ST.

ANDREW’S HIGH SCHOOL OF ANINI-Y, INCORPORATED

SENIOR HIGH SCHOOL DEPARTMENT
ANINI-Y, ANTIQUE

FACTORS THAT INFLUENCE ACADEMIC PERFORMANCE IN GRADE-10

STUDENTS OF ST. ANDREWS HIGH SCHOOL OF ANINI-Y, INCORPORATED

A Research Paper Presented to:

Mr. Arvin D. Salmite

TEACHER

Practical Research 2

Presented by:

Marjureine Mitch S. Sican

Queen Juster O. Pollicar

Nitchelle Joyce A. Sastrillo

Danna Monica B. Osorio

Charmenna F. Gabince

Irish Mitch Alfane

Pauline Ysulat

October 6,2018
 ST. ANDREW’S HIGH SCHOOL OF ANINI-Y, INCORPORATED
SENIOR HIGH SCHOOL DEPARTMENT
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Table of Contents

Chapter Page

1 INTRODUCTION TO THE STUDY

Introduction

Background to the Study

Statement of Problem

Purpose of the Study

Theoretical Rationale

2 REVIEW OF RELATED LITERATURE

Introduction

Review of Literature

Review of Previous Literature

3 METHODOLOGY

Introduction

Research Design

Methods

The Participants
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Data Gathering Insrument

Data Gathering Procedure

Statistical Data Analysis

4 RESULTS

Descriptive Data Analysis

5 SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary of the Problem, Methods, and Findings

Limitations

Suggestions and Recommendations

REFERENCES

APPENDIXES
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List of Tables

Table Page

1 Distribution of the Participants

2 Personal Factors of Academic Performance of Grade 12 Student

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List of Figure

Figure Page

1 Factors affecting the academic performance

of Grade-10 students
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List of Appendixes

Appendix Page

A Data Gathering Instrument

B Letter to the Principal

C Letter to the Advisers of the

Grade 10 students
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Chapter 1

INTRODUCTION

This chapter begins with a brief background to the factors that affecting

the academic performance of Grade-10 of St. Andrews High School of Anini-y

Incorporated. This chapter shows the: (1) Background of the study; (2)

Statement of Problem; (3) Purpose Statement; and (4) Theoretical Framework.

Part one, Background of the Study, determined the factors that influence

academic performance in tenth grade students.

Part two, Statement of the Problem, shows the factor that influence

academic performance in tenth grade students.

Part three, Purpose Statement, identify the factors that can help the

academic performance of the tenth grade students.

Part four, Theoretical Framework, determines the factors that influence

academic performance of tenth grade.

Background to the study

One of the major concerns of the Department of Education and parents

today is to increase the academic performance of Grade-10 students.

 ST. ANDREW’S HIGH SCHOOL OF ANINI-Y, INCORPORATED
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In the attempt to close the achievement gap there has been considerable

controversy about how that should look and what needs to be done to improve

their performance. To that end, St. Andrew’s High School Grade-10 students

must improve to pass the requirements in order to receive a certificate of

completion.

This study is intended to identify the Factors affecting the academic

performance of Grade-10 students.

The conceptual framework of the present study is summarized in Figure 1.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

Student Related Factors:

A. Sex
Factors affecting the
academic performance of
B. Family’s Monthly Income Grade-10 students

Figure 1. Factors affecting the academic performance of Grade-10 students

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Statement of the Problem and the Hypothesis

The academic performance of grade-10 continues to decline. The decline

is seen in students test scores, drop in number of assignments

completed in and out of school, as well as delayed assignment and completion

of long- term projects. These students easily become credit-deficient and have

to leave in order to attend an alternative school to make up the credits. While

waiting for a space to open at an alternative school or, because they will have

to attend a school where they have no friends, some students will drop out.

Specifically the study sought to determine the following questions:

1. What is the profile (sex, family monthly income) of Grade 10 students

of St. Andrew’s High School of Anini-y Incorporated?

2. What are the factors affecting the academic performance of Grade-10

students of St. Andrews High School of Anini-y Incorporated? How are

these factors ranked according to the most and least dominant aspects?

3. What benefits of this research can they use to their academic

intervention?

Purpose of the Study

The purpose of this study is to identify the factors that contribute

to the poor academic performance of a particular set of grade-10

students. Identifying the factors can help educators address not only the
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performance issue but lower the number of students needing alternatives

school for credit deficiency as well as lowering the number of drop outs.

Then, the researchers want to see if addressing the factors in Grade-10

poor academic performance contributes to the narrowing of the

achievement gap.

Theoretical Framework

The researchers examine the broader area of academic

performance in high school with the idea of identifying those issues that

are most relevant to the grade-10 students who are at risk for dropping

out of school. There are my theories and articles that address poor

academic performance as it relates working mothers, divorced parents,

the lower educational level of parents, as well as the attitude or

behaviour of certain ethic groups in urban settings. There has been a

move toward encouraging teachers to “engage all students” and not

allowing students to “drop out”. Teachers are being encouraged to find

new ways to engage students in the English Language Arts Curriculum

by adding more relevant non-fiction issues and even a healthy dose of

humor. Recently there has been some conversation around the

relationship of the students and teachers (nor other on campus, such as

aides and supervisors).

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Chapter 2

REVIEW OF THE LITERATURE

INTRODUCTION

This section provides background information from the research

literature regarding the poor academic performance of tenth graders. This

chapter is divided into the following: review of previous literature that presents

and show some ideas and concept from past researches, and review of related

literature present the topic came from internet and books.

Review of Related Literature

There has been extensive literature demonstrating how students'

alienation contributes to academic problems (Crosnoe, Johnson & Elder, 2004).

Ultimately a major factor is the importance of social interactions, whether that

is between peers and/or intergenerational bonding that correlate to the

student-teacher bonding as well as small learning communities. Researchers

are now looking at the social/developmental stage of the tenth grade student,

the move towards independence from the family and the immense importance

placed on peer relationships.

Other factors have included Filipino attitudes. The Filipino attitude like

maniana habits by which Filipinos procrastinate things which they can

actually do today. However, other theoretical perspectives on

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academic achievement is that time is limited, and when time is spent on non-

sense things it takes away from homework and engagement in other school-

related activities. This ultimately results in poor academic performance and

lower academic aspirations

Review of Previous Literature

Poor academic performance has a long history in education and many

researchers have delved into the various aspects that contribute to the

situation. During the last twenty years much of the research has been aimed at

lowering the dropout rate and closing the achievement gap, especially with the

No Child Left Behind (Presidential Remarks, 2002) mandate.

Thomas (2000) examined the role of student social structure in

predicting retention within Tinto’s model, placing this construct between initial.

Data were collected from 379 freshman students from two questionnaires

and from the college admission office. The first questionnaire was administered

during orientation and registration to collect students’ initial goal and

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institutional commitment. Initial goal commitment was measured by one item

about the importance of graduating from college in general. Initial institutional

commitment was measured by one item about the importance of graduating

from this college in particular.

Braxton, Bray, and Berger (2000) suggested that faculty teaching skills

such as organization, preparation, and clarity may be used to explain student

social integration. It was hypothesized that students who take courses from

faculty members who frequently exhibit such skills may be more likely to

participate in the social communities of their university because they feel more

confident and relaxed about their academic achievement. Therefore, it was

placed between initial institutional commitment and social integration (Figure

2.16).

Using the Path Analysis technique, the results indicated that the model

explained 38 percent of the variance in intent to persist. Most of the

background variables were found to directly predict initial institutional

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commitment. In addition, most of these background variables directly and

indirectly impact intent to persist. However, once again these influences were

small.

Initial institutional commitment did not influence social integration but it

did influence later institutional commitment (0.113). Social integration had a

strong direct effect on later institutional commitment (0.42). Moreover, social

integration was found to directly and indirectly predict intent to persist (0.133

and 0.31, respectively). Later institutional commitment had the strongest direct

effect on intent to persist (0.51). Regarding the effects of faculty teaching skills

on student social integration, it was found that students who had instructors

that demonstrated increased levels of organization and preparation along with

higher levels of instructor skill and clarity were predicted to participate more in

the social communities of the university. This study suggested that the

classroom is a complex source of social integration and that basic teaching

skills impact on how students participate in the social community of the

university.

Braxton, Milem, and Sullivan (2000) suggested that the classroom

constitutes one possible source of influence on social integration. Tinto (1997)

contends that if social integration is to occur, it must occur in the classroom.

Faculty use of active learning practices constitutes another possible

source of influence on social integration. Active learning is any class activity

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that ‘involves students in doing things and thinking about the things they are

doing’ such as discussion, debates, and role playing (Bonwell and Eison, 1991

cited in Braxton et al., 2000, p 571). It was hypothesized that a student who

frequently experiences active learning in class may have more time to become

socially integrated in the university because they feel that they are able to

spend less time on studying for examinations.

There are often different results by gender, as in Hoxby’s K-12 results

(2000); Sacerdote (2001) finds that grades are higher when students have

unusually academically strong roommates. The results of Zimmerman (1999,

2001) were somewhat contradictory to Goethe results but again it proved that

students performance depends on number of different factors, it says that

weak peers might reduce the grades of middling or strong students.

Kirby, Winston et al. (2002) focused on student’s impatience (his time-

discount behaviour) that influences his own academic performance.

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Chapter 3

METHODOLOGY

INTRODUCTION

This chapter presents the methodology that was used in the study.

It begins with a description of the research design, study population,

study sample, sampling technique, and data gathering techniques for data

collection and how they were ministered.

Research Design

The study used a descriptive research design. This design was chosen

because it helped to have an in- depth understanding of factors affecting

academic performance in Grade- 10 students. In addition, because the study

relief more on qualitative than quantitative research methods, the

descriptive design was ideal . The intended use of this design was consistent

with that of Kombo and Tromp (2006) who pointed out that, descriptive

research design can be used when collecting information about people’s

attitudes, opinions, habits or any of the variety of education or social issues.

Methods

The participants were the 84 purposively selected Grade 10 students

enrolled in St. Andrew’s High School of Anini-y, Incorporated. The data are

presented in table 1.
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Table 1

Distribution of Participants

Category f %

A. Entire group 84 100

B. Sex

Male 40 47.60

Female 44 52.40

C. Family Monthly Income

High 2 2.40

Middle 16 19

Low 66 17.60

Data Gathering Instrument

To gather the data needed for the study, the researchers made and

validated rating scale on Factors Affecting Academic Performance of Grade 10

Students of St. Andrew’s High School of Anini-y, Incorporated.

To determine the Factors Affecting Academic Performance of Grade 10

Students of St. Andrew’s High School of Anini-y, Incorporated, the following

numerical weights and interpretation were used:

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Weight Description

1 Strongly Agree

2 Agree

3 Neutral

4 Disagree

5 Strongly disagree

Data-gathering Procedure

Permission was secured from the office of the school

principal and advisers to involve the Grade 10 students in the study.

As soon as the approval was granted, the researchers

administered the data-gathering instrument.

The data accomplished instruments were retrieved, coded,

tallied, processed, and interpreted using the appropriate statistics.

Statistical Data Analysis

The following descriptive and inferential statistics were

employed in the interpretation of data.

Descriptive Statistics
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Frequency count. Frequency count was employed to determine the

personal characteristics of Grade 10 students as to their gender and family

monthly income.

Percentage. The percentage was utilized to determine the proportion of the

personal profile of the Grade 10 students.

Mean. Mean was used to determine the factors that influence academic

performance in Grade 10 students.

Rank. Rank was used to ascertain the most and the least dominant factors

that influence academic performance in Grade 10 students.

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Chapter 4

Results and Discussion

Descriptive Data Analysis

Table 2

Factors Affecting Academic Performance of Grade 10 Students of St. Andrew’s

High School of Anini-y, Incorporated in terms of Personal Factors

Category Mean Rank

The teachers affect your studies 2.50 1

New technologies affect your studies 2.36 2

Our friends motivate us to study hard 2.17 3

Bullying can affect your studies 2.14 4

My parents attend all meetings whenever they are 1.96 5

called by the school.
Our teachers are available and wiling to assist us in our studies. 1.92 6

Our teachers always make sure we understand the lesson. 1.89 7

Our teacher encourage us to work hard 1.86 8

My parents encourage me to work hard in my studies 1.73

Education will help me to get a good job in future 1.45 10

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Table 2 shows that the most dominant factors affecting the

academic performance of grade 10 students are as follows: The teachers affect

your studies (Mean=2.50) rank 1, New technologies affect with your studies

(Mean=2.36) rank 2, Our friends motivate us to study hard (Mean=2.17) rank

3, Bullying can affect your studies (Mean=2.14) rank 4, and My parents attend

all meetings whenever they are called by the school. (Mean=1.96) rank5.

On the other hand, the following factors were considered the least

dominant factors affecting the academic performance of grade 10; our teachers

are available and willing to assist us in our studies. (Mean=1.92) rank 6 our

teachers always make sure we understand the lesson. (Mean=1.89), rank 7 our

teacher encourage us to work hard (Mean=1.86) rank 8, my parents encourage

me to work hard in my studies (Mean=1.7) rank 9, and Education will help me

to get a good job in future (Mean=1.45) rank 10.

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Chapter 5

Summary, Conclusions, Recommendations

This chapter consists of three parts: (1) Summary of the Problems,

Methods, and Findings, (2) Conclusions, and (3) Recommendations.

Part One, Summary of the Problem, Methods, and Findings, discusses

the procedures and gives the findings of the study.

Part Two, Conclusions, presents the conclusions derived from the results

of the study.

Part Three, Recommendations, give some suggestions in terms of the

findings, conclusions, and implications.

Summary of the Problem, Methods, and Findings

This study was conducted to identify the factors that

contribute to the poor academic performance of a particular set of grade-10

students in St. Andrew’s High School of Anini-y, Incorporated.

Specifically the study sought to determine the following questions:

1. What is the profile (sex, family monthly income) of Grade 10 students of St.

Andrew’s High School of Anini-y, Incorporated?

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2. What are the factors that affecting the academic performance of Grade-10

students of St. Andrew’s High School of Anini-y Incorporated? How are these

factors ranked according to the most and least dominant aspects?

3. What benefits of this research which they can use to their academic

intervention?

The data needed for this research were obtained through

the use of a researcher-made instrument adopted from Ricofuerto, F.B.,

however, little revisions were made to suit the study. An information sheet was

also used to gather data on student’s gender and family’s monthly income.

Three hypothesis used in the study to check the effect of

independent variables on dependent variables. The Grade 10 students have

47.60% Male and 52.40% female, the 78.6% of students have Below Php

10,000, 19% students is Php 10,001.00-Php 40,000.00 and 2.4% students is

Above Php 40,001.00 of their family monthly income .

The top 5 that affects the academic performance is the

teachers affect their studies, new technologies affect their studies, their friends

motivate them to study, bullying can affect their studies and the parents attend

all meetings at school.

Their parents attend all meetings at school and their

friends motivate them to study shows the positive impact on the student
 ST. ANDREW’S HIGH SCHOOL OF ANINI-Y, INCORPORATED
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performance and the bullying, new technologies and the teachers affect their

studies shows

the negative factors that affects their academic performance of Grade-10

students. So, it is indicated that their parents attend all meetings at school and

their friends motivates them to study is more important factor that help

students in their academic performance. The bullying, new technologies and

teachers can also affect the student’s performance.

The benefits of this research which they can use to their

academic intervention is to determine their weaknesses and transform them

into strengths. They will know how to prevent themselves from the factors

affecting their academic performance for them to hasten their knowledge and

skills.

Limitations

There are certain limitations of this study. Firstly, the

sample size taken in this study was very small that is only 155. If this study is

being carried out again with large sample size the result might be improved

than existing study. Second limitation of the study was that study conducted

on only 2 sections of Grade-10 at St. Andrew’s High School of Anini-y

Incorporated. Including more others relative factors that affect the student

performance can improve the results.

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Suggestions and Recommendations

The students performance should be improve if the

administration provides proper leaning facilities. The students should perform

well if they are properly guided by the parents and also by their teacher. If the

students should know well about their abilities and their competences then he

performs well. Parents should improve the level of control and care of their

children, show more interest and concern in the academic work of their wards

by way of providing conducive atmosphere for studies, proving materials for

studies and helping students in their studies.

These recommendations can be achieved by talking to

parents and on the issues raised in a forum like the P.T.A i.e. Parent-

Teachers’-Association.
 ST. ANDREW’S HIGH SCHOOL OF ANINI-Y, INCORPORATED
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References

Noguera, P. (2007) How listening to students can help schools to improve,

theory into practice, 46(3), 205-211

Noguera, P. (2011) Reforming public high schools: the greatest educational

challenge

Caldas, S.J. & Banks ton III C. (1997). Effect of school population socio-

economic status on individual academic achievement. The Journal of

Educational Research 90, 269-279

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13rBLJSvU1x4u_4

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chgate.net/publication/281060722_FACTORS_AFFECTING_STUDENTS%27_P

ERFORMANCE_A_Case_Of_Private_Colleges&ved=2ahUKEwjTx6L-
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lL_eAhUSd94KHXebB6AQFjAAegQIBRAB&usg=AOvVaw3S7JTGsF001fhHgp6d

FBe3

https://www.google.com/url?sa=t&source=web&rct=j&url=https://pdfs.seman

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WlvNR5TrLIyl7t7oieYXc
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APPENDICES
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Appendix A

Data Gathering Instrument

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SENIOR HIGH SCHOOL DEPARTMENT
ANINI-Y, ANTIQUE

A Survey on Factors Affecting Academic Performance of Grade

10 Students
A survey to collect your opinion of the causes of low academic performance in
St. Andrew’s High Schools in Publacion, Anini-y, Antique

Thank you for taking the time to participate in this survey.

There are 10 questions in this survey
These questions require you to give personal information

Name: (optional) __________________________________________________________

Sex: (Male) ___________ (Female) ___________

Family’s Monthly Income:

( ) below Php 10,000

( ) Php 10,001.00 – Php 40,000.00

( ) above Php 40,001.00

Direction: Please check (√) and rate yourself honestly on what you actually do
given the statements using the following scales.

(1)Strongly Agree (2) Agree (3) Neutral (4) Disagree (5) strongly
disagree
1 2 3 4 5
1. Education will help me to get a good job in future.
2. My parents encourage me to work hard in my studies.
3. The teachers affect your studies.
4. Our teachers encourage us to work hard.
5. Our teachers are available and wiling to assist us in
our studies.
6. Our teachers always make sure we understand the
lesson.
7. New technologies affect with your studies.
8. Our friends motivate us to study hard.
9. My parents attend all meetings whenever they are
called by the school.
10. Bullying can affect your studies.
ST. ANDREW’S HIGH SCHOOL OF ANINI-Y, INCORPORATED
SENIOR HIGH SCHOOL DEPARTMENT
ANINI-Y, ANTIQUE

Appendix B

Letter to the School Principal

 ST. ANDREW’S HIGH SCHOOL OF ANINI-Y, INCORPORATED
SENIOR HIGH SCHOOL DEPARTMENT
ANINI-Y, ANTIQUE

September 25, 2018

Mrs. Julie Ann Saquilayan

Adviser, Grade 10-St. Luke

Dear Mrs. Saquilayan,

We are conducting a research study entitled “Factors that Affecting

Academic Performance of Grade-10 Students.”

In connection with this, we would like to ask permission to distribute our

questionnaire-checklist in your advisory class.

We are looking forward to your positive response and approval on this

matter.

Respectfully yours,

Marjureine Mitch Sican Danna Monica Osorio

Nitchelle Joyce Sastrillo Pauline Antonnete Ysulat

Charmenna Gabince Irish Mitch Alfane

Queen Juster Pollicar

Noted by:

Mr. Arvin D. Salmite

Research Adviser
ST. ANDREW’S HIGH SCHOOL OF ANINI-Y, INCORPORATED
SENIOR HIGH SCHOOL DEPARTMENT
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Appendix C

Letter to the Grade 10 Advisers