STUDY FACTORS AND ACADEMIC PERFORMANCE

IN SCIENCE AMONG GRADE VI PUPILS

AT MINAS ELEMENTARY SCHOOL.

A Quantitative Research
Presented to the Faculty of Teacher Education
MINDORO STATE UNIVERSITY – MAIN CAMPUS
Alcate, Victoria, Oriental Mindoro

In Partial Fulfillment
of the Requirements in
Educational Research I (Res 112)

by

Nitcheele G. Bandril
Divine Grace V. Galorio
Darlene B. Monsanto

February 2022
 CHAPTER I
THE PROBLEM AND ITS BACKGROUND

Indroduction

Education is one of the most important aspects of human resource

development. The students ‘performance plays an important role in producing

best quality graduates who will become great leaders and manpower for the

country thus responsible for the country’s economic and social development.

Academic achievement is one of the major factors considered by employers in

hiring workers especially for the fresh graduates. Thus, students have to put the

greatest effort in their study to obtain good grades and to prepare themselves for

future opportunities in their career at the same time to fulfil the employer’s

demand. Academic performance in the Colleges of Education determines

whether the students will proceed to university for higher degree or be able to

secure a teaching job. Students’ performance also determines quality of

education that will be passing to the students by the potential teachers at primary

and secondary school levels.

Learning is indeed a lifelong process. Knowledge is vital for everyone’s

daily life that’s why most less fortunate families always encourage their children

to prioritize their education because it is their only treasure that no one can ever

take away from them. On the other hand, there are also a lot of challenges that

students have yet to face before achieving their goals in life.

In addition to that, leaping into online education and online learning

platforms has also raised concerns regarding surveillance and privacy and its
impact on the lives of students (Harwell, 2020). The immediate transition to

online learning has not made it possible for many to be adequately prepared for

the challenges ahead (Hodges et al., 2020). Given the recent situation that we

are experiencing due to pandemic, learning is being impacted. This may affects

students academic performance and learning especially to Science subject in

grade level. Most of the students preferred actual tasks and activities done

physically which is not applicable to imposed due to worlds current situation.

There are students who excelled more on tasks might not be good in written and

vice versa given the fact that Science requires more of creative, critical and even

physical skills. Moreover, there are lots of ways where students learn and adapt

learning especially grade school students that they use and apply in their daily

lives without them even knowing about it. .

Today, there is a clear need for education to learn about the factors that

influence a pupil’s academic performance, considering the performance to be the

quantitative result obtained during the learning process, based on the evaluations

carried out by the teachers through objective test evaluations. The latest patterns

in this area highlight the importance of considering other variables beyond

intellectual capabilities. These trends are supported by several points of research

that show that academic performance is not only associated with intellectual

quotient (IQ), but there are multiple variables and dimensions to which a certain

predictive value can be attributed.

Good academic performance is important for elementary age children as

a tool which shows factors that students used and applied for successful life as
an adult. Students' academic performance embodies an essential part of the

constellation of factors determinant of student success. Also, it plays a very

significant role in education, primarily as a concrete tool to assess the student's

learning process. Teachers and education officials typically measure

achievement using classroom performance, graduation rates and results from

standardized tests.

Science plays a vital role in the lives of mankind. In every aspects of life,

there is always the use of Science which benefits every individual. Even in simple

things we do at home, we use simple science techniques in decision making

starting from what food should be eaten and the budget for daily expenditures.

Science as a subject serve as a good guide in solving problems in life. It is

important for everyone to have a general understanding of our bodies, so that

when something goes wrong we can easily identify it. Science permeates our

lives our lives and informs our actions. Physics, for example, teaches us how to

mirror work, how eyeglasses can aid one’s vision and how heat treats various

household materials. Chemistry discusses the principles of matter, atoms,

molecules and compounds. for instance, atoms, molecules and compounds

make up the water we drink, the food we eat, the air we breathe, and the

medicine we take. Some can’t possibly live without them. Biology, science of life,

teaches us why we are the way we are, why we need what we need to survive,

how all living things are categorized, and where we all came from. These, and

countless other questions and answer are all related to science.

 Learning science is fun and rewarding. There is satisfaction that comes

from learning about complex matters that go far beyond merely getting a good

grade. It helps us understand the world around us, and appreciate its

complexities. Likewise, it teaches what we can’t possibly understand everything

about the world ever, but trying anyway engaging in the never-ending search for

truths. The more we learn, the more we want to learn, the more we feel ourselves

pushed towards the answer and towards further questions, towards the future.

We can understand why it is essential to have a clear idea how well

students are doing in this subject.

Hence, these study factors affecting the academic performance of the

students and the problems in studying science triggered the researchers to

conduct a study on the factors affecting academic performance of Grade Six

pupils in Minas Elementary school.

Statement of the Problem

This study intends to find out the factors associated with the academic

performance in Science among Grade 6 Pupils at Minas Elementary School.

Specifically it seeks answer to the following questions:

1. What are the study factors of the pupils in Grade 6 Science in terms of:

1.1 study habits;

1.2 attitude towards Science;

1.3 interest on the subject; and

1.4 time management?

2. What is the level of academic performance of the pupils in Science?

3. How do the study factors relate to the level of academic performance in

Science? Is there a significant relationship?

4. How do the study factors of Grade 6 pupils compared? Is there a significant

difference?

Statement of Hypothesis

1. There is no significant relationship between study factors and the

academic performance in Science of Grade 6 pupils.

2. The is no significant difference among study factors of Grade 6 pupils.

Scope, Limitation and Delimitation of the study

This study will focus on the study factors and academic performance of

Grade 6 in Minas Elementary School.

Fifty (50) Grade 6 pupils from Minas Elementary School will be the

respondents of this study. Twenty-Eight (28) pupils are from Corazon Aquino and

thirty- two (32) pupils are from Manuel L. Quezon.

The limitations of the research will be focus on the study factors of the

Grade 6 pupils at Minas Elementary School for their 1 st and 2nd Quarter A.Y.

2021-2022. This study relied mainly on the information which will be obtained

through questionnaire.

Significance of the Study

The result of this study will be of great help to the following:

Principals and School Heads, that they encouraged the Science teachers to

undergo seminars, training's and workshops to enhance teaching.

Science Teachers, this could be serve as a guide in knowing what teaching

method should be employed in their science classwork. They could also gain

insights on the appropriateness of the different strategies to make students more

interested.
The Parents, they would be updated on the performance of their children in

Science. Thus, they can give the necessary assistance needed to improve their

study.

Pupils, the results of the study will be a great help to the pupils effectively

manage their time, interest towards the subjects especially Science which help

them to improve their academic performance.

Future researchers who might want to use this study as a basis in conducting a

similar study on the factors affecting the performance of students in Science

subject

Theoretical Framework

The theoretical framework is a structure that can hold or support a theory

of research study. A theoretical framework introduces and describes the theory

that explains why the research problem under study exists. There are several

theories on educational efficiency and performance. These are the reasons for

anchoring the following theories to support the study.

The theory of academic performance (ToP) was developed by Elger

(2007). The theory emphasizes six foundational concepts to form a framework

that can be used to explain performance as well as performance improvements.

To perform is to produce valued results. A performer can be an individual or a

group of people engaging in a collaborative effort.

 The theory of performance is a challenge to educators: by improving our

own performance, we empower ourselves to help others learn and

grow. As advocated by Harvard’s Project Zero, performance is closely related to

learning-for-understanding (Wiske, 1998). When people learn and grow,

they are empowered to create results that make a difference. Working

and learning together in ways that make the world better has been a primary

goal of higher education throughout the ages.

On the other hand, constructivist theory states that learning and

development occur when young children interact with the environment and

people around them (Hunt, 2005). Constructivist view young children as some

active participants in the learning process. In addition, constructivists believe that

young children initiate most of the activities required for learning and

development. Because active interaction with the environment and people are

necessary for learning and development, constructivists believe that children are

ready for school when they can initiate many of the interactions they have with

the environment and people around them. This theory holds true on how teacher

treats pupils in the classroom.

According to Azikiwe (1998), “good study habits are good assets to

learners because the (habits) assist students to attain mastery in areas of

specialization and consequent excellent performance, while opposite constitute

constraints to learning and achievement leading to failure.” The learning habit

greatly determines not only students’ academic achievements but also their
success in the future (Chan et al. 2018; Ebele and Olofu 2017). Habit can be

classified into three types.

Also, Interest theory suggests that another route to capturing and

sustaining students’ motivation is helping students find meaning and value in

their courses (Harackiewicz & Hulleman, 2010). Consistent with interest theory,

the research shows that if initial experiences in an activity are positive, they can

lead to dispositional interest and expanded long-term participation (Hidi &

Renninger, 2006).

The Theory of Planned Behavior (TPB) started as the Theory of Reasoned

Action in 1980 to predict an individual's intention to engage in a behavior at a

specific time and place. The theory was intended to explain all behaviors over

which people have the ability to exert self-control. The key component to this

model is behavioral intent; behavioral intentions are influenced by the attitude

about the likelihood that the behavior will have the expected outcome and the

subjective evaluation of the risks and benefits of that outcome.

The performance in Science is related to the behaviorist learning theory

which states that learning consists of new stimulus response connection acquired

through practice and strengthened through association with external rewards.

Applying the cognitive structural theory in the performance in science

class, learning must be the result of the individual efforts to understand the

environment. It is not only the acquisition of new associations but also the

organization of the mental structure and procedure.

Conceptual Framework

Based on the theories that will be discuss, the conceptual model of the

study is presented below.

IV DV
Study factors in Science of

Grade 6 pupils

 Study Habits
Academic Performance
 Attitude towards Science in Science

 Interest on the subject

 Time Management

Figure 1. Hypothesized relationship and difference between and among the

variables of the study

The figure shows the hypothesized relationship and difference between and

among the variables of the study. The independent variables represents the

study factors in Science of Grade 6 pupils, which includes study habits,

attitude towards science, interest on the subject and time management, while

the dependent variable deals on the academic performance in Science of

Grade 6 pupils. The single headed arrows denotes the relationship between

the study factors in Science of Grade 6 pupils and academic performance in

Science. On the other hand, the double headed arrow denotes the difference
 among the indicators of the study factors in Science of Grade 6 pupils which

includes study habits, attitude towards science, interest on the subject and

time management.

Definition of Terms

For better understanding of the study, the following term are operationally

defined.

Academic Performance. It refers to the average rating of the respondents in

Science during the first and second grading period.

Attitude towards Science. It refers to the opinion or general feeling of the pupils

on science subject.

Interest on the subject. It refers to the involvement and concern of the pupils on

Science subject and other Science related activities.

Study factors. It refers to the study habits, attitude towards Science, interest on

the subject and time management.

Study habits. It refers to the studying skill practiced by the pupils to improve

their academic performance.

Time Management. It refers to the managing of time practices by the pupils.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The researcher’s review literature included books, journals, articles,

studies, and professional literature to address our study entitled factors

associated with the academic performance in Science among grade 6 pupils at

Minas Elementary School.

Science education aims to develop scientific literacy among learners that

will prepare them to be informed and participative citizens who are able to make

judgments and decisions regarding applications of scientific knowledge that may

have social, health, or environmental impacts. The learners demonstrate

understanding of basic science concepts and application of science-inquiry skills.

They exhibit scientific attitudes and values to solve problems critically, innovate

beneficial products, protect the environment, and conserve resources, enhance

the integrity and wellness of people, make informed decisions, and engage in

discussions of relevant issues that involve science, technology, and environment.

The Grade Six pupils recognize that when mixed, materials may not form new

ones thus these materials may be recovered using different separation

techniques. They can prepare useful mixtures such as food, drinks, and herbal

medicines. Learners understand how the different organ systems of the human

body work together. They can classify plants based on reproductive structures,

and animals based on the presence or lack of backbone. They can design and

conduct an investigation on plant propagation. They can describe larger

ecosystems such as rainforests, coral reefs, and mangrove swamps. Learners

can infer that friction and gravity affect how people and objects move. They have

found out that heat, light, sound, electricity, and motion studied earlier are forms

of energy and these undergo transformation. Learners can describe what

happens during earthquakes and volcanic eruptions and demonstrate what to do

when they occur. They can infer that the weather follows a pattern in Sa year.

They have learned about the solar system, with emphasis on the motions of the

Earth as prerequisite to the study of seasons in another grade level.

A rapid advancement of science and technology poses a significant

challenge to the entire humanity to keep up with the fast societal development

rhythmically, most especially in the third world and developing countries like the

Philippines. Being in rhythmic motion does not merely imply acquiring advance

facilities and technologies but rather, the acquisition and enhancement of

knowledge and skills essential in meeting the demands of the highly competitive

and scientifically inclined society must be given with more attention. The secret to

which lies primarily on the quality of science education is one of the fundamental

concerns. Among all the subjects being taught in elementary and high school,

science is the most logical anchor for environmental education. And in this larger

area, Philippine education has suffered. This is the reason why environmental

education is deficient – it’s very anchor which is science is weak.

The science program has been improved in many ways. One of these

improvements is the decongestant of competencies and the spiral progression of

lessons. In terms of instruction, the science curriculum alternately changes from

traditional way of teaching to a more innovative exploration which enhances the

students’ critical thinking skills. Both the concepts and skills are being taught

systematically to develop learners holistically in the field of science (Montebon,

2014).

The literature further suggests that study habits are a predictive factor of

academic performance. Ebele and Olofu (2017) found out that there is a

significant relationship between study habits and students' academic

performance. Looyeh, Fazelpour, Masoule, Chehrzad and Leili (2017)

investigated the relationship between the Study habits and the Academic

performance of Medical Sciences Students found out the significant relationship

between the study habits of students and their academic performance. Similarly,

Siahi and Maiyo (2015) studied study habits and academic achievement of

students also found out that a positive relationship of 0.66 between study habits

and academic achievement. The results implied that the study habits need a

significant attention if we are to improve performance. Furthermore, Chilca

(2017) studied on the study habits and academic performance among university

students in Peru concluded that study habits do influence academic

performance.

On the other hand, the concept of study habit according to Husain (2000)

is broad, as it combines nearly all other sub-concepts such as study attitude,

study methods and study skills. Attitude is a mental and natural state of

readiness, organized through experience, exerting a direct influence on the

individual’s response to all objects and situations with which is related. Attitude
towards study has contribution on academic achievement, and good study

pattern. Successful learners adopt positive attitude towards study, and do not

waste time or energy over what they have to do. If the learning experience is

pleasant, the learner’s attitude and motivation is usually positive, and if the

learning experience is not pleasant, he tends to avoid it. Negative attitude

towards study sometimes finds expression in comment such as “I study but

cannot remember what I study” or “the lessons are too long”. Attitude serves as

index on how we think and feel about people, objects, and issues in our

environment. Study attitude, according to Husain (2000), refers to the

predispositions which students have developed towards private readings through

a period. According to him, study attitude offers great possibilities for successful

achievement in studies. Study method is the knowledge and application of

effective study skills or techniques by students. Several study methods have

been identified several effective study methods and skills that could be used by

students based on the learning environment (Husain, 2000).

The Interest is generally considered to be the product of interactions

between an individual and his or her environment. It is usually characterized by

stable individual trends and attitudes towards academic subjects, which may

yield deep engagement in learning and thus high academic performance.

Research findings pertaining to the effect of academic interest on achievement

are mixed due to various methodological and analytical issues. Most studies

have examined whether a relationship or effect exists between interest and

learning achievement (e.g., grades) using either simple correlation or regression

analyses. Nevertheless, many studies have quantified the relationship between

interest and academic achievement without systematically controlling for

alternative influence factors.

According to Macan, et. al. (2000), the secret of achieving success in life

is to manage time and resources that everyone possesses equally and paying

sufficient attention to planning. This can also be the case on institutions such as

schools, colleges, and universities. Coming to classes on time and finishing tasks

and assignments are very important responsibilities of students to achieve their

personal goals and ensure better performance. While various individuals value

time differently, offices, colleges and other establishments have set standard

time for employees, students and all concerned workers should observe and

follow.

In addition, Kelli (2009) asserts that for students to succeed in their

studies, they must be able to appropriately assimilate course content, digest it,

reflect on it and be able to articulate the information in written and/or oral form.

What is fundamental is the ability of a student to acquire effective study habits.

Many students feel that the hours of study are the most important. However,

students can study for hours on end and retain very little. The more appropriate

question is how students should study more effectively. Developing good time

management skills is very important. Students must realize that there is a time to

be in class, a time for study, time for family, time to socialize and time to just be

alone. The critical issue is recognition that there must be an appropriate balance.

Students should also have vision. A clearly articulated picture of the future they
intend to create for themselves is very important and contributes to students’

success in school. This will promote a passion for what they wish to do. Passion

is critical and leads to an intense interest, dedication, and commitment to

achieving career goals and objectives.

Also, managing time being a student is important. It is essential for

students to manage their time in daily activities (Abban, 2011). Most students run

out of time when an assignment is assigned to them, and they are not able to

finish it before the last date while others have plenty of time as they are trained to

manage their time effectively. Efficient time management1 always results in

contentment and satisfaction in daily life (Mercanlioglu, 2008). But some of the

students nowadays always commented that they do not have enough time to

complete all the tasks assigned to them.

Nevertheless, a proper time management leads to better decisions,

especially if one is not pressured, and thus, by making the right decisions in a

mindful manner, one can attain a successful life just by properly managing their

time Carroll (2015). Moreover, time management skills and techniques can be

characterized by one’s personal approach, which contributes to numerous

fundamental qualities in general. And some of the main and primary factors that

should be considered in one’s time management skills are goal setting, planning,

prioritizing, and scheduling. Time is endless, and the time consumed by

everyone can never be retrieved. Time may seem to flow constantly, but as it is

spent on certain activities, some may find it not enough to finish the things to be
done in a day (Carroll, 2015). Time management is a skill that everyone should

possess to accomplish their tasks effectively and efficiently.

Chapter III

RESEARCH METHODOLOGY

This chapter presents the research design, respondents of the study,

research instrument, data gathering procedure, validation of the Instrument,

scoring and Quantification of Data and data Gathering Procedure.

Research Design

This study will be using descriptive- correlational and comparative method.

Descriptive research provides an accurate portrayal of characteristics of a

particular individual, situation, or group. This includes describing what exist,

determining the frequency with which something occurs, and categorizing

information (Penwarden,2014)

Correlational method will employ in this study to know the relationship

between the study factors and the academic performance of grade 6 pupils.

On the other hand, comparative method will use to examine the

similarities or differences among the study factors and academic performance of

the grade 6 pupils.

 Record analysis will also be utilized in this study in order to determine the

level of academic performance in Science.

Research Locale

This study will be conducted at Minas Elementary School. It is located at

Alcate, Victoria, Oriental Mindoro. Presently, there are 324 pupils enrolled this

academic year 2021-2022 and it boasts of the following: one (1) gymnasium and

ten (10) functional room; one guard house, a library, a canteen, and principal’s

office. The school has principal, eleven (11) teaching personnel, a guard, and a

utility personnel.

Respondents of the study

The respondents of the study will be the two sections of Grade 6 pupils in

Minas Elementary School for S.Y. 2021-2022 with the population of 50 pupils.

These respondents are the ones who are knowledgeable enough to answer the

problems posed in the present study.

Research Instrument

In this study, the researchers will be using self- made questionnaire as the

main instrument of the study in gathering data needed to determine the study
factors and academic performance of the pupils. The questionnaire is a set of

orderly arranged questions carefully prepared to answer by a group of pupils

designed to collect facts and information.

The components of the research instrument are the survey questionnaire

that will be using to gathered the data among the grade 6 pupils. The coverage of

the research questions is about the variables of the pupils such as , study habits,

interest towards science, attitude to the subject and time management.

Validation of the Instrument

To ensure the validity of the instrument, the researchers will ask the help

and assistance of experts. Experts include the two (2) Science teachers in Minas

Elementary School and one (1) Science faculty member in MinSU. Their

comments and suggestions will be considered and included in the final draft of

the instrument.

Reliability of the Instrument

In determining the reliability of the instrument, single testing will be employed to

ten (10) non-respondents of the study. The instrument will be personally

administered, then it will be collected, tabulated and analyzed using Cronbach

Alpha.
Scoring and Quantification of Data

To describe the study factors of the respondents, the researchers will use

the tables A and B.

Table A. Numerical scale, statistical limit and verbal description on study factors

of the respondents.

Numerical Scale Statistical limit Verbal Description

4 3.50- 4.00 Always

3 2.50- 3.49 Often

2 1.50- 2.49 Rarely

1 1.00- 1.49 Never

The academic performance of the pupils graded and determine through

these statistical grades given by the Department of Education. The DepEd Order

No. 8, 2015 Policy on Guidelines on Classroom Assessment for the K to 12 Basic

Education Program.

Table B. rating and verbal description on the level of academic performance of

the respondents.

Rating Verbal Description

90.00%-100% Outstanding

85.00%-89.9% Very satisfactory

80.00%-84.99% Satisfactory
 75.00%-79.9% Fair

74.00% and below Poor

Source: DepEd Order No. 8 S. 2015

Data Gathering Procedure

The researchers will be prepare a request letter to the principal for the

conduct of the study. Upon approval, the researchers will coordinate with the

Science teacher for the assistance in the distribution of the questionnaire. The

questionnaire will personally distribute and administer to the respondents. The

respondents will be given ample time to answer the questionnaire. The data

collected will be tallied, tabulated and treated using appropriate statistical tools.

Statistical Treatment of Data

Data gathered will be analyzed using the following statistical tools:

Frequency and percentage. This will be used to determine the number and

percentage on the level of performance of the respondents in selected subjects.

Rank. This will be used to determine the order of each statement in study factors

of the grade six pupils in Science subject.

Weighted mean. This will be used to describe the study factors of the grade six

pupils in Science subject.

Pearson Product Moment Correlation. This will be employed to determine the

degree of relationship between the academic performance and study factors of

the grade six pupils in Science subject.

Questionnaire

Name: ______________________________ Age: _____

Instruction: Kindly evaluate the following statement and indicate your answer by
putting a check under the number of the chosen answer. The enumerated
statement can be possible problems or strained your performance in Science
subject kindly indicate its extent or being a problem by using the following scales.
4-Always
3-Often
2-Rarely
1-Never

STUDY HABITS 4 3 2 1

1. I read Science Books and theories.

2. I always do my experiment activities.
3. I research in the internet about my projects.
4. I study my lessons in my module.
5. I consult others about the new lessons in
my module.
6. I set time answering to every module
7. I ask someone to answer my modules on
my behalf.
8. I notate the important details from my
 module.
ATTITTUDE TOWARDS SCIENCE
1. I set positive targets in Science.
2. I am optimistic that I will get high grades in
Science.
3. I find ways to conduct the group activities in
Science.
4. I appreciate the lessons in Science.
5. I cooperate with curriculum activities in
Science.
6. Science subject is my least priority.
7. I always check my modules if I answer all
the activities and experiments.
8. I prioritize Science subject than in any
other subjects.
INTEREST IN THE SUBJECT

1. I am lazy doing my module in Science.

2. I find Science as my favorite subject.
3. I find that the experiment in science is hard.
4. I strive hard to solve problems in Science.
5. I study in advance the lessons in Science.
6. I find Science as difficult subject
7. I always participate in every activities in
Science
8. I didn't put much time in Science subject
TIME MANAGEMENT

1. I find it easy to stick to a study schedule.

2. When I decide to study, I can start and
keep going.
3. I spread out my study time, to avoid
cramming.
4. I have enough time in my week to study.
5. My on-line time is under control: it doesn’t
interfere with other things.
6. I multitask while doing modules
 7. It didn't bother me if I'm late in passing my
modules
8. I’m always cramming in Science subject.

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