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Group 2 (Final Practical Research 2)

Practical Research 2 (STI College)

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THE IMPACT OF FAMILY MATTERS TO THE ACADEMIC PERFORMANCE

OF GRADE 12 STUDENTS IN STI COLLEGE TAGUM

A Research Proposal Presented to the

Administration and Faculty
of STI College Tagum

In Partial Fulfillment of the Requirements for Subject

Practical Research 2

KRISTOPHER LLAMBERT DORIA MONTON

JUDE MATTHEW PALERO CEROJALES
MICKHAIL PAOLO SAJOR MAHIPUS
JOHN ALGER ABDUL BRANZUELA
JENCY GRACE TRAZO MAGSICO
ANDRIE NIEL CRUDA MOQUERA
CLARISSE HITALIA EMBATE
JILL NIKKI CHIU AGAD
MIKKO PADA MOTAS
JADE ORAN DUGANG

January 2022

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ACKNOWLEDGEMENT

Before everything else, the researchers would like to thank the Almighty God for

giving guidance and wisdom to conduct this study. And most especially, for providing the

needs of the researchers.

This research is impossible to accomplish without the assistance of every

member of the group. The researchers would like to thank everyone who assisted them.

The support and cooperation had become the strength of individuals for the successful

paper.

The researchers intend to use this opportunity to extend their love and

thanksgiving towards their subject teacher, Ms. Paula Ellaine Reginio, for providing

information and guidelines to be used for the research paper.

Also, the researchers would like to extend their thankful hearts to their adviser,

Mr. Edmund Ayala, for the unending support and for reminding them to keep going.

Lastly, the researchers want to extend their sincere thanks of gratitude to their

families, friends, and classmates who were always there to help them in times of need

and support in accomplishing this study.

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ABSTRACT

Every family experiences a different problem at home, and it certainly brings a huge
impact to the children and their performances in school. The purpose of the study was
to determine the impact of family issues on the academic achievement of Grade 12
students in STI Tagum College. This study uses the Correlational research design to
identify the impact of family issues in academic performance and interpersonal
relationships of the pupils under study. The target respondents of the study were the
Grade 12 Senior High School students in STI Tagum College. Family influences the
academic, social, and emotional development of children or students. Support from a
family can enhance and improve their educational experiences and outcomes. One of
the researchers' recommendations was that the school and the Ministry of Education
should consider training peer counselors among the students so that they can assist
their peers. Another suggestion was that parents/guardians who are experiencing family
conflicts should seek counseling as soon as possible to minimize harmful
consequences on their children.

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TABLE OF CONTENTS

Page

TITLE PAGE i

ACKNOWLEDGEMENT ii

ABSTRACT iii

TABLE OF CONTENTS iv

CHAPTER

1 INTRODUCTION

Background of the Study 1

Statement of the Problem 3

Review of Related Literature 4

Theoretical Framework 8

Conceptual Framework of the Study 9

Research Design 10

Significance of the Study 11

Definition of Terms 12

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CHAPTER

2 METHODOLOGY 13

Research Design 13

Research Respondents 13

Research Instruments 15

Data Gathering Procedure 16

Statistical Tools 17

Ethical Considerations 18

CHAPTER

3 RESULTS AND DISCUSSIONS 22

CHAPTER

4 SUMMARY CONCLUSION, AND RECCOMENDATION 30

Summary of Findings 30

Conclusions 31

Recommendation 31

References 33

Appendices 36

Questionnaires 36

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Curriculum Vitae 39

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Chapter 1
INTRODUCTION

Background of the Study

There are pieces of evidence found that family and parents possess an impact

on children's intellectual, social, and emotional development, which may enhance and

improve their educational experiences and outcomes. Family problems, like major

changes in the family dynamic, financial instability, and sibling bullying, can have a

significant impact on children. These problems can negatively affect the students in

multiple facets, including at school, or more specifically, at academic performance. Fear

of failure or consequence can create anxiety. This, in turn, becomes a distraction and

makes focus almost impossible, depending on the known family issue. Unless resolved

can almost consume that stresses the children out a great deal. It is challenging to pay

attention in doing performance tasks. Being disturbed, anxious, and having negative

results in studies are some possible consequences of these challenges.

The effect of parental involvement has been the focus of studies for some time,

particularly in terms of how providing support and a nurturing home learning

environment influences the achievement and cognitive development of children, youth,

and even young adults (Melhuish et al., 2008; Sylva et al., 1999). The family and the

educational system are the two most important institutions responsible for socializing

and educating children, as children spend most of their developmental years immersed

within these two institutions. Concerns about the impact of family structure on a child's

academic achievement have been a source of dynamism over the years. The family

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structure is an important indicator of a child's well-being and academic achievement. It

determines the flow of time and money (Thomson et al., 1994).

A study about the effects of family background and school quality on low and

high achievers of the data of Cebu, Philippines cited that family and family background

yields effect to the academic achievement and performance of students. Be it negative

or positive effects, Marigee Bacolod (2003).

According to the Centre for Child Well-Being (2010), clearly explains that

parental participation in schooling helps children in growing up to be productive,

responsible members of society. This indicates that including parents in their children's

education is equivalent to claiming that the school is proactive in making changes or

growth among the kids. As parental participation grows, teachers and school officials

have a better chance of implementing excellent education reform.

For a family that is having struggles and always arguing in day-to-day life, the

possibility of laziness and disinterest in the learning of a child will expand. The

atmosphere remains tense. The parents are fighting or disconnected, while the children,

specifically the students, are sandwiched between the situations. Difficulty concentrating

impedes student progress, and severe family challenges destroy the student's ability to

focus. The problem may also destroy the student's ability to sleep and participate in

previous activities, and by that, children or students may fail on their studies.

The goal of this study is to explore and understand why and how the events

occurred, as well as how the situation impacts student academic performance.

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Statement of the Problem

This study sought to find out the possible impact of family problems on the

Academic Performance of the Grade 12 Senior High School students in STI Tagum

College.

This study specifically aims to answer the following issues

1. What is the level of impact of family matter to the Senior High School students in

terms of:

1.1 Parental educational background

1.2 Parental occupation

1.3 Family Size

2. What is the level of academic achievement of the Junior High School students in

terms of:

3. Is there significant relationship between the level of impact of family problems

and academic performance of Grade 12 Senior High School students in STI

Tagum College?

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Review of Related Literature

This chapter contains a review of the literature and studies that the researchers

thought relevant and significant to the issue. This is done to ensure that the readers

have a clear viewpoint from which to understand and appreciate all the statements and

opinions made by these authors.

Family Matters

Home interactions of family members at home are frequent. The head of the

family communicates messages to family members to perform home-related activities at

home and outside of it. The tune, words, and approach in communication, reflect the

attitude of the head of the family and the reply of family members to the head of the

family has the same ingredients, which also constitutes their attitude towards the head

of the family and his/her communication. Family decisions are major factors that involve

in-depth interactions of the family members. It is the stage from where the importance of

family member say/opinion can be judged. Families that involve children in their

decision-making process, enable their children to have self-confidence develop’ their

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self-esteem. Thus, contribute towards the social development of students (Codjoe,

2007, Hussain & Naz, 2013; Ewumi, 2006).

According to Walker (1999), studies carried out have shown that when one form

of violence was found in the family, other forms were more likely to also occur and that

violence in the family has a direct relationship to community violence and other forms of

aggression and gender-based violence. Law enforcement in many countries will not

intervene in what is often called a “domestic quarrel” even though psychological

research indicates that without such intervention, abusers are unlikely to seek help to

stop their battering behavior. Research has found a strong relationship between

violence in the home and violence in the community. Golden (2000) reports that it has

been found that prior history of abuse can increase the likelihood of abusive behavior.

Parental conflict and aggression or a conflict atmosphere in the home are related to

offspring’s personal or violent crimes. (Steinberg, 1996)

Berk (1999) asserts that problematic school performance is among the more

common problems associated with child abuse and neglect. Such children often

experience difficulties with social relationships, problem-solving, and the ability to cope

with new or stressful situations. According to studies carried out, some abused or

neglected children develop aggressive behavior patterns, and others become

withdrawn. While others even get PTSD or major depression.

Studies have explored the mechanisms of families affecting children’s academic

achievement based on the study of Coleman, from the human capital theory, cultural

capital theory and social capital theory, and so on. The human capital theory claims that

education is an important human capital investment, where the “cost-benefit” framework

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is the primary principle for families to make an educated investment decision, and the

difference in children’s educational achievement is mainly caused by the difference in

family educational investment. Because of the limitation of family resources, parents of

poor families usually are not able to invest sufficiently in their children’s education,

which affects their children’s academic achievement (Becker 1964). Gross (1993)

showed that students’ cognitive skills are positively related to their parent's

socioeconomic status.

Academic Achievement

Academic achievement has been measured in a variety of ways, some of which

influence a student's capacity to do schoolwork and other duties. Students' academic

performance is influenced by factors such as developing interest in a subject,

participating in co-curricular activities Javanthi et al. (2014), regular studying, self-

motivation, punctuality in school Sibanda et al. (2015), students' personal goals, and

personality traits Ulate & Carballo (2011).

According to Eakman et al. (2019), academic success is influenced by the mental

and social obstacles of returning veterans and military people. In a qualitative review,

learning environment assistance, post-traumatic stress, depression, self-efficacy, and

academic difficulties are linked to achievement, demonstrating that self-efficacy, fewer

academic problems, and autonomy promoting learning conditions, among other

findings, are positively related to achievement.

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As per Kell, Lubinski, and Benbow (2013), academic performance was originally

seen to be the most important outcome of organized educational experiences, although

there is no doubt about the relevance of those accomplishments in academic life and

later life. Spinath (2012) stresses academic performance from a variety of angles (such

as for individuals and societies, as well as psychological and educational research).

Financial Status

Family income, like parental education, may have a direct impact on a child's

academic outcomes. Variations in achievement may simply be a function of the school

the child attends: parents with more financial resources can identify communities with

higher-quality schools and choose more-expensive neighborhoods, which are more

likely to have good schools. More affluent parents can also utilize their resources to

ensure that their children participate in a wide choice of extracurricular activities at

school and the community.

The research journal of Education Next (2021) entitled How Family Background

Influences Student Achievement, discussed that it is not difficult to foresee the direct

consequences of money on student success. Parents who are struggling financially

simply do not have the time or resources to check schoolwork, take children to summer

camp, organize museum excursions, or assist their children in planning for college.

Working several jobs or inconvenient hours makes it difficult to set aside time for family

dinners, establish a routine bedtime, read to newborns and toddlers, or engage in music

classes or sports groups. Even little disparities in availability to activities and

experiences known to boost brain development might add up over time, resulting in a

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significant disparity between two groups of children characterized by family

circumstances.

Parental Educational Background

Social capital theory emphasizes parental involvement in education as well as

children's learning behaviors and achievement. Parents with higher socioeconomic

status typically participate in their children's learning activities more intensively, pay

more attention to communication with teachers, manage their children's school absence

and other risky behaviors, and improve their children's academic performance (Coleman

1988).

A child's first educator is the parents. The family and home environment of a kid

have a significant influence on language and literacy development as well as

educational accomplishment. This effect is most during the child's early years, but it

lasts throughout their school years, according to Bonci (2008). Parents are their

children's first instructors and role models, and hence have a significant effect on their

learning. Nonetheless, studies reveal that many parents are unaware of the role they

play in their children's education and have a limited grasp of their involvement in their

children's learning (DCSF 2007).

Taiwo (1993) submits that parents' educational background influences the academic

achievement of students. Musgrave (2000) states 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. Akanle (2007) found that parental income not to be

sufficient to sustain the academic and personal social life of the student in sub rural

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school areas. This to a large extent affects the psychological balance or homeostatic

balance in the classroom, which causes low concentration, low perception, frustration,

sickness in the academic performance of students. Therefore, when a child is deprived

of essential needs, he may find to perform poorly in his schoolworks.

Family Size

According to Ella (2015), family size refers to the total number of children in a

child’s family in addition to the child himself. Large numbered families whether rich or

poor are difficult to maintain, they are characterized with a high number of children,

rowdiness and this does not create convenience for learning.

In such an environment, family unit has been reduced to what the industrial

society has called, “nuclear family”. The nuclear family is built in a new environment with

a couple and their children, with the parents of neither the husband nor the wife.

According to Kandiyoti, mother, father and unmarried children comprise the nuclear

family. Nuclear family as a term has been used to define the family unit, comprised of

the married couple and dependent children as set forth by Adak. Eristwhistle (1986)

stated that children from large families have less frequent interactions with adults and

Bysenk and Locksoh (2011), affirmed that, most extroverted children come from smaller

homes and that they adjust more easily to school environment, can express themselves

easily in the classroom therefore, they achieve a greater academic performance as

opposed to introverted children of larger family size. Booth and Kee (2006) also

confirmed that children from larger families have lower levels of education and also

perform poorly in academics.

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The family type that a child comes from either monogamous (nuclear),

polygamous, divorced parents, re-married parents, single parents, or stepparents

usually has an impact on a child’s academic performance. According to US census

data, almost 70% of children live in nuclear families and statistics also shown that

children from such families tend to fare better on a number of cognitive, emotional and

behavioral needs. Single parent’s family consists of one parent raising one or more

children on his or her own. Most of the time, it involves a mother with her children.

Although, it involves only fathers as well in some cases, Gabriel (2013). Family

background is key to a student’s life and out of school, is the most important influence

on students learning and, includes factors such as socioeconomic status, parenting

practices, maternal characters, family size, (Majoribanks 1996).

Theoretical Framework

Omeh (2010) discovered that a student's familial history has a significant impact

on academic success. Students have received kind treatment at home, which inspires

the kid to become dedicated and perform well in school. As a result, the familial

background is inversely related to academic success. Parental attitudes are important in

maintaining a healthy family foundation since they have a large effect on a child's

physical, emotional, and intellectual development.

Conceptual Framework of the Study

Family involvement was the most popular framework that researchers used to

conceptualize family-school relationships.

INDEPENDENT VARIABLE DEPENDENT VARIABLE

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Academic Achievement
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Significance of the Study

Practically the findings of this study will be useful to the following: teachers, parents,

educational administrators, society and the students.

Teachers. The findings of the study will help the teachers to realize the necessity

of individualizing their teaching by structuring their teaching methods. The findings will

also help them to exercise patience with slow-learners.

Parents. This study will help them realize the importance of improving their

educational standard so as to influence their children’s academic achievements.

Educational Administrators. The findings of the study will be an immense help to.

They will use the findings in the formulation of policy that will regulate equal educational

opportunities for all students.

Society. The findings in this study will help the society in identifying how family

environmental variables such as parent’s occupation, educational background and

family size can affect the student’s academic achievement.

Students. This finding will be of immense importance to students. The findings

will help the students realize that their poor performance might not necessarily be their

fault alone.

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Definition of Terms

Academic Achievement – the one accomplished by the actual execution of class work

in the school setting.

Family Matter – refers to circumstances and events that help explain how a child

develops.

Financial Status – this means profits, losses, revenue, income, earnings,

indebtedness, EBITDA, corporate valuation, available cash, or cash flow.

Parental Educational Background- is a parental characteristic which has been studied

as a variable in predicting a childs educational attainment.

Family Size – refers to the number of persons in the family.

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Chapter 2
METHODOLOGY
This chapter outlines the methodology used to carry out this study. It focuses on

the research design, selection of the respondents, steps involved in the instrument's

creation and finalization, data gathering, and statistical tools.

Research Design

This study employed quantitative research that is a process of collecting and

analyzing data. It can use to find patterns and averages, make predictions, test causal

relationships, and generalize results to wider populations. We used a Correlational

research design. This design uses statistics to formally test hypotheses or predictions.

This type of research design requires quantifiable involving numerical and statistical

information. The presentation of data is through tables in the form of numbers and

statistics.

Research Respondents

The study's participants were 20 randomly chosen grade 12 students enrolled at

STI College Tagum for the academic year 2021-2022. Simple Random Sampling was

used by the researchers in this study. It is more applicable because of the small

population. The distribution of research participants was classified into three (3) strands

that are enrolled in STI College Tagum: STEM, ABM and TVL major in Tourism. The

STEM has seven (7) respondents, the ABM has six (6) and TVL strand has seven (7).

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The overall number of respondents were 20 randomly selected grade 12 students of STI

College Tagum.

Table 1
Distribution of Respondents

Strands Gender Total Number

of Students

Male Female

STEM 5 2 7

ABM 3 3 6

TVL 2 5 7

Total 10 10 20

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Research Instruments

The researchers agreed to use a questionnaire in the independent variable and

for the basis needed. The exact and right result from the questionnaire depended on the

number of our respondents who answered the questions. In relation, the original

questionnaire was modified to adjust or cope with the school setting, and the question

items are simpler given through online forms. The researchers gathered information in

family matters affect the student's academic performances.

Range of means Description Interpretation

3.26 – 4.00 Strongly Agree This indicates that family matters

greatly affect his or her academic
performance.

2.51 – 3.25 Agree This indicates that family matters

affect his or her academic
performance.

This indicates that family matters

1.76 – 2.50 Disagree fairly affect his or her academic
performance.

This indicates that family matters do

1.00 – 1.75 Strongly Disagree not affect his or her academic
performance.

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The researchers agreed to use the result of the respondents as the basis of the needed

data for the dependent variable.

Scale Descriptive Equivalent Interpretation

94 – 100 Very Satisfied This indicates that student’s academic

performances are very satisfied.

88 – 93 More than satisfied This indicates that student’s academic

performances are more than satisfied.

82 – 87 Satisfied This indicates that student’s academic

performances are satisfied.

75 – 81 Partly Satisfied This indicates that student’s academic

performances are partly satisfied.

Below 75 Not at all Satisfied This indicates that student’s academic

performances are not at all satisfied.

Data Gathering Procedure

The research study has been approved by their subject teacher Ms. Reginio for

conducting the study. The researchers proceeded to the next following steps and

procedures in terms of gathering data and information for the study. For the

independent variable, the researchers consult and asked permission first from their

Subject Teacher Ms. Reginio to survey questionnaires to the chosen respondents of

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Senior High School in STI College Tagum. Given the approval, the researchers

administer the survey to the respondents of the study.

Furthermore, the researchers asked for approval from the teacher-in-charge in

conducting the study to distribute questionnaires to their respective respondents. The

researchers conduct a survey through forms of questionnaires and send it online

despite the new normal learning system. For the dependent variable, the researchers

request Grade 12 students of STI College Tagum to give their responses to the said

questionnaires. Finally, the researchers tallied and tabulated all the data they have

gathered and subjected it to statistical analysis. The researchers analyzed and

interpreted the data that they have gathered. With the data, conclusions are drawn, and

recommendations are formulated based on the findings of the study.

Statistical Tools

The respondents to the items in the questionnaire was tailed and recorded

correspondingly. The results in the independent and dependent variable were analyzed

to determine whether they are significant or not. Statistical tools were interpreted and

shed light to the purpose of this study.

Average Weighted Mean. This was used to determine the level of family matter

and the level of academic achievement.

T – test. This was used to determine the significant difference on the level of

family matter and the level of academic achievement of senior high school students in

terms of gender.

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Analysis of Variance (ANOVA). This was used determine the significant

difference on the level of family matter and the level of academic achievement of senior

high school students in terms of grade level.

Ethical Consideration

The researchers ensured that appropriate study procedures were followed, and

that relevant research ethics were properly considered during the study's conduct. Any

physical or mental suffering caused by specific issues was also considered. The

researchers offered the respondents adequate time to complete the research

questionnaire so that the respondents may reflect on their honest feelings about their

family matters and academic achievement. The ethical consideration that was followed

in this study to the work of Halai (2006). From her work, she proposed three ethics to be

considered in qualitative research namely: (i) informed and voluntary consent; (ii)

confidentiality and anonymity; and (iii) beneficence and reciprocity. Her work is also like

the University of Immaculate Conception – Research Ethics Committee as suggested:

Social Value. There's require for the analysts to ensure that there's social value

in this research being conducted. The most concerns of this consider were the grade 12

understudies of STI of Tagum, who are encountering inquire about making and suiting

themselves either a part or the leader on their inquire about bunches. In this manner,

the grade 12 understudies of STI are encountering diverse inquiries about with their

strands and in this way the participation of the individuals on each investigate bunches

must be guaranteed since this school year has advertised interesting challenges

wherein physical instruction is anticipated to be learned through remove learning and

online course is the leading choice for instructing ways and strategies of investigate

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making. On the off chance that the investigate will be effectively conducted, comes

about will be given to the school introduce and can be exchanged to the division where

the analysts have a place with the information that they seem utilize to move forward

association of the members’ work engagement and the leaders’ mental capacity in

inquire about making. Moreover, this consider was a direct not fair for end of the

analysts but too for the instructors and for the complete schoolwork force to be capable

for their parts on each errand they are relegated with despite the current pandemic.

Informed Consent. The investigate respondents of the think about were given

with an educated assent shape through online to all respondents whose are 18 and

over. The reason of this piece of report was served as an instructive component that

empowered the respondents to memorize around the points of the think about, its

forms, their part as respondents and what was anticipated from them, their rights, and

the utilization of information that was picked up from them. This moral guideline is since

investigate respondents ought to not be coerced to take part within the think about since

they have the flexibility to select whether to intentionally take an interest or not

(Marshall, Adebamowo, Adeyemo, Ogundiran, Strenski, Zhou, & Rotimi, 2014). In this

way, the educated consent contained data such as the key components within the

investigate, its reason, strategies, time, dangers, benefits, and at the final portion was a

clause which stipulated that the respondent has deliberately taken part which they are

given the correct to pull back from the think about at any point that they feel awkward in

sharing their individual encounters (Halai, 2006).

Risk, Benefit, and Safety. The researchers have made sure that there are no

ominous dangers or threats that the research respondents would experience during the

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time of the study. Also, they were given tokens to reciprocate their time and effort for

choosing to be a respondent in this study. To achieve this, the researchers have

ensured that the research's conduct is beneficial to the participants by being

emancipatory (Creswell, 2013). Moreover, the research also ensured that the principle

of reciprocity is upheld. This was achieved by reimbursing the respondents whatever

expenses they may incur in communicating with the researchers using online resources

or in their effort to reach the researchers through internet connection.

Further, this consider too carried several benefits. The comes about of this

consider got to be an prove that can be utilized to reassess the circumstance

experienced by each school in terms of the effect of members’ work engagement

leaders’ mental capacity on the leaders’ mental capacity in investigate making. More so,

the result seems too gotten to be a road for school heads, investigate instructors, and

future analysts to essentially play their distinctive parts within the assignment they are

doled out with, particularly in inquire about making setting. Subsequently, this ponder

seem to be of help for our instructors and tutors to discover ways to evaluate the

association between the members’ work engagement and the leaders’ mental capacity.

This emphasized the parts of each person in a bunch that can be treated reasonably or

similarly, in this way, keeping up the great relationship between pioneers and individuals

in their individual bunches through the modern modes of learning and during pandemic.

Privacy and Confidentiality of information. The analysts guaranteed that the

inquire about respondents remained totally mysterious to other individuals who are not

specifically associated to the conduct of this think about. In this way, the analysts have

relegated nom de plumes or codenames to the investigate members in arrange to

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conceal their character. Too, all data accumulated from them was put away in a secure

place. Regarding these morals, the analysts guaranteed that the participants' data was

kept and held with most extreme certainty (Halai, 2006).

Qualification of the Researchers. The researchers were able to fill in the

abilities that the researchers lacked, which could jeopardize the credibility of this

research study, with the support of the adviser, panel of experts, and data analyzer. The

researchers were able to ensure that the study was reputable and trustworthy thanks to

their supervision. Furthermore, the researchers are now completing their studies leading

to their senior high completion, therefore they are judged capable of conducting the

study and completing their objectives using the information and abilities required to do

so.

To summarize, the researchers have assured the readers, the community, and

individuals who were part in this study that ethical considerations were followed.

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Chapter 3

RESULTS AND DISCUSSIONS

In this chapter, the researchers presented, evaluated, interpreted the data, and
compiled in textual and tabular forms.
Level of Impact of Family Matter in Terms of
Parental Educational Background

Results of this area shown in Table 2 with mean scores ranging from 3.2 – 3.25.

Presented of this indicator are 5 statements with their respective mean scores as

follows: Educated parents always want their children to be educated obtained the

average weighted mean of 3.7; Parents who are educated provide most of the

recommended textbooks and other learning aids for their children, 3.25; Parents who

are educated encourage their children to study subjects which are pivotal for good

university courses obtained the average weighted mean of 3.2; Educated parents

arrange for supportive teachers for the subject/subjects which their words/children find

difficult in the school, 3.2; and lastly, parents who are educated guide their children in

school assignments and home work also obtained the average weighted mean of 3.2.

These five (5) items have a descriptive equivalent of Agree. This implies that family

matters greatly affect the academic performance of Grade 12 Senior High School

students of STI College Tagum.

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Table 2

Level of Impact of Family Matter in Terms of

Parental Educational Background

DESCRIPTIVE
ITEMS AWM
STATEMENT

Parental Educational Background

1. Educated parents always want their children

3.7 Agree
to be educated.

2. Parents who are educated provide most of

the recommended textbooks and other learning 3.25 Agree
aids for their children.
3. Parents who are educated encourage their
children to study subjects which are pivotal for 3.2 Agree
good university courses.
4. Educated parents arrange for supportive
teachers for the subject/subjects which their 3.2 Agree
words/children find difficult in the school.

5. Parents who are educated guide their children

3.2 Agree
in school assignments and homework.

Overall Mean 3.31 Strongly Agree

Level of Impact of Family Matter in Terms of

Parental Occupation

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Results of this area shown in Table 3 with mean scores ranging from 2.9 – 3.25.

Presented of this indicator are 5 statements with their respective mean scores as

follows: Parents on prestigious occupation want their children to take up the same type

of occupation obtained the average weighted mean of 2.9 and have a descriptive

equivalent of disagree; Some occupations do not give parents time to attend to their

children’s academic needs, 3; Parents on poor occupations find it difficult to provide

learning for their children obtained the average weighted mean of 3.1; The nature of

parental occupation can affect the attention given to the child, 3; and lastly, parents with

high -paying jobs find it easier to send their children to school obtained the average

weighted mean of 3.25. These four (4) items from have a descriptive equivalent of

Agree. This implies that parental occupation affects the academic performance of Grade

12 Senior High School students of STI College Tagum.

Table 3
Level of Impact of Family Matter in Terms of
Parental Occupation

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DESCRIPTIVE
ITEMS AWM
STATEMENT

Parental Occupation

1. Parents on prestigious occupation want their

2.9 Disagree
children to take up the same type of occupation.

2. Some occupations do not give parents time

3 Agree
to attend to their children’s academic needs.

3. Parents on poor occupations find it difficult to

3.1 Agree
provide learning for their children.

4. The nature of parental occupation can affect

3 Agree
the attention given to the child.

5. Parents with high -paying jobs find it easier to

3.25 Agree
send their children to school.

Overall Mean 3.05 Agree

Level of Impact of Family Matter in Terms of Family Size

Results of this area shown in Table 4 with mean scores ranging from 2.7 – 2.85.

Presented of this indicator are 5 statements with their respective mean scores as

follows: Students from small size families enjoy more parental attention than those from

large size families obtained the average weighted mean of 2.55 and have a descriptive

equivalent of agree; Students from small-size families achieve better academically than

those from large size families obtained the average weighted mean of 2.7, that have the

descriptive equivalent of disagree; Small size families facilitate the provision of

recommended textbooks and equipment for effective learning obtained the average

weighted mean of 2.85; Students from small size families enjoy more parental attention

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than those from large size families, 2.85; and lastly, students from small-size families

achieve better academically than those from large size families obtained the average

weighted mean of 3.35. This implies that family size affects the academic performance

of Grade 12 Senior High School students of STI College Tagum.

Table 4
Level of Impact of Family Matter in Terms of
Family Size

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DESCRIPTIVE
ITEMS AWM
STATEMENT

Family Size

1. Students from small size families enjoy more

parental attention than those from large size 2.55 Agree
families.
2. Students from small-size families achieve
better academically than those from large size 2.7 Disagree
families.
3. Small size families facilitate the provision of
recommended textbooks and equipment for 2.85 Agree
effective learning.
4. Students from small size families enjoy more
parental attention than those from large size 2.85 Agree
families.
5. Students from small-size families achieve
better academically than those from large size 2.85 Strongly Agree
families.
Overall Mean 2.76 Agree
Table 5

Summary on the Level of Impact of Family Matter in the Academic Achievement of

Grade 12 Senior High School students

DESCRIPTIVE
INDICATORS AWM
STATEMENT

Parental Educational Background 3.31 Strongly Agree

Parental Occupation 3.05 Agree

Family Size 2.76 Agree

Overall Mean 3.04 Agree

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Level of Academic Achievement

The mean result of the obtained grades from the Grade 12 Senior High School

respondents of STI College Tagum is 88.18 as shown in the Table 6 below. The level of

academic achievement is described as more than satisfied.

In addition, high parental aspirations have been associated with increasing

students’ interest in education, Majoribanks (2005). The effect of parental motivation

and involvement in their children’s school on academic achievement is less clear,

Domina (2005). Thus, parental motivation and involvement in school has been linked to

both positive and negative influences on academic achievement, McNeal (2001).

TABLE 6

Level of Academic Achievement

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Academic Achievement AWM Description

Grades 88.18 More than satisfied

Overall Mean 88.18 More than satisfied

Legend:
94 – 100 Very Satisfied
88 – 93 More than satisfied
82 – 87 Satisfied
75 – 81 Partly Satisfied
Below 75 Table 7 at all Satisfied
Not

Family Matter Decision Decision on

Variable Interpretation
on Ho Relationship
r p-
value

No Negative

Academic -0.02 0.92 Accept Not Significant Linear

Achievement Relationship

Significant Relationship Between the Family Matter and Academic Achievement

of the Students

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Chapter 4

SUMMARY, CONCLUSION, AND RECOMMENDATION

SUMMARY OF FINDINGS

This research study was created to determine the extent of family matter and

level of academic achievement of Senior High School students in STI College Tagum.

One set of questionnaire, parental educational background, parental occupation,

and family size were used to gather answers to the research sub problems. The

researchers distributed the questionnaires to 20 students.

The findings of this investigation are summed-up in these sections as follows:

The result of parental educational background is 3.31, parental occupation is

3.05 and family size has 2.76 mean results. Parental occupation and family size do not

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affect that much on the academic achievement of the students, while parental

educational background has greatly affected the academic achievement of the students.

In the level of academic achievement of students with a mean of 88.18, is

described as more than satisfied.

When grouped by year level, the computed t-value (0.006) is lower than the

tabular t-value (0.05). Thus, there is no significant difference on the level of Family

Matter and Academic Achievement of the Senior High School students.

CONCLUSION

The following conclusions are formed based on the findings of this study

The study proves that there is a significant relationship between Family Background and

Academic Achievement.

1. The extent of family matter is agreeable.

2. The level of academic achievement is more than satisfied.

3. There is no significant relationship between the Family Matter and Academic

Achievement of Senior High School Students in STI College Tagum.

RECOMMENDATION

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Education has many benefits that can have a positive impact on life. Educated or
talented people can better look for doors that are open for themselves and the whole
country. Education has great power to change the whole world. Education is a powerful
weapon against ignorance, illness, and poverty, as a means of enlightening,
responsible, hard-working citizens and creating a better future.

Sequel to the findings and discussions from the study; the researchers recommended
the follows:

1) The socioeconomic situation of parents has virtually little bearing on their children's
academic achievement. As a result, the researchers simply recommend that parents
raise and enhance their socioeconomic level to meet their children's educational needs.
According to the findings, there is a negligible significant impact on students.

2) Parental participation improves academic performance while also having a positive

impact on student attitude and behavior. Parents can play an active role in motivating
their children to learn as well as supervising their academic work at home. They should
understand how important motivation is in deciding their children's academic success in
school. A child's attitude toward school, classroom conduct, self-esteem, and motivation
can all be influenced by a parent's involvement and encouragement in their child's
education.

3) Students should put much effort and pay close attention to their academic success
since the amount of work they put forth in their studies has an impact on their academic
achievement. Time management, interest, and educational quality should all be
enhanced.

4) Parents can try to limit the number of their families to maintain a manageable level of
family life. This will allow them to make effective use of the riches they have to care for
their children's educational needs, potentially leading to their children's great academic
accomplishment.

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5) Teachers and parents should collaborate to pay close attention to and motivate
youngsters. Teachers listening to parents and parents taking time to understand where
teachers are coming from can help parents and teachers form a partnership. Because
the end aim is the same: assisting children in becoming responsible, safe, and
successful individuals.

References

Akanle, O.B. (2007). Socioeconomic Factors Influencing Students Academic

Performance in Nigeria

Aye, N.E. et. al. (2016). Influence Of Parents’ Educational and Occupational

Background on Educational Support of Secondary School Students In

Jigawa and Kano States, Nigeria

Becker, Gary S. (1964). Human capital: a theoretical and empirical analysis, with

special

reference to education. Chicago: University of Chicago Press

Berk, L.E. (1999). Infants, Children and Adolescents. (3rd Ed). USA: Ally and Bacon

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Bonci, A. (2008). A Research Review: The Importance of Families and the

Home Environment. Revised By Mottram, E. & Mccoy, E. 2010, And Cole,

J. 2011

Codjoe, H. M. (2007). The Importance of Home Environment and Parental

Encouragement in The Academic Achievement of African Canadian Youth.

Canadian Journal of Education. 30 (1); 137-156

Coleman, James S. (1988). Social capital in the creation of human capital. American

Journal of Sociology 94: S95–S120

Gross, S. (1993). Early mathematics performance and achievement: results of a study

within a large suburban school system. Journal of Negro Education 62 (3):

269

287

Hussain, S. (2013). The Impact of Peer Groups on the Academic Achievements of

Secondary School Students. Journal of American Science 9(11)

Jaffe, B. D. (1985). The Relationship Between Two Aspects of Socioeconomic

Disadvantage and The School Success Of 8th Grade Negro Students in A

Detroit Junior High School. Doctoral Dissertation, Wayne State University

Majoribanks, K. (1996). “Family Learning Environments And Students’

Outcomes.”Journal Of Comparative Family Studies, 27, pp. 373-394.

Mcintosh, J. (2008). Family Background, Parental Involvement, And Academic

Achievement In Canadian Schools, Economics Department Concordia

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University 1455 Demaisonneuve Blvd. W.Montreal Quebec, H3g 1m8,

Canada

Musgrave, C.B. (2000). Environmental Factors Affectig Attitude Towards Science and

Mathematics. Journal Of Educational Psychology, 91(1) pp. 382 – 394

Odigbo, Ben E., Ph.D, (2017). Influence of Parental Occupation and Level of

Education on Academic Performance of Accounting Students in Nigeria

Odoh, L.C. (2017). Influence of Parental Occupation and Level of Education on

Academic Performance of Accounting Students in Nigeria

Ogunshola, F. and Adewale, A.M. (2012). The Effects of Parental Socio- Economic

Status on Academic Performance of Students in Selected Schools in EduLga of Kwara

State Nigeria. International Journal of Academic Research. Business Soc. Sci., 2(7):

pp. 230-239

Omeh, G. U. (2010). Influence Of Family Background in The Academic

Achievement of Senior Secondary Students in Nsukka Educational Zone of

Enugu State

Taiwo, H. G. (1993). Family Environment and Educational Attainment of Some

School Children in Western Nigeria. Journal Of the Science Teachers

Association of Nigeria

Walker, E.L. (1999). Psychology and Domestic Violence around the World. Journal of

the American Psychological Association, 54 21 – 28

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APPENDICES

A Questionnaire on Family Matter

SA A D SD

A. PARENTAL EDUCATIONAL BACKGROUND

1. Educated parents always want their children to be

educated.

2. Parents who are educated provide most of the

recommended textbooks and other learning aids for
their children.

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3. Parents who are educated encourage their

children to study subjects which are pivotal for good
university courses.

4. Educated parents arrange for supportive teachers

for the subject/subjects which their words/children
find difficult in the school.

5. Parents who are educated guide their children in

school assignments and home work.

SA A D SD

B. PARENTAL OCCUPATION

1. Parents on prestigious occupation want their

children to take up the same type of occupation.

2. Some occupations do not give parents time to

attend to their children’s academic needs

3. Parents on poor occupations find it difficult to

provide learning for their children.

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4. The nature of parental occupation can affect the

attention given to the child.

5. Parents with high -paying jobs find it easier to

send their children to school.

SA A D SD

C. FAMILY SIZE

1. Students from small size families enjoy more

parental attention than those from large size families.

2. Students from small-size families achieve better

academically than those from large size families.

3. Small size families facilitate the provision of

recommended textbooks and equipment for effective
learning.

4. Students from small size families enjoy more

parental attention than those from large size families.

5. Students from small-size families achieve better

academically than those from large size families.

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CURRICULUM VITAE

I. Personal Profile Statement:

Name: Kristopher Llambert D. Monton
Address: Blk.12 Lt.4 Ph.3 Tionko Vill. Tagum City, Davao del Norte
Date of Birth: March 11,2002

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Age: 19
Sex: Male
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father: Hernan Aurelio K. Monton
Mother: Shirly D. Monton

I. EDUCATIONAL BACKGROUND
ELEMENTARY:
Magugpo Pilot Imelda Elementary School
St. Therese School
Holy Spirit School of Tagbilaran

SECONDARY:
Holy Name University
Letran de Davao Tagum

SENIOR HIGH SCHOOL

STI College Tagum (Present)
Apokon Rd. Tagum City, Davao del Norte

CURRICULUM VITAE

I. Personal Profile Statement

Name: Jade O.Dugang
Address: Prk. Garcia Mankilam Tagum City
Date of Birth: May 29,2003
Age: 18
Sex: Male

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Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father: Jonar B. Dugang Sr.
Mother: Leny O. Dugang

II. EDUCATIONAL BACKGROUND

Elementary: Magugpo Pilot Central Elementary School

SECONDARY:
University of Mindanao Tagum City

SENIOR HIGH SCHOOL:

STI College Tagum (Present)
Apokon Rd. Tagum City, Davao Del Norte

CURRICULUM VITAE

I. Personal Profile Statement

Name: John Alger A Branzuela
Address: Prk 3-a, Betty Subd. Blk1 Lot9
Date of Birth: September 25, 2003
Age: 18
Sex: Male
Nationality: Filipino
Religion: Catholic
Civil Status: Single

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Father: Jose Archer C Branzuela

Mother: Analyn A Branzuela

I. EDUCATIONAL BACKGROUND
Elementary:
Magugpo Pilot Central Elementary School

SECONDARY:
Sto Niño College of Science and Technology Inc.

SENIOR HIGH SCHOOL:

STI College Tagum (2018-2019)
STI College Tagum (Present)
Apokon Rd. Tagum City, Davao Del Norte

CURRICULUM VITAE

I. Personal Profile Statement

Name: Andrie Niel C Moquera
Address: Blk 7 Lot 3 Dara Village Tagum City
Date of birth: May 6,2003
Age: 18
Sex: Male
Nationality: Filipino

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Religion: Catholic
Civil Status: Single
Father: Hilario J Moquera
Mother: Wilhelmina C Moquera

II.EDUCATIONAL BACKGROUND
Elementary:
Assumption Academy of Mawab
Secondary:
Arriesgado College Foundation, Inc
Senior High:
STI College of Tagum INC. (present)
CURRICULUM VITAE

I. Personal Profile Statement

Name: Mikko P. Motas
Address: Villa Magsanoc Mankilam Tagum City
Date of Birth: February 4,2004
Age: 17 years old
Sex: male
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father: Federico P. Motas
Mother: Joy V. Pada

II. EDUCATIONAL BACKGROUND

Elementary:

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Magugpo pilot imelda elementary school

SECONDARY:
Tagum National Trade School

SENIOR HIGH SCHOOL:

STI College Tagum Present)
Apokon Rd. Tagum City, Davao Del Norte

CURRICULUM VITAE

I. Personal Profile Statement

Name: Jill Nikki Agad
Address: Prk. Rosal, Bermudes street,Rosal Compound,Visayan village
Date of birth: July 2,2003
Age: 17
Sex: Female
Nationality: Filipino
Religion: christian
Civil Status: Single
Father: Isidro P. Agad
Mother: Odette C. Agad

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II.EDUCATIONAL BACKGROUND
Elementary: New Corella Elementary School
Secondary: Arriesgado College Foundation inc.
Senior High: STI College Tagum

CURRICULUM VITAE

I. Personal Profile Statement

Name: Mickhail Paolo Mahipus
Address: Magdum Tagum City
Date of birth: June 11, 2001
Age: 20
Sex: Male
Nationality: Filipino
Religion: INC
Civil status: single
Father: Herman Mahipus
Mother: Cecil Mahipus
II. Educational Background
Elementary:

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Mabuhay Elementary school

Secondary:
Max Mira Fuentes Academy
Senior High:
STI College Tagum (2020-present)

CURRICULUM VITAE

II. Personal Profile Statement

Name: Jude Matthew P. Cerojales
Address: Magugpo North, Prk Suaybaguio – A, Tagum City
Date of Birth: Oct. 21, 2003
Age: 18
Sex: Male
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father: Ronald A. Cerojales
Mother: Giselie P. Cerojales

I. EDUCATIONAL BACKGROUND
Elementary:
Magugpo Pilot Imelda Elem. School Sped Center

SECONDARY:
Saint Mary’s College of Tagum. INC

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SENIOR HIGH SCHOOL

STI College Tagum (Present)
Apokon Rd. Tagum City, Davao Del Norte

CURRICULUM VITAE

I. Personal Profile Statement

Name: Jency Grace T. Magsico
Address: P – 1, Sayon, Sta. Josefa Agusan Del Sur
Date of Birth: February 11,2004
Age: 17
Sex: Female
Nationality: Filipino
Religion: Zion Alliance
Civil Status: Single
Father: Jonathan O. Magsico
Mother: Releiza Joy T. Magsico

II. EDUCATIONAL BACKGROUND

Elementary: Sayon Elementary School

SECONDARY: Sta. Josefa National High School

SENIOR HIGH SCHOOL:

STI College Tagum (Present)
Apokon Rd. Tagum City, Davao Del Norte

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CURRICULUM VITAE

I. Personal Profile Statement

Name: Clarisse H. Embate
Address: Purok 5 Waling-waling St. Barangay San Miguel, Tagum City
Date of Birth: November 14, 2002
Age: 19
Sex: Female
Nationality: Filipino
Religion: Roman Catholic
Civil Status: Single
Father: Renato R. Embate
Mother: Nelfa H. Embate

II. EDUCATIONAL BACKGROUND

Elementary:
Letran de Davao Inc.

SECONDARY:
Letran de Davao Inc.

SENIOR HIGH SCHOOL:

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STI College Tagum (Present)

Apokon Rd. Tagum City, Davao Del Norte

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