The better performance in the starting classes also perform

The essential asset of
any educational institute is the students, this simply means that schools are
nothing without students. The major goal of the school is to work towards the
attainment of academic excellence by students because the performance of the
student in school can affect the success of the country.  The school may have other peripheral
objectives, but the emphasis is always placed on the achievement of sound
scholarship (MeenuDev, 2016). 

 

            Furthermore, it is generally assumed
that students who showed better performance in the starting classes also
perform better in future academic years at a degree level (Ali, Haider, Munir,
Khan, & Ahmed, 2013). Also, the academic performance that a student has
portrayed throughout the years will serve as a very important role in
considering their last image before proceeding to soon serve their country.

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            Moreover, measuring the academic
performance of a student is difficult since there are many factors that can
affect their performance. Studies showed that psychological, economic and
social status, personal and environmental factors are affecting students’
performance wherein psychologically, stress can cause pressure to students.
Economically and socially, parents’ income and educational background have a
positive correlation in the students’ academic performance. Environmental
factor means the school environment, which includes the classroom, school
location, school facility, and school climate. Personal factors include
students’ interests, home environment, parental support and study habits that
were found significant predictors of students’ academic achievement. However,
these factors may differ from one person to another and from country to
country. Most of the studies focused on some issues like teacher education,
class environment and gender of the teacher (Opdenakker & Damme, 2006).
Previous studies based their results on the students’ GPA or Grades Point
Average following a 0 to 4.0 or 5.0 scale, and others used qualitative research
(Wu, 2014).

 

Thus, this study is set
to investigate other factors affecting students’ academic performance such as
peer factors and family income on students’ academic performance. Li (2011)
recommended further studies should go beyond family structure measures and use
measures of residential parents’ romantic relationships to examine the
consequences of growing up in no disrupted single-parent families and Terry, Malik,
Sinclair, Fines (2014) recommended that future researchers should target
texting in addition to playing video games because the general consensus seems
to be “Boys play video games, but girl’s text”. In line with this, the study
will include these gaps in the investigation of other factors affecting
students’ academic performance. A survey will be conducted to collect information
and responses of students regarding factors affecting their performance.

 

             The study aims to (1) determine the effect of
peer factors, economic status of family and personal factors on students’
academic performance; and (2) determine other factors that affect students’
academic performance.

 

Significance
of the study

            Researchers have been studying the
factors that affect students’ academic performance these past years, however,
other factors have not been classified, such as peer factors and family income.
The study will then study other factors that affect students’ academic
performance. The results can then be a basis for improving management practices
for improved academic performance and it can also create awareness in students
about their responsibilities in school. In addition, parents can use the
results of the study to help solve their children’s problems, specifically the
financial problems of their child.

 

Scope
and Limitation

 

Scope

            The study will be conducted in a
secondary public high school in La Trinidad, Benguet. Students who are included
and not included in the list of honors will answer the survey; some school
staffs will also answer the survey.

 

Limitation

The study will not cover
or explore all the variables that affect students’ academic performance because
it is not possible to explore all the factors. This study will only focus on
peer factors, economic status of family and personal factors on students’
academic performance. Also, it will consider the recommendations of Li (2011)
and Terry et.al. (2014).

 

Conceptual Framework

            The goal of the study
is to evaluate the factors that affect the academic performance of students in
secondary school in La Trinidad, Benguet. Figure 1 presents the conceptual
framework of the study.

 

Figure 1

Independent Variable

 

Intervening Variable

 

Dependent Variable

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

 

As
shown in Figure 1, the independent variables of the study was peer pressure,
family economy, technology and family background. Schools that do not consider
the well-being of the students affects the students’ academic performance.
Also, the behavior of the student in the school and at home can cause low
academic performance, which is the dependent variable of the study.

 

Definition of Terms

·        
Academic performance – it refers to the ability of the student to study and  see how facts fit together to form larger
patterns of knowledge

·        
Poor performing school – refers to the school that obtains a mean grade of above
75

·        
Well performing school – refers to the school that obtains  a mean grade of above 80

·        
Family economy –
refers to the state of the family in the society (poor, average or rich).

·        
Family background –
refers to the student’s family structure. It talks about the environment the
child stays and who she/he is with when he/she is growing up.