Chapter 1

INTRODUCTION

Introduction

Family is the smallest unit of society but has the biggest impact on our lives. At

the beginning of our life, the family is the one who molds us to become a better person.

Family caregiving unit might compose of a couple, a mother, father and children, a

sibling group, a circle of friends, or whoever that family defines itself. As the saying goes

if one is a good member of his family, he/she can also be a good community member.

The Philippines Constitution Article XV Sec 1 stated that the family is the foundation of

the country, Accordingly, it shall strengthen its solidarity and actively promote its total

development.

Every individual is unique. His attitude, skills beliefs, and tradition are affected

by the people around him and by the family where he/she belongs. The family

composition can also affect school outcomes. Such effects can work through many

different channels. Adults, brothers, sisters, and other children in the family can function

as resources that contribute positively to the schoolwork. On the other hand, family life

can be too crowded, leaving less than desirable scope and peace for schoolwork.

Education is the process through which an individual is developed into

individuality and a person into personality. Main characteristic of any educational process

is to bring about the best in the individual. Education is the key to a successful future, so

parents may assist encourage their children to help them get as much out of their

schooling in the school systems because they are victims of some of the many factors

affecting the performance of children. (Harb, 2010)

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In the Philippines, many Filipino experience poverty, which is the reason why

many children cannot have access to education. For the family who belongs to the lower

class, it is hard for them to provide all the needs of their children because of the low

income of the parents. In that case, the studies of the children are affected, especially the

needs of the children in their studying.

Background of the study

Suba Elementary School is located at Brgy. Suba Majayjay, Laguna and founded

around the year 1925. Suba Elementary school had sixteen (16) teachers, five hundred

twenty-one (521) students from Kinder to Grade 6, and sixteen (16) classrooms in the

school year of 2020 – 2021.

Some grade 6 students, their parents occupations are driver ( jeepney, tricycle),

construction worker, vendor, farmer and factory worker, butcher, etc. The salary from

those jobs is not enough to support all the needs of a family. That is one of the reasons

why it is hard for the parents to budget their income and most of their priority is their

basic needs of the students in their studying.

Based on the experiences and observations of the researcher, the socio-economic

status of the family affects the academic performance ad attitude of the students. The

researcher conducted this study because she believed that socio-economic status has an

impact on the academic performance of the students.

Those are the reasons why the researcher was inspired to conduct a study

regarding the said problem Socio-Economic Status to the Academic Performance of the

selected Grade 6 students.

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Theoretical Framework

Two theories have been formulated to backup this research. These theories

Are:

1. Family System Theory by Dr. Murray Bowen (1990)

2. Social Support Theory by S. Cohen & L. Syme (1988)

3. Hierarchy of needs theory of Motivation proposed by Abraham Maslow (1908-

1970).

1. Family System Theory by Dr. Murray Bowen (1990)

Family systems theory was propounded by Murray Bowen (1990). Family System

Theory is relevant to this study as it reveals some of socioeconomic variables experience

in families especially such that reduces the level of care from parents to children that may

result to students’ poor academic performance in schools. Parents with low socio-

economic status may to some extent exposed their children to harsh environment and

labour in quest to provide support to the family. In order words, when children are poorly

catered for and deprived of the basis learning resources such as pens, pencils, books, such

children are very likely to achieve poorly in school work. Families with high socio-

economic background are able to provide their children with high-quality child care,

books, and toys to encourage children in various learning activities at home. Also, they

have easy access to information regarding their children's health, as well as social,

emotional, and cognitive development. In addition, families with high socioeconomic

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status often seek out information to help them better prepare their young children for

school.

2. Social Support Theory by S. Cohen & L. Syme (1988)

Social support theory was propounded by Cohen and Syme (1988). According to

this theory, social isolation is a significant risk factor, whether it is within the community,

extended family, or immediate family. A helpful social support network is a fundamental

resource for family members –stressors as well as for the children in the stressful and

abuse environment. Without intervention and treatment, children from low socio-

economic background within the family system can likely develop some social and

psychological risk factors of child abuse that carry on to adulthood which may likely

affect their academic achievement (Crosson-Towner, 2005).

3. Hierarchy of needs theory of Motivation proposed by Abraham Maslow

(1908-1970).

This study is supported by theory of Hierarchy of needs theory of

Motivation proposed by Abraham Maslow (1908-1970). Maslow’s hierarchy of needs

has five levels presented by a pyramid. Physiological needs include the most basic

needs that are vital to survival, such as the need for water, air, food, and shelter. Second

is security needs include the desires for safety and security. Third is social needs include

needs of belonging, love and affection. Fourth is esteem needs, when the first three needs

have been satisfied, esteem needs become increasingly important. Lastly self-

actualizing needs assume the highest level of Maslow’s hierarchy of needs. Human

actions are motivated in order to achieve certain needs. People have a need to
 5

accomplish things and have their efforts recognized. In social studies the theory of

Abraham Maslow on human motivation is considered a seminal work. Frequently,

Maslow’s theory of human motivation is cited as a general description of the priorities of

what humans need and want. In Maslow’s thinking the individual is seen as the most

important actor and his/her individual energy supersedes other motivations of action

(Maslow, 1948). In related to the study, students motivation in learning because students

need to be motivated in order for them to have good performance in school it will help

them learn effectively and to become a functional individual

The above theories were related to the study because of socio-economic status.

Conceptual framework

The conceptual model of this study is presented in Figure 1. In the form of a

paradigm.

Indipendent variable Dependent Variable

Academic Performance

Socio-economic Status General Weighted Average

(GWA)
 Educational Attainment
 Family income
 Parents Occupation

Frame 1 Frame 2
Figure 1. The Research Paradigm of the Study

Frame 1 presents the independent variables which consist of the profile of

selected grade 6 students of Suba Elementary school in terms of gender, age and family

economic status, educational attainment, family income, and parents occupation.

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Frame 2 presents the dependent variable which consists of academic performance

in terms of first and second grading of the Students.

Statement of the problem

The purpose of this study was to determine the effect of Socio-Economic Status on the

Academic Performance of Selected Grade 6 Students of Suba Elementary School

1. What is the following socio-economic status of parents in terms of :

1.1 Educational Attainment

1.2 Family Income

1.3 Parents Occupation

1.4 Financial Support

2. What is the level of the respondents academic performance?

3. Is there a significant effect on the socio-economic status of the students

academic performance on selected grade 6 students in Suba Elementary school, Majayjay

Laguna?

Hypothesis

Null Hypothesis : There is no significant effect of socio-economic status on the students

academic performance on selected grade 6 students in Suba Elementary school, Majayjay

Laguna.

Significance of the study

This study will be undertaken to find out the influence of SES on the learners

productiveness. Benefiting the study are the various sectors as follows:

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The Students - the direct recipients of the output of this research are the children with

special needs. Any information about how they would do in their case can pave the way

for producing better learning and discipline to survive and thrive in society.

how the socioeconomic status influences the learners' productiveness.

The Parents - the research benefits the parents of children with special needs. Like their

parents, they are responsible to give inspiration and guide to assure that their child is

given more education that would make them functional individual in the society

The Teachers - this study will be very beneficial to the general education teachers and

Sped teachers, especially to the teachers who are still a newbie in the teaching profession.

Through this research, teachers may purposefully discover how their socio-economic

status could affect the learners' productiveness to make strategies conducive to learning.

Scope and Limitation of the study

This study focused on how social-economic background affected grade 6 students

productiveness in school. The data collection were conducted 50% of the total population

in grade 6 pupils of Suba elementary school, the school year 2020 – 2021 who

represented the population.

This studies did not covered other problems that were not considered as one of

distance learning. The other students which not fall as part of grade 4 were not within the

scope of this research The study was done through the utilization of a questionnaire to the

students as a survey and reference. By their strategy, the researchers would be able to

know how SES affects the learners' productiveness.

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Definition of terms

For a better understanding of this study, the following terms are operationally

defined

Academic Performance

This is the extent to which a student, teacher, or institution has attained their short

or long-term educational goals. Completion of educational benchmarks such as secondary

school diplomas and bachelor's degrees represent academic achievement.

Educational attainment

It refers to the highest level of education that a person has successfully completed.

Successful completion of a level of education refers to the achievement of the learning

objectives of that level, typically validated through the assessment of acquired

knowledge, skills and competencies.

Family Income

This is primary income and receipts from other sources received by all family

members during the reference period, as participants in any economic activity or as

recipients of transfers, pensions, grants, interests, food, and non-food items received as

gifts by the family.

Financial Support

This refers to the financial resources provided to make some project possible; "the

foundation provided support for the experiment" financial backing, funding, backing,
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support. resource - an available source of wealth; a new or reserve supply that can be

drawn upon when needed.

General Weighted Average (GWA)

This  is a representation (often numerical) of the overall scholastic standing of

students used for evaluation. GWA is based on the grades in all subjects taken at a

particular level including subjects taken outside of the curriculum.

Parental Educational Attainment

This is he highest grade level completed by parents, measured from high school

to professional school.

Parental Occupation

defined as the main work undertaken by the parent/guardian. If a parent/guardian has

more than one job, report their main job.

Socio-economic Status

This is the social standing or class of an individual or group. It is often measured

as a combination of education, income and occupation.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter consists of information related to the study. Literature is

conscientiously examined to get more insights in order to have a clearer view to the

problems earlier passed.

RELATED LITERATURE

Socioeconomic status (SES) is an index of one’s overall social status or prestige

in society, is one of the most widely studied constructs in the social sciences. It is usually

measured alongside education, occupational status, and income. Over the past decades,

the relationship between SES and child development has been well documented).

Compared to children and adolescents growing up in families with high SES, those

growing up in families with low SES demonstrated an increased health risk higher rates

of anxiety, depression, and conduct disorders Numerous studies also associated SES with

the IQ level and academic achievement of children and adolescents. Conger et., 2011.

Wong et al., 2012; Wang et al., 2014 argued that, to our knowledge, no study has

examined the role of self-concept in the relationship between SES and child development

using a Chinese sample. It is well known that cultural experiences influence and

determine one’s self. In China, under the influence of the Confucian culture, parents tend

to pay much attention to their children’s learning activities and academic achievement. In

most families, parents do their best to provide good learning conditions regardless of

SES.
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Baharudin et al., The socio-economic status (SES) of a child is most commonly

determined by combining parents’ educational level, occupational status, and income

level. Studies have repeatedly found that SES affects student outcomes. Students who

have a low SES earn lower test scores and are more likely to drop out of school. Low

SES students have been found to score about ten percent lower on the National

Assessment of Educational Programs than higher SES students.

Eamon et al., 2015 believed that, low SES negatively affects academic

achievement because low SES prevents access to vital resources and creates additional

stress at home. The economic hardships that are caused by low SES lead to disruptions in

parenting, an increasing amount of family conflicts, and an increased likelihood of

depression in parents and single-parent households. For these reasons SES is closely tied

to home environment and one could argue that SES dictates the quality of home life for

children

Parental level of educational on the other hand basically means the type of
education acquired by
parents who the sponsors, guardians and care-givers of students or children in
schools. It can be western or
religious, depending on the environment and geographical location. Educational
background may be the number
of schools attended and the type of certificates obtained right from primary to tertiary
levels. Education not only
gives insight, it also grooms the personality, inculcates moral values, add knowledge and
give skills.
Parental level of educational on the other hand basically means the type of
education acquired by
parents who the sponsors, guardians and care-givers of students or children in
schools. It can be western or
religious, depending on the environment and geographical location. Educational
background may be the number
of schools attended and the type of certificates obtained right from primary to tertiary
levels. Education not only
 12

gives insight, it also grooms the personality, inculcates moral values, add knowledge and
give skills.
Parental level of educational on the other hand basically means the type of
education acquired by
parents who the sponsors, guardians and care-givers of students or children in
schools. It can be western or
religious, depending on the environment and geographical location. Educational
background may be the number
of schools attended and the type of certificates obtained right from primary to tertiary
levels. Education not only
gives insight, it also grooms the personality, inculcates moral values, add knowledge and
give skills.
In every field of endeavor, highly qualified people are needed (Musarat et al, 2013).
There is arguments
that parents’ education affect students’ academic performance in schools. Swart
(1999) parents’ level of
education is the most important factor affecting students’ academic performance.
In every field of endeavor, highly qualified people are needed (Musarat et al, 2013).
There is arguments
that parents’ education affect students’ academic performance in schools. Swart
(1999) parents’ level of
education is the most important factor affecting students’ academic performance.
The above literatures were parallel to the present study since they talked about the

socio-economic status which was the focus of the study in providing evidences that

revealed possible effects especially to the students.

Educational Attainment is the first dimension of socio-economic status. It refers

to the highest level of education that a person has successfully completed. Successful

completion of a level of education refers to the achievement of the learning objectives of

that level, typically validated through the assessment of acquired knowledge, skills and

competencies. According to Musarat et al, 2013, in every field of endeavor, highly

qualified people are needed. There is arguments that parents’ education affect students’

academic performance in schools. Parents’ level of education is the most important

factor affecting students’ academic performance. Parental level of educational on the

other hand basically means the type of education acquired by parents who the
 13

sponsors, guardians and care-givers of students or children in schools. It can be

western or religious, depending on the environment and geographical location.

Educational background may be the number of schools attended and the type of

certificates obtained right from primary to tertiary levels. Education not only gives

insight, it also grooms the personality, inculcates moral values, add knowledge and give

skills.

Samson (2013), stated that educational attainment is the root of employment, for

the majority, implies economic through income earning and access to financial support.

RenArroyo (2011) explained that highest educational attainment achieved by

adults financial security and social mobility wherein they can be promoted to higher

position in their workplace. Their educational attainment helps them to have a good

position in their field.

Saila and Chamundeswari (2013) affirmed that, a child that comes from an

educated home would like to follow the steps of his or her family and by this, work

actively in his or her studies. Also, posit that better-educated parents contribute better to

the learning of their children through their day-to-day interactions.

The above literatures were related to the study in a way that parents who are well

educated and professionals can help their children and motivate them to perform well in

school has provided the researcher necessary input to the present undertakin.

Income is a second dimension of socio economic status. Though correlated with

education, the association is only moderate. There are examples of highly educated but

relatively poor individuals, as well as of high-school dropouts who hav becaome financial
 14

successful. Income provides acess to goods and services that can benefit health and

adjustment. The most obvious service to which higher income provides acess is health

care, including mental health services.

Nicolas (2013), advised not to make inflation drain comes pocket and led kid

suffer because of little family income. Some home makers can make housemate cadies

for their children in the whole family. Not only for that had home makers turn candy

making into profitable occupation to argument.

McCully (20011) Stated that Family income is a measure commonly used by the

United States government and private institutions, that counts the income of all residents

over the age 18 in each household, including not only all wages and salaries, but such as

unemployment insurance, disability payments, child support payements( not removing

child support from wages and salaries yet counting it over all income actually results in

this money counting toward two households, artificially inflating the income between the

two households), regular rental receipts, as well as any personal business, investment. Or

other kinds of income received routinely.

Alderson et. al., (2011) intend that, this is to be expected because income

increases at the low end of the distribution represent larger proportional increases in total

family income and are more likely to reduce material deprivation and stress.

The literatures stated above were connected to the present research because they

intended to talks about the family income. It is one of the factors that the researcher

considered in determining the economic status of the pupil.

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Parental occupational is one of the components of socio-economic status

encompasses both income and educational attainment. The occupational status reflects

the educational attainment required to obtain the job and income levels that vary with

different jobs and within ranks of occupations. Additionally, it shows achievement in

skills required for the job. Occupational status measures social position by describing job

characteristics, decision-making ability and control, and psychological demands on the

job (Erick, Nyakundi, 2012).

Akujieze (2003) asserted that

occupational status measures
social position by describing job
characteristics,
decision making ability and
control, psychological demands on
the job. Parent’s occupation
determines the type
of education a child receives
from his/her parents.
Akujieze (2013) asserted that occupational status measures social position

by describing job characteristics, decision making ability and control, psychological

demands on the job. Parent’s occupation determines the type of education a child

receives from his/her parents.

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Michael (2014).Occupations are ranked and some of the most prestigious

occupations are physicians and surgeons, lawyers, chemical and biomedical engineers,

and communications analysts. These jobs, considered to be grouped in the high status in

classification, because they present a source of security providing a measure of a

household's ability to meet emergencies, absorb economic shocks or provide the means to

live comfortably. Those jobs with lower rankings are food preparation workers, counter

attendants, bartenders and helpers, dishwashers, janitors, maids and housekeepers,

vehicle cleaners, and parking lot attendants. These jobs are less valued, less paid, and are

more laborious, very hazardous, and provide less autonomy.

According to Ogunshola and Adewale (2012), parents of different occupation

classes often have different styles of child rearing, different ways of disciplining

their children and different ways of reacting to their children.

Janeth (2015) Parent’s occupation is the most important obligation of the parents

and should have a privilege to have a suitable work to raise their children. A student’s

self-esteem is an important aspect of the personality of the person. This study sought to

determine if there has an association between a parent’s occupation and a student’s self-

esteem. The study was premised on the Stanley Coopersmith Self-esteem Theory

proposed by Stanly Coopersmith. This was a descriptive design to determine whether

there is a correlation between parents' occupation and student’s self-esteem.

The literature above were related to the present study because they presented

about the parents occupation. It is wherefore that the researcher considered in

determining the socioeconomic status of the pupils.

 17

The researcher believes that parental financial support have a great influence

on students’ motivation in learning. The students need to study hard in order for them to

be prepared in the future and not to be dependent with their parents. Ghazi et al., 2011

According to Dojilo et al., 2017, consequently, parents must give support and

motivate their children to join activities related to academic. Both income and assets

have consistent long-term associations with children’s college entry.

Hamilton (2013), it was found that as parental financial support for college

increases, their student’s GPA decreases. Students who had their parents paying for their

tuition were more likely to stay in school but were less likely to perform to their full

academic potential. That study examined this subject from the parent’s point of view. No

research was found that examined this relationship by focusing on a student’s financial

responsibility.

Cordera 2011, children from low income especially low-income minority

families, face different demands, threats and opportunites in the immediate physical and

social contexts to our daily; these requires different parental care and nurturance

strategies.

Garn et al., 2011, parents were inconsistent in providing home environments that

support their children’s development of internalized form of academic motivation.

The above literatures were related to the present study to the conducted study for

the reason that financial support was needed as a variable in the present study.

Yang, Y. L., & Grauer, B. 2016, financial difficulty is among the top factors

influencing retention of underrepresented students in engineering. Previous studies have

 18

examined the usefulness of different types of financial support for racial and gender

minority students such as stipend, internship, and scholarship.

Academic performance according to the Cambridge University Reporter (2013) is

frequently defined in terms of examination performance. Academic performance is often

characterized by performance in tests, in course work and performance in examinations

of undergraduate students.

According to Busari (2000)

academic performance
is also broad name for academic
achievement and is generally
regarded as the display of
knowledge attained or
skills developed in the school
subject.
According to Busari (2011) academic performance is also broad name for

academic achievement and is generally regarded as the display of knowledge attained or

skills developed in the school subject.

Alkhutaba (2013) posit that in the school setting, academic performance is

referred to as the exhibition of knowledge attained or skills developed in school subject.

In the university, the student academic performance is measured through several

ways like CGPA, GPA and their test result.

 19

However, Geiser
and Santelices (2007) and Acato
(2006) reported that academic
performance is affected by a
number of factors
including admission points, social
economic status and school
background.
However, Geiseret al., 2013 reported that academic performance is affected by a

number of factors including admission points, social economic status and school

background.

Swart 2014 in his research pointed out that admission points or university

entrance examination score are a reflection of the previous performance which no

doubt influence future academic performance. These views tend to portray that academic

performance to a large extent emanate from the socio economic background of the

student.

The literature above were connected to the present study as they defined the

academic performance and its importance.

Related Studies
 20

Kampitan (2011) divulged further socioeconomic status of parents has a

significant effect on the English Scholastic of Grade Six Pupils in the public school. IN

her revelation, there is a positive relationship between economic status and scholastic

performance between the former and the latter respectively.

In support to the findings of the foregoin. Montagu (2011), disclosed that the

better is the socioeconomic status of the family, the better is the chance for school

survival of the children in their educational endeavor.

Sharani (2009) constructed, from her study entítled “Association of

Socioeconomic status and Lifestyle factors with coping Strategies" she found out that

socioeconomic status influence individuals response to stress and its management of

his/her psychological well-being. The researchers also found out that low socioeconomic

status has direct association with poor mental health outcomes through the inability to

adopt a suitable coping style. In addition, in highly educated people, relatively high levels

of intellectual function are related to positive health behaviors and can result in assuming

more adaptive styles, which consequently lead to a healthier life.

Votruba-Drzal (2006) used change models and found that early childhood income

(but not middle childhood income) has positive, but small, associations with academic

outcomes, although income in both periods is associated with behavior.

Palomar (2008), found out from her study that an individual's low socioeconomic

status is being exposed to a greater number of stressful events and therefore have an

incidence of psychological disorders than individuals of high socioeconomic status.

However, the way they interpret, evaluate and cope with these stressful situations may
 21

either cause them to maintain, intensify or eliminate their overall stress. Researchers

found out that poorest individuals tend most frequently to falsely minimize or avoid

stressful situations, which lowers the probability or resolving their problems. It was also

found that non-power subject use problem- focused coping methods more than the other

groups, while the poor use more emotionally focused coping strategies.

Socioeconomic status greatly affects how each individual cope up with their

situation. Those who high socioeconomic status can easily seek medical support than

those who have low socioeconomic status. But those who have socioeconomic status can

easily seek support system form others than those who have high socioeconomic status.

The above studies conducted that the socieconomic status which provide the

researchers the data. And evidences on the possible effects of it in a people's lives. That

helps the researcher achieve her research undertaking.

Conley et al., (2015) argued that, parental education is the strongest measured

predictor of offspring education, and thus many scholars see parent-child correlation in

educational attainment as an important measure of social mobility. But if social changes

or policy interventions are going to nave dynastic effects, we need to know what accounts

for this intergenerational association, that is, whether it is primarily environmental or

genetic in origin.

Educational level or status is one of the reasons why there is a problem in terms of

nutrition and education (Liz, 2015)

Valencia et. al., (2015), found out that the level of parent education is related to

English test of children. They conclude that parents who are relatively higher in levels of
 22

education tend to transmit to their children more culture of the academic they have

acquired than parents who are illiterates or semi-illiterates.

From his study he found out, that parents (mother/father or both) education level

has a considerable effect on children's educational attainments. And also found out that

educational attainment, positive correlation between parents' socio-economic status and

children's academic performance at lower and upper secondary school.

In the study conducted by Phaedra (2013), multivariate cross-tabular and regression

analyses showed that father's education has a slightly stronger effect than mother's education

on perceived parental encouragement, college plans, college attendance, and college

graduation for males, but that both father's and mother's education have almost equal effect for

females. Mother's education has a modest effect independent of father's education, but the

independent effect of mother's education is stronger for females than for males.

In the study conducted by Janet Currie and Enrico Moretti, 2013 they widely

believed that while raising the education for mothers and fathers has broadly similar

effects on household income, the external effects associated with education is larger for

maternal education than for paternal because mothers tend to be the main provider of care

within the household. For example, a positive relationship between a mother’s education

and childbirth weight, which is a strong predictor of child health, is found not only in the

developing world but also in the US. The existence of such externalities provides an

important argument for subsidizing the education of children, especially in households

with low income and/or low educated parents. Indeed there may be multiplier effects

since policy interventions that increase educational attainment for one generation may

spill over onto later generations.

 23

The above studies were connected to the present research because they talked

about the parents educational attainment.

Torres (2011), as stated entitled “Parent of Middle Income Class an institutional

Study Texas, revealed that monthly income with drawn by parents in their occupation is

significant in the sustenance of children’s educational needs in terms of school fees,

books, uniforms and daily allowance for fare back-and-forth to school and home.

Coonrod (2016) proved that, income can affect education outcomes in a number

of ways. Income has a direct impact on the affordability and accessibility of those

education services which charge fees or it transport and other costs are significant. Higher

Income and wealth provides access to a wider range of life experiences and to resources

that can support learning.

Oppositely, a current research on the performance of low-income schools has not

only served to dispel the myth that low income equals low academic performance, it has

also proven that when the certain school wide strategies are implemented all schools and

all children can be high performing.

Trackers (2011), states that monthly income withdrawn by parents in their

occupation is significant in the sustenance of children's educational needs in terms of

school fees, books, uniforms and daily allowance.

A similar disclosure was confirmed by Nalus (2010), when she claimed thát drop-

out safe among school age children was very high due to subsistent monthly income of

parents.
 24

Zidney (2011), attested that monthly income is paramount important to children's

nutritional health and educational needs. If parents have many children to support, their

monthly income should be sustainable for school survival of their children.

The above studies stated are connected to the present research because it talks

about the family income. It is one of the factors that the researcher considers in

determining the socioeconomic status of the pupil.

Grissmer (2013) stated that parent’s occupation is next to parents' education that

predicts academic achievement. Parents who belong to the low ranking occupational

status might have enough income which can arouse their interest in education than their

counterparts in how ranking occupation whose major obligation is to provide shelter and

food for the family.

Salvador (2012) in his study, entitled “Parents Awareness of Academic

Achievement of First Graders” stated those working classes families in which mother

work fulltime tend to less involved in their child’s education. Employment or labor

market participation can also potentially have a negative effect on the effort made by

parents to help and supervise children’s homework, which in turn can have depressing

effect on school results. This due to the fact that employment is time consuming and time

employment cannot be used for other purpose.

Occupation of parents affects students’ performance in their academics

(Omalde, Kassim, & Modupe, 2014: Odoh, Ugwuanyi, Odigbo & Chukwuani,

2017). But, parent’s occupation has adverse impact of the academic motivation of

learner’s success. Students from parents with high occupation level performed poorly
 25

compared to those students from parents low and middle occupation level of parents

(Walter, 2018). Parents have informal jobs who are mainly self-employed with job

without a guarantee to turnover cannot afford to spend a great deal of time on their

children (Usaini&Abubukar, 2015).

Highly educated parents with high or low occupation level had better outcomes

compared to their peers whose parents had low educational and occupation level

(Gulada, Chillon, Ruiz& Pavon, 2011). This study confirms parents effect on their

children’s glycemic control. It is found positive connection between educational

and occupational levels of father and mother (Aigha, Majdi, Aljefri, Ali, Alagha,

Elhamed&El-denwi, 2017).

The above studies focused about the parents occupation which provide the

researchers the data. And evidences on the possible effects of it in academic performance

of the pupils, that helps the researcher achieve her research undertaking.

Moneva (2020) he believes that parental financial support have a great influence

on students motivation in learning. The students need to study hard in order for them to

be prepared in the future and not to be dependent with their parents. Nevertheless,

students need the support of their parents because they cannot still provide their own.

Financial has the important role in students persistence decision. Satisfaction is a

form of someone’s effort in doing what they wanted to do to achieve their happiness.

Financial satisfaction is how people manage their finances to the things they desired in

order to meet their financial needs (Arifin, 2018).

 26

Financial satisfaction is a
state in which students
satisfied and contented to
the financial
support given by their
parents. Students’ persistence
is the capability of students to
continue
in their studies even though
they know that it would be
difficult. The study intends to
assess
the level of students’
satisfaction in financial
 27

support and their students’

persistence in studies.
The study used the
descriptive correlational
research design.
Financial satisfaction is a
state in which students
satisfied and contented to
the financial
support given by their
parents. Students’ persistence
is the capability of students to
continue
in their studies even though
they know that it would be
 28

difficult. The study intends to

assess
the level of students’
satisfaction in financial
support and their students’
persistence in studies.
The study used the
descriptive correlational
research design.
Financial satisfaction is a
state in which students
satisfied and contented to
the financial
support given by their
parents. Students’ persistence
 29

is the capability of students to

continue
in their studies even though
they know that it would be
difficult. The study intends to
assess
the level of students’
satisfaction in financial
support and their students’
persistence in studies.
The study used the
descriptive correlational
research design.
Jerald (2020) Financial satisfaction is a state in which students satisfied and

contented to the financial support given by their parents. Students’ persistence is the

capability of students to continue in their studies even though they know that it would be

difficult. The study intends to assess the level of students’ satisfaction in financial support
 30

and their students’ persistence in studies. The study used the descriptive correlational

research design.

The stated studies were connected to the research because financial support was

one contructed factors that determined the socioeconomic status of the pupil.

Providing sufficient support

can assist the students to
persist in their studies
(Haynes, 2008).
Establishing learning
communities that can be
useful in teaching and
tutoring students can
help them in building
persistence and can
contribute to achieving their
desired goals (Graham,
 31

Frederick, Winston, Hunter,

& Handelsman, 2016).
Financial matters are the
primary support
that a student needs in order
to become persistent in their
studies (Vanthournout,
Coertjens,
Gijbels, & Donche, 2012).
Providing sufficient support
can assist the students to
persist in their studies
(Haynes, 2008).
Establishing learning
communities that can be
 32

useful in teaching and

tutoring students can
help them in building
persistence and can
contribute to achieving their
desired goals (Graham,
Frederick, Winston, Hunter,
& Handelsman, 2016).
Financial matters are the
primary support
that a student needs in order
to become persistent in their
studies (Vanthournout,
Coertjens,
Gijbels, & Donche, 2012).
 33

Alkhutaba (2013) astated that, in the school setting, academic performance is

referred to as the exhibition of knowledge attained or skills developed in a school subject.

In the university, the student's academic performance is measured through several ways

like CGPA, GPA, and test result.

According to the study conducted by Enma ( 2013), There are two types of

factors that affect the students academic performance which show that internal and

external classroom factors are strongly affecting the students performance. Internal

classroom factors include students competence in English, class schedules, class size,

English textbooks, class test results, learning facilities, homework, the environment of the

class, the complexity of the course material, teachers role in the class, the technology

used in the class and examinations system.

External classroom factors include extracurricular activities, family problems,

work, and financial, social, and other problems. Research studies show that students

performance depends on many factors such as learning facilities, age, and gender

differences, and many other factors that can affect student performance.

Charles (2011) proved that, parent involvement is another factor that has been

consistently related to a child’s increased academic performance. While this relation

between Parent involvement and a student’s academic performance is well established..

According to the studies conducted by Lee and Burkhams (2014) study

concluded that 34% of black children and 29% of Hispanic children were in the lowest

quintile of SES compared to only 9% of white children. Minority children were

disproportionately poor in the United States.

 34

Other researchers argued that the achievement gap was a gap between the haves

and have-nots rather than an issue of racial discrimination (Leach & Williams, 2014;

Thomas & Stockton, 2015). However, because ethnicity and socioeconomic status were

strongly related, they were often difficult to disentangle As a result, minority students

were often economically disadvantaged and frequently achieved at lower rates on

standardized achievement tests than did their majority counterparts.

The above studies were related to the present study as they inteded about views on

academic performance which made the study reliable.

 35

Financial satisfaction is a
state in which students
satisfied and contented to
the financial
support that their parents
had given to them.
Satisfaction is the quality
of fulfillment or
contentment of a person’s
need or wants obtained.
Satisfaction is the happy
pleased feeling
because of something; the act
of providing what is needed
 36

or desired. Students’
persistence is
the capability of students to
continue in their studies even
though they know that it
would be
difficult and long road
ahead. Persistence is the
quality that allows someone
to continue
doing or trying to do
something even though it is
 Chapter 3

METHODOLOGY

This chapter discusses the research design, population sampling technique,

research procedure, and research instrument.

Research Design

The descriptive method were used to determine the Social-economic background

of the students, and its effect to the academic performance of students.

Descriptive research aims to accurately and systematically describe a population,

situation or phenomenon. It can answer what, where, when and how questions, but not

why questions. A descriptive research design can use a wide variety of research methods

to investigate one or more variables. Unlike in experimental research, the researcher does

not control or manipulate any of the variables, but only observes and measures them.

Respondents of the study

The respondents of the study were the selected Grade 6 students in Suba

Elementary School.

Sampling Techniques

Fifty (50) out of the total population were used as the respondents of this study.

They were chosen using the random sampling technique.

 38

Research Instrument

The major instrument used by the researcher were the questionnaire checklist

because this is a time-saving and efficient way of obtaining needed information from a

large number of respondents. The questionnaires were divided into two parts.

The first part contained the socioeconomic status of the respondents. The second

part contained questions regarding the financial support of the parents and academic

performance of the students of the selected students.

The rating scale with equivalent weight and interpretation is given below

For Part I:

L
Legend Range
Remarks Verbal Interpretation
Scale
5 4.20 - 5 Always Strongly Agree
4 3.40 – 4.19 Often Agree
3 2.60 – 3.39 Sometimes Fairly Agree
2 1.80 – 2.59 Rarely Disagree
1 1.00 – 1.75 Never Strongly Disagree
For Part II:

Legend Verbal Interpretation Range

5 Strongly Agree 90-100
4 Agree 85-89
3 Fairly Agree 80-84
2 Disagree 75-79
1 Strongly Disagree Below 75

Research procedure
 39

This study determined the effect of Socio-Economic Status on the Academic

Performance of selected Grade 6 students at Suba Elementary School. To gather the

necessary data the procedure as follow was applied.

First, the researcher conceived the research titles. After the researcher formulated

and approved the research problem, the researcher gathered necessary data from various

sources such as books, journals, thesis, and the internet in order to provide a framework

as a guide to elicit answers to the problem areas investigated. From the data gathered, the

researcher established more accurately the subject problems of the study, formulated the

Conceptual framework after which were devised questioning a major instrument.

Second, the researcher formulated sets of questionnaires hand them photocopied

and facilitated distributions of the questionnaire to the fiftly (50) selected respondents

from Grade 6 students at Suba Elementary school.

Third, a letter was submitted to the office of the Principal Head of Suba

Elementary School and to the Grade 6 teachers asking for permission for the researcher to

conduct among the selected students and gathered grades and all data needed for the

study. Lastly, the researcher gathered all distributed questionnaires and all data were

compiled, tabulated, and interpreted.

Statistical Treatment of Data

Statistical treatment was used to analyze the interpret data given by the

respondents.

Frequency and percentage distribution were used to determine the profile of the

students in terms of Socio - Economic Status. Weighted mean and standard deviation
 40

were applied to measure the level of Socio-Economic Status on the academic

performance of selected students in Suba Elementary School.

Anova was used to determine the significant effect of Socio-Economic Status on

the academic performance of selected students in Suba Elementary School.

 Father's Educational Attainment

1;2;2%
4%

19;
38% CHAPTER 4

28;
56%
RESULTS AND

ELEMENTARY GRADUATE HIGHSCHOOL GRADUATE

COLLEGE GRADUATE MASTER DEGREE DISCUSSION
DOCTOR DEGREE

The chapter includes

the presentation, analysis and interpretation of the data gathered on the study and

determine “Socio-Economic Status: How its Influence to the Academic Performance of

selected Grade 6 Students of Suba Elementary School”

Figure 1. Socio-economic Status in terms of Father’s Educational Attainment

Figure 1

Figure 1 shows that, out of fifty (50) respondents. 56% of father were High

School graduates, 38% were college graduates, 4% were Elementary graduates, and 2%

has Master's Degree.

This indicated that most of the fathers of the respondents of this study were High

School graduates in Educational Attainment.

 42

The finding was supported by the study of Valencia et. al., (2015), they concluded

that parents who were relatively higher in levels of education tend to transmit to their

children more culture of the academic they had acquired than parents who were illiterates

or semi-illiterates.

From his study he found out, that parents (mother/father or both) education level

had a considerable effect on children's educational attainments. And also found out that

educational attainment, positive correlation between parents' socio-economic status and

children's academic performance at lower and upper secondary school.

Figure 2. Socio-economic Status in terms of Mother’s Educational Attainment

Mother's Educational Attainment

2; 4%

20; 40%
28; 56%

ELEMENTARY GRADUATE HIGHSCHOOL GRADUATE

COLLEGE GRADUATE MASTER DEGREE
DOCTOR DEGREE

Figure 2.

Figure 2 above shows that, out of fifty (50) respondents. 56% of mothers were

High School graduates, 40% were College graduates, and 4% were Elementary graduates

This indicated that most of the mother of the respondents of this study were High

School Graduate in Educational Attainment.This finding was supported by the study

conducted by Janet Currie and Enrico Moretti, 2013 they widely believed that while
 43

raising the education

Family Income
25 23 for mothers and
20
16 fathers has broadly
15

10 similar effects on
7
5
2 2 household income,
4% 32% 14% 46% 4%
0
BELOW 5,000 6,000 - 10,000 11,000 - 15,000 16,000 - 20,000 20, OOO AND
ABOVE
the external effects

Frequency Percentage associated with

education is larger for maternal education than for paternal because mothers tends to be

the main provider of care within the household.

Moreover, the finding was supported by the study as disclosed by Grissmer

(2009), parent’s level of education is the most important factor affecting students

academic achievement and revealed that parent’s education has significance in the

achievement of their child. This observation provides the evidence to those students of

uneducated parents in influence on the academic achievements of students. On the other

hand, parent’s level of educational is not an important factor affecting students academic

achievement.

Figure 3. Socio-economic Status in terms of Family Income

 44

Figure 3.

As shown in table 3, out of 50 respondents the family income of 46% has 16,000

– 20,000 monthly income. 32% were 6,000 – 10,000 monthly income. 14% were 11,000

– 15,000 and 4% in Below 5,000 and 20,000 and above monthly income.

This indicates that most of the parents of the respondents has 16,000 to 20,000

monthly income.

The findings were supported by the study of Torres (2011), as stated entitled

“Parent of Middle Income Class an institutional Study Texas, revealed that monthly

income with drawn by parents in their occupation is significant in the sustenance of

children’s educational needs in terms of school fees, books, uniforms and daily allowance

for fare back-and-forth to school and home.

Furthermore, the findings were supported by the study of Coonrod (2016),

Income and Wealth can affect education outcomes in a number of ways income has direct

impact on the affordability and accessibility of those education services which charge

fees or it transport and othercosts are significant. Higher Income and Wealth provides

access to a wider range of life experiences and to resources that can support learning.
 45

Figure 4. Socio
Parents' Occupation
60 Economic Status of
49 50
50
Parents’s and
40
30 Sibling’s in terms of
20
Occupation of the
10
0 1 0 0
0
EMPLOYED UNEMPLOYED Total
Parents

FREQUENCY PARENTS OCCUPATION

Figure 4.

As shown in Figure 4 below, out of one fifty (50) respondents, 98 percent (98%)

of father and 56 percent (56%) of mother were Employed. 2 percent (2%) and 44 percent

(44%) are Unemployed.

This indicated that most of the parents of the respondents of this study were

employed. The finding was supported by the statement of Grissmer (2013) stated that

parent’s occupation is next to parents education that predicts academic achievement.

Parents who belong to the low ranking occupational status might have enough income

which can arouse their interest in education than their counterparts in how ranking

occupation whose major obligation is to provide shelter and food for the family.
 46

In addition, the finding was supported by the study of Salvador (2012), entitled

“Parents Awareness of Academic Achievement of First Graders” stated those working

classes families in which mother work fulltime tend to less involved in their child’s

education. Employment or labor market participation can also potentially have a negative

effect on the effort made by parents to help and supervise children’s homework, which in

turn can have depressing effect on school results. This due to the fact that employment is

time consuming and time employment cannot be used for other purpo

Table 5. Socio-economic Status in terms of Financial Support

Indicators Mea SD Remark
My parents..... (Ang aking mga magulang ay....) n s

1.Give me allowance everyday 4.94 0.24 Always

2. Allot for my books, notebooks and other school 4.72 0.45 Always
materials
3. Let me participate to fieldtrip and pay the fee 4.66 0.63 Always
4. Pay school contributions such as PTA collection 4.50 0.86 Always
5. Pay for my others school expenses 4.70 0.74 Always
(Nababayaran ang iba pang mga
Weighted Mean: SD 4.70 : 0.63
Verbal Interpretation Strongly Agree

Legend Range
Remarks Verbal Interpretation
Scale
5 4.20 - 5 Always Strongly Agree
4 3.40 – 4.19 Often Agree
3 2.60 – 3.39 Sometimes Fairly Agree
2 1.80 – 2.59 Rarely Disagree
1 1.00 – 1.75 Never Strongly Disagree

Table 5 shows the socio-economic status in terms of financial support. The first

statement Give me allowance every - day (binibigyan ako ng baon araw - araw) had a
 47

mean of 4.94 and standard deviation of 0.24 verbally interpreted as “Strongly Agree”, the

second statement Allot for my books, notebooks and other school materials (Binibigyan

ako ng pera para makabili ng aklat, notebook at iba pang gamit sa eskwelahan) had a

mean of 4.72 and standard deviation of 0.45 verbally interpreted as “Strongly Agree”, the

third statement Let me participate to fieldtrip and pay the fee (Pinapasali ako sa fieldtrip

at nababayaran ang gastusin dito) had a mean of 4.66 and standard deviation of 0.63

verbally interpreted as “Strongly Agree”, the fourth statement Pay school contributions

such as PTA collection (Nakakapag-ambag sa PTA koleksyon) had a mean of 4.50 and

standard deviation of 0.86 verbally interpreted as “Strongly Agree”, and in fifth statement

Pay for my others school expenses(Nababayaran ang iba pang mga kailangang bayaran sa

eskwelahan) had a mean of 4.70 and standard deviation of 0.74 verbally interpreted as

“Strongly Agree”.

It reveals that the weighted mean of the level of the respondent’s parents financial

support is 4.70 with “Strongly Agree” verbal interpretation.

The findings were supported by the study of Moneva (2020) he believes that

parental financial support have a great influence on students motivation in learning. The

students need to study hard in order for them to be prepared in the future and not to be

dependent with their parents. Nevertheless, students need the support of their parents

because they cannot still provide their own.

Moreover, the findings were supported by the study that Financial has the

important role in students persistence decision. Satisfaction is a form of someone’s effort

in doing what they wanted to do to achieve their happiness. Financial satisfaction is how
 48

people manage their finances to the things they desired in order to meet their financial

needs (Arifin, 2018).

Table 6. Level of the Respondents' Academic Performance

Table 6 below shows, that the General Weighted Average (GWA) had a mean of

84.04 and standard deviation of 4.05 verbally interpreted as “Satisfactory”.

Academic Performance Mean SD Verbal Interpretation

General Weighted Average (GWA) 84.04 4.05 Satisfactory
The finding was supported by the study of Alkhutaba (2013) in the school

setting, academic performance is referred to as the exhibition of knowledge attained or

skills developed in school subject. In the university, the student academic performance

is measured through several ways like CGPA, GPA and their test result.

Legend Verbal Interpretation Range

5 Strongly Agree 90-100
4 Agree 85-89
3 Fairly Agree 80-84
2 Disagree 75-79
1 Strongly Disagree Below 75

Table 6 shows that the General Weighted Average (GWA) had a mean of 84.04

and standard deviation of 4.05 verbally interpreted as “Satisfactory”.

The Finding was supported by the study of Alkhutaba (2013) in the school

setting, academic performance is referred to as the exhibition of knowledge attained or

skills developed in school subject. In the university, the student academic performance

is measured through several ways like CGPA, GPA and their test result.

Moreover, the finding was supported by the Sukarman (2011) stated that

academic performance has become an index of the child's future in this highly
 49

competitive world. Unrecognized a unresolved, scholastic backwardness has a lifelong

impact on the child and adolescent, affecting school completion, higher education,

interpersonal relationships, prospects for employment, marriage, etc.

Table 7. Significant Effect of Socio-economic Status to the Students Academic

Performance
Socio-economic Status Academic Performance F p- Analysis
value
Father's Educational
Attainment
Mother's Educational General Weighted Not
Attainment Average 1.16 .346 Significant
Family Income (GWA) 9
Father's Occupation
Mother's Occupation
Financial Support

The above table presents the variable Socio Economic Status and the academic

performance of selected Grade 6 students in Suba Elementary School.

The Computed F- value is 1.169 and p-value is .346 signifies that the level of

socio-economic status on academic performance of students had no significant effe

 Chapter 5

SUMMARY, CONCLUSION AND RECOMMENDATIONS.

This chapter presents the summary, findings, conclusion, and

recommendation based on the analysis of the results of the study.

Summary

This study on the socio-economic status: its influence on the academic

performance in selected grade 6 students of Suba Elementary School in Barangay Suba

Majayjay, Laguna. The school year 2020-2021 is descriptive design as it demands the use

of a questionnaire as a major instrument in gathering and treasury the data. It involved 50

Grade 6 students of the said high school to elicit answers to the four (4) basic questions

raised with respect to 1.) The Socio-Economic Status in terms of Parent’s educational

attainment, Parents occupation, and family income; 2.) The mean level of Parents

financial support of selected grade 6 students; 3.) The mean level of academic

performance of selected Grade 6 students;4.) and the significant effect of socio-economic

status in academic performance on selected grade 6 students in Suba Elementary School.

The selected responses of the selected respondents were converted into scores by

mean of weighted mean formula as basis in determining the certainly and variability of

data through arithmetic mean and standard deviation formulas respectively, alter were

subjected to empirical testing of the main null hypothesis utilizing the F-test statistical

treatment of data at five percent level of significance. From brief procedure discussed

above, the foregoing problem areas of investigation were answered.

 51

Findings

1.Socio economic Status in terms of Educational Attainment, high school

graduate was the most frequent number with the fifty-six percent (56%) of father and

fifty-six percent (56%) of mother. While the least percentage on the Masteral Degree

with four percent (4%).

In terms of occupation of the respondent’s parent’s, the most frequent number

was employed with ninety-eight percent (98%) of father, and fifty-six percent (56%) of

mother. While the least number on unemployed with two percent (2%) of father and

forty-four percent (44%) of mother.

In terms of family income, the most frequent number was 16,000 - 20,000

monthly income of parents with 46% out of 50 respondents. While the least number was

below 5,000 with 4% and also the 20,000 and above monthly income with the 4% total of

parents.

2.The level of respondents Academic Performance, weighted mean of 84.04

reveals often participate during class discussion, pass quizzes and test and attend class.

3. The Computed F- value was 1.169 and p-value is .346 signifies that the level of

socio-economic status on academic performance of students has no significant effect.

Conclusions

Based on the findings, the following were concluded:

1. Most of the Grade 6 students in Suba Elementary School parent’s educational

attainment were High School Graduate. The respondents’ parents in terms of the
 52

occupations, father was the most frequents number of having job or employed, with the

total of 98% or 49 out of 50 respondents. The 16,000 - 20,000 monthly income of the

parents was the most constant salary that they got from their jobs and interms of financial

support the parents meet the the educational needs of their children.

2.The Grade 6 students of Suba Elementary School, were often participate during class

discussion, pass quizzes and test and attending classes.

3. There is no significant effect of socio-economic status on the students academic

performance on selected grade 6 students in Suba Elementary school, Majayjay Laguna.

Recommendations

Based on the conclusion, the following recommendations were given:

1.Parents’ may remind more their children to finish their study, therefore they will

treasure it and pursue college degrees in the future. The parents may give some of their

time to their children even if they have jobs, in able to have a good relationship and

communication to their child. Grade 6 students should understand their financial aspect

of their parents’ income. The students may save some of their allowances so that when

they have a project they can use it. Also, it is good for the parents if the students have no

expensive projects to be thinking about from their schools because they can still provide

and support what they can afford for their children’s needed.

2. For the teachers, more activities may have in the classroom in order to encourage the

students to be involved in class discussions. The students may have some jot own notes
 53

every time that the teacher have a lessons, for them to have an instant review when the

test and quizzes come. The teachers’ regular monitoring on his/her students is always

needed in every day classes to find out who’s been always absent. And another one is, the

students may always know their scores, grades, or rank, for them to set some goals and

achieve it with a good performance.

3. This research may be a guide on conducting a research realated to this. They may also

further look for other things in relation to the academic performance.

 54

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Moffit (2016) Moral support of a family. Retrieved from

http:www.oppapers.com/html

Nannyanjo H. (2017) Retrieve from: https://www.academia.edu/

407935/PARENTS_SOCIO_ECONOMIC_STATUS_AND_PUPILS
_EDUCATIONAL_ATTAINMENT_CASE_STUDY_OF_ST_JUDE
_PRIMARY_SCHOOL_IN_MALABATOWN_COUNCIL_UGANDA

Yang, Y. L., & Grauer, B. (2016, JUNE)

https://krex.k- state.edu/dspace/handle/2097/32940

Nicolas B..(2016) Family Income as gauge for Social Economic Mobility:

Retrieved from http://www.files.educ.documents/fami ly-income.pdf

Okumu (2018) Retrieved from https://www.academia.edu/

407935/PARENTS_SOCIO_ECONOMIC_STATUS_AND_PUPILS
_EDUCATIONAL_ATTAINMENT_CASE_STUDY_OF_ST_JUDE
_PRIMARY_SCHOOL_IN_MALABATOWN_COUNCIL_UGANDA
 57

Vortuba D. (2006) Family Monthly Income as gauge for Social Economic

Mobility:Retrieved from http://www.files.educ. documents/family
income.pdf

E. Published Materials

Gannon P. (2012) Parental support on Students Academic Performance. "The

Impact of Parental Support and Peer Influences on
Students' Academic Performance", Vhiga Country, Kenya.

Horsto S.D (2012) Parental support on Students Academic Performance.

The Impact of Parental Support and Peer Influences on Students'
Academic Performance", Vhiga Country, Kenya.

Korir D. (2014) "The lmact of School Environment and Peer Influence

Students' Academic Performance", Vhiga Country, Kenya. On
Ray, Arghya (2012) The methodology of Sampling and Purposive
Sampling GRIN Verlag

Ren Arroyo (2011) Educational Attainment as gauge for Social Economic “ The
Impact of School Environment and Educational Attainment on Students
Academic Performance”, Vhiga Country, Kenya.

Rosario P. and Corazon P. (2011) Innovative Teaching and Evaluation

Salvacion M. Colon (2011) General sociology: "The role of the parental

involvement affects in Ma, X., Stability of Socio-economic gaps in
mathematics and science achievement performance", report says.
Toronto, Canada.

Trackers E. (2014) Educational Attainment as gauge for Social Economic. "The

role of the parental involvement affects in Ma, X., Stability of Socio
economic gaps in mathematics and science achievement
performance",
report says. Toronto, Canada.
APPENDICES
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Appendix B
Republic of the Philippines
Laguna State Polytechnic University
Main Campus
Santa Cruz, Laguna

This questionnaire is arranged to use in gathering data for thesis entitled “Scocio-
Economic Status: It’s Effect on the Attitudes and Academic Performance on Selected
Grade 6 Students of Suba Elementary School SY: 2020-2021”

I.Profile of the respondents

Direction: Put check (/) inside the according to your answer.

A. Name (pangalan)
B. Age (edad)
Gender (kasarian) Male Female
II. Socio – Economic Status in terms of:
Direction: Put check (/) inside the ( ) according to your answer.
What is the Educational Attainment of your
Father0: ( ) Elementary Graduate Mother: ( ) Elementary Graduate

( ) Highschool Graduate ( ) Highschool Graduate

( ) College Graduate ( ) College Graduate

( ) Master Degree ( ) Master Degree

( ) Doctor Degree ( ) Doctor Degree

A. What is the occupation of your :

Father:( ) Employed 2. Mother : ( ) Employed

( ) Unemployed ( ) Unemployed
 62

What is the income of your :

1. Father: ( ) Below 1000 2. Mother: ( ) Below 1000

( ) 1, 000 – 3, 000 ( ) 1, 000 – 3, 000
( ) 3,000 – 6, 000 ( ) 3,000 – 6, 000
( ) 6,000 – 9, 000 ( ) 6,000 – 9, 000
( ) 10, 000 and above ( ) 10, 000 and above

III. Direction: Tick (/) the space on provided based on your observation and perception

5 - Strongly Agree
4 - Agree
3 - Fairly Agree
2 - Disagree
1 - Strongly Disagree
Financial Support
My parents..... 5 4 3 2 1
1.Give me allowance everyday

2. Allot for my books, notebooks and other school

materials
3. Let me participate to fieldtrip and pay the fee
4. Pay school contributions such as PTA collection
5. Pay for my others school expenses

IV. Fill up the space provided

Acdemic Performance
 What is your General weight Average?

First grading Period Second Grading Period

CURRICULUM VITAE
 63

LORIDA, ESTHER I.

Adress: Brgy. Olla, Majayjay, Laguna

Contact No: 09383570137
Email Adress: [email protected]

CAREER OBJECTIVE:

To work in the Educational Institution to gain knowledge and help to bring high quality
of education
PERSONAL DATA

Date of Birth : January 24, 2000

Age : 21 years old
Place of Birth : San Pedro Laguna
Sex : Female
Citizenship : Filipino
Civil Status : Single
Religion : Born Again
Height : 5’4
Weight : 54 kls
Language Spoken : Tagalog/English
Mother's Name : Primitiva I. Lorida
Occupation : Teacher
Father’s Name : Isabelo S. Lorida
Occupation : Tricycle Driver

EDUCATIONAL ATTAINMENT

Tertiary : Laguna State Polytechnic University

Main Campus
Bachelor OF Elementary Education
Major in General Education
 64

Bubukal Santa Cruz, Laguna

S.Y 2018-2021
Secondary : AMA Computer College Sta.Cruz
Campus
Santa Cruz, Laguna
S.Y 2016 - 2018
: Suba National HIghschool
Brgy. San Isidro Majayjay, Laguna
S.Y 2012-2016
Elementary : Suba Elementary School
Brgy. Suba Majayjay, Laguna
S.Y: 2006-2012
65