THE RELATIONSHIP BETWEEN SOCIOECONOMIC STATUS AND

ACADEMIC PERFORMANCE AMONG SENIOR HIGH SCHOOL (SHS)

GRADE 12 STUDENTS OF MOHON (DIVINO AMORE) NATIONAL HIGH
SCHOOL IN THE SCHOOL YEAR 2018-2019

Presented to
Mohon (Divino Amore) National High School

In partial fulfillment of the subject

Practical Research II

Researchers

Abatayo, Keyt Niño B. Dorimon, Jeralyn Robles, Berland

Aldohueza, Jaybe B. Dormiendo, Jose Romeral, Junalyn

Basmayor, Jhon Nelvin Elardo, Jeric Andrey N. Sitrina, Efren Bhong Jr.

Bulala, Lileth C. Jabonero, John Paul A. Torrejos, Jeramae S.

Caña, Leah Grace Laniton, Wenald Ugbinada, Gilbert O.

Catahusan, Eleneta U. Lomoljo, Bryll Francis A. Velasco, Norman A.

Cuerbo, Jarah M. Ortiz, Reno John L. Villarico, Jenessa

Degamo, Denivy A. Ocariza, Ma. Clarisa

Grade 12 – St. Raphael

General Academic Strand (GAS)

December 2018
 CHAPTER 1

INTRODUCTION

Background of the Study

The basic concept of socioeconomic status is on how the person's

experience of work in a family and related to the performance goals on each of

the learners. Although a good effect between socioeconomic status and

academic achievement, it is the role that might changes through the age of the

learners. In Canada's National Longitudinal Study of Children and Youth (NLSCY)

tested on how academic achievement and a space between the socio-economic

status. It's indicated on the data presented that the gaps remain not stable by

the ages 7 and 15. (Caro, 2009)

According to Heyneman and Loxley they stated that the Philippines

as a low small wage earner country. In terms of the school-levels that greatly

affect to the learner's academic performance. This phenomenon called as the

Heyneman and Loxley effect or "HL effect" that much important roles in schools,

particularly only those developing countries like Philippines. (Huang, 2010) Article

in International Journal of Educational Development

The known professional institution in the country is the University

of Cebu Maritime Education and Training Center (METC). By this, learner's

academic performance would differ of the circumstances like financial status of

the parents that the learners can greatly affect their class performance. (Guirit,

2015)

When socio-economic status were differ to the academic

achievement of the learners. Let say for example, in a low class family between a

high class family in a community. In a low class family they have a children

studying but cannot afford giving financial on them, reasons that a family is one

of small income receiver. Unlike to the high class family they can afford their

children studying through financial, just because a family is the large income

receiver. So that between two families on their standard in an economy can

greatly affect to the learner's academic performance when it talks financial on

them.
Statement of the Problem

This study aims to determine the relationship between the

socioeconomic status and academic performance among Senior High School

(SHS) Grade 12 students of Mohon (Divino Amore) National High School, Mohon,

Talisay City, Cebu for the school year 2018-2019 as basis for the formulation of

awareness program on the importance of academic performance.

Specifically, it seeks to answer the following questions.

1. What is the overall socioeconomic status of the grade 12 Senior High

Students in terms of:

1.1 Education of the Head of the Family;

1.2 Occupation of the Head of the Family;

1.3 Monthly income of the Family;

2. What is the academic performance of the grade 12 Senior High Students

for the first semester of school year 2018 – 2019?

3. Is there a significant relationship between the academic performance and

socio-economic status of the grade 12 senior high students?

Significance of the Study

The findings of this study will be beneficial to the school

administration in planning and revising the curricular program of the school in

relation to the differences of students in socio-economic status.

Teachers, they will be guided to be flexible in dealing and handling

student with different economic background and will be given bases on what are

the things to do to improve the academic performances of the students who are

in the lower class family.

Students, it will also help in their career choices and the available

resources at their disposal.

To the future researchers, it will serve them to provide new

directions for their further studies that can be explored related to this topic.

It will serve as an eye opener on the relationship between socio-

economic status and academic performance of the students and how the

negative effects can be corrected.

Scope and Delimitation

This study focuses only on the relationship between socioeconomic

status and academic performance among Senior High School (SHS) Grade 12

students of Mohon (Divino Amore) National High School in the school year 2018-

2019. The research sample is composed of 50 students (54%) of Grade 12 St.

Raphael and St. Gabriel students. This research used random selection procedure

and the data gathering used was questionnaire.

 CHAPTER 2

REVIEW OF THE LITERATURE AND CONCEPTUAL FRAMEWORK

Related Literature

Shah et al, (2012) found that student’s family’s economic status

plays important roles in their lives both inside and outside of school, and the

researchers concluded that a family's economic status had the most significant

influence on student learning.

Akhtar and Niazi (2011) shared that the general perception was

that students who belonged to families with higher socioeconomic status would

have greater opportunities to interact with the learning environment which

resulted in greater achievement as opposed to students who were from lower

socioeconomic status who had less opportunities and less resources that caused

them to lag behind academically. The effect of socioeconomic status on reading

comprehension was not yet apparent in the current study, and that this may

become evident at a later stage in schooling, similarly to that of a previous

study.

According to Schunk, (2014) students' learning was affected by

their social interactions. It is not just a matter of command of the minority

language, but looking deeper into educational assessment to gather information

on performance based on a family's linguistic background, socioeconomic status,

and/or the language-of-instruction model.

Morgan et al, (2009) indicated that children from low-SES

households and communities develop academic skills slower than children from

higher SES groups.

Hanson (2000) reported that Student performance is affected by

different factors such as learning abilities, gender and race. Simmons, et al.

(2005) concluded that family income level, attending full time, receiving grant aid

and completing advanced level classes in high school having statistically

significant effects on college persistence among first generation college students.

Ganguly Malabika (1989) revealed in his study of socio-economic

status and scholastic achievement a relationship between the two in a particular

setting. The study investigated the difference in scholastic achievement of upper,

middle and lower socio-economic groups of students. The major findings of the

study were the mean achievement scores of the upper SES groups of urban

areas in all the three groups of subjects different significantly from those of the

lower groups. The upper SES groups had done better in all the three groups of

subjects. The mean scores in the upper socio-economic status and lower socio-

economic status of rural areas differed significantly. The difference between the

means in all the areas of achievement was found to be significant. Trivedi et al,

(1988) conducted a study of the relationship between socio-economic

background and academic achievement among the intermediate students. The

sample consisted of 523 girls’ students from 11 institutions. The finding of the

study revealed a significant relationship between socio-economic status and

academic achievement. The students of upper SES showed better achievement

than the students of lower SES group. Rupa Das Barbora (2001) conducted a

study on the academic achievements of children belonging to the background

classes focusing on Kamrup District Assam to find out the causes of their low

academic achievements. It was found that the children of literate parents show

better academic achievement than the children of illiterate parents.

Conceptual Framework

SOCIOECONOMIC ACADEMIC
STATUS PERFORMANCE

Figure 1. Conceptual Framework

For many educators, the Coleman report (1966) confirmed what

they thought they had known for years: that a strong relation exists between all

kinds of academic achievement variables and what has come to be known as

socio-economic status (SES). In-deed, the existence and strength of this relation

is so widely accepted that it is often cited as a self-evident fact.

Socio-economic status (SES) is the most powerful predictor of

school performance of the family characteristic. The higher the SES of the

student's family, the higher his academic achievement. This relationship has

been documented in countless studies and seems to hold no matter what

measure of status is used (occupation of principal breadwinner, family income,

parents' education, or some combination of these). (Boocock, 1972)

Research Hypotheses

In consideration to the statement of the problems, the following

hypotheses are presented:

H0 : There is no significant relationship between socio-economic status and

academic performance of the students.

Ha : There is a significant relationship between socio-economic status and

academic performance of the students.

Definition of Terms

Socioeconomic status

The family background of the students as estimated by occupation,

income and education.

Academic Performance

The result of the efforts exerted by the students.

Grade 12 students

They are the respondents used in the study.

Economy

Is an area of production, distribution or trade.

 CHAPTER 3

METHODOLOGY

This presents in sequence the research design, the sample, research

instruments, data collection procedure and plan for data analysis.

Research Design

Researchers study the relationship between socio-economic status

and academic performance among Senior High School (SHS) Grade 12 students

of Mohon (Divino Amore) National High School. This study uses correlational

research design in which the subjects were observed in their natural settings and

data were collected through the use of questionnaire.

The Sample

The researchers used random selection procedure to collect 50

respondents (54%) from a total population of 93 students from St. Raphael and

St. Gabriel Senior High School Grade 12 students.

The Instruments

The instruments used for data collection were a researcher made

questionnaire. The questionnaire was designed to gather information about the

respondents’ background.
Data Collection Procedure

The letter of intent expressing the interest of the researchers to

conduct the study is sent to the head of the school and to the advisers of Grade

12 for academic purposes.

After permission is sought and signed by the head of the school

and advisers of the respondents, the respondents were oriented on what to do

on data collection procedure and the survey questionnaire were given.

After the research tool is administered, the respondents were

guided by the researchers on what to do. The researchers also helped those

respondents who were asking and don’t understand some of those words from

the questionnaire.

After gathering the data, the data is analyzed and interpreted.

Plan for Data Analysis

For questions 1 and 2, simple percentage and mean was used in

order to find out the socioeconomic status of the grade 12 Senior high school

students as well as their academic performance. For question number 3, the

Pearson Product Moment Correlation was used in determining the relationship

between socioeconomic status and academic performance of the students.

All the data were evaluated using IBM SPSS version 2.2
 CHAPTER 4

PRESENTATION AND ANALYSIS OF DATA

In reporting the results, the researcher stays close to the statistical

findings without drawing broader implications or meaning from them. Further,

this section includes summaries of the data rather than the raw data (e.g., the

actual scores for individuals.) A results section include tables, figures, and

detailed explanations about the statistical results.

Education levels
The highest level of education that a person has successfully

completed is called educational attainment. The successful completion of a level

of education refers to the achievement of the learning objectives of that level,

typically validated through the assessment of acquired knowledge, skills and

competencies.
 Education Level of the Head of the Family of the Respondents
n = 50

16 30%
28%
14
12
10 18%
8
12%
6
4
2 2%
0
Illiterate Literate but School up School up to 7 College
not formal years 6 years to 10 years graduate

Education of the Head of the family

Figure 2

As you can see on the chart above, majority or 30% (15 out of 50

respondents’ head of the family) are in the 7 – 10 years of schooling. This means

that most of them are high school graduate.

 Occupation of the Head of the Family of the Respondents
n = 50

Occupation of the Head of the family

25
40%
20

15 24%2
10 14% 12% 10%
5

0
Farmer, Wage Vendor or Self Professional Unemployed Service
Labourer, and employed government
skilled

Occupation of the Head of the family

Figure 3

As shown on the chart above, in generality of the students there are

40% or 20 out of 50 respondents that the occupation of their head of the family

are in farmer, wage laborer and skilled. This implies that most of the students’

head of the family are blue-collar worker.

 Monthly Income of the Family of the Respondents
n = 50

Income of the Head of the family

30
54%
25

20
32%
15 Income of
the Head of
10 the family
10%
5
2% 2%
0 0
0

Figure 4

Based on the chart above, most of the students or 54% (27 out of

50 respondents) that based on the income of their head of the family ranges to

1,000-9,999 received salary monthly. This means that most of the families are in

the lowest salary receiver every month.

 Academic Performance of the Grade 12 Senior High Students for the
First Semester of School Year 2018 – 2019
n = 50

Grade 12 SHS Students' 1st semester

100

90

80

70

60

50

40

30

20

10

0
0 5 10 15 20 25

Figure 5

As shown on the chart above, most of the respondents or 78% (38

out of 50) are having 80-89 grades in the first semester of the school year 2018-

2019. This means that most of the students are attentive on the class.
 Socio-economic status of the Grade 12 Respondents
n = 50

Socio-economic Status

35
60%
30
25
20
15 24%
10 14%
5
2% 0
0
Lower Class Upper Lower Lower Middle Upper Midddle Upper Class
Class Class Class
Socio economic status

As presented on the chart above, majority of the students or 60% (30

out of 50 respondents) are in the upper lower class. This implies that most of

them lived in a normal way of living. Also least of them or 2% (1 out of 50

respondents is in the lower class in the economy.

 CHAPTER 5

CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the conclusions and recommendations of the study.

Conclusions

On the basis of findings, majority of the students or 78% have 80-89

grades in the first semester of the school year 2018-2019. It is concluded that

upper lower class has the most attentive students. Therefore, there is no

significant relationship between socio-economic status and academic

performance among grade 12 students..

Recommendations

As a result of the findings in this study, the researchers suggest the

following recommendations:

1. Awareness is merely the first step on the bridge of action that

might span the achievement gap.

2. All stakeholders must be aware of the possible negative impact of

low socio-economic status can have on students’ achievement.

3. Attention should be given to strategies that could potentially

narrow the academic achievement gap among the social classes.

4. Beyond knowledge of the problem, stakeholders need to be

educated about programs designed to fight poverty.

5. School systems should work as community advocates educating

the general population about assistance programs that may help.

References

Caro, L. M. (2009) Canadian Journal of Education. Retrieved from

https://eric.ed.gov

Huang, F. L. (May 2010) International Journal of Education Development.

Retrieved from https://www.researchgate.net

Guirit, D. (2015) Academia. Retrieved from https://www.academia.edu

Akhtar et al. (2011). Retrieved from https://www.researchgate.net

Chandra et al, (2013). Influence of Socio Economic Status on Academic

achievement. International Journal of Scientific and Engineering Research.

Retrieved from https://www.researchgate.net

Morgan et al. (2009) EDUCATION & SOCIOECONOMIC STATUS. Retrieved from

https://www.apa.org

Caro, D. H., McDonald, J. T., & Willms, J. D. (2009). Socio‐economic Status and

Academic Achievement
Abstract

This study was aimed to explore the relationship between Socio-

economic Status (SES) and academic performance among Senior High School

Grade 12 students. The population was the senior high school grade 12

students enrolled in Mohon (Divino Amore) National High School. This research

used random selection procedure to select 50 students. The SES questionnaire

was delivered to sampled students. The instruments were filled with the

problems regarding to find the significance of the relationship between socio-

economic status and academic performance of the students. The findings

showed that majority or 30% (15 out of 50 respondents’ head of the family) are

in the 7 – 10 years of schooling. This means that most of them are high school

graduate. There are also 40% or 20 out of 50 respondents that the occupation of

their head of the family are in farmer, wage laborer and skilled. This implies that

most of the students’ head of the family are blue-collar worker. The majority of

the students or 60% (30 out of 50 respondents) are in the upper lower class.

This implies that most of them lived in a normal way of living. Also least of them

or 2% (1 out of 50 respondents) is in the lower class in the economy. Based on

the results certain conclusions were drawn.

 QUESTIONNAIRE

SOCIO-ECONOMIC STATUS AND ACADEMIC PERFORMANCE OF SENIOR HIGH

SCHOOL GRADE 12 STUDENTS

Name of the Respondent:

Address:
1. Education of the head of the
family:
Instruction: TICK ONLY ONE
( ) 1. Illiterate
( ) 2. Literate but no formal
education
( ) 3. School up to 6 years
(Class1-6)
( ) 4. School up to 7-10 years
(Class 7-10)
( ) 5. College graduate
2. Occupation of the head of the
family:
Instruction: TICK ONLY ONE
( ) 1. Farmer
( ) 2. Wage laborer
( ) 3. Skilled worker
( ) 4.Vendor
( ) 5. Self employed
( ) 6. Professional
( ) 7. Unemployed
( ) 8. Service Government
3. What is the average monthly
income of the family?
( ) less than 1,000
( ) 1,000 – 9,999
( ) 10,000 – 19,000
( ) 20,000 – 29,000
( ) 30,000 – 39,000
( ) 40,000 – 49,000
( ) 50,000 and above
4. What is your academic
performance in the first semester of
school year 2018 – 2019?
 ACKNOWLEDGEMENTS

Foremost, the researchers would like to express their sincere and

heartfelt gratitude to the God almighty for his guidance and love and to the

people who were part in making this study possible.

To our adviser Mrs. Shanna Alenton Oracion for her patience,

motivation, enthusiasm, and immense knowledge. Her guidance helped so much

in all the time of research and writing of this thesis. Researchers could not have

imagined having a better advisor and mentor for this Practical Research.

To the Grade 12 students of Mohon (Divino Amore) National High School

who were very understanding, cooperative and patient in answering those given

survey questionnaires.

To all the members of this group, a big hand for all of you for

accomplishing this study with your endless help, cooperation and patience.

Lastly, this would not be possible without the understanding and

financial support and assistance of the parents for completing this research

study.
 Table of Contents

Cover page………………………………………………………………………………………………….i

Abstract………………..……………………………….……….………………………………………….ii

Acknowledgement…….……….……………………………………………………………………….iii

Chapter 1 INTRODUCTION

Background of the study ………………………………………………………………..1-2

Statement of the problem..………………………………………………………………..3

Significance of the Study……………………………………………………………………4

Scope and Delimitation…………………………………………………………………..….5

Chapter 2 REVIEW OF LITERATURE AND CONCEPTUAL FRAMEWORK

Related Literature………………………………………………………16-20

Conceptual Framework……………………………………………….

Research Hypothesis…………………………………………………..

Definition of Terms………………………………………………

Chapter 3 METHODOLOGY

Research Design

The Sample

The Instrument
Data Collection Procedure

Plan for Data Analysis

Chapter 4 PRESENTATION AND ANALYSIS OF DATA

Answers to questions in the Statement of the Problem

Chapter 5 CONCLUSIONS AND RECOMMENDATIONS

Conclusion

Recommendations

References

Appendices

Curriculum Vitae