REVIEW OF A RELATED LITERATURE AND STUDIES

Chapter Overview
This chapter includes some related, studies of local and foreign literature
regarding about the Academic Performances.

These Literatures and studies addresses of current academic performance of the

students in their respective schools. Many of the studies are relevant to the researchers;
for example, the research provides School Process Data. The Researchers can both
promote student learnings thats align their subjects through studies base on their
educational standards. Futhermore, the researchers will reinforce our beloved teachers
for subjects alignment utilization.

In addition, the researchers are responsible for any recommendation and support
that may affect the subjects alignment utilization in various of schools in Naic, Cavite.

Related Literature

2.0 Local Literature

Filipinos value education. In a survey of Filipino youth, 98% rated "having a good
education" as being "very or rather important." However, despite this valuing of
education, it does not manifest in their academic performance (Mullis et al., 2000). This
could be because academic performance is influenced by other factors aside from the
perception of the value of education. Specifically, motivational factors might influence
their academic performance. In Philippine literature, it was found that Filipinos view
education as an instrument in achieving goals like helping the family (Bernardo,
Salanga & Aguas, 2008). Guided by this idea, the current paper highlights the role of
family as a motivational factor that strongly influences the academic performance of
Filipino students.

Filipino students were found to predominantly think of learning not in the context of
competence but rather as an instrument to be used in achieving a greater goal such as
socioeconomic prosperity, helping one's family and appreciation of parents (Bernardo et
al., 2008). This suggests that the motivation to learn might be driven by parental
expectation. According to Suarez-Orozco and Suarez-Orozco (1995) for students in
collectivist countries, performing well in school is considered to be a way to fulfill duties
in the family. Indeed, families play a significant role in Filipino students' academic
performance. This could possibly be due to family obligations

According to Suarez-Orozco and Suarez-Orozco (1995) for students in collectivist

countries, performing well in school is considered to be a way to fulfill duties in the
family. Indeed, families play a significant role in Filipino students' academic
performance. This could possibly be due to family obligations. RETUYA, CENIZA,
LARA, TARE & QUINAIN 161 PHILIPPINE JOURNAL OF PSYCHOLOGY (2017) Vol.
50 No. 2 Filipinos are family-oriented (Sanchez & Gaw, 2007). This characteristic leads
to the development of family obligation (Fuligni, Tseng, & Lam, 1999). Filipinos are
known for their close family-ties. They have a tendency to always put the family first
when it comes to decision making. This occurs to the extent of their staying with their
parents after marriage in order to take care of them—it is one way of repaying their
parents for the sacrifices they have made for them (Triandis, 1990). Not only in the
context of caregiving does family obligation create an impact, but also in academic
performance. For Filipino students, finishing their studies would pave the way in
accomplishing their duties in the family (Fuligni et al., 1999). This is why they strive hard
in school. The current study argues that for Filipinos, family obligation outweighs the
individualistic goal orientation as a motivation to perform well in school.

2.1 Foreign Literature

Poor academic performance in national examinations have been attributed to many

factors that are mainly family based such as those that are faced with changing hard
economic times which has made it not possible for them to meet their responsibilities of
ensuring a healthy and literate family. The size of the family in which the child grows
especially if the family does not have adequate resources will affect the child growth
and development due to lack of quality feeding, lack of proper medical care, and more
so a child will not be given the required attention on his/her academic work which can
make him/her lose focus. The issue of homework, payment of school fees, providing
security is all within the confines of the family to provide to the children. Family financial
resources, which are associated with parent’s education attainment and occupation,
often imply increased learning opportunities both at home and at school. In general, the
socio-economic background of the family impacts negatively on the academic
performance of the child.

According to Fan and Chen (2001), who conducted a meta-analysis, the

relationship between parental involvement and students’ academic achievement is
stronger when academic achievement is represented by a more global indicator of
academic achievement (e.g. school GPA) rather than by academic subject-specific
indicators (e.g., mathematics grade). Additionally, it seems likely that the frequency of
parental school contacts tends to have negative associations with academic success,
whereas parental engagement like volunteering in most cases showed positive
correlations. Again, the question remains whether higher educated parents with a higher
socio economic status and/or with high performing children are more willing to establish
and retain contacts to school. Although various authors like Kohl, Lengua, and
McMahon (2000) reported that parental human or economic capital correlates with the
way parents are engaged in the school context, it should be noted that all mentioned
studies control for family background characteristics and thus, net effects for social
relations are reported.

Related Studies
2.2 Local Studies

Student wellbeing will be supported or undermined by the curriculum

depending on the extent to which it fosters students’ autonomous motivation, and
creates opportunities for students to experience competence, autonomy, relationships
and belonging. If curriculum is not designed to support these wellbeing essentials, it
may inadvertently undermine students’ psychological resources, contributing to or
exacerbating mental health difficulties.

According to Walberg's (1981) theory of educational productivity, which is one of

the few empirically tested theories of school learning based on an extensive review and
integration of over 3,000 studies (DiPerna, Volpe & Stephen, 2002). “Wang, Haertel,
and Walberg (1997) analyzed the content of 179 handbook chapters and reviews and
91 research syntheses and surveyed educational researchers in an effort to achieve
some consensus regarding the most significant influences on learning" (Greenberg et
al., 2003, p. 470). Using a variety of methods, Wang, et al. (1977) identified 28
categories of learning influence. Of the 11 most influential domains of variables, 8
involved social-emotional influences: classroom management, parental support,
student- teacher interactions, social- behavioral attributes, motivational- effective
attributes, the peer group, school culture, and classroom climate (Greenberg et al.,
2003). Distant background influences (e.g., state, district, or school policies,
organizational characteristics, curriculum, and instruction) were less influential. Wang et
al. (1997) concluded that "the direct intervention in the psychological determinants of
learning promise the most effective avenues for reform" (p. 210). Wang et al.’s research
review targeted student learning characteristics (i.e., social, behavioral, motivational,
affective, cognitive, and metacognitive) as the set of variables with the most potential for
modification that could, in turn, significantly and positively effect student
outcomes (DiPerna et al., 2002).

2.3 Foreign Studies

Curriculum alignment is the process in which educators across all formally evaluate a
course or an educational program to address the changing needs of students and the
workforce. Teachers, educational advisers and program coordinators collaborate to
develop the curriculum and ensure there are no gaps that may impede academic
progress. Research on curriculum alignment shows a strong correlation to student
achievement. It also helps to modify courses and programs to better target student
postsecondary success and make better use of school resources. Curriculum alignment
can also help reduce remediation and help students earn postsecondary credentials
faster.

The studies conducted through this fellowship are among the first to examine the
relationship of alignment efforts and academic achievement. As can be seen, schools
that are highly aligned can have a positive impact on student achievement.
Furthermore, those sites that are highly misaligned can actually negatively impact
student achievement. So while it is seems logical (in theory and practice) that schools
that align effectively with their afterschool programs have the potential to boost student
achievement, it is not as obvious to assume that a school that is misaligned with their
afterschool program can actually negatively impact student achievement. As the field
builds knowledge around the impact of alignment efforts, it can have substantial policy
implications. Given the negative associations of misalignment, alignment practices
could transform from recommendations into requirements for funding.

According to Biggs and Tang (2007Biggs, J., & Tang, C. (2007). Teaching for
quality learning at university. New York, NY: Society for Research into Higher Education
& Open University Press. [Google Scholar]), curriculum alignment at program level, that
is, the constructive coherence between teaching, learning, and assessment, is crucial
for the quality of teaching. In order for learning objectives to become actual learning
outcomes, and therefore to optimize students’ learning, it is important to make sure
every activity helps to realize the learning objectives. They call this ‘constructive
alignment’. Whereas, within the context of a single course or module, alignment can be
realized fairly easily, creating alignment at the program level proves to be more difficult.

REFERENCES:

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http://www.journalofbusiness.org/index.php/GJMBR/article/viewFile/721/651

Marison R. Dy, Melissa Payawal Ferido, Klarisse Espiritu-Santo, and Sanchez Ria (July 2015). “Stressors
and Stress responses of Filipino Students” Asia Life Sciences Institute, from
https://www.researchgate.net/publication/295584175_Stressors_and_stress_responses_of_Filipin
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