RRL
RRL
2094 1749
http://www.eisrjc.com/documents/Factors_Influencing_the_Academic_Performance_in
_Physics_of_DMMMSU_MLUC_Laboratory_High_School_Fourth_Year_Students_S.Y._20112012_1369731433.pdf
Although students may be equally motivated to perform a task, the sources of their
motivation may differ. A student who is INTRINSICALLY motivated undertakes an
activity "for its own sake, for the enjoyment it provides, the learning it permits, or
the feelings of accomplishment it evokes" (Mark Lepper 1988). An EXTRINSICALLY
motivated student performs "IN ORDER TO obtain some reward or avoid some
punishment external to the activity itself," such as grades, stickers, or teacher
approval (Lepper). Motivation to learn is a competence acquired "through general
experience but stimulated most directly through modelling, communication of
expectations, and direct instruction or socialization by significant others (especially
parents and teachers)." Children's home environment shapes the initial
constellation of attitudes they develop toward learning. When parents nurture their
children's natural curiosity about the world by welcoming their questions,
encouraging exploration, and familiarizing them with resources that can enlarge
their world, they are giving their children the message that learning is worthwhile
and frequently fun and satisfying. With the presentation of the different theories
above, determining the factors that greatly influence the performance of students
will pave the way for better learning for better quality of education, thus the study
was conducted. Statement of the Problem The study determined the factor or
factors influencing the academic performance in Physics of DMMMSU-MLUC
Laboratory High School fourth year students for the School Year 2011-2012.
Specifically, it sought answers to the following questions: 1. What are the
characteristics of the fourth year students with regards to the following: 37 E
International Scientific Research Journal, VOLUME V, ISSUE 2, 2013, ISSN 2094 1749 a. family-related factors (educational attainment of parents, occupation of
parents, family income and parents learning support) b. student factors (gender,
GPA in Mathematics, GPA in English, attitude towards Physics, study habits, and
peer influence c. school-related factors (physical facilities and library services)? 2.
What is the level of performance of the teacher with regards to teaching
effectiveness as to commitment, knowledge of subject, teaching for independent
learning and management of learning? 3. What is the level of academic
performance of the fourth year high school students in Physics? 4. Is there a
significant relationship between the academic performance of the students and the
family-related factors, student factors, school-related factors and teacher factors?
4.1 Which among the factors would greatly influence the academic performance in
Physics of the fourth year Laboratory High School students?
METHODOLOGY This study employed the descriptive-correlational research
methods. Descriptive since the description of the factors and the level of
performance of fourth year students were determined. Correlational since
relationships between the factors and the academic performance of the
respondents were considered. The population of the study was the 36 fourth year
Laboratory High School students for the School Year 2011-2012. Sampling
procedures were employed to determine the number and specific respondents of
the study. Specifically, a sample of 33 students was computed using the Lynch
Formula. To determine the 33 studentrespondents, simple random sampling was
employed using the Fishbowl Technique. Data for family related factors, student
factors, school related factors and teacher factors (questions were based on the
English, no one had a failing rate. Three percent (3%) had exactly a passing rating,
48% had satisfactory rating, 27 percent had good rating, 18 percent had very good
rating, and three percent had excellent rating. 39 E International Scientific
Research Journal, VOLUME V, ISSUE 2, 2013, ISSN 2094 - 1749 Attitude refers to
thoughts or feelings of interest towards a certain object, phenomenon or event. The
respondents strongly agree that Physics is as important as any other subject. This
can be explained by the fact that the respondents really feel the essence of Physics
in their everyday life. This is in accordance to the Theory of Reasoned Action as
stated by the The European Peer Training Organisation (2012, April 13). According to
this theory, the intention of a person to act based on a recommended behavior is
determined by the persons attitudes towards this behavior and his or her belief
about the consequences of the behavior. Overall, the respondents agree to the
different indicators of attitude towards Physics. Study habits are the practices done
by any student to keep pace on his/her studies. Studying beyond what the teacher
gives to the students is one of the best learning practices a student should do. In
contrast, further reading in the Physics topics was seldom done by the respondents.
In general, indicators of study habits were sometimes practiced by the respondents.
This means that most of the respondents really do not have the initiative to help
themselves to study Physics. The respondents were oftentimes influenced by their
peer. This is in accordance to Vygotskys Social Constructivism Theory. According to
Vygotsky from Learning Theories.com (2012, April 12), social interaction plays a
fundamental role in the process of cognitive development, first, between people
(inter-psychological) which could be peers and then inside the child (intrapsychological). III. School Related Factors School-related factors include physical
facilities and library services. According to Farlex (2012, May 20), on the Free
Dictionary,com., a facility is a building or place that provides a particular service.
Facilities are something created to serve a particular function. School physical
facilities therefore are something created by the school for a particular purpose.
School physical facilities were moderately adequate as assessed by the
respondents. Moderately adequate means that physical facilities were just enough
to be used or utilized by the respondents. Respondents agree to the services
rendered by the library. The respondents strongly agreed that the library is
accessible to the faculty and to the students. This can be supported by the fact
that the library was located near the High School Building. IV. Teacher Factors
Teacher factors include teaching effectiveness as to commitment, knowledge of
subject, teaching for independent learning, and management of learning. As to
knowledge of the subject and teaching for independent learning, the respondents
rated the teacher as outstanding. This means that the teacher was an exceptional
model. As to commitment and management of learning, the respondents rated the
teacher very outstanding which means that the teacher met and often exceeded
the job requirements. Level of Academic Performance in Physics of the Fourth Year
Laboratory High School Students SY 2011-2012 40 E International Scientific
Research Journal, VOLUME V, ISSUE 2, 2013, ISSN 2094 - 1749 No one among the
fourth year students failed in Physics. Nine percent had exactly a passing mark, 33
percent had satisfactory level of performance, 36 percent had good level of
performance, 21percent had very good level of performance and none had excellent
level of performance. Relationship of Academic Performance in Physics to the