CHAPTER I

THE PROBLEM

The transition from high school to senior high school brings various challenges for
students, particularly those enrolled in the Accountancy, Business, and Management (ABM)
strand. The purpose of this study is to explore the struggles faced by Grade 11 ABM
students and examine how these struggles affect their academic performance. By
understanding the specific challenges faced by ABM students, educators and policymakers
can develop strategies to support their educational journey effectively (Unciano, 2019).

Background of the Study:

The implementation of the K-12 education system introduced significant changes in

the Philippine education landscape. The Grade 11 and 12 levels were added, allowing
students to choose specialized strands, such as ABM, to prepare them for their future
careers in accounting, business, or management. However, this transition comes with its
own set of difficulties, as students adjust to new learning environments, subjects, and
academic demands (Suing, 2020).

Statement of the Problem:

This study aims to address the following research questions:

1. What are the struggles experienced by Grade 11 ABM students in their academic
journey?
2. How do these struggles impact the academic performance of Grade 11 ABM
students?

Significance of the Study:

The significance of this study lies in its potential to shed light on the challenges faced
by Grade 11 ABM students. Understanding their struggles and their impact on academic
performance will assist educators, school administrators, and policymakers in developing
targeted interventions and support systems to enhance the educational experience of ABM
students. Furthermore, this study may contribute to the existing literature on student success
and inform future research in the field of senior high school education.

Scope and Limitation of the Study:

This study focuses specifically on a 20 random Grade 11 ABM students in a selected

educational institution. It will gather data through questionnaire (open ended) and academic
records of the participants. However, it is important to note that the findings of this study may
not be generalizable to other strands or grade levels. The study's scope is limited to the
identified struggles and their impact on academic performance within the context of the ABM
strand.

Statement of Hypothesis:

Based on preliminary observations and existing literature, we propose the following

hypothesis:

H0 (Null Hypothesis): There is no significant relationship between the struggles faced by

Grade 11 ABM students and their academic performance.

H1 (Alternative Hypothesis): The struggles faced by Grade 11 ABM students have a

significant impact on their academic performance.

Through this study, we seek to gather empirical evidence to either support or reject these
hypotheses, thereby providing valuable insights into the struggles experienced by ABM
students and their implications for academic success.
 CHAPTER II

REVIEW OF RELATED LITERATURE

Improving academic performance of students is one of the top priorities of every

educational institution. In the fast-changing world, students’ successes are commonly based
and rooted to their good performance in academics or in class. Hence, knowing the relevant
factors that contribute to students’ academic performance is a good subject matter to be
explored by many researchers of today. Determining the factors that influence the academic
performance of students has been the subject of many studies over the past couple of
decades. Academic success is defined as the acquisition of learning objectives, which are
primarily measured through a grading system (Jay & Zain, 2019). A knowledge of these
factors is not only important for the students, but also for the educators since research
outcomes on this subject can serve as a basis for further learning and teaching
improvement. Various studies show that academic success can be influenced by multiple
factors that can be student-related, social-related, and school-related. However, the
presence of these factors does not in any way, eliminate a student’s responsibility for his or
her own success.

According to Brew et al. (2021), teachers and researchers have long been interested
in investigating variables contributing to the quality of academic performance of learners.
Academic performance is affected by many factors including parents’ education levels and
income, teachers’ knowledge of the subject, truancy, textbooks availability and accessibility,
libraries, practical laboratory, meals provision and many other factors. 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). Aside from stress from studying, family stresses such as parental
support, family income, parent’s level of education, and other negative situations at home
can affect the student’s motivation to learn. The student's natural surroundings are another
element that has the potential to affect his or her academic performance. Parents, however,
can provide such settings that could improve the student's performance (Roman, 2014).

For students to achieve a higher degree of academic excellence, several

researchers have posited that students reaching this fate mainly rely on the academic
influence of their parents (Shifrer, 2013). Similarly, a study of Corak (2013) indicated that
students from poor family backgrounds are put under slavery work and have restricted time
to study and this happens because they regard household work more than education. Also,
prevalent in developing nations are several families who are not capable of feeding twice
daily despite working throughout the day. Socioeconomic status (SES) and parents’
education had a significant impact on students’ overall academic achievement as well as
achievement in the subjects of Mathematics and English. It is very interesting that parents’
education means more than their occupation in relation to their children’s academic
performance at school. Meanwhile, it was found out that girls performed better than the male
students (Farooq at al., 2011).
 Another factor that accounts for the low academic performance of students is the
number of teachers which are proportionally smaller than the students (Riegle-Crumb,
2010). For education to fully achieve its purpose, according to Brown (2017), teachers play a
key purpose by way of interpreting, displaying and setting standards following educational
programs during school hours. Thus, teachers determine how teaching and learning occurs
(Brookfield, 2017). The study of Hong et al. (2017) could be used to identify teachers’
behavior and class situation factors that could significantly predict the academic entitlement
of students. The academic entitlement group norm, could be regarded as a normative,
mechanism affecting the relationship between individualism and academic entitlement.
Finally, the research results were discussed, and relevant suggestions were proposed for
schools, teachers and future researchers. Ladan et al. (2014) identified personal factors,
family factors, school factors and peer factors and social factors that influence students’
learning. It also showed that there was a significant relationship found between learning
approach and academic achievement of students.

On the other hand, Garkaz et al. (2011) showed that gender, type of diploma, interest
and employment status were meaningfully related to students’ academic performance.
However, it has been proven that students’ marital status and family role in choosing major
have no significant relationship with their academic performance. Reading habits have
affected most students in their learning. The findings reported that the lack of conduciveness
on home environment deters their reading habit when they are at home. Based on the
findings, it has been recommended that the school should design a timetable for library
hours to allow students to go to library at least one and half hours each day. Moreover,
parents should help their children to have a serene reading environment when they are at
home (Ameyaw & Kwabena, 2018).

Furthermore, Tani et al. (2019) evaluated factors contributing to poor academic

performance of students in higher education. The effect of factors relating to family
obligations, work and social commitments, and financial concerns were examined. Results
showed a significant relationship between academic performance of students and their
attendance. Other significant findings included the relationship between attendance and the
level of the study, work shift, ethnicity, whether participants had any dependents, and how
studies were funded. Implications and limitations of this study were presented. Despite the
factors that showed connection to students’ academic performance, findings of Mlambo
(2011) revealed that none of the investigated factors significantly influenced students’
academic performance. This observation could be a consequence of an impressive
performance in the coursework exams by a large proportion of students resulting in fewer
distinction in the recorded grades. Learning preferences were found to be independent of
both the age and gender of students. It was concluded that more determinants of academic
performance need to be investigated.
 CHAPTER 3

METHODOLOGY

This chapter reveals the methods of research to be employed by the researcher in

conducting the study which includes research instrument and its development establishing
its validity and reliability, data gathering procedures, and the appropriate statistical treatment
of data.

Research Design

This study will utilize the descriptive design of research. As defined by Fluet
(2020) descriptive research is a flexible, exploratory approach to qualitative research. It is a
research method that is considered to be objective and used to assess particular theories
and to identify characteristics or functions. This type of research approach is the most
compatible to come across the research objective which is to collect the required data for the
purpose of summarizing, evaluating and recommending implications in the context of
understanding how the struggles of Grade 11 ABM students in their academic performance.
In addition, a qualitative method should used wherein the data collection strategy was
gathered through a survey.

Research Participants

The respondent of the study will be composed of 20 Grade 11 ABM student’s of

Molave Vocational Technical school of Molave, Zamboanga del Sur. All of these participant
will be selected through purposive and convinience sampling method. This sampling
method would be conducted where each student of Grade 11 ABM has a capability to
become part of the sample. The chosen respondents are containing of twenty (20)
respondents from 2 Grade 11 ABM classrooms in Municipality of Molave. These 2 was
chosen by the researchers because they are suitable and applicable to the study.

Research Instrument

The researcher will use open ended questionnaire as the main data-gathering
instrument. The instrument to be prepared focused on answering the statement of the
problem. The cause of their problem which resulted in them struggling in their academic
performance. The questionnaire contains of ten (10) questions. The questionnaires will be
distributed to the respondent, that also includes follow-up inquiries.
Data Gathering Procedure

After establishing the validity and reliability on how gather-data, formulating questions
appropriate for the study and all doing necessary modification to the chosen respondent (20)
copies of questionnaires distributed will be successfully completed and returned. Thus their
corresponding answer to the question are kept in accordance with the agreement of the
respondents and the researchers. The data gathered was organized and tabulated
according to the result of the statistical treatment.

Data Analysis Plan

Using the data garnered. Data analysis plan would encompass a number of
procedures leading to the findings or the result of the study about the Struggles of Grade 11
ABM Students. Next, a meticulous analysis of data will be conducted, presenting the
questionnaires findings in a structured manner. Lastly, the researcher will derived a
conclusion based on the hypothesis stated earlier in the study.
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