Chapter 1
THE PROBLEM AND ITS BACKGROUND
Introduction
Socio-economic status is a key determinant of students’ educational achievement. The Third International Mathematics and Science Study (TIMSS) measures socioeconomic status in two ways: Parent’s education level and family wealth as defined by a scale derived from survey questions about possessions in the home.
A socio-economic and sociological status are combined total measure of a person’s work experience and of an individual’s or family’s economic and social position in relation to others and it is based on income, education, and to their occupation. (Malang 2015) In the present study, student’s socio-economic status was identified by the information provided by a questionnaire about the participants’ parents’ and/or spouse job, educational degree, income average and also the number of their families’ members. They are classified into two groups. The first group which includes students with a middle or high socio-economic status and the second group contain students with a low socio-economic status.
The very important needs are the combination of education, income, and occupation to measure good socio-economic status. Nowadays, income and occupation is the big problem for the teenagers who were not sent to school.
Socio-economic status (SES) is a variable that was considered and states the social order in society. Generally covers the parental type of education, the level of education and income. Based on the studies of Brazilian Secondary School students that socio-economic status significantly related to achievement, motivation more strongly family income. (Oakes and Rossi, Musa, 2013). The definition of SES emphasizes that as a construct, it is conditional, it is imposed on people and it is used for comparison. The concept of this social class is considered to be continuous throughout one’s lifetime from one generation to the next and it is based on economics, opportunity and means of influence. Santrock (2004) defines it as ‘the grouping of people with similar occupational, educational, and economic characteristics’.
Woolfolk (2007) cited that one of the relative standing in society is based on income, power, background and prestige. He also emphasizes that high-socio-economic status SES of all students groups show higher average levels of achievement on test scores and stay in school longer than low SES students.
Woolfolk (2007) cited that it differently based on the nature of the study. In most discussions, the three levels of SES are the low, moderate and high. Because most problems associated with low SES are related to poverty, sometimes poverty level is used as a similar concept to low SES. Race may also be considered a factor because Blacks and Latinos are disproportionately represented in the low SES. Family background is one of the most important influence on student learning because it is the key of the student’s life and outside of school, it includes factors for instance socio-economic status, two-parent versus single, single-parent households, divorce, parenting practices and aspirations, maternal characteristics, family size and neighborhood. The environment at home can also influence a child’s interest in school and aspirations for the future and it is a primary socialization agent.
Students from non-metropolitan areas are likely to have a lower educational outcomes in terms of academic performance and retention rates than students from metropolitan areas. Issues affecting access to education in regional areas include costs, the availability of transport and levels of family income support. In addition; inequality exists with regard to the quality of the education that rural students receive, often as a result of restricted and limited subject choice. Furthermore, students may also have limited recreational and educational facilities within their school.
Academic performance is affected by many factors which include prenatal, natal and postnatal issues to the mother part from nutritional, socio-economic, and environmental factors.
Children who do poorly at school may be under a lot of stress and cope with it either be externalizing their feelings as a behavioral problem while others might internalize it and present with a daily headache and stomach ache.
Here arefactors affecting the academic performance of students. It maybe family problems, school problems, mood type, mixed emotions, interest in schooling, body type, and etc. These maybe addressed to the authority to help the young minds improvethe academic performance.
Academic performance influences future educational attainment and income, which in return, affects help and quality of life (Veugelers, & Fitzgerald, 2005). The development of any nation or community depends largely on the quality of education of such a nation. Understanding the nature of the casual relationship between health and education is importantto determine the exact relation between them.
A recent meta-analysis suggested that mental curiosity has an important influence on academic achievement in addition to conscientiousness and intelligence. Students with higher in conscientiousness tend to achieve highly in academic settings and those students with higher mental ability as demonstrated by IQ test. When children start first grade their learning at home or semi-structured learning become structured learning environment. Student's skills, behaviors and attitudes towards school they are results or parents influence through the environment and discourse parents have with their children and parents academic achievement at home. Highly educated parents tend to have more learning experiences. Further, research indicates that the good harmonious relationship with the members of the family will affect the development of children self-efficacy, which will in turn affect their academic performance in school. And we know that children's first few years of life are the hardest stage in developing their language and social skills. And another very important enhancer in academic achievement is the Physical activity. Exercise is the very important physical activity because its increases executive brain functions such as working memory and attention span.
From the above-cited literature, the researchers were conducting a study on Socio-economic Status and the Academic Performance of the Students.
Conceptual/Theoretical Framework
It is a common belief among educators that a strong relationship exist between all types of academic achievement variables and what has come to be known as socio-economic status (SES) or social class. Emphasizing the strength of this perceived relationship, St. John (1973)stated that the relationship between SES and almost any type of school behavior’ was so well documented that it ‘had become axiomatic to social scientists. So powerful is the apparent effect of social class, that the influence of other background and school factors can be detected only ifthe socio-economic status or SES is first neutralized through matching or statistical control. Accurate measurement of SES, therefore, is crucial to any social researches in the school. The theory of Maslow was fully expressed in his 1954 book. It is all about motivation and personality. In Sociology research, hierarchy remains a very popular framework.
Maslow also extended the idea about observations in humans’ innate curiosity. In this theories of human developmental psychology focus on describing the stages of growth in humans. Maslow use a terms to describe the pattern that human motivations generally move through this are the ‘physiological’, ‘safety’, ‘belongingness’, and ‘love’, esteem’, ‘self-actualization’, and "self-transcendence".
The study adopted the Independent variable-Dependent Variable Modelto determine the socio-economic status and the academic performance of students.
The Independent Variables are the profile of the respondents and the factors affecting the socio-economic status of the students like income, education, occupation, enrichment, and neighborhood while Dependent Variable is the Academic Performance of the respondents.
Statement of the Problem
This study aimed to determine the socio-economic status and the academic performance of the Second Year BEED students at Don Honorio Ventura Technological State University, during the school year 2016-2017.
Specifically, it sought to answer the following questions:
What is the profile of the respondents in terms of?
Age,
Gender,
Family size; and
Income of the family?
How may the factors affecting the socio-economic status be described?
What is the academic performance of the respondents?
How does the socio-economic status of the respondents be described in terms of?
Income,
Education,
Occupationof the parents and/or siblings,
Enrichment, and
Neighborhood?
Is there a significant relationship between socio-economic status and academic performance of the respondents?
Hypothesis
There is a significant relationship between socio-economic status and the academic performance of the respondent
Scope and Delimitation
This study covered all the Second Year BEED Students at Don Honorio Ventura Technological State University during the school year 2016-2017. This study is focus with the socio-economic status and the academic performance of the students Significance of the Study
This study will be a significant endeavor in promoting good work and will also be beneficial to the students and instructors in strategic management, corporate strategies when they employ effective learning in their classroom setting. By understanding the needs of the students and assume of a competitive advantage.
Students.They will be able to determine their weaknesses in learning and will provide an indication to seek assistance to overcome the factors that affect their academic performance. It also creates realization among students about their rights and responsibilities to achieve excellence in education.
Teachers. They will be mindful of their status and roles as teachers from the same manner; the teachers can use different strategies and techniques in teaching to help the students learn better.
Parents. Their role in children’s education will be strengthened particularly in meeting their obligation to educate their children and to perform well academically. Parents can use the outcomes of the study to solve the problems of the students’ especially financial problems.
Future Researchers.This will provide useful information for future researchers who would like to conduct a study similar to this.
Definition of Terms
For a better interpretationof the research study, the following terms area accordinglydefined conceptually and operationally as used in the study.
Academic Performance. This term refers to the outcome of education him extent to which or student, teacher or institution need to achieve their educational goals.
It influences future educational attainment and income, which in return, affects health and quality of life. (Veugelers, & Fitzgerald, 2005).
In this study, it refers to the general weighted average of the respondents,
Age. This term refers to the length of time they lived and knowledge of the students.
Family size.Thisterm refers to the number of members in the family.
Gender.This term refers to the properties that distinguished organism by their reproductive roles as female or male. (Abubakar and Uboh 2010).
Socio-Economic.This term refers to the combined total measure of a person's work experience and of an individual's or family's economic and social position in relation to others it is based on their income, education, and occupation. (Malang 2015).
Acronyms
TIMSS- Third International Mathematics and Science Study
SES-Socio-Economic Status
NCLB- No Child Left Behind Act
PISA- Programme for International Student Assessment
OECD- Organisation for Economic Co-operation and Development
Chapter 2
Method
This chapter shows the research design, the sampling techniques use, and the statistical treatment was undertaken.
Research Design
The research study employed the descriptive method in order to determine the socio-economic status and the academic performance of the Second year BEED students during the year 2016-2017.
The research is a descriptive type that describes a situation or area of interest systematically, factually and accurately and goes better and deeper understanding of a phenomenon. It is designed to describe the participants in an accurate way. It is a method of research which observes and describes something. It is the method use when the researcher wants to describe the specific behavior as it occurs in the environment. Simply stated, describing people who take part in the study is a descriptive research.
The descriptive research is the collecting of information for the use of interpretation and description. It indicates what question and does not answer questions about why/when/how the characteristics happened. (Aggarwal 2010)
This type of research method covers the interpretation, analyses, comparisons, identification of trends and not just simply tabulating and gathering facts. The descriptive method of research is used to identify and determine the Socio-Economic Status and the Academic Performance of students.
Sampling Technique
In the selection of the respondents, the random sampling was utilized.To determine the totality of the respondents who were included in the study the fish bowl technique was used.
Instrument
In gathering the data the major instrument used was the survey questionnaire. The questionnaire was made up of one part that consists of the socio-economic status and the academic performance of students.
Data Collection
In the construction of the questionnaire, the researchers made study and asked for the assistance of the adviser. Likewise, the researchers read some professional books, theses, and other similar materials to complete the items needed in the questionnaire.
The researchers used a locally constructed questionnaire. The questionnaire was submitted first to the adviser for some comments and suggestions. In final questionnaire, all the correction and recommendations were included.
To validate the questionnaire, the researchers asked assistance from the experts. One validator was an English teacher, an Economics teacher, and a Social Science teacher.
The researchers asked permission from the College Dean to conduct and distribute the questionnaire in administering the test. A group of students who were not part of the study were used in pilot testing. These were personally given to the respondents and were also collected on the same day.
Ethical Consideration
The confidentiality of the data were strictly hold by the researchers. Before the distribution of the questionnaire to students, the researchers asked permission from the college dean and the teachers. To saw to it that there was no disruption of classes, the researchers distributed them during their vacant periods.
Statistical Treatment of Data
The following statistical tools were used to answer the specific problems in the study:
To determine the profile of the respondents as to age, gender, family size, the income of the family, frequency, and percentage was used.
To determine the academic performance of the respondents, frequency, mean and standard deviation were likewise used.
To determine the socio-economic status of the respondents in terms of income, education, the occupation of the parents, enrichment, and neighborhood, frequency, percentage and mean were also used.
To determine the significant relationship between the factors affecting the socio-economic status and academic performance of the respondents, Chi-square test was used.
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Chapter 3
RESULTS AND DISCUSSIONS
This chapter presents interprets of the data gathered and also the analyses by the use of the questionnaire. These were arranged to answer the specific problems in chapter 1 and it’s all about the profile of the respondents and their age.
Table 2 it’s all about Age. It can be seen on the table that most of the respondents are from 16 to 18 years of age with a percentage of 81.08 and frequency of 120. And in this table seen that 2 or 1.35 percent of the respondents are from age 28-30 years of age.
Grissom (2004) in his study concluded that the negative relationship between age and achievement remains constant over time. La Paro&Pianta (2000) presented evidence that the children with older age are better than the children with younger age. The importance of age-related differences in education attainments has been recorded by many studies: within a given class, even younger individuals have a different performance with respect to the older individuals. More specifically, the oldest pupils in a given class or cohort typically outperform their youngest mates in a wide array of cognitive and academic outcomes (Bedard and Dhuey2006; Crawford et al 2007; Mayer and Knutson 1999). Such differences are more marked at early ages and tend to fade away as children grow older, usually during early adolescence.
Table 3 it’s all about Gender. It can be seen from the table that female respondents got the majority frequency of 134 and a percentage of 90.54, while the male respondents got the frequency of 14 and a percentage of 9.64.
Gender is the properties that distinguished organism by their reproductive roles as female or male (Abubakar and Uboh, 2010) said that Gender has relates difference in sex or what we call male or female and how this gender affects their disposition and perception in life and in academic activities. (Okoh 2007) and ( Eitle 2005) stated that gender and academic performance of students has been discussed for many decades ago.
The gap achievement between the performance of boys and girls has been found, with the girls showing better performance than boys in certain instances (Chamber and Schreiber, 2004). Several studies have found significant gender differences in school achievement favoring girls over boys (Seligman, 2006). Spanish et al., (2010) emphasized the importance of personality and motivation for gender differences in school achievement.
Table 4 it’s all about Family size. It can be seen from the table that most of the respondents has 3-5 family members with a percentage of 47.97 and frequency of 71.
The least number of members are from 12-14 with a frequency of 2 and a percentage of 1.35.
Family background regarding family setting, size and structure play a critical role in devastating or strengthening student’s academic performance. The family is the primary and significant socializing agent that molds the child in society (Suleman et. al., 2012) stated that Family size it refers to the how many members of children in the family and the child himself or the number of members living together in one compound. It was confirmed that children from big families have lower levels of education (Booth and Kee 2006).Tenibiaye (2002) observed that there was an important difference in intelligence with later born children revealed that recent born children were less capable than earlier siblings when birth order controlled.
Income of the Family
Table 5
As shown from the table, 50.68 or 75 percent of the respondents has a monthly income of 1,000-10,000. On the other hand, 1 or 68% has an income of 31,000-40,000 and or 51,000-60,000. It stated that the majority of the respondents belong to the low class family.
The socio-economic status of the families means the conditions of the financial life of the family that includes the income of both parents derived from their employment or business (Gardener, 2003). The low economic status causes environmental deficiencies which result in low self-esteem of students (US Department of Education, 2003). Considine and Zappla (2002) argue that parents are educationally, socially, and economically foster a higher level of achievement in their children. It was claimed that a family that has skimpy or insubstantial income can hardly support the financial needs of their children in school (Perez 2004).
Research indicates that many low Socio-economic status children face an emotional and social unstableness.The basis for insecurity during the early childhood years is the weak attachments formed by infants in scarcity .Very young children needs healthy learning and exploration for optimal brain development. Unfortunately, in indigent families they are tends to be higher prevalence. (Van Ijzendoom et al.., 2004) stated that teen motherhood, depression, and inadequate health care, all of which lead to decreased sensitivity toward the infant.
Table 6 is all about Academic performance of the respondents. It can be seen that the weighted mean of the respondents is 86.77 and standard deviation of 2.13 and verbal description of High. The school performance measures the beginning level in pupil’s attainment. In some cases school might receive a written warning for the government.
Table 7 is all about Source of income. It can be seen on the table that the source of income of the respondents derived from wages or salaries of the family with a percentage of 86.49 and frequency of 1 and lowest percentage of 0.67.
This means that respondents have a regular source of income which helps sustain the needs of the family. Most people receive the majority of the income from a salary.
Adams (1996) stated that the basic needs of certain students are not being met. If students are not properly fed or given proper hygiene care they cannot be expected to do task successful. Crane (1996) stated that many studies have determined that there is significant disparities in students. Crane concluded that size of the family and cognitive genetics of the parents are other variables that can play a role in the student’s performance.
A considerable literature has focused on the effects of parental background on outcomes for their children such as cognitive skills, education, health and subsequent income (for a review, see Black and Devereux (2011). Parents may affect the behavior and decisions taken by their children through genetic transmission, preferences, or/and environment ‘ put simply, more educated and richer parents can provide a ‘better’ environment for their children, which creates an inequity which is the focus of sizable policy attention (see for example McLachlan et al. (2013).
Among the various componentsof the childhood environment thought to influence adult achievement. These effects usually persist after one controls for differences in the most conventional measures of parental background, such as education and occupational prestige of the parents .
Educational Attainment
Table 8
The table shows that the parents whose educational attainment is High School Graduate acquire the highest frequency of 47 and a percentage of 31.73. Master’s and Doctoral Degree has the same frequency with 4 and a percentage of 2.70. This indicates that most of the respondents’ parents are mostly High School graduate.
Educational attainment is a powerful predictor of well-being. Young adults who have completed higher levels of education are more likely to achieve economic success than those who have not. In addition to qualifying one for a broader range of jobs, completing more years of education also protects against unemployment.
Occupation
Table 9
The table shows that Self-employed have the highest percentage of 18.92 with a frequency of 28. While the operation Supervisor and Laborer with a frequency of 1 and the lowest percentage with 0.68.
Occupation is often synonymous with job but may refer to a group of similar jobs identified with a common occupational title. Jobs and occupations can be relate not only in terms of tasks, but also in terms of associated characteristics such as skill, responsibility, earnings, entry qualifications, and prestige. More diffuse characteristics may derive from the incumbents of occupations, such as life-style, cultural mannerisms, and so forth.
Significant Relationship between Socio-Economic Status and Academic Performance
Table 10
The statistical value for chi-square is less than 15.507 which is 11.041 it is the tabular value at 0.05 level of significance using 8 degrees of freedom. Hence, the decision is rejecting the null hypothesis. Therefore, the students` academic performance cannot be associated with their socioeconomic status. This claim is also supported by the p-value of 0.007 and it is greater than 0.05.
Chapter 4
THE FINDINGS, CONCLUSIONS, AND RECCOMENDATIONS
Chapter four presents the summary of the findings, the conclusions we’ve drawn, and the recommendations offered.
The purpose of the study is to determine the Factors Affecting the Socio-economic Status and the Academic Performance of the Second year BEED students of Don Honorio Ventura Technological State University during the 1st semester of Academic Year 2016-2017.
Findings
Eighty-one point zero eight (81.08 %) are from 16-18 years old, there are more female respondents than the male. The family size ranges from 3-5 members and has a monthly income of ‘1,000-‘10,000.
The academic performance of the respondents obtained a weighted mean of 86.77 and standard deviation of 2.13 with the verbal interpretation of high.
The source of income of the respondents was mostly taken from wages and salaries, 31.73 % of the parents were high school graduate and majority of them are self-employed.
Since the value of 0.127 is greater than 0.05 (level of significance), the decision was to reject the hypothesis.
Conclusions
In the findings made in the study, the following conclusions were formulated:
Majority of the respondents are from 16-18 years of age and most of them are female.
The family size is mostly small and has a monthly income ranging from ‘1,000-‘10,000.
The academic performance of the respondents is high.
There is a definite source of income from the parents of the respondents.
There is no significant relationship with socio-economic status and academic performance of the respondents.
Recommendations
The parents should always consider their source of income in making their own family to support the needs of their children.
The students must continue the good performance in their academics regardless of the circumstances that they might encounter.
The parents should look for the additional source of income to sustain the needs of their children specifically in terms of their education.
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