EXPLORING FACTORS INFLUENCING THE ACADEMIC PERFORMANCE OF SENIOR HIGH

SCHOOL STUDENTS

Cabuag, Aljon D.
Pagaduan, George R.

A Researcher Paper Presented by the Researchers of

Ilocos Sur Polytechnic State College
Laboratory High School

In Partial Fulfillment of the Requirement for the Applied Subject

Practical Research 2

GRADE 12 – STEM

JANUARY 2024
CHAPTER I
Introduction
 Academic performance talks about how students are accomplishing his or her responsibilities

and studies. There Are some factors that determine the status and the rate of students’ learning

performance. Ability is a talent, skills, Or proficiency in a particular area of discipline. It is what students

can do, given the ideal circumstance. Many can Think of it as being internal and hidden until they show

their knowledge and skills through various learning tasks. According to Brew, E.A., Nketiah, B. and

Koranteng, R. (2021), The good academic performance of students at the Senior High School is of

paramount importance in every educational system. Meanwhile, numerous factors influence the

academic performance of students and have been researched, but many problems persist. The

performance in these crucial years can significantly impact their college applications or employment

opportunities after graduation. Therefore, it’s important for students to maintain good academic

standing. However, it’s not just about grades. Participation in extracurricular activities, development of

soft skills, and engagement in community service are also essential aspects of a holistic education.

The academic performance of Senior High School students is influenced by a multitude of

factors including personal motivation, learning environment, quality of teaching, and family support.

Understanding these factors can help educators. Academic performance is an documents of a student’s

achievements in their hard working in the school to aim higher grades, test scores, and overall success

in learning. It reflects the culmination of various factors, including Motivation, Study Habits, Learning

Styles, Time management skills,Self-efficacy, Attendance, Engagement in class, Extracurricular

activities, Family background Mental health

Academic performance refers to a student’s ability to meet the educational requirements and

expectations set by an institution. It is typically measured through grades, exam scores, and overall

achievement in School Work. The family is also a valuable factor that influences a student’s academic

success. A study shows that students who are experiencing family problems are less likely to develop

an active attitude in learning (Mustaq & Khan, 2012).

Statements of the Problem

 This study aims to determine the factors affecting the academic performance of senior high

school students

Specifically, it aims to seek answers to the following:

1. How may the respondents be described in terms of:

a. Sex

b. Age?

c. Place of residence?

2. What is the learning environment of the students along the following?

a. Teacher’s Factor

b. Peer

c. Learning facilities

3. What is the level of academic performance of the students?

4. Is there a significant relationship between the academic performance of the students and

their?

a. Demographic profile

b. Learning environment

Conceptual Framework

Independent Variables

 Motivation
 Study habits
Dependent Variable
 Learning styles
Academic Performance  Time management skills
 Self-efficacy
 Attendance
 Engagement in class
 Extracurricular activities
 While the individual influenced by the external motivation with an independentgoal undertakes

a specific activity, the internal motivation provides the sufficientincentive for doing a task (Mohamadi,

2006). Psychologists have noted that motivationshould be taken into account in education because of

its effective relationship with newlearning, abilities, strategies and behaviors (Shahraray, 2007), and

they have presentedmotivation for academic achievement as one of the preliminary constructs for

definingsuch type of motivation. Motivation for academic achievement is attributed to behaviorswhich

lead to learning and achievement (Masaali, 2007). In other words, motivation foracademic achievement

is such a pervasive inclination towards doing a task successfullyin a particular context and assessing

the performance spontaneously.

Figure 1 shows the paradigm of the study. It gives emphasis the predictor variable like

motivation, study habits, learning style, time management skills, self-efficacy, attendance, engagement

in class, extracurricular activities, family background, mental health. The relationship of the predictor

variables that influence the factor of academic performance of senior high school students.

Importance of the Study

The factors that are responsible for poor academic performance would be documented and can be

used as a point of reference to carry out further research.

The result of the study will be beneficial to the following sectors:

ISPSC: Results of this research output will contribute to the research data bank of ISPSC.
 Students: Results of this study will broaden the knowledge of students on the effect of the

factors Influence in their academic performance. This would serve as an eye-opener to them to be more

mindful on their study habits.

Teachers: Findings will help them provide the proper advice and guidance to their students.

There are a lot of knowledge that will be gained in our study that the teachers can teach to their

students.

Researchers: The researcher themselves will be aware of the factors influencing academic

performance of senior high school.

Parents: Finding of the is study will provide awareness on the factors influencing the academic

performance to their children. It may maximize their knowledge about the habit of their children to

study.

Future Researchers: This study may benefit future researchers who want to undertake the

similar research for them to have a basis of what the topic is.

Review of Related Literature

According to Brew, E.A., Nketiah, B. and Koranteng, R. (2021), The good academic performance of

students at the Senior High School is of paramount importance in every educational system.

Meanwhile, numerous factors influence the academic performance of students and have been

researched, but many problems persist. A literature review in this area would provide the gaps and

areas that need more research and will go a long way to curb the situation. The current paper used a

narrative review method to review the literature on the academic performance of students at Senior

High Schools and various factors affecting students’ performance. The paper elucidated how these

factors negatively affect academic performance and the need for them to be minimized to improve

students’ academic performance. The study found out that, truancy affects academic performance

drastically and sometimes even leads to school dropout. Also, the study found out that other factors
such as students’ parental levels of education and income, textbooks availability and accessibility,

libraries, practical laboratory, meals provision and teachers have tremendous effects on the academic

performance of students at school. Students who are above average academically and are positively

exposed to these factors are likely to perform better as compared to those who are less exposed to

these factors. The study recommends that factors such as truancy, parental levels of education and

income, textbooks availability and accessibility, libraries, practical laboratory, meals provision and

teachers should be regularly monitored and adjusted to meet students’ needs and aspirations. This will

go a long way to improve the academic performance of students and hence allow them to achieve their

aims in life.

According to Singh (2016), educational students are the most important asset. The students’

academic performance plays a vital role in producing the outstanding quality individuals who will

become leaders Manpower of a particular country, consequently responsible for the country’s social

and economic development. The academic performance of the students has gained significant attention

from past researchers. Previous Studies on academic performance of students focused on such issues

like teacher education, family, educational Background, gender difference and socio-economic factor.

According to Baker,Grant, & Morlock (2008), The impact of being an effective and efficient

teacher can only be seen to the students as you see them who they might be in the future. Teacher -

centered methods cannot be the only approach to the learners. It has a tendency that the students

might get bored and lazy along the class. Try to make your every meeting with them exciting and

interesting with more motivational activities. Teachers and support students in their learning

environment can positively impact their social and academic outcomes, with the important for the long-

term trajectory of school and eventually employment (Baker et al., 2008; O’Connor et al., 2011; Silver et

al., 2005).

Robert and Sampson (2011) investigated that the students who effectively participate in the

learning procedure are seen to have higher CGPA (commulative grade point average). Noble

(2006),found that the academic activities of the students, perceptions of their adapting strategies and
background qualities ( for example family pay, direction from parents, number of negative

circumstances in the house and parent’ level of education) where indirectly connected to their

compound score, during academic achievement in secondary school. Direction is a component through

which a student knows how to progress his study approach and study schedule and is directly

corresponding to academic accomplishment. The students who are appropriately guided by their

guardians have done well in the exams. The direction from the educators also influences performance

of the students. The academic performance of the students also rely on a various socioeconomic

variables like students’ patisipation of the class, family pay,and teacher-student ratio, presence of

qualified teachers in school and gender of the student. Several studies have also been done on the

impact of peer influence on student performance (Gonzales et. al.,1996; Goethals, 2001; Hanushek et.

al, 2002) investigated that peer influence has more influential effects than family. Peer help was

positively associated with the students’ average grade point.

Giuliodori, Lujan and Di Carlo (2006) found that through peer interaction, students might

increase their skills on solving qualitative problems. Peer teaching will also encourage student’s

participation (Rao and Di Carlo 2000). Rangvid, B. S. (2003) found that mixing skills influence weak

students positively on the other hand the result for brilliant students were found negative. Guethals

(2001) found that homogeneous students do better than heterogeneous group students. Al-Otaibi

(1996) examined the influence of gender on the student’s performance and found that male students

are not better than heterogeneous group students. Beaumont-walters, Y., & Soyibo, K (2001) explored

that the student performance is dependent on a socio economic background like grade level, school

type and school location.

Tahir, S., & Naqvi, S. R., (2006) examined that a negative correlation between the family and

the students’ performance, Socio economic variables like participation in the class, family salary, and

teacher-student ratio, existence of qualified teachers in school, mother’s and fathers’ s education,

distance of school and gender of students also influence the students’ performance (Raychauduri et al.,

2010). In the past several years a number of valuable studies have been conducted to develop various

models to evaluate the students’ performance by taking various factor like family pay, direction from
parents, the teacher-student ratio, distance of school and gender of the students, but these studies

have not investigated on learning facilities, communication skills and proper guidance by parents. Only

a few studies have been conducted on these variables in the world.

Jüttler, et al. (2021) found that students' interest, career goals, and perceived benefits of the

track were the primary factors that influenced their track preference. The study found that students

who had a genuine interest in a particular track were more likely to choose it. The study also found

that students who saw the potential benefits of a track, such as employment opportunities and

earning potential, were more likely to choose it.

Objectives of the Study

The aim of the study is to determine the factors influencing the academic performance of senior

high school students of ISPSC – Laboratory High school towards their academic performance

Time and Place of the Study

The study was about exploring the factors influencing the academic performance of senior high

school students. The study takes place in ISPSC – Laboratory High School which is located on

Poblacion Norte, Sta. Maria, Ilocos Sur.

Scope and Delimitation

The study is limited to Senior High School Students of ISPSC – Laboratory High school during

the 1st Semester of School Year 2023-2024. The respondents’ profile was limited to sex, age, and place

of residence. The researchers have only access to relevant information. They maintained the progress

of the research in order to accomplish it on time. Researchers used checklist for questionnaires. By

using checklist, it lessens the time of the respondents to answer each statement.

Definition of Terms

For a better understanding of the terms related to the study, the following terms are hereby

defined operationally:
 Academic Performance: The level of a student’s achievement in their academic studies,

typically measured through grades, test scores, GPA, or other standardized assessments.

Senior High School Students: Students enrolled in the final years of secondary education,

usually encompassing Grades 12.

Factors: Variables or conditions that are believed to influence or contribute to a particular

outcome. In this case, the outcome is academic performance.

Explore: Investigate and analyze these factors in detail to understand their relationship with

academic achievement.

CHAPTER II

METHODOLOGY

Research Design

This study, made used of the descriptive research design. It is a type of research design that to

collect data, the researchers used survey questionnaires including profile checklist, and awareness

checklist.

Participants of the Study

 The respondents of the study includes Grade 12 students of Ilocos Sur Polytechnic State

College – Laboratory High School, Santa Maria Campus. There are a total of 40 respondents who

participated in the study.

Interpretation of Data

The selection of the chosen respondents will be done through random sampling technique. The

researchers used this kind of sampling technique because it is considered as a fair way of selecting a

sample from a given population since every member is given equal opportunities of being selected. It

gave the researchers an equal representation of the respondents from different strand.

Data Gathering Instrument

The researchers used quantitative style questionnaire as one of the data collection instrument

for this study. The survey questionnaire has three parts:

Profile Checklist: In this part, personal data and information about the students specifically on the

following: sex, age, and place of residence is collected.

Awareness Checklist: This part is consisted of 12 statements where the respondents were asked to

determine their awareness in factors influence the academic performance of senior high school

students. Four options were provided to the respondents for their responses:

4 – Strongly Aware (SA)

3 – Aware (A)

2 – Moderately Aware (MA)

1 – Not Aware (NA)

Data Collection

The researchers asked permission to the teacher from ISPSC – Laboratory High School that is

in charge to that particular class to conduct a survey to Grade 12 students of ISPSC – Laboratory High
School. After the teacher approved, the researchers have distribute the questionnaires. The

researchers then retrieved the forms and tallied their feedback’s, and then examine the result after the

students answered the questionnaires.

Data Analysis

The response of the students have been statistically examined along with the instrument and

data that are collected in the study. Frequency and mean are deliberated by descriptive statistics.

The following formula was used:

?=?/? ?100

Where:

P = percentage

f = frequency

N = total number of case

Data Categorization

Verbal Description Weighted Mean

Strongly Agree 3.25 - 4.00

Agree 2.50 - 3.24

Moderately Agree 1.75 - 2.49

Not Agree 1,00 - 1. 74

 Profile Checklist. Directions: Put a check ( ) mark in the box provided in each item which

corresponds to your answer. For others, please write what is needed.

Name of the Respondents (Optional):

Age:___ Sex:___

Address:___

Residency: Rural __ Urban __

II. The following are the factors that may affect the students’ performance. Put a check

mark (  ) in the boxes opposite the factors. Rate each item carefully and rate yourself as to

whether each choice applies to you using a scale of:

5 - Strong Agree (SA)

4 - Agree (A)
 3 - Fairly Agree (FA)

2 - Disagree (D)

1 - Strongly Disagree (SD)

Learning Factor 5 4 3 2 1
1. I review my notes at home
2. I pass my project/output on time
3. I participate in class discussion &
group activities
4. I attend school during school days
5. I listen attentively during class
discussion

Teacher’s Factor 5 4 3 2 1
1. The teacher know the lesson well
2. The teacher explain the lesson well
3. The teacher attend the classes during
class hours
4. The teachers give enough time to
pass our activities or project on time
5. The teachers provide individual’s &
group activities to assess the
students learning

Family Factors 5 4 3 2 1

1. My parents help me with my

assignments, projects, lessons, etc.
2. My parents allow me to participate in
school activities
3. My parents support me morally and
financially
 4. My parents attend school meeting

5. My parents have time to talk to me

about school
Study Habits 5 4 3 2 1

1. I study only when there is a quiz.

2. I feel tired, bored and sleepy.

3. I prefer listening to radio, watching

TV, etc.
4. I have no time to study at home.

5. I study only when I like.

6. I copy the assignment of friends.