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Chapter 1

THE PROBLEM AND ITS SCOPE

Introduction

Senior High School is the gate pass before entering college. This is where students

start meeting the strand that is related to the course they will take up in the future. Students

usually hear comments from their friends, relatives, and to those who have experienced how

difficult Senior High School life is and how it feels like. Students must take seriously their

subjects especially their majors. They need to focus in class to avoid further complications in

the future.

The researchers decided to conduct this study open only for Liceo de Cagayan

University, ABM Senior High students of Paseo del Rio Campus, school year 2017-2018.

However, the researchers will randomly select 20 students from each section. The researchers

decided to have this survey because they can easily interact with them and have observe what

might be the internal factors affecting the written academic performance of ABM students

within their major subjects.

The overall purpose of this research study is to know what internal factors that mainly

have an impact to the students to have a high grades in their written academic performances

in their major subjects. With this study, the researchers will be aware as to what might be the

internal factors that can effect how they do well in their written works. There will be then

conclusions as to how these internal factors affect the students.

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The main beneficiaries of this research study will be the teachers and the partcipants

of Liceo de Cagayan University, Paseo del Rio Campus. Through this survey, the learners

will realize that these internal factors can also affect their academic performance.. The

benefits that the participants will get will help them, and if there are factors that they can still

do something, then they will be given a time to do something about it. The benefits that the

teachers will get is that they will be aware about the state of the students. they will know why

these students have failing marks in their written academic performance and why others can

passed it. If the teachers will know the problems that a student is hadling maybe they can

help him/her by talking privately and any other sources just to console and cheer the student.

In this study, there are two variables that need to be defined. First, written-academic

performance, a dependent variable. Second, the major subjects, an independent variable. The

researcher considered the written-academic performance as a dependent variable, because

without this, the students wouldn't be able to know their grades or how far they learn about

the lessons. Their grades depend on how they participate or behave in class during

discussions to have an excellent grades.

The independent variable of this study are the major subjects because it only stay as it

is. It's what the students need in understanding their major subjects. The researcher says that

if the students won't have an excellent score in their written-academic performance, their

major subjects won't be affected, but the students grades.

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Statement of the Problem

Students are sent to school to learn and enhance their capabilities. For them to

achieve their purpose, teachers are present to help and guide them. The students are expected

to give their focus in the discussion and participate in all of their activities. Their behavior

and response are very important in order to assess whether they are really concentrating or

not.

The students are the one who are accountable to their actions, and how such learnings

could benefit their present and future. However, there are students who are not paying

attention to the teacher. There are a lot of cases also, wherein at the end of the time, students

dont understand the topic and here are the possible reasons: they dont have previous

knowledge about the topic, capabilities ot the students in relation to the subject, emotional

state of the learners, personal problems, they are not motivated that much to study well, and

other internal factors. In this study we will be able to know and find the answers of the

following questions: What common internal factors that have a great impact to the students

written-academic performance in their major subjects? What are the strategies that the

students are using to have a high grades in their written works? How much time does a

student spends time to study his/her major subjects?

If these internal factors noted above will continue, the grades of the students will

decrease that may become one of the reasons why theyll lose dedication to study. They will

also get left behind about the lessons and their capabilities might not be enhanced. In relation

to this, the researchers want to know the internal factors that affect the students performance
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towards their major subjects by conducting a survey to the select ABM students of Paseo del

Rio Campus. By having this, the learners will be then aware as to these internal factors that

can also affect their academic performance. Thus, there is a need to know these factors for

the learners to change or improve theirselves to become a better student and to form them to

do well in their academic performances.

Significance of the study

The significance of this study includes the varieties of the students grade in their

written-academic performance in their major subjects.

This reseach also aims to assess the individual problems and motivations that

significantly impacts their daily works in their student life. Moreover, it infers to their

individual external factors that they should motivate the students by helping them through

spiritual, moral and financial needs so that they will not be distinct to the society they are in.

Additionally, it questions the major fields wether those subjects will unlock the students full

potential of perception and their individual capacities to achieve something in their future

and that the said subjects they are taking will help and have a major impact to their

prospective careers they will take. However, if the external factors failed to do their part,

there will be tendencies that the students would not anticipate their said major subject in

which, it affects their individual grades to be dramatically lowered down to its failing marks.

The findings of this study will be beneficial to the following:

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The Students, this will give them the idea about the reasons as to why they have a

hard time understanding their major subjects. In line with this they will be motivated to act

the things they should do and avoid doing unnecessary actions.

The Teachers, having the knowledge why their students have a hard time

understanding the subject is a way already for them to do something and make it more easier

to understand. They can also motivate the students by talking to them privately in a gentle

manner to better understand the students reasons why he/she cannot focus in class.

The Community, to have students who are really dedicated in studying can have a

great impact to our community. They can be the reason or way to have a change in the state

we have right now. The students learnings will be great help to the community especially if

they will apply what they have learned in school.

The researchers, this research can be a source or basis of the other future

researchers. This may help them to have an idea and achieve their purpose in their stdy also.

Scope and Delimitations of the Study

The main focus of this study is to determine the common factors of comprehension

that affect the students of Paseo del Rio Campus in understanding their major subjects. The

study is open to all Senior High School students of Paseo del Rio Campus. However, the

researchers will randomly select 20 students each section for this will be accessible for the

researchers to approach their respondents. The study is also limited to the major subjects

because these are what the students need to enhance in their strand and future career. This

study is beneficiary to the students. It will help the students avoid the negative factors that
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affect the students' comprehension in their major subjects and will stick to the positive

factors.

Chapter 2

THEORETICAL FRAMEWORK

This chapter includes the purpose of the research analysis which involves the review of

the respondents to provide honest and literary reactions to the questions prepared for

them.

Foreign Literature and Studies

Kirsten McKenzie & Robert Schwiter (2010) presents with the increasing diversity

of students attending university, there is a growing interest in the factors predicting

academic performance. This study is a prospective investigation of the academic,

psychosocial, cognitive, and demographic predictors of academic performance of first

year Australian university students. Questionnaires were distributed to 197 first year

students 4 to 8 weeks prior to the end of semester exams and overall grade point averages

were collected at semester completion. Previous academic performance was identified as

the most significant predictor of university performance. Integration into university, self

efficacy, and employment responsibilities were also predictive of university grades.

Identifying the factors that influence academic performance can improve the targeting of

interventions and support services for students at risk of academic problems.

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Farahnaz Movahedzadeh et al. (2014) said that according to the students who

participated in the study, motivation is the leading cause behind students failure or

success in completing schoolwork. Motivation influences students attitudes, study habits,

academic readiness, and so on. Through the college learning environment, learning

materials, and instructional pedagogy, faculty, educators, and college administrators can

help students succeed. Students who have a good understanding of the content being

taught are generally more motivated and have a more positive attitude and thus have a

greater chance of doing well in their schoolwork. Students know it is their responsibility

to do well, but many students need extra support from their college and instructors to keep

them interested and on track.

Chemers, M. M., Hu, L.-t., & Garcia, B. F. (2001) presents a longitudinal study of

1st-year university student adjustment examined the effects of academic self-efficacy and

optimism on students' academic performance, stress, health, and commitment to remain in

school. Predictor variables (high school grade-point average, academic self-efficacy, and

optimism) and moderator variables (academic expectations and self-perceived coping

ability) were measured at the end of the first academic quarter and were related to

classroom performance, personal adjustment, stress, and health, measured at the end of the

school year. Academic self-efficacy and optimism were strongly related to performance

and adjustment, both directly on academic performance and indirectly through

expectations and coping perceptions (challenge-threat evaluations) on classroom

performance, stress, health, and overall satisfaction and commitment to remain in school.
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Endya B. Stewart (2007) said that the research examines the extent to which
individual-level and school structural variables are predictors of academic achievement
among a sample of 10th-grade students abstracted from the National Educational
Longitudinal Study database. A secondary analysis of the data produced the following
findings. The study results show that individual-level predictors, such as student effort,
parentchild discussion, and associations with positive peers, play a substantial role in
increasing students' achievement. Furthermore, the results also suggest that school
climatein particular, the sense of school cohesion felt by students, teachers, and
administratorsis important to successful student outcomes. In total, school structural
characteristics were found to have relatively small effects on student achievement when
compared with individual-level characteristics. Given these results, interventions aimed at
improving academic achievement need take into consideration the impact of individual-
level and school structural factors on students and their ability to succeed.

ClaudioBarbaranelli (2006) states that teachers' self-efficacy beliefs were examined

as determinants of their job satisfaction and students' academic achievement. Over 2000
teachers in 75 Italian junior high schools were administered self-report questionnaires to
assess self-efficacy beliefs and their job satisfaction Students' average final grades at the
end of junior high school were collected in two subsequent scholastic years. Structural
equation modeling analyses corroborated a conceptual model in which teachers' personal
efficacy beliefs affected their job satisfaction and students' academic achievement,
controlling for previous levels of achievement.

Furrer, C., & Skinner, E. (2003) said that children's sense of relatedness is vital to
their academic motivation from 3rd to 6th grade. Children's (n = 641) reports of relatedness
predicted changes in classroom engagement over the school year and contributed over and
above the effects of perceived control. Regression and cumulative risk analyses revealed
that relatedness to parents, teachers, and peers each uniquely contributed to students'
engagement, especially emotional engagement. Girls reported higher relatedness than boys,
but relatedness to teachers was a more salient predictor of engagement for boys. Feelings of
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relatedness to teachers dropped from 5th to 6th grade, but the effects of relatedness on
engagement were stronger for 6th graders. Discussion examines theoretical, empirical, and
practical implications of relatedness as a key predictor of children's academic motivation
and performance.

Local Literature and Studies

Jerome Ouana (2011) The control-value theory of academic emotions by Pekrun

(2006) contends that students' emotional experiences in achievement-related situations have
sources from the appraisals students make about the importance and value of academic
tasks they engage in. The present study looked into Filipino students' structure of academic
emotions, as well as intrinsic and extrinsic motivation as antecedents of academic emotions,
upon the assumption that students' motivations are shaped by their appraisals of importance
and value of schooling. Results showed that intrinsic motivation had a positive predictive
utility on positive emotions but negatively associated with any negative types of emotions.
Extrinsic motivation positively predicted negative emotions. The predictive utility of the
specific dimensions of intrinsic and extrinsic motivation on academic emotions were also
analyzed, and results supported most of the hypotheses.

CONCEPTUAL FRAMEWORK

INPUT PROCESS OUTPUT

Information of the Analysis of data through: Unique ways of

Respondents Survey studying

i. Strand Survey Goals of the

ii. Age Questionnaire students to their

iii. Sex Slovins Formula future careers

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HYPOTHESIS OF THE STUDY

The research team hypothesized that the students own understanding and daily motivation

could influence their future career wether in success or in failure and in which, the factors

that affects the respondents comprehension towards their major subjects will be applied to

prospective jobs in the future.

ASSUMPTION OF THE STUDY

Conducting the study, Factors That Affect Senior High School Students

Comprehension in their Major Subjects the following assumptions were made:

DEFINITION OF TERMS

Comprehension - the action or capability of understanding something.

Motivation - the reason or reasons one has for acting or behaving in a particular way.

External factors can impact the ability of the person of business to achieve its strategic

goals and ojectives.

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Beneficiary - a person who derives advantage from something, especially a trust, will, or life

insurance policy.

Prospective - expected or expecting to be something particular in the future.

Chapter 3

METHODOLOGY

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

research instrument, validity and reliability, statistical treatment needed for the analysis in the

research.

Research Setting
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The researchers decided to conduct this study is open only for Liceo de Cagayan

University, Senior High students of Paseo del Rio Campus, school year 2017-2018.

However, the researchers will randomly select 20 students each section for this will be

accessible for the researchers to approach their respondents.

Research Design

The study is presenting a qualitative research in which, the researchers want to depict

the students behavior in spending their money, thus the study give strategies that they may

choose in accordance to their convenient perspective. In addition, the researchers want to

spread financial literacy for it will help them formulate potential income and maintain their

financial resources healthy. The researchers use Case study design to give ideologies to the

problem, that it will provide background data for future purposes and it will explain socio-

psychological processes with accordance to the problem.

Respondents of the Study

The respondents of the study are the selected Grade 11 and 12 ABM students of

Paseo del Rio Campus. The researchers chose them as their respondents since the

respondents and the researchers are both enrolled in the same strand and in the same campus.

It is easier for the researchers to approach their respondents.

Research Instrument

The study used a researcher-made survey questionnaire for their respondents to

acquire data in response to the problems of the study. The contents of the questionnaire will

help the researchers answer the problem of the study.

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Validity and Reliability

The researchers gathered reliable scholarly articles. The factors have indeed a great

impact to the students why they cannot focus in class and understand the lessons. One of

the articles there said that motivation had a positive predictive utility on positive emotions

but have negatively associated with any negative types of emotions.

The researchers ensure that the articles stated are reliable or can be trusted. For the

researchers think that this can be of great help to the aspiring researchers who will have this

kind of study also in the future.

The research teacher of the researchers checked their study and have come up to ask

questions and give comments and here are some of the questions asked: Does your study

have an easy access to your respondents?, Is your study related to business and

management/ strand?, What will you use to conduct your research?, and How can this

study help your respondents?. Through these questions the researchers was given an idea

as to what are the possible questions mght be raised in the defense day. Through this, the

researchers further research articles about their study and gathered it all.

Statistical Treatment

In this study, the researchers will conduct the Slovins Formula. It is used to calculate

the sample size (n) given the population (N) and a margin of error (e). It is a random

sampling technique formula to estimate sampling size.

n = N/ (1+Ne2)

where:
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n = no. of samples

N = total population

e = margin of error