Zabarte Road, Caloocan City: St. Clare College of Caloocan

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ST. CLARE COLLEGE OF CALOOCAN

Zabarte Road, Caloocan City
Senior High School Department
Home Economics
FACTORS AFFECTING THE ACADEMIC PERFORMANCE

OF THE STUDENTS OF K-12 CURRICULUM
In Partial Fulfillment
Of the requirements for the
Practical Research 1
By
GALANO, BERNALYN E.
NAVARRO, CATE B.
FRANCISCO, MICHAEL P.
ROSANO, JOSHUA FROILAN
GINTO, MARY ANGEL ROSE B.
DELROSARIO,CHRISTIAN LORD E.
ARENQUE,KENNETH GABRIEL H.
GAJISAN, JOHN PAUL
DOMIGUEZ, LYCA JOY
DEITA,GERCIL EVHAEN
GARDANOZO,ORLANDO
2019
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ABSTRACT
Title: FACTORS AFFECTING THE ACADEMIC PERFORMANCE

OF THE STUDENTS OF K-12 CURRICULUM
Researchers: GALANO, BERNALYN E.
NAVARRO, CATE B.
FRANCISCO, MICHAEL P.
ROSANO, JOSHUA FROILAN
GINTO, MARY ANGEL ROSE B.
ARENQUE,KENNETH GABRIEL H.
GAJISAN, JOHN PAUL
DOMIGUEZ, LYCA JOY
DEITA,GERCIL EVHAEN
GARDANOZO,ORLANDO
Course: Home Economics Strand
School: St. Clare college of Caloocan
Adviser: Ms.Gabrielle Lampitoc
Problem
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This study focuses on the factors that can affect to the academic
performance of every students in k-12 curriculum
CERTIFICATION
The study entitled “FACTORS AFFECTING THE ACADEMIC

PERFORMANCE OF THE STUDENTS OF K-12 CURRICULUM” prepared and
submitted by the 11-J1 in partial fulfilment of the requirement for the Bachelor degree of
Secondary Education major in Science has been examined and recommended ORAL
EXAMINATION.
_____________________________
MS GABRIELLE G. LAMPITOC, LPT
Adviser
Approval Sheet
Approved by the Panel for Oral Defense on
____________________________
______________________________
MS GABRIELLE G. LAMPITOC, LPT

Research I Adviser
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ACKNOWLEDGEMENT
This study is a product of hard work and collaborative efforts of the researchers and
some special persons. The researchers are expressing their sincere gratitude and
appreciation to those who in one way or another have helped bring this work to completion.
University of Caloocan City, Congress Campus represented by Dr. Marilyn T. De

Jesus, University President, for providing programs designed for professional facing
challenges, new trends, and changes in their field of expertise.
Dr. Ramona Prado, Dean of College of Education, for her never-ending support and
assistance.
Mrs. Rosalie D. Esteban, Department Head of Bachelor in Secondary Education

major in Biological Science, for her unending support and encouragement to pursue the
study.
Ms. Claire Josielyn S. Aguil, Research I and II adviser, for being patient and
showing concern in checking out drafts. Without her guidance and unceasing support in
refining this piece of work the researchers will not be able to finish the study.
2nd year students of Bachelor in Secondary Education major in Biological Science

for the cooperation and sincere participation to respond to our interviews, observations,
and questionnaire.
Mrs. Joy Hilario, professor of University of Caloocan City, for support and
encouragement to the researchers. Her inspiring ideas and advises were indeed a big help
to the researchers.
To SCC Professors and Colleagues, who imparted their knowledge in doing this
research.
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To the students-Respondents of St. Clare Collage of Caloocan for their cooperation.
To the parents of the researchers for the love and unconditional support along the
way.
Above all, we would like to thank our Almighty God, for guiding and giving us
his wisdom, patience and strength to continue throughout all struggles and consequences
behind this study.
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DEDICATION
This humble piece of work is wholeheartedly dedicated to the following person:
Marlyn Galano and Bernardo Galano

Teresita Navarro and Carlito Navarro
(Parents of the Researchers)
The researchers would also like to dedicate this study to other k-12 students
and other future researcher; they knew that they will serve this information to them.
We whole-heatedly want to dedicate this piece of work to those students of

St. Clare College of Caloocan to pursue their education despite all the hardships
and hindrances and to use the technology as a tool in achieving quality education
for the betterment of our country.
May this be an instrument of wisdom and knowledge to you, Clareans
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TABLE OF CONTENTS
Page
TITLE PAGE. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ………….. . . . .

. . . .i
ABSTRACT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……. . . .
. . . .ii
CERTTIFICATON. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ……. . . . . . . . . .
. . . xii
ACKNOWLEDGEMENT . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …… . . . . . .
. . ..xiii
DEDICATION. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …… . . . .
. . . xv
LIST OF TABLES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … . . .. . . . . . .
. . xviii
LIST OF FIGURES . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . . .. . . . . . . .
. xviv
I. The Problem and its Background
Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . .. . . . . .... . . ….

19
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Background of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….....
. . .21
Statement of the Problem . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .. . .. ….. .

. .23
Significance of the Study . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….

. . . 24
Scope and Limitation of the Study.. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . …...

. .. 25
Definition of Terms . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . …..

. . .26
Conceptual Framework . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….
. . . 27
II. Review of Related Literature and Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … . . .

. . 29
III. Methodology
Research Method . . . . . . . .. .. . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .
.. . . .45
Respondents . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . .
. . . 46
Instrumentation . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . .
. . . 46
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Statistical Tool. . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . .. . . . .. . .. . . . . .
. . . 47
IV. Presentation, Analysis and Interpretation of Data . . . . . . . .. . . . . . . . . . . . . . . . .. . . .

. . . 49
V. Summary, Conclusion and Recommendation
Summary . . . . . . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … .
. . . 71
Conclusion . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . ... . .
. . . . 71
Recommendation . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … .
. . . . 72
CURRICULUM VITAE . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . …... . .

. . . ..
List of Tables
1. Age Range . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….. . . . .

. . . ..50
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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
In this era of globalization and technological revolution, education is considered as
a first step for every human activity. It plays a vital role in the development of human
capital and is linked with an individual’s well-being and opportunities for better living
(Battle & Lewis,2008) Academic performance is the most important for every students.
This increase in productivity also leads towards new sources of earning which enhances
the economic growth of a country (Saxton) The students’ academic performance plays a
vital role in creating the finest quality alumnae who will become leader and power of a
particular country, consequently responsible for the country's social and economic
development (Ali et. el, 2009).
The performance of every students inside their class is affected by personal, social,
psychological, economic environmental factors. These factors influence the performance
of every students its either negative or positive. Most of the factors that affects the
performance of the students of k-12 curriculum focused on such issues like family
background, the style of teaching, gender issues like gender role, class environment teacher
education and socioeconomic factor. Students’ academic performance and achievement
plays an important role in producing the best quality graduates who will become great
leader and manpower for our country thus responsible for the country’s economic and
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social development. The performance of students in schools or university should be a
concern not only by the administrators, educators, or professors but also in the parents of
the students. Many studies are carried out to explore factors affecting students’ academic
performance and achievement. They need to be concern about their selves and about the
factors that may affect their academic performance. Students’ characteristics may also
affect on their performance, it may promotes academic success or failed. Characteristics or
qualities such as psychological needs and social skills, namely self-efficacy, motivation,
attitudes and behavior, academic competency, communication skills, collaboration,
cooperation, and team capabilities are important for the students’ academic performance.
BACKGROUND OF THE STUDY
Moshe, (2014) said that, students’ performance was affected by shortage of English
teachers and absence of teaching and learning materials. However, her findings showed
that, the presence of untrained, under-qualified and trained teachers who are incompetent
resulted to skip teaching some difficult topics in the syllabus and students’ infrequent use
of English language at school and home, large class size, teachers’ responsibilities, poor
conducive teaching and learning environment in the classrooms, limited home support
environment and poverty are among the factors that affecting students’ academic
performance in English Language. Students’ effort, previous schooling parents’ education,
family income, self motivation, age of student ,learning preferences, class attendance and
entry qualifications as factors that have a significant effect on the students’ academic
performance in various settings. (Ali Shoukat at el 2008), said that the factors affecting
academic performance are gender, age, schooling, father/guardian social economic status,
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residential area, medium of schooling, tuition trend, daily study hours and accommodation
trend are the factors affecting academic performance.
( Graetz 2007)conducted a study on study on socioeconomic status of the parents

of students and concluded that the socio economic background has a great impact on
student’s academic performance.( Pedrosaet. Al 2010) in their study on social and
educational background pointed out those students who mostly come from deprived socio-
economic and educational background performed relatively better than others coming from
higher social-economic and educational area. Eamon (2010) “Those students usually come
out from low socio-economic status or area show low performance in studies and obtained
low scores as compared to the other students or their counter parts” .A number of studies
have been carried out to identify causal factors of poor academic performance in a
number of institutions worldwide. Most of the study focus on the three intervening
elements: parents (family causal factors), teachers (academic causal, factors), and
students (personal causal factors) (Diaz). One of the studies from a secondary school
level revealedthat socioeconomic status (SES) and parents' education have a significant
effect on students' overall academic achievement, as well as achievement in the
subjects of Mathematics and English. The achievement of students is negatively correlated
with the low SES level of parents because it hinders the individual in gaining access to
sources and resources of learning (Duke, 2012; Eamon; Lopez,)
Most of the research has explored many different and important factors that can
affect the student’s performance. Most of these factors were income of parents,
contribution of parents in the study of their children, the area to which they belong, the
educational background of the parents, behavior of teacher in the class, their contribution
in the academic achievements of the students and the importance of co-curricular activities
in their educational achievements. One also factor is about the financial problem. The
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students who have the strong financial background tend to have a more CGPA in their
academic career than the students who have a weak financial background (Aghus and
Makhbul 2007).
The reason may be the students with weak financial background have to strive
hard for their studies as well as their living expenses. Or other reason may be that the rich
parents provide their children with all important and necessary facilities for their
educational achievements and they in return give good results in their examination
.Different studies and research have also shown that there is a significant relationship
between the parent’s education and student’s performance. The parent’s education is
positively related to the student’s achievements in studies (Doyle 2006) observed from his
study that those teachers are successful in the classrooms that use a variety of techniques
and interactive to teach as compared to those who use formal methods. Another important
factor in this regard can be the region or area to which the students belong. It has been
observed from the study conducted by Washbrune that students who belong to the urban
areas give better academic performance as compared to those who come from less
populated areas. The results show that the income variable is positively associated with the
students’ performance. This means that the parents who have high income, their children
show good performance in the studies. Maybe the students who have a strong financial
background are tend to have a good CGPA score in their studies.(Duke, 2012; Eamon, ;
Lopez, ).There’s more factors that we need to know to solve that factor.
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SIGNIFICANCE OF THE STUDY
To students to know what are the possible affect of K-12 to the students
To Parents to Know how the K-12 affect the Performance of their children.
To researchers to aware them what are the affects.
The study intends to investigate on the factors that affecting the academic performance Of
the students such as students’ characteristic and the people around them. This study is very
useful for us to know why other students are successful and failed about their academic
performance inside their classroom. The factors affecting to them may stop if these factors
affected them negatively and it may continue if these factors affected them positively. The
study may provide feedback the status of teaching and learning facilities such as,
chemicals, textbooks, chalks, laboratory ,equipment’s. The feedback may guide to improve
its resources allocation in k-12 students specially gr.11 and 12 aiming at improving the
quality of education in schools. The study may provide feedback on the status of guidance
and counseling as a component needed to support students growth through effective use of
time, decision making and hence good performance among secondary schools students.
The study expects to bring useful insights on which to build, modify or improve the ways
of teaching/learning in context. On other hand, the study is important for educational
stakeholders including :-Researchers, Politicians, Heads of Schools , Teachers, Parents of
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the Students as well as, Educational Planners in planning for improving the quality of
education in secondary schools
STATEMENT OF THE PROBLEM
Academic performance is very important in every students specially in senior high

school
It’s basically measures how students performed well in various assessments with
criteria given by their educators or professors.
The problem is we doesn’t even know why other students cant performed well in
their academics. What are the factors that can affect to their performance? Is that all
negative? How it can be positive?
1. Demographic profile
Name
Year and Section
2. Do you think what are the factors that can affect to the student’s academic
performance?
3. Have you experience this factors?
4. Do you think that this factors are negative?
5. How this factors affected you?
6. How it can be positive?
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7. Do you think family problem is the one factors can affect the performance of the
students?
8. Do you think how to avoid this factors?
SCOPE AND DEFINITION OF THE STUDY
Academic performance is the extent to which a student, teacher or institution
has achieved their short or long-term educational goals. Cumulative GPA and completion
of educational benchmarks such as secondary school diplomas and bachelor's degrees
represent academic achievement and also the knowledge and skills of the students that they
mastered in their strand or courses.
Determining the factors affecting the student’s academic perfomace of k-12
curriculum was the focus of this research/study. All the information and conclusion drawn
from this study were obtained to the particular group of students
Interview questionnaire were given to selected Gr.11 and 12 students for total of
15students, 13 interviews for the girls and 2 for the boys. They will be interview (5)minutes
to answer the questions that were given to them.
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CONCEPTUAL FRAMEWORK
•PROFILE OF THE •VALIDATION OF •RECOMMENDED TO
OUTPUT
INPUT
PROCESS
RESPORNDENTS THE GIVE AND TO GAIN
•- Name QUESTIONNARE IMPORMATION
•-Year and section •ANALYZE AND ABOUT THE FACTORS
INTERPRET THE THAT CAN AFFECT TO
•SENIOR HIGH
ANSWERS OF THE THE STUDENT'S
STUDENTS
RESPONDENTS ACADEMIC
•-Gr.11 & 12 PERFORMANCE
•DATA ANALYSIS
•RESPONDENTS
AND
FACTORS
PRESENTATION
•EXPERIENCED OF THE
RESPONDENTS
•OPINION ABOUT THE
TOPIC
This study focuses on the factors that can affect to the academic performance of every
students in k-12 curriculum
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DEFINITION OF TERMS
Affecting - evoking a strong emotional response. How to use affecting in a sentence
Factors - a circumstance, fact, or influence that contributes to a result or outcome
Globalization - the process by which businesses or other organizations develop
international influence or start operating on an international scale.
Technological - resulting from improvements in technical processes that increase
productivity of machines and eliminates manual operations or operations done by older
machines.
Performance - the action or process of carrying out or accomplishing an action, task, or
function.
Knowledge - facts, information, and skills acquired by a person through experience or
education; the theoretical or practical understanding of a subject.
Possible - able to be done; within the power or capacity of someone or something.
Incompetent -not having or showing the necessary skills to do something successfully.
Pursue - continue or proceed along (a path or route).
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Shortage-a state or situation in which something needed cannot be obtained in sufficient
amounts.
Socio – Economic-relating to or concerned with the interaction of social and economic
factors.
Intervening - happening between two times or between other events or activities
Stake holder - an independent party with whom each of those who make a wager deposits
the money or counters wagered
Investigate -carry out a systematic or formal inquiry to discover and examine the facts of
(an incident, allegation, etc.) so as to establish the truth.
Academic achievement or (academic) performance - is the extent to which a student,
teacher or institution has achieved their short or long-term educational goals.
Technique -a way of carrying out a particular task, especially the execution or
performance of an artistic work or a scientific procedure.
Provide - make available for use; supply.
Feedback - information about reactions to a product, a person's performance of a task,
etc. which is used as a basis for improvement.
Involve -cause (a person or group) to experience or participate in an activity or situation.
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Poverty -the state of one who lacks a usual or socially acceptable amount of money or
material possessions. Poverty is said to exist when people lack the means to satisfy their
basic needs.
Facility-an ability to do or learn something well and easily; a natural aptitude
Qualification - refers to the knowledge or skill that makes somebody suitable to take on a
certain role.
Result -a consequence, effect, or outcome of something.
Interactive - (of two people or things) influencing or having an effect on each other.
Guidance - advice or information aimed at resolving a problem or difficulty, especially as
given by someone in authority.
Counseling – giving a professional help and advice to (someone) to resolve personal or
psychological problems.
Education - the process of receiving or giving systematic instruction, especially at a
school or university.
Expenses- offset (an item of expenditure) as an expense against taxable income.
Resources - provide (a person or organization) with materials, money, staff, and other
assets necessary for effective operation
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CHAPTER II
FOREIGN LITERATURE
Galiher (2006) and Darling (2005), used GPA to measure student performance
because the main focus in the student performance for the particular semester. Some other
researchers used test results or previous year result since they are studying performance for
the specific subject or year (Hijazi and Naqvi, 2006 and Hake). Many researchers have
discussed the different factors that affect the student academic performance in their
research. There are two types of factors that affect the students‘ academic performance.
These are internal and external classroom factors and these factors strongly
affect the students‘ performance. Internal classroom factors includes students competence
in English, class schedules, class size, English text books, class test results, learning
facilities, homework, environment of the class, complexity of the course material, teachers
role in the class, technology used in the class and exams systems .External classroom
factors include extracurricular activities, family problems, work and financial, social and
other problems.
Research studies shows that students‘ performance depends on many factors
such as learning facilities, gender and age differences, etc. that can affect student
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performance (Hansen, Joe B., 2010). Harb and El-Shaarawi (2006) found that the most
important factor with positive effect on students' performance is Parental Involvement.
ACADEMIC PERFORMANCE
In his widely cited paper, Romer (2007) is one of the first few authors to explore the
relationship between student attendance and exam performance. A number of factors have
contributed to declining class attendances around the world in the last 15 years. The major
reasons given by students for non-attendance include assessment pressures, poor delivery
of lectures, timing of lectures, and work commitments (Newman-Ford, Lloyd & Thomas,
2009). In recent times, students have found a need to seek employment while studying on
a part-time basis due to financial constraints. The numbers of part-time and mature students
has also risen sharply. The use of information technology also means that information that
used to be obtained from sitting through lectures can be obtained at the click of a mouse.
Indeed, web-based learning approaches have become the order of the day. Given all these
developments that either makes it impossible or unnecessary for students to attend classes,
the question that needs to be asked is whether absenteeism affects students‘ academic
performance. Research on this subject seems to provide a consensus that students who miss
classes perform poorly compared to those who attend classes (Devadoss& Foltz,; Durden&
Ellis, ; Romer, ; Park & Kerr, ; Schmidt,). Based on these findings a number of stakeholders
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have called for mandatory class attendance. Although the existing evidence points to a
strong correlation between attendance and academic performance, none of the studies cited
above demonstrate a causal effect. The inability of these cross-sectional studies to isolate
attendance from a myriad of confounding student characteristics (e.g. levels of motivation,
intelligence, prior learning, and time-management skills) is a major limiting factor to the
utility of these findings (Rodgers & Rodgers, 2003).Controlled for student differences in
background, ability and motivation, and reported a nonlinear effect of attendance on
learning, that is, a few absences do not lead to poor grades but excessive absenteeism does.
Educational services are often not tangible and are difficult to measure because they result
in the form of transformation of knowledge, life skills and behavior modifications of
learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So there is no commonly agreed upon
definition of quality that is applied to education field. The definition of quality of education
varies from culture to culture (Michael,2008). The environment and the personal
characteristics of learners play an important role in their academic success.
The school personnel, members of the families and communities provide help and
support to students for the quality of their academic performance. This social assistance
has a crucial role for the accomplishment of performance goals of students at school
(Goddard, 2003). Besides the social structure, parents’ involvement in their child‘s
education increases the rate of academic success of their child motivation, and reported a
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nonlinear effect of attendance on learning, that is, a few absences do not lead to poor grades
but excessive absenteeism does.
Educational services are often not tangible and are difficult to measure
because they result in the form of transformation of knowledge, life skills and behavior
modifications of learners (Tsinidou, Gerogiannis, & Fitsilis, 2010). So there is no
commonly agreed upon definition of quality that is applied to education field. The
definition of quality of education varies from culture to culture (Michael, 1998). The
environment and the personal characteristics of learners play an important role in their
academic success. The school personnel, members of the families and communities provide
help and support to students for the quality of their academic performance. This social
assistance has a crucial role for the accomplishment of performance goals of students at
school (Goddard, 2003). Besides the social structure, parents‘ involvement in their child‘s
education increases the rate of academic success of their child.
MEDIA/TECHNOLOGY
Education encounters, in modern times, challenges in all aspects of social,
economic &cultural life; the most important of which are over-population, over-
knowledge, education philosophy development & the change of teacher‘s role, the spread
of illiteracy, lack of the staff& the technological development & mass media (Aloraini,
2005, p. 30-32). This drove the teaching staff to use the modern teaching technologies to
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face some of the main problems, which education & its productivity encounter, by
increasing the learning level which may be achieved through providing equivalent
opportunities for all people whenever & wherever they are, while taking into account the
individual differences between learners.
The researcher thinks that multimedia is one of the best educational
techniques because it addresses more than one sense simultaneously, as it addresses the
senses of sight & hearing .Multimedia programs provide different stimuli in their
presentations which include a number of elements some of which are (Aloraini, 2005, p.
55 – 75): Texts, spoken words, sound & music, graphics, animations and still pictures.
These elements were mainstreamed in a comprehensive presentation so as to provide
effective education, which in turn will support the participation of the different senses of
the learners in diverse syllabi. (Hadmin,2000). To improve the educational productivity,
some of the teaching staff sought to mainstream technology within education, developing
traditional techniques & using new educational methods (Al-A‘ny, 2000).Mainstreaming
the technological media within what is called “Multimedia‘‘ is the pattern which led to
infinite applications of computer technologies. The concept of this technology came into
being with the appearance of soundcards, then compact disks, then came the use of digital
camera, then the video which made computer an essential educational tool.
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PHYSICAL
Mahar (2006), Habitual physical activity is vital for enhancing overall health.
Lifestyle behaviors adopted in childhood tend to track into adulthood, and more active
children tend to be more active as adults than their sedentary peers, thus aiding in the
prevention of diseases such as obesity, hypertension, cardiovascular disease, and other
health problems. Unfortunately, physical activity among children and adolescents has
declined, and increasing numbers of children are spending more time in sedentary
activities. A review of the literature reveals that few studies have been conducted to
evaluate the physical activity levels of elementary school children during a typical school
day. Likewise, few studies have been conducted to evaluate the effects of physical activity
on the classroom behavior of elementary school children. Additional research is also
needed to evaluate the effectiveness of classroom-based physical activity programs on on-
task behavior and academic performance. Because on-task behavior can be directly linked
to physical activity that is performed immediately preceding the observation period, it may
be the most appropriate variable to evaluate relative to academic performance.
SOCIAL
From Wikipedia (2009), the term psychosocial refers to one in psychological
development in and interaction with a social environment. The individual is not necessarily
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fully aware of this relationship with his or her environment .In 2004, Barker and Garvin
Doxas stress that a learning environment includes physical surroundings, psychosocial or
emotional components, social and cultural influence that exist in a learning situation. Ozay,
et.al (2004) also pointed out that classroom environment factors have been found to be
particularly influential on student results. Learning Theories.com (2012, April 12),
exemplifies on Vygotsky‘s Social Development Theory that social interaction plays a
fundamental role in the process of cognitive development. Such occurs first between the
child and other people (inter psychological) and then inside the child (intra-psychological).
Other people can be conceptualized as the ―The More Knowledgeable Other (MKO)‖.
The MKO refers to anyone who has a better understanding or a higher ability level than
the learner, with respect to a particular task, process, or concept. The MKO is normally
thought of as being a teacher, and could also be peers. When Aronson (2003) first published
“The Social Animal” in 1972, he confirmed scientifically what people knew experientially:
Human beings are social in their very nature. In fact, Dunbar (1998) hypothesized that the
large human brain evolved primarily to adapt to an increasingly complex social
environment. As Goleman (2006) puts it ―We are wired to connect. The domain of social
intelligence and development is a critical component of descriptions of human ability and
behavior (Albrecht, 2006; Gardner, 1983/1993, 2006). Social skills are important t for
preparing young people to mature and succeed in their adult roles within the family,
workplace, and community (Ten Dam & Volman, 2007). Elias et al. (1997) suggested those
involved in guiding children and youth should pay special attention to this domain: social
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skills allow people to succeed not only in their social lives, but also in their academic,
personal, and future professional activities.
EMOTIONAL
Emotion may be seen as a complex of feelings, sensations and tendencies to action
accompany by stirred-up bodily conditions and directed toward a specific object or
situation. covers a wide range of behavior that is agitated and without definite orientation,
as well as behavior that is highly motivated and goal directed. It has been defined as ―a
strong feeling or agitation involving internal and external bodily changes‖ or ―a condition
of upset that drives the individual to move. Emotional states from the mildest effective
states of pleasantness and unpleasantness to the more intense states. John Dewey began
with an eloquent plea for the education of the whole child. Study shows that our emotional
system is a complex, widely distributed, and error-prone system that defines our basic
personality early in life, and is quite resistant to change. Far more neural fibers project from
our brain‘s emotional center into the logical/rational centers than the reverse, so emotion
is often a powerful determinant of our behavior than our brain‘s logical/rational processes.
Bloom's Taxonomy of Learning Domains was created in 1956 under the leadership of
educational psychologist Dr. Benjamin Bloom in order to promote higher forms of thinking
in education, such as analyzing and evaluating, rather than just remembering facts (rote
learning).In the affective domain of the learners (Krathwohl, Bloom, Masia, 1973) includes
the manner in which we deal with things emotionally, such as feelings, values,
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appreciation, enthusiasms ,motivations, and attitudes. The five major categories are listed
from the simplest behavior to the most complex. According to Dean Taylor, students
between the ages 5 and 18 years of age are expected to learn in school. It is their primary
job in this society, and it‘s possibly the one thing that will prepare them to become
productive members in their adult years. What they learn will also determine the choices
they make when they enter the workforce or continue into higher education. In order for
students to learn there are several factors that must be considered. Most of these factors are
external; they deal with social or cultural values. Also, it may be determined by the school‘s
environment as well as the teachers and the administrations that teach them. Still, another
important factor falls upon the student‘s ability and willingness to learn. Thorndike, like
many of the early behavioral learning theorists, linked behavior to physical reflexes. In his
early work he also viewed most behavior as a response to stimuli in the environment. This
view that stimuli can prompt responses was the forerunner of what became known as
stimulus-response (S-R) theory (Elliot et al,2006). Thorndike developed his Law of Effect
which states that if an act is followed by a satisfying change in the environment, the
likelihood that the act will be repeated in similar situations increases. According to
Thorndike, pupils learn more effectively and easily, and retain that learning longer, if it has
pleasant consequences. Thus, rewards, successes, or positive reinforcement further
learning, while punishments, failures or negative experiences hinder it. English
philosophers Thomas Hobbes and John Locke disagreed. They argued that all human
experiences including sensations, images, thoughts, and feelings are physical processes
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occurring within the brain and nervous system. Therefore, these experiences are valid
subjects of study. In this view, which later became known as monism, the mind and body
are one and the same. Today, in light of years of research indicating that the physical and
mental aspects. of the human experience are intertwined, most psychologists reject a rigid
dualist position.(Microsoft ® Encarta ® 2009. © 1993-2008 Microsoft Corporation)
RELATIONSHIP BETWEEN PARENTS AND CHILD
Parents‘ positive attitude towards child‘s education is important in determining
school attendance and academic achievement of the child. Favorable attitude towards
schooling and education enhances parental involvement in children‘s present and future
studies . It is more likely a child with doctors as parents will end up pursuing higher
education- possibly medical school, than the child whose parent‘s education stopped at a
high school diploma. This is not to stay that the child‘s education is predetermined by the
parent‘s education; however it is merely one factor that can affect the student‘s desire to
learn. the affluent parent will have access to educational resources for his/her child directly
or indirectly. It is more likely that these parents will have higher regards for education ,set
educational goals for the child and/or be models. Krashen (2005) concluded that students
whose parents are educated score higher on standardized tests than those whose parents
were not educated. Educated parents can better communicate with their children regarding
the school work, activities and the information being taught at school. They can better assist
their children in their work and participate at school (Fantuzzo & Tighe, 2007; Trusty,)
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Theory of Educational Productivity by Walberg (2010) determined three
groups of nine factors based on affective, cognitive and behavioral skills for optimization
of learning that affect the quality of academic performance: Aptitude (ability, development
and motivation). (amount and quality); environment (home, classroom, peers and
television) (Roberts, 2007). The home environment also affects the academic performance
of students. Educated parents can provide such an environment that suits best for academic
success of their children. The school authorities can provide counseling and guidance to
parents for creating positive home environment for improvement in students‘ quality of
work (Marzano, 2003). The academic performance of students heavily depends upon the
parental involvement in their academic activities to attain the higher level of quality in
academic success (Barnard, 2004; Henderson,1988; Shumox & Lomax, 2001).
Parental involvement in a child‘s education along with environmental and
economic factors may affect child development in areas such as cognition, language, and
social skills. Numerous studies in this area have demonstrated the importance of family
interaction and involvement in the years prior to entering school (Bergsten; Hill, 2001;
Wynn, 2002). Research findings have also shown that a continued effort of parental
involvement throughout the child‘s education can improve academic achievement
(Driessen, Smit & Sleegers, 2005; Fan,2001; Hong & Ho, 2005). Academic failure has
been linked with risk behaviors and negative outcomes such as; substance abuse,
delinquency, and emotional and behavioral problems(Annunziata, Houge, Faw, & Liddle,
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2006). Weiss et al. (2006) also provide an integrative model of family involvement that is
evidence-based or clearly linked to positive child outcomes. Their model encompasses
three important categories: Parenting, Home-School Relationships And Responsibility for
Learning Outcomes Parenting includes the attitudes, values, and practices that parents use
in raising young children. This category would include nurturing parent-child relationships
and child-centered practices. Home-School Relationships pertain to both formal and
informal connections. between families and young children‘s early childhood education
programs. It may include regular communication with teachers and efforts by the early
childhood education programs to discussion groups. Responsibility for Learning Outcome
speaks to how parents can support the language and literacy development of their children
through direct parent-teaching activities such as reading aloud and engaging in
linguistically rich conversations with their children.
INVOLVEMENT OF TEACHERS IN THE ACADEMIC PERFORMANCE OF
STUDENTS
Mary Chamberlain said that that great teacher make a difference. They have passion
that seeps through the skin-a love of learning. Great progress (‘a revolution‘) was made but
a working hum and engagement is now not enough. What are now needed are quality
learning conversations between teachers and learners. It is about extending rather than
supervising, about linking to the child‘s world, about creating lines of desires, about not
seeing the curriculum as a straightjacket. The curriculum it seems is more a direction
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between families and young children‘s early childhood education programs. It may include
regular communication with teachers and efforts by the early childhood education
programs to discussion groups. Responsibility for Learning Outcomes speaks to how
parents can support the language and literacy development of their children through direct
parent-teaching activities such as reading aloud and engaging in linguistically rich
conversations with their children.
Teacher’s Involvement in the Academic of the Learner
Mary Chamberlain said that that great teacher make a difference. They have passion
that seeps through the skin-a love of learning. Great progress (‘a revolution‘) was made but
a working hum and engagement is now not enough. What are now needed are quality
learning conversations between teachers and learners. It is about extending rather than
supervising, about linking to the child‘s world, about creating lines of desires, about not
seeing the curriculum as a straight jacket. The curriculum it seems is more a direction.
“Appreciate that learning isn‘t always fun” - a good teacher knows when to push‘ –
some learning may be uncomfortable‘ - really good teachers do this in skilled way. The’x‘
factor is enthusiasms -an enthusiasm and zest for teaching is critical”, John Langley
emphasized “A danger is that teachers are bogged down with curricula‘. The best teachers
can assess the needs of their kids‘- it is worrying in recent years that curricula have become
the dominant things‘- a conduit for shoveling information‘- this is not what teaching is all
about .”A good teacher for 9-year old in this international sense is usually a female teacher.
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Dowling believed that human teachers characteristically perform a wide range of
activities that we subsume under the general heading of ‗teaching‘. Those include planning
and designing, demonstrating, guiding, telling, questioning, testing, recording, motivating,
and criticizing even learning. Many of these aspects of a teacher‘s role require significant
expertise and the making of finely tuned and sensitive judgments based on both breadth
and depth of experience. This is important, for instance, in relation to the provision of
appropriate scaffolding to learners. It can also be argued that the human teacher is in a
strong position, in particular by virtue of overall life experience and sophistication as a
communicator, to both model and facilitate co-operative learning behaviors.
According to the Ministerial Round Table Meeting (2003), the image of the teacher
as a specialist in a specific subject who stands alone in front of the class is still a reality
today in many contexts, particularly at the elementary level. However, this perception of
the role of teachers no longer matches the demands of teaching and the expectations that
are made with regard to the education of young people. Even if the teaching profession has
preserved an element have changed and are continually changing knowledge and ways to
access it, the influence of the media, societal demands, the social environment, the students
themselves, etc. The teacher is moving away from being a ―transmitter of knowledge‖ and
led more and more towards becoming a ―mediator in the construction of knowledge‖ a
facilitator and even at times, a social worker. He or She must also foster the development
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of social skills and create a learning environment that will encourage young people to learn
to live together and to become responsible citizens.
Faced with expanding access to secondary education, the growing heterogeneity
of students, the redefinition of objectives, learning content, working methods and Due to
low performance of the pupils, it has always been blamed on the low of efficiency of
teachers. In response to this, in the article written by Evasco (2007), he quote, ―We have
to look for other factors to account for the deterioration of quality instruction. It is a firm
belief that the failure to address quality instruction has something to do with student‘s
socio-economic status and our culture towards education.” Students‘ perceptions of teacher
support have a direct effect on their interest and motivation (Wentzel,2007), and teachers‘
expectations of student achievement(which has an affective component) influence the way
they behave toward their students and thus can affect students‘ motivation, self-
perceptions, and academic performance (Jussim & Harber, 2008).However, teacher
support in the form of care for students‘ well-being and comfort may be necessary but
insufficient to promote mastery goal orientation: Care and concern for students‘ learning
may also be required (Patrick, Anderman, Ryan, Edelin, & Midgley, 2007). Teachers are
role models who continuously induce and respond to the emotional reactions of their
students. Pianta et al. (2010) applied components of attachment theory (Ainsworth,
Belehar,Waters, & Wall, ; Bowlby,2008) in understanding teacher - student relationships
and the teacher‘s function as an important role mode. According to attachment theory,
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relationships with supportive caregivers, characterized by trust, responsiveness, and
involvement, promote social and emotional development through the development of
healthy internalized working models. Children with supportive internal working models
feel a sense of security that allows them to explore novel situations (Bretherton
&Munholland,2007). Therefore, when teachers are warm and supportive, they provide
students with a sense of connectedness with the school environment and the sense of
security to explore new ideas and take risks — both fundamental to learning (Mitchell-
Copeland, Denham, & DeMulder, 2010; Murray & Greenberg, 2011; Watson, 2009).
However, it is not always easy to be warm and supportive, especially when provocative
student behaviors thwart the teacher‘s efficacy to perform his or her primary instructional
role and/or the school culture promotes punitive control measures over more authoritative
approaches (G. R. Mayer, 2001). Although the quality of student – teacher relationship
depends, in part, on how teachers express and process negative emotions (George &
Solomon, 1996), as we reviewed above, for many teachers, regulating negative emotions
in the classroom can be challenging and is a commonly reported stressor (Carson &
Templin, 2007; Sutton, 2008). Although they regularly face situations that provoke anger,
contempt, disgust, sadness, and frustration, to develop and maintain health yrelationships
with their students teachers must find appropriate ways to express (or inhibit) their feelings
in a classroom setting (Hargreaves, 2007). Although teachers recognize the importance of
regulating their emotions and think they are keeping their feelings hidden from students,
often they are less successful than they imagine (Carson & Templin, 2007; Sutton, 2009;
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Sutton &Wheatley, 2007). Teachers are expected to overcome all of these obstacles, yet
have not been adequately educated to understand how these life circumstances affect the
families they serve. Working in low-income, urban schools proves to be more challenging
than many teachers expected and is often far different from their own experiences with
schooling. The teachers are a part of this system that they often do not fully understand. As
a result, educators are likely to engage in behaviors that contribute to the achievement gap.
This is particularly dangerous because research shows that the teacher is one of the greatest
factors in student success (McNeal,2007). When teachers are unprepared to cope with the
realities of their students‘ lives and unaware of how schooling contributes to this reality,
success can be difficult to achieve. According to Gallavan et al (2009) Teachers, especially
at the novice level, are not aware of the vastly different worlds their students live in.
Instead, they assume that their students are just like them. This assumption allows for many
teachers to utilize educational approaches that they witnessed growing up. As a result,
when their own students struggle to succeed, they blame the child because the methodology
had been effective in their own schooling. A teacher‘s skill, expertise and willingness can
help student to learn. In the art of teaching, anything a teacher does is going to be
scrutinized by the students. If the teacher serves as an ideal role model, demonstrates
competence, as well as confidence, in the subject he or she is teaching, the students will
respond positively. This rule applies to administrators as well. In the contrary, the
favoritism of the teacher can also affect the learning process of the students. The way their
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teachers deal with them is one thing. Though teachers have different strategy on imparting
knowledge, students do not understand it easily
FOREIGN STUDY
More and more research studies demonstrate that daytime sleepiness from chronic
sleep deprivation and poor quality sleep has significant impacts on daytime behavior and
academic performance, as well as concentration, attention, and mood, Breus (2009). Even
20 fewer minutes of needed sleep may significantly affect behavior in many areas. One
study showed that those.
From elementary school through high school and beyond, a great many of our
children are chronically sleep-deprived. With more than 2/3 of all children having some
kind of sleep students with C‘s, D‘s and F‘s got about 25 fewer minutes of sleep and went
to bed an average of40 minutes later than A and B students. problem, and most adolescents
not getting enough sleep, many will struggle to meet the barrage of new challenges,
demands, and emotions of a new school year. It is not widely recognized and appreciated
just how pervasive and critical quality sleep is for brain development and how it directly
influences daytime functioning, performance, mood and behavior.
Doran (2009) Childhood: A time of giggles, jumping exuberance, best friends.
The absence of stress is a safety net where the children are protected, secure and happy and
worry free. Children under stress who experience loss or who have attention, learning or
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conduct disorders are at higher risk for depression. The Academy of Adolescent Psychiatry
lists some symptoms of childhood depression: persistent depression; inability to enjoy
previously favorite activities; frequent absences from school or poor performance;
continuing low energy or motivation; poor concentration; a major change in sleeping or
eating patterns and difficulty dealing with everyday activities and responsibilities.
Kuzma (2008) Children needs positive attention. Criticism, complaining and
negative comments are discouraging and often result in more misbehavior. But
encouragement, optimism and positive strokes are to kids as fertilizer is to plants. It‘s the
stuff that really makes them flourish-as Rudolf Dreikers statement that ―each child needs
continuous encouragement just as a plant needs water.
The lack of positive attention can cause tremendous behavior problems in
children. And how surprising isn‘t it, when one child is so good and the next so ―slow and
having bad performance‖ even though we treat both of them the same. You seem to get
opposite results. There a son for this is that children are born with different characteristics
that make them either easy or difficult to learn with.
The involvement of parents as teachers to their children play an important role to
contribute to a good performance like in reading development and formation of reading
habits of the children utilizing various stimulating techniques. It is important that they‘re
most likely prepared with reading experiences to fell enjoyment, satisfaction, confidence
and appreciation of the different school activities. Parents misconstrue that it is teacher‘s
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obligation to teach everything to their children and not theirs. It is more significant if they
always find time for their children to read to make their children become efficient and
skilled readers and for them to develop high reading performance (Dogelio, 2010)
Researchers conducted a meta-analysis to synthesize the quantitative literature
concerning the relationship between parental involvement and children‘s academic
achievement. Their findings revealed a ―moderate and practically meaningful‖
relationship between parental involvement and academic achievement. Parental
aspiration/expectation for children‘s educational achievement was the strongest
relationship, while parental home supervision was the weakest. The relation of parent
involvement to achievement was also stronger as a ―global indicator‖ of academic
achievement (e.g. grade point average) than as a predictor of student achievement in
specific subject areas.( Fan, X.T., & Chen, M. (2001). Parental involvement and students‘
academic achievement: A meta-analysis. Educational Psychology Review, 13,1-22.) This
article analyzes how specific parenting practices, both at home and at school, relate to
student achievement.
Researchers have been studying the connection between social development
and academic achievement for decades and have come to a startling conclusion: the single
best predictor of adult adaptation is not academic achievement or intelligence, but rather
the ability of the child to get along with other children (Hartup,2008). Additionally,
Wentzle (2009) found that pro social and antisocial behavior are significantly related to
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grade point average and standardized test scores, as well as teachers‘ preferences for the
student.
These studies, and others like them indicate that a socially adjusted child is more
likely to be the academically successful child. As an explanation for why social
development is important to the academic learning process, Caprara, Barbanelli, Pastorelli,
Bandura (2010) noted that aggression and other maladaptive behaviors detract from
academic success by ‗undermining academic pursuits and creating socially alienating
conditions‘ for the aggressive child. Studies show also that if children are delayed in social
development in early childhood they are more likely to be at-risk for maladaptive behaviors
such as antisocial behavior, criminality, and drug use later in life(Greer-Chase, Rhodes, &
Kellam, 2002). In fact, Kazdin (2006) noted that the correlations between preschool-aged
aggression and aggression at age 10 is higher than the correlation between IQ and
aggression.
LOCAL LITERATURE
Written with Dr. Michael Aguirre Clores of the Department of Mathematics and
natural Sciences, College of Arts and Sciences, Ateneo de Naga University, presents case
studies in the interaction between students‘ understanding and belief in learning the theory
of evolution. Constructivist theory argues that belief and understanding are separate but
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interrelated aspects in the learning process. Results revealed that students‘ position about
the theory of evolution and patterns of understanding varied:
(a) misconceptions or lack of understanding affecting the belief; (b) cascade
of conceptual change that was complicated by belief; (c) rejection of the theory due to
challenged religious belief and potential to understand evolutionary theory despite
resistance to believe in the theory; (d) remaining skeptical about the theory due to
ambivalence that emanated from his conflicting theological and scientific beliefs and
misconception he held about human evolution, and (e) prior beliefs and concepts that were
commensurate to the accepted scientific concepts and beliefs about the evolution made
learning evolution less complicated. We conclude that the Filipino students‘ belief affect
their ability to understand the theory of evolution and vice-versa. The strategic nature of
learning requires students to be goal directed. To construct useful representations of
knowledge and to acquire the thinking and learning strategies necessary for continued
learning success across the life span, students must generate and pursue personally relevant
goals. Initially, students' short-term goals and learning may be sketchy in an area, but over
time their understanding can be refined by filling gaps, resolving inconsistencies, and
deepening their understanding of the subject matter so that they can reach longer-term
goals. The Philippines could be the ―texting capital of the world, with reportedly 50
million text messages sent out every day (Breakthrough, DLSU). Even the crippled
Philippine economy got a boost from text messaging especially its influence to the teens.
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Text messaging is most popular among teens and to the college students. Because of its
popularity in this age group, it has spawned a new term the ―GenTxt‖ or text generation.
Part of text messaging appeal to Filipinos probably has to do with the fact that it feeds a
pre-existing cultural urge, namely to rumormonger. Text messaging enables a close-knit
and factional society to share information immediately. The power of text messaging is to
disseminate effect. Thus, there is no reason to think that the flow of disingenuous texts will
become less rabid now in the most volatile of seasons. (Garrido, 2009). As stated by Celeste
(2010), There is no doubt that modern technology has an effect on the study habits of
students today. The positive side of modern technology is that it makes things easier for
students to research for their homework and projects. However, it is also right to mention
that technologies are also a major distraction for students. Ma. Shiela Escuro (2009) says
that, ―Usage of this gadget can be controllable. It‘s up to the parents to teach their child
to be responsible on their mobile phones, to ask them to pay-up when their mobile runs out
of money. Or to get some agreement from the mobile companies that automatically cut-off
usage when the child overuses their allowance for the month. As the citizen of the
Philippines, we need to cooperate to solve the problems in our country. One of our major
problem is about education. Education is important specially in our generation now. We
need to help our youth to their problems in academic because they are tomorrow and future
of our country.
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Chapter 3
The methodology
3.1 Research Design
In this study , the researcher will be using Qualitative Phenomenological design since
the study is about factors affecting the performance of K-12 curriculum which is a lived experience
of the respondents. The topic that will be discussed in this study is one of the issues presently that
the most students can relate to. The researchers choose phenomenological design because it is more
applicable to get information from those who are really experiencing the phenomena.
3.2 Research Locale
The researchers will conduct the study in St. Clare College of Caloocan. It is
convenient for the researchers to seek the future respondents because the researchers are
also a student of St. Clare College of Caloocan
3.3 Population and sampling key informant selection
This study limits it’s on the (15) students who experiencing the some factors that affects
their performance. Its main purpose is to identify the common problems that they encounter and
to propose possible solution regarding these problems .The researchers chose the convenient.
Sampling because the human subject are selected because of the convenient accessibility
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3.4 Research ethics
The researchers will assure that this study was conducted with consideration of the rights
of human subjects. And the researchers will assure that all the information included here were
properly citizen . All the respondents that will consider as a subject of this as a subject of this study
will surely voluntary participated to the said interview. The information that has permission by the
human subject only will be considered to accept in this study. And all the response that will gain
in this study will certainly given privacy and will assure that this study is for educational purposes
only .
3.5 Research Instrument
In this study l, the researcher will be using set of orderly arranged questions carefully
prepared interview to answer by the students designed to collect information and focus. If the
respondents will allow the researchers to record the conversation. The researchers will be using
camera video to gather information from the respondents .Open-ended questions were provided
to accommodate to free formatted views related to the topic or issue. In this way the researchers
and the respondents are the instruments are the authorized to obtain valid responses
3.6 Data collection
The first step in this gathering of data is that the researchers find a place to seek for
respondents that are suitable for the topic. The researchers choose the St Clare of College
Caloocan because it is convenient for the researchers since the researcher are also a student from
the said location . The researcher will be using the primary data will use the research questions on
a personal interview for the additional information so be accurate , the researchers will use
camera video and observe the whole conversion
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3.7 Data Analysis
The raw data that have been gathered as a part of the research study and use it provide
explanations understanding and interpretation of the phenomena people and situations in which
the researchers studying will be processed to analyze the qualitative data
The data will be analyze by interpreting if in so in-depth manner to form useful

conclusion
3.8 Respondents Profile
Khris mardy Esto 11-I1 16 years old
Rachel Simplicio 11-J2 17 years old
Lian Abejo 12- G1 16 years old
Amity Mae Castro 11- F2 16 years old
Sheena Mae Belbis 11-I1 17 years old
Aisha Apales 12-K1 17 years old
Manuel Marcomar 11-B1 18 years old
Axle love Saavedra 11-C3 17 years old
Aira Mae Fabian 12-G1 18 years old
Trisha Mae Bacolos 11-A3 17 years old
Luchie Delacruz 11-I1 17 years old
Junjun Nipales 12-D1 18 years old
Danica Navarro 11-J2 16 years old
Shelly Mae Gabay 11-B2 16 years old
Generose Calo 11-M1 17 years old
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CHAPTER 4
Data Interpretation and analysis
In this chapter the data gathered from the gr11&12 students of St. Clare College of Caloocan
is what factors affecting the performance of k-12 curriculum. This chapter discussed the result of
the semi-structured questionnaire responded by 15 participants . Before the initiation of the research
study the significance, rationale and purpose of the study were provide respondents. Furthermore,
the respondents have also been given the assurance that all the data they will give used for the
purpose of the research and the identities of the respondents will be confidential. The object is to
determine the factors affecting the academic performance of gr11-12 students in this case we gave
the students 8 basic question
The conduct of this study entails the account of the demographic profile of the students.It
is assumed that the attributes of the respondents influence their behavior and answer the interview.
Or particular significance to the achievement of the goals and objectives of the study, which is to
be an instrument of analysis of the institution to gauge where it is now and where it is heading,
what changes are to be made, is to able to answer the research question.
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Analysis of findings
4.1 Introduction
This chapter contains the analysis of findings. More specifically, in this chapter the researchers
present the profile of respondents, the factors affecting the performance of K-12 curriculum
4.2 profile of the interviewees
Table 4.1 illustrate the age of the participants. As it presented below, five were 16 years old, six
were 17 years old, four were 18 years old.
recommendation
Moreover, it should be noted that:
• thirteen of the participants were females and two males
• all participants are SHS students
• majority of the respondents says that family problem is the known factor that can affect
to the student's academic performance
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CHAPTER 5
SUMMARY, CONCLUSIONS & RECOMMENDATIONS
SUMMARY
The overriding purpose of this study was to investigate the factors that can affect to student's
academic performance and how to avoid that factors or to change the factors from negative to
positive. That factors cause anxiety and depression or suicide. We can avoid that if we can play
problem, lesser the suffering of students in depression and suicide.
Interview method were use to obtain primary data face to face interview were employed to
J-1 student`s of St Clare College. All respondents were asked 8 different questions on what are
the possible factors that can affect the performance of K-12 curriculum, Do you think what the
factors that can are affect to the student’s academic performance, Have you experience this
factors, Do you think that this factors are negative, how this factors affected you, how it can be
positive, do you think family problem is the one factors can affect the performance of the
students, do you think how to avoid this factors.
Conclusion
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NAVARRO,CATE B
BLK 6 LOT 25 BRAHMS ST. NORTH OLYMPUS Q.C
09460619515
Catenavarro21@yahoo.com
-Primary Education
Cielito Zamora Memorial School
2009-2015
-SecondaryEducation
Cielito Zamora Junior High School
2015-2019
STATUS: Single
AGE :16
BIRTHDATE: june 6 2003
LANGUAGE:Filipino and English
RELIGION: Catholic
50.
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Home Economics
ARENQUE,KENNETH GABRIELE H.
BLK 2 LOT 5 VILLA REFORM SILANGANAN SUBD.
09150771813
Kennetharenque@yahoo.com
STATUS: Single
AGE :17
BIRTHDATE: april 2 2002
RELIGION: Christian
51.
`
Home Economics
PH8 PKG9 BLK147 LOT4
09504080571
Christiandelrosario80
-Primary Education
Gabriela Silang High school
-Secondary Education
Bagong Silang High School
STATUS: Single
AGE :19
BIRTHDATE: Dec. 20 1999
RELIGION: Catholic
52.
`
Home Economics
GALANO,BERNALYN E.
1188 LALOMA ST. CAMARIN CALOOCAN CITY
09264633932
Galano_bernalyn29@gmail.com
-Primary Education
Camarin D Elementary school unit II
2009-2015
-Secondary Education
Camarin High School
STATUS: Single
AGE :16
BIRTHDATE: Dec 2 2002
RELIGION: Catholic
53.
`
Home Economics
54.
`
Home Economics
55.

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ST. CLARE COLLEGE OF CALOOCAN

FACTORS AFFECTING THE ACADEMIC PERFORMANCE

Title: FACTORS AFFECTING THE ACADEMIC PERFORMANCE

Researchers: GALANO, BERNALYN E.

ROSANO, JOSHUA FROILAN

GINTO, MARY ANGEL ROSE B.

GAJISAN, JOHN PAUL

DOMIGUEZ, LYCA JOY

Course: Home Economics Strand

School: St. Clare college of Caloocan

Adviser: Ms.Gabrielle Lampitoc

performance of every students in k-12 curriculum

The study entitled “FACTORS AFFECTING THE ACADEMIC

MS GABRIELLE G. LAMPITOC, LPT

University of Caloocan City, Congress Campus represented by Dr. Marilyn T. De

Mrs. Rosalie D. Esteban, Department Head of Bachelor in Secondary Education

2nd year students of Bachelor in Secondary Education major in Biological Science

This humble piece of work is wholeheartedly dedicated to the following person:

Marlyn Galano and Bernardo Galano

(Parents of the Researchers)

We whole-heatedly want to dedicate this piece of work to those students of

May this be an instrument of wisdom and knowledge to you, Clareans

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

I. The Problem and its Background

Introduction . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ... . . . .. . . . . .... . . ….

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

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

Scope and Limitation of the Study.. . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . …...

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

II. Review of Related Literature and Studies. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . … . . .

IV. Presentation, Analysis and Interpretation of Data . . . . . . . .. . . . . . . . . . . . . . . . .. . . .

V. Summary, Conclusion and Recommendation

CURRICULUM VITAE . . . . . . . . . . .. . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . …... . .

1. Age Range . . . . . . . . . . . . . . . . . .. . . . . . . . . . . . . . . . . . . . . . . . . . . . . . . ….. . . . .

THE PROBLEM AND ITS BACKGROUND

In this era of globalization and technological revolution, education is considered as

development (Ali et. el, 2009).

psychological, economic environmental factors. These factors influence the performance

education and socioeconomic factor. Students’ academic performance and achievement

affect on their performance, it may promotes academic success or failed. Characteristics or

attitudes and behavior, academic competency, communication skills, collaboration,

BACKGROUND OF THE STUDY

( Graetz 2007)conducted a study on study on socio- economic status of the parents

To researchers to aware them what are the affects.

of teaching/learning in context. On other hand, the study is important for educational

stakeholders including :-Researchers, Politicians, Heads of Schools , Teachers, Parents of

education in secondary schools

STATEMENT OF THE PROBLEM

Academic performance is very important in every students specially in senior high

Year and Section

3. Have you experience this factors?

4. Do you think that this factors are negative?

5. How this factors affected you?

6. How it can be positive?

8. Do you think how to avoid this factors?

SCOPE AND DEFINITION OF THE STUDY

Academic performance is the extent to which a student, teacher or institution

of educational benchmarks such as secondary school diplomas and bachelor's degrees

mastered in their strand or courses.

Determining the factors affecting the student’s academic perfomace of k-12

from this study were obtained to the particular group of students

to answer the questions that were given to them.