THE SOCIAL FACTORS AND THE ACADEMIC PERFORMANCE AS

PERCEIVED BY THE FIRST YEAR COLLEGE OF

EDUCATION STUDENTS

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

In Partial Fulfillment of the Requirements for the Degree

Bachelor in Business Teacher Education

By

Florentino, Marjorie S.
Benlot, Zenny T.
Fiestada, Natalie Jane F.

March 2014

i
 ACKNOWLEDGEMENTS

This undergraduate thesis would not have been created without the

guidance and help of the people who contributed their knowledge and expertise

in the preparation and completion of this study. The researchers want to express

their deepest gratitude to the following individuals for the unconditional support

and assistance throughout the completion of this study.

First and foremost, the researchers would like to express their sincerest

gratitude to our Almighty God for His grace, guidance, and love, and as the

source of knowledge and power to concept this study. The researchers offer the

success of this study to Him.

To Dr. Caroline T. Sumande, the researchers’ thesis adviser, who shared

her knowledge and assistance in making this research successful. Her way of

teaching really motivated the researchers in understanding the way of making

research paper and for enhancing the critical thinking of the researchers to

improve this study.

To the Dean of PUP-College of Education, Dr. Milagrina Gomez, for

allowing the researchers to conduct research to the freshmen students of the

college.

To the panelists from proposal to oral defense – Dr. Rovelina B. Jacolbia,

Dr. Dennis O. Dumrique, Prof. Esther O. Bernardo, and Prof. Jonathan U.

iii
Florida, for their analysis and for the contribution of knowledge in the field of

Education that helped the researchers to finish this study.

To the parents of the researchers, for their moral support and financial

assistance for the completion of this study.

To the first year students of College of Education S.Y. 2013-2014, for their

cooperation and time in answering the questionnaires.

Thank you very much.

The Researchers

iv
 Abstract

Thesis Title : The Social Factors and the Academic

Performance as Perceived by the First year
College of Education Students

Researchers : Marjorie S. Florentino

Zenny T. Benlot
Natalie Jane F. Fiestada

Degree : Bachelor in Business Teacher Education

College and Institution : College of Education

Polytechnic University of the Philippines

Year : S.Y. 2013-2014

Adviser : Dr. Caroline T. Sumande

This study is focused on the social factors that affect the academic

performance of the first year College of Education students in the Polytechnic

University of the Philippines, particularly the campus organizations, sports

activities, and romantic relationships. The researchers wanted to know the

perception of the students on these factors and how does it affect their academic

performance.

v
 The results of the study revealed that: in campus organization students

believed that involved in these factors has a positive effect in their academic

performance; while in terms of sports, they believed that being involved in sports

activities has also a positive effect on academic performance; and, lastly, in

terms of romantic relationship they, sometimes believe that being involved in

romantic relationship has a positive effect on academic performance. With these,

the hypothesis “there is no significant relationship between the GWA and the

academic performance of the students” was thus not rejected.

The overall findings show that these social factors affect their academic

performance; but still, it can pose a threat in their academic performance. For the

first year College of Education students, these social factors sometimes

contribute to their studies but still there is a possibility that these factors could

affect it.

Based on the results, these recommendations were imposed: (1) students

should know how to balance social and academic life through self-discipline and

time management; (2) the university should have an information-dissemination

campaign to the students to enlighten them on the positive and negative effects

of social factors to the academic performance; (3) parents should guide their

children in their studies; and (4) the teacher should enhance their teaching

competencies and strategies to fully equip students’ learning and enhance their

multiple intelligence.

vi
 TABLE OF CONTENTS

TITLE PAGE ........................................................................................................ i

CERTIFICATION AND APPROVAL SHEET ...................................................... ii
ACKNOWLEDGMENTS .................................................................................... iii

ABSTRACT ........................................................................................................ v
TABLE OF CONTENTS ................................................................................... vii
LIST OF TABLES .............................................................................................. ix
LIST OF FIGURES ............................................................................................. x
CHAPTER 1: THE PROBLEM AND ITS BACKGROUND

Introduction ..............................................................................................1

Background of the Study..........................................................................2

Theoretical Framework ............................................................................5
Conceptual Framework ............................................................................7
Statement of the Problem ........................................................................7
Hypothesis ...............................................................................................8
Scope and Limitation of the Study ...........................................................8

Significance of the Study .........................................................................9

Definition of Terms .................................................................................10
CHAPTER 2: REVIEW OF RELATED LITERATURE AND STUDIES
Foreign Literature ..................................................................................12
Foreign Studies......................................................................................17
Local Literature ......................................................................................21

Local Studies .........................................................................................26

Synthesis and Relevance of the Reviewed Literature and Studies ........29

vii
CHAPTER 3: RESEARCH METHODOLOGY

Research Method Used ......................................................................... 32

Population Frame, Sample Size and Sampling Technique ................... 33
Description of Students .......................................................................... 34

Research Instrument.............................................................................. 35
Data Gathering Procedure ..................................................................... 35
Statistical Treatment of Data.................................................................. 36
CHAPTER 4: PRESENTATION, ANALYSIS, AND DATA INTERPRETATION
CHAPTER 5: SUMMARY, FINDINGS, CONCLUSIONS, AND
RECOMMENDATIONS

Summary of Findings .............................................................................53

Conclusions ...........................................................................................57
Recommendations .................................................................................58
BIBLIOGRAPHY ..............................................................................................60

APPENDICES

Appendix A: Respondents Survey Questionnaire ..................................68

Appendix B: Letter of Permission to Conduct a Survey .........................69
Appendix C: Letter of Request for the Population ..................................70
Appendix D: Receipt of the payment for the validation of
Questionnaire and statistical results ......................................................71

Appendix E: Sample Statistical Computations .......................................72

Appendix F: Curriculum Vitae ................................................................75
Appendix G: Certification of Editing .......................................................79

viii
 LIST OF TABLES

Table Title Page

1 Population and Sample Size 33

2 Frequency and Percentage Distribution of the Respondents

by Age 40

3 Frequency and Percentage Distribution of the Respondents

by Gender 41

4 Frequency and percentage Distribution of the Respondents

by General Weighted Average 42

5 Perception of the Students on the Relationship

of Campus Organization to Academic Performance 43

6 Perception of the Students on the Relationship

of Sports Activities to Academic Performance 45

7 Perception of the Students on the Relationship

of Romantic Relationship to Academic Performance 47

8 Pearson’s Correlation: Test for Significant Relationship

Between the Social Factors and
Students’ Academic Performance 48

9 Frequency and Percentage of Recommendations

on Having Balance Social and Academic Life 51

ix
 LIST OF FIGURES

Figure Title Page

1 Conceptual Framework of the Study .....................................7

x
 Chapter 1

THE PROBLEM AND ITS BACKGROUND

Introduction

College is a very big environment to be known by new students. In order

for them to adjust in this kind of environment, they tend to socialize in the many

groups of students and activities inside the institution. But socializing with the

different people and communities inside the campus has an effect on their

academic performance. Those social factors include campus organizations,

sports activities, and romantic relationships (Badao et al, 2010). Students

socialize more often in college because it is a big community wherein the

students have to learn the cultures and rules. These rules and culture cannot be

found only in books. It can be also found and learned through interaction with the

co-learners and the teachers because there are times that the rules are changing

based on the time, place, and people.

However, there are still some students who tend to explore more on the

campus by joining the said social activities. The negative side of their

participation in these activities is that they have a tendency to give more time to it

than to study and do other academic activities. There are times that students are

much focused on the activities of the social factors they are into (Coakley, 2003).
 2

The study question seeks to know how these social factors affect the

students’ academic performance and the steps they can take to perform

academically and socially excellent in college.

Background of the Study

Social factors in this study are those pertaining to the outside variables of

the classroom affecting one’s academic performance (Badao et al, 2010).

Although a lot of teachers in other universities are more effective and

professional than the other levels like primary and secondary, there are still

factors that could largely affect the performance of a student. In today’s world,

many of these social factors are seen everywhere in the universities like campus

organizations, sports activities, and romantic relationships. These factors can

consume a lot of time instead of doing assignments, projects, or researches.

In the Polytechnic University of the Philippines, specifically in the College

of Education, there are also many of these social activities where students are

being involved. Organizations like fraternities, academic clubs, and activist

organizations have a lot of members which are not that active with their

academics but are always participating in the activities of their organization.

Sports activities consume a lot of time to students who should practice more

often. Due to this, there is only a little time left for them to study. And with the

exhausting practice of their sports, the only time left for them is just fort rest and

sleep. With regards to the romantic relationship this factor demands a lot of time

for students and amount of time is supposed to be allotted with their studies.
 3

Many students are deeply attached with their partners making them lose focus

and give plenty of time with them.

In the issue fraternities under campus organizations in the Philippines,

Republic Act 8049 (An Act Regulating Hazing and Other Forms of Initiation Rites

in Fraternities, Sororities, and Other Organizations and Providing Penalties) was

imposed. Hazing, as used in this Act, is an initiation rite or practice as a

prerequisite for admission into membership in a fraternity, sorority or organization

by placing the recruit, neophyte or applicant in some embarrassing or humiliating

situations such as forcing him to do menial, silly, foolish, and other similar tasks

or activities or otherwise subjecting him to physical or psychological suffering or

injury (WikiPilipinas, 2008).

Senator Miriam Defensor-Santiago (2007) said in a statement that

“Republic Act No. 8049 must undergo a comprehensive review because it has

failed to stop hazing within fraternities, sororities, and student organizations since

its enactment.”

Also, in the United States, legal trends indicate that campuses have the

right to ban fraternities and sororities for violations of their contract with the

school, under the applicable codes of conduct and organizational standards

(Santiago, 2007).

With these fraternities and organizations within the universities, the

Commission on Higher Education (CHED, 2012) has ordered all colleges and

universities in the country to submit the names of all fraternities existing in their

campuses, together with the list of its officers and members. Because of this,
 4

CHED Executive Director, Julito Vitriolo, explained that schools should conduct

orientations where they can discuss with their students the pros and cons of

joining fraternities but he clarified that the Commission is not against fraternities

but rather against hazing and other violent activities.

Under the sports activities, Republic Act No. 5708 was implemented. This

Act is an integrated physical education and sports development program in all

schools in the Philippines which shall be undertaken by the Department of

Education in accordance with the following guiding principles: (1) The goal of

physical education is to instill in young citizens a proper appreciation of the

importance of physical development hand in hand with the mental development

in individual and social activities; (2) The sports and other activities in a physical

education program should provide opportunities for the athletic development of

children and youth who have the competitive spirit as well as grace, coordination,

stamina and strength; (3) A well-rounded physical education program must be

addressed to physical growth, social training, and personal, discipline for all

pupils and students, as well as superior athletic achievement for those who are

psychologically inclined and physically gifted; and (4) An integrated program for

sports development in the schools requires effective organizational planning and

administration with provisions for adequate training facilities and sustained stable

financing.

The study is focused on how the first year COED students perceive the

effects of the social factors mentioned and what recommendations may be

imposed to have a balanced time in order to come to a solution of having a

 5

quality and effective learning and at the same time being involved in other

activities.

Theoretical Framework

This study was anchored with the theoretical framework of S.S. Umar,

N.A. Yakubu, and O. Badao (2010). It was conducted from the study, with the

social factors of student cults, romantic relationship, clubs and organizations, and

sports, that this has an effect to the academic performance of the students.

In their findings, student cults are of a great academic hindrance. This is

because of the outright evil activities done inside the cult.

On the other hand, students who are engaged in a romantic relationship

have the highest impact and are having a psychological barrier for them to cope

with the learning process.

While for the excessive participation and involvement in the sports, clubs,

and organizations can pose a threat to their academic performance, but an

insignificant one.

This theory would be the basis of the study in order to find the present

effects of the social factors of the students to their academic performance.

Further, the theory of Umar, Yakubu, and Badao was supported by the

study of Bureau, et al. (2011) under the campus organizations, specifically the

fraternities and sororities. They have concluded that members who are more

engaged in this kind of organization are more involved in school than those of

non-members.
 6

Also, in the study of Gorman (2010) under the sports activity, he

concluded that athletic participation has a positive effect on the student’s

achievement. It also has a positive effect on the school’s system eligibility

standards and the ability of the student athletes to develop positive character

attributes in the participation.

Ballad (2003) in his study under the romantic relationship shows that

individuals in relationships are forced to manage their time and experience more

stressors because of the relationship. Time management is a big factor to them

in balancing their performance in school.

The theories from different studies show that campus organizations and

sports activities have a positive effect on the student's academic performance

while the romantic relationships of the students, has a negative effect on their

academic performance and it could also affect them psychologically.

With these theories, the researchers felt that these social factors,

specifically the campus organization, romantic relationships, and sports activities,

had some, and may affect the academic performance of the students.

Conceptual Framework

This study was linked to the idea that there is a relationship between the

social factors and academic performance of the students as influenced by certain

identified variables such as campus organizations, sports activities, and romantic

relationship.
 7

Figure 1. Conceptual framework of the study

The framework shows that the students have been asked for their profile

and GWA, and their perception of the effects of these social factors by means of

survey questionnaire. The output of the study is based on the students’ answers.

Statement of the Problem

This study aims to determine the perception of the first year COED

students on the effects of the social factors on the academic performance.

Specifically the study sought to answer to the following problems:

1. What is the demographic profile of the students in terms of:

1.1 Age;

1.2 Gender;

1.3 Course and section; and

1.4 General Weighted Average (GWA) of the previous semester.

 8

2. How do the respondents perceived social factors in terms of:

2.1 Campus organizations;

2.2 Sports activities; and

2.3 Romantic relationships.

3. Is there a significant relationship between the GWA and the social

factors in terms of the following:

3.1 Campus organizations;

3.2 Sports activities; and

3.3 Romantic relationships.

4. What are the recommendations provided by the respondents to

improve academic performance?

Hypothesis

There is no significant relationship between the GWA and the perceived

effects of the social factors in terms of campus organizations, sports activities,

and romantic relationship of the first year COED students.

Scope and Limitations

The study was conducted at the Polytechnic University of the Philippines,

Manila Campus. The respondents are the first year students from the College of

Education who are applicable to answer the questions of the research. The

respondents are the first year students from the Bachelor in Secondary
 9

Education, Bachelor in Elementary Education, and Bachelor in Business Teacher

Education. The researchers have chosen first year COED students to be the

respondents because they are most likely being involved in the many social

factors such as campus organizations, sports activities, and romantic

relationships. As a first year student and having a new environment, they explore

the campus by being involved in the many of the social activities within the

university. The study was conducted in the school year 2013-2014. The

researchers used survey questionnaires for the collection of data, the questions

are about their perception of the effects on the participation in the social factors

and their academic performance inside the classroom.

Significance of the Study

The study may contribute on the following people:

For the parents, this study can be their guide in reminding their children to

be responsible in case they wanted to join in other social factors. They will be

aware of the effects of joining on one of these to their child’s academic

performance. They could give some advice and pointers to their children with

regard to being responsible especially in their studies.

For the teachers, this can help them by to be aware of the social factors

affecting one’s academic performance. They can also guide the students in order

for them to cope with their studies. They can orient new students in the different

social factors they could join but still should be responsible in their academics.
 10

For the students, this can be a basis of what they should do in order for

them to balance their time if they would be involved in one of the social factors.

They will be aware of what might happen if they do two things at the same time.

It will also help them know what benefits they can get from being involved in

these and what might be the future problems.

For the future researchers, this study can be their reference, or one of

their resources, if their study will be connected to this. Also, future researchers

can continue to develop and improve the study in order to find the future effects

of these social factors and what other steps could be taken in order to have a

good academic performance.

Definition of Terms

The following terms are used according to how it was defined in the study:

Academic performance. This is the competency seen in the student

inside and outside the classroom.

Campus organization. A functional structure consisting of many

members.

COED. Stands for College of Education. The respondents of the study will

be from this college.

Fraternity. A group of people associated or formally organized

brotherhood for a common purpose, interest, or pleasure.

 11

GWA or General Weighted Average; this is the general or average grade

of the students per semester.

Peer groups. A group of people, usually adolescent, that has equal

standing with one another.

Romantic Relationship. Relationship between two people having a deep

connection.

Social factors. These are the factors outside the classroom that affects

the academic performance of the student in the study. These are the romantic

relationships, organizations, and sports activities.

Sports activities. Activities done by the different sports like basketball,

volleyball, tennis, etc.

 Chapter 2
REVIEW OF RELATED LITERATURE AND STUDIES

This chapter discusses the references that the researchers will use as one

of the basis and proof of the study. This chapter includes the foreign and local

studies, articles, journals, and other literature that is related and will support the

study.

Foreign Literature

The fundamental purpose of education in school is to gain knowledge,

inculcate the forms of proper conduct and acquire technical competency.

Education serves as the means to develop oneself physically, mentally and

socially; Ginsburg and Bronstein (2008), but according to Leo and Rolison (2006)

found that the lack of participation in campus organizations usually causes

minority students to feel social-cultural alienation which may affect adversely

their academic performance. Braddock (2003) also said that joining organization

inside the school increase attendance and has positive effect in decreasing the

number of students dropping out of school. This was also supported by the

hypothesis stated by Mynell (2004) that more involvement in school activities

means a better grade point average. According to Harvard Family Research

Project, participation of children in after-school programs influence

 13

their academic performance in a number of ways, which includes better attitude

toward school and higher educational aspirations as wells attendance rates and

lower tardiness rates. This is what most parents ideally would want their children

to attain--- to achieve better and even advance their academic performance. In

addition, Jergovic (2001) said that students who are involved in an organization

provide opportunities for student to learn the value of teamwork, provide a

channel for reinforcing skills, and provide students the opportunity to apply

academic skills in other areas as part of well-rounded education.

Darlequinn (2012) also stated that joining in organizations or clubs will

always be a part of the student’s life whether it be in the field of sports (i.e.

swimming, basketball), arts(i.e. drawing, dancing, music) or social(i.e. student

organization). In other words, it builds character for the average student but on

the other hand, some students in the college level dwell too much on these type

of activities and has affected them not only in character and social aspect, but

also affected the academic performance of the student, be it positive or negative.

On contrary, Paul and White (1990) examined extracurricular activity

participation and academic achievement in a senior high school setting where

they found out that extracurricular activities and academic performance were

highly correlated.

Fraternities and sororities are also said to be factors affecting the academic

performance of a student under the campus organizations. According to

Warwick (1962) there’s a positive position in “past success index” for each
 14

fraternity group at Cornell University this is based on the past scholastic ranking

of these organizations and academic achievement of freshman pledges during

their second semester. Scheuer & Mitchell (2003) also said that youth receiving

additional physical activity tend to show improved attributes such as increased

brain function and nourishment, higher energy/concentration levels, changes in

body build, increased self-esteem and better behavior which may all support

cognitive learning and higher academic performance which was positively related

to higher levels of fitness with the greatest academic gains in students who met

three or more physical fitness standards.

On the other hand, joining in fraternities and sororities also has negative

effects on the students’ academic performance. All fraternities have bad

backgrounds and bad influence in all students who joined (Uyso, 2013).

According to McCabe and Bowers (1996), fraternity/sorority members were more

likely, than non-members, to be academically dishonest and would be more likely

engaged in cheating.

Research also shows that students who participate in athletic programs

and after-school activities are more likely to succeed academically than non-

participating students (Coakley, 2003). It supported the hypothesis stated by

Mynell (2004) that more involvement in school activities means a better grade

point average. Sage (1981) also indicate that the athletes who focus in

continuing to participate in current athletics competition, as well as continual

participation in future athletic careers, is the reason why athletes strive to do well

in school. Thus, it is argued that some athletes are motivated to get good grades
 15

because of eligibility of requirements for certain sports and that the lure of college

career in sports can cause some athletes to strive for good grades (Jaffee &

Manzer, 2002). Many researchers indicate that student’s participation in such

area of extracurricular activities such as athletics minimize delinquency, mitigates

dropouts, (McNeal, 1995) and has a positive effect in the academic achievement

(Rehberg & Schafer, 2008). Additional literature indicates that athletes who

participate in sports learn that when they set goals and strive towards them,

persistence and attention to detail will result in better performance and

attainment of goals (Robert & Treasure, 1993). Joining sports organizations has

become the resources and tools of the teachers to engage students in physical

activities expressly for the purpose of improving behavior. They found that living

for sport resulted in improved student attendance and punctuality, a reduction in

detentions, improved communication and leadership skills, and general behavior

improvements (CABOS Report, 2006)

Other researchers found negative correlation between academic

performance and the involvement of such sports. Brohs (2002) found that

participation in interscholastic sports was generally unrelated to the academic

achievement, with the exemption of just a few outcomes or subgroup. Foltz

(1992) stated that the opponents of athletics believed that they give more

importance to student-athletes than their academics. In the study investigated by

Brown, Cosden, Morrison, and Gutierrez (2004), participation in too many

extracurricular activities could detract from academic work. McMillen (1991)

 16

explained that one athlete who graduated from a major university still could not

read. He was forced to register for an adult literacy program after graduation.

According to Bailey and Miller (1998) “Students are most satisfied with

their lives considering the amount of contentment from happy dating and happy

family.” This means that dating account for life satisfaction in college students

may result to positive academic performance. Sgobbo (2000) studied the

advantages and disadvantages of dating in college. It was found that one

hundred percent of the fifty male participants surveyed agreed that dating in

college provides benefits. It was also shown that males who dated while in

college felt a higher level of self - esteem through social interaction. Romantic

relationship provided them constant interaction with students of the opposite sex.

This is also supported by Carver, Joyner, & Udry (2006) They said that romantic

relationships also offers opportunities for some of the most joyful and fulfilling

moments in life of the students.

On the other hand, students who are involved in romantic relationships at

an early age have higher tendency for drug use, minor delinquencies,

psychological or behavioral difficulties, as well as lower levels of academic

achievement than those who are not currently involved in a relationship and who

delay romantic activity (Brown & Teobald, 1996). At the same time, romantic

involvement in early adolescent is associated with poor academic performance

externalizing and internalizing symptoms, and substance used (Furman, Ho, &

Low 2007). Low educational aspirations, delinquency, enduring poor social skills,

depression and drug use are also negative result of having a boyfriend or
 17

girlfriend during the school years. The students who are in relationship are

spending time with their potential lifelong partner, but on the other, they are busy

trying to fulfill other responsibilities, like maintaining grades, studying, and coping

with everyday stress (Renmera, 2012). This is also supported by Furman &

Shaffer (2003), who said that romantic relationship is an important element in an

adolescent life. Youth spend much of their time thinking, talking, and engaging in

romantic relationships. Strong, positive or negative emotions in youth are more

commonly caused by romantic relationships as opposed to other kinds of

relationships (such as with friends, parents, or school staff). Some more

recent research also reports similar findings. Both Neemann et al. (2005) and

Halpern et al. (2010) also reported that there is a negative association between

academic achievement and romantic relationship in early adolescence. Rector,

Johnson, Noyes & Martin (2003) also found that early sexual activity initiated

among young girls is related to negative health outcomes (such as an

increased rate of getting an STD, increased likelihood of having an

abortion, increased rates of depression, and decreased happiness), which are

likely to foster negative academic outcomes.

Foreign Studies

According to the study of Sweeney (2003) “Students involved in

extracurricular activities are more likely to become leaders, more willing to

complete tasks, more willing to voice opinions, and more likely to graduate.

Extracurricular activities are also a good way to explore social, political and

career interests.” It seems that the students who are participating in

 18

extracurricular activities are more willing to take leadership roles in life in general.

Being a leader means being a model academically and socially with their

subordinates. According to O’Brien and Rollfeson (1995) that “indicators of

successful participation in school organization include consistent attendance,

academic achievement, and aspirations for continuing education.” Academic

performance has been seen as a term used for students based on how well they

do in their studies and classes. This definition tends to see academic

performance as the culmination of all the activities of the student in the school.

Academic performance for the student is also seen as the extent to which a

student has achieved his educational goals (Wikipedia, 2012) “Extracurricular

activities help to enhance social skills and teach lessons not learned in the

classroom” (Dowshen, 2007).

In contrast, students need time for homework and studying for exams.

According to Downshen (2007) “It is important to keep a balance between

schoolwork, extracurricular activities, and your health.” Trying to balance all of

these things can be quite difficult for an adult, let alone teenagers.

Under the campus organizations, fraternity/sorority membership is one of the out-

of-classroom experiences that can influence a students’ academic performance.

Professionals who served these organizations have an important role in enacting

learning environments (Whipple & Sullivan, 1998). Fraternity and sorority

membership appears to contribute positively when it comes to involvement in

campus life (Astin, 1993; Hayek et al., 2002), allegiance to alma mater (Kelley,

2008), and participation in activities related to community service and leadership

 19

development (Harms, Woods, Roberts, Bureau, & Green, 2006; Hayek et al.,

2002; Kelley, 2008; Kimbrough & Hutchinson, 1998). Butler (1959) found that

fraternities whose current members (actives) give a large amount of support and

encouragement to the pledges are more likely to experience increased academic

achievement. Butler also found out that pledges of high achieving fraternities

considered the expectations of the actives to be reasonable and that pledges will

provide with an opportunity to closely observe academically successful members.

In contrast, Hatcher & Prus (1991) found those social activities such as,

being in a fraternity or sorority, or having problems with boyfriends or girlfriends

have also shown to have a negative effect on academic performance. Pascarella

et al. (2001) found out that negative effects of fraternity/sorority membership

lessen during the second and third year of college. While standard measures of

cognitive development continued to be somewhat negative, they were

significantly smaller after the first-year and could not be determined to be a result

of membership. Pascarella et al. (2011) asserted that joining during the first-year

may be most likely to negatively influence cognitive development and may

decrease the likelihood of graduation; however, their findings point to

membership as not likely hindering cognitive development at any other point in a

student’s college career.

In terms of participation in sports, Sweeney (2003) stated that “Through

participation in sports, students learn cooperation, teamwork, and time

management.” The values learned on an athletic team are values that will be

assets to these student-athletes when they become adults in the future. The
 20

athletic field is an extension of the classroom and learning the importance of

cooperation, teamwork, and time management are extremely valuable. A

student-athlete who takes a leadership role on a team (captain) will also find it

beneficial to their overall experience. Yancey (2007) concluded that athletic

participation creates a cohesive environment between teachers and students

which seamlessly transition into academic success for student-athletes. Yancey

stated that athletic participation provides physiological benefits as the probability

of student-athletes struggling with obesity was reduced. Yancey further asserted

that extra-curricular activities avert the potential of deviant behaviors such as

smoking, drinking, etc.

Wahowski, 1989 stated that “The main problem of student-athletes is

learning to deal with time management.” Adler and Adler (2005) provided a

contrasting viewpoint regarding the effect of athletic participation on academic

achievement at the college level. Adler and Adler stated that student-athletes’

educational and social experience at college was altered due to athletic

participation. Adler and Adler’s study investigated the educational experience of

college student-athletes over a four-year period. They concluded that the

business aspect of college athletics negatively impacted the quality of the

student-athlete’s educational experience.

Peltier and Laden (2009) conclusions aligned with Adler and Adler (1985)

as the authors stated interscholastic and intercollegiate athletics subverted the

academic missions of schools. Both Petier and Laden stated that the time

requirements of practice, and training could affect academic achievement for

 21

student athletes and the academic standards of the university. Peltier and Laden

asserted that there are academic disadvantages for student athletes due to the

time requirements of practice, training, and competing.

Local Literature

The University of the Philippines website (2011),

(http://www.osa.upd.edu.ph/organizations.htm) stated that a student organization

is a group of at least 15 students who have common goals and interests,

embarking on joint activities in pursuit of these goals, and to meet regularly to

form close bonds. It plays a strategic role in molding the intellectual and civic

consciousness of students. They serve as fertile grounds that build and nurture

the character and dynamisms of young people to search for the truth and

contribute to the betterment of society. In effect, student organizations are the

bridges that link the intellectual discourse in the classroom to the social realities

and the demand of a human community for equity and justice.

They have specified the student organizations in their university. There

are two (2) of student organizations according to membership: college-based

(majority/ 50%+1 of members are enrolled in one college) and university-based

(majority/50%+1 of members are enrolled in different colleges). For purposes of

supervision, university-based organizations are under the Vice-Chancellor for

Student Affairs, while college-based organizations are under their respective

deans.
 22

In Polytechnic University of the Philippines (2009) the student

organizations are subdivided into seven that is academic organization, arts and

culture organization, fraternities and sororities, political organization, religious

organization, socio-civic organization, and special interest group.

Academic organization is organized according to academic departments

and subjects or fields of specialization or interest. Religious organizations are

organized according to religious affiliation, and spiritual practices. Special interest

groups are organizations whose nature and objectives place them in a category

different from those mentioned above. Fraternities in the Philippines are social

organizations of men in different colleges and universities in the Philippines

having a common purpose, interests and activities. For members, fraternity

means brotherhood, unity, friendship, trust and acceptance. It means meeting

new people, sharing interests and accepting others' as well. It helps in building

confidence and character because they believe that a fraternity gives a certain

kind of protection. It gives the feeling of security and importance (WikiPilipinas,

2008). It is somewhat comparable to gangs as they are both organization of

people. However, gangs usually lack purpose and acceptance to communities. It

is usually linked with violence because members tend to compete with each

other. Unlike in fraternity, members have this humility to help each other out and

protect each other from an outsider.

Also, according to the website of Smart Schools Program

(2011) (http://www.smartschools.ph/tools/studentresources/11- 07- 11/

The_Advantages_and Disadvantages of Joining_School_Organizations.aspx) a

 23

community service initiative of Smart Communications Inc. (SMART) that

promotes Information and Communications Technology (ICT) in basic education

through partnerships with public schools, student organizations are essentially a

necessary part in building a community within the school. There are

organizations like the student council, writers’ guild, glee club, and dance troupe

among others where camaraderie among the teachers and the students can be

built. If you plan on joining an organization in your school, consider the

advantages and disadvantages of joining one.

The advantages school of organizations are the following: it will provide a place

for meeting new people and friends, who, in the long run, can help better yourself

to be better and have fun; help gain new experiences and knowledge that are not

offered in the four corners of the classroom; present opportunities to develop

skills such as leadership, communication, social, management, and others; spice

up curriculum vitae to look better in your college application or even in future job

application; build networks and connections within and even outside the school

community; and, provide opportunities for to give back to your community by

volunteering for fundraising and other community events.

In contradiction, there are also disadvantages. School organizations also

require much time and effort to accomplish the necessary activities – from the

application process to project involvements; involve money since not all projects

and activities are for free (e.g. dine- out, annual dues, contributions, outings,

etc.); may limit your friends, horizon and capacity – same people, same activities;

may result to dependence since that the other members are always there; and
 24

may cause aspiring and new members physical, verbal, and emotional abuse or

maltreatment, especially during the application process (depends on what kind of

organization you want to join).

A person usually joins a fraternity to be recognized and be a part of

something. The idea of having some-"buddy" gives a feeling of confidence and

security. In the Philippines, most of those who join fraternities are middle class

students seeking protection. Others are students who come from the provinces

and seek out fraternities that group them among ethnic or regional lines. Some

students in universities join to be part of an "elite" group of a particular

department, division, and/or course of study.

For many years now, many students are getting killed due to fraternity

hazing. Still, students risk serious injury or even death for the supposed privilege

of fraternity membership.

According to Baquilid (2010), the reasons for joining a fraternity/sorority

are the following: helping one another, moral value development, and

commitment for service, academic excellence, leadership development,

employment opportunities, and lifelong brotherhood/sisterhood.

On the other hand, the reasons for not joining fraternity/sorority are as

follows: waste of time; it will just disrupt studies; expensive; just partying and

drinking; and a temptation to be involved with the opposite sex.

According to Sunstar (2013), Physical Education and Sports have become

an integral part of the Philippine educational system that provided a multitude of

 25

opportunities for students to participate and learn the different sports. However,

there are questions relating sports-in-academics issues like does participation in

sports enhance or detract students’ performance in the classroom?

Although no concrete evidence can prove that participation in sports

enhances classroom performance, neither a proof can be said that it detracts

classroom performance of individuals. There, being no definite answer to this, it

may be compounded that performance depends on the behavior and attitude of

the individual. Through participation in physical and sports activities, students are

able to satisfy their needs, as well as the values that are attributed with sports,

such as socialization, sportsmanship, and development of self-concept. Students’

participation in physical and sports activities also mean that they gain acceptance

from their instructors and peers that gives them a sense of accomplishment,

success, and enhance their self-esteem. The motivational factors underlying

student participation in physical activities and sport as a process of structuring

learning as recognized by the educators through feedback and praise, grades,

awards and other sources of recognition also serves as a powerful motivation for

the student’s performance in the classroom. In the process, many students have

enjoyed the opportunity to combine academics and sports and benefitted from

this relationship, and the enlightened view of educators and sports personnel

undoubtedly help ensure the integrity of many sports programs in school. Thus, if

sport and academics are to enjoy a harmonious relationship in the years ahead,

then in many respect sports must be viewed as contributing positively in the

Philippine educational system.

 26

According to Ramos (2010), having a boyfriend or girlfriend especially in

high school is perfectly normal and as in many instances, unavoidable. Many

parents disapprove of their kids’ boyfriend or girlfriend. What can they do about

it? Is there really anything they can do about it? Should they even try to do

anything? I guess that depends on why you are against the relationship. Is it

because of fact that the boyfriend/girlfriend being the problem? Or is it the fact of

having the relationship is the problem? Parents should make a deal with their

kids as long as their boyfriend or girlfriend does not interfere with their academic

performance. The parents really do not have a problem with the children having

relationships in general but they do not approve of the person that their children

are seeing.

Local Studies

On the study of Abcede (2007) in relationship between selected factors

and academic performance of intermediate combination classes that school

factors affects the students, he stated this has an average of 3.8 or high which

determined that it was the key factor towards better or higher pupil academic

performance. This was supported by Carino (2011) wherein he stated that there

are three environmental influences linked to levels of academic performance of

students. The first one is the degree to which a youngster is provided with an

enriched warm and responsive learning environment; second is stimulating

activity and nurturing as reflected in high quality parenting; and third is with a
 27

focus on literacy instruction, evaluative feedback, instructional conversation, and

encouraging child responsibilities. In PUP, many campus organizations also

provide students educational activities and help in the enrichment of the learning

environment. With the help of the parents, this knowledge the students acquire

from the campus organizations can be increase to utilize in the classroom

activities to help perform better academically. Also with the teacher guiding the

students in their responsibilities, effective performance in class and being socially

active will be achieved.

In the study of Gonzales, Licerio, Miolata, and Umbalin (2010) it showed

that the number of accountancy students in San Beda College decreased the

repetition of their subjects after being involved in a relationship. This means that

accountancy students involved in a relationship develop proper attitudes toward

studying. The length of the relationship being involved by the students does not

affect the level of academic benefits.

According to Alcantara (2007), there are some factors that should be

considered in dealing with human relations. Issues of culture, language,

cognition, community, and socialization are central to learning. The primary

socialization of students is accomplished through joint, meaningful activity with

guidance by more accomplished participants, principally through languages

exchanges or other semiotic processes. The campus organizations and sports

have a lot of activities that is of interest to the students with the guidance of the

other older members. Fidel (2008) stated that most school leisure is a context in

which adolescents are encouraged to manage their own experiences by exerting

 28

personal control over environment. Leisure provides opportunities to identify

exploration and integration. He also said that extra-curricular activities are seen

as a way of offering academically gifted students a way of excelling within the

school environment, a way for academically challenged students to achieve

within the school setting, and as a way of creating a sense of shared community

within schools. Extra-curricular activities are related to campus organizations for

they have activities related to present and past discussions inside the classroom.

Campus organizations also have contest and competitions for the students to

showcase their different talents and abilities and at the same time by enhancing it

more.

According to Soriano (2007), the student leaders in an organization and

non-student leaders were different in personality factors namely reasoning,

emotional stability, social boldness and openness to change. Student leaders

obtain high scores than the non-leaders group in terms of emotional intelligence

and transformational leadership behaviors.

Lugo (2011) showed in her study that there is a direct relationship

between the social factors and the problem solving capabilities. As the student

made use of available help such as those coming from their classmates, the

performance in problem solving was improved. Learning can be achieved with

inputs coming from various sources. Interaction with peers and asking the help of

the authority increased the level of performance in word problem solving.

 29

Synthesis and Relevance of the Reviewed Literature and Studies

Based on the related literature of this study, joining on campus

organization, being involved in sports activity, and being involved in a romantic

relationship are the social factors that affects the academic performance of the

students. It also shows that being involved in these social factors may have a

positive or negative effect.

According to different studies, being engaged in these factors may cause

the student to increase attendance and bring effect in decreasing the number of

students dropping out of school (Braddock 2003) because it offers opportunities

for some of the most joyful and fulfilling moments in life of the students (Carver,

Joyner, & Udry 2006). Being involved in one of the social factors also provide

opportunities for students to learn the value of teamwork, provide a channel for

reinforcing skills, and provide students the opportunity to apply academic skills in

other areas as part of well-rounded education (Jergovic, 2001). It builds

character (Darlequinn, 2012), builds confidence, (WiKiPilipinas, 2008) helps to

gain new experiences and knowledge (SSP, 2011), and more involvement in

school activities means a better grade point average (Mynell, 2004). Scheuer &

Mitchell (2003) also said that students receiving additional physical activity tend

to show improved attributes such as increased brain function and nourishment,

higher energy/concentration levels, changes in body build, increased self-esteem

and better behavior which may all support cognitive learning and higher

academic performance. And they are more likely to succeed academically than

ordinary students (Coakley, 2003). Through social factors, students learn to set
 30

goals and strive towards them, persistence and attention to detail will result in

better performance and attainment of goals, (Robert & Treasure, 1993) and helps

to gain academic excellence and leadership development (Baquilid 2010). It will

also improve student attendance and punctuality, a reduction in detentions,

improved communication and leadership skills, and general behavior

improvements (CABOS Report, 2006). Sweeney (2003) said that “Students

involved in extracurricular activities are more likely to become leaders, more

willing to complete tasks, more willing to voice opinions, and more likely to

graduate. Yancey (2007) also concluded that students who are involved in one

of the social factors create a cohesive environment between teachers and

students which seamlessly transition into academic success.

On the other hand, many researchers concluded that these social factors

have negative effects on the academic performance of the students. Some

students in the college level dwell too much on these types of activities and have

affected them not only in character and social, but also affected the academic

performance of the student (Darlequinn 2012). Brown, Cosden, Morrison, and

Gutierrez (2004), said that participation in too many extracurricular activities

could detract from academic work. It can also teach students for higher drug

use, minor delinquencies, psychological or behavioral difficulties, as well as lower

levels of academic achievement than those who are not currently involved in one

of the said social factors (Brown & Teobald, 1996) Baquilid (2010) said that

students who join in one of the social factors may just a waste of their time; will
 31

just disrupt their studies; be engaged in partying and drinking; and have a

temptation to be involved with the opposite sex.

The gathered related literature helped the researches to find out the

effects of social factors on the academic performance of the students.

 Chapter 3

RESEARCH METHODOLOGY

In this study, the plan or strategy of collecting, analyzing, and interpreting

data is laid out. It was the blueprint of the researchers that helped solve the

research problem regarding the perception of the first year COED students in

PUP in social factors affecting academic performance.

Research Method Used

The researchers used descriptive correlation type of research. This

method involves all the collection of information directly from individuals who

were concerned in the study. To elicit information from the respondents, the

researchers conducted survey and distributed questionnaire. According to

Soriano and Henson (1999), descriptive research seeks to describe or explain

phenomenon by collecting information/knowledge through structured questions.

The survey research is perhaps the most frequently used mode of descriptive

observation. In addition, Stangor (2007) said that the advantage of this method is

that it attempts to capture the complexity of everyday behavior and it is used to

provide a relatively complete picture of what is occurring at a given time. It allows

the development of questions for further study.

 33

Population Frame, Sample Size, and Sampling Technique

The main concerns of this study were the first year students of Polytechnic

University of the Philippines, College of Education during the school year

2013-2014. The total population of the students was 641.On the other hand, the

sample size was determined using the Slovin’s Formula.

where:

n=sample size

N=Population

e=margin of error (5%)

Table 1
Population and Sample Size

PUP
College of
Student
Education Percent Sample Size
Population
first Year
Students
BSED 321 49.8% 125

BEED 85 13.1% 33

BBTE 235 37.1% 93

TOTAL 641 100% 251

 34

Table 1 shows that the population consists of 641 first year students from

the PUP College of Education. The Bachelor in Secondary Education had 321

students, while the Bachelor in Elementary Education had 85 students, and the

Bachelor Business Teacher Education has 235 students. The sample size totaled

to 251 students. BSED first year students with 125 or 49.8%, BEED first year

with 33 or 13.1% students, and BBTE first year with 93 students or 37.1% were

the respondents of the study.

The researchers used random sampling specifically systematic sampling

because according to Soriano (1999), systematic sampling governed by a

system which states that every nth person is chosen from the list (for example,

every 10th name is chosen from the campus or city telephone directory).

In order to avoid biases and prejudice, the researchers asked all the

students in every first year section to count and every nth person were chosen to

answer the questionnaire. Using this procedure, each member of the population

had an equal chance to be chosen.

Description of Respondents

The chosen respondents were the first year College of Education students

of the Polytechnic University of the Philippines school year 2013-2014,

specifically the students from the Bachelor in Business Teacher Education,

Bachelor in Secondary Education, and Bachelor in Elementary Education.

 35

Research Instrument

The instrument used in gathering data was adapted -questionnaire from

the different researchers. The researchers anchored a survey questionnaire

based on individual questionnaire from the internet regarding the topics campus

organizations, and sports activities and romantic relationships.

The questions about campus organizations were anchored in the study of

Bureau, et al. (2011), while under sports activity the researchers based the

questions on the study of Gorman (2010). In romantic relationship, the questions

were based on Bhalla (2003).

The questionnaire was divided into two parts. Part 1is about personal

information about the respondent. This is about the profile of the respondents

with respect to name, age, gender, course, and the general weighted average

last semester. Part II is the perception of students about campus organizations,

sports activities and romantic relationship and their recommendations.

Data Gathering Procedure

To facilitate the process of data gathering procedure, the researchers

wrote a letter of permission to administer the survey questionnaire to first year

students from the College of Education’s office and a letter requesting for the

total number of first year students of College of Education.

 36

After the approval of the written request, the researchers administered

questionnaire to the respondents during their vacant period to avoid distraction of

classes. The respondents gave enough time in answering the questions in order

to ensure a high-retrieval rate from the respondents. After the respondents

answered the questions, the researchers collected the survey questionnaires for

tallying the scores, analyzing the data gathered, and applied statistical treatment

to interpret the result of the study.

Statistical Treatment of Data

The data collected by the researchers followed statistical tools and

measures for data analysis.

1. Percentage-Data is translated into frequency distribution to attain ease

and accuracy for better analysis and interpretation. Measures such as

frequency and distribution were used to measure the demographic profile

of the respondents.

Percentage Computation:

Where:

P=Percentage

n = number of selected sample

N= total number of samples

 37

2. Weighted Mean- is used to measure the social factors that may affect the

academic performance of the students.

Formula for Weighted Mean

Where:
WM = Weighted Mean
F = Frequency
X = Weights
N = Number of Observations

3. Standard Deviation shows how much variation or dispersion from the

average exists. A low standard deviation indicates that the data points

tend to be very close to the mean; a high standard deviation indicates that

the data points are spread out over a large range of values.

Formula for Standard Deviation:

Where:

s = the standard deviation of a sample

∑ = means “sum of”

X = each value in data set

Ẋ = mean of all values the data set

N = number of values in the data set

 38

For a quantitative and qualitative interpretation of the responses of

the respondents, the following scales were used:

Score Equivalent Range Scale Verbal Interpretation

Description
4 3.50-4.00 Always
3 2.50-3.49 Often
2 1.50-2.49 Sometimes
1 1.00-1.49 Never

4. Pearson-r Correlation-The coefficient correlation is used to determine the

correlation between the social factors affecting the academic performance

of the first Year College of Education students in Polytechnic University of

the Philippines. Pearson-r correlation is a statistical measure used to

determine the strength or degree of relationship between two or more

variables. The main purpose in using the correlation is to determine the

degree of linear relationship between the variables.

Formula: Pearson-r correlation

Where:

r = Pearson correlation coefficient

N = number of value I each data set

∑XY = sum of the products of paired scored

∑X = sum of x scores
 39

∑Y = sum of y scores

∑X2= sum of squared x scores

∑Y2= sum of squared y scores

Decision rule:

If the p-value is ≤ 0.05, therefore reject the ho. If the p-value is ≥ 0.05,

therefore accept the ho.

 Chapter 4

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter shows the presentation, analysis and interpretation of the

findings of the study. It includes the assessment of social factors and their

relationship to the academic performance of COED first year students in

Polytechnic University of the Philippines. The discussion follows the sequence of

the specific problems presented in the statement of the problem in Chapter 1.

1. Profile of the Students

Table 2

Frequency and Percentage Distribution of the

Respondents by Age

AGE FREQUENCY PERCENTAGE

15-16 years old 87 34.7%

17-18 years old 157 62.5%

19 years old and above 7 2.8%

TOTAL 251 100%

Table 2 shows the frequency and percentage distribution of the

respondents by age. It shows that 87 respondents or 34.7% of them belong to

the age bracket of 15-16 years old, 157 or 62.5% of the respondents belong to
 41

17-18 years old and 7 or 2.8% of the respondents belong to the age bracket of

19 years old and above. It implied that the respondents’ age in the age bracket of

17-18 years old got the highest frequency of 87 or 34.7%, and the lowest age

bracket with 7 respondents or 2.8% came from 19 years old and above.

Therefore, most of the age of first year students ranges from 17-18 years old.

Table 3

Frequency and Percentage Distribution of the

Respondents by Gender

SEX FREQUENCY PERCENTAGE

Male 80 31.9%

Female 171 68.1%

TOTAL 251 100%

Table 3 shows that the total number of male respondents is 80 or 31.9%,

while female respondents numbered 171 or 68.1%. It can be seen that among

251 respondents, 171 were female or 68.1%. Therefore, first year college of

education students were mostly female compared to 80 or 31.9% male

respondents.
 42

Table 4

Frequency and Percentage Distribution of the

Respondents by General Weighted Average

General Weighted Average FREQUENCY PERCENTAGE

1.00-1.25 (Excellent) 3 1.2%

1.50 - 1.75 (Very Good) 128 51.0%

2.00 - 2.25 (Good) 105 41.8%

2.50 - 2.75 (Satisfactory) 15 6.0%

TOTAL 251 100%

Table 4 shows that 3 respondents or 1.2% have general weighted average

of 1.00-1.25 or excellent, 128 or 51.0% of the respondents got grades that range

from 1.5-1.75 or very good, 105 of the total sample respondents or 41.8% got

grades last semester of 2.00-2.25, and only 15 or 6% of the respondents got

2.50-2.75 general weighted average.

It shows that the highest frequency which was 128 or 51.0% of the

respondents general weighted average were 1.5-1.75 last semester followed with

105 or 41.8% respondents got 2.0-2.25. Fifteen respondents or 6% got GWA of

2.50-2.75 or satisfactory which is greater than the respondents who got excellent

or 1.0-1.25.
 43

2. Students' Perception about the relationship of social factors to

academic performance
Table 5

Perception of the Students on the Relationship of

Campus Organization to Academic Performance

Weighted Verbal
CAMPUS ORGANIZATION
Mean Interpretation

1. Being a member of the campus

organization(s) supports and helps 2.50 Often
students effectively in their studies.

2. Involving in campus organization(s)

motivates students in aiming high 2.61 Often
grades.

3. The activities of campus

organization(s) challenge students 2.65 Often
academically.

4. Members in campus
organization(s) can still manage their Often
2.52
time with their academic and
organizational activities.

5. Being a member of the campus

organization(s) inspires students to 2.63 Often
perform enthusiastically in class.

6. Campus organization(s) and their

activities enrich student's educational 2.84 Often
experiences.

OVERALL MEAN 2.63 Often

Table 5 shows that the weighted mean of the following statements are: (1)

“Being a member of the campus organization(s) supports and helps students

effectively in their studies” had 2.50 weighted mean which interpreted as “often”;

(2) “Involving in campus organization(s) motivates students in aiming high

 44

grades” had 2.61 weighted mean which meant “often”; (3) “The activities of

campus organization(s) challenge students academically” had weighted mean of

2.65 and interpreted as “often”; (4) “Members in campus organization(s) can still

manage their time with their academic and organizational activities” weighted

mean of 2.52 which interpreted as “often”. (5) “Being a member of the campus

organization(s) inspires students to perform enthusiastically in class” weighted

mean of 2.63 which meant “often”; (6) “Campus organization(s) and their

activities enrich student's educational experiences” had weighted mean of 2.84

which interpreted as “often”. It also indicated that statement number six got

highest response with weighted mean of 2.84.

The findings implied that from the six statements stated under the campus

organization, most of the respondents answered “often” based from weighted

mean of 2.63 which means they often believed that being involved in campus

organizations have a positive effect on academic performance.

 45

Table 6

Perception of the Students on the Relationship of

Sports Activities to Academic Performance

Weighted Verbal
SPORTS ACTIVITIES
Mean Interpretation

1. Being a member of the athlete

supports and helps students effectively 2.37 Sometimes
in their studies.

2. Involving in sports activities

Sometimes
motivates students in aiming high 2.43
grades.

3. The activities of being an athlete Sometimes

2.45
challenge students academically.

4. Athletes can still manage their time

Sometimes
with their academic and sports 2.39
activities.

5. Being an athlete inspires students to Sometimes

2.44
perform enthusiastically in class.

6. Sports activities enrich student's

2.68 Often
educational experiences.

OVERALL MEAN 2.46 Sometimes

Table 6 shows that the weighted mean of the following statements are: (1)

“Being a member of the athlete supports and helps students effectively in their

studies” had 2.37 weighted mean which interpreted as “sometimes”; (2)

“Involving in sports activities motivates students in aiming high grades” had 2.43

weighted mean which meant “sometimes”; (3) “The activities of being an athlete

challenge students academically” had weighted mean of 2.45 and interpreted as

 46

“sometimes”; (4) “Athletes can still manage their time with their academic and

sports activities” had weighted mean of 2.39 which interpreted as “sometimes”.

(5) “Being an athlete inspires students to perform enthusiastically in class” had

weighted mean of 2.44 which meant “sometimes”; (6) “Sports activities enrich

student's educational experiences” had weighted mean of 2.68 which interpreted

as “often”. It also indicated that statement number six got highest response with

weighted mean of 2.68.

The findings implied that from the six statements stated under the sports

activities most of the respondents answered “sometimes” based from the

weighted mean of 2.46 which means they sometimes believed that being

involved in sports have positive effect on academic performance.

 47

Table 7

Perception of the Students on the Relationship of

Romantic Relationship to Academic Performance

Weighted Verbal
ROMANTIC RELATIONSHIP
Mean Interpretation

1. Being in a romantic relationship

supports and helps students effectively 2.39 Sometimes
in their studies.

2. Involving in romantic relationship

motivates students in aiming high 2.44 Sometimes
grades.

3. Being in a romantic relationship

2.51 Often
challenge students academically.

4. Students who are in a romantic

relationship can still manage their time
2.40 Sometimes
with their academic and other activities
with their partner.

5. Being in a romantic relationship

inspires students to perform 2.57 Often
enthusiastically in class.

6. Students who are in a romantic

relationship enrich educational 2.33 Sometimes
experiences.

OVERALL MEAN 2.44 Sometimes

Table 7 shows that the weighted mean of the following statement are: (1)

“Being in a romantic relationship supports and helps students effectively in their

studies” had 2.39 weighted mean which interpreted as “sometimes”; (2)

“Involving in romantic relationship motivates students in aiming high grades” had

2.44 weighted mean which meant “sometimes”; (3) “Being in a romantic

relationship challenge students academically” had weighted mean of 2.51 and

 48

interpreted as “often”; (4) “Students who are in a romantic relationship can still

manage their time with their academic and other activities with their partner” had

weighted mean of 2.40 which interpreted as “sometimes”. (5) “Being in a

romantic relationship inspires students to perform enthusiastically in class” had

weighted mean of 2.57 which meant “often”; (6) “Students who are in a romantic

relationship enrich educational experiences” had weighted mean of 2.33 which

interpreted as “sometimes”. It also indicated that statement number five got

highest response with weighted mean of 2.57.

The findings implied that from the six statements stated under the sports

activities most of the respondents answered “sometimes” based from the

weighted mean of 2.46 which means they sometimes believed that being

involved in sports have positive effect on academic performance.

3. Test of Significant Relationship

Table 8

Pearson’s Correlation: Test for Significant Relationship between the

Social Factors and Students’ Academic Performance

ACADEMIC PERFORMANCE
SOCIAL Standard Pearson p Decision Conclusion
FACTORS Deviation Correlation value

1.Campus 0.607 0.028 0.657 Do not Not

Organizations reject Ho significant
2. Sports 0.536 -0.056 0.378 Do not Not
Activities reject Ho significant
3. Romantic 0.669 -0.087 0.170 Do not Not
Relationship reject Ho significant
4. Over all 0.449 -0.052 0.409 Do not Not
reject Ho significant
 49

Table 8 indicates the test for significant relationship between social factors

and students’ academic performance using Pearson’s Correlation. The decision

is to reject the null hypothesis if the computed p-value is less than or equal to the

level of significance (0.05). As shown in the table, the standard deviation is

0.607, the degree of correlation between the campus organization and academic

performance with the computed Pearson-r of 0.028. The decision in the campus

organization is not to reject the null hypothesis since the computed p-value which

is 0.657 is greater the 0.05 level of significance. Thus, there is no significant

relationship between campus organization and students’ academic performance.

In terms of sports activities, it shows the standard deviation of 0.536 and

the degree of correlation between sports activities and academic performance

with the computed Pearson-r which is -0.056. Since the computed p-value is

0.378 which is greater than the assigned level of significance of 0.05, therefore,

the hypothesis that there is no significant relationship between sports activities

and students’ academic performance is thus accepted. It means that there is no

significant relationship between sports activities and students’ academic

performance.

In romantic relationship, the standard deviation was 0.669 and the degree

of correlation between romantic relationship and students’ academic

performance with the computed Pearson-r is -0.087. Since the computed p-value

of 0.170 is greater than the level of significance of 0.05, thus, the decision in the

romantic relationship is not to reject the null hypothesis. This means that there is
 50

no significant relationship between romantic relationship and students’ academic

performance.

Finally, the degree of correlation between all the social factors and

students’ academic performance of first year COED students showed a standard

deviation of 0.449 and Pearson correlation of -0.052 which means there is a

negative relationship between the two variables. The computed p-values shows

that 0.409 is greater than 5% level of significance. The results showed that the

researchers have sufficient evidence to conclude that there is no significant

relationship between social factors and students’ academic performance.

 51

4. Recommendations on having a balanced social life and academic life

Table 9

Frequency and Percentage of Recommendations on

Having Balance Social and Academic Life

Recommendations FREQUENCY PERCENTAGE

1. There should be an enlightenment

campaign on the negative and positive
effects of the involvement of the social
143 56.97
factors like campus organizations, romantic
relationships, and sports activities.

2. Efforts should be made by the teachers

and parents to advise young people of the
negative roles of the social factors (campus
organizations, romantic relationships, and 113 45.02
sports activities) that may play in academic
performance and the adverse
consequences.

3. Regulatory bodies should be charged

with the responsibility of setting standards
40 15.94
and checking excess on the part of
students.

4. The student should have self-discipline. 1 0.40

5. The students should have proper time

management between the social factors and 2 0.80
their academics.

Table 9 shows that out of 251 respondents, 143 or 56.97% chose the first

recommendation which is there should be an enlightenment campaign on the

negative and positive effects of the involvement of the social factors like campus
 52

organizations, romantic relationships, and sports activities. The second

recommendation had 113 respondents or 45.02% wherein efforts should be

made by the teachers and parents to advise young people of the negative roles

of the social factors (campus organizations, romantic relationships, and sports

activities) that may have an effect in academic performance and the adverse

consequences. There are forty respondents or 15.94% chose the third

recommendation which stated that regulatory bodies should be charged with the

responsibility of setting standards and checking excess on the part of students.

Other respondents specified recommendations such as the student should have

self-discipline which has 0.40% or one respondent, and the students should have

proper time management between the social factors and their academics got

two respondents or 0.80%.

It shows that the highest percentage came from the first recommendation

which is 143 or 56.97% of the respondents who chose that there should be an

enlightenment campaign on the negative and positive effects of the involvement

of the social factors like campus organizations, romantic relationships, and sports

activities.
 Chapter 5

SUMMARY, FINDINGS, CONCLUSIONS AND

RECOMMENDATIONS

This chapter includes the summary of the findings based on the obtained

results, the conclusions and the recommendations.

Findings

The study aimed to find out the significant relationship between social

factors to the academic performance of first year COED students in Polytechnic

University of the Philippines. The descriptive-correlation type of research was

used to describe, analyze and interpret the students’ academic performance

which is the dependent variable as well as the independent variables which are

the social factors such as campus organization, sports activities, and romantic

relationship.

The data were analyzed and the following salient findings were formulated

in accordance with the specific questions given under the statement of the

problem.

1. In terms of age, the study found out that 157 or 62.5% of the respondents

belong to 17-18 years old, 87 respondents or 34.7% of them belong to the

 54

age bracket of 15-16 years old, and 7 or 2.8% of the respondents belong

to the age bracket of 19 years old and above. Based on the gender, it can

be seen that among 251 respondents, 171 were female or 68.1%

compared to 80 male respondents or 31.9%. According to general

weighted average, 128 or 51.0% of the respondents got grades that

ranges from 1.5-1.75 or very good, 105 of the total sample respondents or

41.8% got grades last semester of 2.00-2.25, 15 or 6% of the respondents

got 2.50-2.75 general weighted average, and only three respondents or

1.2% general weighted average range from 1.00-1.25 or excellent.

2. In campus organization the highest weighted mean is 2.84 wherein the

campus organization(s) and their activities often enrich student's

educational experiences. Being a member of the campus organization(s)

supports and helps students effectively in their studies has the lowest

weighted mean of 2.50 which is interpreted as often affects. The overall

findings about campus organizations relationship to academic

performance implied that based from the weighted mean of 2.63, they

often believe that being involved in campus organizations have a positive

effect on academic performance. While in terms of sports activities, the

highest weighted mean is 2.68 wherein sports activities enrich students’

educational experiences. The lowest weighted mean of 2.37 which is

being a member of the athlete supports and helps students effectively in

their studies which the respondents sometimes percept. The overall

findings about sports activities relationship to academic performance

 55

implied that based from weighted mean of 2.46 they sometimes believed

that being involved in sports activities have a positive effect on academic

performance. Lastly, in terms of romantic relationship the weighted mean

of 2.57 is for being in a romantic relationship inspires students to perform

enthusiastically in class” which meant they often believe affect academic

performance. The weighted mean of 2.33 which is students who are in a

romantic relationship enrich educational experiences thus, respondents

sometimes believed. The overall findings about romantic relationship,

relations to academic performance implied that based from the weighted

mean of 2.44, they sometimes believe that being involved in romantic

relationship have a positive effect on academic performance.

3. The degree of correlation between the campus organization and academic

performance with the computed Pearson-r is 0.028, and the computed p-

value of 0.657 is greater the 0.05 level of significance. Also, the degree of

correlation between sports activities and academic performance resulted

to -0.056 which is the computed Pearson-r, and the computed p-value of

0.378 is greater than the assigned level of significance of 0.05. In addition,

the degree of correlation between romantic relationship and students’

academic performance with the computed Pearson-r of-0.087, and

computed p-value of 0.170 is greater than the level of significance of 0.05.

The degree of correlation between all the social factors and students’

academic performance of first year COED students shown Pearson

 56

correlation of -0.052 and as the computed p-values shows that 0.409 is

greater than 5% level of significance.

4. It shows that the highest percentage came from the first recommendation

which is 143 or 56.97% of the respondents and then chose that there

should be an enlightenment campaign on the negative and positive effects

of the involvement of the social factors like campus organizations,

romantic relationships, and sports activities. Followed by the second

recommendation which had 113 respondents or 45.02% which is efforts

should be made by the teachers and parents to advise young people of

the negative roles of the social factors (campus organizations, romantic

relationships, and sports activities) that may have an effect in academic

performance and the adverse consequences. While there are 40

respondents or 15.94% who chose the third recommendation which stated

that regulatory bodies should be charged with the responsibility of setting

standards and checking excess on the part of students. Other

respondents specified recommendations such as the student should have

self-discipline which has 0.40% or one respondent, and the students

should have proper time management between the social factors and their

academics which got two respondents or 0.80%.

 57

Conclusions

Based on the results of the study, the following conclusions were drawn:

1. The profile of the respondents had differences based on the following

characteristics: age, gender, course, and GWA. Majority of the first

year College of Education students belong to the 17-18 years old age

bracket. In terms of gender, the first year COED students were

dominated by female and most of their general weighted average last

semester ranges from 1.50-175 or “very good”.

2. The respondents assessed the relationship of social factors to the

academic performance. According to the students’ perception on the

relationship of campus organization to the academic performance, they

often believe that being involved in campus organizations have a

positive effect on academic performance. While in terms of sports

activities they sometimes believed that being involved in this social

factor may affect academic performance same with romantic

relationship.

3. Since the result of the computed p-value was greater than the

assigned level of significance which was 0.05, the hypothesis “there is

no significant relationship between the academic performance and the

perceived effects of the social factors in terms of campus

organizations, sports activities, and romantic relationship of the first

year COED students.” was thus accepted.

 58

4. Most of the respondents chose to recommend that there should be an

enlightenment campaign on the negative and positive effects of the

involvement of the social factors like campus organizations, romantic

relationships, and sports activities.

Recommendations

Based on the results and the limitation of the study, the following

recommendations were presented to further discuss the social factors affecting

the students’ academic performance.

1. Students, mostly girls, should know how to balance social and

academic life. They should have self-disciplined and time management

if they will be involved in social factors such as campus organizations,

sports activities, and romantic relationship.

2. The university should have an information-dissemination campaign to

the students to enlighten them on the positive and negative effects of

social factors to the academic performance.

3. Parents should guide their students in their studies by showing them

the best way to study so that their children can achieve good grades

and be supportive in their involvement children’s school activities.

 59

4. The teacher should enhance their teaching competencies and

strategies to fully equip students’ learning and enhance their multiple

intelligence so that the students will be encourage to perform actively

in the classroom activities.

5. The present study may be reviewed, critiqued, and even replicated

using more varied sample of variables.

6. Further studies maybe considered like including other social factors

that may affect the academic performance of the students and extent

their respondents to other year levels who may be involved greatly on

these social factors.

 60

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 67

APPENDICES
 68

POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

COLLEGE OF EDUCATION
STA. MESA, MANILA

To the respondents,

Good day! We the Bachelor in Business Teacher Education students would be

conducting a study entitled The Social Factors and the Academic Performance of
the 1st Year College of Education Students. Social factors are those pertaining to
the things that could affect a student outside the classroom like the campus
organizations, sports activities, and romantic relationships. We would like to seek
your help by answering this questionnaire on how you perceive these factors in
connection with the academic performance of a student.

Please answer the questions honestly. Thank you and God bless.

PROFILE
Name (optional):
_________________________________________________________
Course: BSED; BEED; BBTE: Section: _______
Age: _________________ Gender: MALE; FEMALE
General weighted average (GWA) last semester:________
Directions: Please write a check inside the cell which fits your answer.
Criterion:
1= Very often 3= Sometimes
2= Often 4= Never
1 2 3 4
CAMPUS ORGANIZATIONS
1. Being a member of the campus organization(s) supports and
helps students effectively in their studies.
2. Involving in campus organization(s) motivates students in
aiming high grades.
3. The activities of campus organizations challenge students
academically.
4. Members in campus organization(s) can still manage their
time with their academic and organizational activities.
5. Being a member of the campus organization(s) inspires
students to perform enthusiastically in class.
6. Campus organization(s) and their activities enrich student’s
educational experiences.
SPORTS ACIVITIES
1. Being an athlete supports and helps students effectively in
their studies.
2. Involving in sports activities motivates students in aiming
high grades.
3. The activities of being an athlete challenge students
 69

academically.
4. Athletes can still manage their time with their academic and
sports activities.
5. Being an athlete inspires students to perform enthusiastically
in class.
6. Sports activities enrich student’s educational experiences.
ROMANTIC RELATIONSHIP
1. Being in a romantic relationship supports and helps students
effectively in their studies.
2. Involving in romantic relationship motivates students in
aiming high grades.
1 2 3 4
3. Being in a romantic relationship challenge students
academically.
4. Students who are in a romantic relationship can still manage
their time with their academic and other activities with their
partner.
5. Being in a romantic relationship inspires students to perform
enthusiastically in class.
6. Students who are in a romantic relationship enrich
educational experiences.

What recommendations or suggestions can you impose in these effects of the social
factors in order to have a balance life among the students?

There should be an enlightenment campaign on the negative and positive effects

of the involvement of the social factors like campus organizations, romantic
relationships, and sports activities.

Efforts should be made by the teachers and parents to advise young people of
the negative roles of the social factors (campus organizations, romantic
relationships, and sports activities) that may play in academic performance and the
adverse consequences.

Regulatory bodies should be charged with the responsibility of setting standards

and checking excess on the part of students.

Others please specify:

_____________________________________________________________________________
_____________________________________________________________________________

Thank you for your participation. May God always be with you.
 75

MARJORIE S. FLORENTINO
238 RIANZARES ST. SAMPALOC, MANILA
marjflorentino@yahoo.com
09433489942

PROFESSIONAL SKILLS AND QUALIFICATIONS

 Typing skills
 Knowledge in Shorthand
 Knowledge in Microsoft Office (MS Word, Excel, and Power Point)
 Proficient in oral and written language
 Persevere andhard working individual
 Responsible and organized
 Willing to render overtime

EDUCATIONAL BACKGROUND

Tertiary: Polytechnic University of the Philippines

Anonas St. Sta. Mesa, Manila
Bachelor’s Degree in Business Teacher Education
Major in Technology and Livelihood Education
2011– Present

Secondary: The National Teachers College

Quiapo, Manila
2007 – 2011

Elementary: Dapdap Elementary School

Madapdap, Pampanga
2006-2007

VOLUNTEER WORKS

 Volunteer teacher at Community Outreach Learning Center, Polytechnic

University of the Philippines, 2012 - present.
 Volunteer teacher at Brgy. 407 M.F. Jocson St. Sampaloc, Manila, 2011.

TRAINING

 On-the-Job Training at Land Registration Authority, East Ave., Quezon

City 2012 – 2013.
 76

PERSONAL INFORMATION

Age: 18 yrs. old

Date of birth: November 18, 1995
Place of birth: Urdaneta, Pangasinan
Religion: Iglesia Ni Cristo
Civil Status: Single
Citizenship: Filipino
Height: 5’4’’
Weight: 101 lbs.
 77

ZENNY T. BENLOT
262 DEGLORIAEXTENSION, TALANAY
B BATASAN HILLS, QUEZON CITY
Zenjean_04@yahoo.com
09466223544/09359781677

PERSONAL INFORMATION:

Height: 5’4” Birthday: Oct. 4, 1994

Weight: 56kls Birthplace: Lanao Del Norte, Mindanao
Age: 18 yrs. old

EDUCATION ATTAINMENT:

TERTIARY
Polytechnic University of the Philippines Sta. Mesa Manila Present
»Bachelor in Business Teacher Education
(Major in Business Teacher and Livelihood Education)

SECONDARY
Batasan Hills National High School 2007-2011

ELEMENTARY
Kapitbahayan Elementary School 2001-2007

SPECIAL SKILLS:
 Typing
 Stenography
 Computer Literate
*MS Office Word
*MS Office Excel
*MS Office Power point
 78

NATALIE JANE F. FIESTADA

#80E. Imperial Street, Barangay E. Rodriguez,
Cubao, Quezon, City
E-mail Address: natalie_purpleprincess@yahoo.com
Mobile number: 0946-9323-690

EDUCATIONAL BRIEF

Tertiary: Bachelor in Business Teacher Education

Major in Business Technology and Livelihood Education
Polytechnic University of the Philippines, Sta. Mesa, Manila
(A.Y. 2011-present)

Secondary: HONORABLE MENTIONED

Pola Catholic School
Zone II, Pola, Oriental Mindoro (A.Y. 2006-2010)

Primary: VALEDICTORIAN
Calima Elementary School
Calima, Pola, Oriental Mindoro (A.Y. 2000-2006)

WORKING EXPERIENCE

On-The-Job-Trainee : The Philippine-American Life and

General Insurance Company
2nd Floor Philam Life Bldg. cor
General Araneta Avenue, Cubao, Quezon City
December 3, 2012-February 15, 2013

Service Crew : Jollibee Foods Corporation-Farmers Market

Farmers Market General Araneta Avenue,
Cubao, Quezon City
July 13, 2013-December 13, 2013

PERSONAL INFORMATION

Age : 20 years old

Gender : Female
Birthdate : June 12, 1993
Nationality : Filipino
Civil Status : Single
Language Spoken: Filipino and English
Mother’s Name: Cynthia F. Fiestada
Father’s Name: Ruby F. Fiestada
Height : 5’2”