Division of City Schools Las Piñas

LAS PIÑAS CITY NATIONAL SENIOR HIGH SCHOOL-

MANUYO I CAMPUS
Tramo St., Manuyo I, Las Piñas City

SOCIOECONOMIC STATUS ON THE ACADEMIC PERFORMANCE OF THE SENIOR

HIGH SCHOOL STUDENTS

A Research Paper Presented to the Faculty of

Humanities and Social Science (HUMSS)
Las Piñas City National Senior High School – Manuyo I Campus

In Partial Fulfillment of the Requirements for the Subject

Practical Research 2

Guarnes, Kate Erin Gayle

Belnas, Sweetzer
Andes, John Mark
Lagera, John
Garce, Jonalyn
Benesisto , Monica

October 2019
 CHAPTER I

INTRODUCTION

Background of the Study

A person’s education is closely linked to their life chances, income, and well-being

(Battle and Lewes 2002). Being well- educated is hard to attain. One must consider the

economic status of their family.

According to American Psychological Association (APA) , socio-economic status

is conceptualized as the social hierarchy of an individual or a group. It is commonly

classified by the annual gross income, education, and occupation. The Annual Poverty

Indicator Survey (APIS) of 2017 shows that the average family size of the Bottom 30%

stratum is higher with 5.7, compared to the top 70% with (3.9). This indicates that

people from the lower class requires more of the necessities but receives less given that

they are bigger in number and from the bottom stratum. The Philippine Statistics

Authority (PSA) released the country’s official poverty statistics which showed that

21.6% or 233 million Filipinos live under the poverty line. Based from APIS 2017,

people from the bottom 30% are younger and about one in four family or 27% had

completed high school education.

Academic achievement represents performance outcome that indicate the extent to

which a person has accomplished specific goals focus in instructional environment

specifically in school. It can be a multifaceted construct that contains different domain

of learning. In academic institutions, the needs of a student go beyond the necessities

(Dumaran,2015 et. Al). Financial problems might affect the student more that anything

with regards to the multiple requirements asked from the student along with the
everyday expenses. Families belonging to the Bottom 30% tend to attain lower level of

education than the family among the Top 70% group. About seven percent in a family

of the Bottom 30% had at least attained college education in comparison with the 29%

of the upper stratum.

Numerous studies support the idea that the socio-economic status might be linked

to the academic achievement of the student. Given that the Las Piñas National Senior

High School is a public school with students from different socio-economic status, this

research aims to understand and identify the socio-economic status on the academic

performance of the students.

Objectives of the Study

The researchers aim to identify the relationship between the Socio-economic status

and the Academic Achievement of the Senior High School students of Las Piñas City

National Senior High School -Manuyo Campus, SY 2019-2020.

Specifically, the researchers seek to answer the following questions:

1.) What is the socioeconomic status of the students ascending to:

1.1 Annual Income;

1.2 Number of Members in a Family; and ,

1.3 Occupation of the Family.

2.) What are the factors affecting academic achievement of the students?
3.) Is there a relationship between the socioeconomic status of the students and their

academic achievement?

Scope and Delimitation

The study covers the annual occupation income and number of the

member of the family. It also covers the academic achievement of the

student determined by the test provided by the researchers.

The study limited to the annual income, occupation, and the number of

members in a family. This study is also limited to the academic

achievement and will not include the general average of the students, late

and absences, and extra-curricular activities.

Significance of the Study

The results of the study will be of great benefit to the following:

Students. This research will be significant to the students because they will be

educated on how their socio-economic status may or may not affect their academic

achievement.

Teachers. This study will serve as a guide for the teachers to know how socio-

economic status can affect their student’s academic achievements; therefore, they will

be able to guide their students best fit to their circumstances.

 Parents. They will be informed on the relationship of socio-economic status and

the academic achievement of their child. This can help them focus and help their child

in attaining full potential in accords to academic achievement.

 CHAPTER II

REVIEW OF RELATED LITERATURE

The Impact of Family Income to Students

Humlum (2011) in her study stated that family income high or low can have an

impact on student’s achievement in all their learning years. Xiao (2012) studied the

income of the Chinese students and their family . The study measured students reading

skills and observed families in their home. The study showed how family income

affected their children’s learning. If the family has high income, it may help their

children at the school. Students from low income have difficulties to understand or

learn as fast as others. Their vocabulary can be less and not that much as the other

students from different background (Jensen , 2013) . Abraham, Crais, and Vernon-

Feagans (2013) in their study showed how the mother language can affect children’s

education. The differences in language are results of the low income and environments

of the mothers. The language that mothers used with their children can affect their

education skills. Complex sentences and vocabularies are used from high-income

mothers with their children. It represents how students from families with high income

are having better performance in comparison with low-income families’ students. Sean

(2013) in his study showed how students from families with higher income has better

performance than of students who come from lower income. It showed how the impact

of income can be seen in the early stage of the student’s learning and how family

income is influential on a children’s educational gains (Blanden and Greg, 2005) . It is

also evident that the parents who are economically disadvantaged have less capacity to

afford education of their children at higher levels and results to students not performing
at their fullest potential (Rouse & Barrow, 2006). Academic achievement and family

income is closely related. Family income can be the most significant factor in family’s

educational level (Chevalier and Lanot ,2002).

The Factors Affecting the Academic Achievement of the Students

Quality of academic achievement affected by different variables. Namely, student

factors, family factors, and school factors (Crosnoe, Johnson & Elder, 2004).

In Nakuru North District, academic performance has been low probably due to the

failure of parents to discipline their children from home. According to UNICEF (2007),

children will do well at school if only they are well nourished at home and provided

with the necessary learning resources.It has been established that parents who abandon

their children at their early ages force them to take parental roles which they are not

fully prepared for. Such children do not do well at school. Such behaviours are

common to parents who abuse alcohol in UK (Dennis, 2011). Mwoma, (2010)

established that responsible fathers with average education level promote academic

performance of their children. Also, when parents become demoralized, and lose

confidence in their parenting ability, children also lack motivation to learn leading to

poor academic achievement (Ngwiri, 2008). Home environment is strongly associated

with many measures of childhood cognitive and academic achievement, including IQ

(Liaw and Brooks-Gunn, 1994 ; Smith, Brooks-Gunn, and Klebanov, 1997).

The home environment also has huge effects on the academic performance of

students. Well educated parents can provide an environment that will best benefit
academic success of their children. Counseling and guidance can be provided by the

school to parents to create a positive home environment for the better of the students’

quality of work (Marzano, 2003). The academic performance of students is heavily

dependent on the parental involvement in their education to attain the highest level of

quality in academic success (Barnard, 2004; Henderson, 1988; Shumox & Lomax,

2001).

High teacher experience was cited by Odumbe, Simatwa and Ayodo (2015) as one

of the factors that enhance performance in day secondary schools. In addition to that,

Teacher professional development has high influence on student motivation, teaching

methodologies, communication skills, organization of content and planning of lessons

and very high influence on students’ participation during lessons, teacher confidence

and knowledge of subject matter (Maende, 2012).

Apart from other factors, socioeconomic status is one of the most searched and

argued factor among professionals that contribute towards the academic performance

of students. The most recognized argument is that the socioeconomic status of students

affects the quality of their academic performance. Most of the experts argue that the

low socioeconomic status has negatively affected the academic performance of

students because the basic necessities of students is not provided and hence they do not

perform academically better (Adams, 1996).

The Relationship of Socioeconomic Status and Academic Achievements

 Hamid (2011) Examined the relationship between secondary school student family

socio economic characteristic and their academic achievement in English in a rural sub-

district in Bangladesh. The result revealed that the rural student had low levels of

academic achievement in English and within this overall low level of achievement,

there were patterned relationship between the student family income and parental

education and their academic achievement in English and within this overall low level

of achievement. Shamim (2011) In his study compared learner’s socio-economic status

with their English language scores in the most recent public examination. He found the

learners in the higher income bracket consistently outperformed learner in the lower

income bracket. Aikens and Barbarian (2008) recognized in the process of their

investigation that children from low SES environment acquire language skills more

slowly, exhibit delayed letter recognition and phonological awareness and are at risk

for reading difficulties. Palardy (2008) Student from low SES schools entered high

school 3.3 grade level behind student from higher SES schools. In addition, student

from the low-SES group learned les over 4 year than children from higher SES groups,

graduating 4.3 grade level behind those of higher SES group. Honea (2007) In a study

examined the influence of diligence, diligence support, family socio-economic status

and some other variables on academic achievement. The relationship between family

socio-economic status and academic achievement was statistically significant in this

investigation. Lapkin and Wsain (1997) and from the scores they had obtained in the

most recent intermediate annual examination in English which the subject had taken

covering composition, grammar, translation, and set text. She found that it has an

overwhelming effect on English learning success in this country Luster and McAdoo
(1991) In a study of the adversity of achievement among Black children found that

overall high achievers came from smaller families, home environment than low

achievers. Making a risk index for the children cognitive and behavioral outcome, the

researcher found those children whose family situation were positive had better

cognitive and social outcome while children who experienced multiple risk were more

likely to face up to academic and adjustment problem. Pursley (2002) In the first of

dropout tried to explore the development od the personal characteristics of a Mexican-

American dropout during the translation to high school, discover which personal

characteristic differed between those who dropped out by the 12th grader and those

who graduated and explore differences in the development of the personal

characteristic of the dropout and graduates between 8th and the 10th grade. The

independent variables and explored longitudinal pattern differences in the theatrically

selected personal characteristic. The sample for his study included 310 student that

were selected from 1952 subject in the existing database on the National Education

Longitudinal study of 1988 that reported being Mexican American effect of SES and

time on the dependent variable were examined. Result showed that socio-economic

status had main effect for academic achievement. Socio-economic status and time had

also main effect of educational aspiration. Khayyer (1994) Six primary public school in

the Illawarra region, New south wales, were selected by satisfied random sampling. A

demographic and family background questionnaire was used to determine the student

SES. The instrument test (TORCH) and a mathematic test (PATMATHS).

Socioeconomic status had significant direct effect in determining academic

achievement in this study.

 Conceptual Framework

Socioeconomic Status is divided into five (5) Class A, ranging from 1.3 million

pesos and above; Class B, ranging from 650,001 to 1.3 million pesos; Class C, ranging

from 325,001 to 650,001 pesos; Class D, ranging from 135,001 to 325,001 pesos; and

Class E, ranging from 135,000 pesos and below. The Independent Variable ,the five

classes ,is measured by the annual wage of the person or a family. The Dependents

Variable, the academic achievement of the students, will be measured by the test

provided by the researchers.

As shown in the illustration below, the Socioeconomic status of the students can

affect the Academic Performance of the student.

SOCIOECONOMIC STATUS ACADEMIC

PERFORMANCE

Figure 1. Conceptual Framework

Definition of Terms

Socioeconomic Status- Refers to the social standing on class of the student or the

family as a whole. It is often measured as a combination of education, income, and

occupation; and classified by Class A, ranging from 1.3 million pesos and above; Class

B, ranging from 650,001 to 1.3 million pesos; Class C, ranging from 325,001 to
650,001 pesos; Class D, ranging from 135,001 to 325,001 pesos; and Class E, ranging

from 135,000 pesos and below.

Academic Achievement- Refers to the performance or outcome that indicate the

extent to which a student has accomplished specific goal. The academic achievement of

the student will be measured by a test that will be conducted by the researchers.

Annual Income- Refers to the total income in one fiscal year of a student or of the

parents.

Occupation-Refers to the job, work, or the profession of a student or the parents

which is the source of their income.

 CHAPTER III

METHODOLOGY

Research Design

The study will use the Correlational research design. It is intended to determine the

relationship between socioeconomic status and academic achievement. Independent

variable being the socioeconomic status and the dependent variable classified academic

achievement of the senior high school student. If shown to have a relationship, the

study will determine whether the relationship is positive or negative.

Sample

The study involve one hundred twenty(120)students of Las Piñas City National

Senior High School- Manuyo Campus as a result using the Slovin’s formula wherein

the total number of grade 12 N divided by the sum of 1 and the product of N and the

squared of the margin of error which is (0.05)

n= N
1 + Ne2

Where:

n – sample size

N- Population

e- Margin of error

The selection of respondents per section was through Random Sampling

specifically Fish Bowl Method.

Instrumentation

For the purposes of this research, the researchers conducted a questionnaire to

identify the information that will answer the statement of the problem. The

questionnaire consists of fifteen questions. These are of Academic Performance in

Math, English and Science. The questionnaire was validated by Mr. Mark Lontok,

Math Teacher, Ms. Pemi Lloce, Language Teacher and Evangeline Bedredro, Science

Teacher.

Research Procedure

This study was conducted in the following manner; First, the researchers select their

participant randomly. Second, the questionnaire will be validated in which it consist of

five question per subject such as English, Math, and Science subject. The researchers

selects student of Las Piñas City National Senior High School Manuyo Uno Campus

for the questionnaires. Lastly, the researchers gathered the data, Analyzed and

interpreted it by the use of the Mean and Frequency to further evaluate the two major

variables that will assume by using Pearson formula to identify their correlation.

Data Analysis

The researcher utilizes the statistical tool which is the Pearson r to determine the

strength and the relationship among the two variables. Pearson r is the most accurate

statistical tool since the researchers intend only to know if there’s a legitimate
relationship between the first (1st) variable which is the socioeconomic and the second

(2nd) variable as the student’s academic performance. The Pearson r will be computed

through the given formula:

Where n is the number pair of scores

x is the Socioeconomic Status
y is the Academic Achievement
 QUESTIONNAIRE

NAME:

STRAND AND SECTION:

1. Check the range of the Annual Income of your family below:

1,300,000million pesos and above 135,001-325,001 pesos (please specify

estimation)

650,001- 1,300,000 pesos 135,000 and below (please specify

estimation)

325,001- 650,001 pesos

2. Number of members in the family.

Three Five

Four Other:

3. If applicable, please state the occupation of the family.

INSTRUCTIONS: Please encircle you answer.

1 "Put the book on the table,please" in the sentence what is the preposition there?

A. Please C. On

B. Books D. The

2 Which one is the process that creates new atomic nuclei from preexisting
nucleons?

A. Nucleosynthesis C. Cosmic ray

B. Nuclear reaction D. Nebula

3 Which of these following set of numbers are factors of 24?

A. 2, 3, 4, 6, 8 C. 4, 7, 24

B. 1, 5, 12, 18 D. 3, 9, 12

4 She was dancing with the trees late at night is an example of?

A. Alliteration C. Paradox

B. Metaphor D. Personification

5"Peter Piper Picked a Peck of Picked Peppers" is an example of?

A. Rhyme C. Assonance

B. Onomatopoeia D. Alliteration

6 Name a triangle whose two angles are equal.

A. Right angle triangle C. Scalene triangle

B. Isosceles triangle D. None of these

7 Which one is the process of nuclear fusion in stars?

A. Nucleosynthesis C. cosmic ray

B. Nuclear reaction D. Nebula

8 What is smallest planet in the universe?

A. Pluto C. Earth

B.Venus D. Mercury

9 What is the value of x in the equation? x+√𝑥=30?

A.24 C.26

B.25 D.27

10. What is the biggest planet in the universe?

A.) Saturn C.) Mercury

B.) Earth D.) Jupiter

11 Amazon rainforest is burning, why are people panicking? It just a wildfire! Not
end of the world.

A. Understatement C. Onomatopoeia

B. Hyperbole D. Synecdoche

12 If e and f are positive integers, e is even and f is odd, which of the following
numbers is odd?

A.ef+4 C.6e+2

B. ef D. fe

13 She ate her lunch at the bench a while ago.

A.past participle C. Future participle

B. Present participle D. None of the above

14 Angela is one third as old as his father. Five years ago, his father was four times
as old as Angela. How many years old is Angela?

A. 15 C.17

B. 16 D. 18

15 What is attraction between like molecules?

A. Adhesion C. Cohesion

B. Simulation D. Cohesive and adhesive

 SWEETZER BELNAS

Tabon 3 Ellias aldana, Las Piñas City

Date of birth: May 31, 2001 Age: 18 years old

Country Citizenship: Filipino

Objectives: To graduate with a degree of Bs Education major in English

Skills: Can sing and make a poetry

Research Interest: The effect of taking a mariquana herbal to the personality of a

person

EDUCATION

Las Piñas Elementary school central

Las Piñas National High School main (LPNHS).

Las Piñas City National Senior High School Manuyo Campus.

REFERENCES

Ms. Ma. Victoria C. Balbio Teacher III LPCNSHS-Manuyo Campus

 MONICA BENESISTO

Zapote 5 longos lying-in bacoor city

Date of birth: November 11, 2001 Age: 17 years old

Country Citizenship: Filipino

Objectives: To grow up my family to difficult life.

Skills: Singing and Dancing

Research Interest: impact the online game in the millennial.

EDUCATION

Manuyo elementary school.

Las Piñas National High School main (LPNHS).

Las Piñas City National Senior High School Manuyo Campus.

REFERENCES

Ms. Ma. Victoria C. Balbio Teacher III LPCNSHS-Manuyo Campus

 JOHN MARK BERMUNDO

634 Basa compound, Zapote, Las Piñas City.

Date of birth: December 24, 2001 Age: 17 years old

Country Citizenship: Filipino

Objectives: To graduate with flying colors in Bs Psychology and to be a

registered Psychometrician, for the betterment of my family, myself and my
future family.

Skills: Can do an urgent or rush task. Persistent, compassionate and dedicated to

the things I really love or want to achieve.

Research Interest:

 Various kinds of Tagalog and its effect to students academic achievement and
communication.
 Teenage swearing relationship between psychological and sociological factor.
 Geographic and demographic of LGBTQ+ and its effect to country’s economic
status.
EDUCATION

Education Elementary School Zapote Elementary School (ZES)

Las Piñas City 2008-2014 Junior High School
Las Piñas National High School MAIN (LPNHS) 2014-2018
Senior High School Naic National High School-Senior High School (MAIN)
2018-2019
Las Piñas City National Senior High School-Manuyo Campus 2019-2020

REFERENCES

Ms. Ma. Victoria C. Balbio Teacher III LPCNSHS-Manuyo Campus

 JOANALYN GARCE

325 Cleanville Manuyo Uno Las Piñas City.

Date of birth: September 14,2001 Age: 18 years old

Country Citizenship: Filipino

Objectives: to graduate with a degree of BS education major in science

Skills: I can draw, make a poetry and dance.

Research Interest: The impact of social media in the student.

EDUCATION

Manuyo Elementary School.

Las Piñas National High School main (LPNHS).

Las Piñas City National Senior High School Manuyo Campus.

REFERENCES

Ms. Ma. Victoria C. Balbio Teacher III LPCNSHS-Manuyo Campus

 KATE ERIN GAYLE GUARNES

Blk 2 Lot 11 Woodsrow Subdivision Talon Dos

Las Piñas City

Date of birth: August 8,2001 Age: 18 years old

Country Citizenship: Filipino

Objectives: To be a successful speech pathologist and send both my brothers to

college

Skills: Can sing, play piano, and play guitar.

Research Interest:

 Type of strand on the college admissions test of a student.

 School environment on the tardiness of the students.
 English proficiency on the interpersonal skill of a student.

EDUCATION

Mayflower Academy of Las Piñas City

Divine Light Academy of Las Piñas City

Jesus Cares Christian Academy Las Piñas City

Las Piñas City National Senior High School Manuyo Campus.

REFERENCES

Ms. Ma. Victoria C. Balbio Teacher III LPCNSHS-Manuyo Campus

 JOHN PETER LAGERA

1063 Santos compound Tramo street Manuyo Uno Las

Piñas City

Date of birth: May 8, 2002 Age: 17 years old

Country Citizenship: Filipino

Objectives: To be able to finish my study and to help my family.

Skills: Writing and Communication skills.

Research Interest: Impact of drinking alcohol to the academic achievement of

the student.

EDUCATION

Manuyo elementary school.

Las Piñas National High School main (LPNHS).

Las Piñas City National Senior High School Manuyo Campus.

REFERENCES

Ms. Ma. Victoria C. Balbio Teacher III LPCNSHS-Manuyo Campus