CHAPTER I

INTRODUCTION

Background of the Study

The poverty in the Philippines has created many challenges in the education sector. In

particular, the situation has greatly impacted the lives of many children, making it

difficult for them to continue their studies. With schools being forced to close and

students being displaced, the government has recognized the need for alternative

education systems that can provide access to education to those who have been affected

by the poverty. (Montilla et.al., 2019). Poverty is one of the central problems of

economics. Even by this definition, someone who is poor still consumes less in one

month than what most people in the developed world consume in a single day, often in a

single meal. Though these consumption measures represent material standards of living

—food, clothing, shelter, transportation, fuel, school tuition, and so on—they also

correlate closely with wider notions of capabilities and well-being (Banerjee, Bénabou,

and Mookherjee, 2006).

Poverty is a result of various factors including unemployment, income and wealth

inequality, regressive taxes and eventually economic inactivity due to the former reasons.

Poverty affects the health, sanitation and educational opportunities for the people which

hinders economic development within the country.

barrier to educational improvement. Although this is widely recognized by educators,

schools have not invested significant resources in dealing with poverty effectively.

Important strategies for doing so include improved instruction, more preschool education,

and stronger links with families and communities (Levin, 2010).

Some families and communities, particularly in poverty-stricken areas, do not value

or understand formal education. This leads to students who are unprepared for the school

environment. In addition, this leads to misunderstandings regarding student actions and

speech by teachers due to variations in norms and values. Schools must create a

partnership with parents seeking to involve parents, particularly those of at-risk students,

in the school process while providing tips to parents for assisting students in becoming

academically successful (Lacour and Tissington, 2011).

Academic performance refers to the measurement of the learning level achieved by

students and is considered a key indicator of the effectiveness of educational institutions.

It is influenced by various factors including social, psychological, educational, economic,

family, personal, and institutional factors. (Rogaten, Plaza, Alonso, 2023).

Poverty directly affects academic achievement due to the lack of resources available

for student success. Low achievement is closely correlated with lack of resources, and

2
numerous studies have documented the correlation between low socioeconomic profile

and low academic performance (Lacour and Tissington, 2011).

If we are observant and consciously aware of the demographic realities in this

country, we can easily arrive at a scientific conclusion that the root causes of poverty

among Filipinos are: first, overpopulation; second, lack of forward planning and strategic

thinking among individuals and families; third, not enough hard work and perseverance;

fourth, too much reliance on government for basic needs; fifth , lack of financial literacy

and discipline; sixth, exhausting one's own means to help other members of extended

family members who are perennial parasites; and seventh, lack of discipline; (Atty.

Josephus B. Jimenez, 2021).

This study investigates the impact of poverty on the academic performance of junior

high students at MSU-TCTO Integrated Laboratory School. Previous research shows a

strong link between poverty and lower academic achievement due to factors like lack of

resources, limited access to education, and societal inequalities. This study will also

examine the relationship between students’ socioeconomic profile and academic

performance to better understand how poverty affects academic success.

3
Statement of the Problem

This study aims to explore the impact of poverty on the student’s academic

performance of MSU-TCTO ILS standard curriculum Junior High students. Thus, the

study will address the following questions:

1. What is the socioeconomic profile of the students?

2. What is the academic performance of the students?

3. What is the poverty level among the students of ILS standard curriculum?

4. Is there a significant relationship between the socioeconomic profile and the

academic performance of the students?

Hypothesis

Null Hypothesis:

There is no significant relationship between the socioeconomic profile and the academic

performance of the MSU-TCTO Integrated Laboratory School Junior High students.

4
Significance of the Study

Exploring this study can provide deeper insights into the situation of the students

who have been affected by poverty, as well as how the students’ financial situation may

impact their academic performance. This can also benefit the following:

Students. Understanding this study can help students recognize the challenges they may

face. It can also encourage sympathy among students who do not experience poverty.

Teachers. This study can provide teachers with the knowledge and service to better

support students living in poverty. It helps them understand the stress and problems the

students are facing so they could improve their teaching strategy.

Parents and Guardians. This study can provide valuable insights for parents and

guardians, helping them understand the effects of poverty on their children’s academic

and social well-being, thereby, empowering them to provide appropriate support and

guidance.

Other Researchers. This study can serve as a foundational reference for future research

endeavors, offering insights into the way’s poverty influences students’ academic

performance and social experiences. Researchers can draw upon this study to inform and

enrich their own investigations into related topics.

5
Scope and Limitation

This study seeks to explore the impact of poverty on the academic performance of

Junior High School students at MSU-TCTO Integrated Laboratory School standard

curriculum and determine if their socioeconomic profile have a significant relationship

with their academic performance. The researchers will conduct the data through an

adapted questionnaire to assess the socioeconomic profile and academic performance of

the target respondents. The target population are the Junior High Students of MSU-TCTO

Integrated Laboratory School standard curriculum.

6
Definition of Terms

The following terms are operationally defined to have a better understanding in its

relevance and to guarantee uniformity and clarity.

Academic Performance – is the average GPA of a student in second grading academic

year 2024-2025.

Family size – total number of individuals living in a household, including parents,

children, and other dependents.

Poverty Level – is the average monthly family income of the students

Socioeconomic profile – refers to the characteristics that describe the student’s social

economic status such as sex, age, family size, parents’ occupation, parents’ educational

level, and income level.

7
 CHAPTER II
REVIEW OF RELATED LITERATURE AND STUDIES

Related Literature

Poverty has long been a pervasive and intractable challenge in the Philippines. It

remains one of the most critical issues of this social malady. Consequently, education

becomes an inaccessibility issue for those living in the most impoverished communities.

The inability to send their children to school forces them to work instead, perpetuating

the cycle of poverty for future generations.

Many challenges are faced by children raised in poverty. Some challenges are long-

term obstacles, such as chronic stressors and changes in brain structure that affect

emotion and memory. Other challenges are more situational, causing emotional and

social struggles. These issues include high levels of depression and social challenges,

which can significantly impact a child’s academic performance (Jenson, 2009).

Another aspect of poverty’s effect on children is its influence on development.

Poverty has multiple negative impacts on children’s outcomes, leading to inequalities in

health, psychosocial development, and educational attainment. These inequalities persist

from preschool years through adulthood, affecting children’s ability to compete in the

labor market and limiting their future prospects (Jensen, 2009).

8
 According to the Ibon Foundation (2019), poverty reduction in the Philippines

requires a multi-dimensional approach that includes investment in education, healthcare,

and social services. The study emphasized that while financial aid programs provide

temporary relief, they do not address the structural causes of poverty. Instead, long-term

solutions should involve job creation, skills training, and improving basic social services.

The Philippine Statistics Authority (PSA, 2024) reported that Zamboanga and

BARMM have the highest poverty incidence in the country. Data from the first half of

2024 shows that 24.4% of families in Zamboanga and 23.5% in BARMM earn below the

poverty threshold (₱13,897 per month in Zamboanga and ₱12,884 per month in

BARMM). These economic conditions severely impact children’s education, leading to

increased child labor participation and lower school attendance (PSA, 2024).

Related Studies

In recent years, the Philippine government has launched several initiatives to address

the problem of poverty and its impact on education. One such program is the Pantawid

Pamilyang Pilipino Program (4Ps), which provides cash transfers to poor families to help

them meet their basic needs, including education expenses such as school supplies,

uniforms, and transportation costs. The program has been successful in increasing school

enrollment and reducing dropout rates in poor communities across the country. The 4Ps

program has been the subject of much research, and several studies have shown its

9
effectiveness in improving access to education for impoverished families (Montilla et al.,

2021).

A study by Howlett et al. (2018) examined the impact of the 4Ps program on the

education outcomes of children in poor communities. The study found that the program

had a positive effect on both school enrollment and attendance, with children from

beneficiary households having higher rates of school attendance than their counterparts

from non-beneficiary households. However, the study also emphasized that cash transfers

alone are not sufficient to address the root causes of poverty. It suggested the need for

more comprehensive poverty reduction strategies, such as creating more job opportunities

and improving social services (Howlett et al., 2018).

According to a study by Ibon Foundation (2019), poverty reduction in the Philippines

should not be limited to cash transfers but should also involve a multi-dimensional

approach. The research emphasizes that investment in education, healthcare, and social

services is essential in effectively addressing poverty. The study suggests that these

factors play a vital role in improving the quality of life and educational opportunities for

children in poor communities.

Another study by Fernandez and Abocejo (2014) found that regions such as

CARAGA, ARMM, and Zamboanga have high poverty rates compared to other areas in

the country. Their research highlighted that a significant number of children in these

10
regions have taken on responsibilities to support their families financially, affecting their

ability to attend school. The study recommended that the government should build

schools close to impoverished communities to reduce the burden of transportation costs

and ensure better access to education.

In a related study, Matilla (1996) examined the correlation between breakfast

consumption and academic performance in children. The research concluded that a

morning meal is strongly linked to improved learning, memory, and physical health.

However, the study also found that given the financial limitations of many households,

providing a nutritious morning meal daily can be difficult. This lack of proper nutrition

negatively impacts students’ performance in school, contributing to lower concentration

levels and reduced academic achievement.

11
 Conceptual Framework

Independent Variable Dependent Variable

Academic
Poverty
Performance

Moderating Variables
Demographic
 Income Variables

 Age
 Sex

Table 1

The conceptual framework for this study explore the impact of poverty on the

respondents’ academic performance. In this framework, the independent variable is

poverty, that is measured through monthly family income.

The dependent variable is the academic performance of MSU-TCTO Integrated

Laboratory School standard curriculum Junior High students that can be calculated

through their grades.

12
 Demographic factors such as age and sex are considered moderating variables. These

demographic variables could impact the relationship between poverty and academic

performance.

CHAPTER III

METHODOLOGY

This Chapter discuss various divisions in methodology: The Research Design,

Sampling Technique, Research Instrument, Research Locale, Research Respondents,

Data Gathering Procedures, Data Analysis, and Statistical Treatment of Data.

Research Design

This study employs descriptive-quantitative method to examine and analyze the

impact of poverty on students’ academic performance of Junior High students in MSU-

TCTO Integrated Laboratory School. This would involve collecting data of respondents’

academic performance and socioeconomic profile to determine the relationship between

the socioeconomic profile factors and academic performance.

Research Locale

The researchers will conduct the study at Mindanao State University Tawi-Tawi

College of Technology and Oceanography Integrated Laboratory School located in MSU

Compound, Tubig Mampallam, Bongao, Tawi-Tawi, BARMM, Philippines.

13
 Figure Map of MSU-TCTO Integrated Laboratory School formerly known as

MSU-TCTO Preparatory High School

Research Instrument

The research instrument for this study is a structured questionnaire adapted by the

researchers. The questionnaire is formulated based on the research question proposed in

this study. It is designed to collect relevant data from the participants, ensuring that the

responses align with the research objectives. This approach allows for a systematic

collection of data, which will help in making well-founded interpretation regarding the

research topic.

14
Research Respondents

The respondents of this study are the Junior High students of MSU-TCTO

ILS from Grade 7 to Grade 10, section A to C, who are officially enrolled in the

school year 2024-2025.

Students Distribution

Grade Level N

7 106
8 105
9 130
10 117
Total 458

Table 1.2

Data Gathering Procedures

Data gathering proceeds after the approval from the school administrator and

faculty is granted, the researchers will introduce the research study accompanied by

ethical considerations. Emphasizing that their privacy will be respected, participation will

be voluntary, and the study will be carried out within bounds of respect for the

participants. The following procedures are followed by the researchers:

1. The respondents will be asked to sign the consent form, ensuring their voluntary

participation in the study.

15
 2. The researchers will hand the adapted questionnaire to assess their socioeconomic

profile as well as their academic performance.

3. The researchers will analyze the data using suitable statistical tool, method, and

procedures.

Ethical Considerations

Before the study will be conducted, the researchers will give a brief details and

essential information to the respondents regarding the study’s objectives. Respondents

are given a consent form if they are willing to participate in the study to ensure security

and privacy. All information will be kept and handled with the highest care by not

exposing their personal information in accordance with Republic Act 10173, generally

known as Data Privacy Act (BSLU, 2022).

Data Analysis

The data collected through survey questionnaires will be analyzed to determine

the impact of poverty on the academic performance of Junior High students of MSU-

TCTO Integrated Laboratory School. By using descriptive statistics, the mean of GPA

will be calculated to provide summary that can be used to describe and evaluate

comparisons among distinct socioeconomic groups. The simple percentage will be

calculated to ensure that the diversity of the population is accurately represented. Pearson

Correlational Coefficient will also be used to determine if there is a significant

relationship between the socioeconomic variables and the academic performance.

16
Statistical Treatment of Data

The following statistical procedures will be used to analyze the data gathered

from the respondents of the study:

1. Simple Percentage. The socioeconomic profile variables of the respondents will

be analyzed using the simple percentage with the following formula:

f
P= (100%)
N

Where:

P: Simple Percentage

f: Frequency for each variable

N: Total number of respondents

2. Mean. The monthly family income and academic performance of the respondents

will be analyzed using the mean with the following formula:

x=
∑ xi
n

Where:

x=¿ Mean

∑ x i = The sum of all GPA

n = The total number of GPA

17
The following scale interprets the equivalent of the academic performance (DepEd order
8s, 2015).

Descriptor Grading Scale Remarks

Outstanding 90-100 Passed

Very Satisfactory 85-89 Passed

Satisfactory 80-84 Passed

Fairly Satisfactory 75-79 Passed

Did Not Meet

Table 3

3. Pearson Correlational Coefficient. The correlation of the socioeconomic

numerical variables and the academic performance of the students will be

explained thoroughly using the Pearson Correlational Coefficient method. This

method will be used to determine the significant relationship of two numerical

variables.

4. Multiple Regression Analysis.

The relationship between socioeconomic variables and students’ academic

performance will be thoroughly analyzed using Multiple Regression Analysis.

This method will be used to determine the relationship between multiple

independent variables and a dependent variable, providing a comprehensive

18
understanding of how various socioeconomic factors influence academic

outcomes.

5. Indicative range of monthly family incomes (for a family of 5): Philippines,

(PIDS 2020)

Income Cluster Indicative Range

Severely poor Less than ₱5,478

Poor ₱5,479 - ₱12,884

Low-income class ₱12, 884 - ₱21,194

Lower middle-income class ₱21,195 - ₱43,828

Middle middle-income class ₱43,829 - ₱76,669

Upper middle-income class ₱76,670 - ₱131,484

Upper income-class ₱131,485 - ₱219,140

Rich Greater than ₱219,140

19
 Table 4

References

Atty. Josephus B. Jimenez (2021). “The root causes of poverty among Filipinos”
https://www.philstar.com/the-freeman/opinion/2021/04/28/2094339/root-causes-

poverty-among-filipinos/amp/

Date Retrieved: May 16, 2024

Awan, Malik, Sarwar, and Waqas (2011). “Impact of poverty-on-poverty reduction”

https://mpra.ub.uni-muenchen.de/31826/

Date retrieved: November 29, 2023

Banerjee, Bénabou, and Mookherjee (2006). “Understanding poverty. The causes of

poverty”

http://digamoo.free.fr/banerjee2006.pdf

Date Retrieved: November 29, 2023

20
Fernandez and Abocejo, (2014). “Child Labor, Poverty and School Attendance:

Evidences from the Philippines by Region”.

https://www.researchgate.net/profile/Ferdinand-Abocejo/publication/

319505916_Child_Labor_Poverty_and_School_Attendance_Evidences_from_the

_Philippines_by_Region/links/59aff691458515150e4ce656/Child-Labor-

Poverty-and-School-Attendance-Evidences-from-the-Philippines-by-Region.pdf

Date Retrieved: January 20, 2024

Levin, (2010). “Educational Responses to Poverty” http://www.jstor.org/stable/1495278?

origin=JSTOR-pdf

Date Retrieved: January 21, 2024

Treanor, M. (2012). “Impacts of poverty on children and young people”.

https://www.research.ed.ac.uk/files/17773229/impacts_of_poverty_on_children_a

nd_young_people.pdf

Date Retrieved: January 22, 2024

Roberts, L. (2011) “Mechanics of Economic development, Journal of Monetary

Economics”.

https://www.sciencedirect.com/science/article/pii/0304393288901687

Date Retrieved: Jan 25, 2024

Rev Reidhead (2023) “Relative Poverty vs. Absolute Poverty Paris”.

https://endpoverty.org/relative-poverty-vs-absolute-poverty/

21
 Date Retrieved: February 24, 2024

Everett Gospel Mission (2015). “What is Generational Poverty?”

https://egmission.org/2015/09/what-is-generational-poverty/

Date Retrieved: February 24, 2024

Kumar and Tankha (2021). “New Models of Higher Education”.

https://www.igi-global.com/dictionary/academic-performance/42383

Date Retrieved: February 24, 2024

Ian Laqui (2023). “Filipinos living in poverty drops in first half of 2023 — PSA

https://www.philstar.com/headlines/2023/12/22/2320706/filipinos-living-poverty-

dropsfirst-half-2023-psa

Date Retrieved: February 24, 2024

Jensen (2009). "Effects of Poverty on Academic Achievement"

https://www.google.com/url?

sa=t&source=web&rct=j&opi=89978449&url=https://files.eric.ed.gov/fulltext/

EJ1230212.pdf&ved=2ahUKEwi5mdPlpNSFAxWQjGMGHQp_Ag0QFnoECCY

QAQ&usg=AOvVaw23mWlthMPMYhzmDA5tpAr7

Date retrieved: April 21,2024

Mathews, R. (1996). “Importance of breakfast to cognitive performance and~ health

perspectives in applied Nutrition”.

Date Retrieved: August 26, 2024

22
UNICEF Philippines (2021). “Leaving No One Behind: Recommendations to Improve

Poverty and Vulnerability Targeting in BARMM”.

https://www.unicef.org/philippines/media/4291/file/Leaving%20No%20One

%20Behind:%20Recommendations%20to%20Improve%20Poverty%20and

%20Vulnerability%20Targeting%20in%20BARMM.pdf

Date Retrieved: May 16, 2024

Montilla et.al. (2019). “Educational Challenges in the Philippines”.

https://pids.gov.ph/details/news/in-the-news/educational-challenges-in-the-

philippines

Date Retrieved: May 22, 2024

Rogaten, Plaza, and Alonso (2023). “What is the definition of academic performance?”.

https://typeset.io/questions/what-is-the-definition-of-academic-performance

2504c822-b3fa-7c20-af22-53f76597a7a

Date Retrieved: May 22, 2024

Jean Mangaluz (2024). “What is the definition of academic performance?”.

https://www.philstar.com/headlines/2024//08/15/2378077/zamboanga-

barmm-have-highest-poverty-rate-ncr-least-poor-among-regions/amp/

Date Retrieved: December 25, 2024

23
PIDS (2017). “Defining and profiling the middle class.”

https://pidswebs.pids.gov.ph/CDN/PUBLICATIONS/pidspn1818.pdf

Date Retrieved: January 22, 2025

PIDS (2020). "How much does the middle class contribute to taxes?"

https://pids.gov.ph/details/news/in-the-news/how-much-does-the-middle-class-
contribute-to-taxes#:~:text=The%20PIDS%20income%20classification%20table,a
%20span%20of%20two%20years

Date Retrieved: January 22, 2025

CONSENT FORM

IMPACT OF POVERTY ON THE ACADEMIC PERFORMANCE OF

Researchers: Emir Firraeef H. Wata, Ben Khaizar M. Wadjad, Keira Azizah A. Uyoh, Allysa-Mae
O. Kirah, Al-Shameer A. Lastam, Alzhedran B. Samimi, and Yosef Ismael U. Seperino

The poverty in the Philippines has created many challenges in the education sector. In
particular, the situation has greatly impacted the lives of many children, making it difficult for
them to continue their studies.

Poverty directly affects academic achievement due to the lack of resources available for
student success. Low achievement is closely correlated with lack of resources, and numerous
studies have documented the correlation between low socioeconomic profile and low academic
performance.

Hence, this study aims to explore the impact of poverty on the student’s academic
performance of MSU-TCTO Integrated Laboratory School standard curriculum Junior High
students. Moreover, the study will determine if there is a significant relationship between the
socioeconomic profile and the academic performance of the students.

By signing below, I acknowledge that:

24
  I have been informed about the purpose of the study;
 I voluntarily agree to participate as a respondent;
 My responses will be treated with the utmost confidentiality and will be used
solely for research purposes;
 I grant permission to the researchers to obtain my Grade Point Average (GPA)
for the second grading period of the academic year 2024-2025 from my
classroom adviser;

Name of Respondent: __________________________

Signature: ____________________________

Date: ___________________________

Appendix B

Impact of Poverty on the Academic Performance of MSU-TCTO

Name:____________________________________________ GPA: _____________

Direction: Provide the appropriate response for each item below by checking the
corresponding box (if applicable). If your answer is not stated, write on the line
provided.

Part 1. Socioeconomic profile

1. Sex: ______

2. Age: ______

3. How many people are currently living in your household, including yourself:

____________

4. What is the highest level of education your parents or guardian have completed?

4.1. Mother’s education level

25
 Elementary level

E Didn’t Finish High School

Didn’t Finish High School, but completed a technical/vocational program

High School Graduate or GED (General Education Diploma)

Completed High School and a technical/vocational program

Didn’t finish College

College Diploma and Certificate Programs

College graduate (4 or 5-year program)

Master’s degree (or other post-graduate training)

Doctoral degree (PhD., MD, EdD, DVM, DDS, JD, etc.)

Others (specify): _____________

4.2. Father’s education level

Elementary level

Didn’t Finish High School

Didn’t Finish High School, but completed a technical/vocational program

High School Graduate or GED (General Education Diploma)

Completed High School and a technical/vocational program

Didn’t finish College

College Diploma and Certificate Programs

College graduate (4 or 5-year program)

Master’s degree (or other post-graduate training)

Doctoral degree (PhD., MD, EdD, DVM, DDS, JD, etc.)

26
 Others (specify): _____________

4.3. Guardian education level (optional)

Elementary level

Didn’t Finish High School

Didn’t Finish High School, but completed a technical/vocational program

High School Graduate or GED (General Education Diploma)

Completed High School and a technical/vocational program

Didn’t finish College

College Diploma and Certificate Programs

College graduate (4 or 5-year program)

Master’s degree (or other post-graduate training)

Doctoral degree (PhD., MD, EdD, DVM, DDS, JD, etc.)

Others (specify): _____________

5. Occupation

5.1. Mother’s occupation

Employed Retired

Self-Employed Homemaker

Unemployed Others (specify): ______

5.2. Father’s occupation

Employed Retired

Self-Employed Homemaker

Unemployed Others (specify): ______

27
 5.3. Guardians’ occupation (optional)

Employed Retired

Self-Employed Homemaker

Unemployed Others (specify): ______

6. What is the estimated total combined family monthly income of your family?

Less than ₱5,478 ₱43,829 - ₱76,669

₱5,479 - ₱12,884 ₱76,670 - ₱131,484

₱12, 885 - ₱21,194 ₱131,485 - ₱219,140

₱21,195 - ₱43,828 Greater than ₱219,141

28