the Respondents’ Academic Performance

Level and their Sex.
Critical Level of
X2 Value df significance Decision
0.079 3.841 1 0.05
NS= Accept Ho

Table 6 presents the respondents’ test of relationship between their

academic performance level and their sex. The findings show that the computed

Chi-square value is 0.079, a figure that is less than the critical value of 3.841 with

1 as the degree of freedom set at 0.05 level of significance. This means that there

is no significant relationship between the respondents’ level of academic

performance of their sex. Sex, therefore is not critical factor in influencing students’

academic performance level.

Table 7: Test of relationship between the Respondents’ Academic Performance

Level and their Parents combined Monthly Income.

Critical Level of
X2 Value df significance Decision
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0.476 3.841 1 0.05

NS= Accept Ho

Table 7 presents the respondents’ test of relationship between their

academic performance level and their parents combined monthly income. The

findings show that the computed chi-square value is 0.476, a figure that is less

than the critical value of 3.841 with 1 as the degree of freedom set at 0.05 level of

significance. This means that there is no significant relationship between the

respondents’ level of academic performance of their parents combined monthly

income. So, parents combined monthly income is a critical factor in influencing

students’ academic performance level.

CHAPTER V

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

This chapter summarizes the pertinent aspects of this study. It reflects the findings

obtained and the conclusions arrived at based on the data analyses. It also gives

some recommendation that emerged as a result of the investigation.

Summary
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This study aimed to determine the academic performance of the grade

seven students in Hinandayan National High School.

The formulated stated that there is no significant relationship between the

respondents’ age, sex, parents combined monthly income and academic

performance. Hypothesis testing was set at 0.05 level of significance.

Purposive Sampling procedure to gather the information needed in the

study. The study was conducted at Hinandayan National High School-Minbahandi

Campus. Minbahandi, Camagong, Nasipit, Agusan del Norte.

Survey questionnaires were administered to gather data needed for their

profile and their academic performance. This is to determine the respondents’

academic performance and the significant relationship between their profile.

After considering the problem, the frequency, percentage and chi-square

were utilized to treat the data. The results were tabulated, analyzed and presented

in tables and finally interpreted.

Findings

An analysis of the data obtained in this study revealed the following findings:

The findings imply that almost 50% of the respondents are within 14 - 15

years old as reflected in the mean that is 14.5. This further explains that the

respondents are of the normal age as grade eight. It means that the respondents

started schooling grade one (1) at six (6) years old.

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most of the respondents are females which is 60%. Most of the respondents

are females which is 60%. The respondents' parents combined monthly income of

the 10 respondents; 8 0r 80% of the respondents are in the range of 5, 000 and

below; 0 or 0% of the respondents are in the range of 5, 001 - 15, 000; 2 or 20%

of the respondents are in the range of 15, 001 - 25, 000; and 0 or 0% of the

respondents are in the range of 25, 001 and above. These imply that 80% of the

respondents are in the 5, 000 and below. This further explains that the students'

parents are poor. The respondents' academic performance; 3 0r 30% of the

respondents are in the range of 90% - 100%; 7 or 70% of the respondents are in

the range of 80% - 89%; and 0 or 0% of the respondents are in the range of 75%

- 79%. These imply that there are 70% of the respondents are in the range of 80%

- 89%. This further explains that most of the respondents are in the average level.

Conclusions

Based on the data analyzed and findings of the study, the researchers deduced

the following conclusions:

Most of the respondents are of standard age for grade seven secondary

school. Respondents are female dominated. Most of the respondents’ parents

combined monthly income is below Php 5, 000.00. Most of the respondents are in
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the range of 80%-89%which is in the average level of the academic performance.

Both the age and sex have no significant effect on the respondents’ academic

performance.

Recommendations

Based on the findings and conclusions of the study, the following

recommendations were made.

1. For Students. Students should focus not only in the co-curricular activities but

also in academic.

2. For Parents. Parents are their child’s first and most important teacher. They

should aide their children in order to level up their academic performance level.

3. For Teachers. Still there is teacher factor, teachers should teach students how

to manage the students’ academic performance well.

4. For the School Administration. The administrators should let their teachers

particularly the academic teachers to engage in seminars, and workshops, for

the development of teaching – learning process to keep updated and upgraded

so no one is left behind.

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BIBLIOGRAPHY

Farooq, M. S., Chaudhry, A. H., Shafiq, M., & Berhanu, G. (2011). Factors affecting

students’ quality of academic performance: a case of secondary school

level. Journal of quality and technology management, 7(2), 1-14.

Kirschner, P. A., & Karpinski, A. C. (2010). Facebook® and academic

performance. Computers in human behavior, 26(6), 1237-1245.

O’Connor, M. C., & Paunonen, S. V. (2007). Big Five personality predictors of post-

secondary academic performance. Personality and Individual differences, 43(5),

971-990.

https://www.collinsdictionary.com/dictionary/english/performance

https://www.igi-global.com/dictionary/the-relationship-between-individual-student-

attributes-and-online-course-completion/42383

https://www.collinsdictionary.com/dictionary/english/academic
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CURRICULUM VITAE

EDUCATIONAL BACKGROUND

Name ARNEL BULALHOG DINGAL

Date of Birth May 4, 1987

Place of Birth Doña Telesfora, Tubay, Agusan del Norte

Residence Cabayawa, Tubay, Agusan del Norte

Father’s Name Emenecio A. Dingal

Mother’s Name Ponciana N. Bulalhog

Civil Status Single

Nationality Filipino

EDUCATIONAL BACKGROUND

Elementary Caasinan Elementary School

Cabadbaran City, Agusan del Norte

(2002-2003)

Secondary Baliwagan National High School

Baliwagan, Balingasag, Misamis Oriental

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(2010-2011)

College Northern Mindanao Colleges, Incorporated

Cabadbaran City, Agusan del Norte

(2014-2015)

Degree Bachelor of Secondary Education

Major English

Graduate Studies Northern Mindanao Colleges, Incorporated

Degree Master of Arts in Education

Major Educational Management

Civil Service Eligibility Licensure Examination for Teachers

Honor Graduate Eligibility

Teaching/Work Experiences

Secondary School Teacher I Hinandayan National High School-Minbahandi

Campus

August 1, 2017
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