A Qualitative Research

Presented to the

Faculty of Senior High School

Pag-asa National High School

In Partial Fulfillment of

The requirements for the

Practical Research-I

By;

Bustamante Shella May

Ilagan Jan Marc

Marquez Jeric John

Benauro Honelyn

Mandac Bryan
Candelaria Carmillo

2017

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 Chapter 1

The Problem and It’s background

Introduction:

This research is about The impact of poverty

to the Performance of Students in Pag-asa National

High School. It focuses on: what students themselves

think about School; How important education for

them; the impact of advantage/disadvantage on how

students thinks’ school works and how they

experience school. It offers a chance to look at

life in secondary schools from a student-centered

perspective. This studies focuses the damaging

effects on students and their ability to succeed

academically and the negative and wide ranging

effects of poverty. The biggest enemy of health in

the development world is poverty.

Over the past decades, the role of education in

providing a course out of has been well established

and is at the Center of many of New Labor’ policies

to end students poverty. They concluded that

disadvantages faced during childhood have a

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persistent (negative) association with the subsequent

labor market success of individuals. In particular,

they found that poor school attendance and growing

up in a family financial distress have more of an

impact on economic success as an adult than family

formation, e.g. Lone parent or broken family. The

majority of Philippines public schools students now

lived in poverty.

This research reviewed a wide range of

literature and quantitative information about the

relationship between family income, the adolescent’s

decision to stay in education beyond the age of 16

and his/her levels of educational attainment in Pag-

asa National High School, which huge implication for

inequalities in educational outcomes. Families and their

children experience poverty when they are unable to achieve

a minimum, decent standard of living that allows them to

participate fully in mainstream society. One component of

poverty is material hardship. Although we are all taught

that the essentials are food, clothing, and shelter, the

reality is that the definition of basic material

necessities varies by time and place. In the United States,

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we all agree that having access to running water,

electricity, indoor plumbing, and telephone service are

essential to 21st century living even though that would not

have been true 50 or 100 years ago.

Theoretical framework:

Reardon and Vosti (1995) observed that discourse the

poverty environment nisus needed a new Framework with a

more strategy understanding of the complexity of the issue.

Their aim was to differentiate types of environmental

change and to show the household behavior determinants of

the environment poverty links. They also had emphasis for

demonstrating how the household behavior is continued by

the policy and other intervening factors which so often had

been neglected. The traditional approach seemed narrow to

Thomas Reardon and Stephen A. Vosti. The concepts of

poverty and environmental change had been approached as

one-dimensional internally homogenous phenomena, which they

were clearly far from. The strength and symmetry of the

causal links between poverty and environment had been left

out of the discussion and not enough attention had been

paid to the farm household economics and food security

strategies pertinent to the environment-poverty links.

Therefore the possible link between poverty and the

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environment could not be grasped with the traditional

concepts. The study seeks to identify school and community

factors that contribute to or inhibit academic success of

American Indian students in WOWE, and to recommended

curriculum and programming that would address their needs.

While there are researchers such as Chinn (2002), Reyhner

(1993), Hornette (1990), Stago (1998), and Strang, von

Glatz, and Cahape Hammer (2002) who attribute the lack of

academic achievement on the part of minorities to cultural

incongruity and factors associated with an educational

structure, culture, and curriculum that are incongruous

with American Indian cultural factors and belief patterns,

there are other researchers, including Ledlow (1992) who

view the argument of cultural incongruity as a gross

oversimplification of what ails American Indian achievement

in schools.

Conceptual Framework:

Helen Suich research that the overall aim of the

Ecosystem Services for Poverty Alleviation (ESPA)

programmed is the development of new knowledge through

excellent research, that seek to understand and explain the

complex relationship between ecosystem services and poverty

alleviation, including an improved understanding of how

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ecosystem function, the services they provide, the full

value of these services and their potential role in

achieving poverty alleviation.

The Millennium Ecosystem Assessment (MA) was the

starting point for ESPA’s understanding of ecosystem

services. Ecosystems are the places where biotic and

abiotic components of the environment come together

spatially. The natural ecosystem structure and processes

underpin a variety of ecosystem functions and capabilities,

such as primary production, water regulation and nutrient

cycling that ultimately support ecosystem services, such as

timber production or fresh water provision, from which

people benefits. Ecosystem services are defined as the

final point in the delivery chain from ecosystems that are

used by people for material goods, such as food or fuel, or

for non-material goods such as climate regulation, cultural

benefits or flood prevention. Both material and nonmaterial

goods have values which can be measured in monetary or non-

monetary terms (e.g. health status, cultural appreciation).

The same goods may have different values depending on the

context (place, time, person, etc.). The values different

social groups derive from ecosystems can influence how

people treat or manage the ecosystem, which will affect

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their natural structure and processes. Hence this component

can be thought of as a cycle with many kinds of feedback. A

number of different societal structures and processes

provide enabling conditions for poor people and societies

to sustain benefits derived from ecosystem services,

including local structures and relationships affecting

livelihoods, equity and natural resource management, and

the political economy (governance, social structures,

markets and institutions leading to the social, political

and economic processes that ultimately shape the management

of ecosystems). External drivers of change include societal

(demographic change, economic growth, human migration or

education), technological and environmental process (e.g.

climate change or more short term impacts), and may be

negative or positive – and in some cases irreversible. It

is essential that there is clarity in both the ecosystem

services and the poverty alleviation components of ESPA

projects, particularly in framing and executing research

design and impact strategies. Whilst much work has been

done on defining what is meant by ecosystem services, there

has been less focus on the meaning of poverty in the

context of ESPA. This simple and practical framework

addresses this imbalance.

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 STATEMENT OF THE PROBLEM

Poverty affects all ages. Children’s are specially

affected because they depend of their survival to their

parents. Many children from around the world. Feel the

impact of poverty of their lives and the lives of their

families and friends. That’s why the performance of

students in school is the main affected because of poverty.

They suffer because of poverty. Lack of financial and lack

of human resources. That’s why they do not perform well in

school. As a result they can’t get high grades and

sometimes they can’t go to school because they can’t afford

school projects and payments. Cause of dropout and they

can’t succeed academically. There are large number of

people who are not able to accomplish the basic

requirements of life such as food, clothing, housing and

other human resources. Poverty make students stressful

and unsuccessful in the future. The lives of students who

can’t achieve the basis of being educated become miserable.

But it can depend in one person if she/he died poor. Many

people’s lives are a quest to create a secure, sustainable

livelihood for themselves and their families. Outside

forces, be they natural, political, economic or social all

conspire either to make this more or less difficult. This

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research aimed to find what particular factors enable some

people to be successful in their quest when others fail,

and what interventions by policy makers might help both

groups of people.

The research looked particularly at the part played by

local, national and international institutions on the

building of livelihoods. Researchers wanted to see how

institutions could influence the access to benefits like

land, money, or employment, of individuals and households.

Access to all of these could affect the ability to make a

living and achieve security.

A major concern of the research programmed was to

illuminate how poor rural households adapt to changes in

entitlements and in institutions, looking particularly at

whether they resort to migration, adopt a more diverse

livelihood strategy or increase agricultural production

through agricultural intensification or intensification. It

focused on the policies already in place that would shape

the choices made by local people about their livelihoods.

Making the right choice could spell the difference between

successful, sustainable livelihoods and a household or

whole community continuing in, or returning to poverty and

environmental degradation.

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An aim of the research programmed, therefore, was to

identify new policies that would enhance the ability of

people to construct sustainable livelihoods. The programmer

had a subsidiary aim to show how it would be possible to

modify already-existing policies, especially those adopted

to further macro-economic reform (structural adjustment

programmers, for instance) – to assist this process.

Livelihood resources

The analytical framework described by Scoones in his paper

adopted an economics metaphor to describe the basic

material and social, intangible and tangible assets that

people have in their possession. These resources were the

‘capital’ base from which livelihoods could be constructed.

He offered a simple set of definitions:

Natural capital – natural resource stocks (soil, water,

air, genetic resources etc) and environmental services

(hydrological cycle, pollution sinks etc) from which

resource flows and services useful for livelihoods are

derived

Economic or financial capital, including infrastructure –

the capital base (cash, credit/debit, savings etc),

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infrastructure, and other economic assets which are

essential for the pursuit of any livelihood strategy

Human capital – skills, knowledge, ability to work and good

health important for the successful pursuit of livelihood

strategies.

The concept of poverty takes its origin in social ethics,

which can be seen as a central part of political

philosophy, itself that domain of philosophical thinking

looking for a theory of social arrangement. If we want to

see a link with more familiar subjects of economic theory,

we can say that this area of philosophical research belongs

to the foundations of the theory of social choice. Social

ethics is also deeply rooted in the more global subject of

moral philosophy. Teacher preparation programs, including

graduate degrees, should require courses that provide an

overview of poverty and methods of working with this

population. Survey courses in sociology are not enough. The

data were very telling in that parents and students

generally agreed on factors that impact student achievement

among student population, but teachers teachers were either

silent on those factors or identified other factors that

influenced achievement.

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 SIGNIFICANCE OF THE STUDY

The significance of our research is to know

the problem of students in committing in poverty.

And the effect of poverty to the performance of

the students for their studying. this study is

important to the routine of the students in school.

This is important to the teachers assist the students who

commits poverty. This is beneficial to other schools

for them to know the impact of poverty to the

performance of every students and also to helped

them to overcome the poverty that they experience

for their lives. And for the teachers, for them to

understand the situation of the student who experience

poverty for them to be take advantage for student. This

study aims to provide a comprehensive Analysis of the

causes of poverty in Pag-asa National high school

Philippines and give recommendations for accelerating

poverty reduction through sustained and more inclusive

growth. The study will provide an overview of the current

status of government responses, strategies, and

achievements and will identify and prioritize future needs.

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