EFFECTS OF SOCIOECONOMIC STATUS TOWARDS ACADEMIC

PERFORMANCE OF JUNIOR HIGH SCHOOL STUDENTS IN PULANGLUPA

NATIONAL HIGH SCHOOL S.Y 2022-2023

A
Research Proposal
Presented to the Faculty of Pulanglupa National High School
In Partial Fulfillment in the subject of Inquires, Investigation, and Immersion

BY:

ASMOLO, DELBERT P.
DAHIROC, RITCHA MAE
MALOLOY-ON, APRIL CARL
PHALA, NICA GUEN P.

JANUARY 2023
 INTRODUCTION

Background of the study

A person’s education is the gateway to someone’s success and their life

chances. Therefore, it's crucial to grasp exactly what advantages or

disadvantages hampers one's ability to obtain a degree.

Education is a lifelong endeavor. Getting the chance to continue your

education after primary school depends heavily on your academic performance.

Therefore, it's important to consider early on how a child's home background

influences their academic performance (Li, Qui, 2018). The responsibility for

raising a child always falls on the parents. This fits in well with the common

sociological assertion that education can be a tool for social change which is

being taught at home is significant in this discussion. The socioeconomic

background of a child can subtly influence their academic performance in school.

The environment in which children grow could potentially have some influence on

their performance in school (Bhat, Joshi, Wani, 2016).

The relationship between a student's socioeconomic background and

academic performance is one of the topics that educators argue about the most.

One common claim is that a student's socioeconomic position has a significant

impact on his or her academic achievement. Determining whether there is a

relationship between academic achievement and social status is crucial. If these

two factors are correlated, it will be important to include instructional strategies to

raise academic performance for pupils from disadvantaged socioeconomic

backgrounds. Research and efforts to identify factors that influence academic

success should be given high emphasis by school districts and administrators

(Blevins, 2009).

Many educators think that low socioeconomic status(SES) creates a

negative effect on academic performance. Adams (1996) mentioned that the

basic needs of certain students are not being met, thus not allowing the students

to physically or mentally be able to perform in school. If students are not properly

fed or given proper hygiene care, they cannot be expected to perform

successfully in their academics. These environmental deficiencies are thought by

educators to have a negative effect on the student’s image and result in a

lowering of self-esteem. This lack of confidence infringes on the success a

student may have in Socioeconomic Status 3 the academic environment (US

Department of Education, 2003).

A growing body of research indicates that SES predicts academic

success. In actuality, there is the idea that lower-income pupils are more likely to

have attention issues and that this deficit and academic success are closely

related. (Cedeño, Arias, Bueno, 2016).

Many school districts with a high number of low socioeconomic students

feel that meeting the state and federal requirements on test scores is unrealistic

(Ellis, 2008). Others challenge this theory and imply that other variables outside

the socioeconomic status of a student are the determining factor in academic

performance (Marzano, 2003).

The researchers observed that academic achievement is one of the

most important indicators for assessing students' performance and educational

attainment. Family socioeconomic status (SES) is the main factor influencing

academic achievement, but the relation between SES and academic

achievement may vary across different sociocultural contexts.

Statement of the Problem

This study aims to determine the effects of socioeconomic status to the

academic performance of JHS students in Pulanglupa National High School.

Specifically, it aims to:

1. determine the socioeconomic profile of respondents in terms of:

1.1 age

1.2 sex

1.3 occupation of the parents

1.4 family income

1.5 family educational attainment

3. determine if there is a significant effect existing on the socioeconomic status of

students to their academic performance.

Conceptual Framework

Socioeconomic Status Academic

Performance

Figure 1 shows how socioeconomic status of students affects their respective

academic performance in school. As shown in the figure above Socioeconomic

status (SES) affects the cognitive development of children, it may affect the

student’s academic performance whether positively or negatively leading to

disadvantages or advantages in the classroom as they progress through school.

The physical brain structure as well as academic resources available to students

are both affected by SES. Student’s Socioeconomic status(SES) and academic

performance are two related variables that will determine the student’s

performance in school.
Significance of the Study

This study will be beneficial to the following stakeholders of

Pulanglupa National High School.

School Administrator. This study will be beneficial to the school administrators

to better understand the students on their behaviors during class and implement

programs that can help the students to improve their academic performance

regardless of their respective socioeconomic status.

Teachers. This study is beneficial to the teachers since they are the one who

give instructions and requirements to the students, it may help them to better

understand the student’s capacity and to evaluate the student’s academic

performance in school prior to their respective socioeconomic status in life.

Parents. This study is helpful to parents for them to encourage their children that

socioeconomic status is not the hindrance in achieving their dreams.

Students. This study may help the students to understand that socioeconomic

status is not the basis of education and for them to improve their performance in

school no matter their status in life is.

Researchers. This study can help the researchers to evaluate how

socioeconomic status caused an effect to the student’s academic performance in

school.

Future Researcher. This study may be used as reference by future researchers

and may provide useful information and related studies about the effects of

socioeconomic status towards students’ academic performance or any studies

related to the research.

Scope and Limitations

This study aims to find the significant effect of socioeconomic status

towards the academic performance of Grade 9 students in Pulanglupa National

High School.

The respondents of this research are the Grade 9 students of

Pulanglupa national high school year 2022-2023.

The scope of the study will be the effects of socioeconomic status

towards academic performance of JHS students in Pulanglupa National High

School specifically in Grade 9.

This study is limited to the student’s profile such as grade level, age,

gender, and academic performance of Grade 9 students in PLNHS.

Definition of Terms

Socioeconomic status (SES). Is the student family’s position on the socioeconomic

scale, which is determined by a combination of social and economic factors such as

income, amount and kind of education, type and prestige of occupation.

Academic performance. Academic achievement is commonly measured

through examinations or continuous assessments. It is the student’s overall

performance in school academically.

Grade 9. Grade level after Grade 8 that is part of Junior High School students

and are the respondents of this research.

 CHAPTER II

Review of Related Literature

Socioeconomic Status

Socioeconomic status is the combination of economic and sociological

measures of an individual work experience and the economic and social position

of an individual or family in relation to others on the basis of income, educational

level and occupational status.

Faaz and Khan (2017) examined the relationship between upper primary

school students' academic achievement and socioeconomic status. 121 students

from the AMU school were chosen using the Simple Random Sampling

Technique and the Socio-economic Status measure, Bhardwaj (2014). The

students' final exam score was considered while compiling a list of their academic

accomplishments for the school office. The analysis used the t-test and Pearson's

coefficient of correlation as statistical methods. SES and academic achievement

were found to be positively and significantly correlated.

On the study of Rather and Sharma (2015) revealed a close connection

between students' academic performance and SES. Additionally, it was

discovered that male students outperform and receive higher grades than their

female counterparts. It further highlighted the lack of a discernible academic gap

between students in urban and rural areas.

The impact of students in the Science stream's socioeconomic status on

their academic achievement at the Senior Secondary level was examined by

Showkeen and Rehman (2014). According to the study, there is a strong positive
link between SES and academic achievement for Science stream students in

Senior Secondary.

In the study of Gupta and Katoch(2013) there was no meaningful

correlation between SES and academic achievement. Khan (2005) introduced

different factors which relates the Socio-economics Status of the Students at

Higher Secondary level and their Academic Achievement. Khan observations are

unique and are as follows:

ˆ The Academic Achievement of a student is not only a function of

his/her intellectual and personal characteristics but is also influnced by his/her

Socio-economic Status and which inturn also, influnces and determine the

attitudes, interest and motivation of students for studies. Thus, Socio-economics

Status is important variable for determining the Academic Achieement of the

students.

ˆ The effect of Socio-economic Status on Academic Achievement has

shown sex differences. The boys from the Low Socio-economic Status and the

girls from the High Socio-economic Status have been found to achieve high.

ˆ The High achieving boys have been found impulsive, suspicious, shy,

fickle-minded, conservative and dominant while the High achieving girls have

been found stable, trusting, venturesome, perserving, experimenting and

submissive. The conclusion do not find support in the related research literature.

Apart from the above studied, many researches related to Socio-economic Status

and Academic success/ Achievement were reported in the past also.

Many scholars consider socioeconomic status to be the most important

and fundamental factor in determining academic success (Coleman 1966;

Duncan 2005). Socioeconomic status is a finely graded hierarchy of social status

that can be used to describe a person's overall social status or position. It is

represented by various concepts such as employment status, professional status,

educational attainment, income and wealth (Graetz, 2005).

Many research studies show that socioeconomic status is a factor

responsible for student academic performance. According to research studies,

socioeconomic status affects student performance (Jeynes, 2002; Eamon, 2005;

Hochschild, 2003). Low socioeconomic status is believed to have a significant

negative impact on student academic performance, as low socioeconomic status

hinders access to important resources and creates additional strain and stress at

home. (Eamon 2005; Jeynes 2002).

Students of lower socioeconomic status perform poorly and are more

likely to drop out (Eamon, 2005; Hochschild, 2003). Morakinyo (2003) found a

correlation between student socioeconomic status and academic performance. It

is found that children with high socioeconomic status have better academic

performance and children with low socioeconomic status have poor and

unsatisfactory academic performance. Rouse and Barrow (2006) suggested that

socioeconomic status had a significant effect on academic achievement including

test scores and continued to affect the child throughout adulthood.

An earlier study by James (2002) also showed that parental education

levels exposed the clearest patterns of variation in student attitudes towards

school and post school options. Krashen (2005) found that students whose

parents are educated score higher on standardized tests as compared to those

whose parents were not educated.

 Maurin (2002) states that there are many reasons why parental income

is likely to be a very important determinant of a child's achievement in school.

Perhaps the main reason is that affluent parents can afford better food, housing,

and medical care. In other words, they can buy many basic goods and services

that support children's development and help them do well in school. By

imagining that the parents' demand for these particular goods and services

actually increases with the parents' income, it is worth considering the significant

effect of income on children's performance. children. Krueger (2004) considers

various contributions supporting the idea that financial constraints and constraints

have a significant impact on student academic achievement.

 METHODOLOGY

Research Design

This study will be utilizing Descriptive survey research. McCombes, (2019)

states that Descriptive Survey Research is a type of research designed to define

an attitude, behavior and opinion done by group of people on a given subject.

Furthermore, Descriptive Survey research aims to know the extent to which

condition exist and aims to accurately and systematically describe a population

and phenomenon.

This study will be a descriptive survey research because it will determine

and define the attitude of students towards Computer Mediated Communication.

Research Locale

The locale of this study is at the Pulanglupa National High School, Senior

High School Campus. Located at Purok-4 Barangay Pulanglupa Trento, Agusan

del Sur. First established on the year 2005. The respondents will come from

grade 9 students. The researcher chose this place since it is accessible to the

researcher who is also currently studying in the said school.

Respondents of the Study

The respondents of this study will be Grade 9 students of Pulanglupa

National High School S.Y. 2022-2023. The said grade level consisting of two

sections with a corresponding number of students with 43 girls and 40 boys.

Sampling Technique

In determining the number of respondents, the researchers will used

simplified random sampling. Simple random sampling is a type of probability

sampling in which the researcher randomly selects a subset of participants from a

population. Each member of the population has an equal chance of being

selected. Data is then collected from as large a percentage as possible of this

random subset. With a total population of 83 students the sample size will be

selected through the use of Sloven’s Formula.

Research Instruments

The researchers will use a questionnaire as an instrument to collect data

from the respondents. The first part of the questionnaire is the profile of the

respondents which includes their year level, age, gender. The second part

comprises the content of the questionnaire that will determine the relationship

between socioeconomic status and academic performance.

Data Gathering Procedure

The conduct of the survey will be done after the researchers will give a

permission letter to the adviser, Office of the principal of Pulanglupa National

High School, research adviser to conduct the survey. After which the researchers

float the questionnaires to the respondents. And implement that, all information

will be identify, organize, analyze, interpret and present quantitatively to answer

the specific problem.

Statistical Treatment of Data

Data will be subjected to analysis and further interpretation using the

following statistical tools:

To attain objective 1 or the profile of the respondents and effect of

socioeconomic status to their academic performance, weighted mean will be

used.

To attain objective 3 or to determine if there is a significant effect of

socioeconomic status to the student's academic performance,, ANOVA will be

used.

Ethical Issues

Before distributing the questionnaire, the researchers will request a

consent from the adviser and will brief the respondents regarding the

questionnaire distributed.
 After the respondents finished answering the questions it will be given

directly back to the researchers. The answers provided by the respondents will

be keep confidential at all times.

EFFECTS OF SOCIOECONOMIC STATUS TOWARDS ACADEMIC
PERFORMANCE OF STUDENTS

Kindly check the appropriate boxes that corresponds to your answer.

Each number corresponds to the following:
1- Never 2- Rarely 3- Sometimes 4- Always

Indicators 1 2 3 4

1. My family's income is
enough for my needs.

2. I submit my school
requirements on time.

3. I receive enough allowance

from my parents.

4. I was able to save up from

my allowance.

5. Aside from my parents, I

work for extra money.

6. Whenever I ask money

from my parents, they always
give me.

7. I perform well in school.

8. I believe poverty is not a

hindrance to success.

9. I am always chosen to be
one of the scholars in our
school

10. My parents help me in my

school works.
Indicators 1 2 3 4

1. I nearly drop from

school because of
financial difficulties.

2. I can't submit my school

requirements because I
can't afford to buy it.

3. I feel burden seeing my

family facing financial
crisis.

4. I feel lower in school in

terms of social aspect.

5. I don't have gadgets

that can help in my
studies.

6. My allowance affects
my performance in school.

7. I can't ask anyone in our

home to help me with my
studies.

8. I feel discouraged in
continuing my studies due
to financial aspect.

9. I don't have a plan to

pursue college

10. I am not satisfied with

my performance in school.