Reference No.: Effectivity Date: Revision No.

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SCHOOL San Isidro Malvar Senior High School

PROPONENT Rjay Del Mundo, Liahn P. Diño, Trixie G. Macalintal, Collen Faith
D. Onte, Princess Mabelle H. Pigte

PROGRAM HUMSS 121

The Impact of Socio-economic Status to The Academic
PROPOSED TITLE Performance of Students in San Isidro Malvar Senior High School

Chapter I
Introduction of the Study

Education is commonly regarded as the foundation for society's growth and

personal development. It promotes social mobility, economic prosperity, and personal

improvement. However, access to high-quality education and academic

accomplishment is not equally distributed across society. Socioeconomic status

(SES) has been highlighted as a major element impacting educational outcomes

and shaping students' academic paths around the world. As we observed at San

Isidro Malvar Senior High School, we noticed that some of the students could not

participate in particular activities because of their financial support. Most of the

students tended to eat their lunch as their snacks, some were walking to go to school,

and some of them didn't go to school because they did not have an allowance. These

are some of the factors why students in SIMSHS tend to stop attending school

lessons. Socioeconomic status is not only about income but also educational

proficiency, and jobs, and explains social behavior and economics. It affects the

perspective and behavior based on their status in life.

 Socioeconomic status (SES) can affect the academic performance of the

students as it requires some factors needed to accomplish schooling. Some of the

reasons are poor transportation, cost, lack of access to technology, and other

miscellaneous, and can lead to bad performance of the students. Mehdi Nasri(2023)

stated that the most common problems with children with low socioeconomic

backgrounds are low attendance, irregularity, and dropout in between academic

sessions. It shows that the academic performance of the children may be

affected due to lack of financial support. On the other hand, the higher the

socioeconomic background, the better access to educational resources and performing

better academically in the Philippines, according to SCISPACE.

Psychol's (2018) findings imply that parental involvement activities are

highly beneficial for students in families with low SES. Academic

socialization is generally associated with academic success, and home- based

involvement closely relates to school behavior. Parents were the ones to support their

children's education, including support with homework, participation in school

activities, and advocacy for educational opportunities. A child can be

triggered by chronic noise and conflict between the family. Leading to high stress

affecting their mental health and their mindset, developing toxic stress. This stress can

impact the students' performance as they experience stress that can not be handled

easily, some may hard to express their emotions leading to bad performance such as
bullying.

In addition, socioeconomic has a big impact on our society and how it

affects every individual in our daily lives. It also has a greater impact on students as

it affects their health, especially their mental health, which leads to bad

performance and their behavior in school. Parents and teachers must guide the

students to have a positive impact on students.

Statement of the problem

This study aims to determine the relationship of socio-econoomic status on the

academic performance of students in San Isidro Malvar Senior High School as

measured by self-made questionnaire.

To answer the problem above, it sought to give answer from the questions below:

1. Describe your socio-economic status.

2. What are the factors that contributes to your academic performance

3. What are the hindrance that affects your academic performance?

4. How does family responsibilities affects your academic schedule and workloads?

Significance of the study

The significance of this study lies between the impact of socio-economic

status to the performance of the students in academic. By understanding different

socioeconomic backgrounds on the students well-being, they will

gain insights and knowledge to provide positive changes within their performance

in school. This research carries significance across various domains, from

educational policy to social equity, and can offer valuable contributions to educators,

policymakers, students, and their families.

Scope and Delimitation

The general intent of this study is to identify the impact of socioeconomic

status to their academic performance .

The study delimited only for the grade 11 students in San Isidro Malvar Senior

High School with different socioeconomic backgrounds. The main purpose of this

study is to know the relationship between socioeconomic backgrounds to the academic

performance.

Objective of the study

This research aims to find how socioeconomic affect the students in San Isidro Malvar

Senior High School on their educational outcome and to find a better solution to sustain their

studies. By understanding the individual problems and capabilities of San Isidro Malvar

Senior High School, targeted measures can be designed to assist kids from various

socioeconomic backgrounds, thereby improving overall academic success and achieving

social fairness.

1.Determine the key factors contributing to the educational achievements gap between

students of different socioeconomic status.

2. Determine how students from different socio-economic backgrounds navigate

and overcome challenges while pursuing academic goals in terms of family

responsibilities.

Ethical Consideration

For ethical research consideration, before the study will be conducted,

respondents will receive key information about the purpose of the study. Providing informed

consent, researchers must ensure that the participants will voluntarily agree to participate

after understanding the study's purpose, risks, benefits, and procedures. Researchers

must protect participants' personal information, ensuring it is used only for the

study's intended purposes and not disclosed without permission in accordance

with RA

10173 or also known as the Data Privacy Act.

Definition of terms

Social economic status- it is the complex concept that involves educational

proficiency, and jobs, and explains social behavior and economics.

Academic- it is used to describe the work been done in schools that involves studying

and reasoning rather than practical or technical skills.

Socioeconomic backgrounds- the kind of family you come from and the kind

of education you have had.

Theoretical Framework

The theoretical framework employed in this study serves as the conceptual

scaffolding upon which our research analyzes and interprets our findings. The theory

of this study is "Self-Determination Theory" by Deci & Ryan. Deci & Ryan suggest

that individuals acquire psychological motivation to emphasize satisfaction based on their

needs for autonomy, competence, and relatedness. The theory suggests that these

different motivations can all lead individuals to act, but they may have

different implications for performance and well-being. When they meet

psychological basic needs such as autonomy, competence, and relatedness, the tasks

become more interesting, enjoyable, and spontaneously pursued by individuals. And

when they do not meet basic needs, it can moreover lead to psychological behavior

such as anxiety, depression, and stress. SDT has many domains including education,

organizations, sport and physical activity, religion, health and medicine, parenting,

virtual environments, and media. SDT holds that greater need satisfaction will

contribute to more autonomous striving and optimal functioning.

Learning motivations Learning outcomes

 Chapter II

Review of Related Literature

The following literature review provides a comprehensive analysis of relevant to

socioeconomic status and its effects to the academic performance to students:

According to Tumilara B.A., et. al., (2018) findings revealed that parental socio-

economic status, educational level and family size may have a significant

relationship with the academic performance of students. Therefore, it is

recommended that government should provide some incentives that will

encourage more students to enroll for formal education, such as scholarships, provide

free transportation to school for students, establish schools for adult education

and encourage couples to imbibe family planning.

According to Kapila D., Saroj R., Anu B.(2021) that analyzing students' strong and

weak intellectual skills helps educators and institutions understand their

cognitive strengths and weaknesses. By identifying these areas, educators can tailor

their teaching methods to address individual needs and provide appropriate support.

For example, if a student excels in critical thinking but struggles with math,

the teacher can focus on providing additional resources or alternative teaching

strategies to improve the student's math skills while still nurturing their

critical thinking abilities.

Eiman B. and Rifat T., (2021) explained that the study highlights the

influence of teachers' qualifications, students' family income, and the level of the

educational institution on student performance. It recommends behavior modification

trainings for teachers and efforts to improve teachers' socio-economic status as potential

strategies to enhance student outcomes.

Yuchen J., (2021) stated that most studies in this area have primarily examined

how a student's family background influences the level of education they

ultimately attain. However, it emphasizes that education is not a one-time event but

rather a continuous process.

According to Evan Tarver(2024) Different socioeconomic classes have different

priorities based on their financial resources, and this can result in disparities in access

to goods and services, leading to poverty, poor health, and low educational

achievement. These disparities have far-reaching effects on individuals and society,

highlighting the importance of addressing socioeconomic inequalities.

 Chapter III

Methodology

This chapter gives an outline of research methods that will follow in the study. It

covers information of the following:

Research Design

This research use phenomenology, a qualitative research design, specifically a

correlational approach. This design will allow for the examination of the relationship

between socio-economic status and academic performance among students.

Subject of the Study

The subject of the study is purposeful sampling of students at San Isidro Malvar

Senior High School from diverse socio-economic backgrounds, including

varying levels of income, parental education, and household resources.

Data Gathering Instrument

Using google docs to formulate self-made questionnaires, having questions involving

the experiences of the students. The said questions were self-made questions to be more

reliability and validity. Conducting interview for a broader understanding of the

effects of socioeconomic to academic performance of students.

Data Gathering Procedure

The self-made questionnaire will be used as methods and conducted through

google docs. Survey in research is collecting information from the sample through their

response to a question. Through this, survey will serve as the main data gathering by

providing self-made questionnaire.

Statistical Treatment of Data

The following statistical tool that the researchers will used in the study. Thematic Analysis.

This is used to examine the data to identify common themes – topics, ideas and

patterns of meaning that come up repeatedly.

 Chapter IV

Presentation, Analysis, and Interpretation of Data

Chapter 4 This chapter contains the presentation, analysis and

interpretation of data results obtained in the study. The themes identified within the

data include: (1) to describe the socioeconomic of the students, (2) the factors that

contributes to their academic performance, (3) identify the hindrance that affects their

performance, and lastly (4) to know how different family responsibilities impact

the academic performance of students.

The said data were presented in a tabular form in accordance with the question

stated above. The researchers used thematic analysis to be able to deeper understand

the impact of socioeconomic to the academic performance of the students.

Table 1

The Respondents
Strand Frequency Percentage Rank
HUMSS 5 38.5%
1
ABM 4 30.8%
2
TVL 4 30.8%
3
TOTAL: 13
100.1%

According to the table table above, 38.5% of the respondents were HUMSS students,

while 30.8% of the students were both ABM and TVL students. Therefore, there are

13 respondents overall.
 Table 2

Describe your Socioeconomic Status

Respondents Response Emergent Themes

R1 Katamtaman, hindi • Good life style
mayaman, hindi mahirap • At middle class
R2 Ang estado Ng Buhay Namin ay •
maayus dahil sa suporta ng aking
magulang
R3 moderate, not that high but also • Middle class
not that low
R4 less access to financial
R5 My socio-economic status •
influences education by affecting
access to resources like quality
schools, tutors, and educational
materials.
R6 Lower Middle Class • Lower-middle
class
R7 Maayos naman ang aming • Middle class
estado sa buhay, di man • Family problem
mayaman pero nakakraos.
Nagkakaroon ng den problema
financially.
R8 comes from a middle-class • Middle class
family. They attend a public school • Has access to
and have access to basic resources and
educational resources. Their family educational
can afford essentials like food,
housing, and school supplies.
R9 Low Socio-economic status • Low class
R10 Lower-middle class • Lower-middle
class
R11 I'm in a mid class, since my papsi • Middle class
can provide all the things we need • Has access to
for everyday's life resources
R12 Maayos ang pamumuhay ko kahit
papaano nakakapagaral at • Good life style
tumutulong sa bahay • Can go to school
R13 Maaaring ako ay may sapat • Have access to
 na pera sa pang-araw-araw na financial
pangangailangan, ngunit maaaring • Facing problems
ma mga pagsubok pa rin na despite of financially
kinakaharap. stable

The table above shows that 2 out of 13 respondents came from lower-middle class, meaning

that they have access to materials and basic needs

While there are 4 out of 13 respondents came from middle class. It shows that they

have access to materials and basic needs to sustain for their everyday life.

And 1 out of 13 respondents came from low class

 Table 3

What are the factors that contributes to your study?

Respondents Response Emergent Themes

R1 Kagamitan gaya ng cp, • Technology
internet
R2 I can improve my
R3 Educational opportunities • Educational
opportunities
R4 family socioeconomic status, • Self-learning
time spent on self-study and
preparation for classes
R5 Motivation, intrinsic motivation, • Motivation
such as personal interest in the • Opportunities
subject, and extrinsic motivators,
like grades or future opportunities,
play a role.
R6 The factors that contribute to my
academic performance is having a • Good work place
place wherein, I can study
comfortably.
R7 Katulad ng cellphone isa ito sa
nakaktulong • Technology
saakin ,sapatkat maari tayong
Maka access ng social media at
impormasyon dito.
R8 Access to resources like textbooks,
technology, libraries, and • Technology
educational materials both at home • School materials
and in school.
R9 family support and
knowledgeable and enjoyable
learning , personal goals • Family support
R10 The factors that contributes my • Fun learning
study are access to technology, • Motivation
family support, and having good • Technology
environment • Family support
R11 being in a mid class was easy and • Good environment
hard at the same time since hindi
naman palagi • Easy because of the
resources
• Have hard time
 stable yung kinikita ni papsi when not stable to provide
the needs
R12 May sapat na kagamitan o sapat na • Access to materials and
pera para makapag- aral financial
R13 Ang mga bagay na
nakakatulong sakin sa pag aaral • Financial
ay ang una na dito ay ang pera at • Food
pag kain

The table above shows the factors that contributes to the performance of students are

materials like technology, school materials and also food. It also shows that family

support and motivations helps the students to keep up their work and motivates to do

school works.

Aside from access to resources, 1 out of 13 of the respondents were going through a

hard time when financial needs does not been achieve that leads to a problem.
 Table 4

What are the hindrance that affects your academic performance?

Respondents Response Emergent themes

R1 Trabaho • work
R2 The hindrance that affect my • Online games
academic performance is • Stress
online games and stress
R3 Household chores and • Household chores
unbalanced time management • Time management
R4 socio-family factors, lack of • Lack of motivation
motivation
R5 Health issues, physical • Health problems
illnesses, mental health • Mental health
challenges, and chronic problems
conditions can disrupt • Disruption
concentration and learning.
R6 The hindrance that affect my • Lack of socializing
academic performance is • Environment
lacking of communication and problems
interaction with the class due to
extreme heat that we are facing.
R7 Financial problem and family
problems • Financial problems
R8 Poor study habits like lack of • Family problems
time management skills, and • Poor study habits
ineffective study techniques can • Time management
lead to poor academic
performance.
R9 sometimes lack of motivation and
self motivation, having a hard time • Self motivation
understanding the lesson • struggles
R10 The hindrance that affects my study
are financial problem, stress due to
lack of self esteem and the problems • Financial problems
were facing • self esteem
R11 siguro dahil nasa ibang lugar nag
tatrbaho si papsi and hindi
naman kami masyado
• Struggle
• Limited money
 nag kikita, he only provide
allowance every week,
nahihirapan ako mag manage ng
pera to the point na kahit sa pag
aaaral nararamdaman ko na rin
yung difficulties kasi may mga
needs ss school so kailangan
ko magtabi tapos needs sa
bahay, and mahirap talaga for
me may hati ng pera para sa
iba't ibang needs ko
R12 Kapag walang sapat na pera or
kagamitan
• Financial problems
R13 ang nakakahadlang sakin ay ang • Supplies
pag lalaro ko ng
• Online games
basketball at pag gamit ng
• Technology
cellphone mag hapon
• Physical activities

In the table above shows that the common hindrance to the performance of the students are

financial problems, limited access to money, work, and excessive time they exert to online

games.

It also shows that health is one of the factors also most specially are mental health,

mainly cause of the stress that causes disruption of concentration. Lack of self

motivation and self esteem seen to affect the performance of the students.
 Table 5

How does family responsibilities affects your academic schedule and

workloads?

Respondents Response Emergent themes

R1 Kulang sa oras sa paggagawa • Lack of time
kasi gawa ng responsibilidad ko
R2 My responsibilities are
affecting my academic • Unable to balance both
performance because I am of the responsibilities
unable to balance my studies and and studies
family responsibilities
R3 sometimes I'm not able to • Lack of sleep
sleep early because I have to
finish my school works after
doing some household chores
R4 learn how to effectively plan
my schedule
R5 Stress, balancing family • Stress
responsibilities with academic • Unbalanced
demands can increase my
stress levels, requiring
effective coping strategies to
maintain mental well-being.
R6 I don't experience such • Does not affect the
things. That's why I don't schedule
think it affect my academy
schedule.
R7 Kinakailangan ng oras dahil hindi • Time management
napagsasabay ang mga • Stress
responsiblidad dahil kinakailangan
ko den ng oras sa pag aaral ito ay
nagiging sanhi ng stress
R8 Balancing academic
obligations with family • Unable to balance
responsibilities academic and the
R9 sometimes I was having a responsibilities
hard time and I can't do my • Struggles
homework on the right time • Unable to balance
because of the responsibilities work
 I have at home
R10 It affects my study as • Struggles
sometimes i have a hard time • Time management
dealing with time • Job
management to finish all the task
while doing school works,
most especially when i am doing
side jobs
R11 siguro naapasktuhan lang • Lack of family
talaga is yung time ko, and as a support
student nga na hindi • Unable to do work
nakakasama parents ako mag one at a time
aasikaso lahat pati pag
babayad ng bill eh minsan
deadline ng sa ganitong araw tapos
sa araw na yon may pasok
R12 Maayos naman Kahot
papaano napagsasabay ko sya • Good
R13 nakaka apekto ito dahil sa • Can do both
oras na magagamit mo sa pag
• Lack of time
gagawa ng iyong
responsibilidad sa bahay

1 out of 13 respondents say that family responsibilities does not affect the academic

schedule since the respondent did not experience any responsibilities in

their family. Also, 1 out of 13 respondents say that the respondents can manage to

work both of the responsibilities and academic schedule.

While 5 out of 13 respondents said that they can not balance the

responsibilities and academic schedule. Most of the respondents also said that they

have a hard time dealing with their time management, and some leads to stress to the

respondents.
 CHAPTER V

SUMMARY

The research investigated the relationship between socioeconomic status and academic

performance of students at San Isidro Malvar Senior High School (SIMSHS). The study

employed a phenomenological approach, utilizing a self-made questionnaire and interviews

to gather data from a purposeful sample of Grade 11 students from diverse socioeconomic

backgrounds. The study aimed to understand how socioeconomic factors influence students'

academic experiences and outcomes, specifically focusing on identifying the factors that

contribute to or hinder academic success, with a particular focus on the impact of family

responsibilities and access to resources. The research was motivated by initial observations of

differences in student participation and engagement at SIMSHS, suggesting that

socioeconomic factors played a significant role in shaping students' academic experiences.

The study aimed to delve deeper into these observations, exploring the specific ways in

which socioeconomic status impacts students' access to resources, their motivation and

learning environment, and the challenges they face in balancing academic demands with

family responsibilities.

FINDINGS

Socioeconomic Status and its Impact on Resources: The majority of respondents ( 4

out of 13) identified as belonging to the middle class, with 2 respondents from the lower-

middle and 1 from low-class. This finding aligns with the initial observation that students

from different socioeconomic backgrounds experience varying levels of access to resources,

which directly impacts their ability to participate in school activities.

 Factors Contributing to Academic Performance: Access to technology, family support,

motivation, and a conducive learning environment emerged as significant factors influencing

academic performance. These findings support the theoretical framework of Self-

Determination Theory, which emphasizes the importance of autonomy, competence, and

relatedness for individual motivation and well-being.

Hindrances to Academic Performance: The research revealed that financial problems,

limited access to money, work responsibilities, excessive time spent on online games, and

health issues (including mental health) were identified as major hindrances to academic

performance. These findings directly relate to the initial observation of students struggling

with financial constraints, time management, and potential psychological stress.

Impact of Family Responsibilities: The majority of respondents (5 out of 13) reported

difficulty balancing family responsibilities with academic demands, leading to stress and

time management challenges. This finding supports the initial observation that students from

lower socioeconomic backgrounds often face additional burdens due to family

responsibilities.

RECOMENDATIONS

1. Provide Financial Assistance and Resources: Implement programs and initiatives to

provide financial assistance and resources to students from low-income

backgrounds, including scholarships, subsidized transportation, and access to

educational materials.
 2. Promote Time Management and Study Skills: Offer workshops and guidance on

effective time management, study skills, and organizational strategies to help

students balance academic demands with family responsibilities.

3. Work-Study Program is a valuable resource for students seeking to balance their

academic pursuits with financial independence. This program allows students to

earn money while attending school by working part-time on campus or at approved

off-campus jobs. The Work-Study Program is a valuable resource for students

seeking to achieve financial stability while gaining valuable work experience and

exploring career options. By taking advantage of this program, students can make

their education more affordable and prepare for a successful future.

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