The Attributes that Affects the Academic Performance of the Senior High

School Students in Carmen National High School

A Research Paper Presented to the

Senior High School Faculty
Carmen National High School, Cagayan de Oro City

In Partial Fulfilment
Of the Requirements for the Subject
Practical Research 2

RONA ANGELA S. CARPIO

CAMILLE CASANDRA B. MARQUEZ
NORHANIZA HADJINASSER
JAY ANN YAMUT
RICHELLE OPONE
MAGIELENE ABALAYAN
JULIA MARIE GOMEZ
LIEZL MAYOR
JAMAICA PADERNA
JESSEBELLE ALBACETE CUBAYNON

MARCH 2020

CHAPTER 1
 THE PROBLEM

Introduction

Education plays a vital role especially in acquiring essential knowledge

and shaping one's skills. It provides the ability to be optimistic that enables us and

prepares us in every aspect of life. It is the tool that stimulates everyone to aim

high and succeed in life as well as to overcome challenges in life. Motivation is a

fundamental recipe for academic success. It involves internal and external factors

that stimulate desire and energy in people to be continually interested and

committed to job, role, or subject, or to make an effort to attain a goal. It argued

that motivation explains why students decide to do something, how hard they are

going to pursue it, and how long they are willing to sustain the activity. In other

words, "motivation is what gets you going, keeps you going, and determines where

you're trying to go". It indicates that those students who have optimum motivation

have an edge because they have adaptive attitudes and strategies, such as

maintaining intrinsic interest, goal setting, and self-monitoring. Besides,

motivational variables interact with cognitive, behavioral, and contextual factors to

upset self-regulation.

Today, there are senior high school students are faced with different adversities.

As observed, this is one of the reasons that can mainly influence the academic

performance of the students and they also have difficulty when it comes to their

academic performance.
 Therefore, in this study, the researchers aim to study the attributes

that may affect the academic performance of the student, identify the factors,

determine the attributes and determine the effectiveness to improve student

learning. Thereafter, this chapter presents the statement of the problem, the

purpose of the study, research objectives and questions linked to objectives of the

study, hypothesis, operational definitions and limitation of the study, it further

presents sections on reliability of instruments used, validity of results, organization

of the study and ends with summary.

Statement of the problem

The research explores the different factors that may affect their Academic
Performance which has a big impact on their behavior and social life. The research
questions involve the following:

1. What are the attributes that can influence the academic performance of
the students?

2. What is the relationship between the attributes and the academic

performance of students?

3. Based on the findings, what programs and policies can the school be
adopted to improve or enhance the academic performance of the students?

Conceptual Framework
The framework represents in exploring and analyzing the attributes
that affect the student's academic performance. Analysis and findings will pave the
way to improve their academic performance and time to their family that leads them
to be a successful and responsible student.
 The conceptual framework is the attributes that can influence the
academic performance of the students. These attributes are Behavioral, Social,
and School-related factors. Under the Factor of behavioral are tardiness,
absenteeism, motivation, interest in the course/strand and self-esteem. In the
factor of Social, it includes peers/friends, social media and family problems which
only focusing on the financial and traits of the family. In the case of School-Related
Factors, the variables under it are the attitude of the teacher, residential area,
school facilities and environment of the classroom. The value of socio-economic
factors for predicting academic achievement seems to be especially supported by
research. According to White (1986) and Morakinyo (2003) indicate the existence
of a relationship between socio-economic status and academic achievement. The
discipline at home also affects the academic performance of a student, according
to Research works have shown that the nature of parental discipline affects the
academic output of children (Aremu, 2000). Many researchers conducted detailed
studies about the factors contributing to student performance at different study
levels. The study of Graetz (1995) suggested "A student educational success
contingent heavily on the social status of student's parents/ guardians in the
society. Considine and Zappala (2002) noticed the same that parent's income or
social status positively affects the student test score in the examination. According
to Minnesota (2007) "the higher education performance is depending upon the
academic performance of graduate students. Durden and Ellis quoted Staffolani
and Bratti, (2002) observed that "the measurement of the students' previous
educational outcomes are the most important indicators of students' future
achievement, this refers that as the higher previous appearance, better the
student's academic performance in future endeavors. Also, the educational
environment of the school one attends sets the parameters of students' learning
outcomes. In the study of Considine and Zappala (2002) quoted Sparkles (1999)
showed that the school's environment and teachers' expectations from their
students also have a strong influence on student performance.

Behavioral Factors

Student’s
Academic
Performance
 Social Factors

School-Related Factors

Figure 1: The interplay of the Study

Significance of the study

In this section, the researchers describe the relevance of the study in terms
of its academic performance and the attributes that might be made of the findings.
This study might benefit the following:

Students. The study will help them to be responsible students. As the center of
the study; it will help them understand and to be aware of the factors that will highly
affect their academic performance.

Parents. The study gives the parents a piece of information and knowledge about
the factors that can affect the academic performance of their child.

Administration. The study serves as a basis on what programs can be adopted

to Enhance on improve the academic performance of the students

Teacher. The study provides more knowledge on what to do to properly guide the
students about the factors that can influence the academic performance of the
students.
Guidance Counselor. The study will serve as a basis to educate/guide students
to be responsible

Scope and Delimitation

This study is focused on the factors affecting senior high school students’
performance in Carmen National High School for the school year 2019-2020.
In this study, the students’ performance refers to the average grades,
attitude and behaviors, and the common responses to class observation. The
study focused only ot Carmen National High School, specifically in Senior High
School Department which located in Macanhan, Carmen, Cagayan De Oro City. It
served as the research locale on the investigation.
This study also examine the students who use social networking sites, like
Facebook, Twitter, and multiply, in promoting their goods and services.
Specifically, the factors referred to in this research were student-related
factors that relate to the performance of the senior high school students in Carmen
National High School. Teacher-related factors connected to the teaching
strategies, competencies, and teacher's attitude in conducting Senior High School
students. Lastly, school-related factors connected to the sufficient, availability, and
serviceable of laboratory schools administrators, and facilities.

Definition of Terms

To fully understand this study, the following terms are conceptually and
operationally defined:

Absenteeism. This refers to the tendency to be away from work or school without
a good reason. The practice or habit of being absent from school.
https://www.merriam-webster.com/dictionary/Absenteeism

Academic Performance. This refers to the extent to which a student, teacher or

institution has achieved their short or long-term educational goals. The academic
performance is defined by students' reporting of past semester CGPA/GPA and
their expected GPA for the current semester.
https://www.igi-global.com/dictionary/the-relationship-between-individual-student-
attributes-and-online-course-completion/42383

Attitude. This refers to a settled way of thinking or feeling about someone or

something, typically one that is reflected in a person's behavior. A predisposition
or a tendency to respond positively or negatively towards a certain idea, object,
person, or situation. Attitude influences an individual's choice of action, and
responses to challenges, incentives, and rewards
Read more: http://www.businessdictionary.com/definition/attitude.html
Behavior. This refers to the range of actions and mannerisms made by organisms,
systems, or artificial entities in conjunction with their environment, which includes
the other systems or organisms around as well as the physical environment.
The way a person or animal behaves. The way something (such as a machine or
substance) moves, functions or reacts
https://www.merriam-webster.com/dictionary/Behavior

Course/Strand. This refers to a series of classes about a particular subject in a

school.
https://www.merriam-webster.com/dictionary/course

Counseling. This refers to the professional guidance of the individual by utilizing

psychological methods especially in collecting case history data, using various
techniques of the personal interview, and testing interests and aptitudes career
counseling for the students and counseling for drug addicts.
https://www.counseling.org/aca-community/learn-about-counseling/what-is-
counseling
Environment. This refers to the conditions that surround someone or something.
The conditions and influences that affect the growth, health, progress, etc. of
someone or something.
https://www.merriam-webster.com/dictionary/Environment

Facilities. This refers to something (such as a building or large piece of

equipment) that is built for a specific purpose. Something that makes an action,
operation, or activity easier.
https://www.merriam-webster.com/dictionary/Facilities

Family. This refers to a group of people who are related to each other. A group of
individuals living under one roof and usually under one head.
https://www.merriam-webster.com/dictionary/Family
Motivation. This refers to the act or process of giving someone a reason for doing
something. The act or process of motivating someone.
https://www.merriam-webster.com/dictionary/Motivation

Peers/friends. This refers to a person who belongs to the same age groups or
social group as someone else.
https://www.merriam-webster.com/dictionary/Peers

Problems. This refers to something difficult to deal with something that is a source
of trouble, worry, etc.
https://www.merriam-webster.com/dictionary/Problems

School. This refers to the organization that provides instruction such as an

institution for the teaching of children.
https://www.merriam-webster.com/dictionary/School
Self-esteem. This refers to the feeling of having respect for yourself and your
abilities.
https://www.merriam-webster.com/dictionary/Self-esteem
Social Media. This refers to a form of electronic communication (such as websites)
through which people create online communities to share information, ideas,
personal messages, etc…
https://www.merriam-webster.com/dictionary/SocialMedia

Teacher. This refers to a person that teaches something especially a person

whose job is to teach students about certain subjects.
https://www.merriam-webster.com/dictionary/Teacher

Traits. This refers to the quality that makes one person or thing different from
another.
https://www.merriam-webster.com/dictionary/Traits
 Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter surveys literature and presents studies related to the present
investigation.

Being a student, we are expected to perform well in all aspects that we do,
most especially in the academic aspect. Some factors that influence the academic
performance of the students are the behavioral, social and school-related factors.
Where it has a big impact not just only on academic performance but also as an
individual who aims a better life shortly given the importance of being a student,
this study aims to explore and discuss the background of the study. These pieces
of literature were taken from the following sources: books, electronic sources,
journals, and unpublished materials. It includes research papers and theories
which is from reliable research materials.

On Tardiness
Tardiness among students has its unfavorable effect. Being tardy
means coming to school late, passing their output after the deadline, etc, which is
now one of the vital factors that influence the academic performance of a student.
Student tardiness is one of the key factors in identifying early on a child who may
become at risk (Greenfield, 2002). Such at-risk students are making the choice to
come to school late or not at all because of the situations and behaviors they have
found themselves in, whether by choice or a result of circumstance. These
students and their behaviors are negatively affecting our nation's schools, and the
students are at risk of dropping out of school.
Tardiness is measured differently depending on the organization, but
technically anyone who arrives at class after its official start is considered tardy.
According to Sprick and Daniels (2007) as cited by Bilocura and Guia (2012) One
of the most recurring and the most "frustrating problems" that the schools are
having with their students nowadays is tardiness. It may lead to a serious problem
in student success. According to Fuller (2019) Students are tardy for a variety
of reasons, but being late to class can become a habit that can harm their
success in school. Schools often establish an attendance policy that
includes punishment for multiple tardies. A firm policy can help schools
promote student punctuality and accountability -- traits that students can
carry with them even after they finish school. In the study by (Cowan
Avenue Elementary School Community, 2007, as mentioned by Zeiger (2010), that
those students with "perfect or near-perfect attendance" have good grades
compared to those students who miss classes often and late-comers. A study
by Hammill Institute on Disabilities (Caldarella, Christensen, Young &
Densley, 2011) as cited by Vukovic( 2017) found that students who are frequently
late to school often miss out on important opening announcements and academic
activities.

The reason behind the tardiness of a student is mostly personal. A study

conducted by Nakpodia and Dafiaghoas cited by Bilocura and Guia (2012 there
are a lot of factors that cause students tardiness. Some factors are going late to
bed and waking up late the next morning is the most common. The authors added
film-watching late at night as a cause for tardiness. The student may forget that
he/she needs to be in school the next day. The distance between the student's
home and school or solely the school’s location is also considered by Nakpodia
and Dafiaghor as a possible cause for tardiness. Not just because it takes more
time to get to school, but according to the authors, the student is susceptible to
more distractions and hindrances along the way. Parent’s untimely tasks and
commands are also reasons that students come late to school. Habitual tardiness
can also be learned from other members of the family, especially from the older
ones. Lack of a firm and consistent policy on punctuality also encourages students
to come late at school since there are no consequences attached to lateness or
tardiness. These causes of tardiness will lead to serious effects
A study conducted by Barbara Lee Weade in 2004 and Cited by
Bilocura and Guia (2012) tried to "determine if school tardiness is a predictor of
work tardiness" (Weade, 2004). It provided a lot of literature that observes
correlations and factors affecting a student's tardiness. As cited by Weade, the 3rd
most common cause for the failure of a student is "excessive tardiness and
unexcused absences" (Ligon and Jackson, 1988). "Inconsistency of school rules"
(Britt, 1988) and situations such as "crowded halls, limited opportunities for social
interaction, irrelevant course content and teacher indifference" (Damico et al.,
1990) are also factors that affect a student's attendance and punctuality. As
mentioned by Weade, personal values, financial security and lack of parental
guidance (Payne, 2001) as well as family background (Featherstone et al., 1992)
influence tardiness and absences of students. Because tardiness has been giving
negative effects on the students nowadays, the most important thing to do is to
develop a firm, consistent and functional policy that addresses late students. There
must be defined as sanctions and penalties for late students. Nakpodia and
Dafiaghor (2011) stated that school administrators must lead by example. They
should be punctual in their meetings and classes to avoid students to think that
being late is just all right since even the authoritative persons are doing it. They
should as well teach it and integrate it into every lesson. The effort on the remedy
on lateness or tardiness does not start and end with the school. It must begin with
the parents of the students and the government must take part as well.
Transportation must be improved to avoid students getting stuck in traffic or
encountering other obstacles down the streets.
 Tardiness is a vital problem that should be resolved. It is important
to keep tardiness to a minimum because students who habitually arrive late to
class are disruptive.
Absenteeism
Absenteeism has a mostly negative effect on the student for it is
both impolite and bust. It is a crucial factor that influences the academic
performance of a student. It was expected that high absentees from the class
would harm the student's academic grades and would decrease their examination
scores and grades. Many researchers recognized that class attendance is an
important aspect of improving student's performance. A study conducted by Collett
et al., 2007; Stanca, 2006; Chow, 2003; Rodgers, 2001; Durden and Ellis, 1995;
Romer 1993, as cited in essays, UK. (2018) found that attendance has small, but
statistically significant, the effect on student performance. A student who is always
late in class is strongly correlated with poor academic performance. According to
Essays, UK (2018) it was expected that high absentees from the class would harm
the student's academic grades and would decrease their examination scores and
grades. According toKhalid(2017) that Kamla-Raj quoted in 2011, Absenteeism
affects the abilities of students which can be the reason for decreasing the grades
and in the result of this the students may get failed and they have to repeat same
year level. Khalid (2017) student who are attending the classes regularly, they get
higher grades and marks in the examination than those students who got absent
from classes. Absenteeism leads to a difficult effect on performance. Also, Khalid
(2017) cited from (Sharma, 2005) that a student missed the class there is a chance
of missing study material and misses the opportunity in the examination to get a
high grade. Students who attend the regular classes get high marks as compare
to absent students.
Excessive school absenteeism is often linked to poor school academic
achievement. Student absenteeism can lead to an increasing disinterest in school
and academics in general. According to Schoeneberger as cited by Walters (2019)
"Longitudinal Attendance Patterns" study, excessive absenteeism increases the
chances of a student eventually dropping out of school, which can lead to long
term consequences for these students, such as lower average incomes, higher
incidences of unemployment, and a higher likelihood of incarceration.
Also, the students miss a lot of valuable information when they're absent
in class. According to Williams as cited by Khalid (2017) they missed the
interaction lecturer and benefits of specific examples which are used to clarify the
difficult concepts, they valuable information cannot be repeated when teacher
reteach lecture to absent students.

ON Motivation
Motivation is essential to everyone. It plays a vital role in our
everyday life it is the reason for people's actions, willingness, and goals. The sense
of motivation is an impression and cognition that can happen accidentally or at any
time of the day and night. We get the highest motivation when our sense of
purpose connects with our sense of motivation. Students nowadays set their goals
to play the vital role of motivation. By such motivation, people are stimulated to
complete an assignment, achieving a goal or a degree of qualifications in their
professions (Mohamadi,2006). Accordingly, motivation is important to manage
daily life challenges, opportunities, and time efficiently to keep moving forward and
achieving goals.
In scholastic achievement, motivation has a multi-dimensional
structure which is correlated with learning and academic motivation (Mohamadi,
2006). Accordingly, Motivation has been identified as one of the most powerful
determinants of students' success or failure in school (Hidi&Harackiewicz, 2000).
There is a distinctive analysis of motivation. In the discipline of education
motivation is a tridimensional phenomenon consisting of an individual's beliefs
inability in carrying out a specific task, reasons, and goals of the individual in doing
the task and the emotional response concerning carrying out the task
(Hassanzadeh and Amuee, 2001). Psychologists have noted that motivation
should be taken into account in education because of its effective relationship with
new learning, abilities, strategies, and behaviors (Shahraray, 2007), and they have
presented the motivation for academic achievement as one of the preliminary
constructs for defining such type of motivation. The motivation for academic
achievement is attributed to behaviors that lead to learning and
achievement(Masaali, 2007). In other words, motivation for academic achievement
is such a pervasive inclination towards doing a task successfully in a particular
context and assessing the performance spontaneously. The motivation for
academic achievement is attributed to behaviors that lead to learning and
achievement(Masaali, 2007). In other words, motivation for academic achievement
is such a pervasive inclination towards doing a task successfully in a particular
context and assessing the performance spontaneously.
In the past decades because of the effect of motivation for
academic achievement on students’ success, psychologists have recognized and
examined the effective factors in motivation for academic achievement. The results
of their research indicated that personality, family, university and social variables
are related to this construct (Masaali, 2007). As an instance personality variables
of students in general and self-esteem and motivation for academic achievement,
in particular, have intrinsically affected the learning and academic achievement
(Abouserie, 2009). Others directed their studies towards integrating intellectual
ability, learning style, personality and motivation for academic achievement as the
predictors of academic achievement in higher education (Busato, Prinsb,
Elshouta&Hamakera, 2009). Since the need for achievement varies from one
student to another, it may help in planning activities to know where students stand
which students, for instance, have high achievement needs which are low in
achievement and which seems primarily motivated by a need to avoid failure.
Those who are more highly motivated to achieve are likely to respond well to
challenging assignments, strict grading corrective feedback, new or unusual
problems and the chance to try again. But, less challenging assignment simple
reinforcement for success, small steps for each task, lenient grading and
protections from embarrassment are probably more successful strategies for those
students who are very eager to avoid failure. Accordingly, Motivation for academic
achievement is attributed to behaviors that lead to learning and achievement
(Deepika Sharma and Sushma Sharma 2018). In other words, motivation for
academic achievement is such a pervasive inclination towards doing a task
successfully in a particular context and assessing the performance spontaneously.

On Interest in Course or Strand

Career Preferences are free opportunities to select the desired
career. Students' choice in choosing their preferred strand plays an extrusive role
in the undergraduate curriculum. In choosing a strand/course there are a lot of
things to consider. According to Boyer (1987), in taking a course, one of life's major
decisions is being made. A lot of time, money, and effort will be involved. The
shape and excellence of the students' life may rest on the result. In choosing a
junior, senior academic track, a student should take a risk. Students must choose
what strand/course they have the interest to. Choosing the preferred strand that a
student's best interest has an enormous impact on academic performance.
According to John Holland's Theory of Career Choice (RIASEC) maintains that in
choosing a career, people prefer jobs where they can be around others who are
like them. They search for environments that will let them use their skills and
abilities and express their attitudes and values while taking on enjoyable problems
and roles. Behavior is determined by an interaction between personality and
environment. In the past, researchers on student course selection have identified
linkages between course selection and various elements within the student
environment. Babad (2001) examined differential considerations for selecting the
elective First Course and Last Course. She found that first courses were selected
for their prospective intellectual level, the expected quality of teaching, and
students' potential learning and occupational gains. She also found that the last
courses were selected based on comfort and ease and that quality of teaching was
the only dimension separating satisfied and dissatisfied students in both first and
last courses.
Explored the relation of self-efficacy beliefs to educational–vocational
choice and performance by assessing the extent to which efficacy beliefs, in
concert with other relevant variables, predicted academic grades, persistence, and
perceived career options (Lent, Robert W. Brown, Steven D. Larkin, Kevin C.,
1986). Hierarchical regression analyses indicated that self-efficacy contributed
significant unique variance to the prediction of grades, persistence, and range of
perceived career options in technical/scientific fields. The 2 self-efficacy scales
used were moderately intercorrelated but differentially related to previous
academic performance; neither scale was significantly related to general self-
esteem or career indecision. In additional study of Mettoh J. Hellen and Kisilu M.
Kitainge (2016) indicators such as career preference also affect lecture attendance
and this determines whether learners perform well academically or not and
remedial measures could be implemented before it is too late advances the
position that the most important reason a person chooses a particular career is
that the person has intrinsic interest in the field. A good match between students'‟
learning preferences and instructor’s teaching style has been demonstrated to
have positive effects on students‟ performance. Where instruction is not geared
according to the learners‟ learning preference little can be achieved in a learning
situation and this culminates in poor academic performance.[10]argue that's
scholars who promote the learners' preferences approach to learning, agree that
effective instruction can only be undertaken if the learners' learning preferences
are diagnosed and the instruction is tailored accordingly.
Self-esteem
Self-esteem is one of the factors that can influence the academic
performance of a student. Low self-esteem could have a big impact on academic
performance, it may lead people to be a perfectionist. They keep working on
something until they perfect it. They have very high bars of achievement or
expectations from themselves. On another side, it is closely linked to mood. You
may experience negative feelings, sadness, shame, stress, etc. The connection
between the two which is self-esteem and academic performance of the students
is without self-esteem you cannot make your academic success.
The self psychologist, Rogers (1954) was concerned with the general
nature of the subjective experience of the individual's acceptance of his/her
experience. Bednar and Peterson (1999), believed that each person constructs
his/her unique view of reality through the creative self. The humanistic movement
of 1950 and the self-movement postulated by Carl Rogers and others in the 1960s
and 1970s brought in the self-enhancement view of academics, seeing students'
self-esteem as the primary cause of academic achievement. Wickline, (2003)
Bednar and Peterson (1999) postulated that each person constructs his/her unique
view of reality. They further linked low self-esteem with drug abuse, anti-social
behavior, teenage pregnancies, and poor grades.
Self-representation (self-concept or self-esteem) is usually associated with
a wide range of performance indicators (Jackson, Thomas, and Marsh, 2001;
Judge, Erez, and Bono, 1998, Peixoto, 2001). In an academic context, self-esteem
is positively associated with academic achievement, motivation, and attitudes
towards school (Children, 2005; Marsh and Craven, 2005; Valentine and Dubois,
2005) however it is important to make a distinction between global self-
representation, such as global self-concept or self-esteem, and specific
representation, such as academic self-concept or mathematical self-concept
(charter, 1999). For example, the magnitude of the relationship between academic
achievement and self-esteem differs depending on the level of specificity one
adopts. The low correlation coefficient between self-esteem and academic
achievement can be explained in different ways. For example, when a student
exhibits low academic achievement this does not necessarily imply feelings of
personal devaluation. On the other hand, positive self-esteem is a more global
perception and influenced by all the daily domains of performance (Branscombe
and Wann, 1994; Covington, 1984; Leary, Tamber, Terdal and Downs, 1995) and
sometimes a low academic self-concept can activate mechanisms which protect
self-esteem. (Robinson, 1978; Robinson and Breslav, 1996; Robinson and Tayler,
1986,1991; Robinson, Tayler and Piolat, 1990) based their study on the social
identity theory to explain student's academic failure and lack of motivation. In their
opinion the first identity protection strategy-social mobility-is unavailable to the
majority of students who experience academic failure, because of most of them it
difficult to become successful. They are thus left with the options of becoming
"socially creative" and inverting the value of the critical dimension in such a way
as to make failure a source of satisfaction, or finding alternative dimensions in
relation to which comparisons with other groups permit a positive differentiation, or
both these strategies at once (Robinson and Tayler,1986).

On Peer/ Friend Influence

Having friends in class and get influenced by its doing and attitude are
determining factors of student performance, not just as a student but a person who
will be managing his/her performance. Given the attention and importance of
having a peer of friends, this study explores and aims the punctual of Senior High
School students in CNHS, discussing its relationship, that affects and affects its
performance of the class. Having friends can affect your studies due to too much
entertaining himself/herself inside the class that lessens its attention on it
especially on your teachers' given lessons, this also involved too much use of
social media through its phone. On non-related terms in school, especially the
cutting classes; recruiting in some aspects of out of the school and knowledge,
alluring you not to make or do some activities, rejecting school-related part in
student performance. Lastly, join his/her in somewhat organization or fraternity
either pushing you or lead you to bad habits.
As cited by Wilkinson, Ian. G. (2000), it is a "peer effects" that be formed
of a negative relationship between several students in the group and learning
outcomes though we are less convinced. It can also be attributable to the common
curriculum and high academic focus in it. He also stated it is another possibility
that there are effects and affect but that outcome cased studies can reflect a view
of learning that is "constructivist", where peers are seen as aiding in the
construction of knowledge.
As a thought of Wentzel's (2004) Research demonstrates that students
who have a reciprocated friendship in middle school show increased levels of
prosocial behavior and academic achievement. Nelson and DeBacker (2008)
found a positive correlation between adolescents who experience positive
relationships with their peers and student achievement. Specifically, students who
perceive to be valued and respected by their peers are more likely to report
adaptive achievement motivation (Nelson & DeBacker, 2008). Additionally, they
reported that having a best friend who values academics also contributes to
adaptive achievement motivation. In this respect, prosocial behavior as well as
being valued, respected, and having a best friend serve as protective factors for
academic achievement. Other protective factors include connectedness to family
or adults outside of the family unit, ability to discuss problems with parents,
effective parental monitoring, involvement in social and extracurricular activities,
commitment to school, and high IQ (Resnick, Ireland, & Borowsky, 2004).
Conversely, other studies indicate that students who associate with friends who
reject school are more likely to perform poorly academically (Veronneau, Vitaro,
Pedersen & Tremblay, 2008). Nelson and DeBacker (2008) report similar findings
when they found that having a poor quality friendship relates to maladaptive
achievement motivation. Most importantly, research findings demonstrate that
adolescents who socialize and form friendships with deviant peers are at increased
risk for developing a variety of psycho-social adjustment problems including
substance use, youth violence, teenage pregnancy, and general school failure
(Centers for Disease Control and Prevention [CDC], 2010; Fergusson, Woodward,
& Horwood, 1999). Other risk factors include low socioeconomic status, poor
parental monitoring, high levels of family disruption, and bullying (Lipsey & Derzon,
1998; Resnick et al., 2004)
A typical student can be affected by both the friends they meet in school and peers
they discuss homework within study groups. It is also possible that students are
motivated simply by sitting next to each other in class. Economists have
investigated peer effects for a variety of peer types including schoolmates (Evans
et al. (1992); Hanushek et al. (2003)), roommates (Sacerdote (2001); Zimmerman
(2003); Hoel et al.(2005); McEwan and Soderberg (2006)), classmates
(Ammermueller and Pischke (2009); Sojourner(2009)), college coursemates
(Parker et al. (2008)), and friends (Cooley (2009); Bramoull´e et al.(2009)). While
there is extensive literature on peer effects in schools, research investigating and
comparing multiple peer types and alternate channels of peer effects are scant.
The availability of friendship and classmate data have facilitated peer effect studies
in the existing economic literature. However, other peer types are important to
student learning but not included in the analysis. For example, study mates are not
necessarily friends, yet study mates could have a more direct effect on
achievement. Also, there is no reason to believe that social-based peers such as
friends or study mates will have the same effect as proximity-based ones such as
seatmates. Facilitated by the availability of new data, our analysis employs three
major networks of secondary school students, friends, study mates, and
seatmates. In this paper, we estimate peer effects from these three types of
networks. It is natural for the students to have preferences over being friends or
study mates with a certain type of person. For example, McPherson et al. (2001)
suggest that people in social networks are homophilic. If students choose their
peers based on some unobservable characteristics which also affect their
academic performance, then the estimation of peer effects would be biased. We
correct the peer selection problem by explicitly modeling network formation in the
social interaction model.

On Social Media
Social media has become a trend internationally and it reached almost every
corner of the world. People using social media to create content, communicate
with other people, sharing the post and interact with each other. Nowadays,
prominent users are the students where they are using social media every minute.
They are using it as an advantage were they recognized these social media
platforms to be able to contact their peers, share information, reinvent their
inconvenient and showcase their social life. According to Asur and Huberman
(2010), Social media is fast changing the public discourse in society and is setting
trends and agenda in topics that range from the environment and politics to
technology and the entertainment industry. But for some other reason, Social
media is also affecting their academic performance

Students spend more time on their cellphones, especially in social media

was their study time is affected because of diverting their attention to social
networks than in their academic undertaking. Years had passed, the online world
has change where the innovation of social media produces young people are now
exchanging their ideas, feelings personal information, pictures and videos at a truly
astonishing rate. According to Oberst (2010), Seventy-three percent of wired
Americans teens now use social media websites. It happens where students are
using social media as their hobbies. This is supported by Boyd (2007) the
increased use of Social Networking websites has become a social norm and way
of life for people from all over the world. Nalwa and Anand (2003) advised and
recommended that those who are addicted to users love to use the Internet to set
back their personal and professional responsibilities in which the outcome is poor
academic performance. People internationally have been addicted to the Internet
which has given rise to every student to use social media. Facebook being a social
networking site, provides an online platform on which students create profiles,
promote and share information and contents and have interactions with contacts
both known and unknown (Kirkpatrick, 2010). It was emphasized in the finding of
Karpinski (2009) that social media platforms (Facebook, WhatsAppetc.) users
usually devote lesser time to their studies has to compared to nonusers did and
subsequently have lower GPAs. It was also mentioned by Karpinski and
Duberstein (2009) that among the major distraction of the current generation that
social media platforms (such as Facebook, WhatsApp, etc.) remain a major
distraction. The Facebook user often experience poor academic performance
because of doing late sleep at night that cause of tardiness, they are also lazy
people in terms of doing the academic task that will bring poor academic
performance. According to Kubey, Lavin, Barrows (2001), there is a correlation
between academic performance and the decency on social media platforms.
Researchers have conducted different studies to find out the influence of social
platforms users, the impact of Facebook on the academic performance of the
users, stated that social platforms harm students.

On Family Problems
Family Problem is one of the factors that can affect the academic
performance of the student. We will be discussing the family background of the
students includes a fact about family problems from reliable research materials.
Family problems can cause negative emotions such as anxiety, sadness, and
anger. The family problem is a universal phenomenon family that has ever existed
has escaped the realities of family issues from marital strife to financial problem
tension, or struggles throughout the extended family.

The family environment appears to influence school adjustment as well as

academic performance. In the study of Kamau Lydia Muthoni, it says that there is
no doubt, to investigate the different aspects of academic achievement within a
specific family situation. However, family situations cannot be detached from the
general culture (example, societal values, traditions, attitudes, and home
environment). Families in general and parents in particular, have often been
deemed to be the most important support system available to the child. The
strongest factor in molding a child's personality or behavior is his relationship with
his parents. Students who have struggled academically in most cases are at higher
risk of school avoidance, and ultimately dropping out than those who are
successful. Ideally, school is a place that makes students feel competent and
successful, which breeds motivation and self-confidence. For the struggling
students, however, school is often a place that only serves to reinforce his already
low self-esteem (Shafa .A. Yunus and Samuel Laraba Baba, 2014).

Family background can be analytically separated into at least three distinct

components as raised by Coleman (2008). These are financial (physical) capital
(family income or wealth), human capital (parent education), and social capital
(relationship among actors). Concerning children's educational achievement, Kim
(2002) maintained that there is a direct relationship between parental financial and
human capital and the successful learning experience of their children. However,
he stressed that while both of these factors are important determinants of children's
educational success, there remains a substantial proportion of variation in
educational success, which was unaccounted for by these variables alone. Kim
(2002) explained that this variance by what he called the "social capital" which
mediates the relationship between parents' financial and human capital, on the one
hand, and the development of the human capital of their children on the other.
Research conducted using a sample of low-income minority families, found that
mothers with higher education had higher expectations for their children's
academic achievement and that 13 these expectations were related to their
children's subsequent achievement in math and reading (Kim, 2002). The
economic deprivation perspective has been given enormous attention by
researchers of African family processes, specifically concerning single-mother
homes (McLanahan, and Wilson, 2009). Fifty percent of African female-headed
families live below the poverty line, which makes them the most impoverished
group in Africa (Taylor et al., 2000). The proponents of the economic deprivation
perspective argued that the potential effects of single parents are not due to the
physical absence of one parent but to the absence of the economic resources
generated by the absent parent. Therefore, the effects of marital status on child
well- being will be reduced when income is statistically controlled or when families
are matched on income level. For instance, McLeod et al. (2004) argued that
parents who experienced income loss became more rejecting of their children and
that their children were at risk for developing feelings of inadequacy associated
with parental rejection. However, empirical research on the effects of income has
not been adequately tested (Amato & Keith, 2001) nor has it consistently supported
these assumptions for African children. The limitations and small effect sizes found
by family structure studies, as well as the income perspectives, led many
researchers to criticize both approaches for several reasons (Murray et al 2009).
For instance, Ng'ang' a (2008) argued that the major problem with pathological-
based studies was not the harsh facts that described an important number of
African families but the failure to study how these families survived in extremely
adverse conditions. A study revealed that single motherhood generally reduces
the economic resources available to families because non-custodial fathers
contribute far less to their children's household than they otherwise would. Only a
minority of children with non-custodial fathers receive any child support payments,
and the amount is typically very small. This means that by reducing income and
necessitating greater paid work by mothers, single motherhood increases the time
children must spend doing housework and working for pay, which might negatively
affect educational achievement and progress (Zulauf and Gortner,1999). Another
study conducted by 14 Becker (2001) revealed that family income also affected
children's educational aspirations, their status among their peers, their
neighborhood quality, the stability of their lives, and insecurity within their family,
any or all of which may influence child outcomes. Furthermore, the inability to
exploit the work/home specialization afforded by two-parent families means that
childcare expenses are often greater for single mothers than they would be with a
husband. Another benefit of specialization is that married parents may self-invest
strategically in forms of human capital that, over time, magnify the gains from a
work/home division of labor (Becker, 2001). Husbands and wives can exploit the
comparative advantage each has in household and market production so that
investment in children is greater than it would otherwise be in the absence of
specialization.
In the additional study of Levin (2001), states that parents are probably
the actors with the clearest dimensional interest in a high level of their children are
in academic performance. To some extent, there is simple evidence to show that
marital instability brings about stress, tension, lack of motivation and frustration.
These manifestations act negatively on a child's academic performance.
Johnson (2005) asserts that children from divorced families often fail
and are at a risk emotionally. However, this may not be completely applicable in
all instances of broken homes. Some children irrespective of home background or
structures may work hard and become successful in life. Moreover (Ayodele,
2006), stated that the environment where a child finds himself or herself goes along
the way in determining his learning ability and ultimately his academic performance
in school.
Many students from low socio-economic homes respond
incomprehensively to classroom teaching because their home environment has
not exposed them to the kinds of materials used in school (Bliss, 2004). If the home
environment is not intellectually stimulating some students to find it difficult to cope
up in school and may eventually drop out of school. Furthermore, the home has
been identified as an overwhelming factor affecting students' performance
academically. It would appear then, that broken homes may present a very real
danger to the emotional, personality and mental adjustment of students. These
impinge on students' academic performance.

Distance from School

The distance or location of the school has a great factor in affecting the
academic performance of a student. On selecting a school, the distance of the
school from the residential area of the student must be a priority for the safety and
convenience of the student in traveling. In building schools, public and private must
consider access to their schools conveniently.

The location of school with great distance traveled by the learners from
home varies inversely to their time of learning. The more they travel to go home or
school is the lesser they learn because most of their time that was supposed to be
their learning hours were wasted to their traveling. This will result in a bad
academic performance because they may be exhausted and cannot focus on the
lesson.
Referring to their studies, it shows that the location of school closer to the
residential areas performed great on academic performances.
Being far or close to the home affects the students in many ways. The long journey
in everyday life is physically and mentally tiring for a student, and as a result, it's
harder for him/her to focus on studying after he/she gets home.

Poor academic performance has been associated with the location

of community secondary schools in various studies. Numerous studies link
learner's poor academic performance in specific with the walking distance in which
the learners travel to reach their schools. According to Amitava Raychaudhuri,
Manojit Debnath, Saswata Sen and Braja Gopal Majumder (Bangladesh e-Journal
Society), It was expected that students' academic performance and the distance
of the school from students' house are positively related. If the school is near the
resident of the student, he/she can easily attend the school regularly.

On School Facility

The school facility is one of the factors that can affect students' academic
performance. The importance of school facilities can have a profound impact on
both teacher and the student outcome concerning students' school facilities affect
health behavior and growth achievement. School facility has an important impact
on student performance and teacher effectiveness. In particular, research
demonstrates that comfortable classroom temperature and noise levels are very
important to efficient students.
School facilities constitute a major determining factor toward ensuring quality
education. It is one of the yardsticks for measuring the level of educational growth
and development. It implies a substantial cost of the school system for their
establishment if is not properly managed and maintained, it will affect the academic
performance or students. School facility is the process of ensures that buildings
and other technical system support the operations of an organization Program in
Educational Building (2008) described school facilities as the practice of
coordination of the physical workplace with the people and he work of the
organization; it integrates the principles of school administration, architecture and
the behavioral and engineering science Student's academic performance can be
in many ways but the commonly used method is the result of students in public
examinations ,such is used to pass judgment on the schools and teachers,
students academic performance is the final grade which Students get after a
systematic and comprehensive measurement and evaluation of the individual
students in school setting for making decision or judgment on his/her cognitive
affective and psychomotor domains. The researcher viewed academic
performance as the educational outcome of students as measured by the Senior
School Certificate Examination (Asaolu,2003).
Bullock (2007) studied the relationship between school facilities and students'
academic performance in senior secondary schools. The study examined the
relationship that exists between students' academic performance and the overall,
structural and cosmetic conditions of school facilities as well as students' academic
performance, the combination of existing school facilities, leadership decisions,
and the financial ability of the schools. He founds that students perform better in
school that was new or renovated recently than in older schools. The overall
building condition, the school-age of the building, and the windows and the
structural areas were positively related to students' performance.
The attitude of the teacher
Good teachers have always positive attitudes and perceptions in the
relation of the students. About learning in a well-run classroom during in-class
hours, they do so seem to be simply a part of the natural good flow of any activity.
It helped them to become more aware of their attitudes toward students can also
able them to achieve better teaching. The teacher always has a very friendly
attitude towards students so that the students can learn a healthy environment. By
understanding their problems try to solve them but not to support the students in
wrong deeds.
The study by (Riahipour, Ketabi, & Dabbaghi, 2014) says that a student's
perception of teachers' knowledge, grasp, and clarity on their subject, revealed
interesting findings. The teaching skills, the knowledge of the subject at hand, and
the attitude of the teacher were all recorded as perceived by the students at hand.
The results and analyses of this study revealed that each of these factors had a
significant relationship with the academic performance of the students.
(Mulalic, Shah, & Ahmad, 2009) conducted their study on university
students in Malaysia, to explore that the learning styles of the students are not
given any importance in research or practice of pedagogy. They assert that the
teachers are usually themselves unaware of what their learning styles are, and
indulge in teaching without paying attention to the needs, as defined by the
learning styles of each of their students. They revealed in their research, that
students' preferred learning style is kinesthetic, that is, they learn by physically
participating in activities; whereas, they displayed little preference for auditory and
visual learning. At the same time, they did not appreciate individualized teaching
or learning approaches by their lecturers. Most teachers employed classic auditory
and visual approaches to teaching in classrooms.
(Carroll et al., 2009) Ideally, the class environment should, on the one
hand, ensure students of actual teaching being carried out, while on the other, it
should ascertain teachers of actual learning occurring (Hattie, 2012).
Moreover, the learning curve is amplified when a student thinks more
like a teacher, and the teacher, a student. In an argument presented by
(Wenglinsky, 2000) deepening a students' advanced thought pattern paves the
way for improved classroom performance, thereby encouraging them to bring forth
innovative and differing ideas that come with their unique knowledge and skill set.
Some accommodating behavioral patterns adopted by teachers positively impact
students' motivational level, and consequently, their overall performance. For
example, a teacher demonstrating an open door policy, responding to students'
queries, being empathetic towards students, being involved and commending
students' hard work are all reflective of positive teacher behavior. Students look up
to their teachers as teachers are their source of information, knowledge, and
experience, especially those displaying positive attitudes. In a scholarly endeavor,
(Gecer, 2013) highlights the negative effects on student performance of a teacher
who mocks at or targets a students' failure.
The emphasis of student-centered educational topics is usually on the
effect of teachers' attitudes on students' academical success with a lack of lifespan
developmental perspective. A teacher with his teaching methods and furthermore
with his attitudes and behaviors provides his students to gain a mentally healthy
personality and to have a new clear world view by leaving unforgettable traces on
them. This is a preparatory study to uncover how attitudes of teachers affect the
personalities and performances of students. In this sense, this study will provide
an emic understanding of education and the dynamics of the relationship between
teachers and students beyond the limited areas of classes and courses. A sample
group of the research consists of a totally of 353 students from different
departments of Istanbul Kultur University and Maltepe University. By giving a
questionnaire the students were asked to give samples of their primary school,
secondary school, high school, and university teachers' positive and negative
attitudes and behaviors as well as to tell how it affects their personality
development and performances by giving samples. The most important findings of
the research evidenced that teachers' positive attitudes have positively influenced
students' personalities as well as their live performances.
Absenteeism among teachers contributes immensely to the learners'
poor performance, a phenomenon that makes teachers not to cover the syllabus
adequately (Nyabuto, 2007). Anyiin (1998) on the other hand, submitted that non-
coverage of prescribed syllabuses due to their extensiveness and the general
nonchalant attitudes of teachers towards teaching were among the fundamental
causes of examination irregularities in Nigeria's educational system. The argument
here is that if the syllabus is not covered adequately, pupils are likely to be
examined in the content they did not fully cover and comprehend, which is likely to
lead to poor performance. Teacher absenteeism was further established by
Nakhanu (2009) as one of the factors that affect syllabus coverage. These findings
further showed the relationship between syllabus coverage and students'
performance.
A World Bank report on Kenya established that children in Kenya are
being cheated out of education because teachers stay away from school for more
than half the school day. This was because the teachers either did not go to work
at all or spent more of the day in the school compound doing other things. Even
when teachers go into the classrooms, the survey found only about one-third of
them give students value for money. This low level of service delivery is expected
to have a major effect on the achievement of the country's development objectives
(Kamuri, 2013). It has been shown above that teacher absenteeism impacts
negatively on the quality of education received by their students. What is yet to be
established however is the influence of teacher absenteeism on students'
academic performance in secondary education in Kakamega County. This is the
gap the current study sought to fill. Further, the World Bank survey highlighted by
Kamuri (2013) surveyed 300 public and private primary schools and 3,000 of the
country's 270,000 teachers.
The environment of the classroom
The classroom environment is one of the factors that lose the focus of
the student in academic performance. It affects their interest in their studies and
they will start to wander their minds outside the school or in every corner of the
classroom. And sometimes some of the students distract their co-students and
their focus in class.
Research studies that classroom arrangements are one of the causes
that disturb the focus of the student according to Savage (1999) and Stewart and
Evans (1997). The classroom arrangement catches the attention of the students
and occupies their thoughts according to Lippman (2010). The classroom
environment is defined as the physical characteristics of the room. It refers to the
different things like size of the room that affects their movement and placement,
condition of classroom floor whether it is carpeted or just concrete, etc. cause it's
the main reason that caught their attention and they start to think if they are still
safe inside in it if there's a natural phenomenon happens. Classroom environment
also refers to the physical room in which the students learning are the main
element including its space, floor, it disturbs the student's performance cause it will
be dangerous for them to walk past and place their chairs and tables in improper
place might cause for them to be physically hurt, windows, it loses their focus
whenever there's a rain happening causing the water to enter through the
windows,walls as well as the other classroom equipment such as desk that are
already broken and will hard for them to write with, chairs that are broken that loses
their focus to find another way to be comfortable while listening to their lessons,
rugs, chalkboards that has wholes that is hard for them and also the teachers to
write with and computer equipment that limited to be used according to Fisher
2008. The classroom environment can affect a student's comfort zone and also
their ability to learn. Comfortable students are likely to get much and more
information compared to students that where uncomfortable. Aside from that, the
classroom atmosphere can also affect the morale or the behavior of the student
inside and in front of the class and learning, the unfavorable classroom
environment can also discourage the student's eagerness and willingness to learn.

Chapter 3

Research Methodology

This chapter deals with the strategies and approaches to answer the
research problem. This involves the research design, respondents of the study,
sampling procedure, instrument of the study and statistical treatment.

Research Design
The study will utilize a quantitative correlation research design to assess
independent variables without manipulating or randomly assigning participants to
different conditions. This research design will help the researchers to seek and
understand what kind of relationships naturally occurring variables have with one
another.
 It is also survey research because of it one in which a group of people or
items is studied by collecting and analyzing data from only a few people or items
considered to be representative of the entire group. In other words, only a part of
the population is studied, and findings from this are expected to be generalized to
the entire population (Nworgu 1991:68). Similarly, McBurney (1994:170) defines
the survey assessing public opinion or individual characteristics by the use of
questionnaires and sampling methods.

The purpose of the quantitative correlation study is to describe the

relationship between the attributes that influence the academic performance of the
students and the scholastic achievement of the students.
Respondents of the study
The proponents will be the Senior High School students of Carmen National
High School to be the respondents of the study. The proponents had come up with
120 out of 360 students as respondents having 10 students representative from
each classroom/section. The proponents use to draw by lots to know who will be
the respondents in every classroom.

GRADE 11
SECTION NUMBER OF
RESPONDENTS

GAS 10

HUMS
S
10

ABM
10

ICT 10
 TVL 10

AIM 10

GRADE 12
SECTION NUMBER OF
RESPONDENTS

GAS 10

HUMS 10
S

ABM 10

ICT 10

TVL
10

EIM
10

TOTAL RESPONDENTS= 120

Sampling procedure
A simple random sampling procedure should be used for selecting the
participants in this study. A simple random sample is a fair sampling technique.
This technique was employed to ensure every item in the population has an even
chance and likelihood of being selected in the sample. Here the selection of items
completely depends on chance or by probability and therefore this sampling
technique is also sometimes known as a method of chances.
Using the method of the lottery is one of the oldest methods and is a
mechanical example of random sampling. In this method, each member of the
population has to number systematically and in a consequent manner by writing
each number on a separate piece of paper. These pieces of paper are mixed and
put into a box and then numbers are drawn out of the box randomly.

The instrument of the study

The instrument to be used will be a researcher-made questionnaire
checklist to gather the needed data for the student's profile. The draft of the
questionnaire is drawn out based on the researcher's readings, previous studies,
professional literature, published and unpublished thesis statements in describing
the situations or issues about accommodate the confidence and preparedness of
the respondents. In this way, the instrument will be authorized to obtain valid
responses from the students. However, the instrument that will be using will have
to undergo validation by our research and the instrument is validated by a few
consults before it laid on to the study.

Statistical treatment of data

To analyze the data gathered, the researchers will use the descriptive
statistics method in which we are summarizing data using graphs, tables, and
figures. Mean or frequencies and percentages are considered to describe the
profile of the respondents. Mean is calculated by finding the sum of the study data
and dividing it by the total number of data. To get the percentage just multiply it by
100.
Mean = Sum of All Data Points / Number of Data Points

Mean = Sum of All Data Points / Number of Data Points x 100

By this, the researchers will able to know if there is a correlation between

the attributes (independent variable) and academic performance (dependent
variable).
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 Questionnaire

A researcher-made a questionnaire regarding the attributes that affect the

Academic Performance of the Senior High School students in Carmen National

High School A.Y 2019-2020.

Name: (Optional)

Directions: Please check (✔) and rate yourself honestly based on what you do of

the given statement.

5- Always 4-Often 3-Sometimes 2-Rarely 1-Never

Behavioral Factors 5 4 3 2 1

I come to school regularly.

I am afraid of failure.
I am afraid to participate in class.
I am afraid of public speaking.
I feel sleepy in class.
I study only when there is a quiz.
I am lazy to study.
I only study when I like it.
I copy the assignment to my classmates.
I study and prepare for the quiz.
I have a comfortable place to study.
I easily get distracted when studying.
I do my assignments regularly.
I always participate in class.

Directions: Please check (✔) and rate yourself honestly based on what you do of
the given statement.
5- Always 4-Often 3-Sometimes 2-Rarely 1-Never

B. Social Related Factors 5 4 3 2 1

My parents always encourage me in school.
My parents monitor my daily routine at school.
My friend helps me with my studies.
Both my parents are working.
I don’t live with my parents.
I prefer to online in social media than to study.
I always use social media.
My parents help me with my studies.
My parents give me enough money for my daily
needs in school.

Directions: Please check (✔) and rate yourself honestly based on what you do of the given
statement.
5- Always 4-Often 3-Sometimes 2-Rarely 1-Never
C. School-Related Factors 5 4 3 2 1
I live far from our school.
My classroom is comfortable enough.
There is enough area in our school.
Our school has a library.
Our school has a complete facility.
There are school programs.
My school gives me a comfortable facility.
My teacher has mastery of her/his subject.
Teachers discuss her/his lessons.
Our teachers are using visual aids.
Teacher scolds students.
Teachers are always early in class.
Teachers come to class regularly.

GROUP 2

Carpio- Conceptual Framework , Questionnaire, Statement of the

Problem and Significance of the study

Marquez- Introduction, questionnaire, Statement of the Problem

and significance of the study

Hadji-Nasser – Scope and delimitation, Questionnaire, Statement

of the problem and significance of the study

Abalayan- Scope and Delimitation, questionnaire and

significance of the study

Opone- Definition of terms, Questionnaire and significance of

the study

Yra- Introduction, questionnaire, and significance of the study

Yamut- Definition of terms, the significance of the study and

questionnaire

Gomez- Introduction, and questionnaire

Mayor- Definition of terms and questionnaire

Cubaynon- Introduction, the significance of the study and

questionnaire