The Relationship between Socioeconomic Status and Academic Achievement

of Grade 12 in Pawa High School

By:Marian Mae A. Dingding

Ellana Alaurin

Archie Abejuro

Jerrico Dingding

Limuel Beato

A Research Study

Presented to the Faculty of

PAWA HIGH SCHOOL

Pawa Legazpi City

In Partial Fulfillment of the

Requirements for Senior High School Program

 CHAPTER 1
INTRODUCTION

Background of the Study

Educational achievement and its relationship with socioeconomic background is one of

the enduring issues in educational research.
Socio Economic status has always influenced the academic achievement of students. Academic
achievement varies for children from different social background.Their academic performance
is an outcome of their social status. Previous studies have shown that students socioeconomic
status is strongly associated with students academic achievements. Socioeconomic has been
very influential regarding the academic achievement of the students.

This paper will examine the relative contribution of Socio Economic status to Grade twelve (12)
students of Pawa High School to their educational achievements. This will show on how the
different categories of the social economic status to the students may it be income, occupation
or education.

Previous studies have shown that the students economic status and income would have a great
impact on a student's academic achievement. The school itself has also a great effect to a
student's academic outcomes over and above what the students themselves brought to them
to school.
The issue of how school-level socioeconomic background effects achievement is also of
interest. Clearly one way is in lower levels of physical and educational resourcing, but other
less.

There is also some evidence that opportunity to learn is more restricted for lower
socioeconomic students, with systematically weaker content offered to lower-income Thus, the
researchers came up with this study to identify how socioeconomic status of students can
affect their academic achievement. The researchers wanted to dig deeper into this and has
identified factors to include such as parents' employment, parental level of education,and
parents' income.
Research Questions
•De scioeconomic status and academic success correlate with one another?
• Does the socioeconomic position of Grade 12 students' parents have a substantial impact on
their children's academic performance?
•What is the relationship between the economic status and academic performance?
• How does a student's socioeconomic situation impact the teaching and learning process?
• What socioeconomic factors affect the Grade 12 students of Pawa High School academic
performance?

Scope and Delimitation

The main objective of this study was to relate the socioeconomic status of students and how it
affects their academic achievement in Pawa High School. The objectives of the study were
limited to grade 12 students of Pawa High School locale.

The methodology was limited to correlation method survey questionaire as the tool for data
collection. The respondents were limited to 74 High School, selected through purposive
sampling.The period of the study was also limited to School Year 2022-2023.

Statement of the Problem

The primary objective of this study is to determine the relationship

of socio-economic and the academic achievement of Grade 12 in Pawa High
School students. Specifically, it sought to answer the following questions.
1. What is socio- economic profile of the respondents along
a. parents’ level of educational attainment ;
b. parents’ occupation ;
c. family income ;
d. home residence ;
e. religion ;
f. ethnic tribe; and
g. language used ;
2. p-What is the level of academic achievement of the respondents
as reflected in their Grade 11 general average?
3. Is there a significant relationship between socio-economic and academic achievement of
Grade 12 in Pawa High School students?

Significant of Study

The relationship between socioeconomic status and academic achievement of grade 12

students in Pawa High School This study used a correlational design to address the problem
under study. In other words, it intended to examine the relationship between socio-economic
status and academic achievement of Grade 12 students in Pawa High School . And if there is any
relationship, identify the positive or negative direction of this relationship. The findings of this
study will benefit to these following specific people differently. Principal. To provide support to
the student especially the poor and need scholarships. Teacher. To assess the problems of the
students outside the school and determine the possible considerations to pass the subject.
DSWD. To extend help to the students who excel in their class but financially unstable. Future
Researcher. To be their references in their study.

Definitions of Terms
Socioeconomic- Socioeconomic status (SES) is an economic and social combined total measure
of a person’s economic and social position in relation to others, based on income, education,
and occupation; however, SES is more commonly used to depict an economic difference in
society as a whole.
Educational performance - Academic achievement or academic performance is the extent to
which a student, teacher or institution has attained their short or long-term educational goals.
Completion of educational benchmarks such as secondary school diplomas and bachelor's
degrees represent academic achievement.
Lower levels-
at or of a level that is lower in position or status:
"keep all lower-level windows tightly closed" · "preparatory talks were held between lower-
level officials"
Methodology - a system of methods used in a particular area of study or activity:
"a methodology for investigating the concept of focal points" · "courses in research
methodology and practice"
 CHAPTER 2
Review of Related Literature

The purpose of the review of literature is to report research findings relating to the

purpose of the proposed study. liu et. al., (2020) states that 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.

They also concluded that that the relation between SES and academic

achievement gradually decreased in the past several decades.

Lam (2014) concluded that Students with low socioeconomic status bear the

entire brunt of the tracking system in a way that they get poor academic results and high

school dropout rate.Barry (2006) indicated that the strongest predictor of student test

scores is socioeconomic status.

Conger and donnellan, 2007. state that Socioeconomic status (SES), an index of

one's overall social status or prestige in society, is one of the most widely studied in the

social sciences. It is usually measured alongside with education, income and

occupational status.(Coleman et al., 1966) Over recent decades, the relationship

between family SES and academic achievement in school-age children has been well

documented across different sociocultural contexts. As early as 1966, the well-known

Coleman Report revealed that family SES explained most variances in academic

achievement.
 Results revealed a moderate to substantial correlation between SES and

achievement. Hernandez et. al., (2020) concluded that through meta-analysis,it reveals

a positive yet weak relationship between SES and academic performance in higher

education. Furthermore, the meta-analysis reveals a positive yet weak relationship

between SES and academic performance in higher education.Trusty et. al., (2000)

states that relationships between SES and educational choice were stronger for women

than for men.

Family

Socioeconomic status is an economic and sociological combined total

measure of a person's work experience and of an individual's or family’s economic and

social position relative to others, based on income, education, and occupation. When

analyzing a family’s SES, the household income, earners' education, and occupation

are examined, as well as combined income versus an individual, when their own

attributes are assessed (Wikipedia Encyclopedia).

Families are expected to contribute to school improvement and the

democratization of school government, as well as to the promotion of their own

children's accomplishments. According to the European Commission, for instance, the

level of parental involvement is a crucial sign of how well a child is doing in school

(Scott, 2003). Education has a high value in the Federal Democratic Republic of
Ethiopia because it provides the kind of human capital needed to boost productivity and

eradicate poverty, disease, and illiteracy (FDRE, 2001).

A person's or family’s socioeconomic status (SES) is a measure of their relative

economic and social position to others based on their income, level of education, and

line of work. When assessing a family's SES, factors such as the mother and father's

education, employment, and combined income are taken into account rather than just

looking at each person's individual characteristics (GOP, 2008).

The Gini coefficient, where a value of 0 denotes perfect equality and a value of 1

denotes perfect inequality, is the method most frequently used to gauge income

disparity around the world. The US is experiencing an increase in economic inequality,

which is causing low-income families to struggle in society. Low-income families

prioritize  rising inequality because they only focus on addressing present needs and do

not build wealth that may be passed down to future generations. Families with larger

disposable incomes are better equipped to build wealth, prioritize addressing their

immediate needs, indulge in indulgences, and handle emergencies (Boushev, 2005).

Education
 Consequently, income is influenced by education. Education provides

momentum, which raises wages. According to the data, those with professional and

doctoral degrees earn the most money each week, while those with only a high school

education face financial hardship. Better economic and psychological outcomes (i.e.,

increased income, control, and social support) are related to higher levels of education.

Education is essential for developing a person's abilities, preparing them

for the job market and helping them distinguish themselves from those from lesser

socioeconomic status. Annette Lareau discusses the concept of concerted cultivation, in

which middle class parents actively participate in their children's education and

development by employing supervised planned activities and encouraging conversation

to promote a sense of entitlement. Laureau claims that because lower-income families

do not support this movement, their children feel constrained.

Aspirations and persistence of students are also influenced by experiences and

involvement in college (Astin, 1984, 1993; Pascarella & Terenzini, 1991; Tinto, 1987,

1993). The college experiences of low SES students, however, have not received much

research. According to research (Berger, Milem, & Paulsen, 1998; Hossler, Schmit, &

Vesper, 1999; Paulsen & St. John, 2002; McDonough, 1994, 1997), these students

exhibit a very different set of behaviors while in high school and when selecting

colleges. This suggests that these students may exhibit a different set of behaviors in

college and may experience different outcomes once they graduate.

In addition to socioeconomic status at home (individual student) and student

outcomes are also influenced by the level of the school. The combined SES, commonly
referred to as the mean school SES, has been proven to be connected to student

results in a way that goes beyond the circumstances of individual students (OECD,

2004; Rumberger & Palardy, 2005; Sirin, 2005; Willms, 1999).

Occupation

One element of SES is "occupational prestige," which includes income

and educational attainment. The level of education a person has determines their

occupational status, which makes it inevitable for them to find better occupations,

explore, and hold better positionsand a consequent rise in the SES. Therefore,

characterizing job features, decision-making capacity, emotional control, and

psychological demands on the job (termed as emotional demands on the job) leads to

occupational status becoming an indicator for our social position/status in society

genius).

Social position affects parental expectations and definitions of success and

mediate aspirations of students. For high SES parents, a bachelor's or advanced

degree is the standard; for low SES parents, a high school diploma is more likely to be

seen as the norm for their children (Halle, 1984; Lareau, 1987, 1993; MacLeod, 1987;

Rubin, 1976; Sennett & Cobb, 1973; Willis, 1977).

In addition to other organizations, the Census ranks occupations and conducts

broad public opinion polls. Doctors and surgeons, lawyers, chemical and biological
engineers, computer support specialists, and accountants are some of the most

respected professions  analysts of communication. These positions, which are regarded

as belonging to the high SES classification, offer more difficult work, better competence,

and more control over working environment. Jobs with lower scores included those in

food preparation, counter service, bartending, and assistants, dishwashers, janitors,

maids and housekeepers, car cleaners, and parking lot security personnel. The lower-

valued positions required more effort, physical risk, and provided less autonomy, and

they paid much less as well (Janny &L.David, 2005).

However, it is important to note that because there are so many occupations and

competing status scales in the modern world, using one to gauge someone's status can

sometimes be misleading. Numerous scales rank professions according to the degree

of expertise required, from Unskilled to skilled, manual labor to professional, or employ

a combination metric, based on the required education level and salary.

According to Demarest, Reisner, Anderson, Humphrey, Farquhar, and Stein, a

family's socioeconomic status is determined by its income, the educational attainment

and occupation of its parents, and its standing in the community (measured by things

like connections with other members of the community, membership in groups, and how

the community views the family) (1993). Because they often have access to a greater

range of resources to promote, explore, and support young children's mental and

physical development, families with high socioeconomic status frequently have more

success preparing their young children for school. The parents have more resources to
devote to a child's development, including better literature, educational toys

(edutainment idea), and access to services that support character development.

Since more affluent families participate in activities together more frequently,

their closeness at home also aids in improving one's personality. These chances aid

parents in comprehending their children's cognitive development, which is most

important, as well as their emotional, mental, social, physical, and psychological growth.

Higher socioeconomic position alone increases a person's confidence to face. In

particular, problems that kids confront at school, there are many challenges in life

compared to a poor person who is helplessly trying to make ends meet.

Low socioeconomic status families not only lack the financial, social, and

educational support of their siblings, classmates, or the society at large; they may also

go through life without the community's assistance at key junctures. These are vital

elements that encourage and support a child's growth and preparedness for school.

Low-income parents sometimes struggle to increase their financial resources and

struggle to find time to teach their kids morals, manners, and other skills. As a result,

their kids may grow up not knowing the basics of nutrition or vaccines. Low maternal

education and minority language status are most consistently linked to less signals of

emerging literacy and more difficulties in preschoolers, according to Zill, Collins, West,

and Hausken (1995).

 Children more so than adults suffer the consequences of poverty. Children who

live in poverty are four times more likely to have learning disabilities than students who

don't live in poverty because of the ease with which they fall prey to hunger, growth,

diseases, physical and mental disabilities, abuse, early marriages, child trafficking, and

other environmental factors (Apple & Zenk, 1996). Academic achievement of students is

reportedly influenced by a confluence of these environmental elements as well as family

influence, according to Casanova, Garcia-Linares, Torre, and Carpio (2005). How can a

kid be expected to stay focused in class if they haven't eaten in days and their clothing

don't fit? Children from low-income families do not receive the same resources as those

from wealthy families; as a result, they start school behind children from more affluent

backgrounds. Research implies that the issue begins with the parents and their

ignorance of the requirements of children, according to LiGrining (2007).

Liu et. al., (2020) states that 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.

They also concluded that that the relation between SES and academic achievement

gradually decreased in the past several decades. 

Lam (2014) concluded that Students with low socioeconomic status bear the

entire brunt of the tracking system in a way that they get poor academic results and high

school dropout rate.Barry (2006) indicated that the strongest predictor of student test

scores is socioeconomic status. 

 Conger and donnellan, 2007. state that Socioeconomic status (SES), an index of

one's overall social status or prestige in society, is one of the most widely studied in the

social sciences. It is usually measured alongside with education, income and

occupational status.(Coleman et al., 1966) Over recent decades, the relationship

between family SES and academic achievement in school-age children has been well

documented across different sociocultural contexts. As early as 1966, the well-known

Coleman Report revealed that family SES explained most variances in academic

achievement.

Results revealed a moderate to substantial correlation between SES and

achievement. Hernandez et. al., (2020) concluded that through meta-analysis,it reveals

a positive yet weak relationship between SES and academic performance in higher

education. Furthermore, the meta-analysis reveals a positive yet weak relationship

between SES and academic performance in higher education.Trusty et. al., (2000)

states that relationships between SES and educational choice were stronger for women

than for men.

The most prominent arguments concerning the nature of the connection between

socioeconomic status (SES) and student accomplishment were presented in the books

Equality of Educational Opportunity (Coleman, et al., 1968) and Inequality (Jencks, et

al., 1973) in the United States of America, as well as several inquiries that were ordered

by the Australian government (Karmel, 1973; Commission of Inquiry into Poverty, 1976).
Education has a direct impact on a person's prospects in life, income, and wellbeing

( Battle and Lewis, 2002). Therefore, it's critical to understand what helps or hurts one's

ability to complete their education.

The path to success is actually determined by socioeconomic background. As a

result, since it affects academic success, it also affects how we live our daily lives. Many

subjects have a tight connection to academic performance. It incorporates the capability

of the student's academic style, the school's atmosphere, peer pressure, and his

mentoring relationships. As a result, how effectively a person plays the role of a student

in a learning environment is referred to as student role performance (SRP). Gender

roles, color, schools, effort, extracurricular activities, and deviance are all significant

factors that have been demonstrated to have an impact on academic performance

(SRP). All of them fall under the category of socioeconomic circumstances.

According to research, socioeconomic position, parental participation, and family

size are crucial determinants of students' academic success (Majorbanks 1996). Family

background is crucial to a student's life, and factors outside of the classroom have the

greatest impact on learning. The home setting is a child's main socializing tool and

affects their interest in learning and goals for the future.

The most typical method for calculating a student's socioeconomic position is to

take into account their parents' income, employment status, and educational attainment

levels (Jeynes 2002). Numerous studies have revealed that socioeconomic status

(SES) influences students' performance (Baharudin and Luster, 2002). What must be
learned is that parental socioeconomic position, particularly parental education, is

connected with educational attainment in a classic and conservative way. The study

described above and below aims to investigate how parents socioeconomic position

affects their children's educational outcomes.

The study of socioeconomic class origins' implications on educational attainment

and achievement has a long history, especially at the K–12 level. Researchers have

discovered that students from low SES backgrounds are less likely than their peers from

high SES backgrounds to persist in school and achieve higher levels of education both

before and during college (Astin, 1993; DiMaggio & Mohr, 1985; Lareau, 1993;

McDonough, 1997; MacLeod, 1987; Pascarella & Terenzini, 1991; Tinto, 1987, 1993).

An international audience will find the analyses of the Australian data useful for a

variety of factors. First off, the majority of ethnic minorities and immigrants in Australia

have a pretty high level of social integration and do not experience significant

educational disadvantage (Lokan, Greenwood, & Cresswell, 2004 2001; OECD, 2004),

as is typical in the US and many other European nations. Associated with this, racial or

ethnic segregation In Australian cities and towns, there are significantly fewer schools

than in numerous other nations This minimal racial or ethnic discrimination being

connected to educational deprivation indicates that the SES at the individual and school

levels can be more "cleanly" generally evaluated without taking into account the

complicating effects of race or ethnicity seen in other industrialized nations.

According to research, a student's academic success is influenced by both their

gender and socioeconomic status (SES) (Jones, 2004; Jussim & Eccles, 1992; Lupart,

Cannon, & Telfer, 2004; Ma, 2000; Palardy, 1998; Zaher, 1996). High-SES learners
compared to boys, girls perform better academically (Cook, 2006) boys and low-SES

kids. Teachers may form initial assumptions of student potential based on children's

SES and gender when exposed to the underachievement of low-SES kids and boys.

Teachers' sense of responsibility and motivation may be impacted by these

expectations in turn effectiveness (Warren, 2002). (Warren, 2002).

Review of Related Study

Educational researchers and practitioners assert that supportive school and

classroom climates can positively influence the academic outcomes of students, thus

potentially reducing academic achievement gaps between students and schools of

different socioeconomic status (SES) backgrounds. Nonetheless, scientific evidence

establishing directional links and mechanisms between SES, school climate, and

academic performance is inconclusive. This comprehensive review of studies dating

back to the year 2000 examined whether a positive climate can successfully disrupt the

associations between low SES and poor academic achievement. Positive climate was

found to mitigate the negative contribution of weak SES background on academic

achievement; however, most studies do not provide a basis for deducing a directional

influence and causal relations. Additional research is encouraged to establish the nature

of impact positive climate has on academic achievement and a multifaceted body of

knowledge regarding the multilevel climate dimensions related to academic

achievement. Furthermore, School socioeconomic status (SES) is studied primarily as a

variable to explain academic achievement; however, few previous studies have

investigated how SES can influence individual student’s academic achievement.

Previous educational research has extensively investigated the relationship between

socio-economic status (SES) and academic performance. In higher education, however,

this relationship still deserves a comprehensive examination given both practical and

conceptual reasons.

It is well established in the research literature that socioeconomically

disadvantaged students and schools do less well on standardized measures of

academic achievement compared with their more advantaged peers. Although studies

in numerous countries have shown that the socioeconomic profile of a school is strongly

correlated with student outcomes, less is understood about how the relationship may

vary if both individual student and school socioeconomic status (SES) are

disaggregated.

 
SOURCES:

Saifi, S., & Mehmood, T. (2011). Effects of socioeconomic status on students

achievement. International Journal of Social Sciences and Education, 1(2), 119-128.

Van Ewijk, R., & Sleegers, P. (2010). The effect of peer socioeconomic status on

student achievement: A meta-analysis. Educational research review, 5(2), 134-150.

Perry, L. B., & McConney, A. (2010). Does the SES of the school matter? An

examination of socioeconomic status and student achievement using PISA 2003.

Teachers College Record, 112(4), 1137-1162.

Auwarter, A. E., & Aruguete, M. S. (2008). Effects of student gender and socioeconomic

status on teacher perceptions. The Journal of Educational Research, 101(4), 242-246.

Jennifer Barry, The effect of socio-economic status on academic achievement

Gigi Lam, A theoretical framework of the relation between socioeconomic status and

academic achievement, 2014,Education 134 (3), 326-331

Juan Liu, Peng Peng, Liang Luo,The relation between family socioeconomic status and

academic achievement in China: A meta-analysis, 2020, Educational Psychology

Review 32, 49-76

Jerry Trusty, Chester R Robinson, Maximino Plata, Kok-Mun Ng, Effects of gender,

socioeconomic status, and early academic performance on postsecondary educational

choice, 2000, Journal of counseling & Development,78 (4), 463-472

Conceptual Framework

In order to untangle the complexity between socioeconomic status and academic

achievement, a socio-psychological approach will be adopted. This socio-psychological

approach bears resemblance to Sociological Imagination proposed by Mills (1970) who

adopted a comprehensive analytical framework by compromising public issues with the

private troubles. Specifically, the current framework combines macro factors of the

education system characterized by tracking with the micro factors of individual

socioeconomic status. The framework continues to put in effect by having individual

socioeconomic status as distal variables which exert influence on academic

performance via a set of proximal variables including cultural capital, stress reaction,

parenting, a triad nexus of parent-child-teacher expectation. The effect of distal and

proximal variables on academic performance will be shown in diagram 1 and discussed

respectively in the following section.

 Teacher’s Expectations Parent’s
Expectations

Academic Achievement

School Drop Out

Student’s
Expectation

Diagram 1: Conceptual Framework of

Socioecobomic Status and Academic
Achievement
 Chapter 3

Research Methodology and Design

This chapter presents the research design and methodology, procedures of the research

being undertaken.

Research Methodology

In this research quantitative data will be using, according to Babbie, (2010) quantitative

is a method that emphasize objective Earl R. measurements and the statistical, mathematical,

or numerical analysis of data collected through questionnaires, and surveys, or by manipulating

pre-existing statistical data using computational techniques. Quantitative research focuses on

gathering numerical data and generalizing it across groups of people or to explain a particula

phenomenon. This research was done through collection of data directly from the students of

Pawa High School about the relationship between socioeconomic status and academic

achievement of the students. The data were collected through a survey questionnaire with the

students that randomly selected as the respondents.

 Population and Samples

The researchers decided to take a survey question to the students with low socioeconomic

status that affect their academic achievement . The respondents are 22 students of Pawa High

School that is randomly selected with a standard age that experiencing low SES,

The respondents are composed of 22 grade 12 students and they are randomly selected

that can definitely answered the questionnaire for the survey of the researcher. The

respondent are the students who experience low SES that affect their academic achievement.

The researcher chooses the respondents in purpose sampling. It is a type of techniques

in which researchers relies on her own judgments when choosing the members of the students

to participate in the study that she's doing.

Data Gathering Instrument

 This research will be conducted in Pawa High School that include the survey

questionnaire that are contained a guide that the respondents may follow and to answer the

questions properly. The researcher provided an input to the key of the research questions for

the respondents. Prior to the questions for a good result of survey. The survey guide was to

build and conduct a quantitative-survey in which highlights the number of the students who

totally affected their academic achievement because of low Socioeconomic status (SES). The

respondents may expose many things by using the instructions that the researchers useful on

the issues needed to explore.

Data Gathering Procedure

The researcher seeks the help by approaching the School participants including the 22

respondents per grade level that are randomly selected during the conduct of the study. The

respondents that are compose of 22 grade 12 student that are randomly selected may answer

correctly the survey questionnaire to have the researcher knowledge if the student of Pawa

High School was really affected their academic achievement because of low socioeconomic

status (SES).
Data Analysis

The data collected from the questionnaire will be analyzed using regression analysis to

assess the relationship between socioeconomic status to their academic achievement. The

results will be presented through graphs, tables and charts.

Formula in Finding the Percentage

PERCENTAGE (%)=(PART ×100

WHOLE
 CHAPTER 4

SUMMARY OF FINDINGS

Based on our studies, Our review of pertinent research studies, and my background and

experience in the field, my conclusion is that school facility conditions do affect student

academic achievement. In particular, I reach the following conclusions:

a. School building design features and components have been proven to have a

measurable influence on student learning. Among the influential features and components are

those impacting temperature, lighting, acoustics, and age. Researchers have found a negative

impact on student performance in buildings where deficiencies in any of these features exist.

In addition, overcrowded school buildings and classrooms have been found to be a

negative influence on student performance, especially for minority/poverty students.

Section III describes studies that used a particular building feature or component such as air

conditioning, lighting, or the presence of windows to serve as variables with which to compare

student achievement.

b. The overall impact a school building has on students can be either positive or

negative, depending upon the condition of the building. In cases where students attend school

in substandard buildings, they are definitely handicapped in their academic achievement.

Correlation studies show a strong positive relationship between overall building

conditions and student achievement. Researchers have repeatedly found a difference of

between 5-17 percentile points difference between the achievement of students in poor
buildings and those students in standard buildings, when the socioeconomic status of students

is controlled.

Section IV deals with those studies that used some form of assessment to determine the total

condition of the school building and then compared the results with student performance.

c. Ethnographic and perception studies indicate that poor school facilities negatively impact

teacher effectiveness and performance, and therefore have a negative impact on student

performance. Section V of the report describes ethnographic studies related to the influence

the physical environment has upon teacher performance.

d. Recent studies regarding the number of students in schools as compared with its capacity

provide ample evidence that overcrowding conditions are a negative influence upon students

and teachers. Section VI describes studies dealing with the relationship between overcrowding

and student achievement. All of the studies cited in this report demonstrate a positive

relationship between student performance and various factors or components of the built

environment. The strength of that

relationship varies according to the particular study completed; nevertheless, the weight of

evidence supports the premise that a school building has a measurable influence on student

achievement.

Level of Academic Achievement of Grade 12 humss 11 students of Senior High School

In correlating the Academic Achievement the researchers gather their grades in first sem ,

Through this table the researchers consider it as basis.

 Table 1. Academic Achievement

General average Percent Descriptors Remarks

90-100 50% Outstanding passed

85-89 39% Very satisfactory passed

80-84 11% Satisfactory passed

75-79 0% Fairly Satisfactory passed

Below 75 0% Did not meet failed

expectations

Based on the grading system all of the respondents passed their academic achievement

wherein 50% are outstanding, 11% are under satisfactory level and 39% are very satisfactory.

Since no one failed in their academic achievement, it can be described that Grade 12 humss 11

students Senior High School are doing well in their academic requirements not in financial.

In correlating the Academic Achievement of Senior High School Students, The survey

questionaire they answered through google form indicated as the basis.

This table represents the status of being not active in school because of financial status and lack

of financial support. The following graph show the results;

Graph 1.2 Financial Status

 Since 60% answered the that they lack on financial status and 70% were lack on financial

support(money) . through this graph , we considered this that they are suffering to achieved

their academic achievement based on the percentage that is shown.

In over all the grade 12 humss 11 students are suffering through financial support through

their financial status. The initial Findings are gathered. Through graphs and tables more

difficulties in Academic Achievement are studied at lower financial support and their financial

status.

Table 2. Indicating Difficulties

 Difficulties in No. of students Over all

academy

achievement

Financial support 7 humss students 3 were not affected

Financial Status 6 humss students 4 were not affected

The findings were the most higher difficulties find in financial support were 7 humss

students are affected and 3 were not . In addition this financial support causes failure to

academic achievement of the students and difficulties through their requirements to passed

that correlate to their academic achievement.