CHAPTER 1
PROBLEM AND ITS BACKGROUND
INTRODUCTION
Poverty persists as a significant issue globally, impacting countless individuals. One of its
profound effects is on education, particularly evident in the academic journeys of the students,
including those in Grade 10. At this critical juncture, foundational knowledge is formed, yet
students grappling with extreme poverty face substantial stacles in accessing quality education.
This study seeks to explore the intricate connection between extreme poverty and the
academic performance of 10th graders, illuminating the challenges they confront and potential
avenues support. By unraveling these complexities, stakeholders can device targeted
interventions to nurture equitable learning environments for these vulnerable students.
Education is considered a basic human right and a crucial avenue for braking the cycle of
poverty. However, many students, especially those facing extreme poverty, encounter
significant barriers to accessing quality education. The impact of extreme poverty on academic
performance extends across various aspects, including cognitive development, emotional wellbeing, and overall achievement.
This study aims to investigate the specific ways extreme poverty influences the educational
experiences and academic progress of Grade 10 students. Grade 10 represents a critical stage
in students academic journeys, marking a transition to higher education or employment.
Examining the challenges faced by Grade 10 students living in extreme poverty is vital for
crafting effective interventions and policies to ensure educational equity and social mobility.
Through a mixed methods approach incorporating surveys, interviews, and academic
assessments, we will explore the complex interplay of factors such as resource access,
socioeconomic status, family dynamics, and community support systems in shaping the
educational trajectories of Grade 10 students in extreme poverty. By amplifying the voices of
affected students, teachers, parents, and other stakeholders, we aim to foster understanding,
advocate for social justice, and empower marginalized communities demand equitable
educational opportunities, systems in shaping the educational trajectories of Grade 10
students in extreme poverty. By amplifying the voices of affected students, teachers, parents,
and other stakeholders, we aim to foster understanding, advocate for social justice, and
empower marginalized communities to demand equitable educational opportunities.
This research seeks to spur action and policy reforms addressing the root causes of poverty
related educational success of Grade 10 students facing extreme poverty, we aim to unlock
their potential and contribute to building a fairer and more prosperous society for future
generations.
BACKGROUND OF THE STUDY
To investigate how extreme poverty affects the academic performance of Grade 10
students, gather information through literature reviews, data collection on socioeconomic
backgrounds, analysis of educational policies, case studies in affected communities,
examination of psychological factors, interviews with educators, and exploration of long term
consequences. This multifaceted approach will provide insights into the challenges students
face and opportunities for support and intervention.
STATEMENT OF THE PROBLEM (S.O.P)
1.What is the profile of the respondents in terms of the following:
1.1. Age;
1.2. Sex/Gender;
1.3. Grade level;
1.4. Section;
2.Does poverty contribute to the decline of your:
2.1. Mental health;
2.2. Aspirations;
2.3. Academic performance;
3.What impact on performance of the students does extreme poverty have in school in terms
of:
3.1. General average;
3.2. Award attained;
3.3. Class ranking;
4.Is there significant relationship between extreme poverty and failure in academics?
SIGNIFANCE OF STUDY
To the students:
Investigating the impact of extreme poverty on the academic performance of grade 10 students
is important because it provides insights into how socioeconomic conditions influence learning
outcomes. This research can guide the development of strategies to support these students and
improve their educational achievements ultimately contributing to breaking the cycle of
poverty through education.
SCOPE AND DELIMITATION
Scope:
This research focuses on academic performance of grade 10 students facing extreme poverty.
It investigates various factors influencing learning outcomes, including resource accessibility
home environment, and community support. The study explores potential strategies to
alleviate the negative impact of poverty on learning. It targets a specific geographic area or
demographic group four in depth analysis. Both qualitative and quantitative methods will be
use for comprehensive data collection.
Delimitation:
The study excludes students from other grade levels to maintain focus on grade 10. It is
limited to a specific geographic or socio-economic context for feasibility and relevance.
Language and cultural barriers may affect data collection and interpretation. Time constraints
may limit the duration or depth of the study. The reliance on self-reported data may introduce
biases or limitation in the findings.
DEFFINITION OF TERMS
Juncture: Refers to critical point or moment in time where a decision, action, or change is
necessary. It’s often a significant turning point or pivotal moment.
Alleviate: means to make something less severe or to ease its intensity, typically referring to
pain, suffering, or problem.
Feasibility: refers to the practicality or viability of a project, plan, or idea. It assesses weather
something is realistically of achievable within the constraints of resources, time and other
factors.
Profound: Typically refers to one that is deep, insightful, and meaningful, often revealing
underlying truths or complexities about a subject.
Trajectories: Refer to the paths or forces that objects, and entities, or systems follow through
space or time. In physics trajectories often described the motion of particles or bodies under
the influence of forces. In a boarder sense, trajectories can also described the development or
progsession of events, ideas, or careers.
Desparities: Desparities refer to differences or inequalities, often in terms of opportunities,
access to resources, or outcomes that existing among different groups of people, such as racial,
ethnic, socioeconomic, or geographic groups.
Prosperous: Refers to being successful, thriving, and having wealth or abundance in material
goods, resources, or well-being. It often inplies economic and overall well-being.
CHAPTER 2
Online reviews of related literature studies
Extreme poverty can have a significant impact on the academic performance of grade 10
learners. A study Amato and Zu (1992) found that poverty can lead to increased stress, which
can negatively affect cognitive functions and academic achievements. This is supported by the
cognitive load theory, which suggests that stress source such as poverty can impare working
memory and cognitive processing, making it difficult to concentrate and learn effectively
(Sweller, 1988).
Furtheremore, students living in extreme poverty often face additional challenges such as lack
of access to educational resources, inadequate nutrition, and unstable living conditions, all of
which can furthere hinder there academic performance (Bradley & Corwyn, 2002).
Poverty is a global issue that has been in existence for many decades. According to Berger et al.
(2018), poverty has different definitions depending on the context. Poverty can be defined as
lack of material wealth and poor standards of living. It can also be defined as lack of economic
resources or social exclusion. Poverty can lead to homelessness, an increase in health issues,
and low academic achievement. There is widely known misconception that people are poor
because of being lazy and lacking motivation. Families find themselves in poverty and without
support and they keep living in poverty from generation to generation. Children who are born
in neighborhoods where poverty level is high can experience poverty from childhood to
adulthood, and the cycle continues. Poor neighborhoods are likely to expose children to
violence, insecurity, abuse, and drug abuse (Berger et al., 2018).