Statement of the Problem

The primary aim of this study is to investigate the effect of socio-economic status

on students’ academic performance at Malimpin National High School.

Specifically, this seeks to answer the following questions:

1. What is the demographic profile of respondents as to:

a. Age

b. Sex

c. Family Income

2. What is the status of socio-economic backgrounds and academic performances of

students?

3. What are the effects of socio-economic status of learner’s family in terms of:

a. Family Background

b. Educational Support

c. Personal Aspirations

4. Based on the data results, what strategies can be done to enhance the academic

performance of students from various socio-economic status?

 Chapter IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents statistical information related to the issues listed in the

Statement of the Problem. The relevant data analysis and interpretation are included in

the study's section.

In the research findings, Table 1 demonstrates that 55 students, constituting

42% of the overall sample, were within the age range of 12-14 years. The most

substantial segment of respondents, encompassing 66 students or 56% of the total

sample, belonged to the 15-17 years age bracket. Lastly, 9 participants, representing

7% of the total sample, fell within the age range of 18-20 years.

Age Grade Grade Grade Grade Grade Grade Total

Range 7 8 9 10 11 12
12-14 17 26 12 0 0 0 55
y/o (13%) (20%) (9%) (42%)
15-17 0 0 6 27 25 8 66
y/o (5%) (21%) (7%) (51%)
18-19 0 0 0 1 8 9
y/o (0.7%) (6%) (7%)
Table 1. Distribution of Sample Size per Age Group
 Table 2 displays the breakdown of respondent genders, revealing that the

majority of student participants in the survey were male, totaling 70 respondents or

54%. The remaining 60 respondents, making up 46% of the sample, were classified as

female.

Grade Level Male Female

Grade 7 11 (9%) 6 (5%)
Grade 8 13 (10%) 10 (8%)
Grade 9 12 (9%) 7 (6%)
Grade 10 11 (9%) 16 (12%)
Grade 11 14 (10%) 14 (11%)
Grade 12 9 (7%) 7 (6%)
Total 70 (54%) 60 (46%)
Table 2. Distribution of sample size per sex

Table 3 shows that 52% belongs to a family with an income below 5000 php,

29% has a family income of 5,000 to 10000php, and while 19% respondents has an

income of above 10, 000php.

Family Income N
Below 5,000 Php 67
(52%)
5,000 Php-10,000 38
(29%)
10,000 Php and above 25
(19%)
Total 130
Table 3. Distribution of Respondent’s family Income
Socio-economic Background

Table 4 reveals that the majority of respondents, comprising 82, had parents

who completed high school. In contrast, 24 respondents, reported that their parents

had only attained an elementary education. Additionally, 17 respondents indicated that

their parents had attended college. Furthermore, the table also highlighted that 6

respondents had parents with a college degree, while only 1 respondent had parents

who completed a vocational course.

Statement N

Elementary 24 (19%)
High School 82 (63%)
College Level 17 (13%)
College Degree 6 (5%)
Vocational Course 1 (0.7%)
Table 4. Parent’s Educational Attainment
 Table 5 shows that 58 respondents identified their parents as farmers, while 30

mentioned that their parents worked as Overseas Filipino Workers (OFWs). Additionally,

10 respondents stated that their parents were vendors. Further analysis reveals that

among the respondents, 9 reported that their parents were government employees,

while 5 mentioned that their parents were unemployed. Moreover, 4 respondents

indicated that their parents were self-employed or engaged in wage labor, respectively.

Lastly, 10 respondents categorized their parents' occupations under "Other," indicating a

diverse range of employment types within the surveyed population.

Statement N

Farming 58 (47%)
OFW 30 (23%)
Vendor 10 (8%)
Government Employee 9 (7%)
Unemployed 5 (4%)
Self-employed 4 (3%)
Wage Laborer 4 (3%)
Other 10 (8%)
Table 5. Parent’s Occupation
Academic Performance
Table 6 displays the Grade Point Average (GPA) distribution for the first quarter,

43 responses falling in the range of 81-85, 31 responses in the range of 86-90, and 24

responses in the range of 76-80. Additionally, 19 respondents were within the range of

75 below, and only 13 respondents who achieved GPAs of 91 and above.

Statement N

75 below 19 (15%)
76-80 24 (18%)
81-85 43 (33%)
86-90 31 (24%)
91 and above 13 (10%)

Table 6. Grade Point Average in 1st Quarter

Effect of Socio-economic Status

In table 7 shows that students expressed a strong motivation to excel

academically despite their socio-economic status, as evidenced by a weighted mean of

5.13. Similarly, they strongly agree that their family's financial situation influences their

educational aspirations and career goals, with a weighted mean of 4.79. Moreover,

students express strong confidence in their ability to achieve their educational goals

despite their family's socio-economic status, with a weighted mean of 4.61 indicating

strong agreement. While they agree that family socio-economic status may impact their

access to higher education opportunities, as indicated by a weighted mean of 4.4.

However, when it comes to having clear academic goals for the future, the response is

seen as neutral with the weighted mean 3.22.

According to Wahyuni, 2018, some students who come from low-income

families have a high motivation to learn can be because he believes that the work he

did independently at the moment will. Furthermore, socio- economic status have an

effect on the career aspirations of those students (O' Brien, 2001). Chen et al., 2018

found that students of poorer parents were more motivated to gain upward mobility

through academic achievement. Tomaszewski, 2022 states that low socio-economic

status is consistently associated with increased chances of experiencing the barriers to

higher education participation. Comparably, students from low-income families might

have less exposure to diverse career paths and higher education opportunities,

narrowing their vision of attainable goals (Lareau & Conley, 2008).

Family Background Mean Interpretation
1. My family’s 3.88 Agree
income level is
sufficient to
meet our basic
needs.

2. I have access 3.82 Agree

to educational
resources at
home ( e.g.,
books,
cellphones).

3. My parents are 2.58 Disagree

actively
involved in my
education.
4. I feel 2.95 Neutral
financially
secure
regarding my
education.

5. My family’s 4.76 Strongly Agree

socioeconomic
status affects
my motivation
to perform
well
academically.

Table 7. Family Background

 In Table 8, students at 4.61 weighted mean strongly agree that they receive

adequate support and guidance from their teachers. Additionally, there is an agreement,

with a weighted mean of 4.54, that the school provides resources catering to students

of diverse socio-economic backgrounds. The extracurricular activities and clubs offered

at the school are seen as valuable avenues for additional academic support and

enrichment, garnering an agreement with a weighted mean of 4.5. Moreover, students

agree, with a weighted mean of 3.78, that they receive sufficient academic support

from their families. However, the availability of tutoring or additional help when needed

receives a neutral response, with a weighted mean of 3.7.

According to Bakchich et al., (2023), Teacher social support has been identified

as one of the most important factors of success and well-being for students. Moreover,

Heyneman and Loxley (1983) argued that the impact of school resources on students

are greater in developing countries as compared to developed countries. The

educational resources of schools play an important role in order to diminish the effect of

socioeconomic features on academic achievement, and create equal opportunities for

students (Savasci, 2013). Students who participate in extra activities get better grades.

This is because of the skills they learn from participating in different activities ( Naik,

2018). Tutoring is one of the most effective ways to increase achievement for students

from lower income families (Robinson, 2021).

Educational Support Mean Interpretation

1. My teachers 4.61 Strongly Agree
provide
adequate
support and
 guidance to
students of all
socio-
economic
backgrounds.

2. Tutoring or 3.7 Neutral

additional help
is readily
available to
me when
needed.

3. My school 4.54 Agree

provides
resources to
help students
of all socio-
economic
backgrounds.

3.78 Agree
4. I received
sufficient
academic
support from
my family due
to our socio-
economic
status.

5. The 4.5 Agree

extracurricular
activities and
clubs at my
school provide
opportunities
for additional
 academic
support and
enrichment.

Table 8. Educational Support

Based on table 9 shows that family socioeconomic status strongly influences

motivation for academic performance, with a weighted mean of 4.76. Additionally, there

is agreement regarding having sufficient income to meet the students' basic needs and

access to educational resources at home, as indicated by the weighted means of 3.88

and 3.82 respectively. However, feeling financially secure regarding their education is

neutral, with the weighted mean 2.95 and students at 2.58 weighted mean disagree

about parental involvement in education.

According to Ngangi et al., (2023) states that high parental income helps

improve students' motivation and learning processes and hence leads to better

academic performance. Winconsin, (2023) indicates that the least amount of income a

person or family needs to meet their basic needs. Additionally, basic needs are

fundamental to students’ dignity and success throughout their education experience.

( San Diego, 2022). For students to grow into functioning adults, they must have as

much access to learnable resources as possible (Martin Public Seating, 2021). Financial

education can empower students to pursue higher education, enhance their

employability, and secure stable financial futures (Team Varthana, 2023). Parent
involvement has led to higher academic outcomes both for children from low and higher

socioeconomic status families (Stanford, 2023).

Personal Aspirations Mean Interpretation

3.22 Neutral
1. I have clear
academic
goals for my
future.

5.13 Strongly Agree

2. My socio-
economic
status
motivates me
to work harder
in school.

3. I feel 4.61 Strongly Agree

confident
about my
ability to
achieve my
educational
goals despite
of my family’s
socio-
economic
status.

4.79 Strongly Agree

4. My family’s
financial
situation
influences my
educational
aspirations
and career
goals.
5. I believe my 4.4 Agree
family’s socio-
economic
status will
impact my
access to
higher
education
opportunities.

Table 9. Personal Aspirations

 Summary of Findings, Conclusion and Recommendations

This chapter contains the summary of the data gathered, the conclusion of the

researchers, and the recommendations.

Summary of Findings

This research entitled " The Effect Of Socio-economic Status On Academic

Performance Of Students at Malimpin National High School’’ adheres to the purpose of

investigating the effect of socio-economic status on students’ academic performance.

The results of the conducted study were the following;

1. The respondents were selected through systematic random sampling, with

70 males accounting for 54%, and 60 females accounting for 46% , from a total

population size of 130. The student respondents comprised 12–14-year-olds, with

42% (55 respondents), while 51% (66 respondents) were in the 15–17 years old

had 69% (53 respondents), and lastly 7% (9 respondents) were aged of 18-20.

The survey findings revealed that the majority of student respondents were

males, accounting for 54% of participants, while females comprised only 46% of the

respondents.

The majority of respondents (52%) belonged to the families with an income

below 5,000 php, followed by 38% with a family income between 5000 to 10000 php,

while 25% have an income above 10,000.

 2. Based on the results, a majority of parents have attained a high school

education (63%), with a significant proportion having completed elementary (19%) and

college-level (13%) education. In terms of occupation, a substantial number of parents

are engaged in farming (47%), followed by those working as Overseas Filipino Workers

(OFWs) at 23%, and vendors at 8%. In terms of academic performance, 33% fall

within the 81-85 General Point Average range, followed by 24% in the 86-90 range. A

considerable 15% have a GPA below 75, and 10% excel with a GPA of 91 and above.

These findings indicate that students have varying academic strengths, and these

differences may be connected to their family backgrounds and financial situations.

3. The result of the study revealed that the learner's family socio-economic

status significantly impact on their academic motivation, with an average score of 4.76.

This emphasizes the influence of family background on the learner's drive to excel

academicall

In findings in educational support, teachers are perceived to provide substantial

educational support and guidance to students regardless of their family's socioeconomic

status. The study's respondents strong agreed with this statements, giving it a rating

4.26 on a scale from 1 to This finding suggests that students from different socio-

economic backgrounds are receiving fair and equal support from their teachers.

Based on the analysis of personal aspirations, it appears that despite the

learner's socio-economic status, they are motivated to work harder in school, with an

average rating of 5.13. This suggests that personal aspirations can act as a strong

motivator for academic performance, regardless of socio-economic background. This

finding highlights the resilience and determination of learner's to overcome challenges

and pursue their educational goals despite potential barriers related to socio-economic

status.

4. Based on the data results,

Conclusions

Based on the indicated findings, the following conclusions were drawn:

1. Based on the findings revealed that students come from diverse socio-economic

backgrounds, with parents mainly having high school education and engaged in

occupations like farming and overseas work. In terms of academic performance,

students show varying strengths, potentially influenced by their family backgrounds and

financial situations.

2. The findings revealed that family socio-economic status influences academic

motivation, while teachers provide equal support regardless of background. Learners

are motivated by personal aspirations to overcome socio-economic barriers and excel

academically.

3.

Recommendations

The following suggestions are provided after careful evaluation and taking into

account the study's findings and conclusions:

1. Based on the findings, researchers recommend implementing peer support programs

to help students cultivate and pursue their personal aspirations, as these aspirations

have been identified as having a significant impact on students' academic performance.

It can provide additional encouragement and guidance from peers, fostering a

supportive environment for students to pursue their goals and excel academically.

2. The researchers also suggest increasing parental involvement, especially since the

findings indicate that parents from diverse socio-economic backgrounds are not actively

engaged in their children's education. Encouraging and facilitating parental participation

in educational activities and decision-making processes can positively can positively

impact students' academic experiences and overall educational outcomes.

3. The researchers recommend strengthening career guidance in school to empower

students to explore various career paths and make informed decisions about their

future. This would involve enhancing existing career guidance services, providing

resources and opportunities for career exploration, and ensuring that students receive

personalized support to align their educational goals with potential career opportunities.

4. The researchers recommend implementing community engagement strategies to

enhance support systems for students' academic and personal development. This

involves parents, community members, and local organizations in initiatives aimed at

fostering stronger partnerships between home and school and providing real-world

learning experiences.
5. The researchers suggest that future researchers who aim to expand this study should

focus on exploring the specific factors within family socio-economic status that impact

academic motivation, investigating ways to optimize teacher support for students from

diverse backgrounds, and conducting qualitative research to understand the role of

personal aspirations in academic resilience across different socio-economic contexts.