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FACTORS AFFECTING STUDENTS’ ACADEMIC PERFORMANCE IN RESEARCH:
THE SENIOR HIGH SCHOOL PERSPECTIVE
Research · June 2015
DOI: 10.13140/RG.2.2.13587.35365
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FACTORS AFFECTING STUDENTS’ ACADEMIC PERFORMANCE IN
RESEARCH: THE SENIOR HIGH SCHOOL PERSPECTIVE
AMYLYN F. LABASANO, PhD
Email: amylyn.labasano@deped.gov.ph
ABSTRACT
A significant number of empirical studies are carried out to determine the
factors affecting students’ academic performance. This study focused on the
students’ academic performance in research subject as affected by students’
sex, class attendance, hours of study, and attendance during the review
classes. The data were collected from the teacher-researcher’s record and from
a short survey conducted. The result revealed that sex, hours of study, and
review attendance were significant predictors of students’ academic
performance.
Keywords: Academic performance, Quarterly exam, Sex, Class attendance,
Hours of study, Review attendance
INTRODUCTION
In school, the greatest concern that teachers are facing is the academic
performance of the students. Measuring academic performance of students is
challenging since student’s performance is a product of socio-economic,
psychological and environmental factors (Hijazi & Naqvi, 2006). Students’
performance is affected by different factors such as learning abilities because
new paradigm about learning assumes that all students can and should learn
at higher levels but it should not be considered as constraint because there are
other factors like race, gender, sex that can affect students’ performance
(Hansen 2000 cited in Hijazi & Naqvi, 2006). In this study, the academic
performance of the Senior High School (SHS) students under Humanities and
Social Sciences (HUMSS strand in their first quarter examination was the focus
of the investigation.
One of the many theories that can explain the relationship of academic
performance and the factors affecting it is the Theory of Motivation and
Performance in Education. It explains that motivation leads to success, and,
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consequently, to higher educational performances. Motivation in terms of
academic performance refers to cognitive, emotional and behavioural
indicators involved in learning and education (Tucker, Zayco & Herman, 2002).
Correspondingly, in the study of Walberg, et. Al (2006), they had
identified key variables that affect students outcomes: student ability/prior
achievement, motivation, age, developmental level, quantity of instruction,
quality of instruction, classroom climate, home environment, peer group, and
exposure to mass media outside of school. Adejumo (2013) revealed that age
and gender are not significant predictors of academic performance.
In addition, the study of Balatbat & Dahilig (2016) in tertiary institution in
Manila, Philippines, revealed that while the students utilized strategic studying
techniques and some degree of academic competence, test anxiety and test
competence hampered their efforts towards academic success. Remedial
measures,
faculty
interventions,
academic
advising
and
counselling
mechanisms need to be in place to help the students cope with the demands
of education.
Further, the study of Simbulas (2014) among private non-sectarian high
school in Davao City, disclosed that self-efficacy measured of motivational
strategies, cognitive strategies, resource management, and self-regulated
learning was not significantly related to students’ academic performance
The purpose of this study is to determine the factors that would affect
students’ academic performance. This is because one of the biggest
contributors in the computation of students’ academic performance in a
particular subject is the result of his/her examination. It cannot also be denied
that most courses today have board exam before a student can practice his/her
profession. Thus, an examination is really part and parcel of the students’ lives.
This study aimed to identify the factors which affect students’ academic
performance in terms of students’ characteristic such as sex, class attendance,
average of hours of study and attendance during the review class.
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The academic performance measured in this study was based on
students’ score during the first quarter examination in quantitative research
subject of the SHS students of HUMSS strand. Sex refers to the biological
category of student as male or female. Class attendance pertains to the number
of days that the student is present within the first quarter. Hours of study relates
to the average hours of study that the student spent in studying before he/she
takes the quarterly exam. Attendance during the review class refers to whether
the student attended or did not attend the review class.
METHOD
Research Design
The researcher used correlational research design to determine the
relationship between academic performance and its predictors. In this study,
the students’ academic performance in terms of the result of the first quarter
exam in research subject was predicted to be affected by the students’ sex,
class attendance, hours of study and attendance in the review class.
Respondents and Sampling Technique
The respondents of the study were sixty-seven (67) Grade 12 HUMSS students
who were students of the researcher in quantitative research subject. There
were 23 males and 44 females who represented the population of 80 students.
The sample size was drawn using the Slovin’s formula. The researcher used
combination of purposive sampling technique and simple random sampling. It
employed purposive sampling since the respondents were all students of the
researcher. Simple random sampling was also used because the names of the
students were drawn using lottery technique.
Research Data
The data used was the teacher-researcher’s record of the students’ first exam
result, class attendance and students’ attendance during the review class. A
very short survey was given to the respondents, asking them of their average
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hours of study and their attendance in the review class before taking the
quarterly exam.
Statistical Tool
In this study, multiple regression analysis was utilized to predict the relationship
between students’ performance in the examination and the factors affecting it
such as students’ sex, class attendance, hours of study and attendance in the
review class. Multiple regression was used since the study employed one
dependent variable (students’ performance in the examination) with four
independent variables (sex, class attendance, hours of study and attendance
in the review class).
RESULTS AND DISCUSSION
Table 1 presented the result of the multiple regression analysis performed
in this study. It showed the standardized beta coefficient of the variables and
the t-value including its significance value.
The estimated model is:
Academic Performance = -2.30 - .81 Sex + .70 Class Attendance+
1.41 Hours of Study + 3.63 Review
Attendance
Table 1. Regression Analysis Predicting Students’ Academic Performance
Sex
Class Attendance
Hours of Study
Review Attendance
Constant
Standardized Beta
-.81
.70
1.41
3.63
-2.30
t
4.05
1.85
13.45
50.04
16.63
Sig.
.04
.17
.00
.00
.00
Predictors: Sex, Class Attendance, Hours of Study, Review Attendance
Dependent variable: Performance in the Examination
R = .774; R-square = .600; Adjusted R-square = .590; F = 64.126; p = .000
The result in Table 1 revealed that among the four factors predicted to have
a significant effect to students’ academic performance, only sex, hours of study,
and attendance in the review came out to be the significant predictors of
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students’ academic performance. The result suggested that in terms of sex,
female students had higher scores in the examination compare to male
students, as indicated in the negative beta coefficient of the findings (-.81) in
which females are coded 0 and males are coded 1, with sig-value of .04 which
is less than the .05.
Similarly, the findings also showed that the hours of study had significant
positive effect (B = 1.41) to the students’ academic performance in the
examination, with sig-value of .00. This means that students who spent long
hours in studying tended to have higher scores compared to students who
spent less hours in studying This resulted was supported by the study of
Ukpong & George (2012).
Moreover, the result also showed that the attendance of the students in the
review class also yielded a positive effect (B = 3.63) to students’ academic
performance (sig-value = .00). This means that students who had attended the
review class tended to have higher scores in the examination compared to
students who did not attend the review class. This conformed to the article
published by Bord (2008) on enhancing learning and exam preparation which
emphasized the importance of review classes in the exam preparation.
Nevertheless, although class attendance measured in terms of the number
of times the student was present in the class turned out to be an insignificant
predictor of students’ academic performance, it should be noted that it had
positive beta coefficient of .70 with sig-value = .17. This means that students
who were always present in the class got higher exam scores. This supported
the study of Haque (2012) which revealed that class attendance and grade
performance were positively correlated.
The computed R-square indicated that 60 % of the variations in the students’
academic performance in the examination can be accounted to the set of
predictor variables, the rest (40%) were due to other factors not included in the
study. The computed over-all probability value (p = .000) showed that the set
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of variables in the study significantly predict the students’ performance in the
examination since p < 0.05.
CONCLUSION
Based on the findings of the study, the following conclusions are drawn.
1) Sex was found to be a significant predictor of academic performance of
the students. The scores in the examination of the female students were
higher compare to the male students.
2) The time spent of students in studying was positively correlated to
his/her academic performance. In short, the longer the time the students
spend in studying, the higher is her/his score in the examination.
3) The attendance of the students in review class which was conducted
before the exam tended to have positive significant effect to the students’
academic performance in the examination. This implies that the conduct
of review classes is still significant factor in improving students’
performance in the examination.
RECOMMENDATION
Based on conclusions drawn, the following recommendations are
suggested.
1) The teacher needs to design a pedagogy that would help the students
to improve their examination performance, particularly giving extra focus
to the male students.
2) The teacher could design a matrix on how to monitor students study time
to help them keep on track, and also develop an evaluation tool to be
able to follow up the students’ progress.
3) The teacher has to establish the practice of conducting review class
before the examination as part of the exam preparation.
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