Chapter 1
PROBLEM AND IT’S SCOPE
Introduction
Academic Performance of the students is a key factor in education (Rono, 2013). It is
considered to be the center around which whole education system revolves. Narad and
Abdullah (2016) opened that the academic performance of the students determines the success
or failure of any academic institution. Signh, Malik and Signh (2016) also argued that the
academic performance of students has a direct impact on the socio-economic development of
a country. Similarly, Farooq, Chaudhry, Shafiq and Behanu(2011), asserted that students’
academic performance serves as a bedrock for knowledge acquisition and development of
skills. Academic performance is being measured by final grade earned in the school year and
also it is the intellectual capability and skills of the students reached their academic context. In
some areas in education there are lot of factors to consider that will affects the academic
performance of the learners.
The good academic performance of students at the Senior High School is of paramount
importance in every educational system. Meanwhile, numerous factors influence the academic
performance of students and had been researched, but many problems persist.
https://www.scrip.org/journal/paperinformation.aspx?paperid=109636
It is highly significant to note that a human being’s entire existence is commonly based
on the amount of knowledge he or she acquires, and how much this knowledge is utilized in
developing himself, his country, and the world at large. This explains the underlying need for
education. The basic thing that one gets from education is knowledge. One gets to know about
various things ranging from Mathematics to History, Literature to Political Science.
https://www.scrip.org/journal/paperinformation.aspx?paperid=109636.
Inclusive education is connected to the movement for effective schools and school
improvement, making it clear that what happens in classrooms, in terms of organization,
interventions, activities proposed by teachers, among other factors, has a critical value for the
improvement of academic performance and success for all students, in short, for the attainment
of expected educational achievement (Rutter et al., 1979; Brophy and Good, 1986; Mortimore
et al., 1989; Davis and Thomas, 1992; Reynolds and Cuttance, 1992; Scheerens,
1992; Ramasut and Reynolds, 1993; Teddlie and Stringfield, 1993; Creemers, 1994; Reynolds
et al., 1994; Castejón, 1996; Wyatt, 1996; Murillo, 2003a, b; Arnaiz et al., 2018).
An effective school is one that “achieves the comprehensive development of each and
every one of its students, greater than would have been expected when considering their
previous performance and the social, economic and cultural situation of their families”
(Murillo, 2005, p. 25). The fundamental role of the school in improving academic performance,
as considered by the movement for Effective Schools and Inclusive Educational, calls into
question the decisive characteristic given to some variables in academic performance, such as
the socioeconomic origin of families. An emblematic example of this was the Coleman (1968),
which rejected any possibility of improvement and overcoming inequalities. Fifty years after
its publication, research has shown that a school, through its interventions, procedures and
actions, can promote the overcoming of inequalities and, therefore, facilitate educational
success. In this line of argument, Flecha and Buslon (2016); Madigan et al. (2016), Marqués
(2016); Muro et al. (2018), among others, indicate that successful educational interventions
produce significant improvements in academic results, overcoming the determinative and
deficient views present in said report.
Factors contributing to improvement in students’ academic performance have received
much attention from educators and researchers (Signh, Malik & Signh, 2016; Ali, Haider,
Munir, Khan & Ahmed, 2013; Faroq, Chaudhry, Shafiq & Behanu, 2011). There researchers
found that several factors contribute to improvement in the academic performance os the
students. Ali et.al. (2013) found daily study hours, social economic status of parents/guardians
and age as factors that significantly affects academic performance. Narad and Addullah (2016)
and Farooq et al., (2011) also found economic status of parents, their academic background
and ecouragement as factors that influence academic performance. Proper guidance from
parents and teachers, communication skills, and learning facilities have also been found as
significant feterminant to academic performance (Signh, Malik Signh, 2016).
Cognitive Development Theory of Jean Piaget, refers to long-term changes in these
processes. One of the most widely known perspectives about cognitive development is the
cognitive stage theory of a Swiss psychologist named Jean Piaget. Piaget created and studied
an account of how children and youth gradually become able to think logically and
scientifically.
Discovery Learning Theory of Jerome Bruner encourages learners to build on past
experiences and knowledge, use their intuition, imagination and creativity, and search for new
information to discover facts, correlations and new truths. Learning does not equal absorbing
what was said or read, but actively seeking for answers and solution.
Theoretical Framework
The study was based on Atkinson's Theory of Academic Achievement (Atkinson, 1996;
Weiner, 1967), which holds that motivation is a fundamental factor influencing academic
performance. Even so, there is a dearth of knowledge and theory around motivational variables,
despite their potential importance in comprehending, forecasting, and managing classroom
performance.
This study is anchored on Lev Vygotsky's Sociocultural Theory views human
development as a socially mediated process in which children acquire their cultural values,
beliefs, and problem-solving strategies through collaborative dialogues with more
knowledgeable members of society. Vygotsky's theories stress the fundamental role of social
interaction in the development of cognition (Vygotsky, 1978), as he believed strongly that
community plays a central role in the process of "making meaning."
Jerome Bruner (1915 – ) Discovery learning theory takes place in problem-solving
situations where the learner draws on his or her own past experience and existing knowledge
to discover facts and relationships and new truths to be learned. Students interact with the world
by exploring and manipulating objects, wrestling with questions and controversies, or
performing experiments. As a result, students may be more likely to remember concepts and
knowledge discovered on their own (in contrast to a transmissionist model). Models that are
based on the discovery learning model include guided discovery, problem-based learning,
simulation-based learning, case-based learning, and incidental learning, among others. This
theory believes that discovery learning encourages active engagement, promotes motivation,
develops creativity and problem-solving skills, and tailors learning experiences.
Conceptual Framework
This study investigated the factors affecting academic performance of the grade 11
Senior High School Students of Florida National High School. There are two variables to be
investigated, the independent variables are Learners’ Performance which includes written, task
value, and attitude; Learning Process which includes parents’ assistance and learners’
engagement; and the dependent variable is Academic Performance. These variables have been
identified because the researcher hopes that analyzing these variables can reveal the Factors
Affecting the Academic Performance of the pupils.
Profile of the students in terms of written performance, performance task value, and
attitude of the learners will be able to determine the way they will be able to participate in the
classroom activities and discussions that will affect their academic performance. And how they
will be able to manifest their learning process in terms of parents’ assistance and the learner’s
engagement in answering their activities, assignments, and another school academic related
task.
Statement of the Problem
This study aimed to determine the factors affecting academic performance of Grade 11
Senior High School Students of Florida National High School S.Y 2022-2023
Specifically, it sought answers to the following question:
1. What is the profile of the students in terms of;
1.1. written performance
1.2. performance task value.
1.3. general attitudes
2. How do the learners manifest the learning process in terms of:
2.1 Parents assistance
2.3 pupil engagement
3. Does the teachers’ effectiveness affect the academic performance of grade 11 SHS
Students?
4. Does the availability of school facilities affect the academic performance of grade 11
SHS Students?
5. What action plan may be prepared to enhance the Academic Performance of Grade 11
SHS Students of Florida National High School.
Schematic Diagram
Independent Variable
Dependent Variable
Based on this research
study, the researcher
Profile of Pupils
Performance

Written

Performance
Task Value

Attitude
Academic
Performance
Learning Process


ICT Room
by
the
problem.
Moreover,
the
questions that their
parents cannot give a
Availability of school
facilities

affected
identified
monitor
their
performance
and
assist them with some
Engagement
Library
found out that the
academic performance
of the pupils is not
learners need weekly
home visitation to
Parents
Assistance
Learners

Result
concrete explanation.
Teachers
Effectivenes
FEEDBACK
Figure 1: Schematic Diagram of Independent and Dependent Variables
Significance of the Study
This study's findings will further reveal the factors affecting the academic performance
of grade 11 senior high school students at Florida National High School. The findings would
be of major importance in assessing what action plan or activities to enhance the level of
academic performance of the students.
This study will be helpful to future researchers as their reference in the relevance of
their study to this study. It will help the following for further investigation of the factors
affecting academic performance;

Teachers – it will help them to determine what factors affect the academic
performance of the learners and what plan of action to do for the development
of the academic performance of the learners.

Parents – it will help to them to analyze and determine what assistance needs
to do for the development of their learners to their academic performance.

Students - they will be beneficial from this study. They will set this a guide and
reference for their future studies related to this topic.

School – this will help the school in general of what plan of action to be taken
for the benefit of their learners and what intervention to be done in terms of
academic development purposes to their respective learners.

The researcher believes that the school administration, teachers, parents, and
pupils will be benefited from the findings of this study since the study provide
the basis for awareness and a better understanding of the factors affecting the
academic performance of the pupils.
Scope and Delimitation
This study centers on the factors affecting the academic performance of Grade 11
Senior High School Students of Florida National High School, Barangay Florida, Butuan City.
It is aimed at 36 grade 11 senior high school learners of Florida National High School.
Definition of Terms
For better understanding of this study the following terms are defined in the context of
this research.
Academic Performance: Is a term used for students based on how well they are doing
in their studies and classes. Also is how well does in school and at home.
Attitude of the pupil: refers to how the pupils answer the self-learning modules.
Learning process: described as the process of acquisition, retention, and modification
of experience. It re-establishes the relationship between a stimulus and response.
Parents Assistance: Refers to the engagement of the parents in assessing the pupil on
answering the printed modules.
Learners Engagement: Refers to the willingness of the pupil to answer the printed
modules and to submit them in a given period of time with completeness or not.
Learners Performance: describe the learning interest of the pupil to evolve and sustain
good academic performance.
Task Value: basis for prioritization of project tasks, so the most impactful activities
can be supplied with the best resources and hence be done in the first place.
Written Performance: Refers to the result of the quizzes and quarterly examinations.
Chapter 2
Review of Related Literature
The good academic performance of students at the Senior High School is of paramount
importance in every educational system. Meanwhile, numerous factors influence the academic
performance of students and have been researched, but many problems persist. A literature
review in this area would provide the gaps and areas that need more research and will go a long
way to curb the situation.
According to Fidel, (2021) to help teachers and students cope with challenges of remote
learning, the Department of Education (DepEd) launched the Basic Education-Learning
Continuity Plan (BE-LCP). The BE-LCP calls for schools to use a “blended” approach to
teaching based on a mix of “modular” learning and online classes. At the heart of this new
approach is set of “modules” or “self-learning materials” created and shared by Department of
Education which allows student to study topics on their own. In addition to the actions taken
by Department of Education, other central government agencies and local government units
(LGUs) have taken steps to ensure continued access to education, UNICEF, (2021)
In the Philippines, this learning modality is currently used by all public and private
schools because according to the survey conducted by Department of Education (DepEd),
learning through printed and digital modules emerged as the most preferred distance learning
method of parents with children who are enrolled this acdemic year (Bernardo, J). (FlipScience,
2020)
According to Wikipedia (2013), academic performance is the outcome of
education; it is the extent to which a student, teacher or institution has achieved their
educational goals. Thus performance is characterised by performance on tests associated
with coursework and the performance of students on other types of examinations
(Kyoshaba, 2009).
Various studies have been carried out on the factors that affect students’ academic
performance or achievement in schools, colleges and universities. Some of the factors identified
and reported to have affected the academic performance of students in these different settings
are: student effort, previous or prior educational performance, self-motivation, the socialeconomic status of the students’ parents, the students’ age, number of hours of study per day,
admission points, different entry qualifications, tuition trends and the students’ area of residence
(rural or urban) (Farooq, Chaudry, Shafiq & Berhanu, 2011; Ali, Haider, Munir, Khan & Ahmed,
2013).
The type of school a child attended also affects the academic performance of the
student. In this regard, Kyoshaba (2009) observed that students’ educational outcome and
academic success is greatly influenced by the type of school which they attended. The
school we attend is the institutional environment that sets the parameters of a student’s
learning experience. In agreement with this, Considine and Zappala (2002) reported that
the type of school a child attends influences the educational outcomes; furthermore,
schools have an independent effect on the students’ educational attainment, and this is
likely to operate through the variation of quality and attitudes. In the same vein, Miller
and Birch (2007), while studying the influence of the high school attended on university
performance, observed that outcomes at the university level differ according to the type of
high school attended. Thus, a student’s school background is positively related to his or
her academic performance at an undergraduate level. In addition, Ali et al. (2013) and
Kwesiga (2002) also observed that the learning outcomes and educational performance of
students are strongly affected by the type of educational institution where they received
their education. However, this is a function of the number of facilities a school offers,
which usually determines their quality, and which in turn affects the performance and
accomplishments of its students.
Foreign Studies
According to the study of (Barnard, 2004), academic performance is the educational
goal that is achieved by a students, teacher, or institution achieves over a certain period. This
is measured either by examinations or continuous assessments and the goal may differ from an
individual or institution to another. Academic performance is a term used in school when a
student does well in academics. They achieve or do well in an area of school and do well in
their studies. The academic performance of students heavily depends upon the parental
involvement in their academic activities to attain the higher level of quality in academic
success. In an
Driscoll (2005) describe learning as “persisting change in academic performance or
academic performance potential that results from experience and interaction with the world”.
Therefore, for learning to be observed, there must be demonstration through performance may
not be necessarily reflect inadequacy in learning. According to Bandura (2001), it is possible
to learn a task and yet perform poorly in it. Other factors, other than the learning process, have
potential of influencing academic performance on tasks.
Academic performance, as demonstrated using scores on tests, has over the year been
used to determine the competence of a student. The Grade Point Average (GPA) is a measure
of a student’s average academic performance across the course being offered in any given
semester (McKenzie, Gow & Schweitzer 2004, Zeegers, 2004). It incorporates all learning
outcomes expected of a student in his/her courses. Zeeger (2004) also points out that the GPA
is a more generally used measure of academic success, and thus allows it to be compared with
other studies where measurement of academic performance is one of the study variables. It is
for the above reasons that this study has made of the GPA as measure of academic performance.
A number of studies have been carried out to identify and analyze the numerous factors
that affect students’ academic performance in various centers 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 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.
Mann, Henderson, and Guffy (2002) also focused on the special education field. They
felt traditional teacher preparation programs could not effectively and efficiently produce
enough educators to meet the growing needs of qualified special education educators. Their
project delivered Internet-based professional development and special education courses to
students as an alternative certification program. Results indicated alternative certification
program students scored higher competency ratings than their face-to-face counterpart.
Steinweg, Davis, and Thomson (2005) reported no significant difference in academic results
between online and face-to-face venues for an introductory special education course. Dellana,
Collins, and West (2000) compared the effectiveness of a virtual undergraduate management
science classroom and its FtF counterpart. Components of the Dellana et al. (2000) study were
similar to the design of the proposed LPGA T & CP online review session; exams were given
in a physical classroom setting to ensure academic integrity, a threaded discussion provided
collaboration on specified topics, and email was an optional source of communication between
classmates. There were no differences in academic performance between the two modalities.
Buzhardt and Semb (2005) compared academic performances between students using online
study guides versus students using pen and paper study guides. Results from this college
classroom study indicated students using online study guides reported higher satisfaction but
did not differ in academic performance. Contrary to the Buzhart and Semb (2005) study’s
Local Studies
The home as learning support has been found as an important variable in child
development (Arriero, 2006). Children perform better in school when they have opportunities
to learn from their two primary contexts of development, namely, the home and school (Nierva,
2009). When parents, teachers and schools support one another and build a strong partnership,
it will result to academic success.
According to Pineda (2008), mutual effort toward a shared goal implies shared
responsibility of families and educators for supporting students as learners. In his study of the
comparison of the parents’ and school personnel’s perceptions on the existing home-school
collaboration program of a private school in Muntinlupa City, Philippines, it notes that forming
connections among families and schools foster positive school and learning experiences for
children and youth.
Meanwhile in the study of Arriero (2006), findings show that there are two main issues
that arise from the amount of involvement the parents in their children’s learning in the home
-- the first is the type of communication the parents are able to sustain with the children and
the second is the general influence of the parents in the home environment in terms of creating
a learning environment. This implies that communication with parents tends to range either
positive or praising of the children to negative disciplining for them to learn.
Although public or private schools have PTA in the Philippines, an organization which
shows parents support and participation on school activities, parent practices are limited.
Nierva (2009) study shows the relationship between parental involvement and family status
variables of grade one parents in one of the private schools in Quezon City, Philippines using
a survey questionnaire. It finds out that in order to facilitate a better home-school partnership,
policies to guide practices regarding home-school collaboration at national, regional, division,
and school levels must be developed. Thus, this study has a small number of participants and
didn’t use other instruments to validate the result of the survey.
Chapter 3
Research Methodology
This chapter will explain the method adopted by this research. This chapter will
mention every component involved in conducting this research from research design, research
local, population and participation of the study, sampling design, research instrument, data
gathering procedure and statistical treatment. Finally, this chapter provides a detail explanation
of the selected mode of analysis used and data collection method.
Research Design
The researcher used the descriptive and correlation design to describe characteristics of
a population in terms of profile of the learners in terms of written performance, task value, and
attitudes. How do the learners manifest their learning process in terms of parent’s assistance
and pupil’s engagements and to determine the significance relationship between the profile of
learners and learning process on their modular printed learning modality and to know if there
are significance effects of the modular printed learning modality on the academic performance.
Research Locale
This study will be conducted at Florida national high School, located at Putrok 11
Florida, Butuan City. The population of Florida National High School is composed of 191
males and 154 females including Junior High School and Senior High School. Only Grade 11
Senior High School students are the scope of this study with the total combined number of
learners 21 males and 12 females.
Location Map
Picture 1 School Location
This Picture shown that the location of the Florida National High School, Florida,
Butuan City. With easy access of the bus, taxi, motorcycle and other vehicles.
Population and Participant of the Study
The respondents of this study are the grade 11 Senior High School Students of Florida
National High School Year 2022-2023
Sampling Design
This study uses a complete enumeration of the population because the focus of this
study is the grade 5 pupils only with total number of 36 learners.
Research Instrument
The researcher will use a survey questionnaire to describe the profile of pupils in terms
of task value and attitude of the pupils in answering their their activities and assignments and
how the learners manifest the learning process in terms of parents’ assistance and pupil
engagement and the teacher’s effectiveness to determine the factors that can affect the
academic performance of the learners.
The researcher used indicators to describe the performance task value and attitude of
the students. Indicators will be scale choices from 4 strongly agree, 3 agree, 2 disagree and 1
strongly disagree. As well as the availability of the school facilities using the same scale
indicators.
Validity and Reliability of the Research Instrument
Key indicators of the quality of a measuring instrument are the reliability and validity
of the measures. The process of developing and validating an instrument is in large part focused
on reducing error in the measurement process. Reliability estimates evaluate the stability of
measures, internal consistency of measurement instruments, and interrater reliability of
instrument scores. Validity is the extent to which the interpretations of the results of a test are
warranted, which depends on the particular use the test is intended to serve. The validity of the
instrument will be checked by the three (3) experts to determine the validity of the instrument
being used.
Data Gathering Procedure
This study will be following general standards to conduct a survey the researcher will
ask approval from the school head and senior high school track head to conduct a survey in a
certain institution. A survey questionnaire will be distributed to all grade 11 senior high school
learner to answer the questionnaire. Questionnaire will be collected after they answer all the
questions and the result will be tallied.
Statistical Treatment
The following statistical tool will be used to treat the data.
Arithmetic Mean will be used to describe the profile of the pupils in terms of written
performance and performance task value.
Weighted Mean will be used to describe the general attitude of the pupils toward answering
their activities and assignments.
Weighted Mean will be used to describe the manifestation of the learning process of the pupils
in terms of parent’s assistance and pupil engagement in answering their activities and
assignments.
Regression Analysis will be used to determine the factors affecting the academic performance
of grade 11 senior high school learners.