CHAPTER V

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This chapter is an overview of the study including the summary, conclusion and

recommendation.

Restatement of the Problem and Methodology

This study aimed to determine the factors associated with the performance of Senior High

School students in their English subjects during the second semester of school year 2016-2017.

Specifically, this research tried to answer the following questions:

1. What is the demographic profile of the respondents as to their academic strand,

age, and sex?

2. What are the factors that contribute to the performance of Senior High School

students in their English subjects?

3. Is there a correlation between the factors and the grades of Senior High School

students in English?

This study made use of descriptive- correlation method was used in this study which

aimed to find out the different factors related to the senior high school students’ academic

performance in English and to identify if there is significant relationship between two variables.
 Summary of Findings

Results of the analysis made on the data gathered indicated the following major findings.

The mean age of the respondents is 17 years old. Moreover, the data shows that the respondents

are largely concentrated between 17-18 age bracket, female and are equally distributed to the

senior high school strands.

All the respondents agree that personal factor has high relativity to their academic

performance. With an overall mean of 4.08 this means that respondents “Agree” that personal

factor has high relativity to academic performance in English. When it comes to family factor the

overall mean of 3.31 this means that respondents “moderately agree”. This only means that

family factor has an average relation and contribution to their academic performance in English.

When it comes to teacher factor, data reveal that the overall mean of 4.26 means that respondents

“agree” with the teacher factors enumerated above. This further reveals that teacher factor has

high significant relation to their academic performance in English. Moreover, when it comes to

peer factor the overall mean is 3.54 which mean that respondents “agree” that it has an average

significant relation to their academic performance in English. Lastly, when it comes to school

factor, the data reveal that the overall mean is 3.35 interpreted as “moderately agree” which

means that it has an average contribution to the performance of the respondents in English.

The findings reveal that out of 50 respondents, 46 or 92 percent is within the advanced

level and 4 or 8 percent is within proficient level. This implies most respondents’ academic

performance is within advanced level and few are within proficient level. This further implies

that all respondents have reputable proficiency in English. Furthermore, the mean academic

performance of the respondents is 90.82 showing an advanced proficiency level in English.

 In conclusion base on the P-values of the different factors only school factors have the

significant relationship between respondents’ academic performance while the rest, personal,

family, teach and peer, are not significant.

Conclusion

In the light of the major findings of the study, it can be concluded that there are indeed a

lot of factors relating to senior high school students’ academic performance in English, these

include personal, family, teacher, peer and school factors and how significant are these variables

to the academic performance of the students.

Furthermore, the different academic institutions, DepEd and other governmental

institutions related to promoting quality education must strengthen its programs especially

addressing possible course of actions that will help improve, empower and promote quality

education especially in learning English as second language.

Recommendations

The following recommendations were drawn from the findings and conclusion of the

present study:

A. For Possible Courses of Action:

1. That the school administrators, must look into the factors significantly related to

academic performance in English and align their programs enable to deliver quality

education not just in English but other important fields in the academe.

2. Instructors and students must value the importance of library and reading materials

basically because these help improve communication and written skills.

 3. To improve the intervention programs of the different academic institutions by

benchmarking and conducting studies of what are factors related to the academic

performance of the students.

4. Improve school facilities and libraries, both private and public institutions, that will help

improve learning English.

5. The instructors and administrators should devise some instructional strategies that would

make the students learn English not just to obtain good grades but also to focus on

approaches that would improve their skills for authentic and communicative language

use.

B. For Further Study

1. The future researchers may conduct another study for the negative factors relating to

senior high school students’ academic performance in English.

2. A replication of this study on the other neighbouring schools, both public and private.

3. An in depth study related to the study habit of senior high school students that may affect

academic performance in English.

4. Further studies must be made to analyze other factors that are believed to influence

academic performance.

5. A survey questionnaire which is contextualized in the Philippine setting must be

formulated for better results of the study.

6. Studies involving the factors that contribute to academic performance of students must be

done in a set of respondents having higher or lower grades for comparison.