CHAPTER I

THE PROBLEM AND IT’S BACKGROUND

Introduction

In this era of globalization and technological

revolution, education is considered as first step for every

human activity. It plays a vital role in the development of

human capital and is linked with an individuals well being

and opportunities for better living (Battle and Lewis, 2002).

Schools, colleges and universities have no worth without

students. Students are most essential asset for any

educational institute. The students performance also plays

an important role in producing the best quality graduates who

will become great leader and a man power for the country (ali

et al, 2009). A students level of intelligence is said to be

reflected by the grades that one’s attains. When a student

gets a high grade, it is concluded that one has learned a

lot, and if not the student would most likely have attained

lesser learning. In this matter, the academic performance of

students in most universities has become an object of inquiry

of researchers nowadays. It has become a top priority among

1
educators who have vowed to make a difference locally,

regionally, nationally and globally.

Education as defined is a field of study that deals

mainly with methods of teaching and learning in school

(http://merriam-webster.com). It is a field of study

focusing on how to transfer one’s knowledge to another. No

person came to this world as knowledgeable as he was today.

All the learning that he acquires came from different factors

including the environment. Nevertheless, there is numerous

factors that greatly affects the grades of every students

suah as IQ, study habits, age, year and social status. It

can also be termed as student factors, family factors, school

factors and peer factors(Crosnoe, Johnson and Elder, 2004).

But it has been long recognized that in the process of

learning the study habits of the students play an important

role in their performance academically.

When it talks about Intelligence Qoutient a.k.a IQ. A

man named Alfred Binet suggested that we measure someone

ability to learn or to succeed. Binet said that the way we

can do this is to compare 2 things. Firt we need to know how

old a child is which he called a persons chronological age,

the second one is to look for the mental age. To get a bit

more technical, Binet created an equation. The equation

2
look like this: Mental age/chronological age x 100=IQ. The

result of the testdoes not attempt to measure the amount of

information you have learned but rather your capacity to

learn.

In light of the aforementioned insights, the researchers

came up to a study entitled; Factors Affecting the Declining

of the Academic Performance of Grade 11 Haber of Del Gallego

National High School S/Y 2018-2019. In this point the

researchers would like to investigate and to know the possible

factors that affects students academic performance. The

reserach findings of the study will provide basis and

awareness not only for students but as well as the teachers

and school administration.

Statement of the Problem

This research endeavor will seek to determinethe Factors

Affecting the Declining of Academic Performance of Grade XI-

Haber students of Del Gallego National High School School

Year 2018-2019. Morespecifically it will answer the

following questions:

1. What is the Demographic profile of the respondents in

terms of:

3
 a. Age;

b. Gender;

c. Section/strand;

2. What are the factors that affect the declining of

Academic Performance of the respondents in terms of:

a. Attitudinal factors;

b. Personal factors;

c. Environmental factors;

d. Peer factors;

3. What recommendation should be proposed to help increase

the students academic performance?

Objectives of the Study

The main objective of this study is to determine the

Factors Affecting the Declining of Academic Performance of

Grade XI- Haber students of Del Gallego National High School

School Year 2018-2019.

The study intended to achieve the following objectives:

1. To identify the demographic profile of the respondents

in terms of:

4
 a. Age;

b. Gender;

c. Section/strand;

d. Parents monthly Income

2. To identify the different Factors affecting the

declining of the student-respondent of academic

performance i terms of;

a. Attitudinal factors

b. Personal factors

c. Environmental factors

d. Peer factors

3. To find any recommendation and help the student to

increase their academic performance.

Conceptual Framework

This part of chapter I will be divided into 3-subparts.

The INPUT-PROCESS-OUTPUT.

The Input is provided by all the data to be used in the

study to answer thequestions. It consists of all the

information that is related to the study.

5
 The Process is about translating the information. This

includes all activities to get the Factors Affecting the

Declining of Academic Performance of Grade 11- Haber students

of Del Gallego National High School School Year 2018-2019.

This includes taking the answer of the respondents.

The Output will be the outcome or result of the study.

6
Conceptual Paradigm

INPUT PROCESS OUTPUT

 Profile of  Proposed
the plan of
respondents  Survey
action to
questionnair
increase the
e
Academic
 Factors that  interview
Performance
affect yhe of the
declining of
respondents
the academic
performance

FEEDBACK

Figure 1: Conceptual Paradigm

7
Significance of the Study

This research output will serve as a springboard for

the concernced groups of individuals and organization.

Senior High Students of the said institution, being the

respondents and as a students, they will be benefitted it

will help them to know different factors that affect their

academic performance and as the same time it will also serve

as a reference to them.

Researchers themselves will also be benifitted for they

may use all the learnings that they get in this research

endeavor as they pursue their higher study.

Future researchers will also be benifitted for they may

use this asreference as they undergo their research study.

Teacher will be benifitted also for they may get an idea

about the factors that affect the performance of their

students.

Principal of the said school will also be benifitted

because she/he may know about certain issues that affect the

academic performance of the students.

8
 Department of Education willbe benifitted for they may

find any solution regarding the factors that affect the

declining of academic performance of the students.

Definition of Terms

To broaden the knowledge in this study, the following

words are defined technically and operationally.

Academic means relating to education and scholarship not of

practical relevance, of only theoritical interest. A teacher

or scholar in a collage or institute of higher education.

Operationally, academic served as one of the variable of our

thesis title.

Aforementioned means denoting a thing or a person previously

mentioned. As used in the study, aforementioned was used as

another term to recall previous person or happening.

Chronologigal means starting with the earliest and following

the order in which they occured. The researchers defined

chronological as relating to the tables of the american

history.

Education means is the process of facilitating learning, or

the acquisition of knowledge, skills, values, beliefs and

9
habits. As it is used in the study, Education refers to the

process by which or by how a person learned.

Intelligence Qoutient means a number representing a persons

reasoning ability. Operationally, IQ refers to the man’s

ability to learn.

10
 CHAPTER II

Review of Related Study and Literature

Related Study

Foreign

Peetsma et al. (2005 ) reported a general decline

in student perfor-mance in a cross-sectional study of 12- to

16-year-olds across four countries: the Netherlands,

Switzerland, Czech Republic and eastern parts of Germany.

Student performance was assessedusing report card grades in

mathematics and the mother tongue on the last report card of

theyear. These school grades were made comparable across

countries. Mean scores of investmentand performance level

decreased with increasing age (i.e. three consecutive age

cohorts). Alimitation of this study with regard to a

developmental perspective on performance is that theconcepts

were investigated in a cross-sectional study

Gawande, E.N. (1988) studied the relationship between

achievement motivation and scholastic achievement of higher

secondary students of Class XI and found that the correlation

between achievement-motivation and scholastic achievement of

urban students was at higher level than that of rural

students. (ii)There was no significant difference in the

coefficient of correlation of achievement-motivation and

11
scholastic achievement of non-backward and backward students.

(iii) Boys were more achievement motivated than girls. (iv)

The mean difference in the scores of scholastic achievement

in boys and girls was not significant.

Mehta A.P(1969) Studied on the achievement motive in

high school boys the important findings were (i)the

achievement level of boys in Delhi are higher than that in

madras. (ii) The boys whose father educational level was

either high or low showed higher n-achievement level than

those whose father received only secondary education. (iii)

The achievement related motive showed negative correlation

with n-achievement with the total school performance and with

the self-expected vocational success. Whereas the measures on

achievement related values showed positive correlation with

their three variables (iv) the rural boys showed higher score

on achievement values than the urban boy

Nayak, B.P. (1990) Studied on achievement motivation and

level of aspiration of tribal and non-tribal children in the

age-group of 7-11 years was done and major findings were –

(i) Advantaged and disadvantaged groups differed

significantly with respect to their locus of control, self

esteem, academic motivation and scholastic achievement (ii)

Advantaged girls as compared to the disadvantaged had better

internal locus of control, self-esteem (higher score on

12
general, social, home and school sub-areas of self-esteem

scale) academic responsibility (towards self and schools)

academic motivation, good study habits, positive attitude

towards schools, high educational aspirations and higher

scholastic achievement. At three different levels (high,

average and low) of locus of control, self-esteem academic

responsibilities and academic motivation, the subjects

identified as advantaged and dis-advantaged when compared to

their scholastic achievement, showed a uniform pattern of

results.

Gohfied (1990) found positive correlation between

motivation and achievement specifically, young student with

higher academic intrinsic motivation has significantly high

achievement and intellectual performance. She also found that

early intrinsic motivation correlated with later motivation

and achievement and later motivation is the predictable from

early achievement (Gohfied 1990). It was found that perceived

academic competence was positively related to intrinsic

motivation.

Synthesis

Academic Performance of a students was one of the most

important role performed by a student, however some are not

able to maintain or to show their ability to increase their

13
academic performance. According to Peetsma et al. (2005) the

general declining of the academic performance of students in

some of the four countries is because of the cross-sectional

study. On the other hand, Gawande E.N. (1998) revealed that

the performance of those urban students compared to the rural

students has no significant difference. But according to him

boys were more achievement motivated than girls. Same study

revealed by Mehta A.P (1969) was that boys achievement level

from Delhi is higher than that in madras. Another study by

Nayak, B.P (1990) reveals that girls is also motivated in

regards to the level of aspiration and with the respect to

their locus of control, self esteem and good study habits. It

was clear to say that from the 5 foreign related studies

students are more motivated to achieve good or high academic

performance. Gohfied (1990) found positive correlation

between motivation and achievement specifically, young

student with higher academic intrinsic motivation.

Local Studies

The purpose of the study by Kim et al. (2003) was to

obtain a fuller understanding of the association of dietary

behaviors, physical status, and socio-economic status with

academic performance in Korean teenagers. The subjects in the

study were 6,463 boys and girls in grades 5 (10 –11 years

14
old), 8 (13 –14 years old), and 11 (16 –17 years old). The

academic performance of students was strongly associated with

dietary behaviors, especially with regularity of three meals

even after control for parents’ education level. Regular

breakfast and lunch were more important in grades 5 and 8,

while regular dinner was more related with academic

performance in grade 11. These results were the first to

demonstrate an association between regularity of all three

meals and academic performance. This study showed that not

only regular breakfast, but also regular lunch and dinner are

associated with academic functioning of teenagers. However,

the reason why regular meals are related to academic

performance was not clear.

Rivera (2007) investigated the relationship of the level

of academic performance. Most of the respondents belong to

the low-income families; Most of their parents finished high

school; the level of academic performance of the students is

good; the economic status and parents’ educational attainment

do not affect the academic performance of pupils. As inferred

from the observations and studies conducted by Ayson, Acosta,

Bernardo, Mariano, Quizon and Rivera discussed and showed

distinct similarities and differences with the present study

in several aspects. The present study and the previous studies

differed in the number of respondents and the year when the

15
research was conducted. They likewise differ on the causes of

factors that affect the academic performance. The researcher

considered that there should be an answer to the reasons of

the pupils’ low or high performance. The researcher further

recognized the need to identify and examine those factors

contributing to the decline of the quality of basic public

education, hence, this study. Based on the foregoing

discussion, the researcher found it vital to identify the

factors affecting the academic performance of the

intermediate pupils in selected public schools in Porac East

District.

In a study conducted by the School of Economics of De la

Salle University in 2009 as indicated in the volume II of

Policy Brief, based on household data,, it was empirically

verified that the magnitutde of household income does not

significantly affect school participation. Tereso Tullao Jr.

and Rivera, John Paulo (2009) found out that as the income of

household’s increases, they will also increase their

expenditures on normal goods and services including

education.

According to Hammer (2003) the home environment is as

important as what goes on in the school. Important factors

include parental involvement in their children’s education,

how much parents read to young children , how much TV children

16
are allowed to watch and how often student’s change schools.

Achievement gap is not only about what goes on once students

get into the classroom. It’s also about what happens to them

before and after school. Parents and teachers have a crucial

role to play to make sure that every child becomes a high

achiever. Results indicate that parent education and

encouragement are strongly related to improved students

achievement.

Synthesis

According to Kim et al (2003) academic performance of

students was strongly associated with dietary behaviors,

especially with regularity of three meals even after control

for parents educationlevel. This mean that if teenagers had

taken three meals then they will be able to understand and

this is also the reason why regular meals are related to

academic performance. Meanwhile, Rivera (2007) investigated

the relationship of the level of academic performance and the

findings were economic status and parents educational

attainment do not affect the academic performance of pupils.

Same study conducted by Economics of De la Salle University

(2009) the result gathered were revealed that household

income does not significantly affect school participation.

17
Tereso Tullao Jr. and Rivera, John Paulo (2009) found out

that as the income of household increases they will also

increase their expenditures in normal goods and services

including education. According to Hammer (2003) the home

environment greatly affect the performance of pupils

especially the parental involvement. In this matter, Parents

and Teachers have a crucial role to play to make sure that

every child become a high achiever.

Related Literature

Foreign

It has become a focus of study of different policymakers,

researchers and practitioners to see and found the experienxe

of students in higher education. As the number of students

enrolled in higher education is increasing globally, it

hasbecome necessary to understand they experience higher

education in different national, institutional and

disciplinary settings.

National Union of students in 2008 conducted a broad

survey in UK universities to find out overall experiences of

students about university they study in. Some of the result

showed that many of the students were seeing university as a

mean to an end, means they wanted something out of university,

18
very few students(29%) reported that they wanted to

experience university. Similarly, 31% chose the university

they study because of the less travel distance from their

home. 81% of the students were well satisfied with resources

and facilities they were provided with their course work and

studies only 54& students were satisfied with the practical

facilities at the university whereas majority of students

responded with unsatisfaction. 75% students were employed as

well as studying. Almost 46& of them were reliant.

A study conducted by Wanyama(2013) in Kenya Investigated

school based factors which influence student’s performance at

Kenya Certificate of Secondary Education in Narok North

Districts. It was a descriptive survey research. Findings of

the study revealed that the major school based factor which

was influencing the performance of students were inadequate

learning materials. Similarly some school also identified

lack of availability of adequate teachers.

Another study in Uganda by Nannyonjo in 2007 suggested

that qualification training teacher, age and experience and

duration in a school affected students performance along with

the supervision styles and administration style implied by

principal of a school.

One study by Tinklin and Hall(1999) reported findings of

disabled students experiences in higher education in

19
Scotland. All higher education institutes were consulted for

policies and regulations for disabled students faced obstacle

in 5 areas of their higher education, assumption of normality

and levels of awareness were the major 5 areas of obstacle.

In most cases, instead of removing obstacles, only assistance

is provided to disabled students to pass through such

obstacle. This research also acknowledged of the positive

steps taken to improve the obstacles and improving access of

disabled students.

A study by Karemera in 2003 found out that students

performance highly depends on the facilities available at

university such as computer labs, libraries and transport

etc. And it affects their satisfaction level for university

too. Similarly, Young in 1999 also suggested that students

who avail the library of university achieve more academically

then students who do not.

Synthesis

National Union of students in 2008 conducted a survey to

measure and findout the overall experiences of students and

the result they gathered is that students see universities as

a meanto an end. On the other hand Wanyama(2013) conducted

a study and the result revealed was the major subjects in

20
scholl is the factor that influence students performance and

same school identified lack of availability of adequate

teachers. In that matter, another study conducted in Uganda

by Nannyonjo in 2007 which suggested that teachers should

have a qualification training experience and duration in

school. Tinklin and Hall also conducted a study and the

reported findings of disabled students were given a

consideration due to their assumption of normality and levels

ofawareness. Last study conducted by (Karemera in 2003)

found that the students performance highly depend to the

facilities availability such as computer and libraries.

Local Literature

Senator Edgardo J. Angara (LDP) revealed a 3-point

agenda to revive the quality education, as well as to address

the problem of filipino competitiveness in the global work

force industry. “Higher Education has now become

international. Today, we train people not just for our work

force need. We train them for the world . And when people

from other countries come here, they willcome here to look

for the global-quality graduates,” said Angara.

Another research findings cited by Macalino et. al

(2005), the Philippine Journal of Education (2005) stated

21
that quality classroom instruction largely depends on quality

teachers, schools and learners. The bulk of accountability

however lies to teachers being indispensable character in the

teaching learning process. No one has a better influence in

learning than the teacher. In fact, the quality of the school

and quality of classroom instruction is very much dependent

upon the quality of teachers who teach in school essentially,

quality output emanates from the quality inputs.

Synthesis

Senator Edgardo J. Angara revealed that to revive a

quality education we have to train not just for our work force

but we have to train them for the world so that when people

from other countries come here, they will come here to look

for the global-quality graduates. Macalino et. Al stated

that quality classroom instruction largely depends on quality

teachers, schools and learners.

22
 BIBLIOGRAPHY

https://www.academia.edu/7729575/CHAPTER_2_Review_of_Relate

d_Literature_and_Studies_Foreign_Literature_Student_Perform

ance_Galiher

http://repository.out.ac.tz/1732/1/JAMILLAH__MAGANGA-

Dissertation_14-10-2016-Final.pdf

https://www.researchgate.net/post/Causes_of_poor_academic_p

erformances_of_students2

https://scholarcommons.usf.edu/cgi/viewcontent.cgi?referer=

https://www.google.com/&httpsredir=1&article=4615&context=e

td

Peetsma et al (2005) studied the general decline in student

performance in a cross-sectional study.

Gawande, E.N (1988) studied the relationship between

achievement motivation and scholastic achievement.

Mehta A,P (1969) studied on the achievement motive in high

school boys.

Nayak,B.P (1990) studied on the achievement motivation and

level of aspiration of tribal and non-tribal children.

Gohfied (1990)Studied about the positive correlation

between motivation and achievement.

Rivera(2007) studied about the relationship of the level of

academic performance.

23
Hammer (2003) studied about the home environment

Wanyama (2013) studied about the factors which influence

student’s performance.

24
 CHAPTER III

RESEARCH METHOD AND PROCEDURE

This chapter presents the method and procedure of

research and technique of statistical analysis of data that

is to used in this study.

RESEARCH METHOD

The researchers will use purposive sampling method in

this study to the total of 20 respondents. This study will

also use to describe the data into the simplest manner and

give an adequate and accurate interpretation about the study.

SAMPLE AND SAMPLING TECHNIQUE

The research will employ 20 Grade XI-Haber students of

Del Gallego National High Scholl. The sampling technique

will be the purposive sampling under the non-probability

sampling method. In this type, the sampling units are

selected subjectively by the researchers who attempt to

obtain a sample that appears to be a representative of the

population. It will depend upon the subjective judgement of

the researchers among the population was qualififed be the

exact example of this study.

25
RESPONDENTS OF THE STUDY

The respondents of this study are the selected students

of Grade XI-Haber students of Del Gallego National High Scholl

with the total of 20 . The researchers will get almost 50% of

the total population. The respondents are consist of 20 Male

Grade XI-Haber students.

RESEARCH LOCALE

The town of Del Gallego at the earliest 60’s is a growing

community situated at the northern part of Camarines Sur, 90

kilometers away from the heart of Bicolandia, such was the

situation,why few Gallegorians then pursue higher education.

We all know that deep within our nature lies the

inclination to achieved perfection, education plays a vital

role in this research and this realitytriggers the heart of

Gallegoians led by the local leaders. Barangay Captain

Eduardo Q. Uy of Poblacion Zone 1 on 1968 led to put up a

national high school.

Later in year 1969, this bright idea was realized: the

Del Gallego National HighSchool was opened for the freshmen

students. The new born instituion find her home with the

welcoming hands and caring of Del Gallego Central School and

it’s administration and as he starts sailing through the

26
waters of promises, 2 educators unselfishly shared their

talents and manage the voyage.

On the financial requirements, parents paid monthly

tuition fees to the municipal treasurer for the salary of

teachers. For documents and records, it was checked by

Calabanga High School Principal as head of Mother School.

Enrolment increased yearly and management of school

transferred to the Elemntary Central Principal.

In 1985, Dr. Ariston M. Villareal who was then a

Principal in the Elemntary Central School created a Head

Teacher Position for Secondary. The institution became fully

administered by the secondary school educators under the

leadership of Mrs. Pillar C. Salvino, the head teacher.

The reality of studentss growing population required

attention from the school administration. With the help of

the concerned parents, they work togetehr, raising funds to

purchase permanent place of its own. The school

Administration, Parent Teachers Association headed by

Presidents Ressurection C. Silang conducted apopularity

contest and through the effort of former Municipal Mayor

Selverion Veluz Villafuerte Sr. For the additional fund to

suffice the financial requirement of the school site.

Consequently, the first and second year students were

transferred to the new site on 1986 which temporarily Held

27
classes inside their ”Nipa Sawali” classrooms and third and

fourth year student are still housed in the elemntary while

waiting for construction building.

Finally, great changes occured when the government

implemented RA 6655, otherwise known as Free P:ublic 1988-

1989. The name barangay high school was changed to national

high school. Students were given free tuition fees by salary

of teachers and other benefits were shouldered by the

government.

Year 1994, the school was given full pledge

principal item together with this was the reshuffling of newly

promoted school heads withinthedivision. Mrs. Pilar C.

Salvino, who then, left for another area of assignments, was

succeeded by Miss Alicia L. Motarosa as full pledge principal

of the school.after Ten years, Mrs. Pilar once again assigned

to manage the school from 2004 to 2011. In 2012Mrs. Rosemarie

N. Panuelos Former Head Teacher of Del Gallego High School

took over the management of the school from 2011-2014.

At the present Del Gallego National High School is

under the leadership of School Principal Mrs. Judith C.

Magcawas and nationally-funded employees consisting of 36

teaching personnel and 3 non-teaching personnel.

28
DATA GATHERING

To gather the necesarry information that the researchers

needed, series of procedure will be done. First, the

researchers will select 20 Grad XI-Haber students. Then the

researchers will ask permission from the respondents if they

be allowed to administer the test, the researchers will give

a brief information about the test and the researchers will

tell the respondents that whatever their answer will be

treated with confidently. And lastly, when they are done

answering the test, the researchers will thank th

erespondents for their trust and cooperation. The

researchers will conduct this study at Del Gallego National

High School at Barangay Comadogcadog , Del Gallego Camarines

Sur.

INSTRUMENT USED

The researchers will use survey questionnaires. The

questionnaire will seek the information on the Causes of

Declining of the Academic Performance of Grade XI-Haber

Students of Del Gallego National High School, School Year

2018-2019.

29
 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

The Chapter presents, analysis and interprets the data

collected in order to provide the answer to the problem

presented in chapter 1.

The preceding tables presented the data analyzed and

interpreted by the researchers. The textual and tabular

presentation comprises the following:

1. What is the demographic profile of the respondents in

terms of:

a. Age;

b. Sex;

c. Section/strand;

d. Parents monthly Income

2. What are the different Factors affecting the declining

of the student-respondent of academic performance in

terms of;

a. Attitudinal factors

b. Personal factors

c. Environmental factors

d. Peer factors

30
Respondent’s Profile

The table presents the frequency of the respondents

according to Sex.

Table 1.0

Profile of the respondents in terms of sex

Sex f %

Male 20 100&

Female 0 0%

TOTAL 20 100%

Legend: f=frequency %=percentage

Difference in gender affects how a person or individual

percieves something.

The table presents the frequency of the respondents

according to sex. The male outnumbered the total population

since no female respondents was chosen by the researchers.

In total there are 20 male respondents.

31
Table 2.0 presents the respondent’s profile in terms of age

Table 2.0

Profile of the respondents in terms of age

Age f %

15-16 years old 6 30%

17-18 years old 13 65%

19-20 years old 1 5%

21 years old above 0 0%

TOTAL 20 100%

Legend: f =frequency % =percentage

Age also affect how a particular person percieves

something. A mature person percieves something differently

from the younger ones.

The table above displays the distribution of the

respondents according to age. It shows the specific number

of the respondents to their age. There are 13 respondents

who are 17-18 years old(65%) ranked 1. There are 6

respondents who are 15-16 years old(30%) ranked 2 and 1(5%)

for 19-20 years old. Overall, there are 20 respondents

involved which correspond to 100%.

32
Table 3.0 presents the respondent’s profile in terms of

parents Monthly Income.

Table 3.0

Profile of the respondents in terms of Parent’s Monthly

Income

Parent’s Monthly f %

Income

Php21,000 above 2 10%

Php16,000-20,000 0 0%

Php11,000-15,000 2 10%

Php6,000-10,000 8 40%

Php1,000-5,000 8 40%

TOTAL 20 100%

Legend: f =frequency % =percentage

Table 3.0 shows that 8 or 40% of the respondent’s parents

monthly income is in the bracket Php1,000-5,000. On the other

hand, 8 or 40% of the respondent’s parents monthly income is

earning Php6,000-10,000; 2 or 10% of the respondent’s parents

monthly income are in the brackets of Php11,000-15,000 and

Php21,000 and above.

33
 Table 4.0

Respondents Perception Regarding the Factors Affecting the

Declining of the Academic Performance of Grade XI-Haber in

terms of Attitudinal Factors

CAUSES IN Agre % Disagr % Uncer % Verbal

TERMS OF e ee tain Interpre
ATTITUDINAL tation
FACTORS
ATTITUDINAL FACTORS
1. I Lack
Confide
nce 8 40% 12 60% 0 0% Disagree
because
i think
that
people
will
feel
negativ
e on
what i
say or
do.
2. I am
lazy in
doing 0 0% 14 70% 6 30% Disagree
academi
c-
related
task
because
i am
focus
to
other
matter
like
house
chores.
3. I lack
of
self-

34
 belief 7 35% 8 40% 5 25% Disagree
because
i think
too
much
about
people’
s
negativ
e
comment
s about
me.
4. I have
a self-
trust 4 20% 9 45% 7 35% Disagree
issue
because
i feel
like
noone
trust
me.
5. I lack
sleep
because 5 25% 10 50% 5 25% Disagree
of
using
too
much
gadgets
.

Attitude affects students in their academic performance.

In the table 4.0 presents the students perception regarding

the attitudinal factors that affect the declining ot their

academic performance in which repondents disagree (12 or60%)

that lack of confidence is the reason why their grades

35
declined. Whereas, 8 or 40& of them agree. On the second

statement, 14 or 70% disagree that laziness didnot affect

them and 6 or 30% of the respondents are uncertain. 8 or 40%

of the chosen respondents disagree about this statement “I

lack self-belief” while 7(35%) agree and 5(25%) are

uncertain. On the fourth statement “I have a self-trust

issue”. Whereas 9(45%) disagree, 4(20%) agree and 7(35%) are

uncertain. On the last statement 10(50%) of the respondents

are disagree about this statement “Ilack sleep because of

using too much gadgets” while 4(20%) agree and 5(25%)are

uncertain.

Table 5.0

Respondents Perception Regarding the Factors Affecting the

Declining of the Academic Performance of Grade XI-Haber in

terms of Personal Factors

CAUSES IN Agre % Disagr % Uncer % Verbal

TERMS OF e ee tain Interpre
PERSONAL tation
FACTORS
PERSONAL FACTORS
1. I have
a poor
health 5 25% 10 50% 5 25% Disagree
status

36
2. I feel
sleepy
during 5 25% 14 70% 1 5% Disagree
class
hour
because
of
watchin
g my
favorit
e
movies
and
teleser
ye at
late
night
3. I over
use my
time 5 25% 8 40% 7 35% Disagree
using
social
media
4. I lack
self-
motivat 5 25% 8 40% 7 35% Disagree
ion
because
i feel
like
everyth
ing i
do is
wrong.
5. I’m out
of
focus 3 15% 10 50% 7 35% Disagree
because
of my
persona
l
problem
.

37
 Portrayed in the table is the perception of the

respondents about the personal factors that affect the

declining of their academic performance. As illustrate in

the table about the statement “I have a poor health status”

10(50%) of the recorded respondents disagreed with regards to

the said statement. It is proceeded by the frequency of

5(25%) and was interpreted as Agree while 5(25%)of the

respondents answered uncertain. “I feel sleepy during class

hour” is the second statement presented in the questionnaire.

Portrayed in the table are the result 14(70%) of the

respondents disagree while 5(25%) was interpreted as agree

and 1(5%) are uncertain. In the third satement the frequency

recorded wa s8 or 40% interpreted as disagree with regards to

the personal factors about using social media too much.

Interpreted as agree has 5 or 25% and 7 or 35% was interpreted

as uncertain. As revealed in the 4th statement “I lack self-

motivation” the number of frequency recorded for the

respondents who asnwered disagree was 8(40%) while on the

other hand 5(25%) of the chosen respondents is Agree and 7 or

35% of the given respondents was interpreted as uncertain. In

the last presented statement about “I am out of focus because

of my personal problem”the data gathered was 10(50%) of the

recorded respondents was interpreted as disagree; 3(15%) was

38
interpreted as agree and 7(35%) of the respondents are

uncertain.

Table 6.0

Respondents Perception Regarding the Factors Affecting the

Declining of the Academic Performance of Grade XI-Haber in

terms of Social Factors

CAUSES IN Agre % Disagr % Uncer % Verbal

TERMS OF e ee tain Interpre
SOCIAL tation
FACTORS
SOCIAL FACTORS
1. I lack
communi
cation 5 25% 10 50% 5 25% Disagree
skill
because
i am
afraid
to be
rejecte
d
2. I live
in a
not 4 20% 11 55% 5 25% Disagree
conduci
ve
place
to
study.
3. My
family
lack 6 30% 14 70% 0 0% Disagree
support
in my
study
4. People
critici

39
 ze me 2 10% 14 70% 4 20% Disagree
because
of my
poor
health
status
so, i
do not
want to
perform
in
class.
5. I lack
trust
and 2 10% 11 55% 7 35% Disagree
believe
to
others
because
i feel
that
they do
not
trust
me.

Represented in the above table is the result of the

respondents perception about the social factors that affect

the declining of their academic performance. Whereas 10(50%)

of the respondents was interpreted as Disagree with regard to

the given statement about Lack of communication skill. It is

proceeded by the frequency of 5(25%) and was interpreted as

Agree. It is followed by the frequency of 5(25%) as

uncertain. “I live in a not conducive place to study” is the

next statement in the social factors. Based on the data

40
gathered and the data presented 11(55%) of the recorded

respondents is interpreted as Disagree. The recorded result

was followed by the frequency of 4(20%) interpreted as Agree

and the frequency gathered for the respondents who answered

uncertain was 5(25%). As revealed for the third statement,

the frequency gathered is 14(70%) interpreted as Disagree for

the statement about “My family lack support in my study”. It

is proceeded by the frequency of 6(30%) interpreted as Agree.

As shown in the presented table about the Social Factors with

regards to the 4th statement says “People criticize me

because of my poor health status” as revealed 14(70%) of the

respondents Disagreed about the presented statement while

2(10%) interpreted as Agree and 4(20%) are uncertain. I lack

trust and believe to others is the last statement and the

result gathered was 11 of the respondents with the percentage

of 55% ranked 1 interpreted as Disagree. On the other hand

10% of the respondents states that they have a trust-issue to

others for answering agree and 7(35%) of the respondents was

interpreted as uncertain.

41
 Table 7.0

Respondents Perception Regarding the Factors Affecting the

Declining of the Academic Performance of Grade XI-Haber in

terms of Peer Factors

CAUSES IN Agre % Disagr % Uncer % Verbal

TERMS OF e ee tain Interpre
PEER FACTORS tation
PEER FACTORS
1. I have
a bad
influen 4 20% 13 65% 3 15% Disagree
ce
peers
that is
why i
fail to
attain
good
academi
c
perform
ance.
2. My
peers
influen 2 10% 13 65% 5 25% Disagree
ce me
not to
attend
school
so i
get low
grades.
3. My
peers
are not 5 25% 11 55% 4 20% Disagree
focus
in
study
so do
I.
4. My
peers

42
 influen 5 25% 10 50% 5 25% Disagree
ce me
to play
mobile
games
(ML,
COC,
DOTA)
instead
of
studyin
g so, i
get low
grades.
5. I get
involve
d in my 2 10% 12 60% 6 30% Disagree
peers
problem
so, i
fail to
submit
my
school
require
ments.

Based on the above table about the Factors that Affect

the Declining of the Academic Performance in terms of Peer

Factors. As data revealed about the PeerFactor “I have a bad

influence peers” the data gathered was 65% of the respondents

with the frequency of 13 is interpreted as Disagree. It is

proceeded by the frequency of 4 ranked 2 with 10% interpreted

as Agree and the number of therespondents gathered shows that

3(15%)aswered uncertain. The data gathered in the second

43
statement about “My peers influence me not to attend school”

the findidngs was 65% of the total number of the respondents

withthe frequency of 13 answered Disagree. 2(10%) of the

respondents interpreted as Agree and 5(25%) is interpreted as

Uncertain. “My peers is not focus in study” is the third

statement presented whereas 11(55%) of the respondents was

disagree, 2(10%) was Agree and 4(20%) was Uncertain.

Presented in the 4th statement is the perception of the

respondents about the Peer Factor “My Peer influenceme to

play mobile games” and the findings was 10(50%) of the

respondents were interpreted as Disagree while 5(25%)

interpreted as Agree and 5(25%)was Uncertain. The last

statement presented in Peer Factors was revealed as 12 of 20

respondents or 60% Disagreed about the statement “I get

involved in my peers problem” while 2(10%) agree and 6(30%)

Uncertain

Table 8.0

Respondents Perception Regarding the Factors Affecting the

Declining of the Academic Performance of Grade XI-Haber in

terms of Teacher Factors

CAUSES IN Agre % Disagr % Uncer % Verbal

TERMS OF e ee tain Interpre
tation

44
TEACHER
FACTORS
TEACHER FACTORS
1. My
teacher
is not 3 15% 11 55% 6 30% Disagree
that
good in
explain
ing so
i tend
not to
underst
and
his/her
lesson
so, i
get low
grade.
2. My
teacher
is 3 15% 11 55% 6 30% Disagree
strict
and is
ill
tempere
d
3. My
teacher
is 1 15% 15 75% 2 10% Disagree
often
absent,
that’s
why i
am lazy
in
studyin
g and i
get low
grades.
4. My
teacher
lack 1 5% 14 70% 5 25% Disagree
motivat
ion and
i feel
not

45
 motivat
ed that
is why
i get
low
grades.
5. My
teacher
failed 1 5% 17 85% 2 10% Disagree
to
explain
the
lesson
so well
and i
cannot
cop up
the
lesson
that’s
why i
get low
grades.

As shown in the above table about the Factors Affecting

the Declining of the Academic Performance in terms of Teacher

Factor. The collected data was recorded and 11(55%) of the

total number of the respondents Disagreed to the statement

“My teacher is not that good in explaining”. However the

number of frequency recorded for the respondents who answered

Agree was revealed as 3(15%) and 6(30%) as uncertain.

Presented in the second statement is the recorded result for

the perception of the respondents about “My teacher is strict

and is ill-tempered”. The leading result is 11(55%) of the

respondents Disagree. It was proceeded by Agree which

46
gathered 15% and has a frequency of 3. On the other hand

only 6(30%) of the recorded respondents revealed their amswer

as uncertain. Also presented in the table is the statement

“My teacher is often absent” and the data gathered revealed

that 3(15%) Agreed about the absenteeism of a teacher affect

their performance. It is proceeded by disagree which gathered

15(75%) of the recorded respondents and the frequency

gathered for uncertain is 2(10%). Depicted in the 4th

statement is about “My teacher lackmotivation”. The above

table revealed that 1(5%) is interpreted as Agree,14(70%) is

Disagree and 5(25%) are uncertain. “My teacher failed to

explain the lesson so well” is the last presented statement

whereas 17(85%) are agree, 1(5%) disagree and 2(10%) for

uncertain.

Table 9.0

Respondents Perception Regarding the Factors Affecting the

Declining of the Academic Performance of Grade XI-Haber in

terms of Parent Factors

CAUSES IN Agre % Disagr % Uncer % Verbal

TERMS OF e ee tain Interpre
PARENT tation
FACTORS

47
 PARENT FACTORS

1. My
parents
lack 5 25% 14 70% 1 5% Disagree
financi
al
support
so, i
end up
passing
my
school
require
ments
late
so, i
fail my
subject
s
2. My
parents
are 2 10% 15 75% 3 15% Disagree
degradi
ng and
i feel
i am
not
good
enough
that’s
why i
fail my
subject
s.
3. My
parents
compare 3 15% 11 55% 6 30% Disagree
me to
my
sibling
s so, i
am not
motivat
ed to
study.

48
 4. My
parents
expecta 6 30% 10 50% 4 20% Disagree
tion is
so
high,
so i
tend to
be
stresse
d that
result
my
grades
to
fail.
5. My
parents
backgro 3 15% 12 6% 5 25% Disagree
und,
achieve
ment
and
success
puts
pressur
e on my
shoulde
r.

As shown in the table above about the Factors that Affect

the declining of Academic Performance of the recorded

repondents in terms of Parents Factor. As revealed in the

table 14(70%) disagreed that their parents financial support

are lacking that’s why they fail while 5(25%) is interpreted

as Agree and followed by 1(5%) as uncertain. In the third

statement the data gathered was 3(15%) agree that their

49
parents compare them to other siblings. It is followed by the

frequency of 11(55%) as Disagree and 6(30%) as Uncertain.

Portrayed in the table is the 4th statement the findings of

the research are 6(30%) are agree, 4(20%) uncertain and

12(60%) are disagree that their parents expectation are so

high. 12(60%) disagree, 3(15%)agree and5(25%) uncertain that

parents background puts pressure on them.

50
 CHAPTER V

Summary of Findings, Conclusion and Recommendation

This chapter presents the summary of findings, the

conclusion arrived at based on the findings and

recommendation.

This study aimed to assessing the Factors Affecting the

Declining of the Academic Performance of Grade XI-Haber.

Summary of Findings

1. What is the demographic profile of the respondents in

terms of age, sex and parent’s monthly income?

A. Sex

As presented in Chapter IV about the sex of the

respondents. The result revealed was the male

outnumbered the female since no female respondents

was chosen. The frequency of the male respondents

are 20 or 100%.

B. Age

Based on the results of the study regarding the

profile of the respondentsin terms of age. The number

of the frequency of the respondents who are in the

51
 age of 15-16 years old is 6(30%). It is proceeded

by the frequency of 13(65%) recorded as 17-18years

old. It is followed by the frequency of 1(5%)

interpreted as 19-20 years old.

C. Parent’s Monthly Income

Based on the result of the study regarding the profile

of the respondents in terms of Parent’s Monthly Income

in which 8(40%) of the respondent’s parents monthly

income have Php1,000-Php5,000 and Php6,000-Php10,000.

It is proceeded by 2(10%) for the amount of Php11,000-

Php15,000 and 21,000 and above.

2. What are the Factors that Affect the Declining of the

Academic Performance of Grade XI- Haber in terms of

Attitudinal Factors, Personal Factors, Social Factors,

Peer Factors, Teacher Factors and Parents Factors.

A. Attitudinal Factors

Attitudinal Factor that affect the declining of the

Academic Performanceof Grade XI-Haber, majority of

the respondents Disagree that lack of confidence,

being lazy, lack of self-belief, having a self-trust

issue and lack of sleep are the factors that affect

them excel in different aspect of study.

52
B. Personal Factors

Majority of the respondents disagree to the presented

statement about the Personal Factos that affect the

declining of the Academic Performance of Grade XI-

Haber. The overall interpretation is Disagree that

poor health status, lack of sleep or feeling sleepy

during class hour, over using the social media, lack

of self-motivation and being out of focus are not the

factors that affect the students-respondents in their

gardes.

C. Social Factors

Based on the result of the social factors it is

overall interpreted as Disagree. Whereas the majority

of the respondents Disagree to the Social Factors that

Affect their Academic Performance. Some of the given

factors are lack of communication, living in a not

conducive place, family lack support, people

critization and lack of trust and believe to others.

D. Peer Factors

Based on the study majority of the recorded

respondents Disagree to the given statement with

regards to the Peer Factors that affect the declining

of their Academic Performance. The overall result

revealed that respondents Disagree in some of the peer

53
factors like having a bad influence peers is the

reason why their grades decline or their peer

influence them not to attent school. Respondents also

disagree to the factors like their peers are not focus

in study, their peers influence them to play mobile

games or thaat they get involved intheir peers proble.

E.Teacher Factors

Based on the study majority of the respondents

Disagree that the teacher is not that good in

explaining so they tend not to understand, the teacher

is strict and is ill-tempered or may that be the

teacher is often absent, the teacher lack motivation

and the teacher failed to explain so well. It is

clear to say that the Teacher Factors is not the real

factors that lead them to fail or not to excel.

F.Parents Factor

Based on the study ,ajority of the respondents

Disagree that Parents lack financial support are one

of the reason why they fail or that their parents are

degrading them and comparing them to others. They also

Disagree to the parents factor about their expectaion

is so high and their parents achievements puts

pressure to them. It is clear to say that none of

the presented statement affect them.

54
Conclusion

After careful and in-depth study, the researchers came

up to the following conclusions:

1. A typical respondents has a population of 20 and composed

only of male.

2. In terms of age, the majority of the respondents are in

the age of 17-18years old (13,65%) proceeded by the age

of 15-16years old (6,30%) and 1(5%) for 19-20 years old.

3. Based on the study majority of the respondents in terms

of parent’s monthly income are Php1,000-Php5,000 and

Php6,000-Php10,000 earned 40%. 10% for Php11,000-

Php15,00 and Php21,000 and above.

4. Respondents perception in terms of Attitudinal Factors

as presented the result of the study are over-all

interpreted as Disagree since majority of the

respondents disagreed in the presented factors.

5. In terms of Personal Factors, respondents believed that

the 5 presented statement with regards to the Personal

Factors does not affect them at all, so it is over-all

interpreted as Disagree.

6. Based on the findings of the study with regards to the

Social Factors. The result revealed was majority of the

respondents once again believed that the presented

55
 factors does not correspond to the factors that affect

them and it is overall interpreted as Disagree.

7. Same result was found in the presented factors

specifically the Peer Factors. It is overall

interpreted as Disagree.

8. Same result was found in the presented factors about

Teacher Factors and the findings was overall interpreted

as Disagree.

9. Same result was also revealed about the Parents Factors

and result was overall interpreted as Disagree since

the majority of the respondents find the given factors

irrelevant.

Reccomendation

Based on the findings and conclusions of this study, the

researchers came up to the following recommendations.

1. The students should balance and manage their time in

studying and in using gadgets and social media.

2. The students must think of a way to improve their grades

and develop their confidence instead of always depending

to others.

3. The teachers should motivate the students and must build

a good relationship to each other.

56
4. The Parents should be the image of strength of the

students they must show motivation, appreciation and

support to them.

5. The parents should address the mistakes of their child

and correct it in a good and right way so that the

students will feel loved and appreciated. In that case

the students-respondents will be motivated to attain

good grades.

6. As one of the students who are experiencing some factors

the researchers recommend to themselves to conduct peer

tutoring so that everyone will develop camaraderie.

7. The school shoul maintain a happy and safe environment

for the students so that they will feel secured and

protected.

57
 THE RESEARCHER’S BIODATA

Name: Sumanhid, Francis Apollo Grigor

Sex: Male

Status: Single

Email Address: [email protected]

Age: 16

B-date: August 21,2002

B-Place: BMC, Naga City

Address: Sabang Del Gallego, Camarines Sur

Religion: Roman Catholic

Language: Filipino/English

Mother’s name: Mariel B. Sumanhid

Occupation: Housewife/Brgy. Kagawad

Father’s name: Emmanuel D. Sumanhid

Occupation: Fish vendor/dealer

Dream/Goal: Doctor

58
 THE RESEARCHER’S BIODATA

Name: Flores, Betty Mae

Sex: Female

Status: Single

Email Address: [email protected]

Age:17

B-date:November 5,2001

B-Place: Brgy. Sugsugin Del Gallego Cam. Sur

Address: Brgy. Sugsugin Del Gallego Cam. Sur

Religion: Roman Catholic

Language: Filipino/ English

Mother’s name: Marites B. Flores

Occupation: Housewife

Father’s name: Gilberto N. Flores

Occupation: Farmer

Dream/Goal: Accountant

59
 THE RESEARCHER’S BIODATA

Name: Javier Justine

Sex:Female

Status:Single

Email Address:[email protected]

Age:17

B-date:November 06, 2001

B-Place: Del Gallego Cam.Sur

Address:Brgy. Comadaycaday Del Gallego Camarines Sur

Religion:Born Again

Language: Filipino/English

Mother’s name:Justina Javier

Occupation:Housewife

Father’s name:Rico Javier

Occupation:NONE

Dream/Goal:Nurse

60
 THE RESEARCHER’S BIODATA

Name: Vela, Ma. Christina M.

Sex: Female

Status:Single

Email Address:

Age:17

B-date:February 3, 2002

B-Place: Calamba Laguna

Address: Brgy. Sugsugin Del Gallego Cam. Sur

Religion: Roman Catholic

Language: Filipino/English

Mother’s name: Leonisa M. Vela

Occupation: Laborer

Father’s name: Larry L. Vela (+)

Occupation: (+)

Dream/Goal: Police Officer

61