ACADEMIC PERFORMANCE OF THE STUDENTS OF EASTERN VISAYAS STATE

UNIVERSITY – BURAUEN CAMPUS WHO LIVE IN THE MOUNTAINOUS AREAS

____________________________

A Research

Presented to

The Faculty of the Education Department

Eastern Visayas State University – Burauen Campus

Burauen, Leyte

_____________________________

In Partial Fulfillment of the

Requirements in Prof. Ed. 353

Educational Research

______________________________

Abrahan, Sherwin B.

Amihan, Julie Ann E.

Camenting, Sharmaine Ellaine D.

Dazo, Angelyn C.

Raquel, Aiza A.

Rellama,Jennifer A.

Saliente, Alex F.

Tierra, Erica Mae C.

Zabala, Rovelyn M.
 ACKNOWLEDGEMENT

The researchers wish to extend their utmost appreciation to all those who’ve been part of their

struggles and sacrifices to accomplish this study especially the following:

To Dr. Ma. Socorro C. Gicain, who became the researchers’ adviser, instructor and inspiration to

accomplish this study,

To their families who continuously supported them financially and who showered them with

love and encouragement all throughout the preparation of this study,

To their loved ones, classmates and friends who extended their help through providing them

the materials they needed in accomplishing this study,

And Above All to Almighty God for guiding and giving them strength, wisdom, enlightenment

and Divine Providence which leads them to surpass the challenges they’ve encountered along their

preparation of this study.

-Researchers

.
 TABLE OF CONTENTS

TITLE PAGE………………………………………………………………………... i

ACKNOWLEDGEMENT…………………………………………………………... ii

TABLE OF CONTENTS…………………………………………………………… iii

LIST OF FIGURES…………………………………………………………………. iv

CHAPTER I: INTRODUCTION

Background of the Study………………………………………………….

Statement of the Problem…………………………………………………

Null Hypothesis…………………………………………………………….

Theoretical and Conceptual Framework of the Study........................

Scope and Delimitation of the Study…………………………………….

Significance of the Study………………………………………………….

Definition of Terms…………………………………………………………

CHAPTER II: REVIEW OF RELATED LITERATURE AND STUDIES

Foreign Literature…………………………………………………………

Local Literature……………………………………………………………

Foreign Studies……………………………………………………………

Local Studies………………………………………………………………

CHAPTER III: METHODOLOGY

Research Design………………………………………………………..

Research Respondent……………………………………………….....

Research Locale…………………………………………………………
 Data Gathering Procedure……………………………………………...

Validation of Instrument…………………………………………………

Method of Scoring and Analysis of Data………………………………

Statistical Tool……………………………………………………………

BIBLIOGRAPHY………………………………………………………………...

CURRICULUM VITAE………………………………………………………….
 CHAPTER I

INTRODUCTION

Background of the Study

There are a lot of factors that affect how students can perform at school. One of

these is the distance between the school and the area where the student lives.

According to (Vieira, 2015), distance between the university and the family residence

has a negative effect on academic performance, mostly on male students.

As a matter of fact, major challenges are faced by the people residing in the

mountainous areas since signs of climate change are noticeable mainly due to the

heterogeneous habitats and obviously, the mountains verticality (Braun and Borsdorf,

2014). Because of this, students prefer board and lodging. However, if they do not have

a choice, they tend to endure the long travel from their homes to school (vice versa)

every time they have class schedule.

Research studies by the United Nations Educational, Scientific and Cultural

Organization (UNESCO) indicates that the poor attendance is influenced by the long

distances from school. Oftentimes, it is inevitable not to encounter difficulties like access

to the public transportation. Also, steep inclines makes their travel challenging from

home to the nearest school (educateachild.org). When the student finds it hard to go to

school due to long distance travel and other related factors, their academic performance

at school is affected.

One study by Mchelu & Abdalah (2015) reveals how the students’ tiredness,

truancy, school transfer and drop outs can be influenced by long commuting. With this,

the teaching and learning processes can be affected since it has a direct connection to
the poor academic performance. As a result, students often experience exhaustion,

stress headaches, absenteeism, arriving late and other problems.

As far as geographical distance is involved, the transition period from home to

university is complicated on the part of the students. This is due to the break with the

previous social networks and changes in the physical environment. Most students

experience disruption with regard to their affected bond with their hometowns as well as

threat concerning their sources of identity and safety. As a result, they find the transition

process more daunting (Brown and Perkins, 1992; McAndrew, 1998; Scopelliti and

Tiberio, 2010; Tognoli, 2013).

Although boarding schools and houses can develop the students’ independence,

they can still make a positive and negative impact to the students. Yes, the students

have their prerogative to manage their regular activities and they can also focus on their

studies without disruption. On the other hand, they also have a choice to spend their

time just for fun with friends and money for the things that are not useful (Selasa, 2012).

Today, it is a good thing that the place of Burauen has already several primary

schools in the upland areas. Also, two secondary schools have been established at

Brgy. Hibunauan and Brgy. Tagadtaran Burauen, Leyte. However, college students

have only one tertiary school which is located at the town proper of Burauen. Thus,

students of Eastern Vsisayas State University-Burauen Campus prefer either

commuting or renting out a boarding house. But whether they rent a boarding house or

just commute, the students’ academic performance can still be affected.

Statement of the Problem

This study assessed the Academic Performance of the Students of Eastern

Visayas State University – Burauen Campus who live in the mountainous areas of

Burauen, Leyte for the Academic Year 2018-2019.

 Specifically, it sought to answer the following questions:

1. What is the profile of the following respondents in terms of the following:

1.1 Age

1.2 Gender

1.3 Residential Area

1.4 Socio-economic Status

2. What is their preference and family set-up – renting a boarding house, living with

relatives in the town proper near the school or commuting from home to school

(vice versa)?

3. How does the distance from students’ home to the school affect their academic

performance?

4. What factors affecting the academic performance of the students in the class?

Null hypothesis

The students of Eastern Visayas State University Burauen – Campus who lived

in the mountainous area has a poor academic performance because of varied

factors affecting it.

Theoretical and Conceptual Framework of the Study

This study focuses on the profile of the respondents including their age, gender,

residential area, and socio-economic status as the factors which mainly affects the

academic performance of the students. There are several studies that have been

conducted to find out the students’ academic performance.

Beaumont-Walters, Y,. & Soyibo, K.(2001) explored that student performance is

dependent on a socio economic background like grade level, school type and school

location. Tahir, S., & Naqvi, S. R., (2006) examined that a negative correlation between
the family pay and students performance, Socio economic variables like participation in

the class, family salary, and teacher-student ratio, existence of qualified teachers in

school, mother’s and father’s education, distance of school and gender of students also

influence the students’ performance (Raychaudyru et al., 2010)

With regards to the age of the students, academic performance differs depending

on the maturity of the students. The definition of a mature student varies by country with

21, 22 and 25 years old students being classified as mature students in the United

Kingdom, United States of America and Australia, respectively (Trueman & Hartley,

1996). Mature students tended to be admitted to their programmes with distinctly lower

educational attainment than the young students (Newman-Ford,Lloyd & Thomas, 2009).

However, when compared to the young students, the academic performance of mature

students was as good, if not better (Richardson, 1994). Richardson (1994:5) concluded

in his study that mature students were rather more likely than younger students to adopt

a deep approach or a meaning orientation towards their academic work, and were

conversely less likely than younger students to adopt a surface approach or a

reproducing orientation.

In some studies gender also is a factor which affects the student’s academic

performance. Gender is the properties that distinguish organism Al-Otaibi (1996)

examined the influence of gender on the student’s performance and found that male

students are not better than female students. On the other hand, Pillow (2008) has

examined the gender differences among student on the academic performance and

revealed that in individuals background characteristics affect his/her cognitive and non-

cognitive is one of the most significant and influential characteristics in academic

performance. Study on Spanish student indicates that some differences exist between

males and females on aspect of creativity related to academic achievement, although

creativity is shown to be related to academic performance for gender. Xixia (1999) also

found that the degree of creativity between male and female is similar but they also

concluded that the most famous creative person are usually male.

Residential area has also been studied to whether it affects the student’s

academic performance. For instance, Delucchi opined that only very few students living

in the hostels have an improved academic performances. He found out also that

students living outside the campus with close walking distance to the institution also

perform better than those living on campus. Also, study conducted by Bowman and

Partin on influence of student residency on academic performance concluded that there

is no significant impact of residency location of students on their academic performance

irrespective of where the students live either on campus or outside the campus.

Moreover according to studies, socioeconomic status is one of the most

researched and debated factor among educational professionals contribute towards the

academic performance of students. Most of the experts argue that the low

socioeconomic status has negative effect on the academic performance of students

because the basic needs of students remain unfulfilled and hence they do not perform

academically (Adams, 1996). The low socio economic status causes environmental

deficiencies which results in low self-esteem of students (US Department of Education,

2003).

Furthermore, to consider theory which would best enhance the academic

performance of the students in Eastern Visayas State University – Burauen Campus

who live in the mountainous areas, the researchers adopted the Theory of Mental Self

Government. In which Theory of Mental Self- Government refers to different thinking

styles which constitutes preference in the use of abilities, (Stenberg, 1990:366-371).

The academic performance of students depends mainly on how they think about
learning and performing well in every subject area regardless of where they are

residing. Just what the research of Stenberg emphasises that students’ learning and

thinking styles (Stetynberg, 1997a) (which are usually ignored), together with their ability

levels, play an important role in student performance.

With the help of the adopted theory and the previous studies that has been

conducted, the researchers sought to study the academic performance of the students

in Eastern Visayas State University – Burauen Campus who live in the mountainous

areas.

And to clearly emphasize the focus of this study, the researcher provides the

conceptual framework through the figure shown below.

INPUT PROCESS
DEMOGRAPHIC PROFILE
OF THE STUDENTS
1. Conduct interview to
1.1 AGE selected students of
Eastern Visayas State
1.2 GENDER University – Burauen
Campus who live in
1.3 RESIDENTIAL
mountainous areas and
AREA
students who live within
1.4 SOCIO the town proper of
ECONOMIC Burauen.
STATUS 2. Make a comparison
between the two
respondents by giving
questionnaires.
3. Analyze data from the
interview and
questionnaires given.
4. Propose conclusion and
recommendation based
on the result of the
analyzed data.
 1. Awareness of the academic performance of
the students in Eastern Visayas State
University – Burauen Campus who live in
the mountainous areas – whether they
perform well or not at school.
2. Awareness of the factors affecting the
academic performance of the students in
Eastern Visayas State University –
Burauen Campus who live in the
mountainous areas.

Figure 1. Schematic Presentation of the Conceptual Framework of the Study

Scope and Delimitation of the Study

This study will be conducted to determine the academic performance of the

students of Eastern Visayas State University – Burauen Campus who live in the

mountainous areas. The aspects that will be looked into are the respondents profile

involving the age, gender, residential area and socio economic status which affects the

academic performance of the said respondents.

This study is limited to the Eastern Visayas State University – Burauen Campus

alone because the researcher wanted to find out the academic performance of the

college students who live in the mountainous areas. Thus, the said University comprises

several students who live in the mountainous areas.

Significance of the Study

This study sought to provide additional inputs to the following individuals:

 School Administrators. Result of the study offers them in coming up with

programs that should respond the needs of the students specially those who live in the

mountainous areas.

Teachers. Result of the study will give them information and awareness of the

factors that affects the academic performance of the students who live in the

mountainous areas.

Parents. Findings of the study will provide them better understanding on the

academic performance of the students and the factors that affect their performance.

Students. Results of the study can strengthen their understanding on the factors

that affects their academic-performance.

Future Researchers. They may confirm or refute some of the findings of this

research that may lead them to undergo other similar researches.

Definition of Terms

Lodge.To provide with a place to stay for a short period of time; to become stuck or

fixed in a specified place or position

Hostel. Provide budget-oriented, sociable accommodation where guests can rent a

bed, usually a bank bed, in a dormitory and share a bathroom, lounge and sometimes a

kitchen. Rooms can be mixed or single sex and private rooms may also be available.

Mountainous area. Large landform that rises above the surrounding land in a limited

area, usually in a form of a peak.

Performance. Completion of a task with application of knowledge, skills and abilities.

Academic performance. Extent to which student, teacher or institution has achieved

their short or long term educational goals.

Academic. Used to describe work or a school, college or university that places

emphasis on studying and reasoning rather than on practical or technical skills.

Socio-economic status. Social standing or class of an individual or group. It is often

measured as a combination or education, income and occupation.

 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter comprises the different related literature and studies related to the

academic performance of the students who live in mountainous areas which was delved

into different researches and reviewed to gain more insights on the variables of the

study.

Foreign Literature

In the recent study conducted by Germany-based Education International

showed that long journeys to school have a negative impact on students’ health and on

their education achievement levels.

In which according to the writings of Dr. Jerome B. Bookin-Weiner, Director of

Education Abroad at AMIDEAST (America-Mideast Educational and Training Services,

Inc.), students in urban universities frequently do not live in university residence halls

during their entire stay. They may do so for only one or two years and then find that they

are more comfortable to join together with friends to rent an apartment or a house.

College students are willing to pay more to live within a mile of campus despite

much cheaper housing available several miles away, says a new study from Ball State

University. “A hedonic model for off-campus student housing: The value of proximity to

campus” examined value of location as a variable in the monthly rent that college

students are willing to pay. The study appeared in a recent issue of Housing and

Society, the journal of the Housing Education and Research Association (HERA).
Using a national sample of 97 student-housing communities in six college markets, the

results suggest that college students are willing to pay an average of 16 percent more

for an apartment located within one mile of the center of campus. Living outside a four-

mile radius from campus carries an average 13 percent discount in rent.

According to Carla Earhart, a professor in Ball State’s family and consumer

sciences department who teaches in the residential property management program.

Between one and four miles, students are likely to commute, and the incremental

advantage or disadvantage of proximity to campus is not seen as a driving factor.The

study was co-authored by Earhart; Tung Liu, a Ball State economics professor; and

Howard Campbell, a Ball State family and consumer sciences professor, along with

former graduate student T.J. Fields, who earned his degree in 2011 in which according

to them the one-mile distance conveniently walkable for the student,potentially

eliminates the costs involved in owning a car, the fuel and parking. Whether it is for

convenience, economics or access to the university environment, it seems students are

willing to invest in housing that is located close to campus.

HERI (Pryor et al. 2007) provided trend data over the last 40 years on many

academic outcomes, including the distance students’ travel for college. They found that

in 1969, 35.9 percent of students stayed within 50 miles of their permanent home. In

2006, this percentage remained roughly the same, with 35.3 percent of students staying

within 50 miles of home. The report also provided results of distance traveled by

gender. In 1969, 34.4 percent of males stayed within 50 miles as compared to 37.9

percent of females. In 2006, the percentage of males staying that close remained

roughly the same, 34.6 percent, whereas the number dropped slightly for females, to

35.6 percent. Besides the HERI report disaggregating results by gender, very little is
known about the impact of student characteristics on distance traveled to attend

college.

However, staying in an apartment or rented house needs an assessment on the

ability of the students to ignore the distractions due to the different opportunities they

can gain from being away with their families, which can lead them not to focus with their

studies.

Moreover according to the study conducted by Germany-based Education

International neither education authorities nor national governments have considered

the impact of long travel hours, to and from schools, on students’ health and learning

abilities. Sitting in a car or a bus for up to three hours per day is not rare, and tires a

child’s body more than an adult’s, the study said.Echoing similar sentiments, Charles

Mutazihana, the head teacher of Kigali Parents School, says that long distances cause

fatigue as the day commences which kills a learner’s concentration.The lengthy footing

of kids to school disorganises their concentration in class. Some of them arrive at

school sweaty, stressed and exhausted both physically and psychologically, which

compromises their performance..Mutazihana adds that the fact that students are

exposed to many things on their way to school affects their studies.According to

Mutazihana, minor things can distract children on their way to school. For instance,

some will move along with their balls playing, while others can even fail to get to school

in time due to unfriendly weather such as heavy rainfall.

However, according to Bean (1980, 183) the intentions of students to persist in

terms of academic performance are influenced by their attitudes and behaviours. These

attitudes and behaviours might affect the degree to which the student is satisfied with

the institution. The level of satisfaction might increase the level of commitment to the
institution. In 1985, Bean and Metzner developed a theory on nontraditional students.

According to Bean and Metzner (1985, 2 of 3), these are older, part-time and commuter

students. The attrition of these students is mostly affected by the external environment

variables such as family responsibilities, finances and outside encouragements, rather

than social integration variables such as university memberships and friends which tend

to affect traditional students. In 1995, Eaton and Bean (1995, 617) added coping

behaviour as a variable into this theory, stating that students’ ability to adapt to the

university environment reflects their ability to cope, which is related to previous coping

skills in other environments.

This literature is closely related to the current study for it directly mentions about

how the distance from students’ home to the school affect the academic performance of

the students.The present study like the articles reviewed aim to explain how those

students living in distance from their school (like those who lived in mountainous areas)

affects their academic performance.

The literature is also related to the current study as it comprises data about the

various factors affecting the academic perfomance of those students who live in

distance with their schools (like those who live in mountainous areas) including the

students’ behaviour, attitude, family responsibilities, finances and outside

encouragements, etc.

Local Literature

The SUNSTAR special report of Alegria V. Garcia (2017) revealed that there are

several factors affecting the students’ academic performance. Some are home, school,

teacher and student factors. Most of the factors are home related: family size, financial

burden, work at home, parental attitude towards education and parenting style. When it
comes to school, the relationship between the teacher and the students and the

distance of the school from home are some factors that affect.

However, the student himself or herself contributes to the case particularly the

peer group influence. It reflects the student’s values and priorities when it comes to the

life’s choices. For example, the choice to study hard and give a focus on the study. The

teacher qualities and capabilities also affect the performance of the students in their

studies. Some of the attributes of the teacher like teaching experience, teacher attitude

towards students, and teacher training can highly affect the student’s perception on the

study. Parents play a very important role in the process. They should affect their

presence and availability in times that the learners need their presence. They should

support and sustain the studies of their children through financial stability. But, more

than that is the affection, the love and care that students must feel so that they will be

inspired to go further in their studies. “A student educational success contingent heavily

on social status of student’s parents/ guardians in the society” (Graetz 1995). In the

same perception, the parent’s income or social status can positively affect the students

performance in the school.

The geographical location of the school is another that affects the student’s

performance. The school setting must be accessible to the transportation and other

public amenities that add comfort to the ways of life. Student’s effort and initiative is

another factor being considered as well as the age of the student. Moreover, the

learning preferences of the learner’s skills must be honed and well directed because the

student’s progress will depend on how their interest is tapped and developed. Multi-

intelligences should be strengthened to give justice as to what the learners are inclined

into.
 According to the research study conducted by Prof. Ruby-Ann B. Dela Cruz and

Prof. Ryan Manuel D. Guidoof Rizal Technological University the students’ performance

plays an important role in producing the best quality graduates who will become great

leader and manpower for the country thus possible for the country’s economic and

social development because this concern not only to the administrators and educators,

but also to corporationsin the labor market (Ali, Jusoff, Ali, Mokhar and Salamat, 2009.

Moreover in another study, academic performance was characterized by

performance in tests, in course work and performance in examinations of students

(Durden and Ellis, 2002 [8]) and can indicate learners’ quality, the value of the

curriculum, quality of learning and teaching activity management, and ability to

instructors (Kamonpattananan, 2000 [20]). Similarly observed that measures of prior

educational performance are the most important determinants of student performance,

which implies that the higher the previous performance, the better the students will

perform academically.

Foreign Studies

From the dissertation of Joseph Anthon Mhiliwa(2015) location is defined as the

environmental condition around a school, which could be urban or rural (Ezike, 1997).

No its context (urban or rural), the location of the school has been found to be crucial to

students` performance in their examinations.

Raychaudhuri, Debnath, Sen and Majumder (2010) report a positive relationship

that exists between school location (closer distance to homesteads) and students‘

academic performance as they attend school regularly. Emore (2005) shares that

distance to school together with school discipline; family background and school

location caused truancy (attendance irregularity) among school students. Distance in

association with location of the school seems to be one of the strong influencing origins

for the academic performance among students. This was evidenced as well by

Obemeata (1995) and Obayan (2003) who confirmed that school physical environment

exerts dominant influence on students‘ academic performance.

Most of the ward or commonly known as community secondary schools in

Tanzania were built through decentralization strategy which transferred decision making

authority from higher authorities to the community members. The strategy mandated

local authorities to decide about the location at which a new school was to be built.

Following such mandate, most of the newly established schools were located far away

from the vicinity of the community. Though political influences interfered with the

decision of locating a given school/college (Hanson, 2003), such political interests

aimed at gaining political popularity from the community members without considering

other factors for secondary schools‘ location.

Long distance has opposing results among researchers on academic

performance. It is commonly argued that longer distance to school reduces the ability of

learners to focus their attention in studies due to long walks or getting to class late. In

some cases, because of traveling long distances without assured transport, students

are trapped into unhealthy sexual behaviors which could not have been triggered if they

walked reasonable distances to and from school. For example, it is common to hear girl

students reported to be pregnant in most of the community schools because of living in

a rented houses locally known a “maghetto”.

Poor academic performance has been associated with the location of community

secondary schools in various studies. Numerous studies link learner‘s poor academic

with the academic performance of the students. The researcher elaborates further that

most of the learners were affected by the distance which made them use most of their
time on traveling than learning. The investigation by Morakinyo (2003) on the effect of

distance to school students found that the falling level of academic achievement was

attributed to teacher‘s non-use of verbal reinforcement strategy.

The dissertation presented is related to the current study as it talks about the

effect of distance of the student’s home to their school, towards their academic

performance. The current study also wanted to verify on how the distance of the

students living in mountaionous area which is in distance with the location of the school

they are into, affects the students academic performance.

Local Studies

Joseph (2004) conducted a doctoral study on the effects of location using

questionnaire to collect the data to 40 schools considered to be poorly performing and

forty schools that were performing well in the matric examinations based in

disadvantaged community. The data obtained suggested that many schools (66.5% of

schools surveyed) lacked effective management structures that are essential for the

implementation of quality teaching and learning.

The other cause of poor performance in school was lack of support and active

participation of the parents in the education of the learners. Several other causes were

identified to include poor management of school resources for effective teaching and

learning, lack of physical facilities remained an issue to the poorly performing schools

as 54.5% of the surveyed schools, such school lacked shared vision and cooperation

among the stakeholders of education for the provision of quality education, and non-

discipline and non-committed learner bodies.

Similarly, Galabawa (2002) in a study which he conducted to and using and

revealed that, when schools are located far distance from home, academic performance
of learners is affected, as most of them remain with little time to concentrate on their

(private or in school) studies due to the long distances they travel to reach their schools.

the study presents various studies conducted in different areas identifying factors which

community members and their leaders consider appropriate for locating a school.

Location of a particular school all around the world is conducted in the view of ensuring

that effective teaching and learning process would take place.

This is to argue that infrastructures, proximity, and other amenities for approving

learning environment come at its emphasis. Joshua and Modupe (2012) employing

descriptive survey design to 60 principals and 540 teachers, examined the state of

learning environment and infrastructure with their effects on teaching and learning

activities. Their study concluded that the school should have developed learning

infrastructure and environment created collaboratively by the school and other

stakeholders for more conducive working environment which would sustain high-quality

education assurance practices in secondary schools.

Infrastructures are focused by several stakeholders in the view of the leave no

child behind academically (Isaiah, 2013). Isaiah identifies that school facilities are

critical as they determine trends in school activities and processes in the view that are

essential influences on teacher performance and student achievement. The author

elaborates that school physical environment play key roles in influencing teachers level

of satisfaction and their level of performance or productivity.

The study presented is relevant to the current study as it tackled about the

factors affecting the academic performance of the students, which showed that distance

is one factor of the poor academic performance of thes students. The present study is

talking about the academic performance of the students from mountainous areas and
some other factors which probably affects the students’ performance and is related to

the study presented above.

 CHAPTER III

METHODOLOGY

This chapter presents the method of research use in the study. It also includes

the method of gathering data and the development of instrument, the validation of

instruments, the process of evaluation of the respondents, and the statistical treatment

that will be used in the study.

Research Design

This study utilized the descriptive-correlation method of research. This is a design

where the researcher considered the present condition and the future on what will be

when the contained variables are carefully controlled or manipulated.

In gathering data and information a structured questionnaire was utilized.

This was conducted in order to give answers to the specific questions provided. The

primary concern of this study was to determine the academic performance of the

students studying in Eastern Visayas State University – Burauen Campus A.Y. 2018-

2019 who are residing in the mountainous areas.

Research Respondents

The respondents of this study were several students from Eastern Visayas State

University – Burauen Campus A.Y. 2018-2019 with a total of thirty (30). These are

selected students who live in the mountainous areas.

Research Locale

The chosen setting for this academic study was in Eastern Visayas State

University – Burauen Campus. The said campus where the study was conducted is

located in San Diego Dist. IX Burauen, Leyte.

Research Instrument

The researcher produced sets of structured questionnaire as a tool for gathering

data. The questionnaire was divided into three parts: Part I builds the profile of the

respondents which includes age, sex, Part II includes he students’ preference and

family set-up. Part III elicits the effects of distance from home to school. Part IV consists

of factors affecting the academic performance. Part V shows the academic performance

of students.

Data Gathering Procedure

Before conducting the collection of data, a permit was secured from the Campus

Director of Eastern Visayas State University – Burauen Campus for the data gathering

of the said study.

Upon approval of the request, a survey has been conducted wherein the

researchers distributed survey questionnaires to the respective respondents. Prior to

the distribution of survey questionnaires, each respondent was informed about what the

study is all about and its purpose. Also, the researchers made sure that there will be

confidentiality when it comes to the identities of the respondents.

Validation of the Instrument

Upon approval of research instrument, this was subjected to dry run at Eastern

Visayas State University Tanauan Campus.

The researchers asked permission from the University’s Campus Director of

Eastern Visayas State University Burauen to conduct dry-run in Eastern Visayas State

University Tanauan Campus.

The dry-run determined what were needed to be modified in the research

instrument and what given more focus. It gives a feedback on the coherence and

effectiveness of the study. The responses of every individual where tallied and were

placed in tables for data analysis.

Method of Scoring and Analysis of Data

The data gathered through the survey instrument will be scored, analyzed and

interpreted as follows:

Students’ Family Preference and Set-up. The students’ response on the family

preference and set-up were scored as follows:

Mean Scores Description

4.51 - 5.00 Very Favourable

3.51 - 4.50 Favourable

2.51 – 3.50 Moderately Favourable

1.51 – 2.50 Less Favourable

1.00 – 1.50 Not Favourable

 Effects of Distance from Home to School. To determine the effects of distance

of home to school carried out by respondents. Each item was rated as follows:

Mean Scores Suggestions

4.51 - 5.00 Very Serious

3.51 - 4.50 Serious

2.51 – 3.50 Tolerable

1.51 – 2.50 Negligible

1.00 – 1.50 Very Negligible

Factors Affecting the Academic Performance. The students’ responses on the

factors affecting the academic performance of students who live in the mountainous

areas are interpreted as follows:

Mean Scores Description

4.51 - 5.00 Always

3.51 - 4.50 Oftentimes

2.51 – 3.50 Sometimes

1.51 – 2.50 Rarely

1.00 – 1.50 Never

Academic Performance of Students. The academic performance of the

students will be determined through:

90.00 – 100.00 Very High Performance

 75.00 – 89.00 High Performance

50.00 – 74.00 Moderate Performance

25.00 – 49.00 Low Performance

0.24 - 99.00 Very Low Performance

Statistical tool

The various data gathered were subjected to a statistical treatment in order to

test the hypothesis. The responses were categorized in accordance with specific

question that were ask during the gathering of data.

The profiles of the respondents were analyzed using frequency, tally and

percentages. The following formula in determining percentages was used:

Where:

P – Percent

f – Frequency

n – Number of cases or respondents

In order to find the mean for the responses of the students’ participants in

regards with their level of mental skills in problem solving among the mathematics

students, the following formula will be used:

𝑋
x᷉ = 𝑁
Where:

x᷉ = mean

X = sum of the test score

N = total number of cases

To determine if there is a significant effect between the mathematics students

profile and their level of mental skills to their academic achievement in mathematics,

Pearson’s Product Moment Correlation Coefficient was used.

𝑟= n ∑ 𝑥𝑦 − ∑ 𝑥 ∑ 𝑦
√(𝑛 ∑ 𝑥 2 – (∑ 𝑥) ²) (n∑ 𝑦 2 − (∑ 𝑦)²)

Where:

r = the Pearson Product Moment Coefficient of Correlation

n = same size

∑ 𝑥𝑦 = the sum of the product of x and y

∑ 𝑥 ∑ 𝑦 = the product of the sum of ∑ 𝑥 and the sum of ∑ 𝑦

∑ 𝑥² = sum of squares of x

∑ 𝑦 = sum of squares of y
 BIBLIOGRAPHY

A. Unpublished Materials

Valerie Braun & Axel Borsdorf MOUNTAINS AND THEIR GRAND

CHALLENGES BRIDGES vol.40, July 2014 / Feature Article

Mchelu, Abdalah (2015) The Effect of Long Commuting on Students’ Academic

Performance in Day Community Secondary Schools in Tanzania: A Case of
Songea Municipal Council

B. Electronics

 https://educateachild.org/explore/barriers-to-education/challenging-
geographies

 https://www.researchgate.net/publication/301324970_Research_Paper_Fact
ors_Affecting_Academic_Performance_of_Students

 https://www.google.com.ph/url?sa=t&source=web&rct=j&url=https%3A%2F
pdfsthatsemanticscholar.org%2F3df9%2F976deef864ce41f4137b6203e5829
8c31fec.pdf&ved=2aUKEwjd_O8s5DeAhUMSl8KHYHIDXsQFjAlegQIBBA&u
sgAOvVaw28nDyN7jNcSrNN5fquve6T

 https://www.researchgate.net/publication/281060722_FACTORS_AFFECTIN
G_STUDENTS'_PERFORMANCE_A_Case_Of_Private_Colleges
CURRICULUM VITAE
 PERSONAL BACKGROUND

Name : Angelyn Camolo Dazo

Address : Brgy. Lobe-Lobe Dagami, Leyte

Date of birth : July 7, 1992

Place of Birth : Dagami, Leyte

Civil Status : Single

Religion : Roman Catholic

Mother : Marilyn Camolo Dazo

Father : Leonardo Pontillas Dazo

EDUCATIONAL ATTAINMENT

College : Eastern Visayas State University Burauen, Leyte

Bachelor of Secondary Education

Technology and Livelihood Education

Secondary : Patoc National High School

Elementary : Candagara Elementary School

 PERSONAL BACKGROUND

Name : Aiza Abuyot Raquel

Address : Brgy. GuinaronaDagami, Leyte

Date of Birth : October 15, 1994

Place of Birth : Burauen, Leyte

Civil Status : Single

Religion : Roman Catholic

Father : Sergio Mitran Raquel

Mother : Adelina Abuyot Raquel

EDUCATIONAL ATTAINMENT

College : Eastern Visayas State University – Burauen Campus

Bachelor in Secondary Education

Major in Technology and Livelihood Education

Secondary : Burauen National High School

Elementary : Buri Elementary School

 PERSONAL BACKGROUND

Name : Jennifer Aralar Rellama

Address : Cantimawa Dist. VI Burauen, Leyte

Date of Birth : July 19, 1989

Place of Birth : Burauen, Leyte

Civil Status : Single

Religion : Christian

Father : Julio Dagatan Rellama

Mother : Nenita Aralar Rellama

EDUCATIONAL ATTAINMENT

College : Eastern Visayas State University – Burauen Campus

Bachelor of Secondary Education

Major in Technology and Livelihood Education

Secondary : Burauen National High School

Elementary : Burabod Elementary School

 PERSONAL DATA

Name : Alex Flores Saliente

Address : Brgy. Hiabangan Dagami, Leyte

Date of Birth : September 12, 1997

Place of Birth : Dagami, Leyte

Civil Status : Single

Religion : Roman Catholic

Father : Apolinario D. Saliente

Mother : Maribel F. Saliente

EDUCATIONAL ATTAINMENT

College : Eastern Visayas State University – Burauen Campus

Bachelor in Secondary Education

Major in Technology and Livelihood Education

Secondary : Sta. Mesa National High School

Elementary : Hiabangan Elementary School

 PERSONAL DATA

Name : Erica Mae Creer Tierra

Place of Birth : Quezon City

Date of Birth : December 9, 1996

Civil Status : Single

Religion : Roman Catholic

Home Address : Brgy. San Esteban Burauen, Leyte

Father : Ismeraldo A. Tierra

Mother : Adelma C. Tierra

EDUCATIONAL ATTAINMENT

College : Eastern Visayas State University – Burauen Campus

Bachelor of Secondary Education

Major in Technology and Livelihood Education

Secondary : Burauen Comprehensive National High School

Elementary : Molino Elementary School

 PERSONAL DATA

Name : Sharmaine Ellaine D. Camenting

Place of Birth : McArthur, Leyte

Date of Birth : May 1, 1995

Civil Status : Single

Religion : Roman Catholic

Home Address : Camansi Distric I Burauen, Leyte

Parent : Florencia D. Nishimura

EDUCATIONAL ATTAINMENT

College : Eastern Visayas State University – Burauen Campus

Bachelor of Secondary Education

Major in Technology and Livelihood Education

Secondary : Burauen Comprehensive National High School

Elementary : Burauen North Central School

 PERSONAL DATA

Name : Rovelyn M. Zabala

Place of Birth : Julita, Leyte

Date of Birth : January 21, 1994

Civil Status : Single

Religion : Roman Catholic

Home Address : Poblacion District III Cabatuan Street Julita, Leyte

Father : Rodelio Zabala

Mother : Imelda Montalla

EDUCATIONAL ATTAINMENT

College : Eastern Visayas State University – Burauen Campus

Bachelor of Secondary Education

Major in Technology and Livelihood Education

Secondary : Julita National High School

Elementary : Marcela Agoncillo Elementary School

 PERSONAL DATA

Name : Sherwin B. Abrahan

Place of Birth : Brgy. Villa Patria

Date of Birth : December 10, 1996

Civil Status : Single

Religion : Roman Catholic

Home Address : San Diego District. 9, Burauen, Leyte

Mother : Salvacion B. Abrahan

EDUCATIONAL ATTAINMENT

College : Eastern Visayas State University – Burauen Campus

Bachelor of Secondary Education

Major in Technology and Livelihood Education

Secondary : Sisters of Mary School Boystown

Elementary : Burauen South Central School

 PERSONAL DATA

Name : Julie Ann E. Amihan

Place of Birth : San Miguel St. Burauen, Leyte

Date of Birth : July 14, 1996

Civil Status : Single

Religion : Roman Catholic

Home Address : San Miguel District. 4, Burauen, Leyte

Father : Hermocilo Amihan

Mother : Joan Amihan

EDUCATIONAL ATTAINMENT

College : Eastern Visayas State University – Burauen Campus

Bachelor of Secondary Education

Major in Technology and Livelihood Education

Secondary : Sisters of Mary School Girlstown

Elementary : Lusad Elementary School