Republic of the Philippines

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

LEMERY CAMPUS
LEMERY, ILOILO

CORRELATES OF ACADEMIC PERFORMANCE OF THE GRADE VI PUPILS OF

VELASCO ELEMENTARY SCHOOL

A RESEARCH PROPOSAL

PRESENTED TO

THE FACULTY OF EDUCATION DEPEARTMENT

NORTHERN ILOILO POLYTECHNIC STATE COLLEGE

Lemery Campus

Lemery, Iloilo

In Partial Fulfillment

Of the Requirements for the Course

Education

Gonzales, Khyvin C.

June 2019

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 Republic of the Philippines
NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
LEMERY CAMPUS
LEMERY, ILOILO

APPROVAL SHEET

This study entitled "Correlates of Academic Performance of the

Grade VI Pupils of Velasco Elementary School" prepared and
submitted by Khyvin Gonzales in partial fulfillment of the
requirements of the course Education 114 Research Proposal
Writing is hereby accepted.

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NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
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ACKNOWLEDGEMENT

I would like to express my heartfelt gratitude and sincere

appreciation to the following who contributed to the success of
this study.
First and foremost, i would like to thank our Almighty God who
gave me knowledge, strength, wisdom, and guidance in facing all
the difficulties in conducting this study.

Second, to my Research Professor Prof. Dexter L. Castigador for

sharing his expertise, patience, guidance and for being
available in time when I need help regarding my study.

Then, to my parents who is very supportive and inspires me to

continue my studies by providing my financial needs in order to
conduct this study.

The Researcher
Gonzales, Khyvin C.

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NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
LEMERY CAMPUS
LEMERY, ILOILO
Khyvin Gonzales, "Correlates of Academic Performance of the
Grade VI Pupils of Velasco Elementary School"

ABSTRACT

This descriptive-correlational study examines the correlates of

academic performance of the Grade VI pupils of Velasco
Elementary School. This study hypothesized that there is a
significant relationship between the factors and the academic
performance of the Grade VI pupils of James when goups according
to sex and parent's educational attainment. Bivariate
correlation was also applied to find the relationship among
students hobbies, interest, PEQ, parental involvement,
nutritional status, tutoring program, location or the distance
of home from school, remidial test, sleeping hours and
confidence in their academic performance. Additionally, Analysis
of Variance (One-way ANOVA) was utilized to further interpret
and analyze the data. The results showed that there is a
significant relationship among the factors to the academic
performance of the students. The respondents of this study are 3
girls and 3 boys of Grade VI pupils of Velasco Elementary School
selected thru their grade result of particular subject or the
previous year result.

A quantitative investigation thru questionnaire was used to

measure the point of view of the students and to gather the
primary data. Standard t-test and ANOVA were applied to
investigate the effect of different factors on students'
achievement. The collected data were analyzed by applying
descriptive and inferential statistical measure. A t-test was
used to compare the achievements of male and female students of
Velasco Elementary School. The significant effect of different
factors on students’ achievement was explored through multiple
comparisons by applying ANOVA using SPSS 16.

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NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
LEMERY CAMPUS
LEMERY, ILOILO
TABLE OF CONTENTS

Approval Sheet . . . . . . . .

Acknowledgment . . . . . . . .

Abstract . . . . . . . . .

Table of Contents . . . . . . .

List of Figures . . . . . . .

List of Tables . . . . . . . .

Chapter 1

Problem and its Background . . . . . .

Theoretical Framework . . . . . .

Statement of the Problem . . . . . .

Hypothesis . . . . . . . .

Conceptual Framework . . . . . .

Significance of the Study . . . . .

Scope and Limitation . . . . . .

Definition of Terms . . . . . . .

Chapter 2

Review of Related Literature . . . . .

Related Studies . . . . . . .

Local Studies . . . . . . .

Foreign Studies . . . . . .

Summary . . . . . . . . . .

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NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
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Chapter 3

Research Design . . . . . . .

Respondents of the Study . . . . . .

Data Gathering Procedure . . . . . .

Statistical Tools . . . . . . .

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NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
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LEMERY, ILOILO
CHAPTER 1

INTRODUCTION

This chapter presents the background of the study, statement of

the problem, hypotheses, theoretical and conceptual framework,
significance of the study, scope and limitations and definition
of terms.

The Problem and its Background

Education is a crucial factor in the growth and development

of one’s country. It plays a vital role in the development of
human capital and is linked with an individual’s well-being and
opportunities for better living (Battle and Lewis, 2002). It
ensures the acquisition of knowledge and skills that enable
individuals to increase their productivity also leads towards
new sources of earning which enhances the economic growth of a
country (Saxton, 2000). Economy growth depends always on the
kind of education every citizen gains. This task lies in the
nation’s educational system, which tries its best to provide the
education needed by the majority of citizens.

Primary, secondary schools, colleges and universities have

no worth without student. Students are most essential asset for
any educational institute. The social and economic development
of the country is directly linked with student academic
performance. The academic performance or achievement plays an
important role in producing the best quality graduates who will
become great leader and manpower for the country thus
responsible for the country’s economic and social development
(Ali et.al, 2009).

You might think that success in school is directly related

to IQ, you’d only be partially right. While high intelligence
can help make school works, from kindergarten to college, easier
to understand, it isn’t the only factor that goes into
determining how well you’ll perform in school. There are a lot
of other things, both intrinsic and extrinsic, that can affect
every pupils grades, ability to learn, and ultimately their
success in elementary level. While others might expect that
factors like socioeconomic status and home life would play a
role, other factors that contribute to the success of every
students are way much surprising than we can think of.

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LEMERY, ILOILO
The quality of students’ performance remains at top for
educator, trainers, and researchers who have long been
interested in exploring variables contributing effectively for
quality of performance of learners. These variables are inside
and outside school that affect students’ quality of academic
achievement. These factors may be termed as students’ factors,
family factors, school factors and teacher factors (Crosnoe et
al, 2004). Generally these factors include age, gender,
geographical belongingness, ethnicity, marital status, parents’
education level, parental profession, and income.

Unfortunately, defining and measuring the quality of

education is not a simple issue and complexity of this process
increases due to the changing values of quality attributes
associated with the different stakeholders’ view point (Blevins,
2009; Parri, 2006). The Department of Education (2002), is
taking into consideration the basic concepts and philosophies of
learning vis-à-vis need for the truly preparing students for the
complex and global work. About the factors that affect the
learning and the performance. These factors may be termed as
student factors, family factors, school factors and teacher
factors (Crosno et al, 2004).

So in this study, I wanted to show that there are some

other factors that contribute to the academic performance of
every student.

Theoretical Framework

This study was anchored to “Theory of Educational

Productivity” by Walberg (1981), which describes that the
psychological characteristics of the students and their
intermediate psychological environments influence their
educational outcomes (cognitive, behavioral, and attitudinal)
(Reynolds & Walberg, 1992). This is considered as the
educational process goals as well as achievement goals to
increase educational productivity. Within these approaches, the
main point is that there are circumstances that can influence
students’ academic achievement.

Statement of the Problem

The main objective of this descriptive-correlational study

was to determine the correlates of academic performance of the
Grade VI Pupils of Velasco Elementary School. Specifically, this
study sought to answers to the following questions:

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NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
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LEMERY, ILOILO

1. What are the factors that affect the academic performance

of the Grade VI pupils of Velasco Elementary School when
taken as an entire group?
2. What are the factors that affect the academic performance
of the Grade VI pupils of Velasco Elementary School when
group according to sex?
3. Is there a significant difference between the correlates of
academic performance of the Grade VI pupils of Velasco
Elementary School when classified according to sex and as
an entire group?
4. Is there a significant relationship between the correlates
of academic performance of the Grade VI pupils of Velasco
Elementary School?

Hypothesis

1. There is a significant relationship between the factors and

the academic performance of the Grade VI pupils of James
when goups according to sex and parent's educational
attainment.

Conceptual Framework

The researcher based this study on the concept that the

factors or the correlates of academic performance of the Grade
VI pupils of Velasco Elementary School. This study attempted to
show the correlation between the related factors and the
academic performance of the respondents were determined by
administering questionnaires. The first frame contained the
independent variable, that of, the pupil related factor include
the sized of the family, parents educational attainment, and
family income; the teacher related factor pertains to the
educational qualification, length of teaching experience,
seminars/conferences/trainings attended as well as teaching
practices, and the school related factor refers to the teacher-
pupil ratio; also, adequacy of school facilities. The second
frame depicted the dependent variable. Determining the academic
performance of the pupils was the expected output of the study.
This was inferred from the general weight average which was
cumulated together with their descriptive remarks.

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The paradigm in Figure 1 showed the relationship between the two
variables.

Independent Variable Dependent Variable

FACTORS
i. Pupil Academic
ii. Teacher Performance
iii. School

Figure 1. Paradigm of the Study

Significance of the Study

After a thorough investigation, the results of the study

would possibly benefit the following:

Principal. Findings of this study would guide the principal

to enhance school facilities and trainings for their teachers to
enhance student’s academic performance.

Teachers. The result would be significant to the teacher

knowing the correlates of academic performance of the pupils. By
this, the teacher would understand the learner better and can
run the teaching-learning process smoothly.

Parents. The result would be significant to the parents for

them to identify the weaknesses of their children particularly
in achieving higher remarks and how they guide their children by
knowing the correlates of academic performance.

Students. The result of this study would serve as a

motivating factor for them to achieve a successful academic
performance in their school.

Future Researchers. The future researchers could make use

of the study by using as a guide for their research study in the
furtherance of the study using other variables or consideration.

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NORTHERN ILOILO POLYTECHNIC STATE COLLEGE
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Scope and Limitation

This study was limited only in determining the correlates

of academic performance of the Grade VI pupils in Velasco
Elementary School year 2019-2020.

Definition of Terms

The following terms were defined to provide a clearer

understanding of these as they were used in the study.

Correlates.

Academic Performance. Refers to achievement in standardized

tests or examinations shown by a student. According to Niebur
(1995) Academic performance of students is typically assessed by
the use of teacher’s ratings, tests, and examinations.

In this study, academic performance refers to the general

point average (GPA) of Grade VI pupils of Velasco Elementary
School S.Y. 2018-2019 from 1st to 4th grading.

Chapter 2

REVIEW OF RELATED LITERATURE

This chapter presents related literature and studies

reviewed which have relationships on the presents study.

Related Literature

A number of studies have been carried out to identify and

analyze the numerous factors that affect students’ academic
performance in various centres of learning. Their findings
identify students’ effort, previous schooling (Siegfried & Fels,
1979; Anderson & Benjamin, 1994), parents’ education, family
income (Devadoss & Foltz,1996), self-motivation, age of student,
learning preferences (Aripin, Mahmood, Rohaizad, Yeop,
&Anuar,2008), class attendance (Romer, 1993), and entry
qualifications as factors that have a significant effect on the
students’ academic performance in various settings. Parent
involvement is another factor that has been consistently related

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to a child’s increased academic performance (Hara& Burke, 1998;
Hill & Craft, 2003; Marcon, 1999; Stevenson & Baker, 1987).
While this relation between Parent involvement and a student’s
academic performance is well established. This chapter covered
the literature on the factors affecting students’ academic
performance. Therefore, the chapter covers how communication
skill affect students’ academic performance, how status of
teaching/learning facilities affect students’ academic
performance and how guidance and counseling services affect
students’ academic performance.
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Karemera (2003) found that students’ performance is
significantly correlated with satisfaction with academic
environment and the facilities of library, computer lab and
other important facilities in the institution. With regard to
background variables, he found a positive effect of high school
performance and school achievement; he found no statistical
evidence of significant association between family income level
and academic performance of the student. Robert et al (2011),
found that the member of educational board will be educated and
their impact on school is positive, for professional development
it is essential for student learning. A study effort from
student and the proper use of the facilities provided by the
institution to the student, a good match between students’
learning style positively affect the student’s performance
(Norhidayah Ali, et. al, 2009). Young (1999), in Pakistan held
the view that the student performances are linked with the use
of library and the level of their parental education. The use of
library positively affects the student performance. The academic
environment is the effective variable for students and has
positive relationship with fathers’ education and grade level
(Kirman &Siddiquah, 2008).

One of the major causes that the researcher has been

looking into students’ performance is socio-economic factors. It
has been studied that such factor greatly affects students’
performance in school and that there is a negative relationship
between family income and students’ performance (Diaz, 2003;
Raychauduri et al., 2010; Hijaz and Naqvi 2006). A number of
studies have been carried out to identify causal factors of poor
academic performance in a number of institutions worldwide.
Most of the studies focus on the three intervening
elements: parents (family causal factors), teachers (academic
causal, factors), and students (personal causal factors) (Diaz,
2003). One of the studies from a elementary school
level revealed that socioeconomic status (SES) and parents'

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education have a significant effect on students' overall
academic achievement, as well as achievement in the subjects
of Mathematics and English. The achievement of students is
negatively correlated with the low SES level of parents because
it hinders the individual in gaining access to sources and
resources of learning (Duke, 2000; Eamon, 2005; Lopez, 1995).
“I hear and I forget. I see and I remember. I do and I
understand." (Confucius 551-479 BC) – a quote that provides
evidence that, even in early times, there was a recognition of
the existence of different learning preferences among people.
Of the many characteristics that influence a person’s behavior,
only a small set aid goal attainment in a particular situation.
These are called aptitudes. Specifically, aptitude refers to the
degree of readiness to learn and to perform well in a particular
situation or domain (Corno et al., 2002).

In fact, intelligence tests or IQ tests are measures of

general aptitude: scores on these test represents a composite of
cognitive abilities and can be used to forecast achievement and
other behavior in a wide range of situation. The importance
physical education aptitude is basic among institution they are
using this sporting aptitude as a part of admission process.
The ALPHA group is a specialized sports programme in Ellowes
Hall Sports College which advances both their physical and
academic achievement. The sessions takes place in PE lessons and
consists of a variety of advanced physical education
sessions to cover sports psychology, physiology and skill
acquisition. Meanwhile, according to Portman (1995), students'
knowledge of being low skilled when comparing ability to others
makes some student believe success was unattainable. The more
that the students perceived they were competent in physical
education and valued physical education as an important,
interesting and useful school subject, and perceived autonomy
and competence support from physical education teachers,
the more likely they were to exert effort and concentrate in
PE (Zhang, Solmon, Gu, 2012). "Student perceptions are thoughts,
beliefs and feelings about persons, situation, and events"
(Schunk 1992). Nicholls (1989) stated that students who can
differentiate ability and effort tend to believe that effort
associated with adequate ability leads to success.

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