Carpio Camille Practical Research Final123
Carpio Camille Practical Research Final123
Carpio Camille Practical Research Final123
In Partial Fulfilment
Of the Requirements for the Subject
Practical Research 2
MARCH 2020
CHAPTER 1
THE PROBLEM
Introduction
and shaping one's skills. It provides the ability to be optimistic that enables us and
prepares us in every aspect of life. It is the tool that stimulates everyone to aim
fundamental recipe for academic success. It involves internal and external factors
that motivation explains why students decide to do something, how hard they are
going to pursue it, and how long they are willing to sustain the activity. In other
words, "motivation is what gets you going, keeps you going, and determines where
you're trying to go". It indicates that those students who have optimum motivation
have an edge because they have adaptive attitudes and strategies, such as
upset self-regulation.
Today, there are senior high school students are faced with different adversities.
As observed, this is one of the reasons that can mainly influence the academic
performance of the students and they also have difficulty when it comes to their
academic performance.
Therefore, in this study, the researchers aim to study the attributes
that may affect the academic performance of the student, identify the factors,
learning. Thereafter, this chapter presents the statement of the problem, the
purpose of the study, research objectives and questions linked to objectives of the
The research explores the different factors that may affect their Academic
Performance which has a big impact on their behavior and social life. The research
questions involve the following:
1. What are the attributes that can influence the academic performance of
the students?
3. Based on the findings, what programs and policies can the school be
adopted to improve or enhance the academic performance of the students?
Conceptual Framework
The framework represents in exploring and analyzing the attributes
that affect the student's academic performance. Analysis and findings will pave the
way to improve their academic performance and time to their family that leads them
to be a successful and responsible student.
The conceptual framework is the attributes that can influence the
academic performance of the students. These attributes are Behavioral, Social,
and School-related factors. Under the Factor of behavioral are tardiness,
absenteeism, motivation, interest in the course/strand and self-esteem. In the
factor of Social, it includes peers/friends, social media and family problems which
only focusing on the financial and traits of the family. In the case of School-Related
Factors, the variables under it are the attitude of the teacher, residential area,
school facilities and environment of the classroom. The value of socio-economic
factors for predicting academic achievement seems to be especially supported by
research. According to White (1986) and Morakinyo (2003) indicate the existence
of a relationship between socio-economic status and academic achievement. The
discipline at home also affects the academic performance of a student, according
to Research works have shown that the nature of parental discipline affects the
academic output of children (Aremu, 2000). Many researchers conducted detailed
studies about the factors contributing to student performance at different study
levels. The study of Graetz (1995) suggested "A student educational success
contingent heavily on the social status of student's parents/ guardians in the
society. Considine and Zappala (2002) noticed the same that parent's income or
social status positively affects the student test score in the examination. According
to Minnesota (2007) "the higher education performance is depending upon the
academic performance of graduate students. Durden and Ellis quoted Staffolani
and Bratti, (2002) observed that "the measurement of the students' previous
educational outcomes are the most important indicators of students' future
achievement, this refers that as the higher previous appearance, better the
student's academic performance in future endeavors. Also, the educational
environment of the school one attends sets the parameters of students' learning
outcomes. In the study of Considine and Zappala (2002) quoted Sparkles (1999)
showed that the school's environment and teachers' expectations from their
students also have a strong influence on student performance.
Behavioral Factors
Student’s
Academic
Performance
Social Factors
School-Related Factors
In this section, the researchers describe the relevance of the study in terms
of its academic performance and the attributes that might be made of the findings.
This study might benefit the following:
Students. The study will help them to be responsible students. As the center of
the study; it will help them understand and to be aware of the factors that will highly
affect their academic performance.
Parents. The study gives the parents a piece of information and knowledge about
the factors that can affect the academic performance of their child.
Teacher. The study provides more knowledge on what to do to properly guide the
students about the factors that can influence the academic performance of the
students.
Guidance Counselor. The study will serve as a basis to educate/guide students
to be responsible
This study is focused on the factors affecting senior high school students’
performance in Carmen National High School for the school year 2019-2020.
In this study, the students’ performance refers to the average grades,
attitude and behaviors, and the common responses to class observation. The
study focused only ot Carmen National High School, specifically in Senior High
School Department which located in Macanhan, Carmen, Cagayan De Oro City. It
served as the research locale on the investigation.
This study also examine the students who use social networking sites, like
Facebook, Twitter, and multiply, in promoting their goods and services.
Specifically, the factors referred to in this research were student-related
factors that relate to the performance of the senior high school students in Carmen
National High School. Teacher-related factors connected to the teaching
strategies, competencies, and teacher's attitude in conducting Senior High School
students. Lastly, school-related factors connected to the sufficient, availability, and
serviceable of laboratory schools administrators, and facilities.
Definition of Terms
To fully understand this study, the following terms are conceptually and
operationally defined:
Absenteeism. This refers to the tendency to be away from work or school without
a good reason. The practice or habit of being absent from school.
https://www.merriam-webster.com/dictionary/Absenteeism
Family. This refers to a group of people who are related to each other. A group of
individuals living under one roof and usually under one head.
https://www.merriam-webster.com/dictionary/Family
Motivation. This refers to the act or process of giving someone a reason for doing
something. The act or process of motivating someone.
https://www.merriam-webster.com/dictionary/Motivation
Peers/friends. This refers to a person who belongs to the same age groups or
social group as someone else.
https://www.merriam-webster.com/dictionary/Peers
Problems. This refers to something difficult to deal with something that is a source
of trouble, worry, etc.
https://www.merriam-webster.com/dictionary/Problems
Traits. This refers to the quality that makes one person or thing different from
another.
https://www.merriam-webster.com/dictionary/Traits
Chapter 2
This chapter surveys literature and presents studies related to the present
investigation.
Being a student, we are expected to perform well in all aspects that we do,
most especially in the academic aspect. Some factors that influence the academic
performance of the students are the behavioral, social and school-related factors.
Where it has a big impact not just only on academic performance but also as an
individual who aims a better life shortly given the importance of being a student,
this study aims to explore and discuss the background of the study. These pieces
of literature were taken from the following sources: books, electronic sources,
journals, and unpublished materials. It includes research papers and theories
which is from reliable research materials.
On Tardiness
Tardiness among students has its unfavorable effect. Being tardy
means coming to school late, passing their output after the deadline, etc, which is
now one of the vital factors that influence the academic performance of a student.
Student tardiness is one of the key factors in identifying early on a child who may
become at risk (Greenfield, 2002). Such at-risk students are making the choice to
come to school late or not at all because of the situations and behaviors they have
found themselves in, whether by choice or a result of circumstance. These
students and their behaviors are negatively affecting our nation's schools, and the
students are at risk of dropping out of school.
Tardiness is measured differently depending on the organization, but
technically anyone who arrives at class after its official start is considered tardy.
According to Sprick and Daniels (2007) as cited by Bilocura and Guia (2012) One
of the most recurring and the most "frustrating problems" that the schools are
having with their students nowadays is tardiness. It may lead to a serious problem
in student success. According to Fuller (2019) Students are tardy for a variety
of reasons, but being late to class can become a habit that can harm their
success in school. Schools often establish an attendance policy that
includes punishment for multiple tardies. A firm policy can help schools
promote student punctuality and accountability -- traits that students can
carry with them even after they finish school. In the study by (Cowan
Avenue Elementary School Community, 2007, as mentioned by Zeiger (2010), that
those students with "perfect or near-perfect attendance" have good grades
compared to those students who miss classes often and late-comers. A study
by Hammill Institute on Disabilities (Caldarella, Christensen, Young &
Densley, 2011) as cited by Vukovic( 2017) found that students who are frequently
late to school often miss out on important opening announcements and academic
activities.
ON Motivation
Motivation is essential to everyone. It plays a vital role in our
everyday life it is the reason for people's actions, willingness, and goals. The sense
of motivation is an impression and cognition that can happen accidentally or at any
time of the day and night. We get the highest motivation when our sense of
purpose connects with our sense of motivation. Students nowadays set their goals
to play the vital role of motivation. By such motivation, people are stimulated to
complete an assignment, achieving a goal or a degree of qualifications in their
professions (Mohamadi,2006). Accordingly, motivation is important to manage
daily life challenges, opportunities, and time efficiently to keep moving forward and
achieving goals.
In scholastic achievement, motivation has a multi-dimensional
structure which is correlated with learning and academic motivation (Mohamadi,
2006). Accordingly, Motivation has been identified as one of the most powerful
determinants of students' success or failure in school (Hidi&Harackiewicz, 2000).
There is a distinctive analysis of motivation. In the discipline of education
motivation is a tridimensional phenomenon consisting of an individual's beliefs
inability in carrying out a specific task, reasons, and goals of the individual in doing
the task and the emotional response concerning carrying out the task
(Hassanzadeh and Amuee, 2001). Psychologists have noted that motivation
should be taken into account in education because of its effective relationship with
new learning, abilities, strategies, and behaviors (Shahraray, 2007), and they have
presented the motivation for academic achievement as one of the preliminary
constructs for defining such type of motivation. The motivation for academic
achievement is attributed to behaviors that lead to learning and
achievement(Masaali, 2007). In other words, motivation for academic achievement
is such a pervasive inclination towards doing a task successfully in a particular
context and assessing the performance spontaneously. The motivation for
academic achievement is attributed to behaviors that lead to learning and
achievement(Masaali, 2007). In other words, motivation for academic achievement
is such a pervasive inclination towards doing a task successfully in a particular
context and assessing the performance spontaneously.
In the past decades because of the effect of motivation for
academic achievement on students’ success, psychologists have recognized and
examined the effective factors in motivation for academic achievement. The results
of their research indicated that personality, family, university and social variables
are related to this construct (Masaali, 2007). As an instance personality variables
of students in general and self-esteem and motivation for academic achievement,
in particular, have intrinsically affected the learning and academic achievement
(Abouserie, 2009). Others directed their studies towards integrating intellectual
ability, learning style, personality and motivation for academic achievement as the
predictors of academic achievement in higher education (Busato, Prinsb,
Elshouta&Hamakera, 2009). Since the need for achievement varies from one
student to another, it may help in planning activities to know where students stand
which students, for instance, have high achievement needs which are low in
achievement and which seems primarily motivated by a need to avoid failure.
Those who are more highly motivated to achieve are likely to respond well to
challenging assignments, strict grading corrective feedback, new or unusual
problems and the chance to try again. But, less challenging assignment simple
reinforcement for success, small steps for each task, lenient grading and
protections from embarrassment are probably more successful strategies for those
students who are very eager to avoid failure. Accordingly, Motivation for academic
achievement is attributed to behaviors that lead to learning and achievement
(Deepika Sharma and Sushma Sharma 2018). In other words, motivation for
academic achievement is such a pervasive inclination towards doing a task
successfully in a particular context and assessing the performance spontaneously.
On Social Media
Social media has become a trend internationally and it reached almost every
corner of the world. People using social media to create content, communicate
with other people, sharing the post and interact with each other. Nowadays,
prominent users are the students where they are using social media every minute.
They are using it as an advantage were they recognized these social media
platforms to be able to contact their peers, share information, reinvent their
inconvenient and showcase their social life. According to Asur and Huberman
(2010), Social media is fast changing the public discourse in society and is setting
trends and agenda in topics that range from the environment and politics to
technology and the entertainment industry. But for some other reason, Social
media is also affecting their academic performance
On Family Problems
Family Problem is one of the factors that can affect the academic
performance of the student. We will be discussing the family background of the
students includes a fact about family problems from reliable research materials.
Family problems can cause negative emotions such as anxiety, sadness, and
anger. The family problem is a universal phenomenon family that has ever existed
has escaped the realities of family issues from marital strife to financial problem
tension, or struggles throughout the extended family.
The distance or location of the school has a great factor in affecting the
academic performance of a student. On selecting a school, the distance of the
school from the residential area of the student must be a priority for the safety and
convenience of the student in traveling. In building schools, public and private must
consider access to their schools conveniently.
The location of school with great distance traveled by the learners from
home varies inversely to their time of learning. The more they travel to go home or
school is the lesser they learn because most of their time that was supposed to be
their learning hours were wasted to their traveling. This will result in a bad
academic performance because they may be exhausted and cannot focus on the
lesson.
Referring to their studies, it shows that the location of school closer to the
residential areas performed great on academic performances.
Being far or close to the home affects the students in many ways. The long journey
in everyday life is physically and mentally tiring for a student, and as a result, it's
harder for him/her to focus on studying after he/she gets home.
On School Facility
The school facility is one of the factors that can affect students' academic
performance. The importance of school facilities can have a profound impact on
both teacher and the student outcome concerning students' school facilities affect
health behavior and growth achievement. School facility has an important impact
on student performance and teacher effectiveness. In particular, research
demonstrates that comfortable classroom temperature and noise levels are very
important to efficient students.
School facilities constitute a major determining factor toward ensuring quality
education. It is one of the yardsticks for measuring the level of educational growth
and development. It implies a substantial cost of the school system for their
establishment if is not properly managed and maintained, it will affect the academic
performance or students. School facility is the process of ensures that buildings
and other technical system support the operations of an organization Program in
Educational Building (2008) described school facilities as the practice of
coordination of the physical workplace with the people and he work of the
organization; it integrates the principles of school administration, architecture and
the behavioral and engineering science Student's academic performance can be
in many ways but the commonly used method is the result of students in public
examinations ,such is used to pass judgment on the schools and teachers,
students academic performance is the final grade which Students get after a
systematic and comprehensive measurement and evaluation of the individual
students in school setting for making decision or judgment on his/her cognitive
affective and psychomotor domains. The researcher viewed academic
performance as the educational outcome of students as measured by the Senior
School Certificate Examination (Asaolu,2003).
Bullock (2007) studied the relationship between school facilities and students'
academic performance in senior secondary schools. The study examined the
relationship that exists between students' academic performance and the overall,
structural and cosmetic conditions of school facilities as well as students' academic
performance, the combination of existing school facilities, leadership decisions,
and the financial ability of the schools. He founds that students perform better in
school that was new or renovated recently than in older schools. The overall
building condition, the school-age of the building, and the windows and the
structural areas were positively related to students' performance.
The attitude of the teacher
Good teachers have always positive attitudes and perceptions in the
relation of the students. About learning in a well-run classroom during in-class
hours, they do so seem to be simply a part of the natural good flow of any activity.
It helped them to become more aware of their attitudes toward students can also
able them to achieve better teaching. The teacher always has a very friendly
attitude towards students so that the students can learn a healthy environment. By
understanding their problems try to solve them but not to support the students in
wrong deeds.
The study by (Riahipour, Ketabi, & Dabbaghi, 2014) says that a student's
perception of teachers' knowledge, grasp, and clarity on their subject, revealed
interesting findings. The teaching skills, the knowledge of the subject at hand, and
the attitude of the teacher were all recorded as perceived by the students at hand.
The results and analyses of this study revealed that each of these factors had a
significant relationship with the academic performance of the students.
(Mulalic, Shah, & Ahmad, 2009) conducted their study on university
students in Malaysia, to explore that the learning styles of the students are not
given any importance in research or practice of pedagogy. They assert that the
teachers are usually themselves unaware of what their learning styles are, and
indulge in teaching without paying attention to the needs, as defined by the
learning styles of each of their students. They revealed in their research, that
students' preferred learning style is kinesthetic, that is, they learn by physically
participating in activities; whereas, they displayed little preference for auditory and
visual learning. At the same time, they did not appreciate individualized teaching
or learning approaches by their lecturers. Most teachers employed classic auditory
and visual approaches to teaching in classrooms.
(Carroll et al., 2009) Ideally, the class environment should, on the one
hand, ensure students of actual teaching being carried out, while on the other, it
should ascertain teachers of actual learning occurring (Hattie, 2012).
Moreover, the learning curve is amplified when a student thinks more
like a teacher, and the teacher, a student. In an argument presented by
(Wenglinsky, 2000) deepening a students' advanced thought pattern paves the
way for improved classroom performance, thereby encouraging them to bring forth
innovative and differing ideas that come with their unique knowledge and skill set.
Some accommodating behavioral patterns adopted by teachers positively impact
students' motivational level, and consequently, their overall performance. For
example, a teacher demonstrating an open door policy, responding to students'
queries, being empathetic towards students, being involved and commending
students' hard work are all reflective of positive teacher behavior. Students look up
to their teachers as teachers are their source of information, knowledge, and
experience, especially those displaying positive attitudes. In a scholarly endeavor,
(Gecer, 2013) highlights the negative effects on student performance of a teacher
who mocks at or targets a students' failure.
The emphasis of student-centered educational topics is usually on the
effect of teachers' attitudes on students' academical success with a lack of lifespan
developmental perspective. A teacher with his teaching methods and furthermore
with his attitudes and behaviors provides his students to gain a mentally healthy
personality and to have a new clear world view by leaving unforgettable traces on
them. This is a preparatory study to uncover how attitudes of teachers affect the
personalities and performances of students. In this sense, this study will provide
an emic understanding of education and the dynamics of the relationship between
teachers and students beyond the limited areas of classes and courses. A sample
group of the research consists of a totally of 353 students from different
departments of Istanbul Kultur University and Maltepe University. By giving a
questionnaire the students were asked to give samples of their primary school,
secondary school, high school, and university teachers' positive and negative
attitudes and behaviors as well as to tell how it affects their personality
development and performances by giving samples. The most important findings of
the research evidenced that teachers' positive attitudes have positively influenced
students' personalities as well as their live performances.
Absenteeism among teachers contributes immensely to the learners'
poor performance, a phenomenon that makes teachers not to cover the syllabus
adequately (Nyabuto, 2007). Anyiin (1998) on the other hand, submitted that non-
coverage of prescribed syllabuses due to their extensiveness and the general
nonchalant attitudes of teachers towards teaching were among the fundamental
causes of examination irregularities in Nigeria's educational system. The argument
here is that if the syllabus is not covered adequately, pupils are likely to be
examined in the content they did not fully cover and comprehend, which is likely to
lead to poor performance. Teacher absenteeism was further established by
Nakhanu (2009) as one of the factors that affect syllabus coverage. These findings
further showed the relationship between syllabus coverage and students'
performance.
A World Bank report on Kenya established that children in Kenya are
being cheated out of education because teachers stay away from school for more
than half the school day. This was because the teachers either did not go to work
at all or spent more of the day in the school compound doing other things. Even
when teachers go into the classrooms, the survey found only about one-third of
them give students value for money. This low level of service delivery is expected
to have a major effect on the achievement of the country's development objectives
(Kamuri, 2013). It has been shown above that teacher absenteeism impacts
negatively on the quality of education received by their students. What is yet to be
established however is the influence of teacher absenteeism on students'
academic performance in secondary education in Kakamega County. This is the
gap the current study sought to fill. Further, the World Bank survey highlighted by
Kamuri (2013) surveyed 300 public and private primary schools and 3,000 of the
country's 270,000 teachers.
The environment of the classroom
The classroom environment is one of the factors that lose the focus of
the student in academic performance. It affects their interest in their studies and
they will start to wander their minds outside the school or in every corner of the
classroom. And sometimes some of the students distract their co-students and
their focus in class.
Research studies that classroom arrangements are one of the causes
that disturb the focus of the student according to Savage (1999) and Stewart and
Evans (1997). The classroom arrangement catches the attention of the students
and occupies their thoughts according to Lippman (2010). The classroom
environment is defined as the physical characteristics of the room. It refers to the
different things like size of the room that affects their movement and placement,
condition of classroom floor whether it is carpeted or just concrete, etc. cause it's
the main reason that caught their attention and they start to think if they are still
safe inside in it if there's a natural phenomenon happens. Classroom environment
also refers to the physical room in which the students learning are the main
element including its space, floor, it disturbs the student's performance cause it will
be dangerous for them to walk past and place their chairs and tables in improper
place might cause for them to be physically hurt, windows, it loses their focus
whenever there's a rain happening causing the water to enter through the
windows,walls as well as the other classroom equipment such as desk that are
already broken and will hard for them to write with, chairs that are broken that loses
their focus to find another way to be comfortable while listening to their lessons,
rugs, chalkboards that has wholes that is hard for them and also the teachers to
write with and computer equipment that limited to be used according to Fisher
2008. The classroom environment can affect a student's comfort zone and also
their ability to learn. Comfortable students are likely to get much and more
information compared to students that where uncomfortable. Aside from that, the
classroom atmosphere can also affect the morale or the behavior of the student
inside and in front of the class and learning, the unfavorable classroom
environment can also discourage the student's eagerness and willingness to learn.
Chapter 3
Research Methodology
This chapter deals with the strategies and approaches to answer the
research problem. This involves the research design, respondents of the study,
sampling procedure, instrument of the study and statistical treatment.
Research Design
The study will utilize a quantitative correlation research design to assess
independent variables without manipulating or randomly assigning participants to
different conditions. This research design will help the researchers to seek and
understand what kind of relationships naturally occurring variables have with one
another.
It is also survey research because of it one in which a group of people or
items is studied by collecting and analyzing data from only a few people or items
considered to be representative of the entire group. In other words, only a part of
the population is studied, and findings from this are expected to be generalized to
the entire population (Nworgu 1991:68). Similarly, McBurney (1994:170) defines
the survey assessing public opinion or individual characteristics by the use of
questionnaires and sampling methods.
GRADE 11
SECTION NUMBER OF
RESPONDENTS
GAS 10
HUMS
S
10
ABM
10
ICT 10
TVL 10
AIM 10
GRADE 12
SECTION NUMBER OF
RESPONDENTS
GAS 10
HUMS 10
S
ABM 10
ICT 10
TVL
10
EIM
10
Amraei, K., Elahi, S., Parhoon, H. and Zalani, H. (2011). The relationship
between academic motivation and academic achievement students. [online]
Available at:
https://www.researchgate.net/publication/257713709_The_relationship_between
_academic_motivation_and_academic_achievement_students [Accessed 11
Aug. 2019].
Reference: Author: Lisette T. Jacobson, MPA, MA, PhD(c) & Charles A. Burdsal,
PhD, Wichita State University
https://www.gjcpp.org/en/article.php?issue=8&article=31
Name: (Optional)
Directions: Please check (✔) and rate yourself honestly based on what you do of
Behavioral Factors 5 4 3 2 1
Directions: Please check (✔) and rate yourself honestly based on what you do of
the given statement.
5- Always 4-Often 3-Sometimes 2-Rarely 1-Never
Directions: Please check (✔) and rate yourself honestly based on what you do of the given
statement.
5- Always 4-Often 3-Sometimes 2-Rarely 1-Never
C. School-Related Factors 5 4 3 2 1
I live far from our school.
My classroom is comfortable enough.
There is enough area in our school.
Our school has a library.
Our school has a complete facility.
There are school programs.
My school gives me a comfortable facility.
My teacher has mastery of her/his subject.
Teachers discuss her/his lessons.
Our teachers are using visual aids.
Teacher scolds students.
Teachers are always early in class.
Teachers come to class regularly.
GROUP 2
the study
questionnaire
questionnaire