Group 11 thesis

Maybelle Bashan

Clarie Cruz

Nicole Navarro

Alysa Raymundo

A STUDY ON THE SOCIO-ECONOMIC STATUS OF THE TULONG DUNONG

STUDNETS OF SSAM AND ITS IMPACT ON THEIR ACADEMIC PERFORMANCE

Chapter 1Introduction

Access to education has always been the dream of all Filipinos in our

country but this has been a problem for certain sectors of the population

and so the Department of Education, Culture, and Sports (DECS) has

made this the number one priority.

Higher education in the Philippines is strongly in the private sector.

Education is, indeed, the most precious thing parents can bequeath to their

children.

Scholarship is a big aid to the predicament of those intelligent people but cannot afford.

To help indigent but deserving students, Fr. James O'Brien, S.J. gave inspirations that eventually led to the birth of in fulfilling the dreams of young Filipinos.

Background of the study

John Dewey’s Theories on Education (1960)

Lave & Wenger (1991)

Theory of Reconstructionism by George Counts and Theodore Brameld

Maslow’s Hierarchy of Needs (1943)

Theoretical Framework

Conceptual ModelTulong Dunong Scholars of SSAM for

the SY2010-2011

Student’s Academic Achievement

Affected by socio-economic factors:1. Income and occupation of parents2. Educational attainment of parents

3. Place of residence4. Culture/Ethnicity

Encouraged more to study, more hard

working because of the situation, develop

a goal to reach

Bullying, low self-esteem

HIGH ACADEMIC PERFORMANCE

LOW ACADEMIC PERFORMANCE

This study attempted to identify the common problems among Tulong Dunong scholars of St. Scholastica’s Academy – Marikina in the High School Department. This would also explain the cause and effect relationship between the aspects of socio – economic factor, meaning how we classify their respective families in our society and the academic achievements of these Tulong Dunong scholars in their studies. This study would answer the questions that follow:

1. What is the profile of the scholars in the High School Department of SSAM in terms of :

a. Age (year level)

b. Financial Needs

c. Number of Needs

2. What are the problems encountered by the scholars in terms of:

a. Financial needs

b. Social relationships

c. Community involvement

3. Is there a significant relationship between the Tulong Dunong scholars’ socio-economic status and their academic performance?

Statement of the Problem

This study set insights on providing enough understanding to the following people who may benefit from this research study:

1. The Students. This study will enlighten them on the relationship between socio – economic status and academic performance of their scholar schoolmates, so they know how to deal with them the proper manner.

2. The Scholars. This will encourage them to build affiliations that will help and make them realize that socio – economic status is never a hindrance in fulfilling their dreams.

3. The Teachers. This will help them be aware that students particularly scholars may experience some problems in their academics. This way, they can deal with their students effectively. Also, they can improve their plans so as to prevent these problems among the next batches.

4. The School Administrators. They will be stimulated and be more informed of the socio – economic status in relation to the academic performance of the respondents. With this, they may provide better and improved programs.

5. The Government. This will explain to them the situation we have right now, that many indigent people are not given the chance to study. Through this, they will know what immediate actions to make.

6. The Future Researcher. This study can be a key in continuing the study on the relationship between socio – economic aspects and academic achievement among TD scholars so they may be able to gain more information.

Significance of the Study

The study was limited to the Tulong Dunong students of all high school level, from first year to fourth year during the school year 2010 – 2011 of St. Scholastica’s Academy – Marikina.

The study shall involve one independent variable which is the students’ socio economic status and one dependent variable which will be their academic performances that will be reflected on their grades/class standing.

This study is primarily concerned with the relationship of the SSAM scholars’ socioeconomic status and its relationship to their academic performance.

Scope and Delimitation

Chapter 2Review of Related Literature and

Studies

Foreign

Musgrave (1965) stated in her study that the ownership of wealth plays an important part in determining social class. Income seems to be distributed unevenly more than fifty years ago, although this is an area of investigation in which economists are far from reaching complete agreement. It is a great help to a child to live in pleasant surroundings, to be provided with educational toys, to go to a private school, to have out-of-townexperiences, such as foreign travel, and to have the entry into the ‘right circle’.

RELATED LITERATURE

Commager (1951) explained that no other people ever demanded so much of schools and of education as have the American. None other was ever so well served by its school and its educators. To schools went the momentous responsibility of inculcating democracy, nationalism, and equalitarianism. The passion for education goes back to the beginnings of the Massachusetts Bay Colony; the Law of 1647, for all of its inadequacy, set up the first even partially successful system of public education anywhere in the world.

Local

Mendez, (1984:102) stated in her book “The Filipino Family in transition: A study in culture and Education” that teenagers have to seek and win friends in order to socialize. She wrote: “As an offshoot of these socials, certain traits are further ingrained in their character formation. There is an opportunity to share not only personal interests but material things as well. … Even the poorer classmates can be persuaded to join because of the sharing spirit. Each teenager’s potential is thus both assessed and developed.” These statements proved that students will

always learn to socialize. They would always want to be like others for them not to be left behind. They would mingle in many different ways like parties, gatherings and the like. Worse case is when one engages to smoking or drinking alcohol. This scenario would surely affect her performance in school. Peer pressure is one of the main problems of teenagers nowadays. If a student was pressured by another student, there might be instances that she is left with no choice but to go with them and the possible tendency is to forget her studies. One of the results would be low academic performance. Adjusting to an environment is a hard thing to do. It is either one adjusts to the new environment or vice versa. In real life, a person cannot ask people to adjust for her instead she will be the one to adjust for them. And in adjusting, socializing is needed. She needs to do what others do. Or simply, go with the flow.

Foreign

The study of Munoz, Clavjo, and Koven (1999) entitled “Effects of Equitable Finding on Student’s Achievement on Kentucky” found that a more accurate prediction or on student achievement was the student’s socio – Economic Status. They determined that the effects of SES can be overcome by school districts by identifying and meeting the social needs of the students.

The study conducted by Denesy and Okidiran (2002) looked at the trends in the relationship between Socio – economic Status and academic achievement. The analysis showed that the students from the bottom quartile consistently perform below students from the top quartile of SES. Most importantly, the gap in standardized test scores among student types increased during 1970s.

RELATED STUDIES

Olotu (1994) looked at the level of parental income and the provision of the basic needs of male and female students to promote high economic performance. The study revealed that there was significant difference in the parental income and the provision of needs and academic performance of the students. This also implies that the parental income is not sufficient for meeting the personal family and domestic needs not to talk of meeting the educational and academic needs for their children.

In the study of Oakes and Rossi (2003) titled “The Relationship between Socio-Economic Status and Achievement and Academic – Related Variables” found that the effects of SES on achievement may be indirect, in that SES is related to a host of educational – related variables (e.g., study struggles, motivation, ability) which are themselves related to achievement. The studies were not concerned with investigating the extent to which the effects were direct or indirect; rather they were concerned with simply uncovering if SES and academic achievement had any relationship at all.

Local

According to an official publication of the US Library of Congress, the Philippines census reported that during the 1990s, a total of 65% of Filipinos understood English.The expansion in the availability of education was not always accompanied by qualitative improvements. Therefore, quality became a major concern in the late 1970s and early 1980s. Data for the 1970s shows significant differences in literacy for different regions of the country and between urban and rural areas.

A survey of elementary graduates taken in the mid-1970s indicated that many of the respondents had failed to absorb much of the required course work and revealed major deficiencies in Reading, Math, and Language. Other data revealed a direct relationship between literacy levels, educational attainment, and incidence of poverty. As a rule, families with incomes below the poverty line could not afford to educate their children beyond elementary school. Other problems like poor teacher performance, overcrowded classrooms, lack of particular language skills, and low wages. These problems, in turn, resulted in poor student performance and higher repeater rates and required direct action.

Chapter 3Researched Used and

Methodology

Method of Researched UsedSources of Data

Data Gathering InstrumentsData Gathering Procedure

Statistical Treatment of Data

Research Design and Methodolgy

Method of Research UsedDescriptive method

Sources of DataTulong Dunong Scholars

Data Gathering InstrumentsQuestionnaire

Personal Interview

Data Gathering ProcedureLibrary

Questionnaire (instruments)Sister (Principal)

Registrar

Statistical Treatment of DataPercentage

Pearson’s Product Moment of Coefficient (r)

±0.99 – 0.91 – very high correlation ±0.90 – 0.71 – high correlation

±0.70 – 0.51 – moderately high correlation ±0.50 – 0.31 – low correlation

±0.30 – 0.01 – negligible correlation

Descriptive Rating

Chapter 4Presentation, Analysis and

Interpretation of Data

Problem No. 1 Profile of the Tulong

Dunong Scholars

Age Frequency % Rank

16 17 30.4 1

15 14 25.0 2.5

14 14 25.0 2.5

13 11 19.6 3

Total 56 100

Table 1.0Distribution of Tulong Dunong Scholars by

Age

Family’s Monthly Income

Frequency % Rank

31,000 and above

5 8.9 5

25,100-30,000 3 5.4 6

20,100-25,000 7 12.5 4

15,100-20,000 12 21.4 3

10,100-15,000 14 25.0 2

4,900-10,000 15 26.8 1

Total 56 100

Table 1.1 Distribution of Tulong Dunong Scholars'

Family Income

Problem No. 2 The Socio- Economic Status

Affecting the Academic Perfomance of the Tulong

Dunong Scholars

Sources of Income

Frequency % Rank

Only father works

21 37.5 1

Only mother works

16 28.6 3

Both father and mother work

18 32.1 2

Sibling works 1 1.8 4

Total 56 100

Table 2.0The Socio-Economic Status Affecting the

Academic Performance in terms of Financial Status

Sources of Siblings’

Education

Frequency % Rank

Family Finance 29 51.8 1

Scholarship Grant

14 25.0 2

Relative Support

13 23.2 3

Self-support(sibling

works)

0 0 4

Total 56 100

Table 2.1The Socio-Economic Status Affecting the

Academic Performance in terms of Sources of Siblings' Education

Activities Frequency % Rank

Reading 15 26.8 1

Sports 6 10.7 4

Computer 12 21.4 2

Music 10 17.9 3.5

Dance 10 17.9 3.5

Theatre 3 5.4 5

Total 56 100

Table 2.2 The Socio-Economic Status Affecting the

Academic Performance in terms of Activities

Social Relationship

Frequency % Rank

With inhibition and financial

difficulty

11 19.6 4

With inhibition but no financial

difficulty

13 23.2 3

No inhibition but with financial difficulty

14 25.1 2

No inhibition and financial

difficulty

18 32.1 1

Total 56 100

Table 2.3The Socio-Economic Status Affecting the Academic Performance in terms of Social

Relationship

Missing summer activities

Frequency % Rank

Need to go to Ateneo and

study

20 35.7 1

Need to study at home

16 28.6 2

Need to attend some summer

trainings

13 23.2 3

No 7 12.5 4

Total 56 100

Table 2.4The Socio-Economic Status Affecting the

Academic Performance in terms of Summer Activities

Community Involvement

Frequency % Rank

Church Services

18 32.14 2

Outreach programs

23 41.1 1

Tree Planting 15 26.8 3

Total 56 100

Table 2.5The Socio-Economic Status Affecting the

Academic Performance in terms of Community Involvement

Handling Community Involvement

Frequency % Rank

Always with difficulty

14 25.0 2

Always with no difficulty

10 17.9 4

Sometimes with difficulty

19 33.9 1

Sometimes with no difficulty

13 23.2 3

Total 56 100

Table 2.6The Socio-Economic Status Affecting the

Academi9c Performance in terms of Handling Community Involvement

Maintaining and

Sustaining Needs in

doing Community Involvement

Frequency % Rank

Cannot sustain 13 23.2 3

Can sustain 18 32.1 2

Can sustain but with limitations

25 44.6 1

Total 56 100

Table 2.7The Socio-Economic Status Affecting the

Academic Performance in terms of Maintaing and Sustaining Needs in doing Community

Involvement

Problem No. 3Test for significant relationship

between the socio economic status of the Tulong Dunong Scholars in their academic

performance.

r Verbal Interpretation

Tulong Dunong Scholars

0.781 Significant

Table 3.0Coefficient of Correlation Between Socio

Economic Status and Grades in SY 2009-2010 of Tulong Dunong Scholars

Chapter 5Summary, Conclusion amd

Recommendation

This study determined the impact of socio-economic

status of the Tulong Dunong students to their academic

performance.The researchers utilized the descriptive survey method

to determine and assess the Tulong Dunong High School students’ socio-economic status to the

academic performance.

The researchers utilized a self-constructed questionnaire as a

primary instrument in data gathering.

Summary

Based on the findings of the study, the following

conclusions were drawn:

1. The family income bracket mostly of the respondents is on the range of P/4,900-10,000.

2. In terms of the financial status, most of the respondents have only father works and the least have sibling works.

3. The sources of siblings’ education is mostly on family finance and least is on the support of the relatives.

4. The most preferred activity of the respondents is reading and least preferred is on theatre art.

5. Among the socio-economic status affecting the academic performance in terms of social relationship, “no inhibition and financial difficulty” ranked first and “with inhibition and financial difficulty” ranked last.

Conclusion

6. Among the socio-economic status affecting the academic performance in terms of summer activities, “need to go to Ateneo and study” ranked first and “no summer activities at all” ranked last.

7. The community involvement affected most by the socio-economic status is on “outreach programs” and “tree planting” as the last.89. The greatest effect in academic performance in the handling of community involvement was the one done “sometimes with difficulty”.

8. In sustaining the needs in doing community involvement, the respondent can sustain but with limitations.

9. There exists a high correlation between the socio-economic status and the academic performance. The respondents who belong to the high level of socio-economic status are the ones who most likely be getting a high grade.

1. The respondents should learn how to balance their studies hand in hand with the family’s socio-economic status.

2. The respondents should learn how to choose the right activities for them to engage in so as they can adopt and cope themselves to it always and without difficulty.

3. The respondents should learn how to handle activities and community involvement so as they can both have them done at the same time without missing attendance of one.

4. The respondents should learn how to focus themselves on their studies and not on their socio-economic status.

5. The respondents should inculcate in their mind that studying very hard can augment the socio-economic status they have.

6. Other researchers should conduct further study about students’ socio-economic status considering other variables affecting the academic performance of the students.

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