The Impact of Student\'s Socioeconomic Status on Academic Performance PDF

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Guevara High School Senior High School Department Guevara, La Paz, TarlacThe Impact of Student's Socioeconomic Status onAcademic PerformanceResearchers: Chrishane R. Dayrit Sanelyn Limpiado Mery Rose Valdoz Jessica F. Benauro Bon Jovi De Mesa Jose Marie C. Tabucol Nathaniel Bergonia Evelyn RemigioRe...

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Guevara High School Senior High School Department Guevara, La Paz, Tarlac

The Impact of Student's Socioeconomic Status on Academic Performance

Researchers: Chrishane R. Dayrit Sanelyn Limpiado Mery Rose Valdoz Jessica F. Benauro Bon Jovi De Mesa Jose Marie C. Tabucol Nathaniel Bergonia Evelyn Remigio

Research Instructor: Cherilyn M. Nimer 12 – Aquamarine

Chapter 1 THE PROBLEM AND ITS BACKGROUND Introduction The COVID - 19 pandemic gives hardship to the Filipinos, not only to Filipinos but also to the other nationalities. The pandemic affects the living of every person. Because of this, many Filipinos lost jobs that cause them scarcity in their daily needs. But in this situation, students were also struggling. Due to the pandemic, the Department of Education established new norms of education. The distance learning modalities. Many students were having a tough time because of these new norms. It causes stress, hardships, breakdowns, and many other effects. The pandemic gives deprivation to the students, especially to the grade 12 students of Guevara High School that are bound to graduate this year. Students in poverty are at more disadvantage in this setup of education. They lack materials to use in their studies. Others don't have enough load for an online class, downloading modules, and researching. Because of this, students' academic performance is at risk. Although that some students do their best for their education, it is still not enough. Some parents are also struggling and don't know what to do to help their children. Many believe that the socioeconomic of parents can contribute significantly to student success at educational institutes. Families from the low socioeconomic status group are less likely to have economic resources or time available to provide due academic support to their children. The socioeconomic status of the parents plays a significant role in determining the academic performance of their offspring. During the

face-to-face, students are very active and give off the best academic performance. Unlike these days that many of them are struggling because of their socioeconomic status. Many of them were under pressure because of this problem. They were not able to cope up with the class that causes them to fail. Everyone is having a hard time coping up with the new normal. Even teachers are having a tough time. The only thing that we can do in this situation is to be practical and be patient. The purpose of this study is to know what are the impacts of students' socioeconomic status on their academic performances. What do they do to solve this issue? How they manage to survive in this situation? And what are their plans to do to maintain their best academic performance despite poverty? The researcher believes that this research will contribute to the students, parents, and teachers. This study also aims to give help in coping up with the new normal. After this research, the students, parents, and teachers will know better what to do in this situation.

Statement of the Problem This study aims to find answers on how students' socioeconomic status impacts the academic performance of Guevara High School students. More specifically, the answers will explore with the following questions: 1. What are the demographic profile of the respondents in terms of: 1.1. gender, and 1.2. age? 2. What are the impacts of socioeconomic status on students' academic performance?

3. Where do they get their daily expenses? 4. What are the difficulties that they encounter? 5. What is the disadvantage of their socioeconomic status in their academic performance?

Significance of the Study This research study benefited the following: Students. This study will benefit students because they are the main subject of this research. It would help them to know the impact of their socioeconomic status on their academic performance. This study can also help them to know what to do to solve this problem. Parents. This study also benefits the parents because this will give them an awareness of how socioeconomic status affects their children's academic performance. This study might also help them in how they can help their children in their studies. Teachers. This study will also benefit the current senior high school teachers. This study will help them to acknowledge the impact of socioeconomic status on students' academic performance. It will help them to know how they can help their student to maintain their best performance. Future Researchers. This study also benefits future researchers in having basic knowledge about the impacts of socioeconomic status on students' academic performance. This research can also help them to explore more regarding this problem.

The Researchers. This study will benefit the researchers to be knowledgeable about the impacts of socioeconomic status on education. It will help them to form a research study.

Scope and Delimitation of the Study This study focus on the impact of socioeconomic status on students' academic performance at Guevara High School. The respondent will be limited to thirty (30) students who have a problem in their study because of their socioeconomic status.

Definition of Terms For better understanding about the study, here are some terms that defined operationally. Academic Performance - 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. COVID – 19 - Coronavirus disease (COVID-19) is an infectious disease caused by a newly discovered coronavirus. Department of Education - is the executive department of the Philippine government responsible for ensuring access to, promoting equity in, and improving the quality of basic education.

Deprivation - the damaging lack of material benefits considered to be basic necessities in a society. Disadvantage - is a factor which makes someone or something less useful, acceptable, or successful than other people or things. Distance Learning - is the education of students who may not always be physically present at a school. Traditionally, this usually involved correspondence courses wherein the student corresponded with the school via mail. Today, it involves online education. Pandemic – is a disease outbreak that spreads across countries or continents. Poverty – is a state or condition in which a person or community lacks the financial resources and essentials for a minimum standard of living. Poverty means that the income level from employment is so low that basic human needs can't be met. Scarcity – the state of being scarce or in short supply; shortage. Socioeconomic Status – is the social standing or class of an individual or group. It is often measured as a combination of education, income and occupation. Stress – is our body's response to pressure. Students - is primarily a person enrolled in a school or other educational institution and who is under learning with goals of acquiring knowledge, developing professions and achieving employment at desired field.

CHAPTER 2 REVIEW OF RELATED LITERATURE AND STUDIES This chapter presents a collection of literature and study compiled together for directions, guides, and references for the conduct of the research. Information gathered from books, journals, and electronic resources were use to search for the accepted views, principles, and theories that can support the present study.

Related Literature According to Murphy & Tobin (2011), poverty has an adverse effect on student performance and studies have shown that students in poverty are below grade level at much higher rates and that they generally have poor or average grades. These educational deficits provide a serious handicap for students in poverty. Jensen has suggested that there are several factors involved that play a part in students’ performance as follows: health and nutrition, vocabulary, effort, hope-and-growth mind-set, cognition, relationships, and distress. Students in poverty are more likely to be exposed to food with little to no nutritional value which effects cognitive functioning which, in turn, has adverse effects on academic achievement. Limited vocabulary also affects academic ability and exposure to language is less likely in low socioeconomic cases. (Pungello, Iruka, Dotterer, Mills-Koonce, & Reznick, 2009) The research of Butterworth, Olesen, and Leach (as cited in Jenson, 2013) has indicated that students’ failure to achieve academically due to low socioeconomic status is correlated with depressive symptoms.

Wadsworth and Achenbach have suggested (as cited in Wadsworth, Raviv, Reinhard, Wolff, Santiago, & Einhorn, 2008) that students who have grown up living in persistent poverty will suffer detrimentally in their physical, psychological, and educational health. Low achievement in schools due to poverty has a link indicator of crime and violence among adolescents. There are many stressors that poverty creates, such as economic strain, family conflict, frequent moves, transitions, exposure to discrimination, and other traumatic events that can harm students’ behavior. The povertyrelated stress students experience can lead to truancy and deviant behavior. As cited in the study of Pharrington & Lober (2000), according to the metaanalysis of Lipsey and Derzon, they found out that the major factor contributing to juvenile violence was associated with low socioeconomic status and family poverty.

Related Studies

A. Foreign Poverty is a stumbling block in the way of achieving economic development. Cognizant of the essence of Millennium Development Goals (MDGs) and ‘Education for All’ program, education is promulgated as the primary weapon against poverty prevalence. Hence it is important to seek out the effect of different levels of education upon poverty in Pakistan. (Awan, M., et al. 2011) In Nigeria, the accessibility of education is at stake. We getto see more and more people getting access to povertyrather than education. The Nigerian government

haslaunched various Poverty Alleviation Programmes startingfrom 80s and every new government

seems

to

have

theirown

Poverty

Eradication

or

Alleviation

Programmes.Eventually, all these programmes become an avenue forcorruption and paving ways for embezzlement. Foreducation to take place in Nigeria, poverty must beseriously addressed. Education has the capability ofreducing poverty because once the majority of the people inthe country are educated, they are likely to get jobs, earnliving and the ability to provide the basic needs for theirfamilies. This is the strength and uniqueness of educationin producing an excellent Human Capital for nationdevelopment and economy. (Amzat, I. 2010) According to Reay (2019), child poverty and unequal educational opportunities are inextricably linked. Children’s educational prospects reflect the disadvantages of their families. Those who are poor, whose parents have lowqualifications and no or low-status jobs, who live in inadequate housing and in disadvantaged neighbourhoods, are less likely to gain good qualifications themselves at school. In the UK we are particularly bad at enabling poor children to succeed educationally when compared to other countries.

B. Local Here in the Philippines, several institutions also resorted to online measures to keep classes running while the lockdown was implemented. Online platforms such as Google Classroom, Google Hangouts, Skype, Facebook groups, Messenger and Zoom were only some of the most used applications for conducting classes in the country (Abad, 2020). The Department of Education (DepEd) aims to continue distance

learning in the next academic year; however, the marginalized will be at a disadvantage (Malindog-Uy, 2020). Though the intention is good, many countries admit that they will face many struggles in implementing distance learning, and the most apparent among these issues will be access to technology. The problem lies in the larger social problem of digital inequality – only the privileged can continue their education without being compromised (Aldama, 2020). As an example, there is a term coined “homework gap” in the United States which describes the barriers students face in their education when there is no access to a high-speed connection at their homes (Kelly, 2020). This has been a constant problem their country is trying to solve for many years even before COVID-19 and will be more prevalent during the pandemic. Even in the United Kingdom, another first-world country, around 1.9 million households do not have access to the internet and are relying on pay-as-you-go services (Kelly, 2020). This has also been the case even before COVID-19 struck their nation. If these well-developed countries are facing a digital divide, the least developed countries (LDCs) will become more susceptible to this issue. They will lag farthest behind in digital readiness and the education gap will keep expanding (UNCTAD, 2020). Just like in the Philippines, the availability of resources will have a significant impact on the students’ distance learning journey and will widen the education gap. Some students from low-income households or remote areas do not have internet access and gadgets; and as per Albay Rep. Joey Salceda shared, only 17% of Filipino students have internet access at home and only 3.74% have mobile phones (Daguno-Bersamina & Relativo, 2020). Being in a third-world country, even middle-class

citizens struggle with resources or may require extra support, depending on how near they are the poverty line (Albert, Santos, & Vizmanos, n.d.). Filipino parents value education as one of the most important legacies they can impart to their children. They believe that having a better education opens opportunities that would ensure a good future and eventually lift them out of poverty. Thus, they are willing to make enormous sacrifices to send their children to school (Dolan 1991, De Dios 1995, LaRocque 2004). However, with a poor family’s severely limited resources, education tends to be less prioritized over more basic needs such as food and shelter. Hence, the chances of the family to move out of poverty are unlikely. It is therefore, important that the poor be given equitable access to education.

Synthesis of Related Studies The studies above show that the socioeconomic status of students can affect their academic performance. Moreover, students academic performance who are in low socioeconomic status are at risk because of a lack of learning materials.

Conceptual Framework This conceptual framework shows the data we collected; we want to presume the impacts of student's socioeconomic status on their academic performance.

PROFILE OF STUDENTS (AGE AND GENDER)

IMPACTS OF STUDENTS’ SOCIOECONOMIC STATUS IN ACADEMIC PERFORMANCE

SOURCE OF INCOME

DIFFICULTIES ENCOUNTERED

DISADVANTAGE OF SOCIOECONOMIC STATUS IN EDUCATION

Figure 1. Paradigm of the Study

Process The researchers are going to use a survey in collecting the data. The survey is filling with questions that are needed to gather in this study.

Output To perceive the impact of students' socioeconomic status on academic performance.

Chapter 3 METHODOLOGY This chapter focuses on the discussion of the research design, participants of the study, instrument of the study, data gathering procedure, and data processing and statistical treatment.

METHODS AND TECHNIQUES The researchers used descriptive research to determine the impact of students' socioeconomic status on academic performance in Guevara High School. Descriptive research aims to accurately and systematically describe a population, situation, or phenomenon. It answers the questions what, where, when, and how, but not why questions. (McCombes, 2020)

Reseach Locale The researchers conducted the study at Guevara High School since they focused only on grade 12 students of the campus. The school is located at Guevara, La Paz, Tarlac.

POPULATION AND SAMPLE

This study employed the use of convenience sampling. According to Phast (2020), this sampling is the easiest method because the participants are selected based on their availability and willingness. Researchers can obtain convenient results but prone to significant bias because those who volunteer to participate may be different from those who did not. The researcher chooses students that are willing to participate in the study. The population of the study is consists of 50 students coming from grade 12 of Guevara High School.

DATA PROCESSING AND STATISTICAL TREATMENTS In analyzing the data, the researchers used the following statistical tools: percentage and ranking. The researchers used questionnaires to investigate the impact of students' socioeconomic status on academic performance. The data was displayed in frequency distribution to aid the researcher's analysis. The formula presented below is the formula to solve for the percentage. P = F ÷ N x 100 Wherein: P = percentage F = frequency N = total number of respondents

BIBLIOGRAPHY Amzat, Ismail. (2010). The Effect of Poverty on Education in Nigeria: Obstacles and Solutions. Retrived from https://www.researchgate.net/publication/228322091_The_Effect_of_Poverty_on_Educat ion_in_Nigeria_Obstacles_and_Solutions Awan, M., Sarwar, M., et al. (2011). "Impact of education on poverty reduction,". International Journal of Academic Research. Vol. 3,. pp. 659-664. Retrived from https://www.researchgate.net/publication/215442733_Impact_of_education_on_poverty_ reduction Daguno-Bersamina, K., & Relativo, J. (2020). Life After Lockdown: How schools and classes will be like in the Philippines. Retrieved on July 14, 2020. Retrieved from https://www.philstar.com/headlines/2020/05/29/2013427/life-after-lockdown-massiveshift-online-learning-mounts-digital-gap-between-rich-and-poor-widens Farrington, D & Loeber, R. (2000). Epidemiology of Juvenile Violence. Child and Adolescent Psychiatric Clinics of North America. 9. 733-748. 10.1016/S10564993(18)30089-0. Jensen, Eric. (2013). How Poverty Affects Classroom Engagement. Educational Leadership. 70. 24-30. Retrived from

https://www.researchgate.net/publication/286635587_How_Poverty_Affects_Classroom_ Engagement Maligalig, D., et al. (2010). Education Outcomes in the Philippines. Retrived from https://www.adb.org/sites/default/files/publication/28409/economics-wp199.pdf Malindog-Uy, A.R. (2020). “Blended Learning” In Virus Hit Philippines. Retrived from https://theaseanpost.com/article/blended-learning-virus-hit-philippines Murphy, J. & Tobin, K. (2011). Homelessness comes to school: How homeless children and youths can succeed. The Phi Delta Kappan. 93. 32-37. 10.2307/23048917. Reay, D. (2019). Poverty and Education. Retrived from https://www.researchgate.net/publication/334398213_Poverty_and_Education Wadsworth, M., Raviv, T., et al. (2008). An Indirect Effects Model of the Association Between Poverty and Child Functioning: The Role of Children's Poverty-Related Stress. Journal of Loss and Trauma. 13. 156-185. 10.1080/15325020701742185....