CHAPTER I

THE PROBLEM AND ITS SCOPE

Rationale

Students are the most essential resources in education. It is absolutely

necessary to a student to manage his/her performance in the classroom. With

that, students’ performance affect his/her academic situation. Academic

performance is the measurement of student achievement across various

academic subjects, teachers and education officials typically measure

achievement using classroom performance, graduation rates and results from

standardized tests.

According to Mustaq & Khan (2012) found that students’ performance

depends on many factors such as learning facilities, gender, age differences, etc.

that can affect the students’ performance. It implies that the students are

depending on the factors that may affect their academic performance.

The researchers conducted the study in order to determine the factors

affecting students’ academic performance of the Senior High Students in St.

Joseph Academy for the school year 2019-2020.

1
Literature Background

Ali et. al (2013), that students’ academic gain in learning performance is

affected by numerous factor including gender, age, teaching faculty, students’

schooling, father/ guardian, economic status, residential area of students,

medium of instruction of schools, tuition trend, daily study hour and

accommodation as hostelries or day scholar.

In addition, Alos (2015) greatly emphasized the importance of having

qualified teachers in the field of teaching, and said that success of any program

is conditioned by the ability of the teacher to teach. This implies that teachers

must knowledgeable enough to teach the students.

Jefferson & Kent (2001) cited by Schwerdt (2010) stated that teaching

method is deemed to be the role played by the professor in the teaching process

and technology used in the process. It also can be viewed as the self-

organization of the lecturer (Arends, 2007). Majority past studies have looked into

this factor but teaching practices were not specifically brought into concern as the

studies just analyzed standard-based teacher evaluation system and student

achievement.

In the study of Schwerdt (2010), the effect of single teaching practices on

student achievement in the Academic-Success Barrier Battery was developed

based on personal or individual factors affecting academic performance to assist

the observation. They looked at the effect of time spent on lecture style

presentation compared to time spent on problem solving as two mutually

2
exclusive teaching methods. The result of the analysis showed that lecture style

presentation contributed to higher student achievement.

Oye (2012) said that majority of students feel that social platforms have

positive impact on academic growth and further confirmed that there was a

strong positive relationship between the use of social media and academic

performance. Thus, social media platform used in a positive manner can help

students and youth in gaining knowledge that can be used to enhance their

academic performance.

McLoughlin & Lee (2010) stated that using social media networks in the

educational process could help educators to apply the inquiry-based approach

and encourage the collaboration between the instructor and the students, thereby

encourage engagement.

In contrary, Owusu-Acheaw & Larson (2012), it was revealed that the use

of social media had affected the academic performance of the respondents

negatively and further revealed that most of the respondents use social media

sites to chat rather than for academic purposes. However, Hasnain (2015)

carried out a research to study the relationship between the use of social media

and students’ academic performance in Pakistan. The results suggest that social

media has an inverse relationship with academic performance.

3
 According to Mustaq & Khan (2012) found that students’ performance

depends on many factors such as learning facilities, gender, age differences, etc.

that can affect the students’ performance.

In the study of Ouazad (2014) it indirectly addresses this topic which

includes research that examines teachers’ subjective evaluations of students’

classroom behaviors and scholastic aptitude, which may also be influenced by

race/ethnicity. It also showed that teachers give more favorable assessments of

ability to same-race students. However, in the study of McGrady and Reynolds

(2012) it also revealed significant mismatch effects on subjective evaluations of

classroom behavior and perceptions of scholastic aptitude across racial/ethnic

groups.

In Piaget's Cognitive Theory (1936) states that an approach to psychology

that attempts to explain human behavior by understanding your thought

processes. It provides a general rationale for assessing and modifying

cognations as a means of changing how people think, feel, and behave.

In Piaget’s Constructivism Theory (1980) states that a learning found in

psychology which explains how people might acquire knowledge and learn. It

therefore has direct application to education. The theory suggests that human

construct knowledge and meaning `from their experience.

In Skinner Behaviorism Theory (1938) states that a learning on the idea

that all behaviors are acquired through conditioning. Conditioning occurs through

interaction with the environment. Behaviorists believe that our responses to

4
environment stimuli shape our actions. Per this belief, behavior can be studied in

a systematic and observable manner regardless of internal mental state.

Basically, only observable behavior should be considered—cognitions, emotions,

and moods are far too subjective. Strict behaviorists believed that any person

can potentially be trained to perform any task, regardless of genetic background,

personality traits, and internal thoughts.

Batas Pambansa Blg. 232 The Education Act of 1982, Secondary

Education System stated that “The state of formal education following the

elementary level concerned primarily with continuing basic education and

expanding it to include the learning of employable gainful skills, usually

corresponding to four years of high school.”

On the other hand Republic Act No. 9155, Governance of Basic Education

Act of 2001, an act stated that “The school head shall form a team with the

school teachers/learning facilitators for delivery of equality educational programs,

projects and services.” It is addressed to enable the schools and learning centers

to reflect the values of the community by allowing teachers/learning facilitators

and other staff to have the flexibility to serve the needs of all learners.

5
s

Batas Pambansa Blg. 232 The

Cognitive Theory
Education Act of 1982
-states that an approach to
Secondary Education System
psychology that attempts to explain
human behavior by understanding “The state of formal education
your thought processes. (Piaget following the elementary level
1936) concerned primarily with
continuing basic education and
expanding it to include the
learning of employable gainful
skills, usually corresponding to
Constructivism Theory four years of high school.”
-states that a learning found
in psychology which explains how
people might acquire knowledge REPUBLIC ACT NO. 9155
and learn. (Piaget 1980)
-An act states that the
school head shall form a team
with the school
teachers/learning facilitators for
delivery of equality educational
Behaviorism Theory
programs, projects and
-states that a learning on the
idea that all behaviors are acquired services.
through conditioning.
(Skinner 1938)

Senior High Students of St. Joseph

Academy S.Y. 2019-2020

Factors Affecting
Academic Performance
Students’ Performance

Factors Affecting Students’ Academic

Performance of Senior High Students
in St. Joseph
Figure Academy
1. Theoretical S.Y.2019-2020
Framework

6
 THE PROBLEM

Statement of the Problem

This research primarily aimed to determine the factors affecting students’

academic performance of Senior High School Students of St. Joseph Academy

during the school year 2019-2020.

Specifically, the study would answer the following questions:

1. What is the profile of students in the aspects of:

1.1 Age;

1.2 Grade; and

1.3 Sex?

2. What is the level of association of the factors influencing students’

academic performance as to the corresponding domain:

2.1 Lecture Style;

2.2 Ethnicity; and

2.3 Social Media?

3. Is there a significant relationship between the factors affecting students’

academic performance?

7
Hypothesis

There is no significant relationship among factors affecting students’

academic performance.

Significance of the Study

Students. The study aims to inform students of the possible factors

affecting students’ academic performance.

School. The study aims to inform the authorities of the possible solutions

for this particular problem.

Parents. The study aims to provide information to the parents about the

factors and remind them to give more attention to their children’s relation.

RESEARCH METHODOLOGY

Design

This study used the descriptive-survey method with the aid of

questionnaire in gathering all data from the respondents of the Senior High

Students of St. Joseph Academy. These are preferable to know the factors

affecting students’ academic performance. The researchers also utilize

documentary analysis where in average of the students on their first semester

retrieved from the adviser to determine the performance of the respondents.

8
Environment and Participants

This study was conducted at St. Joseph Academy. It is located in

Poblacion, Candijay, Bohol ninety-seven (97) kilometers away from the city of

Tagbilaran, Bohol. It is a Catholic school and a private institution that provide a

high, quality education to the students. The highest position in this institution is

the school director and followed by the principal, the secretary, and the faculty

and staff.

The researchers’ randomly select sixty (60) students compromised of ten

(10) students every strand from the Senior High Grade level: The Grade 11 and

Grade 12.

Instruments

To gather all the needed data and information, the researchers adopted

and revised a questionnaire from the study A/P of Kasantra Thangaraju,

Stephenia Ho Chee, Tan Li Koon, Tan Sien Yi, Tan Wen Mann entitled “Analysis

of Factors Influencing the Academic Performance of Undergraduates of Kampar.”

This was used to gather the primary information and to attain the objectives of

the study and determined the factors affecting students’ academic performance

of senior high students.

9
Data Gathering Procedures

To come up with an accurate set of data, the researchers undertook the

following methods:

First the researchers adopted a standardized questionnaire from the study

of Kasantra A/P Thangaraju, Stephenia Ho Chee, Tan Li Koon, Tan Sien Yi, Tan

Wen Mann entitled Analysis of Factors Influencing the Academic Performance of

Undergraduates of Kampar and revised some of the contents of questionnaire.

After permission was secured from the school authorities, the researchers

distributed the questionnaire to research participants. They were clearly

instructed on what to do and were given enough time to answer the given

questionnaire. All of this were returned after the research participants finished

answering. The data gathered were tallied and computed, numerical frequency

distribution was made. The results were tabulated, collated and subject for

statistical treatment

Statistical Treatment

Since the researchers intended to use the descriptive survey

method, the following formulas were utilized in the study.

1. To determine the profile of the respondents, the percentage formula

was used.

Formula:

10
 F
P=
N X 100

Where:

= Percentage

F = Frequency

N= Number of respondents

2. To determine the factors of the respondents in terms of daily routine,

the weighted mean formula was used.

F×W
WM=
Formula: N

Where:

WM = Weighted Mean

F = Frequency

W = Weight

N = number of Respondents

3. To determine the relationship among the factors affecting students’

academic performance, the Spearman Rank Order Coefficient Correlation

was used.

Formula:

6 ∑ D2
r =1−
n(n−1)

11
12
 Where:

r =¿ Spearman Rank Order Coefficient Correlation

∑ D 2=¿ Summation of the difference between rank x and rank y

n=¿ Sample size

6= Constant

m(m 2−1)
To find Cf =
12

13
 DEFINITION OF TERMS
Academic Performance. Is the extent to which a student, teacher or

institution has achieved their short or long-term educational goals.

Classroom Performance. Experimental sections had a higher increase in

the pre-post test scores and student averages on lecture exams increased at a

higher rate than those of the control group.

Ethnicity. The fact or state of belonging to a social group that has a

common national or cultural tradition.

Lecture Style. A teaching method that involves, primarily, an oral

presentation given by an instructor to a body of students. Lectures are

accompanied by some sort of visual aid, such as a slideshow, a word document,

an image, or a film.

Racism. Prejudice, discrimination, or antagonism directed against

someone of a different race based on the belief that one's own race is superior.

Students. A person who is studying at a school or college.

Social Media. Forms of electronic communication through which people

create online communities to share information, ideas, personal messages.

14
 CHAPTER II

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter deals with the presentation, analysis and interpretation of the

gathered data on the factors affecting students’ academic performance of senior

high school students S.Y. 2019-2020 by using a questionnaire. The data were

tallied, tabulated, analyzed and interpreted. Thus, this chapter presents these

findings in textual and tabular form.

Table 1.1

Profile of the Respondents in Terms of Age

N=60

Age Frequency(f) Percentage (%)

16-17 36 60

18 above 24 40

Total 60 100

Table 1.1 shows that the age interval between 16-17 years old with the

frequency of 36 got the highest percentage which is 60%. On the other hand, the

age interval of 18 above with the percentage of 40% got the lowest rank.

Table 1.2

Profile of the Respondents in Terms of Grade

N= 60

15
Academic Performance Frequency (f) Percentage (%)

80-85 15 25.00

86-91 27 45.00

92-95 16 26.67

96 above 2 3.33

Total 60 100

Table 1.2 shows the average grades of the senior high students in 1 st

Semester. The table reveals that the grades interval from 86-91 with the

frequency of twenty seven (27) got the highest percentage which is 45%. Next is

the grades interval 92-95 with the frequency of sixteen (16) with the percentage

of 26.67%, then the grades interval of 80-85 with the frequency of fifteen (15)

with the percentage of 25%. On the other hand, the academic performance

interval of 96 above got the lowest rank having the frequency of two (2) with the

percentage of 3.33%.

Table 1.3

Profile of the Respondents in Terms of Sex

N=60

Sex Frequency(f) Percentage (%)

16
 Male 19 31.67

Female 41 68.33

Total 60 100

It revealed in the table 1.3, profile of the students in terms of gender, that

there are forty one (41) or 68.33% females and nineteen (19) or 31.67 % males.

This implies that female respondents dominated than males.

Table 2.1
Level of Association between Lecture Style and Academic Performance

Statements WM DV Rank
1. The role played by the lecturer/tutor in the teaching
3.17 A 4
process aide my learning.
2. I like when teachers recap lessons to help me
3.58 SA 1
improved preparations towards examination.
3. I like when teachers are well organized for session. 3.42 SA 2
4. Technology was essential in the teaching process,
3.18 A 3
which aid my learning.
5. I rely in my teachers to tell me what is important to
me to learn. 2.85 A 5
Composite Mean 3.24 A
LEGEND:

Scale Descriptive Value

3.25-4.00 Strongly Agree (SA)

2.50-3.24 Agree (A)

1.75-2.49 Disagree (D)
1.00-1.74 Strongly Disagree (SD)

17
 Table 2.1 shows the data of the lecture style of the teachers to the

respondents. The item no. 2 “I like when teachers recap lessons to help me

improved preparations towards examination.” with a weighted mean of 3.58

described a “Strongly Agree” ranked first. Meanwhile, item no. 5 “I rely in my

teachers to tell me what is important to me to learn.” with a weighted mean of

2.85 described as “Agree” got the last rank. This means that more students like

their teachers to have a recapitulation of the previous lessons that can help them

to improved preparations towards examinations. In relation to this, Jefferson &

Kent (2001) cited by Schwerdt (2010) stated that teaching method is deemed to

be the role played by the professor in the teaching process and technology used

in the process. It also can be viewed as the self-organization of the lecturer

(Arends, 2007). Majority past studies have looked into this factor but teaching

practices were not specifically brought into concern as the studies just analyzed

standard-based teacher evaluation system and student achievement.

Table 2.2
Level of Association between Ethnicity and Academic Performance

Statements WM DV Rank
1. Discrimination exist around the classroom.
2.78 D 1
2. I ever felt racial diversity in the classroom.
2.43 A 5
3. Racism is affecting me. 2.63 D 4
4. Racism and racial discrimination affecting my race
ability to study in. 2.68 D 2
5. Racism and racial discrimination will affect my study
goal. 2.67 D 3
Composite Mean 2.64 D

18
LEGEND:
Scale Descriptive Value
1.00-1.74 Strongly Agree (SA)

1.75-2.49 Agree (A)

2.50-3.24 Disagree (D)
3.25-4.00 Strongly Disagree (SD)

Table 2.2 shows the data of ethnicity of the students, item no. 1

“Discrimination exist around the classroom.” got the highest weighted mean of

2.78 described as “Disagree” got the first rank. Moreover, item no. 2” I ever felt

racial diversity in the classroom.” got the lowest weighted mean and of 2.43

described as “Agree” got the last rank. In terms of ethnicity, it is inferred that the

respondents agree to the fact that the major effect of ethnicity is racism and

racial discrimination. This implies that it affect the students’ study goal as derived

with the composite mean of 2.64. In connection to this finding, Ouazad (2014) it

indirectly addresses this topic which includes research that examines teachers’

subjective evaluations of students’ classroom behaviors and scholastic aptitude,

which may also be influenced by race/ethnicity. It also showed that teachers give

more favorable assessments of ability to same-race students.

Table 2.3
Level of Association between Social Media and Academic Performance

Statements WM DV Rank
1. I usually have limited access to Facebook and this
has affected my academic performance. 2.78 A 4
2. I engage in academic discussions on Twitter and
this has improved my academic performance. 2.43 D 5
3. I make use of Internet to disseminate knowledge to

19
 my classmates. 2.63 A 2
4. I solely rely on information gather from Google to do
my assignment without consulting other. 2.68 A 3
5. The usage of Google for research has sources
helped improved my grades. 2.67 A 1
Composite Mean 2.73 A
LEGEND:

Scale Descriptive Value

3.40-4.00 Strongly Agree (SA)

2.60-3.39 Agree (A)

1.80-2.59 Disagree (D)
1.00-1.79 Strongly Disagree (SD)

Table 2.3 shows how the social media effects on the respondents, item

no. 5” The usage of Google for research has sources helped improved my

grades.” with a weighted mean of 2.98 described as “Agree” got the first rank.

Item no. 2 “I engage in academic discussions on Twitter and this has improved

my academic performance.” with a weighted mean of 2.28 described as

“Disagree”” got the last rank. This implies that having the usage of Google for

research has a big impact in students’ academic performance. It is stated that

using social media networks in the educational process could help educators to

apply the inquiry-based approach and encourage the collaboration between the

instructor and the students, thereby encourage engagement (McLoughlin & Lee

2010).

Table 3
Relationship Between Factors Affecting Students Academic Performance
Spearman Rank Critical Value (C.V) Decision/Interpretation

20
 Correlation(r s)
0.10 0.25 Accept Ho

Table 3 shows the relationship between the academic performance

and the factors affecting on it. As for the factors with the computed value of

spearman rank correlation r s= 0.10 which is enough for the required critical value

of 0.25 level of significance. Hence, the null hypotheses is accepted as it was

said that there is no significant relationship between factors affecting students’

academic performance. In contrast to Ali et. al (2013), that students’ academic

gain in learning performance is affected by numerous factor including gender,

age, teaching faculty, students’ schooling, father/ guardian, economic status,

residential area of students, medium of instruction of schools, tuition trend, daily

study hour and accommodation as hostelries or day scholar.

The null hypothesis is hereby accepted. As interpreted above, lecture

style, ethnicity, and social media have no significant relation to the academic

performance of the students.

CHAPTER III

SUMMARY OF FINDINGS, CONCLUSION, AND RECOMMENDATON

21
 This chapter contains the summary of findings, which is based on the

previous chapter, and which formed the basis for the following conclusions and

recommendations.

Summary of Findings

The main purpose of this study was to determine the factors affecting

students’ academic performances of the students of Senior High Students in the

School Year 2019-2020.

Specifically, it is aimed to answer the following queries: What is the profile

of the students in the aspects of: Age, Sex and Academic Performance; What is

the level of association of the factors affecting students’ academic performance

as to the corresponding domain: lecture style, ethnicity and social media; Is there

a significant relationship between the factors affecting students’ academic

performance?

This study utilizes the descriptive-survey method of research with use of

questionnaire that was adapted from A/P of Kasantra Thangaraju, Stephenia Ho

Chee, Tan Li Koon, Tan Sien Yi, Tan Wen Man (entitled Analysis of Factors

Influencing the Academic Performance of Undergraduates of Kampar.) as the

data gathering tool to validate answers given by respondents who are the Senior

High School Students of St. Joseph Academy located at Poblacion, Candijay,

Bohol.

In determining the respondents profile as the age, sex and academic

performance, the percentage was used.

22
 To determine the lecture style, ethnicity and social media; this study use

the weighted mean.

In determining the significant relationship between the factors affecting

students` academic performance of the respondents, this study used Spearman

Rank Correlation.

After gathering and extensive analysis of data, the researchers obtained

the following findings.

Most of the students got the grades 88-91.

The age interval of 16-17 years old got the highest frequency and

percentage of 60%.

As for the gender most of respondents were female (68.3%).

In terms of lecture style the first in rank is item no.2 with a corresponding

statement “I like when teachers recap lessons to help me improved preparations

towards examination”.

As to the ethnicity, the major factor of ethnicity is discrimination exist

around the classroom.

Usage of Google for research, ranked first in terms of social media.

Finally, for the significant relationship of factors and academic

performance, it is said that there is no significant relationship between the factors

and academic of the students.

Conclusions

23
 Based on the foregoing findings, the researchers have generated the

following conclusion:

A significant relationship between the factors students` academic

performance of the students is revealed with clearly accept null hypothesis

stating: There is no significant relationship between the factors and academic

performance of the students.

Recommendations

The researchers have come up with the following recommendations,

based on the conclusions drawn from the study.

1. School must formulate a Strategic Development Program for the enhancement

of the teaching strategies/approach.

2. Teachers must apply varied instructional style to diverse learners.

3. The future researchers, must have a further study of the factors affecting

students’ academic performance.

4. Parents should give full support that can help to improve the academic

performance of the students and to focus to their behavior.

24
 APPENDIX A
LETTER OF REQUEST

Republic of the Philippines

Bohol Association of Catholic School
St. Joseph Academy
Poblacion, Candijay, Bohol

Mr. Reyboy Tagsip Date: June 14, 2019

Instructor
St. Joseph Academy
Poblacion, Candijay, Bohol

Sir:

Greetings!

We, the undersigned, are undergoing research on “Factors Affecting

Students’ Academic Performance of Senior High School Students in St. Joseph
Academy” as one of the requirements of research.

In connection to this, we would like to respect you to be our Thesis

Adviser.

We are hoping for your favorable response to this request.

Thank you so much.

Respectfully yours,

MARIECRIS GALARIDO
Research Leader
APPROVED:

MR. REYBOY TAGSIP

Research Adviser

25
 Republic of the Philippines
Bohol Association of Catholic School
St. Joseph Academy
Poblacion, Candijay, Bohol

Mr. Romnick Delapeṅa Date: June 14, 2019

Instructor
St. Joseph Academy
Poblacion, Candijay, Bohol

Sir:

Greetings!

We, the undersigned, are undergoing research on “Factors Affecting

Students’ Academic Performance of Senior High School Students in St. Joseph
Academy” as one of the requirements of research.

In connection to this, we would like to respect you to be our Research

Statistician.

We are hoping for your favorable response to this request.

Thank you so much.

Respectfully yours,

MARIECRIS GALARIDO
Research Leader
APPROVED:

MR. ROMNICK DELA PEÑA

Research Statistician

26
 Republic of the Philippines
Bohol Association of Catholic School
St. Joseph Academy
Poblacion, Candijay, Bohol

Date:
June 14, 2019

Ms. Mongliza Inojales

Instructor
St. Joseph Academy
Poblacion, Candijay, Bohol

Ma’am:

Greetings!

We, the undersigned, are undergoing research on “Factors Affecting

Students’ Academic Performance of Senior High School Students in St. Joseph
Academy” as one of the requirements of research.

In connection to this, we would like to respect you to be our Research

Critic.

We are hoping for your favorable response to this request.

Thank you so much.

Respectfully yours,

MARIECRIS GALARIDO
Research Leader

APPROVED:

MS. MONGLIZA INOJALES

Research Critic

27
 APPENDIX B

SUMMARY OF DATA

Level of Association between Lecture Style and Academic Performance

Statements SA A D SD WM DV Rank
(4) (3) (2) (1)
1. The role played by the
lecturer/tutor in the 44 144 2 0 3.17 A 4
teaching process aide my
learning.
2. I like when teachers
recap lessons to help me 16 51 2 2 3.58 SA 1
improved preparations 0
towards examination.
3. I like when teachers
are well organized for 11 81 8 0 3.42 SA 2
session. 6

4. Technology was
essential in the teaching 68 114 8 1 3.18 A 3
process, which aid my
learning.
5. I rely in my teachers to
tell me what is important 52 75 44 0 2.85 A 5
to me to learn.
Composite Mean 3.24 A

Level of Association between Ethnicity and Academic Performance

Statements SA A D SD WM DV Rank
(1) (2) (3) (4)
1. Discrimination exist

28
 around the classroom. 48 87 26 6 2.78 D 1
2. I ever felt racial diversity
in the classroom. 4 96 38 8 2.43 A 5
3. Racism is affecting me. 20 93 42 3 2.63 D 4
4. Racism and racial
discrimination affecting my 28 90 40 3 2.68 D 2
race ability to study in.
5. Racism and racial
discrimination will affect my 24 90 44 2 2.67 D 3
study goal.
Composite Mean 2.64 D

Level of Association between Social Media and Academic Performance

Statements SA A D SD WM DV Rank
(4) (3) (2) (1)

1. I usually have limited

access to Facebook and 36 69 50 3 2.78 A 4
this has affected my
academic performance.
2. I engage in academic
discussions on Twitter and 8 63 58 8 2.43 D 5
this has improved my
academic performance.
3. I make use of Internet to
disseminate knowledge to 40 102 30 1 2.63 A 2
my classmates.
4. I solely rely on
information gather from
Google to do my 40 99 32 1 2.68 A 3
assignment without
consulting other.
5. The usage of Google for
research has sources 44 117 16 2 2.67 A 1
helped improved my
grades.

Composite Mean 2.73 A

29
30
 APPENDIX C

STATISTICAL COMPUTATION

SAMPLE COMPUTATION
FACTORS AFFECTING STUDENTS ACADEMIC PERFORMANCE OF SENIOR
HIGH STUDENTS IN ST. JOSEPH ACADEMY
N=60
STUDENT GRADE RANK RESPONSE RANK DIFFERENCE OF RANK (d ¿ d2
1 91.89 19 3 5 3.5 12.25
2 93.11 11 2.73 40 29 841
3 93.44 10 2.4 53.5 43.5 1892.25
4 93.89 9 3.07 15.5 6.5 42.25
5 86.33 42 2.53 49.5 7.5 56.25
6 91.11 22 2.6 47.5 25.5 650.25
7 95.67 2 3.06 15.5 13.5 182.25
8 92.78 16 2.2 55 39 1521
9 94.22 7 2.93 25.5 18.5 342.25
10 96 1 2.53 49.5 48.5 2352.25
11 89 31.5 2.73 40 8.5 72.25
12 93 13.5 3.13 12 -1.5 2.25
13 93 13.5 2.47 51.5 38 1444
14 90 28 3 22.5 -5.5 30.25
15 89 31.5 3.13 12 -19.5 380.25
16 84 49 2.67 45 -4 16
17 93 13.5 2.06 56.5 43 1849
18 93 13.5 3.07 15.5 2 4
19 95 5 3.13 12 7 49
20 86 44.5 3.04 19 -25.5 650.25
21 85 47.5 2.06 56.5 9 81
22 82 57 2.87 31 -46 676
23 88 36.5 2.87 31 -5.5 30.25
24 85 47.5 2.73 40 -7.5 56.25
25 83 55 2.67 45 -10 100
26 88 36.5 2.87 31 -5 25
27 82 57 3.27 7.5 -49.5 2450.25
28 82 57 2.87 31 -26 676
29 80 60 2.73 40 -20 400
30 95 5 3.07 15.5 10.5 110.25
31 89.75 29 3.33 4.5 -24.5 600.25
32 86 44.5 2.73 40 -4.5 20.25
33 86.63 41 3.27 7.5 -33.5 1122.25

31
34 88.88 33 3.2 9 -24 576
35 86.13 43 3.07 15.5 -27.5 756.25
36 91.38 20 2.87 31 11 121
37 89.5 30 2.87 31 1 1
38 83.63 51 2.87 31 -20 400
39 90.13 27 2.87 31 4 16
40 86.88 40 2.93 25.5 -14.5 210.25
41 83.39 52 3 22.5 -29.5 870.25
42 83.89 50 2.47 51.5 1.5 2.25
43 83.22 54 3.4 2 -52 2704
44 83.24 53 2.73 40 -13 169
45 80.89 59 2.93 25.5 -33.5 1122.25
46 90.67 23 2.4 53.5 30.5 930.25
47 87.57 38 3.33 4.5 -33.5 1122.25
48 90.28 25 3.33 4.5 -20.5 420.25
49 87.39 39 2.67 45 6 36
50 90.22 26 3.7 1 -25 625
51 95.90 3 3.33 4.5 1.5 2.25
52 95 5 2.73 40 35 1225
53 85.69 46 2.87 31 -15 225
54 92 18 2.6 47.5 29.5 870.25
55 88.06 35 3.07 15.5 -19.5 380.25
56 94.07 8 3.13 12 4 16
57 91.19 21 2.8 36 15 225
58 90.638 24 3.13 12 -12 144
59 88.63 34 3 22.5 -11.5 132.25
60 92.5 17 2.93 25.5 8.5 72.25

32
 APPENDIX D

RESEARCH INSTRUMENT

QUESTIONNAIRE

FACTORS AFFECTING STUDENTS’ ACADEMIC PERFORMANCE OF SENIOR

HIGH SCHOOL STUDENTS IN ST. JOSEPH ACADEMY

S.Y. 2019-2020

Section A. Students’ Profile

Age: ______ 16-17

______18 above

Grade Level & Strand: ______

Sex: _____Male

_____Female

Section B. Factors influencing students’ academic performance in senior high

students.

Indicate the extent on which you agree or disagree with the following

statement. Use the following scale for your response. Put a check (/) on the box

provided.

(4) SA- Strongly Agree (3) A- Agree

(2) D- Disagree (1) SD- Strongly Disagree

33
 SD A D SD
STATEMENT 4 3 2 1

34
Lecture Style
1. The role played by the Lecturer/ Tutor in the
teaching process aide my learning.
2. Tutorial classes help me to improved preparations
towards examinations.
3. I like when teachers are well organized for a
session.
4. Technology was essential in the teaching
process, which aided my learning.
5. I rely on my teachers to tell me what is important
to me to learn.
Ethnicity
1. Discrimination exits around my campus.
2. I ever felt racial diversity in my campus.
3. Racism is affecting me.
4. Racism and racial discrimination affecting my
race ability to study in.
5. Racism and racial discrimination will affect my
study goal.
Social Media
1. I usually have limited access to Facebook and
this has affected my academic performance.
2. I engage in academic discussions on Twitter and
this has improved my academic performance.
3. I make use of Internet to disseminate knowledge
to my classmates.
4. I solely rely on information gather from Google to
do my assignment without consulting other.
5. The usage of Google for research has sources
helped improved my grades.

35
 APPENDIX E

RANK OF RESPONSE

8(8 2−1)
 Rank 31 cf = =42
12

4 ( 4 2−1 )
 Rank 22.5 cf = =5
12

7(72 −1)
 Rank 40 cf = =28
12

2(22−1)
 Rank 53.5 cf = =.5
12

6(6 2−1)
 Rank 15.5 cf = =17.5
12

2 ( 22 −1 )
 Rank 49.5 cf = =.5
12

5(52−1)
 Rank 12 cf = =10
12

2(22−1)
 Rank 51.5 cf = =.5
12

3(32−1)
 Rank 45 cf = =2
12

2(22−1)
 Rank 56.5 cf = =.5
12

2(22−1)
 Rank 7.5 cf = =.5
12

4 (4 2−1)
 Rank 4.5 cf = =5
12

36
 4 (4 2−1)
 Rank 25.5 cf = =5
12

2 ( 22 −1 )
 Rank 47.5 cf = =.5
12

Σcf = 117.5

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39