EXAMINING THE RELATIONSHIP BETWEEN SOCIOECONOMIC
FACTORS AND ACADEMIC OUTCOMES AMONG SENIOR HIGH
SCHOOL STUDENTS AT COLEGIO DE MONTESSORI
A research paper presented so the faculty of Senior High School Department
COLEGIO DE MONTESSORI NAIC, CAVITE
In partial fulfillment of the requirements for the subject
Practical Research 2
Researchers:
ANOCHE ANN HAZEL I.
BLANCAR JINKY L.
ESTABILLO ERICH E.
FABRUADA ANGELLIE C.
LOGARTA MARYCRIS M.
NAZARENO JASMINE E.
PADPAD ALEAH FEITH C.
ROQUERO JUSTIN KURT P.
Accountancy Business and Management
Mr. Roilan jay Pinpin Erni
2023
APPROVAL SHEET: SENIOR HIGH SCHOOL DEPARTMENT
Author:
ANN HAZEL I. ANOCHE
JINKY L. BLANCAR
ERICH E. ESTABILLO
ANGELLIE C. FABRUADA
MARYCRIS M. LOGARTA
JASMINE E. NAZARENO
ALEAH FEITH C. PADPAD
JUSTIN KURT P. ROQUERO
Title:
EXAMINING THE RELATIONSHIP BETWEEN
SOCIOECONOMIC FACTORS AND ACADEMIC OUTCOMES
AMONG SENIOR HIGH SCHOOL STUDENTS AT COLEGIO
DE MONTESSORI
APPROVED:
MARK STEVEN M. DEL ROSARIO
Research Instructor
Date
ROILAN JAY P. ERNI
Research Instructor
Date
JONATHAN SON ACERON
Head of Academic Affairs
Date
DR. JEOFREY CAPILI
Principal
Date
ii
Acknowledgement
The researchers would like to express their heartfelt appreciation and gratitude
to the following individuals who contributed significantly to the success and fulfillment
of their research, as well as the completion of this research paper.
To Mr. Roilan jay Erni Pinpin and Mr. Steven M del Rosario, the researchers’
research instructor, for his guidance, valuable advice, support and encouragement, for
thoroughly analyzing the researchers' questionnaire, as well as approving and validating
which are crucial in the process of conducting a survey.
Ms. Regine Mendoza, their research adviser, for her assistance, guidance,
sharing her knowledge, patience and supervision throughout this research giving the
full support during the whole period of study.
Ms. Elmina P Salazar, the school’s Executive Director to giving a chance to
embrace what students wants to contribute to this school, for supporting every
researcher to their study.
Mr. Jonathan Son Aceron, the academic head, for his guidance, valuable advice,
and unwavering support.
Mr. Jeofrey D. Capili, the principal of Colegio De Montessori, for his guidance,
encouragement, and advice.
To all the senior high school students, that served as their respondents, for
analyzing every question in the questionnaires before answering for sharing their
experiences without doubting, and for their participation and unwavering support.
iii
To the researchers’ loving and supportive families, for the financial support, for
providing all our needs, for the love, care, prayers, encouragement and for being their
inspiration and strength.
To those who were not mentioned here, they wish to extend our deepest
gratitude to all school’s staff who’s willing to give their hundred percent effort to make
our school better.
Above all, the Researchers thank the Almighty Father for the knowledge,
wisdom, strength, and blessings He continues to bestow on us.
To all of you, the Researchers sincerely and whole-hardheartedly dedicate this
piece of work. Thank you for being part of their research.
iv
Abstract
This study investigates the intricate connection between socioeconomic factors
and academic outcomes among senior high school students. Employing a mixedmethods approach, the research aims to unveil the nuanced interplay between variables
such as parental income, educational background, and access to resources, and their
impact on students academic performance.
Through qualitative analysis, the study delves into statistical patterns, seeking
correlations and trends that may shed light on the influence of socioeconomic factors
on academic success. Simultaneously, qualitative methods, including interviews and
surveys, capture the personal narratives of students, providing a richer understanding
of the contextual factors that shape their educational experiences.
The study examines the influence of socioeconomic factors on students'
academic achievement. It found that family financial income was the most significant
factor, with a weighted mean of 4.7, while neighbors' characteristics were considered a
significant factor. However, only 4.75% of students agreed that personal choice should
be considered in career selection. Parents' educational background was also found to
impact students' academic outcomes, with a mean of 3.93.
The research findings shed light on the diverse perspectives of parents based on
their educational attainment and the significant role played by access to technology in
shaping these perspectives. Additionally, the study highlights the impact of family
income and support on time management, which in turn affects academic success.
Furthermore, the occupation of parents is identified as a factor that may not
significantly impact student academic achievement as long as it provides financial
stability for their education. Environmental influences, such as the availability of study
v
spaces and resources at home, are also found to impact academic performance among
students.
TABLE OF CONTENTS
Page
Acknowledgement …………………………………………………………………. iii
Abstract …………………………………………………………………………….. v
Table of Contents ………………………………………………………………….. vi
List of Tables …………………………………………………………………….... vii
List of Figures
Figure 1: Conceptual Framework ………………………………………………………... 8
CHAPTER I: Introduction ......................................................................................... 1
Background of the study .................................................................................... 3
Statement of the Problem ................................................................................... 4
Objectives of the Study ...................................................................................... 4
Hypothesis.......................................................................................................... 5
Significance of the Study ................................................................................... 6
Scope and Delimitations .................................................................................... 7
Conceptual Framework ........................................................................................... 8
Definition of Terms............................................................................................ 9
CHAPTER II: Review of Related Literature and Studies ..................................... 11
Socioeconomic Status ...................................................................................... 11
Family financial income .................................................................................. 12
Parents’ educational background ..................................................................... 14
Neighbor’s characteristics ................................................................................ 15
Access to Technology ...................................................................................... 16
vi
CHAPTER III: Methodology.................................................................................... 19
Research Method and Technique Used............................................................ 19
Population and Sample .................................................................................... 19
Sampling Design and Procedures .................................................................... 20
Data Gathering Instrument ............................................................................... 20
Data Gathering Procedure ................................................................................ 20
Statistical Treatment of Data ........................................................................... 21
CHAPTER IV: Presentation, Analysis, and Interpretation of Data ..................... 24
LIST OF TABLES
Table 1.1 …………………………………………………………………… 24
Table 1.2 …………………………………………………………………… 24
Table 1.3 …………………………………………………………………… 25
Table 1.4 …………………………………………………………………… 25
Table 1.5 …………………………………………………………………… 26
Table 1.6 …………………………………………………………………… 28
Table 1.7 …………………………………………………………………… 29
Table 1.8 …………………………………………………………………… 30
Table 1.9 …………………………………………………………………… 30
Table 1.10 ………………………………………………………………….. 31
Table 1.11 ………………………………………………………………….. 32
Table 1.12 ………………………………………………………………….. 33
CHAPTER V: Summary of Findings, Conclusion, and Recommendations ........ 35
Summary of Findings ....................................................................................... 35
Conclusion ....................................................................................................... 36
Recommendations ............................................................................................ 37
vii
References ................................................................................................................... 38
Appendices
Appendix A: Approval Letter of the Research Adviser …………………… 39
Appendix B: Letter of Consent of the School Principal …………………… 40
Appendix C: Validation Instrument ……………………………………….. 41
Appendix D: Survey Questionnaire ……………………………………….. 42
Appendix E: Curriculum Vitae ……………………………………………. 45
viii
CHAPTER I
Introduction
A central concern of this study is to examine the multifaceted relationship
between factors of socioeconomic factors and academic outcomes among senior high
school students.
In today’s generation education is widely recognized as a crucial factor for
social and economic advancement in this modern society it its widely observed that a
higher standard of education offers students/individuals better chance to achieving
success and opportunities to overall well-being.
However various elements such as socioeconomic status can impact the
academic outcomes of students, In addition of that other factors such as parental
education level, family structure, neighbors characteristics, cultural background and
technology access can also apply as significant influence on academic outcomes of
Senior High School students “according to study social stratification and mobility 23
(6) 277-295 students from lower socioeconomic levels tend to perform less well a
academically than students from higher socioeconomic backgrounds. than students
from higher socioeconomic backgrounds this difference in academic performance has
long term implications which can lead to a perpetuating cycle of inequality and impede
upward mobility.
One of the main reasons why socioeconomic factors affect academic
performance of students, families with higher incomes usually have more access to
good school's extra classes, tutoring and other factors that can help students to learn
better. On the other hand, people with lower income often don’t have enough money to
1
pay for school needs, don’t have access to the right resources and don’t have a good
support system which can make it harder for them to learn.
It is essential to comprehend the intricate relationship between socioeconomic
determinants academic performance in order to design targeted interventions and
strategies that prefer to equitable educational outcomes for all by identifying the various
mechanisms by which socioeconomic determinants influence academic performance
educational systems can help reduce that impact of these different and create more equal
educational for every one of us. According to Hamid (2011). The relationships between
secondary school students' family socioeconomic characteristics and their academic
outcome the results revealed that the rural students had low levels of academic outcome
within this overall low level of achievement, there were patterned relationships between
the students' family income and parental education and their academic outcome.
Students who had higher levels of parental education and family income were
more likely to obtain higher scores on the proficiency test as well as better academic
outcomes.
The journal of educational research 104 (4), 241-252, 2011 by means of a longitudinal
design the authors sought to determine the role of students’ self-determined motivation
in reducing the intention to drop out of high school over time, while taking into account
the impact of academic performance and of socioeconomic status.
The biggest predictor of students' intentions to quit school, according to the
findings, was their level of self-determined motivation, which was directly related to
how supportive they felt of their professors. Both independent drive and academic
achievement were significantly influenced by self-reliance.
2
Background of the study
In this generation that have a growing interest in the role of socioeconomic
factors in academic outcomes/performance of Senior High School Students
socioeconomic factors such as parents background, financial income, educational level,
cultural background, neighborhood, and access to technology is thought to play a major
role in shaping students, educational experience and outcomes.
The researchers want to explore these relationships between socioeconomic
factors and academic outcomes among senior high school students, that’s help the
researcher to make this more relevant. It’s important to look at how different
socioeconomic factors interact with academic performance taking into both account of
an individual and environmental factors.
The goal of this study is to bridge this gap by exploring the multi factorial relationship
between socioeconomic factors among senior high school student ‘academic
performance with aim of gaining valuable insights into educational policy, intervention,
strategies and equal access to quality education.
For many people, academic life is the most significant period of living for it is
the forming phase of one’s unique well-being. The very core of academics is to build
quality education for the youth. Quality education develops critical thinking in addition
to learning accepted facts. It also serves as a manipulator of intellectual curiosity which
will lead to lifelong learning. for many generations quality education can only be
measured according to the academic outcome of the students. Academic outcome is
required of all the students wherein they will maintain a satisfactory academic record
and meet all the academic obligations required by the learning institution. It is measured
by the academic outcome earned in different learning areas.
3
Statement of the Problem
This study aims to determine the Multifaceted Relationship Between
Socioeconomic Factors and Academic outcomes among Senior High Students in
Colegio De Montessori its aim to answer the following questions:
1. What is the demographic profile of the respondents in terms of:
1. Age
2. Sex
3. Strand
Objectives of the Study
The study aims to achieve an in-depth understanding of a topic “Examining the
Multifaceted Relationships Between Socioeconomic Factors and Academic outcome
among Senior High School Students
1. To describe the demographic profile of senior high students at Colegio De
Montessori in terms of:
1.1 Age
1.2 Sex
1.3 Strand (if applicable)
2.
To assess the influence of socioeconomic factors, including financial status,
time management, environmental influences, and access to technology, on
academic outcomes among senior high school students at Colegio De
Montessori.
4
3. To conduct statistical analyses aiming to identify and quantify significant
correlations or associations between specific socioeconomic factors and
academic outcomes among senior high school students at Colegio De
Montessori.
Hypothesis
The researcher has conducted a study about “Examining the Multifaceted
Relationships Between Socioeconomic Factors and Academic outcome among Senior
High School Students at Colegio de Montessori” to be able to researcher to collect the
information about the concrete topic or idea.
Objective 1: Demographic Profile
H0: There is no significant difference in academic outcomes among senior high
students at Colegio De Montessori based on age, sex, or strand.
H1: There is a significant difference in academic outcomes among senior high students
at Colegio De Montessori based on age, sex, or strand.
Objective 2: Socioeconomic Factors and Academic Outcomes
H0: Socioeconomic factors, including financial status, time management,
environmental influences, and access to technology, do not significantly impact
academic outcomes among senior high students at Colegio De Montessori.
H1: Socioeconomic factors, including financial status, time management,
environmental influences, and access to technology, significantly impact academic
outcomes among senior high students at Colegio De Montessori.
5
Objective 3: Statistical Analysis of Correlations
H0: There are no significant correlations or associations between specific
socioeconomic factors and academic outcomes among senior high students at Colegio
De Montessori.
H1: There are significant correlations or associations between specific socioeconomic
factors and academic outcomes among senior high students at Colegio De Montessori.
Significance of the Study
This research holds significant implications for various stakeholders involved
in the educational landscape, from students to future researchers;
Students: It empowers students with insights into how socioeconomic factors
affect academic outcomes, enabling informed decisions and highlighting the value of
seeking support when facing related challenges.
Teachers: Teachers gain a better understanding of students' diverse needs,
informing more effective teaching approaches and facilitating timely interventions for
at-risk students.
Administrators: School leaders can make data-driven decisions about resource
allocation and policies to address significant socioeconomic factors, improving the
learning environment.
Parents and the Community: This study informs parents and communities on
how to support students, fostering collaboration and inspiring initiatives to enhance
educational opportunities.
Researchers: It contributes to educational research, offering valuable data and
methodologies for researchers to build upon.
6
Future Researchers: Future investigations can build on this study, creating a
comprehensive understanding of how socioeconomic factors influence academic
outcomes, benefiting the broader educational community.
Scope and Delimitations
This study exclusively examines the influence of socioeconomic factors on the
academic outcomes of senior high school students at Colegio De Montessori for the
academic year 2023-2024. Data will be collected from a sample of 150 randomly
selected senior high school students.
Study is limited to factors directly related to academic performance within this
specific context. Results will only apply to senior high school students at Colegio De
Montessori and should not be generalized to other student populations. Data will be
collected through a standardized questionnaire prepared by the researcher.
It involves analyzing various socioeconomic factors such as parental education
level, household income, and access to educational resources. The study aims to
understand how these factors influence academic performance, graduation rates, and
educational attainment among senior high school students.
However, it is important to note that this analysis is limited to senior high
school students and does not include other educational levels or age groups.
Additionally, the study may not consider other potential factors that could impact
academic outcomes, such as motivation, learning abilities, or school environment.
The research will utilize quantitative methods to collect and analyze data,
including surveys, academic records, and socioeconomic indicators. The findings will
provide insights into the relationship between socioeconomic factors and academic
outcomes among senior high school students, but it may not establish causation or
7
generalize to other populations or contexts. overall, the scope of this study is to examine
the multifaceted relationship between socioeconomic factors and academic outcomes
specifically among senior high school students, while acknowledging the limitations
and potential factors that may influence the results.
Conceptual Framework
Figure 1
INPUT
PROCESS
OUTPUT
Demographic
and
socioeconomic
data from 150
senior high
school
students.
1. Data
Collection:
• Standardized
Questionnaire
• Face-to-face
Interview
(if applicable)
2. Data Analysis:
• Statement
Treatment
(e.g., regression
analysis
correlation)
• Qualitative
Coding
(if applicable)
3. Interpretation.
Research finding
on the
relationship
between
socioeconomic
factors and
academic and
outcomes, with
practical
implications for
stakeholders and
contributions to
academic
knowledge.
The main concern of this study is to examine the relationship between
socioeconomic factors and academic outcome encountered by senior high students of
Colegio de Montessori. Figure 1 shows the input, process, and output of the study.
The input shows the profile of the respondents. This will help the readers to get
to know the respondents. The process shows the methods to be used when collecting
data. The researchers will conduct standardized questionnaires and surveys to gather
information from the subjects. The output shows the expected outcome of the study.
8
The researchers are expecting that the readers will have a better understanding
about the relationship between socioeconomic factors and academic outcomes faced by
the Senior High Students of Colegio de Montessori.
Definition of Terms
Socioeconomic Status- is a measure of an individual’s or group’s position on a
socioeconomic scale. It is based on a combination of socioeconomic characteristics,
including income, level and type of education, occupation type and status, location and
in certain societies or parts of the world economy.
Academic outcome- A summary of students' academic performance based on the
results of long tests, quizzes, assignments, attendance, participation.
Family income- Students from low-income families may have limited access to
educational resources such as books, technology, and tutoring services, which can
affect their academic performance
Parental education level- parents with higher education levels maybe batter able to
help their children with their homework, and academic/school needs .in other some
students may not have access to high quality educational resources such as extracurricular activities
Access to technology: students who lack access to technology, such as computers and
internet connection may struggle to complete assignments, especially if internet is
needed.
Cultural background- students - from different cultures may face unique challenges
in the educational system such as language barriers and cultural differences in teaching
and learning styles.
9
Demographic Information: The study begins with demographic data, including age,
sex, and strand (if applicable), collected from 150 senior high school students at Colegio
de Montessori during the academic year 2023-2024.
Socioeconomic Data: Socioeconomic factors, encompassing financial status, time
management practices, environmental influences (e.g., peer relationships, family
environment), and access to technology, serve as key input variables. These are
collected through structured questionnaires.
10
CHAPTER II
Review of Related Literature and Studies
In this chapter, we highlight several academic papers and studies that are
available online and have previously been studied by researchers associated with this
study. The researchers carefully review, evaluate, and analyze the information collected
for the specific study that will be used in this topic. Most of the literature presented in
this chapter covers the relationship between socioeconomic factors and academic
outcome among Senior high school students.
Factors Affecting the Academic Outcome of Senior High School Students
Socioeconomic Status
Socioeconomic status (SES) encompasses not just income but also educational
attainment, financial security, and subjective perceptions of social status and social
class. Socioeconomic status can encompass quality of life attributes as well as the
opportunities and privileges afforded to people within society. Poverty, specifically, is
not a single factor but rather is characterized by multiple physical and psycho-social
stressors. According to Juan Liu, Peng Peng, & Liang Luo (2020), Academic
achievement is one of the most important indicators for assessing students’ performance
and educational attainment.
To our knowledge study has examined the role of self-concept in the
relationship between SES and child development. It is well known that cultural
experiences influence and determine one’s self., under the influence of the culture,
parents tend to pay much attention to their children’s learning activities and academic
achievement. In most families, parents do their best to provide good learning conditions
regardless of SES (Wong et al., 2012; Wang et al., 2014).
11
Socioeconomic status (SES) encompasses not just income but also educational
attainment, financial security, and subjective perceptions of social status and social
class. Socioeconomic status can encompass quality of life attributes as well as the
opportunities and privileges afforded to people within society. Poverty, specifically, is
not a single factor but rather is characterized by multiple physical and psychosocial
stressors. Further, SES is a consistent and reliable predictor of a vast array of outcomes
across the life span, including the academic performance of senior high students.
In conclusion, socioeconomic status plays a big role on academic outcome of
senior high school students that may result to negative and positive outcome of their
academic performance according to their socioeconomic status it also says that not just
only socioeconomic status can affect the academic outcome of senior high school
students, various factors such as financial income , parental educations, family
structure, neighbors characteristics, cultural background and access to technology can
also apply as a significant influence on academic outcome of senior high students.
Family financial income
Family socioeconomic status (SES) is the main factor influencing academic
achievement, but the relation between SES and academic achievement may vary across
different sociocultural contexts. Family Income According to (Adizido et al., 2016),
that financial status of families/parents and the students’ academic performance must
be a shared responsibility for the purpose of mutual benefits in the future. Financial
interventions from the government and other external parties are paramount for the
future socio-economic growth of the nation, since these investments not only provide
immediate relief to struggling industries and individuals, but also have long-term
economic benefits such as job creation, increased productivity, and enhanced
12
competitiveness in global markets. Additionally, these interventions can address
systemic issues that hinder economic progress, such as income inequality, lack of
access to capital, and inadequate infrastructure. Therefore, it is crucial for governments
and external parties to prioritize financial support for the betterment of their respective
nations' economic futures.
Students are great assets and future leaders of the country. They believed that
the relationship between students’ performance and student family income is positive
because money can buy you all the comforts that you need to concentrate on their
studies but interestingly the result also shows that students belonging to more
prosperous families do not give proper attention to studies, thus affluence cannot make
a student necessarily serious about his/her studies. According to (Taryn W Morrissey,
Lindsey Hutchison, Adam Winsler 2014) Low family income is associated with poor
academic achievement among children. Higher rates of school absence and tardiness
may be one mechanism through which low family income impacts children’s academic
success. Higher family income often translates to better access to educational resources.
This can include access to books, tutoring, educational technology, and
extracurricular activities, all of which can enhance a student's learning experience.
In conclusion, it says that families with higher incomes often translate to better access
to educational resources this can includes books tutoring educational technology and
extracurricular activities that may help to enhance the learning experience of students,
students from lower financial income has substantial impact on the academic out comes
of students from lower-income families often face restricted access to essential
educational resources, such as textbooks, computers, and tutoring services. This
limitation can hinder their ability to perform at their best academically.
13
Parents’ educational background
According to (Saldūnaite et al., 2014), parents with a high educational level
scored better than those who had a low educational level. The parents who reported
sufficient-family income scored their child's and their own health significantly better
than those reporting insufficient-family income. The parents cared about their child's
health more than about their own. The parents with a high educational level and those
receiving sufficient income cared about education on oral hygiene and regular
preventive dental check-ups more than those with a low educational level and
insufficient income.
The children whose parents had a high educational level brushed their teeth 2
times a day more frequently than those of the parents with a low educational level.
Parents are the most immediate relation of a child. Their financial status and education
do have an important influence on the personality of a child. Educated parents can better
understand the educational needs and their children’s aptitude.
They can help their children in their early education which affects their
proficiency in their relative area of knowledge. Belonging to strong financial
background, parents can provide the latest technologies and facilities in the best
possible way to enhance the educational capability of their children (Azhar et al., 2014).
According to (Thomson, 2018). These parents may be more at ease teaching their child
the specific behaviors and cultural references that are the most valued at school.
Advantaged parents may also provide greater psychological support for their child in
environments that encourage the development of the skills necessary for success at
school.
14
To sum up, parental education has a significant impact on the educational
experiences of their children and their academic performance. It is a strong predictor of
student achievement, as it influences their educational motivation, ambition, and
overall learning style. It is important for educators and policy makers to recognize the
critical role that parental education plays in promoting equity and providing support to
students of all backgrounds, so that they can reach their highest academic potential.
Neighbor’s characteristics
According to Fonseca et al.,2014) neighborhood effect on educational
achievement, with collective socialization having the strongest influence. neighborhood
level, the current study finds not only that neighborhood characteristics predict
educational outcomes but also that the strength of the predictions often rivals that
associated with more commonly cited family- and school-related factors. When
considering how neighborhood characteristics influence educational outcomes,
theorists have proposed several mediating processes, including collective socialization,
social control, social capital, perception of opportunity, and institutional characteristics.
Students in neighborhoods with a higher concentration of education parents and
community involvement may have greater access to educational support and guidance
which can enhance their educational journey.
According to Lei Lie (2018) neighborhoods characterized by safety and stability
provide a conductive atmosphere for learning while those with high crime rates or
instability can create stress and distraction that hinder their academic progress, the peer
group within a group can influence a student’s attitude towards education.
Neighborhoods with a culture of valuing education often encourage students to excel
academically. To sum up, neighborhood factors play a big role in how students do
15
academically. Schools, the economy, security, and community resources are all
important factors in how students learn and grow. It's really important for politicians
and teachers to figure out how to make sure everyone in every neighborhood has the
same educational opportunities and support. neighborhood factors affect students'
academic performance.
Access to Technology
According to Tabassum Rashid, Hanan Muhammad Asghar (2016), The results
showed that use of technology has a direct positive relationship with students’
engagement and self-directed learning, however, no significant direct effect was found
between technology use and academic performance. (Fonseca et al.,2014) indicated that
through the use of technology, students were able to achieve a greater level of direct
engagement with the proposed content, which in turn improved overall achievement.
They indicated that technology was highly correlated with student motivation,
and also found a significant correlation between technology use and academic
achievement. access to technology resources include not only access to the Internet and
other digital technologies, but also skills and education surrounding Internet and
technology use. In an increasingly digital world, these resources and skills are a key
factor in socioeconomic outcome. Since the wealthy obviously have greater access to
digital resources, they can be seen as an agent of increased factors.
Education is one of the biggest predictors of socioeconomic status. Though
many other factors combine with digital knowledge and skills to determine
socioeconomic outcome, in this section, I want to focus specifically on how different
education systems implement technology and technological education and the effects
this has on socioeconomic factors.
16
In another study Cheng, Lin, and She (2015) found that the students’ long term
knowledge retention in a technology enhanced classroom (Virtual Age) subsequently
influenced learning outcomes; and students who use technology outperform in
engagement and achievement (e.g., Fonseca et al., 2014, Gulek and Demirtas).
In conclusion, technology can significantly impact the academic performance
of students, offering both opportunities and challenges. When effectively integrated
into the educational process, technology has the potential to enhance learning, improve
engagement, and provide valuable resources for students. However, it's crucial to strike
a balance and provide guidance to students to use technology as a tool for learning, not
a distraction.
The future of education will continue to evolve in response to technological
advancements, necessitating ongoing research and thoughtful strategies to maximize
the benefits of technology in improving academic outcomes. Overall Socioeconomic
factors have a significant impact on students’ social and emotional health. Students
from lower socioeconomic backgrounds may experience higher stress levels, family
instability, and poor social skills. These factors can also affect students’ self-esteem
and emotional regulation, which can affect how they relate to peers and teachers, and
ultimately affect their overall well-being. It is essential to identify and address the
socioeconomic determinants of students’ well-being to ensure equitable educational
outcomes. This includes making targeted interventions, offering additional support and
resources to disadvantaged students, and tackling systemic inequalities in education.
Synthesis
Students from higher SES backgrounds often have better access to educational
resources, including quality schools, books, tutoring, and educational technology.
17
This access can positively impact their academic outcomes. The socioeconomic
composition of a student's peer group can influence their academic attitudes and
motivation. Students surrounded by peers with high educational aspirations may be
more driven to excel academically. Neighborhoods with higher SES residents often
have better schools, community resources, and a safer environment, which can
provide a conducive atmosphere for learning and positively impact academic
outcomes. synthesis, the relationship between socioeconomic factors and academic
outcomes is a web of interconnected variables that encompass access to resources,
family dynamics, early childhood experiences, neighborhood characteristics, and peer
influences.
Acknowledging these complexities is vital for educators, policymakers, and
researchers to address disparities in academic performance and develop strategies to
provide equitable educational opportunities for all students. It was clear from the
aforementioned related literature and studies that socioeconomic factors can affect the
performance of the students. It was stressed that true learning is not only about the
financial status of the family or access to technology, etc. it's more on helping, assisting,
and supporting them. This thought is connected to the study of the present researchers.
18
CHAPTER III
Methodology
This chapter reveals the methods of research to be employed by the researcher
in conducting the study which includes the researcher design, population of the study,
research instrument and its development establishing its validity and reliability, data
gathering procedures, and the appropriate, statistical treatment of data.
Research Method and Technique Used
This study was conducted using quantitative techniques developed by
researchers. The objective of the study was to provide a solution to the mentioned issue
and to substantiate and meet the study objectives. Additionally, the study sought to
identify the differential impact of socioeconomic factors to their academic outcomes
and lifestyle. According to Med Kharbach, (2023) Quantitative research seeks to
quantify a problem and understand its prevalence by finding measurable results that can
be extrapolated to a larger number of people.
Population and Sample
The respondent of the study is composed of people in the community of Colegio
de Montessori. Timalan Naic Cavite yr. 2023 one of the vital processes to keep this
study successful. All these participants were selected through random sampling. This
sampling method is conducted where each member of a population has the capability
to become part of the sample.
The chosen respondents are containing of one hundred fifty (150) respondents
from selected grades. The ABM 11, &12 HUMSS11& 12 STEM 11& 12 TVL 11& 12.
Those grades and strands were chosen by the researchers because they are suitable and
applicable to the study.
19
Sampling Design and Procedures
The quantitative study, which made use of the descriptive correlational design,
focused on the relationship of the socioeconomic factors and academic performance of
Senior High School students. It utilized the anonymous survey method to gather
relevant data from respondents wherein they were chosen using stratified random
sampling technique. After the regression analysis, it was found out that Socioeconomic
Factors significantly correlate with the academic performance of Senior High School
students however each factor varies from its predicting value. Hence, it is recommended
that the school as a learning human institution must cater to a socioeconomic friendly
atmosphere to provide it. Students with socioeconomic factors and academic profile an
opportunity to earn a satisfactory or an outstanding academic performance.
Data Gathering Instrument
The Google form survey was used as the main data-gathering instrument. The
instrument to be prepared focused on answering the statement of the problem. The
relation of socioeconomic factors and academic outcomes impact of socioeconomic
factors on students. The questionnaire contains five (5) questions. The questionnaires
will be distributed to the respondent. The data gathering instrument was structured as a
5-point Likert scale description (1 = Strongly Disagree, 2 = Disagree, 3 =
Neutral/Uncertain, 4 = Agree, 5 = Strongly agree). It will help the researchers to
analysis the result of conducting date-gathering.
Data Gathering Procedure
Data Gathering Once the validity and reliability of how to gather-data have been
verified, questions suitable for the study have been formulated and all necessary
changes have been made to the selected respondent, 150 copies of questionnaires will
be completed and returned successfully. Therefore, their answer to the question is
retained in accordance with the consent of the respondents and researchers. The data
20
gathered has been organized and calculated according to the outcome of the statistical
treatment performed. At this stage, the services of a statistical consultant are required.
Statistical Treatment of Data
In this stage, the data collected were tallied, and computations and data presentations
were made easier with the help of a table of percentage distribution. Additionally, the
weighted mean values for the study area were calculated. The statistical treatment that
will be used in this study are the following:
To analyze and interpret the data, the researcher employed the following statistical
procedure:
1. Percentage Distribution - this numerical analysis is utilized on number distribution
in treating data. In determining the profile of the respondents, the fallowing formula
was used.
Formula: f./N x 100%
Where:
% Percent
f- Frequency
n- Total number of respondents
2. Frequency, percentage and ranking Will help the researcher to easily tally the
date that they gathered. This percentage and ranking will be a big help for the
researchers to make an analysis of the data.
3. Frequency, weighted mean and ranking. Weight average. This tool is used to
answer questions.
21
4. Weighted mean - to measure the type of findings or responses that we gathered
from each respondent regarding the Relationship of socioeconomic factors and
academic outcome among senior high school students.
Formula:
WM=
Σ. fx
______
N
Where:
WM = weighted mean
X= number of respondents
F = summation of the product of frequency and weight
N = total number of respondents
5. Likert Scale- to determine the result, researchers use 5-point Likert scale
where 5 is the highest and 1 is the lowest.
6.Summary of numerical data. This will be done through counting based on certain
responses of respondents to the survey questionnaire using frequency and percentage.
Mathematical/statistical interpretation of summary data using weights and
rankings. The verbal explanation of the results produced will determine the hypothesis
of our subject.
Whether the factors of socioeconomic has a significant impact on the academic
outcome’s senior high school students in Colegio de Montessori.
22
Legend Scale Interpretation
Likert Scale
Likert Scale Interval
Likert Scale Description
5
1:00 - 1:80
Strongly agree
4
1:81– 2:60
Agree
3
2:61 – 3:40
Neutral/Uncertain
2
3:41 – 4:20
Disagree
1
4:21 – 5:00
Strongly disagree
A popular technique in surveys to gauge respondents' attitudes or opinions is
the Likert scale. A statement and a number of possible responses, including "Strongly
Disagree," "Disagree," "Neutral," "Agree," and "Strongly Agree," are usually included.
In order to interpret a Likert scale, one must examine the distribution of responses in
order to ascertain the general consensus or mood surrounding a certain statement or
subject. Averages and percentages are frequently used by researchers to summarize the
data and make inferences about the attitudes of the participants based on the answers
they selected. The Likert scale makes it easier to analyze trends or patterns in a study
by giving a quantitative measurement of subjective opinions.
23
CHAPTER IV
Presentation, Analysis, and Interpretation of Data
This chapter presents the results, the analysis and interpretation of data
gathered from the answer to the questionnaires distributed to the field. The said data
were presented in tabular form in accordance with the specific question posted on the
statement of the problem.
Profile of the Research Respondents (Frequency)
Table 1.1
AGE
FREQUENCY
PERCENTAGE
RANK
15-17
288
97.63%
1
18-20
7
2.37%
2
Total
295
100
According to Table 1, 97.63% of the respondents have the age of 15-17
answered mostly in questionnaires, 2.37% from the age of 18-19. Therefore, most of
our respondents in the questionnaire came from the age 15-17.
Frequency of the Respondents According to Gender
Table 1.2
GENDER
FREQUENCY
PERCENTAGE
RANK
Male
137
46.78%
2
Female
158
53.56%
1
Non-Binary
0
0%
3
Total
295
100%
24
Based on the table. Our female respondent is 53.56% while our male
respondent is 46.78%, and 0% on non-binary. Therefore, majority of our respondent
are female because it has the highest percentage at 53.56%.
Frequency of the Respondents According to Strand
Table 1.3
STRAND
FREQUENCY
PERCENTAGE
STEM
131
44.41%
ABM
59
20%
HUMMS
63
21.36%
TVL
42
14.27%
TOTAL
295
100%
The table shows the frequency of the respondents by strands STEM, ABM,
HUMSS, TVL has different respondents, according to their population size the
researchers, solved this sample population using random stratified sampling.
Family income as Socioeconomic Factor and Relationship to Academic Outcome
Table 1.4
l. Family Income
Family that has
stable financial
resources tend to
perform better in
school activities.
Weighted Mean
3.95
Description
Influential
Rank
2
Family income can
determine the level
of financial support
available for
extracurricular
activities and
25
educational
opportunities which
may impact a
student’s academic
outcome.
Family financial
stress and
responsibilities can
cause negative
impact to student’s
ability to focus on
their studies
Average:
3.93
Influential
1
4.02
Very Influential
3
4.07
In this table question number 3 got the higher vote prove that this family
financial stress and responsibilities has a significant impact on a senior high student.
However, all the factors that listed financial income got the highest rank, proving that
this factor is very influential to every student in different socioeconomic statuses.
Parents’ educational background as Factor of Socioeconomic Status
Table 1.5
II. Parents’
Educational
Weighted Mean
Description
Rank
4.05
Very Influential
1
Background
Students whose
parents have higher
levels of education
are more likely to
prioritize and value
academic
achievement,
potentially leading
to higher academic
outcomes.
26
Students with
parents who have
lower levels of
education may face
limited access to
academic support
and resources,
potentially leading
to lower academic
outcomes.
The educational
background of
student’s parents can
influence the level of
encouragement and
guidance that
students receive
regarding their
academic pursuits,
impacting overall
academic outcome.
Average:
3.81
Influential
3
3.93
Very Influential
2
3.39
Question number 1 got the higher vote, which proves that students with parents
who have higher levels of education are more likely to prioritize and value academic
achievement, potentially leading to higher academic outcomes.
The 2nd question, indicates that the educational background of parents can
impact the opportunities and resources available to students, which can contribute to
differing academic outcomes. Which is also denoted by a weighted mean of 3.81 and
a description of "Influential."
In the 3rd, The weighted mean of 3.93 with a description of "Very Influential"
further emphasize the significant role parental education plays in shaping students'
academic experiences and achievements.
27
Neighbor’s Characteristics as Factor of Socioeconomic Status
Table 1.6
III. Neighbor’s
characteristic
Senior high school students
may experience peer
pressure and motivation to
excel academically when
surrounded by neighbors
with higher levels of
education and academic
achievements.
Negative influence from
neighbors such as lack of
academic role models or
distraction could potentially
impact the academic
performance of senior high
school students.
The academic achievements
of senior high school
students could be influenced
by the encouragement and
support and receive from
academically successful
neighbors.
Average:
Weighted
Mean
Description
Rank
3.87
Influential
2
4.31
Very
Influential
1
3.82
Influential
3
4.0
In this table, it can be deduced that the success or achievement of neighbors
has a significant influence on the academic motivation and potentially the
socioeconomic status of the high school students, as indicated by the description and
high weighted mean. This highlights the importance of social influences in shaping
the academic and socioeconomic outcomes of individuals.
28
Access to Technology as Factor of Socioeconomic Status
Table 1.7
IV. Access to Technology
Students in high socioeconomic
status can access technology at
home has positively influenced
one's ability to complete and
submit assignments on time.
The availability of technology
such as: computers, internet,
etc. has significantly impacted
students’ research and academic
performance in senior high
school.
Students in high socioeconomic
status can have access to
technology. It has greatly
improved one’s ability to
collaborate and communicate
with teachers and classmates
for academic purposes.
Average:
Weighted
Mean
Description
Rank
3.85
Influential
2
Influential
3
Very
Influential
1
2.35
3.91
3.37
The average weighted mean of 3.37 across these factors signals the overall
importance of technology in contributing to academic performance and outcomes,
particularly for students in high socioeconomic status.
In conclusion, the information presented in Table 1.7 highlights the influential
role of access to technology in shaping the academic experiences and outcomes of
students, particularly those in high socioeconomic status. The findings underscore the
positive impact of technology on timely completion of assignments, academic research,
and improved communication and collaboration within the academic environment.
29
Likert Scale for Interpretation of data
Table 1.8
5
4:53
SA
4
4:12
A
3
1:89
N
2
1:02
D
1
0:46
SD
Likert scale is a rating scale used in surveys and research to measure people’s
attitudes, beliefs, or perceptions. The Likert scale consists of a set of statements or
questions that respondents answer on a scale ranging from “strongly agree” to “strongly
disagree.” - this table shows how many students agree and disagree in overall factors
of socioeconomic status SA - serve as strongly agree A - agree N- neutral D- disagree
SD - strongly agree It serves as your guide to better understand the table shown.
SOP Interpretation
Table 1.9
SOP1
WM
VI
R
3.95
SA
2
1. Family that has stable
financial resources tend to
perform better in school
activities
30
2. Family that has stable
financial resources tend to
perform better in school
3.93
A
3
4.02
SA
1
4.02
A
activities
3. Family that has stable
financial resources tend to
perform better in school
activities
Overall:
This table shows that SOP 1 question 1 tells that it got a high rank in the ranking
scale with 4.02 weighted mean based on the given data it shows that these questions are
positively involved in operation. followed by question 1. with 3.95 weighted mean that
serve as rank 2, while in the last rank which is 3 with the 3.93 weighted mean.
Table 1.10
SOP2
WM
VI
R
4.05
SA
1
Students whose parents have higher
levels of education are more likely to
prioritize and value academic support and
resources, potentially leading to lower
academic outcomes.
With parents who have a lower-level
education may face limited access to
31
academic support and resources,
3.81
A
2
3.93
A
3
potentially leading to lower to academic
outcome
The educational background of a
student's parents can influence the level
of encouragement and guidance that
students receive regarding their academic
pursuits, impacting their overall academic
outcome.
Overall:
3.93
A
This table shows that SOP 2 question 1 says that it got a high rank in the
ranking scale with 4.05 weighted mean based on the given data it shows that these
questions are positively involved in operation. followed by question 3. with 3.93
weighted mean that serve as rank 2, while in the last rank which is 3 with the 3.81
weighted mean.
Table 1.11
SOP3
WM
VI
R
3.87
A
2
4.31
SA
1
Senior high school students may experience peer pressure and
motivation to excel academically when surrounded by neighbors
with higher levels of education and academic achievements.
Negative influence from neighbors such as lack of academic
role models or distraction could potentially impact the academic
performance of senior high school students.
32
The academic achievements of senior high school students
could be influenced by the encouragement and support and
3.82
A
4.0
A
3
receive from academically successful neighbors.
Overall:
This table shows that SOP 3 question 1 shows that it got a high rank in the
ranking scale with 4.31 weighted mean based on the given data it shows that these
questions are positively involved in operation. followed by question 1. 3.87 weighted
mean that it serves as rank 2, while in the last rank which is 3 with the 3.82 weighted
mean.
Table 1.12
SOP:4
WM
VI
R
3.85
A
2
2.35
D
3
3.91
A
1
Students in high socioeconomic status can access technology at
home has positively influenced one positively influenced one's
ability to complete and submit assignments on time.
The availability of technology such as: computers, internet, etc.
Has significantly impacted students research and academic
performance in senior high school.
Students in high school socioeconomic status can have access to
technology. It has greatly improved my ability to collaborate
33
and communicate with teachers and classmates for academic
purposes.
Overall:
3.37
A
This table shows that SOP 4 question 3 tells that it got a high rank in the ranking
scale with 3.91 weighted mean based on the given data it shows that these questions are
positively involved in operation. followed by question 1. 3.85 weighed means that serve
as rank 2, while in the last rank which is 3 with the 2.35 weighted mean.
All items received the verbal interpretation of agree, with an overall mean of
4.0, as the tables demonstrate. This means that item 2—"Negative influence from
neighbors, such as lack of academic role models or distraction, could potentially impact
the academic performance of senior high school students"—got the highest mean score
of 4.31, while item 3—"The academic accomplishments of students in their senior year
might be affected by the support and inspiration they receive from academically
successful neighbors"—got the lowest score of 3.82.
34
CHAPTER V
Summary of Findings, Conclusion, and Recommendations
This chapter represents the summary of findings, the conclusion that had been
formulated as well as recommendations Offered. This study was made to Examine the
Relationship between Socioeconomic Factors and Academic outcome of senior high
school's students here in Colegio de Montessori. To determine the factors of
socioeconomic status that have relation to academic outcome senior high students, the
percentage system and mean were computed. These were used as basis for determining
the tabulated data.
Summary of Findings
These findings revealed the following:
The percentage system was used to describe the percentage breakdown of the
fourth-year students according to each of the factors.
The Family financial income got the highest weighted mean which is at 4.7 and
said to be agree. And the lowest is at 3.37 which is equivalent to strongly disagree.
This means that the senior high school students agreed that that socioeconomic
factors, financial income can influence the academic outcome of students
It is revealed that almost half (4.0) the biggest weighted mean of the senior high
students agreed that the Neighbors characteristics as a factor of socioeconomic status.
While 4.75%, the lowest percentage strongly disagreed that personal choice should be
considered in choosing career.
3.93 weighted mean agreed that parents educational background is a factor in
socioeconomic status that affect the academic outcome of senior high students and
only 3.37 weighted mean of the students strongly disagreed that parents educational
35
background is a factor in socioeconomic status does not affect the academic outcome
of senior high students.
Conclusion
A comprehensive analysis of various socioeconomic factors and their impact on
academic outcomes among senior high school students. The findings have revealed the
diverse perspectives of parents based on their educational attainment, with access to
technology playing a significant role in shaping these perspectives. Furthermore, time
management, which is influenced by family income and support, has also emerged as a
crucial factor affecting academic success. Additionally, the occupation of parents was
highlighted as a factor that may not significantly impact student academic achievement
as long as it provides financial stability for their education. Lastly, environmental
influences, such as the availability of study spaces and resources at home, have been
identified as impacting academic performance among students.
These findings underscore the complexity of socioeconomic factors and their
influence on students' academic performance. Understanding the nuanced interactions
and varying impacts of these factors is crucial for developing targeted interventions and
support systems to address educational disparities. Further research and policy
development in this area are warranted to ensure equitable access to education and to
support academic success for all senior high school students, regardless of their
socioeconomic backgrounds.
36
Recommendations
After thorough assessment and considering the foregoing findings and
conclusions of the study, the following recommendations are presented:
1. Regardless of their educational experience, parents need to be properly
oriented about the importance of education to their children for the students to
feel at ease in the classroom knowing that their parents are supporting them in
their academic endeavors.
2. Students who have a lot of household chores & responsibilities at home must
still practice good time management to balance their time between completing
schoolwork and taking care of the house.
3. For their children to receive the appropriate learning resources for their
education, parents must also possess sufficient understanding about their
academic demands.
4. In order to improve students' academic performance, schools, as human
institutions, must also provide the right educational approach to educate pupils
regardless of their socioeconomic background.
5. Learning Institutions should give students who barely have access to
technology, reading materials, workbooks, printed worksheets, and textbooks
for use at home as offline learning resources. Verify that these materials offer
precise directions for self-guided learning and are in line with the curriculum.
37
References
Akpan, Joseph P.; Beard, Lawrence A. (2016). https://eric.ed.gov/?id=EJ1089692
Azhar et al., (2014).
https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=ce368197b172440
2ef241ddeb2c4eac5fedcb88f
Cheng, Lin, and She (2015). https://www.learntechlib.org/p/201496
Hyunsun Cho and Lois Y. Kim (2019).
https://journals.sagepub.com/doi/abs/10.3102/0034654319877155
James W. Ainsworth (2013). https://academic.oup.com/sf/articleabstract/81/1/117/2234402
Kumaravel Udayakumar, (2022)
http://mail.journalppw.com/index.php/jpsp/article/view/8456
Lui Juan & Peng Peng (2022).
https://www.researchgate.net/publication/334094686_The_Relation_between_Family
_Socioeconomic_Status_and_Academic_Achievement_in_China_A_Meta-Analysis
Musarat Azhar, Sundus Nadeem, Faqiha Naz, Fozia Perveen & Ayesha Sameen
(2014). https://www.idpublications.org/wp-content/uploads/2014/11/IMPACT.pdf
Reindolf YAO NANI Adzido (2016). Assessment of Family Income on Academic
Performance of Tertiary Students The Case of Ho Polytechnic Ghana
https://www.researchgate.net/publication/310757965_Assessment_of_Family_Income
_on_Academic_Performance_of_Tertiary_Students_The_Case_of_Ho_Polytechnic_
Ghana
Tabassum Rashid & Hannan M. Asghar (2016).
https://www.researchgate.net/publication/303446928_Technology_Use_SelfDirected_Learning_Student_Engagement_and_Academic_Performance_Examining_t
he_Interrelations
Tabassum Rashid, Hanan Muhammad Asghar (2016).
https://www.sciencedirect.com/science/article/pii/S0747563216304204
Taryn W Morrissey, Lindsey Hutchison, Adam Winsler (2014).
https://psycnet.apa.org/record/2013-27500-001
Thomson, (2018). https://www.nature.com/articles/s41539-018-0022-0
38
September 30, 2023
MS. REGINE R. MENDOZA
Bachelor of Science in Education Major in English
Bucana Malaki, Naic, Cavite
Ms. Mendoza:
Greetings!
We, as the undersigned Grade 12 ABM students in Colegio de Montessori, are
currently in the planning stages of a research project titled “Examining the Relationship
between socioeconomic factors and academic outcomes among senior high school
students.”
Our research attempts to investigate the relationship of socioeconomic factors
influencing academic outcomes of student within the targeted population. Considering
your notable accomplishments and respected experience. We are inspired by your
achievements and think that working with you would significantly improve the caliber
and scope of our study.
We are contacting you to formally extend an invitation for you to act as our
research adviser. You will be our source of invaluable guidance and insights during the
investigation. Because our study is so thorough, it fits in perfectly with your areas of
expertise, and we know that your help will be crucial to our project's success.
Sincerely yours,
The Researchers
Anoche, Ann Hazel I.
Blancar, Jinky L.
Fabruada, Angellie C.
Nazareno, Jasmine E.
Estabillo, Erich E.
Logarta, Marycris M.
Padpad, Aleah Feith C.
Roquero, Justin Kurt P.
39
LETTER OF PRINCIPAL
DR. JEOFREY CAPILI
Principal
This Campus
Sir:
We would like to submit an application to defend our research project manuscript
entitled Examining the Relationship between Socioeconomic Factors and
Academic Outcomes among Senior High School Students.
Sincerely yours,
ANOCHE, ANN HAZEL I.
BLANCAR, JINKY L.
ESTABILLO, ERICH E.
FABRUADA, ANGELLIE C.
LOGARTA, MARYCRIS M.
NAZARENO, JASMINE E.
PADPAD, ALEAH FEITH C.
ROQUERO, JUSTIN KURT P.
Recommending Approval:
ROGELYN D. ESTRADA
Adviser
REGINE R. MENDOZA
Research Instructor
Date
JONATHAN SON ACERON
Head of Academic Affairs
Date
Date
ROILAN JAY P. ERNI
Research Instructor
Date
Approved:
DR. JEOFREY CAPILI
Principal
Date
40
VALIDATION INSTRUMENT
Name of the Validator
Highest Educational Attainment
Field of Specialization
Affiliation
Present Position/Rank
To the Validator:
Following are researcher-made instruments research includes a survey
questionnaires andchecklists. Kindly validate these instruments to determine their
relevance/applicability with regards to the factors influencing Grade 12 students
on their college course selection of the study entitled “Analyzing factors
influencing college course selection among Grade 12 students at Colegio De
Montessori”. Please rate each item by checking the column of the number that
represents the scale with their numeric equivalent as follows:
SIGNATURE OF VALIDATOR:
41
42
43
44
45
46
47
48
49