1

ABSTRACT
Title: FACTORS AFFECTING THE NATIONAL ACHIEVEMENT TEST
PERFORMANCE OF SELECTED SECOND YEAR HIGH SCHOOL STUDENTS
IN SANTA MARIA, BULACAN
Researcher: Anastacia Nicolas-Victorino
Degree: Master in Education Management
Year: 2011
Adviser: Dr. Carmelita L. Castolo
The Problem
The study aimed in looking into students problems. To be able to relate
themselves harmoniously to the environment, individuals should see through themselves
and know their self-adjustments. Hence, there is a need to determine students problem,
so that favorable adjustments could be facilitated. Certain measures based on facts can be
adopted to solve students problems. Students may be given more attention and
motivation thus enhancing their academic performance.
This study determined the relationship of family and environment to the
academic performance of second year students of high school in Santa Maria, Bulacan.
The researcher wanted to know the factors that may affect the National Achievement Test
performance of the respondents in terms of: technology, extra-curricular activities, media
study habits, and motivational practices of the family. It is an attempt to find out if there
are a significant relationship between the factors and the NAT performance of the
respondents.
The undertaking utilized triangulation approach, employing both quantitative and
qualitative probes. Trough survey, the study dealt with the relationship of family and
environment to the academic performance of second year students of Santa Maria public
high schools in the National Achievement Test. It involves selected students of Catmon
National High School, Parada High School, Santa Maria Agro-Industrial High School,
and Pulong Buhangin High School.
Technology has a pivotal role in students research. There is a dominant usage of
cell phones and internet among students. Most of the students are not involved in
extracurricular activities. There is a massive consumption of TV among students. Radio
and newspapers are not preferred media. The media provides minimal help in their
studies.
Students allot a small portion of their free time in doing their assignments and
other school works. Internet and textbooks are of equal footing when it comes to
information sources. Students receive support and encouragement from their family
members as regard with striving harder to achieve better grades. Nevertheless, the lack of

the tools on the part of the parents and siblings makes it impossible to maximize the level
of support that the students receive.
Technology, media, and study habits are said to have a direct causal relationship
to the performance of the students in the National Achievement Test. It means that the
more a value of the independent variable increase, the more it is likely to cause favorable
results. On the other hand, there is an inverse causal relationship between the existing
motivational practices of the students family.
Based on the summary of findings, there has been a pattern on the preferences and
the attitudes of the students of the four high schools in Santa Maria, Bulacan. Most of the
students of these four public high schools are a picture of a typical medium-sized family
from the lower to middle-lower income levels of the economic hierarchy. The
participants schools did not perform well in the 2010-2011 National Achievement Test
(NAT) for second year. Most of them are placed in the bottom half of the rankings.

Chapter 1
THE PROBLEM AND ITS BACKGROUND

Introduction

Education has been the primary focus of different governments for

centuries. From the dynastic and feudal era wherein scholars emerged to build
up the European Renaissance, to the uprising of civil rights movements in the
industrial era, education has been proven as a tool that can make, or break, a
whole society.

In the Third World setting, governments work hard to make sure that their
universities, colleges, and basic education centers continue to provide a
mechanism that can make its citizens intellectually capable, so as to contribute to
the national economy (Hardcastle, 2010). Relatively, many have succeeded in
their crusade. However, many perceive that quality schooling comes with a price
many poor families cannot afford to pay.

Developing countries such as Mexico, India, Brazil, Egypt, South Africa,

Malaysia, and Thailand have superb educational systems that contributed much
in the welfare of their people (Hardcastle, 2010).

Education is a primary human right (UNICEF, n.d.). Every child is entitled

to it. It is imperative to our progress as individuals and as societies, and it helps

pave the way to a booming and creative future. When we guarantee the
accessibility to a rights-based, quality education that is rooted in gender equality,
we create a ripple effect of opportunity that impacts generations to come.

There is relationship between education and eradicating poverty.

Educated people have the potential to earn higher salaries, and are likely to
improve the quality of their lives. However, persons with at least a basic
education are more likely to avail of a range of social services, and to participate
more actively in local and national government through voting and community
involvement (Asian Development Bank, 2010).

Education helps people become more proactive, gain control over their
lives, and widen the range of available choices. In fact, the opposite of
marginalization is empowerment, and basic education is one of the keys to
empowerment, both for individuals and groups. The combination of increased
earning ability, political and social empowerment, and enhanced capacity to
participate in community governance is a powerful instrument for helping break
the poverty cycle. In fact, education is the primary vehicle by which economically
and socially marginalized adults and children can lift themselves out of poverty
and obtain the means to participate fully in their communities (United Nations,
1999).

Poverty is both a cause and an effect of insufficient access to or

completion of quality education. Children of poor families are less likely to enroll

in and complete schooling because of the associated costs of attending school,

even when it is provided free. The cost of uniforms, supplies, and transportation
may well be beyond the means of a poor family, especially when the family has
several children of school age.

This means that choices have to be made, and the choice is often to drop
out of school or, worse yet, to deny schooling to girls while enrolling the boys,
thereby contributing directly to maintaining the inferior status of women. And as
poor children who are enrolled grow older, the opportunity cost becomes greater,
thus increasing the likelihood of dropping out of school.

Dropping out of school because of poverty nearly guarantees continuation

of the poverty cycle since the income-earning potential of the child is reduced,
not to mention overall productivity and capacity to improve quality of life. Lack of
education perpetuates poverty, and poverty constrains access to schooling.
Eliminating poverty requires providing access to quality education.

Ultimately, teaching is about engaging and guiding students to learning

(Biddle, 2001). The nature of the students in a classroom is, hence, a major
preoccupation on the part of the teacher. Seen another way, the nature of
student population is a major mediating variable in any connections between
policy and teaching.

The pursuit of quality in schools was implicit in such activities as

curriculum development, rather than programs for school facilities development
(Hoy et.al, 2000).

In the Philippine setting, the 1987 Constitution mandates the right to

quality basic education. Section 2, Article XIV of the Charter contains the ten
fundamental aims of education in the Philippines (Constitution of the Philippines,
1987). It states that:
The State shall:
1. Establish, maintain, and support a complete,
adequate, and integrated system of education
relevant to the needs of the people and society;
2. Establish and maintain, a system of free public
education in the elementary and high school levels.
Without limiting the natural rights of parents to rear
their children, elementary education is compulsory for
all children of school age;
3. Establish and maintain a system of scholarship
grants, student loan programs, subsidies, and other
incentives which shall be available to deserving
students in both public and private schools, especially
to the under-privileged;
4. Encourage non-formal, informal, and indigenous
learning systems, as well as self-learning,
independent, and out-of-school study programs
particularly those that respond to community needs;
and
5. Provide adult citizens, the disabled, and out-of-school
youth with training in civics, vocational efficiency, and
other skills. (Constitution of the Philippines, 1987).
Furthermore, Section 3 of the said Article in the Constitution has laid down
the general purpose and goals of education in the Philippines. It states that the
education sector (along with other government agencies) has the task of

contributing to the achievement of national development goals espoused in the

countrys development plan:
All educational institutions shall inculcate
patriotism and nationalism, foster love of humanity,
respect for human rights, appreciation of the role of
national heroes in the historical development of the
country, teach the rights and duties of citizenship,
strengthen ethical and spiritual values, develop moral
character and personal discipline, encourage critical
and creative thinking, broaden scientific and
technological knowledge and promote vocational
efficiency.
In spite of a constitutional mandate, the budget allocation on education is
far lower than required in the Philippines. The impact of economic crisis and the
pressures of increasing population are forcing parents to send their children to
overcrowded and ill-equipped public educational institutions (Mydans, 2009).

A report published at the New York Times proved that education in the
Philippines is depleting. At Muoz-Palma High School in Payatas, Quezon City,
some lavatories have been converted into claustrophobic faculty lounges, while
the lounges have been put to use as classrooms. A typical classroom contains as
many as 100 students sharing only 90 seats. Everybody has seats if some of
them are absent. A teacher said that only about 10 percent of his students the
truly motivated ones get a quality education. Individual attention is almost
impossible (Mydans, 2009).

According to Meinardus (2003), the educational system in the Philippines

is often criticized because of the politics of globalization. The educational system

in the country is based on a globalized economy where nearly ten per cent of the
overall population study to work beyond the shores of the native land.

At last count, more than 17 million students are enrolled in this country's
public schools. At an annual population growth rate of 2.3 per cent, some 1.7
million babies are born every year. In a short time, these individuals will claim
their share of the limited educational provisions. In a nutshell, we can say that
there are too little resources for too many students.

There are two alternatives posed to give remedy to the situation: first is to
increase the resources, which is easier said than done considering the dramatic
state of public finances, or one reduces the number of students. This second
alternative presupposes a systematic population policy, aimed at reducing the
number of births considerably.

Ensuring a quality curriculum development is imperative in determining the

needs and loopholes of the existing education, particularly high school.
Curriculum development is defined as the systematic planning of what is taught
and learned in schools as reflected in courses of study and school programs
(The Canadian Encyclopedia, 2010). These curricula are embodied in official
documents (typically curriculum "guides" for teachers) and made mandatory by
national and regional authorities of education.

Many attempts to change education by revising the authorized curriculum

have not been successful, mainly because innovations are not always

implemented extensively or effectively in classrooms. In fact, because of

widespread reliance on textbooks as a basic teaching resource, textbooks often
constitute the ultimate content of the curriculum, which should not be the case.

Background of the Study

The 1982 Education Act identifies the aims of secondary education

curriculum. Its aims are: (a) the provision of general education that was started at
the elementary level; and (b) the preparation of students for college and/or the
world of work (Marias & Ditapat, 1998).

Nevertheless, the Department of Education (DepED) has identified

problems that run simultaneously with the present high school curriculum in the
country (SEAMEO-INNOTECH, 2003). Many problems are besetting education in
the Philippines. Among the school-related factors are the unqualified and poorly
trained teachers, inadequate facilities, and dilapidated instructional materials.
Non-school factors include poverty, low educational attainment and illiteracy of
parents, and poor health and nutrition.

The DepED continues to strategize to improve education and curriculum in

the secondary level. It is done through emphasized teaching of English, science,
technology and mathematics, provision of alternative delivery schemes,
management training for principals and school administrators, development of
research, improvement of school libraries and teachers welfare. Other strategies
include improvement of pre- and in-service education of teachers in both public

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and private schools, updated instructional materials in various fields, and

upgrading of equipment for both public and private institutions (SEAMEOINNOTECH, 2003).

The general aim of education is to provide opportunity for the fullest

development of the students' thoughts, feelings, and conduct, so that they will
realize their potentialities for the good of themselves and society. Important in the
realization of such aim is the teacher, who plays many roles: that of mentor,
parent, morale builder, motivator, stimulator and so on. In performing varied
roles, the teacher, decidedly, affects the total development of the student. To be
effective in teaching, a teacher should have a broad background of rich
experiences, and professional competencies integrated with cultural heritage.

Education can become a shared experience in the context of a learning

community resulting in significant public benefits (Clark & Feeney, 2007).
Societies with more educated populations are also better placed to engage more
directly with the global economy. Thus, the means of communities moving
forward in their development and sustainability process is supported when the
notion of community-wide learning is occurring.

We must be clear that in the public service sector, being educated is more
of a political question. Efforts towards educational and curriculum development is
irrelevant if it carries no conviction with parents and other stakeholders of the
society, not least the students themselves (Hoy et.al, 2000).

11

A school curriculum must work for the school, with the parents and
teachers, and adapted for the students. School districts and education authorities
need the authority and security to be able to divest themselves of much of their
power, and work out ways in which school autonomy can be reconciled with the
modalities of the system as a whole (Hoy, et.al, 2000).

Curriculum is a crucial dynamic in the teaching-learning process.

Curricuclum development is a decision-making process that involves a variety of
concerns. When concerns on objectives, needs, philosophical, and psychological
theories, methodology, and evaluation are not adequately addressed, the
resulting curriculum structure becomes vague, a compendium of a variety of
subjects chosen without any clear-cut basis and with doubtful integrative value
(Bago, 2000; as cited by Bautista, et al., 2010).

The family also performs the functions of biological maintenance. The

human infant is born helpless and the parents fill the roles of protector, provider
and guardian. They look after the infant's physical and material needs, giving it
sustenance, nourishment and protection. From the family, the infant and, later
the child, draws security, affection and guidance and learns tenderness,
sympathy, understanding, and generalized love.

The family and the teacher are the two important factors that play an
important role in the full development of the child.

12

The teachers, for instance, should look into the multi-faceted relationship
of pupils with them as teachers, and with their parents and peers, because this
relationship influences their learning, daily styles life, and even their selfperception. The students problems affect not only their daily interactions, but
also their goals in life. The teachers have a vast and broad opportunity for
inspiring the youth to learn and to grow, and be worthy members of society. They
can use personal approaches that create a conducive-environment for learning.
They can either make the students' life miserable or joyous, can torture or
inspire, humiliate or induce humor, hurt or heal. It is imperative, then, to love the
teaching profession which may not be financially rewarding, but the dedication in
molding the youth and services the nation, is invaluable.

The teacher should be concerned with other things, other than the
preoccupation with students classroom experiences, teaching methods, and
enrichment of subject-matter content. This is so because teaching is a
personalized matter. No factor is so vital to the students welfare as the impact of
the teachers upon the total development of the students. Since teaching is a
multi-tech job, the teachers need help in the task of making students become
responsive, well-adjusted individuals. One such help concerns looking into
students' problems, for this is an avenue by which the teacher can understand
the students better. Obviously, such an understanding will facilitate the teachinglearning process.

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As human beings with unique wants, desires, hopes, fears, and

aspirations, the students should be understood. The teachers are in the best
position to manifest their understanding of the students. Once the teachers
understand the students' behavior, they can readily spot the root causes of their
students' undesirable behavior.

Human who is a universal creature is born; loams and imbibes within the
family, which is a universal institution. Human, who is not only universal but also
social, has some physical needs such as feeding, sheltering and protection;
some mental needs such as love, respect and confidence; and some social
needs such as language, culture and education. Human meets all his needs
within the family (Ozcan, 2004).

The family is the chief agency for socializing the child. The family
transmits the culture of the group, its patterned ways of living and values through
example, teaching or indoctrination. The children also acquire the standards of
behavior, aspirations and expectations of the family, and these become part of
their personality.

The family gives its members status. A child is born into a family which
gives him or her name or a lineage. Whether born into a lower class family or an
upper class family, he or she is provided with its attitudes and values.

Recognizing the vital role that parents play in their children's education,
Title IV of the National Education Goals 2000: Education America Act

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encourages and promotes parents' involvement in their children's education, both

at home and at school. Three decades of research have demonstrated strong
linkages between parental involvement in education and school achievement
(Riley 1994).

The child is affected either directly or indirectly by the kind of home into
which he is born and reared. An individual acquires the habits of thought, speech
action that are characteristics of the other members of the family in their
relationship with him. Parental attitude toward the child is important. Rejection or
over protection of the child by their parents interferes with their satisfaction of his
need either for emotional security or for wholesome independence.

A child who shows evidence of having problem at school, usually has

problem at home. The insecurities and frustration that originate in the home carry
over into school and sometimes assume such proportions that they block all
academic progress. A child who is worried and unhappy has not zest for learning.

The climate of a homo depends largely upon the personal relationship of

parents, their philosophy in life, needs, their social and economic status affect the
general atmosphere at home (Detjin and Detjan, 1963).

The above accounts provide a framework of information into this study, it

will look into the effect of family and environment in terms of family structure,
social economic status, educational aspiration, sibling relationship, parental

15

attitude and size of the family to the National Achievement Test (NAT)
performance of second year students in Santa Maria high schools.
An achievement test is a standardized test used to measure acquired
learning, in a specific subject area such as reading or arithmetic, in contrast to an
intelligence test, which measures potential ability or learning capacity (WebMD,
2010).

Most students view taking exams such as achievement tests as a frightful

experience. They experience different levels of nervousness and stress. Exams
are used for assessing the students in a competitive arena right through this
scheme. Students either move ahead to a higher level or repeat their scholastic
undertaking based on achievement test results.

However, there is quite a controversy regarding the importance of these

achievement

tests.

Criticisms

come

from

educational

managers

and

policymakers. These exams are deemed to improve the accountability of

students and schools. Nevertheless, it is not easy to make an accurate judgment
whether it is practical to put an end to this system or not. These views have
elements of impartiality on their varied claims. The contrasting arguments carry
must be taken into consideration.

It is mastery of the basic learning in school that enhances ingenuity and

advances satisfaction in learning, because useful creativity sprouts from obeying
the scholastic rules rather than letting the mind think without a directing force.

16

In the Philippines, the agency responsible in the implementation of

achievement tests is the National Educational Testing and Research Center
(DepEd, 2011). The National Educational Testing and Research Center is an
attached agency of the Department of Education which leads in research,
evaluation and measurement of the efficiency of education and teaching which
provide information vital of the formulation of educational policies geared towards
the realization of an empowered and globally competitive Filipino. The key
programs of the agency are the National Achievement Tests which come in two
types: (1) the National Elementary Achievement Test (NEAT), (2) the National
Secondary Achievement Test (NSAT), and (3) the Philippine Validating Tests
(PVT).

The National Achievement Tests (NAT) are aimed in assessing the

abilities and skills of graduating high school students to assess their knowledge
and capabilities in five (5) disciplines such as English, Filipino, Science,
Mathematics and Araling Panlipunan (Social Studies). The Division and Regional
Achievement Tests are derivatives of the NAT.

High school students from all over the Philippines take NAT as part of their
curricular requirement, including the high schools in the District of Santa Maria in
the Division of Bulacan. There are four public secondary education institutions in
the area which uses the prescribed 2010 secondary education curriculum by the
Department of Education. These schools are: Catmon National High School

17

(CNHS), Parada High School (PHS), Pulong Buhangin High School (PBHS), and
Santa Maria Agro-Industrial High School (SMAIHS).

Catmon National High School is a high school located in Barangay

Catmon. Being the youngest among the four, it envisions itself as producing
patriotic and holistic graduates equipped with knowledge and skills responsive to
the needs of their families, society, and country. Its mission is to improve quality
instruction among students for academic excellence, global competitiveness, and
moral formation that enhances the school integrity.

Parada High School is one of the long-established high schools in the

town. It is located in Barangay Parada. It is committed to provide quality basic
education accessible to all learners. It is envisioned to produce graduates who
are highly competitive, innovative, responsible, and values-oriented citizens, and
proud to be a Filipino.

Pulong Buhangin High School has been a pillar of excellence in the town
of Santa Maria. Located in Barangay Pulong Buhangin, it has produced winners
in various national-level academic contests. Its mission is to ensure basic quality
education through improved learning outcomes of every individual. Its vision is
to produce graduates who are functionally literate. It lays the foundation of lifelong learning skills and values-oriented learners.

Santa Maria Agro-Industrial School is a small high school located in

Barangay Bagbaguin. Its mission is to create a school environment conducive to

18

teaching and learning in promoting high-achieving, competently-skilled, valuesand work-oriented teachers and students. It envisions itself to be a school
responsive to the needs of the community in producing high-achieving
competitively- and competently-skilled students and staff demonstrating a sense
of values for work, nature, country, and society.

This study aims to look into students' problems. To be able to relate

themselves harmoniously to the environment, individuals should see through
themselves and know their self-adjustments. Hence, there is a need to determine
students' problem, so that favorable adjustments could be facilitated. An
awareness of the problems affecting students reactions can enable teachers,
parents, and peers to understand them better. Furthermore, certain measures
based on facts can be adopted to solve students' problems.

Students may be

given more attention and motivation thus enhancing their academic performance.

Theoretical Framework

The study is anchored on several theories, one of which pertains to

human generation of knowledge. Constructivism, proposed by Jean Piaget, is a
theory of knowledge (epistemology), that argues that humans generate
knowledge and meaning from an interaction between their experiences and their
ideas. During infancy, it is an interaction between their experiences and their
reflexes or behavior-patterns. Piaget's theory of constructivist learning has had

19

wide ranging impact on learning theories and teaching methods in education and
is an underlying theme of many education reform movements.

Social constructivism encourages the learner to arrive at his or her version

of the truth, influenced by his or her background, culture or embedded worldview
(Wertsch, 1997). The learner as a constituent of a particular culture take over
historical developments and symbol systems, including reason, and arithmetical
systems, and these are learned throughout the learner's entire life cycle.

This also emphasizes the significance of the nature of the learner's social
interaction with knowledgeable members of the society. Without the social
communication with other more conversant people, it is impracticable to obtain
social meaning of vital symbol systems and learn how to make use of them.
Young children increase their thinking abilities by acting with other children
together, adults and the natural world. From the social constructivist perspective,
it is thus important to consider the background and culture of the learner during
the learning process, as this setting also helps to mold the knowledge and truth
that the learner creates and discovers in the learning process.

Another was anchored on the theory of ecological systems by Urie

Bronfenbrenner (1992), which looks at a child's development within the context of
the system of relationships that form his or her environment. This theory defines
complex "layers" of environment, each having an effect on the child's
development. The microsystem is the layer closest to the child and contains the

20

structures with which the child has direct contact. Structures in the microsystem
include the family. According to the Ecological Theory, if the relationships in the
immediate microsystem break down, the child will not have the tools to explore
other parts of his environment. A child looking for the affirmations that should be
present in the child-parent or child-other important figure relationship look for
attention in inappropriate places. These deficiencies show themselves especially
in adolescence as anti-social behavior, lack of self-discipline, and inability to
provide self-direction.

This theory serves as one of the frameworks of this study because it

supports the idea that a child's development can be influenced by his immediate
environment referring to his family environment which he has direct contact with.
Thus, a child's development in school can be reflected by the family environment
that he has.

While it is true that people have much in common, each one of them is
different, indeed, the problems of each one of them are different. People differ
from one another, both quantitatively and qualitatively. They differ quantitatively,
not in the kind of traits, but in the degree. They differ qualitatively, in the ways of
their capacities and abilities are organized, patterned, or structured.

The researcher also made of social cognitive theory proposed by

psychologist Albert Bandura. It is a learning theory based on the premise that a
person learns by observing his/her environment and that human thought

21

processes are central to understanding personality. People learn by observing

others, with the surroundings, deeds, and cognition all as the primary
components in influencing development. These three factors are not stationary or
autonomous; rather, they are all mutual. For instance, each behavior witnessed
can change a person's way of thinking. Likewise, the milieu one is raised in may
affect later behaviors, just as a parent's frame of mind will determine the
environment in which his children are brought up.

This theory supports this study in such a way that how an individual
performs in school can be greatly influenced by external factors such as parents'
motivation either through rewards or punishments and internal factors like the
students' educational aspirations.

The learning process, then, consists of the way learning takes place; it
involves primarily the capacities and activities by which knowledge is gained, skill
is produced; and habits, attitudes and ideals are acquired. There are, however,
other things to consider in the molding of an individual. These are the aspects of
the problems which the individual will probably encounter. These include both
personal and environmental problems.

The problem of behavior adjustment is, certainly, paramount. This problem

involves trying to bring about a balance among the needs, stimuli, and the
opportunities offered by the environment.

22

As implied, effective adjustments are within the individuals; they relate to

feelings of self-worth and the ability to given and receive affection. Definitely, in
the process of adjustment, the individual's values, goals, and attitudes come into
play. This adjustment revolves around the questions "who am I?" and "what do I
want to be?" These questions are hard to answer. Besides, there are different
types of people in different situations. This fact makes the adjustment problems
of young people all the more acute; hence, needing some help.

Conceptual Framework

The researcher incorporated three theories in the pursuit of the

undertaking, namely: theory of constructivism, theory of ecological system, and
social cognitive theory. The theories were derived from the disciplines of
education and psychology.

As for the conceptual framework, the researcher utilized the independent-

dependent variable model used in behavioral sciences. The terms "dependent

variable" and "independent variable" are used in similar but subtly different
ways in statistics and social sciences as part of the standard terminology in those
subjects. They are used to distinguish between two types of quantities being
considered, separating them into those available at the start of a process and
those being created by it, where the latter (dependent variables) are dependent
on the former (independent variables).

23

In the context of the study, the identified independent variables are the
internal and external factors that may have or may not have an effect to the
awareness, knowledge, attitude, skills, and practice of the students. In
piecemeal, the inputs are the data aimed by the researcher to gather. These
constitute personal profile, family background, and environmental factors such as
technology, media, and study habits, among others. The results of the recent
national achievement test are also a unit of analysis in the research. This is the
dependent variablethe outcome effected by the existing condition.
The studys variables are further taken into account by the researcher by
analyzing them correlatively in an independent-dependent variable fashion. In
this manner, the researcher is able to determine the extent as to how the
independent variables affected the academic performance as far as the national
achievement test is concerned.

As a counterbalance, the analysis must be able to translate into useful

means in order to address the problematic areas in the environment. The
exhaustion and interpretation of data will lead into an output to be utilized for the
confrontation of the pressing areas of improvement in the context of RAT
performance.

24

Figure 1
Conceptual Paradigm

25

Statement of the Problem

This study will determine the relationship of family and environment to the
academic performance of second year students of public high schools in Santa
Maria, Bulacan.
Specifically, the studys sub-problems that needed to be satiated are::

1. What is the National Achievement Test (NAT) performance of the

respondents in terms of the following:
1.1 Filipino
1.2 English
1.3 Mathematics
1.4 Science
1.5 Araling Panlipunan (Social Studies)
1.6 Overall
2. What are the factors that affected the NAT performance of the
respondents in terms of:
2.1 Technology;
2.2 Extracurricular activities;
3.3 Media;
3.4 Study habits; and
3.5 Motivational practices of parents?

26
3. Is there a significant relationship between the factors and the NAT
performance of the respondents in the following subjects:
4.1 Filipino;
4.2 English;
4.3 Mathematics;
4.4 Science
4.6 Social Studies (Araling Panlipunan); and the
4.7 Overall performance of students in NAT?
4. Which of the following factors affected the NAT performance of the
students per subject?

Hypothesis

1. There is no significant relationship between the factors and the NAT

performance of the respondents in the following subjects:
1.1 Filipino;
1.2 English;
1.3 Mathematics;
1.4 Science;
1.5 Social Studies (Araling Panlipunan); and the
1.6 Overall performance of students in NAT.

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Significance of the Study

Since awareness of student's various problems is an important factor in

classroom management, several groups of people can profit much from the
results of this study. The findings of this study will be of great value to the
following:
Government This undertaking will greatly help in the formulation of
policies for the improvement of the educational setting of the country. Since the
national government believes that education, particularly basic education, is vital
for the advancement of the poor, showing the correlation between the factors
and achievement test performance is a relevant topic for education research.
School Administrators The findings of the study will guide the
administrators or their educational planners in adopting policies and programs
thru the Guidance and Counseling Department on how to go about students,
family problems in order to achieve success in their academic performance. The
study will also serve for teachers who attend seminars and conferences on how
to handle students in relation to the family environment that they have.

Guidance Counselors - The result may help guidance counselors

establish some programs and policies which may improve guidance and
counseling system in the academe most importantly in dealing with academic
performance evaluation of students. Counselors, though experts in this aspects,
realizing that human relations is the best way in handling people with problems.

28
Teachers - The teachers will be benefited from this study because they
can improve their management and instruction giving emphasis on the
significance of learning no matter what the student's status is. It will also aid
instructors in establishing better rapport with students which can ultimately lead
to students' better performance, love and appreciation for their studies.

Parents - The parents will profit from this study, since parents will be
aware of the problems of their children and the effects of these on their
academic performance, they can start to exert an extra effort to speak to their
children and help them in their studies in order to achieve higher academic
performance. It would also help parents to become aware of their responsibility
not only on the financial aspect but as well as on the moral aspect.

Students - It is hoped that through this study, the students will be given
appropriate and enough attention and motivation in the academe. Awareness of
self, including one's weaknesses, can lead to self-improvement.

Such

awareness enables one to identify the cause(s) of maladjusted behaviors.

Future Researchers - This study will serve as a basis for future

researchers to undergo similar studies so that the problem of family environment
in relation to academic performance would be seriously dealt with in all aspects
of society.

Scope and Limitation of the Study

The study is limited to the personal and environmental characteristics and

problems of the respondents under scrutiny. Their personal problems health

29
and physical condition, emotional/psychological problems, social relationships,
and intellectual problems. Their environmental problems, on the other hand
cover the following areas:

home and family, financial problems, problems

arising from teachers' characteristics and practices, and those relating to school
plant and facilities.

In addition, the researcher had no illusion of covering a huge sample. The

study revolved around the conditions and achievement test performance of high
school students of the school district of Santa Maria in the Division of Bulacan.
There is no assumption that the findings would serve as representative of the
whole division, region, and country.

Definition of Terms

The following terms are operationally defined:

Constructivism. It is a philosophy which enhances students' logical and

conceptual growth. The underlying concept within the constructivism learning
theory is the role which experiences-or connections with the adjoining
atmosphere-play in student education.

Extracurricular activities. Activities performed by students that fall

outside the realm of the normal curriculum of school education.

Family Structure.

This refers to the framework or composition of a

particular family for the performance of reciprocal roles and of certain functions
to make family relationship enduring. In this study, family structure is defined as

30
whether the respondents live with their parents, stepfather, stepmother, relatives
or friends.

Media. Often referred to as synonymous with mass media or news

media, it may refer to a single medium used to communicate any data for any
purpose.

National Achievement Test Performance.

It refers to the student's

performance in the National Achievement Test. This is obtained through

computing for the Mean Percentage Score of the Student per section.

Personal data. May refer to information gathered with respect to age,

sex, ethnic group, and educational attainment of parents of the respondents.

Personal problems. Problems focused on health and physical

conditions,

emotional/psychological,

intellectual

capacity

and

social

relationships.

Problems. Are the hindrances to the normal functioning of the selected

fourth year students to include both their personal and environmental problems.

Study habits. The buying out of a dedicated scheduled and uninterrupted time to apply one's self to the task of learning.

Technology. A manner or means of accomplishing a task especially with

the use of technical and innovative processes, methods, or knowledge. In the
study, it pertains to electronic technology such as the internet, MP3, PSP, and
the like.

31
Chapter 2

REVIEW OF RELATED LITERATURE AND STUDIES

Various studies and literature were reviewed by the researcher to be able

to gain insight about the particular area of research. This study was thoroughly
undertaken for the purpose of determining the relationship between the family
and environment and the academic performance of the student-respondents.

Foreign Literature

Through a variety of unpleasant experiences through which individual

behavior does not provide control over the unexpected occurrences one may
actually learn to be helpless. In other words, an individual can learn to attempt to
solve problems, which in many cases lead to disinterest and depression in life.
Depression is a normal response to life stress; and the most salient emotional
symptoms are sadness and rejection. In this state, the individual feels hopeless
and unhappy and may contemplate suicide. Because depressed people tend to
have a low self-esteem, they also fee! inadequate and often blame themselves
for failure.

Atkinson (1998) stresses on Martin Seligman's theory, developed to

explain depression. According to his theory, depression is caused by the
expectation of future helplessness, because depressed person believes that
there is nothing he or she can do to prevent this from happening. His theory

32
predicted that individuals who appraise events negatively tend to become
depressed.

Atkinson also cited another approach to depression, developed by Aaron

Beck, and derived from the extensive therapeutic experience with depressed
patients, which suggested that individuals prone to depression have developed a
general attitude of expecting failure rather than success. They also tend
to blame themselves, rather than the circumstances when things go wrong.
The concept of "self-efficacy or similarly known as self-esteem was also
described by Bandura, as cited in the book of Gredler (1997) that one can
successfully execute controlled behavior, depending in part, on one's sense of
self-efficacy. This means that, the characteristics of a high self-efficacy include a
strengthening of one's effort when difficulties occur, by being involved in a
variety of experiences and activities. In contrast, low self-efficacy is
characterized by a slackening of effort and giving up in difficult situations, with
emphasis on personal deficiencies and lowered aspirations.

Research on these topics provides the idea that the ability to master one's
response or behavior in a given situation, defines a well-adjusted person. The
State Board of Education Advisory Committee on the Education of Blacks in
Florida authorized three studies wnich examined the issues of special concern,
in this study of the problems of black secondary students in Florida, three
specific objectives were set: (1) to identify the problems encountered by these
students; (2) to identify proposed solutions, and to what extent these solutions
appear to be working; and (3) to make recommendations for improving the

33
status of black students enrolled in Florida secondary schools. Data were
gathered from a review of literature, expert testimony, and student diaries. It was
found out that the problems these students experience fail into two broad-based
categories-school related and personal concerns. Within these two categories
were clusters of issues that change and interact with other clusters of issues. A
brief analysis of 14 specific problems faced by black students, e.g., teacher
expectancy/attitudes, declining educational aspiration, pregnancy and drugs is
presented. A discussion on various measures that have been taken to find
solutions to some of these problems and suggestions for future research is also
presented. Data collected are presented in 19 appendices, containing 11 tables,
5 figures, and questions asked to expert informants, a diary completed by
student samples, and categories of response key.

White (2001), states that the influence of an ill-regulated family is

disastrous to all society. It accumulates in a tide of evil that affects families,
communities and governments. No member of the family shall feel his influence.
The expression of the countenance has an influence for good or evil. His words,
his actions, his attitudes towards are unmistakable.

White expounds that the sphere of the mother may be humble.

influence limited with the father's is as abiding as eternity.

Her

The mother's

influence is an unceasing influence. If it is on the side of right, her children's

characters will testify to her earnestness and worth. The availability of reading
materials, the comfort in the home particularly during times when assignments
are being done will stimulate them to do their school requirements.

34
The financial and moral support of the family also have positive effects on
the students' grades in school. Students who are financially supported by
parents promptly prepare their projects and assignments. Financial problems
oftentimes hinder students to prepare projects and other requirement thus
affecting

academic

performance

in

school.

This

may

even

lead

to

discouragement and loss of interest in their studies.

Frucher, et al. (1992) have identified four tenets of programs which have
been shown to improve the educational outcomes for all children, particularly
those of low-income and minority children: (1) parents are childrens first teacher
and have life-long influence on children's values, attitudes and aspirations; (2)
children's educational success requires congruence between what is thought at
school and the values expressed in the home; (3) most parents, regardless of
economic status, educational level, or cultural background, care deeply about
their children's education and can provide substantial support if given specific
opportunities and knowledge; and (4) schools must take the lead in eliminating
or at feast reducing, traditional barriers to parent involvement.

Children living in poverty are more likely than non-poor children to

evidence early school adjustment problems (Duncan, Brooks-Gunn, and
Klebanov, 1994; Lutz 1997; A.D. Weiss 1998).

The educational risks of low income status are exacerbated by urban

residence. Low-income children living in urban centers evidence higher levels of
school failure than low-income children living in other settings. (U.S. Department
of Education, 1996) Ecological theorists of development recognize that the family

35
and school contexts are the most important and proximal influence on young
children's emergent competencies (Atilli, 1989; Grusec and Goodnow, 1994).

The impact of poverty on the family can affect the family's members,
especially the children, in a negative way. The subsequent disruption to family
life can directly affect a child's ability to learn. The stresses experienced by
homeless

families

may

adversely

affect

young

children's

health

and

development. Noisy, overcrowded shelters may contribute to higher rates of

infectious illness and limit opportunities for children to develop new skills. A
child's family environment can be detrimental to their learning. Also parent-child
relationships can be negatively affected by poverty. Homeless may also impede
the development of positive parent-child relationship (Koblinsky and Andersen
1993).

Scar and Weinberg (1983) shed light on the influence of family

background on academic and economic outcomes have long term effects.
Family environment and genetic differences account to income and family size
and parents I.Q. tend to be correlated to the child's I.Q. They added further, the
younger children's intellectual skills are more affected by their parents1
characteristics and family environment.

Cicirelli (1985), in his discussion on The Longest Bond: The Sibling Life
Cycle, he stated that most individuals' relationship with their siblings are likely to
be the longest bonds they will have with anyone during their lives; therefore
these relationships merit attention. Since sibling relationship is ascribed rather
than voluntary, most siblings a commitment to maintain it. This relationship lasts

36
longer than most others with siblings typically sharing a long history of intimate
family experiences.

Authors of two excellent recent reviews of this literature (Dunn and

Stocker, 1989; Hoffman, 1991) conclude that environmental influences not
shared by siblings must, therefore account for the differences. Siblings may not
only experience different environment outside the home, but environments
experience by different sibling within the home may also differ as a result of
differential parental treatment, sibling intentions themselves (including the
children's perceptions and interpretations of each other's behaviors), and events
experienced by one sibling but not the other.

Occupational and economic conditions also affect interactions between

parents and children. A large body of literature supports the expectations that
low quality interaction with socializing adults, and unstable, unpredictable social
contexts compromise children's attachment and security, with attendant negative
affects on learning (Crouter, et al, 1984; Estrada, et al 1987; Howes 1988).

Studies of the intergenerational transmission of economic position have

established that the social and economic resources of parents affect their
children's educational progress and their later adult occupational and economic
status (A stone and McLanahan,1991; Teachman, 1987). Higher levels of
economic resources also reduce levels of parental distress that may affect
parent-child interaction (Flanagan 1990; Siegal, 1984), both low overall
economic levels the experience of economic levels parental levels and the

37
experience of economic levels parental demoralization and depression, and
disrupt skillful parenting (Conger, el al, 1992).

When parents' work is more substantially complex and offers greater

opportunities for self-direction, they are less concerned with behavioral
conformity per se (Kohn and Schooled 1983; Spade 1991). Such parents display
more warmth and involvement, restrict their child's actions less frequently, and
report less frequent spanking, (Luster, Rhodes, and Haas 1989). Alternatively,
working conditions that are routine, heavily supervised, and low in autonomy and
substantive complexity erode the parents intellectual flexibility, thus limiting a
critical aspect of the child's intellectual environment.

Local Literature

Esteban (1990) explains well in her book. Education in Values where she
wrote:

"Lifelong schooling begins at birth. At home,

the first school for values education, with the parents
and family members as the first teachers, the child
gradually absorbs a set of moral values which
shapes his attitude and opinions, influences his
judgments and choices, and inspires his activities
and perseverance. The moral values he applies
through life in and out of the home and the classroom
as he confronts reality, i.e. as he with joys and
sorrows, challenges and opportunities, problems and
conflicts whether big or little as a family member,
student, worker, as a husband or wife, parent citizen,
and a son or a daughter of God.
Parents use varied methods to help their children learn and do what they
think are best for them.

38
In the book entitled Family: The Seat of Education, by De Torre et al
(1990), a selection describes the very natural way how a man learned certain
lessons from his father:

"Certainty it was an education just to be with

my father as he went about the day's work Truer
many of the skills he thought me are pretty useless
now: things like knowing how to harness a horse, or
how to milk, hoe, dig or spread manure on a windy
day.
But there were other lessons more lasting,
like dignity of work done with your hands - the harder
it was, the greater the satisfaction when it was well
done.
From him I learned the names of birds... the
names of the weeds and the flowers and what they
are supposed to be good for. Above all he taught me
the one thing which I think, lifts man closest to God:
he taught me to wonder.
Rather tragic, it seems to me, that we have
neither the time nor the inclination for that kind of
fathering today."
The writer of the selection explains today's generation gap wherein a
father is no longer teacher to his sons, especially in those things that cannot be
learned in books, like the dignity of work and learning to wonder.

"That is why we need to defend and foster

family life we should make time to listen to others no
matter how busy we are because it is this feeling of
and concern for the individual person that makes a
family - that we care if she has a hard exam, if she
has a toothache, if she has to be accompanied to the
doctor. All these little details make up a happy family
life."
As further discussed in the book, Family: The Seat of Education, the
home is the natural school for the child. Because it is the parents who brought

39
their children into the world, it is the natural right and duty of the parents to
provide their children with good education so that they may achieve the purpose
for which they were created. The home is the best school and the parents are
the best teacher for their children.

Because of the necessity of education in the home, it is important that the

mother realizes how grave her obligation is, and not to neglect it or perform it
with indifference.

It is said that "the mother's heart is the child's schoolroom." Napoleon is

said to have exclaimed that: "The future destiny of the child is always the work of
the mother.

Perez (1995) The Filipino Family: a Spectrum of Views and Issues, wrote
that: The family is still the basic building-block of Philippine society. No less than
the Constitution of the Republic has expressed this.

The family provides the average Filipino with a stable reservoir of

emotional security and support. Children are expected to seek parental advised
and guidance on matters that deal with their future. If a child is born the eldest,
he behaves and interacts with his parents and siblings in the capacity and not in
any other way, insofar as son-parent and other older-younger sibling relationship
is concerned.

To find out what the practice of psychotherapy is like in the country, fortyeight practicing psychotherapists were interviewed using a 24-item interview
schedule. The main findings of the study are as follows: (a) the most common

40
problems encountered by the respondents were school-related problems of
children and adolescents, and marital, and family problems; (b) almost all the
respondents used the eclectic approach; (c) most of them used a sliding scale in
charging their clients; (d) although there was agreement that psychotherapy is a
good career option, the respondents also pointed out the areas that need
improvement; and (e) they were almost unanimous in expressing the need to
professionalize the practice of psychotherapy.

The implications of these results, in terms of the training and regulation of

psychotherapists, were discussed. Two features of the Filipino adolescent self
were explored: self-complexity, referring to the number and degree of
differentiation among self-aspects, and self-construal, or how the self is
conceived in relation to others. The relationship between these facets and the
experience of negative emotions in adolescence were also determined.
Participants were 207 administered with a trait-sorting task instrument to
measure

self-complexity,

and

self-report

scales

assessing

degree

of

independence and interdependence in self-construal, and the extent of

experienced identity confusion,

emotional extremity,

anxiety,

and

self-

devaluation. Self structures wore found to be multifaceted and differentiated, as

well as relational and situation-bound in content. Complexity increased across
ages, bearing out social-cognitive perspectives on self development. While
predominantly

interdependent,

self-construal

also

endorsed

independent

attitudes and values, suggesting a more bicultural self in Filipino youth. Only the
emotionality was related to self-complexity, with greater complexity associated
with higher levels of emotionality.

41
Dissociative disorders are not commonly diagnosed in the Philippines. This
article defines dissociation, and summarizes how dissociative experiences are
commonly viewed in the Philippine context. The dissociative symptoms of
amnesia, depersonalization, derealization,

identity confusion,

arid identity

alteration are experienced by a some high dissociators in a sample of Filipino

college students. These participants fit DSM-IV-TR criteria for either dissociative
identity disorder (DID) or dissociative disorder not otherwise specified (DDNOS).
implications of there findings for the prevailing view of dissociation in the
Philippines are then discussed.

Emotional and psychological problems encountered by student counselling

services include: (1) anxieties about aspects of study including exams &
presentations; (2) general stress and anxiety; (3) depression; (4) relationship
difficulties; (5) eating problems; (6) bereavements and parental separations; (7)
a loneliness .and homesickness; (8) lack of self confidence or low self esteem;
(9) managing transitions; (10) making difficult decisions; (11) traumatic
experiences including rape, assault and abuse; (12) difficulties with alcohol or
drugs; (13) issues around sex and sexuality; (14) self-injury; (15) suicidal
thoughts; (16) anger management; (17) worries about appearance

Foreign Studies

In the study of Dornbusch et al (1987), it was found out that children from,
indulgent families are relatively disengaged from school and show higher
frequency of involvement in deviant behaviors such as drug and alcohol use.
Parents who are characterized as neglectful have children who are the opposite

42
of authoritative children. This means, these parents have children who are less
competent, do worse in school, and are most likely to get into trouble.
Furthermore, Dornbusch et al also found that aspects of family dynamics have
also been studied with a correlation between parenting types and academic
motivation. It was found that higher parental education corresponds to a lower
amount of authoritarian and permissive parenting.

In another study made by Strage (1999), it was investigated that when

parents provided more autonomy, demands and supports, the students were
more confident, persistent, and positively oriented to their teachers. Students
who received more autonomy and emotional support from parents performed
better overall, and they had higher confidence. Grades seem to benefit most
highly involved parenting and liberal autonomy granting.

Steinberg et al (1992) showed chat parental involvement such as

attending school programs, helping choose classes, and monitoring student
progress accounts for better performance and stronger school engagement for
the student. The more involvement, autonomy granting, and structure the
adolescents perceive from parents, the more psychologically rounded they
became and better they did in school.

Paulson (1994) found that parental involvement was more strongly

correlated with achievement than parenting type. Studies have been done
looking at involvement and parenting types. Authoritativeness was correlated
with higher levels of involvement and encouragement of academic success.

43
Morvitz and Motta (1992) studied parental acceptance and perception on
parental acceptance correlated with achievement. Non achieving students put
more importance on parental acceptance. Learning disabled students were more
sensitive to parental acceptance.

A research conducted by Eshel and Kurman (1991) indicated that the

characteristics of a students family background, such as father's educational
level and socioeconomic status, can affect academic achievement. The support
or lack of support for study which students receive from their parents can
impinge on the decision to or stay on at school (Department of Employment,
Education and Training, 1989; Kysel, west and Scott, 1992), Ainley, Sheret and
Paxman (1989) underscored the role that expectations play in shaping youths
decision to out of school. They showed that high parental expectation is
correlated positively and significantly with continuing secondary school
enrollment. More recently, Patrikakou (1996) has demonstrated that both
expectations are instrumental in raising the academic achievement of
adolescents with and without learning disabilities. The evidence available points
to the fact that a family background construct: should be inducted in a study of
school achievement.

Few studies have explored the family variables on the achievement of

gifted minority students. Van Tassel-Baska (1989) focused on the role of families
in the lives of 15 socio-economic status (SES) gifted students, eight (8) of whom
were black and many are living in single-parent families. Her findings reveal that
low socio-economic status is a predictor of low achievement. Black families held

44
high expectations, aspirations and standards for their children. The Black
parents sought to promote self-competence and independence in their children.
Parents were described as watchful of their children's accomplishments and are
actively involved in developing their abilities.

Prom-Jackson, Johnson Wallace (1987) conducted a similar study to

minority graduates of A Better Chance, inc. (ABC), a non-profit educational
organization that identities academically gifted low socio-economic status
minority students as possible candidates for college preparatory schools. It was
concluded that low socio-economic status gifted minority students had parents of
all educational levels. Parental educational level was not a good predictor of
minority students' academic performance. The findings on beliefs and values
suggested that in of social hardships and barriers, which often limit achievement
and advancement this group of parents must had high expectations of their
children in order to have encouraged them to pursue high levels of education
and challenging careers.

Ford (1993) also found that Black reported more positive values and
expectations among their parents regarding their participation in the gifted
program, doing well, and exerting effort.

There are many factors that influence children's academic success. Some
of the factors are the parents educational level and socio-economic factors. "It is
suggested that family environments were much more important than school
environments in influencing adolescents' aspirations" (Wilson 1992), In a
longitudinal study of the National Center for Educational Statistics, a study on

45
parental educational aspirations and environment factors was conducted to
determine the effects on children. The findings concluded that parents who had a
high level of education tended to have higher aspirations and had higher
education plans. Sarigiani (1990) in a similar study found out that parental
educational attainment has been found to be significantly related to the
educational attainment of their children in both rural and national samples. As of
the case of the findings of Wilson (1992), Sarigiani's study also found out that
the children of the more educated group tended to have higher aspirations and
had higher educational plans. Both studies, Wilson (1992) and Sarigiani (1990)
help illustrate that children from parents with higher education levels tend to do
better than the less advantaged group. In regards to children in poverty, the
parents' education almost always falls under the less advantaged group.
Children in turn are then disadvantaged when their parents have a lower
education as well. It may form a cycle of uneducated family members. Each
generation of the family does not go much higher than the previous parent due to
the aspirations demonstrated to them.

Research shows that academic performance of minority students. namely

African-Americans and Hispanics in urban areas is greatly related to their level
of socioeconomic disadvantage. This is especially evident in middle and high
school. Schultz (1993) pointed out that the socioeconomic status appears to
affect achievement motivation (one's desire to succeed or to achieve), in turn
affecting academic performance. Obviously, if one is unmotivated where school
is concerned and has no educational goals, there is a greater chance that their
grades and/or level of achievement will reflect this. Being poor and having other

46
financial stresses in one's life (being able to wear the "cool" clothes or wondering
if there will be heat in one's home that winter, are some examples) can
understandably cause one's attention to be diverted from school to their specific
stresses.

Vices are forms of evil, wicked and criminal actions or behaviors in the
society. Vices are social problems and have been thought of as social situations
observed by a large number of people, and felt the need for some remedying.
Vices are those acts and conditions that violate societal norms and values. Using
what was presumed as the universal criteria tor "normality", sociologists
commonly assumed that social "pathology" was the consequence of "bad 53
people. Social problems resulted from the actions of maladjusted people who
were abnormal because of mental deficiency, mental disorder, lack of education
or incomplete socialization. These "social pathologists" assumed that the basic
norms of society are universally held. In this absolutist view, social problems are
behaviors or social arrangements that disturb the moral order (Eitzen, 1980).

The study on students' vices as a form of social/personal malady showed

their effects on quality tertiary education in a Nigerian society (Okwu, 2006). The
dynamism gives rise to new issues of public interest It also generated new
problems and pose daunting challenges for which the society and its people
cannot overlook. If there is any issue that is most pressing in the minds of people
as far as education is concerned today, it is that pertaining to the quality or
standard of education. Critics point out that policy-makers and planners are more
concerned with the number educated or number of graduating, rather than with

47
quality of graduates. According to Fadipe and Oiuchukwu (1999), qualitative
aspect of education should be viewed as a factor riot only in its excellence
relative to certain standards, but in its excellence and fitness to the changing
needs of the particular students and the society it is intended to serve. There are,
however, several students7 vices that seem to be militating against realization of
the desired qualitative education in Nigerian tertiary institutions. Some of the
common ones (vices) include cultism, drug abuse, examination malpractice,
obscene dressing, and sexual promiscuity/harassment. This paper examined
each of these vices and the possible social and academic implications in
Nigerian tertiary institutions. Suggestions on ways to curb these menaces were
also made.

Okwu concluded that the general increase in the social vices among
students of higher institutions in Nigeria might be responsible for the genera)
decline in the quality of the graduates being turned out by these institutions as
the trends are moving in opposite direction. An evaluation of the quality of
graduates from Nigerian tertiary institutions based mainly on a series of
questions put to major employers of Nigerian graduates was carried out to
assess graduates' level of preparation and performance on the job. The most
worrisome response from these interviews is just how serious quality of the
graduates is deteriorating. Employers widely agreed on quality decline in higher
education (The Scholar, 2001). Graduates were also reported incapable of
technical solutions to routine problems as expected of individuals with their
levels of training. The responsibility of preventing or curbing general students

48
vices in the tertiary institutions should be a collective one resting on parents,
teachers, religious leaders, authorities of the institutions, as well as government.

Local Studies

Laustica and Llares (2000), in their study on attitudes of Parents Toward

the Education of their Children, found out that mothers are more involved in the
education of their children than fathers who leave this obligation to their wives.
Parents who have limited education and are living below poverty line cannot
promise for a sufficient living and higher level of education for their children.

Parents also admitted that they are aware that education is designed to
accelerate individual growth, self-discipline, social growth and improves
character, attitudes and habits. They also consider education has an antidote to
poverty. As to the effects of their attitudes to their children, parents agree that
positive altitudes toward education have a great impact on their children's
academic performance. Positive attitudes can develop children into desirable
members of the society thus producing responsible human beings.

In another study conducted by Baniola (2000) on Parents' Involvement in

Children's Academic Performance, she stated that parents, involvement in
children's organization, program of activities, evaluation of activities, and school
programs are positively related to children's academic performance. She further
concluded that establishing a closer home-school partnership is necessary for
effective and successful performance of the pupils.

49
Alamo (1999) pointed out in her study that children from high income
groups were more prone to misbehavior than children from moderate income
group. High earning parents had lesser time to spare their children, thus,
children were left alone to look into their own needs, children sought attention of
parents; who always occupied with their profession or occupation. Misbehaving
is one way of the attention of parents who neglected their children. Parents who
obtained higher level of education showed positive attitude towards that
education of their children, thus, providing pupils with satisfactory behavior and
academic performance. It was also found out in the study that the custody of the
child is an off shoot of the parents' marital status. Children feel secure in the
presence of both parents who guide them. Families run by single parents have
more cruises to hurdle and this may affect the children's adjustment in school.
Death or separation of parents due to discord may cause stress upon the
children who show it thru their behavior in school.

In a similar study, Using (1997), indicated that a good parental attitude

may produce children with better school achievement. Socio-economic status
affects the school achievement of the pupil-respondents. The higher the level of
socio-economic status, the better is the school achievement. Children in the
upper ordinal position and the youngest children including the one-and-only
children can achieve better. The smaller the number of members in the family,
the faster will be the communication. A family that is more intact may have
children who have a good chance to higher school achievement. Lising also
mentioned that a good family relation is one key toward good school

50
achievement, and a high self-concept brings good results in terms of school
achievement.

In another study made by Blancia (2003) on the Factors Affecting

Academic Achievement of Student, she found out that the academic
performance of chemistry students is significantly influenced by the following
factors: teaching competence, attitude of teacher work and

students, library

facility, educational attainment of parents, parents' attitude towards studies of

their children and attitudes of towards their studies.

Villaflor (1990) studied- the determinants of academic achievement, he

concluded that the higher the income and the better is the family relationship at
home, the higher is the scholastic performance of the pupils.

Rapisura (1995) also stated that as the pupils family values turned out
high, their corresponding academic success was also high.

Violeta D. Tan, in her study, looked into the students' problems and
identified the strengths and weaknesses that affect their personalities and
academic performances,

and that would also enable the teachers and

other persons concerned to understand the students better.

This study concluded the following:

1. Personal Problem:

a. The "somewhat" category predominated as the description on health

and physical- condition problem items such as tiredness, sleepiness,

51
headaches, and colds, it implied that the respondents were not much
affected by these. On the other hand, if they were, it was only
moderately or mildly.

b.

The "somewhat" category under emotional and psychological problems

signified that the respondents were on a normal functioning state. It
related that the respondents were not much bothered by the problems;
if they were, it was only moderately or mildly brought about by
shyness, nervousness, fearful, sensitive, feeling inferior, and lack of
appreciation,

c. The "somewhat" category on social relationships indicated that only a

minimal number of respondents revealed weaknesses on the items of
communication and leadership. Though they were not much affected
by the problem area, still the cited items were mild or moderate
problem, d. The "somewhat" category identified the following
weaknesses on the mental and intellectual capacity: weakness in
spelling, grammar, writing, oral report, slow in theories and abstraction,
not having studies done on time, forgetting things teamed in school
and week in logic. Though they were not much affected by the problem
area, still these were mild or moderate problems among others.

2. The personal problems in genera! were "not much" but just "somewhat" in v
category. This means that the respondents were only affected by the problem
areas to a very little extent.

52
3. Environmental Problems

a. The "somewhat" category predominated as the description on home and

family problems of the respondents on expectation of parents so much,
being criticized by parents, arid dash of opinion between them and
parents. It implied that the respondents were not much affected by
these. On the other hand, if they were it was only moderated or mildly.

b. The "somewhat" category under financial problems were identified on

the following areas: have to work to support their studies, less money
than their friends, going to school with little allowance, not enough
clothes, not having enough money for tuition fee, burdened by debt for
college expenses, and graduation threatened by lack of funds. It
related that the respondents were not much bothered by the problems;
if they were, it is only moderately or mildly.

c.

The "somewhat" category on teachers' characteristics and practices

indicted that only a minimal number of respondents revealed on the
items of "too many assignments" and "unfair in giving grades". Though
they were not much affected by the problem area? still the cited items
have mildly or moderately affectedly them as perceived by the
respondents.

d.

Items under school plant and facilities problem- such as poor toilet,
poor canteen, poor ventilation, obsolete books and lack of reference
materials have "somewhat" affected the respondents.

53
4. The environmental problems, as a whole, were classified as "not at all in
nature, indicated that mean scores of the four problems areas did not
reach "somewhat" or "much" category. It implied that it did not pose many
problems among the respondents.
5. In general, the respondents were not seriously bothered with problems
which normally exist among personal and environmental conditions.

Study of Buenafe revealed that there are factors that contribute to

academic failure of students namely: (1) Parents too busy working and no time to
attend to their children; (2) Too much class requirements in school projects.,
research work, etc; (3) Membership in clubs and other organization; (4) Always
having headache before and during exam; (5) Always having colds; (6) Poor
eyesight; (7) Suffering from diseases (of any kinds); (8) Limited daily allowance;
(9) Too much money for other activities; (10) Being with barkadas most of the
time; (11) Lack of systematic study habits; (12) Teacher are strict; (13) Teachers
are always angry in class.

Remelyn A. Daulat in her thesis "Personal Profile and Problems of

Selected Fourth Year High School Students Enrolled at Signal Village National
High School: An Explanation Study", aimed to determine the personal profile and
problems of selected fourth year high school students enrolled at signal village
national school of Taguig, Metro Manila during the school year 2001-2002.

Through studying he found out the students are "somewhat" bothered by

health and physical problems as revealed by their weighted mean of 1.68,;
"somewhat" bothered by emotional/psychological problems as revealed by their

54
weighted mean of 1.92; "somewhat" bothered by their social relationships as
revealed by their j weighted mean of 1.69; "somewhat" bothered by intellectual
problems as revealed by their weighted mean of 1.66; "somewhat11 bothered by
home and family problems as revealed by their weighted mean of 1.63; "not at
all" bothered by financial problems as revealed by their weighted mean of 1.49;
"somewhat" affected by teachers' characteristics and practices as revealed by
their weighted mean of 1.78; "somewhat" bothered by school plant and facilities
problems as revealed by their weighted mean of 1.79.

Capitli (2000) in her study "The personal, social and psychological

problems and the extent of their effect on the students of the intermediate pupils
of San Jose District", attempted to assess the personal, social and psychological
problems and the extent to which they affect the students of the intermediate
pupils of San Jose District with the end in view of helping them to overcome
whatever difficulties they encounter and be able to cope up with their studies.

By studying he found out that the pupil respondents revealed that their
major home problems are having no suitable place to study at home, living far
from school, family worried about money, not having a room of my own and too
many home chores ranked second to fifth with a very little difference in the
percentages. In their social life, the pupil respondents have the following major
problems: Being criticized, slow in making friends, vocabulary too limited and not
interested to go to school with a very slight difference in the percentages.

In health and physical aspect, their only problem is getting tired easily.
Majority of them have the following as their most serious problems: using bad

55
words, being tempted to cheat, not doing assigned tasks, not taking things
seriously and hurting others.

The five most prevalent psychological or emotional problems of the

intermediate pupil include having feeling of loneliness, cannot forget some
mistakes, wanting to revenge when hurt, easily hurt and afraid to be left alone.

The pupil respondents revealed that having no suitable place to study at

home, living far from school and family, worried about money affected their
studies moderately. In social life what affected their studies moderately are the
following: being criticized by others, slow in making friends, vocabulary too
limited, and not interested to go to school. Their getting tired easily moderately
affected their studies. The social problems that affected their studies moderately
are using bad words, being tempted to cheat, not doing assigned tasks, not
taking things seriously and hurting others. Affecting their studies moderately are
some psychological problems which includes having feeling of loneliness, cannot
forget some mistakes, wanting revenge when hurt, easily hurt and afraid to be
left alone.

Variables related to home problems were birth order, hours spent in home
chores combined time spent to leisure to the chores and academic achievement.

Variables related to social problems were also birth order, combine time
spent for leisure and home chores, and academic achievement.

Not one among the identified variables was significantly related to health
and physical problems and to psychological problems.

56
Only academic achievement was found to be significantly related to
emotional problems.

Synthesis

An achievement test is defined as an examination of developed skill or

knowledge (Hawaii Department of Education, 2007). These exams are
standardized tests designed to assess the skills and knowledge learned in a
particular grade level, usually through classroom instruction. In the context of the
study, the Department of Education in the Philippines annually conducts
Regional and Division achievement tests to all public and private institutions of
learning. Pulong Buhangin High School is a secondary school in Santa Maria,
Bulacan that is assessed by the education department through an achievement
test. The learning areas covered by the said exam are Science, Mathematics,
English, Filipino, and Araling Panlipunan (Social Studies).

The related literature and studies cited in this study provided the
researcher a bulk of information, which helped in the assessment of the
relationship of family and environment to academic performance. The reviewed
studies further convinced the researcher on her stand that giving more attention
and understanding to a student's family and environment may create a lighter
school environment thus enhancing the student's performance in class and
develop better individuals. They served as a guide and provided directions as to
how the researcher will conduct her study.

57
Chapter 3
RESEARCH METHODOLOGY

This chapter presents the methods of research, the procedures of the

study, population, sample and sampling technique, research instrument, data
collection procedure and statistical treatment of data used in the study.

Research Method Used

The undertaking, which aimed to finding out the correlation of personal

and environmental factors to the performance of the second-year students of
Santa Maria high schools in the National Achievement Test (NAT), utilized
triangulation approach.

Purpose- and design-wise, the study is both descriptive and explanatory

research methods. Descriptive research describes data and characteristics
about the population or phenomenon being studied. Descriptive research
answers the questions who, what, where, when and how (Birion, et.al., 2005). On
the other hand, explanatory research focuses on why questions. For example, it
is one thing to describe the crime rate in a country, to examine trends over time
or to compare the rates in different countries (New York University, n.d.).The
description and explanation of the problems and environmental constraints in the
performance of the selected second year students of Santa Maria public high
schools were the primary tasks of this study. All the facts and data gathered

58
were carefully considered, analyzed and interpreted.

The researcher made

inferences and generalization out of the data gathered.

Population, Sample, and Sampling Technique Used

Selected second year students of Santa Maria public high schools

constitute the study participants, inasmuch as the objectives of the study
revolved on the students per se and the factors surrounding their academic
behavior and performance. The survey used stratified sampling to determine a
reliable representation of the student population. Stratification is the process of
dividing members of the population into homogeneous subgroups before
sampling.

In order to ensure identify the respondents of the study, the researcher

generated a static random selection, where a static random number is one that
changes only when the user wants the change to occur. She used the Rank
Function from Microsoft Excel.
The researcher used Slovens Formula to determine the sample size of
the subjects. The formula is computed as follows:
n = N / (1 + Ne2)

59
Where:
n = sample size
N = population size
e = margin of error (either a value of .05)

Based on the computations using 0.05 as the margin of error, the

researcher yielded a total of 333 respondents. The combined population of the
four schools are 2,004.

For the qualitative part, the researcher chose a non-probability sampling

called purposive or snowball sampling. A purposive sample is a nonrepresentative division of some larger population, and is constructed to serve a
very specific need or function. It may not be possible to specify the population -they would not all be known, and access will be difficult (University of California
at Davis, n.d.). Purposive sampling targets a particular group of people. When
the desired population for the study is rare or very intricate to locate and recruit
for a study, purposive sampling is an option.

The informants of the undertaking were extracted from the second-year

populace of Santa Maria public high schools.

Population, Sample, and Sampling Technique

The researcher opted to use two distinct methods in the pursuit of the two
approaches that guided the study. For the quantitative probe, the researcher

60
made use of survey. Survey is defined as a mathematical process used to
collect in a systematic way, information from a sample of individuals
(WhatIsASurvey.info, n.d.). Most surveys are not public opinion polls (such as
political polling), but are used for scientific purposes. Research on living
standards uses survey data to investigate poverty and inequality, labour
markets, and education (University of Southampton, 2010).

In the qualitative portion, the author considered the communicative level of

the participants and their capacity to generate information. In view of that fact, a
semi-structured interview was employed. This is a research procedure used in
the social sciences, including education and psychology. While a structured
interview has a formalized, limited set questions, a semi-structured interview is
flexible, allowing new questions to be brought up during the interview as a result
of what the interviewee says (Lindlof & Taylor, 2002). The interviewer in a semistructured interview usually has a framework of themes to be explored.

Research Instruments

The researcher utilized two different instruments for the realization

of

the

data gathering. The instruments will aid in the effective analysis and
categorization of concepts found in the cleanup of the data. For the quantitative
probe, a self-administered survey questionnaire was employed. The
questionnaire contained items in which solicited were the attitudes of the
students towards the different environmental factors affecting learning. A
questionnaire is a form containing a set of questions, especially one addressed

61
to a statistically significant number of subjects as a way of gathering information
for a survey.

The researcher also used a semi-structured interview guide. Semistructured interviews are conducted with a fairly open framework which allow for
focused, conversational, two-way communication (Food and Agriculture
Organization, n.d.). They can be used both to give and receive information.
Since the research purpose were identified to be both descriptive and
explanatory, the data exhumed from the lenses of the student informants will
give a cats eye view of the scenario being scrutinized, in a fashion that explains
in account the experiences of the individuals involved.

The research tools used by the researcher largely depends on the sincerity,
thoughtfulness and objectivity of the respondents. The researcher saw to it that
her methodologies guard against the perceived bias.

The researcher utilized two different instruments for the realization

of

the

data gathering. The instruments will aid in the effective analysis and
categorization of concepts found in the cleanup of the data. For the quantitative
probe, a self-administered survey questionnaire was employed. The
questionnaire contained items in which solicited were the attitudes of the
students towards the different environmental factors affecting learning. A
questionnaire is a form containing a set of questions, especially one addressed
to a statistically significant number of subjects as a way of gathering information
for a survey.

62
The researcher also used a semi-structured interview guide. Semistructured interviews are conducted with a fairly open framework which allow for
focused, conversational, two-way communication (Food and Agriculture
Organization, n.d.). They can be used both to give and receive information.
Since the research purpose were identified to be both descriptive and
explanatory, the data exhumed from the lenses of the student informants will
give a cats eye view of the scenario being scrutinized, in a fashion that explains
in account the experiences of the individuals involved.

The three major parts of the study that reflected on the research
instruments are the following:

PART I:

Personal Profile

PART II:

A. Family Structure
B. Environmental Factors

PART III:

Attitude on Factors Affecting Learning

Statistical Treatment of Data

The researcher extracted three types of data from the data gathering:
nominal, interval, and textual. Nominal and interval were gathered from the
survey, while textual data were obtained from the interview. Four statistical tests
were used so as to come up with a sound and thorough processing of the raw
data, to wit:

63
1. Frequency. According to Pagoso and Montana (1997), this tool facilitates
the tallying and counting of frequencies falling under each category. In
this study, frequency was used to measure the respondents answer to
specific set of questions.
2. Percentage. It is the ratio of the responses to the total, to find the trends
in opinion (Triola, 1997).

This was used to determine the trends of the

subject of the study's profile as well as the significant difference on the

respondents' assessment.

Specifically, this is used to compare the

frequency of responses according to the number of sections.

% = F/N x 100

Where:
F = Number of Respondents
N = Total no. of Respondents
% = Percentage

3. Weighted Mean. Triola (1997), asserted that a mean is computed with

the different scores assigned different test. This formula was used for the
scale type of questions, to measure the extent on how the respondents
affected by personal and environmental conditions.

It was computed using the following formula:

x=

fx
N

64
Where:

Summation

Frequency

Class mark

Total frequency

The weighted mean formula is applied on items that acquired interval

data, especially on the Section V of the survey questionnaire. This section
measured the students attitude towards environmental factors affecting learning.

4. Likert Scale. It is a type of psychometric scale frequently used in

psychology questionnaires. It was developed by and named after
organizational psychologist Rensis Likert. In the studys questionnaire, the
Likert item took the following format:

SCALE

RANGE

VERBAL
INTERPRETATION

4.51 to 5.00

Strongly agree

3.51 to 4.50

Agree

2.51 to 3.50

Undecided

1.51 to 2.50

Disagree

1.00 to 1.50

Strongly agree

65

5. Multiple Regression Analysis. According to Soriano & Henson (1999),

regression analysis determines the specific function relating one variable
with another. Multiple regression is an extension of simple linear
regression in which more than one independent variable (X) is used to
predict a single dependent variable (Y). The predicted value of Y is a
linear transformation of the X variables such that the sum of squared
deviations of the observed and predicted Y is a minimum. The
computations are more complex, however, because the interrelationships
among all the variables must be taken into account in the weights
assigned to the variables. The interpretation of the results of a multiple
regression analysis is also more complex for the same reason.

66

Chapter 4
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter makes sense of the data gathered during the survey and the
focus group interview. The arrangement of the presentation follows the order and
sequence of the issues and problems tackled in the first Chapter.

In order to aid in the narrative presentation of the findings, Chapter IV is

divided into three (3) major parts. This is important so as to maintain the
consistency and development in the discussion. The gathered numerical and
textual data are presented through tables and matrices in order make it
intelligible among readers and to easily compare and contrast.

The first part of the presentation provides a profile of the four (4) public
high schools in the District of Santa Maria, Bulacan in terms of the sampling
acquired by the researcher. Also presented is the performance of each school in
the National Achievement Test (NAT) for S.Y. 2010-2011.

Part Two is further divided into two subsections. The first subsection
tackles the socio-demographic and family background of the student
respondents. The factors that constituted the second part are (1) age, (2)
gender, (3) religion, and (3) family structure. The second subsection tackles the
environmental factors that may or may not affect learning. These environmental

67
factors include (1) technology and internet, (2) extracurricular activities, (3)
media consumption, and (4) study habits.

Part Three interprets the statements that correspond to the attitude

exhibited by each student towards the factors presented in Part Two. A crucial
part of the study, this part helps in the determination of the answers for the
questions raised in the first chapter. It examines if the aforecited factors singly or
in combination affected the performance of second year students of Santa Maria
high schools in the National Achievement Test (NAT).

1. Socio-demographic Profile of the Sample and NAT Performance

of High Schools in Santa Maria, Bulacan

The tables for Part 1 can be found in the Appendix B.

Sampling. Pulong Buhangin High School has the most number of N.A.T.
takers among the four public high schools in Santa Maria, Bulacan, comprising
40.5% of the sample population, followed by Parada High School (29.3%), Santa
Maria Agro-Industrial High School (17.6%), and Catmon High School (12.6%).
This finding is reflective of the fact that PBHS and PHS are considered the
established high schools in Santa Maria, catering to a large student clientele from
adjacent communities even outside the municipality of Santa Maria.

On the other hand, SMAIHS and CNHS are two of the younger institutions
in the Division of Bulacan. This could be one of the probable reasons why the
researcher yielded only a smaller number of respondents. CNHS was only
founded in 2007; SMAIHS, albeit already decade-old, is more specialized in

68
technical and vocational education than its Basic Education Curriculum-centered
counterparts.

NAT Performance. There shows an unfavorable performance of public

high schools in Santa Maria, Bulacan in the 2010-2011 NAT for second year
students.

The data presented above was acquired from the DepEd Division

Office of Bulacan in Malolos City. The data ranked 76 public high schools, with
three of Santa Maria high schools (CNHS, PBHS, and SMAIS) placed in the
bottom half of the ranking, being 42nd, 47th, and 65th respectively. Parada High
School, although placed in the upper half, did not show an impressive feat for
only ranking 30th out of 76.

In terms of performance per subject area, Parada High School topped the
other public high schools in Santa Maria, except for Filipino, in which Pulong
Buhangin High School performed better.

Socio-demographic and Family Background

Previous studies support the notion that the material and relationship
conditions within a household affects a students self-concept and learning
motivation. Schultz (1993) study suggested that academic performance of
African-American and Hispanic in the urban areas of the United States is greatly
related to their level of socioeconomic disadvantage.

It is pointed out that

socioeconomic status appears to affect one's desire to succeed or to achieve, in

turn affecting academic performance. Apparently, if one is unmotivated where

69
school is concerned and has no educational goals, there is a greater likelihood
that their grades and/or level of achievement will reveal this.

Age. There is a considerable number of 14-year-olds in the survey, which

comprised 40 percent of the sample. As we can see, age is classified as an
interval data. Nevertheless, the table does not exhibit a normal distribution
inasmuch as the left bottom of the distribution got the highest frequency.

It can be suggested that public high school students of Santa Maria,

Bulacan religiously attend a certain year level according to the normal and
recommended age. No sign of year-level acceleration was found in the data. This
can be a result of many factors, which include the socio-economic makeup of the
population and the level of understanding of younger students who attend
classes for older students.

Gender. Female students outnumbered male respondents. Table 4 shows

an almost unequal distribution of male and female students in public high schools
of Santa Maria, Bulacan. 56.6 percent of the sample (6 out of 10) is female as
compared to 43.3 percent for male.

Roman Catholicism is the most dominant religion in the town of Santa

Maria. In fact, the town is home to three (3) parishes of the Roman Catholic
Diocese of MalolosSanta Maria, Pulong Buhangin, and Cay Pombo. This
reflects the responses of the students in the survey. 68.9 percent of the
respondents are Roman Catholics, which is overwhelmingly larger than the other
religious groups.

70
Other Christian denominations such as Evangelical Christianity, Baptists,
Pentecostalism, Methodism, and Episcopalianism have the second most number
of response, consisting 16.4 percent of the respondents. It is followed by Iglesia
ni Cristo, comprising 7.6 percent. On the other hand, there were only 3
respondents who practice the Islamic faith, which is less than 1 percent of the
total respondents.

Five (5) percent of the students practice religions outside Christianity and
Islam.

A study conducted by Jeynes (1999) of the University of Chicago has

found out that religiously committed students performed better on most
academic measures than their less religious counterparts, even when controlling
for socioeconomic status, gender, and whether the student attended a private
religious school. These results suggest that when researchers study the effects
of religion on the academic achievement of children, the nature of the school
should be considered but also the religious nature of many of students. The
significance of these results is discussed.

Number of Siblings. One-third (32.0 percent) of the respondents only

have one (1) sister. No (0) sister and three (2) sisters tied in the second spot,
both having 68 responses or 19.9 percent of the total sample size. Two (2)
sisters response follows as a close fourth with 63 responses out of 341, or 18.5
percent.

71
Only a smaller percentage of students reported to have more than three
sisters. Seven (7) and eight (8) sisters accumulated the least number of
responses, with 1 (0.3 percent) and 2 (0.6 percent) responses respectively.

One-third (32 percent) of the respondents only have one (1) brother. It is
followed by two (29 percent), and zero (17.6 percent). Three brothers comes
after as a distant fourth (12.9 percent).

On the other hand, 19 (or 5.6 percent) of the respondents have four (4)
brothers. Only less than 1 percent of the respondents reported to have more than
4 sisters.

It can be noticed that the tables for the number of brothers and sisters run
in parallel with each other. In a graphical representation, the trend is that they
both exhibited a normal statistical distribution. The mode, (1 brother and 1 sister)
have the most number of responses, followed by the preceding or succeeding
value. Moreover, one of the characteristics of the data is that the absolute zero
has more responses than the highest values (eight sisters and six brothers).
The students families realize that having small number of children is
required so as to provide for the educational and other necessities of the
children, given the perceived economic status associated with the attendants of
public schools.

There has been a venerable interest with exploring associations between

brother-sister variables, such as the number of children in a family and a child's
birth-order position in the family, and children's scholastic performance.

72
Characteristically, these sibling variables have minute but significant inverse
associations with academic outcomes. A number of theoretical perspectives have
been proposed to give explanation to these relationships.
Number of Household Members. The term household signifies
members of a domestic unit. It does not simply imply mother, father, and
children. It also includes extended family members such as aunts, uncles,
cousins, and grandparents, provided that their place of residence is the same
household of the respondents nuclear family.

More than half (56 percent) of the respondents reported to have mediumsized household, that is having 4 to 6 family members. Small and large families
follow, with almost the same percentage of responses (19.9 and 19.4 percent,
respectively). The former is only ahead of the latter by two (2) responses.

This lies consistent with the analysis for the number of brothers and
sisters. It can be assumed that most of the respondents are from nuclear and
extended family households. However, the extension of the family might include
only grandparents.
Households Monthly Income. An overwhelming majority of the students
come from the lower strata of the economic classes. 29.3 percent of the
respondents reported to have a monthly income of Php5,001 to Php10,000, while
a fourth (25.8 percent) earn an income of below Php5,000.

The latter is

considered lower than the poverty threshold suggested by the National Statistical
Coordination Board. Hence, 1 out of 4 respondents are automatically classified

73
as economically poor. It is observed that the families of the respondents are from
the working class.

61, or 17 percent or the respondents earn Php10,001 to Php15,000. This

stratum, combined with the lower economic strata, comprise the average and
below average income-earning families.

On the other hand, those whose families earn more than the average
income of Filipino families consist only one-fourth of the whole sample. 17.9
percent of the respondents families earn more than Php15,000 but less than
Php20,000. It is interesting to note, though, that 23 (or 6.7 percent) of the sample
reported to have families earning more than Php25,000. That is higher than the
preceding value.

In the data generated by the researcher during the Focus Group

Discussion (FGD), the participants generally believe that financial support
coming from the family is imperative for them to perform well in school.

Notwithstanding the free nature of government-supported schools, money

is circulated within a schools academic environment. FGD participants agree
that teachers require activities such as projects, assignments, and school
research so as to aid in learning. And in every output required of them, money is
consistently involved. One participant said, Sa akin naman po bilang estudyante,
alam ko naman po na maraming dapat bayaran sa school yung mga activities,
projects at research. Kung ang sweldo ng pamilya ay limitado, limitado lang din
po ang mababayaran. Maaring hindi po makagawa nung ibang projects.

74
Academic outputs such as research require one to rent internet use and
pay for printing fees. This is somewhat causing dilemma among students whose
parents have financial difficulties.

These responses support the studies of Duncan, Brooks-Gunn, and

Klebanov (1994). Children living in poverty are more likely than non-poor
children to evidence early school adjustment problems.

Respondents Who Lived with Parents for the Past Four Years. Nine
out of ten respondents (89.7) from Santa Maria public high schools said that they
have lived with their mother for the last four (4) years. Only 6.5 percent
responded no.

A huge majority of the respondents indicated in the questionnaire that they

have lived with their father during the last four (4) years. Nonetheless, it is lower
than the similar response in the Table 9.
Parental involvement is crucial in ensuring the success of a students
academic duty. Parent involvement in a child's education is consistently found to
be positively associated with a child's academic performance. However, there
has been little investigation of the mechanisms that explain this association.

The data, however, did not gauge on parental involvement in learning but
rather on the question: Do the students live with their mother or father during the
last four years. A more detailed discussion on parental involvement in learning is
further discussed in Part IV.

75
Parents Educational Attainment. Majority of the respondents stated that
their mothers highest educational attainment is secondary school diploma. This
response comprised half (51.6 percent) of the respondents. It is followed by
college diploma (20.5 percent) and elementary school diploma (19.1 percent).

For every 100 students of Santa Maria public high schools, only 1 (0.9
percent) has a mother who finished a post-baccalaureate degree, probably a
masters or a doctorate.

Half of the respondents indicated that their father finished secondary

school (48.1 percent). This is followed by college graduate (19.1 percent), and
elementary school graduate (18.5 percent). Less than 1 percent of the students
stated that their father finished post-baccalaureate studies such as masters and
doctorate degrees.
Parents Nature of Occupation. More than half of the respondents
mothers are skilled workers (63 percent). This is significantly larger than the
second highest response, which is clerical occupation. Only 8.8 percent admitted
to have a mother who is a professional.
The data presented here is consistent with the findings in Parents
Educational Attainment. Most of the respondents mothers are high school
graduates. And that might have a correlation with the nature of work that they do.
Skilled and clerical workers, collectively characterize the mothers of 8 out of 10
students in Santa Maria public high schools.

76
Most of the student respondents admitted that their father are skilled
workers (63.9 percent). It was followed by professional (12.9 percent), and
clerical (7.3 percent). Unlike the data for mothers occupation, there are more
fathers who work in their respective fields as professionals than clerks.
One of the characteristics of the data for parents educational attainment is
that while parents with elementary diploma overwhelmingly constitute almost half
of the sample, there is a small disparity between the frequency of parents with
college diploma and parents who finished elementary school. It can be described
as having a normal distribution.

Parents' level of education and occupation can be an important factor

affecting students' academic achievement. Musgrave (2000) states that a child
that comes from an educated home would like to follow the steps of his/her family
and by this, work actively in his/her studies.

Thus, a family with high socio-economic status is often doing well in

preparing its young children for school because they typically have access to a
wide range of resources to promote and support their development. According to
Marjoribanks (2003), the high achievers had a high socio-economic status and
they hailed from highly educated families and professional parents.

77
2. Factors Affecting the Performance of Public High Schools of
Santa Maria in the National Achievement Test.

Technological Factors

This subsection gauges the extent as to how helpful is the role of

technology in the academic performance of the students. It also raises questions
on the other roles that technology assumes in the everyday lives of the students
of public high schools in Santa Maria, Bulacan.

Table 1 discusses the preferred technologies/gadgets of students. It is

surprising to note that the survey yielded an unexpected outcome. In a public
school setting, it is assumed that the most available and affordable technology is
the cellular phone, but the survey results thought otherwise.

Table 1
Preferred Gadgets of Students
DEVICE
cellular phone
MP3 player
cable TV
PSP
personal computer/laptop
Others
No Response
Total

Frequency
140
137
28
24
8
2
2
341

Percentage (%)
41.1
40.2
8.2
7.0
2.3
0.6
0.6
100.0

Less than half (41.1 percent) of the students prefer cellular phones over
the rest of the options. Next to it MP3 player, which accounted for 40.2 percent of
the responses. Third is cable TV, which is the choice of 28 respondents or 8.2

78
percent of the sample. PlayStation Portable (PSP) and personal computers are
fourth and fifth respectively, with less than 3 percent responses each.

One thing that is noticeable with the data is that most of the students of
public high schools in Santa Maria, Bulacan are into the utilization of modern
technology. These technologies are mainly devised for entertainment and
communications purposes. The second and third preferred gadgets provide
entertainment satisfaction, although cable TV is also for consumed for
information-gathering purposes. The findings in these table can be inter-analyzed
with the finding in the succeeding tables.

Table 2
Number of Hours Spent in the Internet per Day
HOURS INTERNET
less than an hour
1 - 2hour
3 - 4hours
more than 5 hours
No Response
Total

Frequency
3
204
3
66
65
341

Percentage (%)
0.9
59.8
0.9
19.4
19.1
100.0

More than half of the student respondent (59.8 percent) of the

respondents admitted to use the internet for 1 to 2 hours per day. It is followed by
those who google for more than 5 hours every day, which yielded 19.4 percent of
the responses. Those without response are a near third, with 19.1 percent.

The data are characterized by an irregular leptokurtic distribution. If

represented graphically, it is apparent that the second most dominant value is not

79
a preceding or succeeding value of the peak of the graph. One can perceive the
extent of the discrepancy between the average internet consumers of 1 to 2
hours and those who exceed the prescribed number of hours of using the
internet.

Table 3
Number of Days Spent in Using the Internet per Week
DAYS INTERNET
12
3- 4
more than 5 days
seldom in a month
No Response
Total

Frequency
5
139
1
143
53
341

Percentage (%)
1.5
40.8
0.3
41.9
15.5
100.0

Most of the respondents (41.9 percent) reported to spend seldom number

of days in front of the PC. It is eventually followed by those who use the internet
three to four days in a week, with 40.8 percent responses. Those without
response account for 15.5 percent of the sample. Those who use the internet
one to two days in a week constitute less than 2 percent of the total number of
the respondents. Finally, only 1 of the 341 respondents admitted to use the
internet regularly.

80
Table 4
Social Networking Sites Patronized by the Respondents
SOCIAL NETWORK
Facebook
Friendster
Twitter
Others
No Response
Total

Frequency
261
45
17
5
13
341

Percentage (%)
76.5
13.2
5.0
1.5
3.8
100.0

Facebook topped the most preferred social networking site of the

respondents, accumulating more than three-fourths (76.5 percent) of the
respondents. Friendster is a distant second, gathering only 13.2 percent of the
responses. Twitter is third, with 17 responses (5 percent). 1.5 percent of the
respondents prefer other social networking sites aside from the listed in the
questionnaire. Thirteen of the respondents, or 3.8 percent of the total sample,
refused to indicate an answer.

Table 5
Role of the Internet
ROLE
a source of info
an aid in school
a source of entertainment
a venue for socializing with people
No Response
Total

Frequency
193
65
45
31
7
341

Percentage (%)
56.6
19.1
13.2
9.1
2.1
100.0

The top two responses (source of info with 56.6 percent responses; aid
in school with 19.1 percent) provide an initial understanding that most students

81
in public high schools in Santa Maria, Bulacan primarily use the internet for
information-gathering purposes. Only 13.2 percent admitted to use it as a source
of entertainment and 9.1 percent as a venue for socializing with people.

Table 6
Most Relied Reference Material of the Respondents
REFERENCE MATERIAL
Textbooks
Internet
Others
Note: Multiple responses

Frequency
237
204
37

Percentage (%)
69.5
59.9
10.1

When comparing textbooks and internet, it can be found that most

students still prefer textbooks (69.5 percent) over the internet (59.9 percent).
However, it is interesting to note that more than half of the student respondents
use the internet as a reference material for most of their school works.
Most teenagers say the Internets ability to help them with their schoolwork
and to help them learn new things is one of its best features (Simon, Graziano,
Lenhart, 2001). This potential role as educational tool is often the primary
reasons why families get Internet access. For many teens, the Internet has
replaced the library as the primary tool for doing research for significant projects.
Almost all online teens use the Internet to do research for school.

The student participants in the focus group discussion uniformly

expressed that the most important role of the internet to them as students is the
ease in researching that it provides. If used as an aid to school, the use of

82
internet will be maximized as an important tool in making projects and
supplementing the lectures of the teachers in school.

Nonetheless, the students admitted that relying more in the internet would
mean increased laziness. Most of them use the information supplemented by the
internet because it will only take seconds to research on a given topic unlike on
using the library in which books might be outdated or lacking the necessary
needed information. One of the possible academic dangers of the internet is that
unwary internet users might not have intelligent discretion to differentiate what
websites are dependable and which are not. Using information from a defective
website will lead to misinformation of the students.

Aside from scholastic utility, the FGD participants are aware that the
internet eats up a significant portion of their time as more and more students
spend time to play online games and social-network, albeit Table 20, which
presented the perceived role of the internet on the survey respondents, showed
that most students use the internet as a source of info.

In Social Consequences of the Internet for Adolescents: A Decade of

Research (Current Directions in Psychological Science, February 2009),
Valkenburg and Peters credit networking sites like Facebook and MySpace for
the increase in helpful interactions for teens on the internet. They believe that
social networking sites have created a more personal atmosphere where teens
and young adults are more likely to unite with peers and discuss personal issues
in a positive way.

83
Research can offer a bit of comfort for parents of teens who are
concerned about internet use and its effect on relationship skills. Although
studies can show the positives of Facebook and Twitter, parents should continue
to monitor internet use and activity for teens and young.

Table 7
Number of Text Messages Sent by Respondents per Day
TEXT MESSAGE
10 and below
11 20
21 30
More than 30
No Response
Total

Frequency
73
39
31
192
6
341

Percentage (%)
21.4
11.4
9.1
56.3
1.8
100.0

Despite initial findings that cellular phones are only the third most
preferred gadget, an overwhelming 56.3 percent of the respondents admitted to
send more than 30 text messages per day. One in every five respondents (21.4
percent) sends 20-31 text messages every day. Those who send 11-20 text
messages ranked third, with 11.4 percent responses. One in ten respondents
sends 21 to 30 text messages a day. Six (6) respondents had no response.

84
Extracurricular Activities
Table 8
Extracurricular Activities of the Respondents
EXTRACURRICULAR ACTIVITY
school paper
glee club/choir
academic contests
cultural dancer
Sports
Others
none
Total

Frequency
45
53
65
29
22
6
121
341

Percentage (%)
13.2
15.5
19.1
8.5
6.5
1.8
35.5
100.0

Most of the respondents do not have any participation in an extracurricular

activity. It accounts for one in every three respondents of the survey (35.5
percent).

Second in the ranking is the participation in academic contests. 19.1

percent of the respondents participate in this endeavor, be it school-wide or
interschool-wide. On the other hand, 45, or 13.2 percent of the respondents join
the school paper. Glee club and cultural dance are fourth and fifth in the ranking,
respectively. Only 6.5 percent join sports clubs and the like.

85
Media Consumption
Table 9
Preferred Medium of the Respondents
MEDIUM
Television
Radio
Newspaper
Magazine
new media (internet)
Others
Total

Frequency
240
28
3
63
1
6
341

Notwithstanding the emergence

of

Percentage (%)
70.4
8.2
0.9
18.5
0.3
1.8
100.0

newer form of

disseminating

communications, the most preferred medium of the respondents is still television.

Folk media still dominate the second through fourth slots. One in every 5
respondents (18.5 percent) prefers magazines, while 8.2 percent prefer the radio.
However, only 0.9 of the respondents prefer reading newspapers.

There are two points that arose due to the presented data. The first is that
folk media is still the foremost channel that can influence the allocation of time of
the students. Despite the advent of the internet, many students still cling to the
influential power of the television.

The other point is the huge discrepancy of the responses for magazine
and newspaper. The researcher felt the need to treat the two as separate media,
in spite of their nature as printed materials. It is suggestive of the fact that
students are more into the entertainment side of media usage than its
empowering role as an information reservoir.

86
Table 10
Number of Hours Spent in Television per Day
HOURS
less than an hour
1 2 hours
3 - 4 hours
more than 5 hours
Total

Frequency
6
86
199
50
341

Percentage (%)
1.8
25.2
58.4
14.7
100.0

More than half of the respondents (58.4 percent) spend 3 to 4 hours every
day in front of the boob tube. Moreover, one in every four respondents (25.2
percent) spend 1 to 2 hours per day watching TV. Ranked third, those who watch
TV for more than five hours per day account for 14.7 percent of the sample. Only
1.8 percent of the respondents stay in front of the television for less than an hour
per day.

Table 11
Number of Days Spent in Television per Week
DAYS
1 2 days
3 4 days
more than 5 hours
Total

Frequency
36
47
258
341

Percentage (%)
10.6
13.8
75.7
100.0

Three out of four students respondents admitted to spend more than five
days per week in front of the television. It means that virtually, television
influences their level of concentration. The remaining 24.4 percent of the
respondents watch the TV for less than five days every week. Those who spend

87
3-4 days and 1-2 days obtained 13.8 percent and 10.6 percent of the responses,
respectively.

According to Gosline (2004), too much time in front of the TV reduces

children's learning abilities, academic achievement, and even the likelihood of
their graduating from university, suggest three new studies. But it may be the
quality, not quantity, of the programmes that really matters.

Decades of studies have linked childhood hours in front of the TV with

aggressive behaviour, earlier sexual activity, smoking, obesity, and poor school
performance.

Table 12
Preferred Genre of Television Programs
TYPE TV
Drama
Game show
News
Sports
Variety show
Others
No Response
Total

Frequency
150
97
21
51
19
2
1
341

Percentage (%)
44.0
28.4
6.2
15.0
5.6
0.6
0.3
100.0

Most of the student respondents prefer drama as the genre of television

programs over the others, with 44 percent of the responses. Game shows are
ranked second, with 28.4 percent of the responses. Third are sports programs
which interest 15 percent of the respondents.

88
It can be noticed that most of the students are into the entertainment side
of the TV rather than its informative side. Only 6.2 percent prefer news programs
despite the fact that most of these programs cater to the primetime audience.

Table 13
Number of Days Spent Listening to the Radio per Week
DAYS RADIO
1 2 days
3 - 4 days
More than 5 days
No Response
Total

Frequency
181
84
74
2
341

Percentage (%)
53.1
24.7
21.7
0.6
100.0

Radio is not the most preferred medium of the respondents. More than
half of the respondents (53.1 percent) stated that they listen to the radio for 1 to 2
days every week, while 24.7 percent of the respondents tune in 3 to 4 days
weekly.

Table 14
Number of Days Spent Reading Newspaper per Week
DAYS
1 2 days
3 4 days
more than 5 days
No Response

Total

Frequency
283
41
5
12
341

Percentage (%)
83.0
12.1
1.5
3.5
100.0

An overwhelming 83 percent (or four out of five respondents) admit to only

read the newspaper once or twice weekly. It is also reflected in the 0.9 percent
respondents preference of newspaper in Table 20. 12.1 percent (or one in ten

89
respondents) read the newspaper three to four times a week, making it the
distant second. Only 1.5 percent of the respondents read newspapers everyday.
It has fewer number of responses than those who did not answer, with 3.5
percent.

Study Habits

For the study habits, the researcher opted to measure the students
number of hours spent in studying at home. Based on the survey, more than half
of the students (58.1 percent) only spend 1 to 2 hours of their day doing their
assignments or reviewing for exams. One-fourth of the respondents (26.1
percent) admit spending 3 to 4 hours at home doing their assignments and
projects.
Table 15
Hours Spent at Home for Doing Homework
HOURS
1 to 2 hours
3 to 4 hours
more than 5 hours
No Response
Total

Frequency
198
89
9
45
341

Percentage (%)
58.1
26.1
2.7
13.2
100.0

Many studies say that learning are better acquired and mastered as soon
as the learner attends to it (Bagongon & Edpalina, 2009). Gestalt psychology
mentions the Law of Proximity referring to the way in which he tends to form
groups according to the way they are spaced, with the nearer once being

90
grouped together. As applied to learning, this refers to the closeness in space or
in time.

Furthermore, it explains why it is easier to remember recent events and

hence more easily joined with the interest of the present in a common Gestalt. In
application to learning process, immediate and regular study periods and doing
school requirements tend to result in a better performance than delayed and
erratic study periods do.

Motivational Practices

It is evident in the FGD responses that the most common form of

motivation is in form of giving advices. Their parents higher regard to learning is
a result of the hard knocks of life that they experienced because of their lack of
formal education.

For their families, doing better in school is a means to climb the social
ladder. This notion is apparent in the parents telling of stories of people who
were able to attain better economic statuses because of their academic hard
work. Having said that, it is legitimate to say that there is a concept of education
as equalizer among families, particularly in the public school setting.

Nonetheless, it is rather unexpected that while parents encourage

students to study well, the level of familys involvement in the process of the
students academic performance remains minimal. There is a smaller
participation of parents as regard the actual delivery of scholastic outputs. As one

91
participant said, Sa paggawa ng assignments, syempre sa edad ko nakakahiya
naming magpagawa pa ng assignments sa parents di ba?

The participants of the FGD explained how their parents give them the
ample space to do their homeworks. Their parents provide a legroom at home
where one can freely finish his assignments and study his lessons. It can be the
houses terrace or a separate room inside the home.

Space is important to ensure that the student is able to continue his

studies even in the convenience of the home. Ensuring the absence or reduction
of noise is a vital component of a healthy and vibrant working and studying area.

3. Attitude of the Students Towards the Factors Affecting NAT

The third part of the discussion revolves around the attitude of the student
responses towards the determined factors that might have an effect on learning.
The attitudes of the respondents were based on the researchers formulated
statements. There is an attempt to find correlation between the attitudes and the
results of the NAT.

92
Table 16
Attitude Towards Technology
B. Attitude towards technology
1. The internet has become a powerful tool
that really helped a lot on my studies
2. The internet never affected my
performance in school
3. I only surf the websites that I need in order
to finish my school assignments
4. The rest of my school allowance goes to
important things and buying cell phone loads
is only secondary.
5. Using gadgets such as MP3, cell phone,
playstation and others never affected my
performance in school
6. My teachers require me to surf the
internet so as to answer some of the
questions on my assignment
7. I never use my cell phone during classroom
hours
Grand Weighted Mean

Weighted Mean

V.I

4.08

Agree

3.35

Undecided

3.30

Undecided

3.70

Agree

3.50

Undecided

3.91

Agree

3.72

Agree

3.63

Agree

The student respondents agreed in all statements presented by the

researcher, except for three. The computed general weighted mean was 3.63
which falls under agree.

The statement that had the most positive response from the respondents
was: The internet has become a powerful tool that really helped a lot on my
studies which has a rating of 4.08. The respondents also agreed that teachers
require them to surf the web to answer some of the questions on their
assignments (3.91). The students also agreed (3.72) that they never use mobile
phones while in class. The respondents agreed on the statement: The rest of my

93
school allowance goes to important things and buying cell phone loads is only
secondary (3.70).
The three statements that students are undecided of are: I only surf the
websites that I need in order to finish my school assignments (3.30); The
internet never affected my performance in school (3.35); and Using gadgets
such as MP3, cell phone, playstation and others never affected my performance
in school (3.50).

The trend in Table 16 is that the student respondents recognize the

imperative necessity to use the internet as a tool in gathering study-related
information. However, they realize that their consumption of the internet goes
beyond what it was supposed to do. They surf the internet not only for
educational purposes but also to satiate their other needs. The respondents also
recognized the fact that their use of gadgets such as MP3 and cell phone
affected their academic performance.

As a compromise to this scenario, the student respondents use to allocate

their allowance in more important things than in cell phone loads and the like.

94
Table 17
Attitude Towards Extracurricular Activities
C. Attitude towards extracurricular activities
1. Being involved in a school organization
makes me perform better on my studies
2. My involvement in extracurricular activities
lets me know of people who can help me
with my studies
3. We hold practices for extracurricular
activities only after classroom hours, so we
have time to learn our academic subjects
4. I am not excused in exams and quizzes
whenever I practice for my extracurricular
activities
5. We do not receive incentives and plus
grades from doing tasks that are related to
extracurricular activities, which forces me to
still strive to perform actively in school
Grand Weighted Mean

Weighted Mean
3.68

V.I
Agree

3.68

Agree

3.68

Agree

3.27

Undecided

3.17

Undecided

3.49

Undecided

As regard extracurricular activities, the overall attitude of the student

respondents is undecided, with a rating of 3.49. Though three of the statements
had been agreed by the students, none of them yielded a score of 4. The three
statements all had ratings of 3.68. It means that students believe that being
involved in a school organization makes them perform better on their studies.
Moreover, their involvement in extracurricular activities lets them know of people
who can help me with their studies. Lastly, they agree that the school hold
practices for extracurricular activities only after classroom hours, so they have
time to learn their academic subjects.
Two of the statements are undecided, such as: I am not excused in
exams and quizzes whenever I practice for my extracurricular activities, which

95
was rated 3.27; and We do not receive incentives and plus grades from doing
tasks that are related to extracurricular activities, which forces me to still strive to
perform actively in school, with a rating of 3.17.

Table 17 is characterized by lower ratings of the student respondents. It

means that certain practices of students and teachers regarding the matter do
not conform to standards that encourage students to still perform well in their
studies while being active in extracurricular activities.

Student respondents are uncertain if teachers do not give incentives in

doing extracurricular activities. While it is alright to persuade students to
participate in other academic programs, it should not circumvent the importance
of conforming to the learning outcome expected by the curriculum.

96

Table 18
Attitude Towards Media
D. Attitude towards media

Weighted Mean

V.I

3.77

Agree

3.34

Undecided

3.37

Undecided

3.50

Undecided

3.90

Agree

3.78

Agree

3.87

Agree

3.41

Undecided

3.71

Agree

3.80

Agree

3.64

Agree

1. The information coming from the TV helps

me with my assignments
2. The hosts of talk shows and the characters
of TV dramas encourage me to perform
better in school
3. The TV show hosts tell me the ways in
order to improve my study habits
4. Television shows do not depict situations
of violence and rebelling with parents and
teachers
5. Reading newspapers and magazines help
me communicate better in English
6. I never read of magazines that contain
explicit sexual information
7. The science section of the newspaper helps
me deal with concepts related to biology,
chemistry and physics
8. The radio jockeys tell me the ways in order
to improve my study habits
9. When listening to the radio, I see to it that
the music does not distract my studying
10. Listening to the radio sets my mood and
inspires me to finish my assignments
Grand Weighted Mean

The student respondents of public high schools in Santa Maria, Bulacan

generally agreed on the statements posted in Table 18. It means that media
generally aids in dealing with concepts related to the academe, although none of
the ten statements had a rating of the value of 4.

97
The statement with the highest rating was: Reading newspapers and
magazines help me communicate better in English (3.90), followed by: The
science section of the newspaper helps me deal with concepts related to biology,
chemistry and physics (3.87), and Listening to the radio sets my mood and
inspires me to finish my assignments (3.80).

Basically, the students believe that the media, along with the internet, can
be a useful tool in pursuing their studies. Positive ratings are found especially in
statements that tackle radio and the print media. Nevertheless, the students are
somehow hesitant to conclude that television watching increases their level of
attentiveness to their studies. While they agree that TV helps them in finding
concepts for their home works (3.77), they are still undecided of the statements:
The hosts of talk shows and the characters of TV dramas encourage me to
perform better in school (3.34), The TV show hosts tell me the ways in order to
improve my study habits (3.37), and Television shows do not depict situations
of violence and rebelling with parents and teachers (3.50).

This can be a serious finding inasmuch as Table 9 showed that TV is the

preferred medium of the students, and Tables 10 and 11 showed that they spend
more hours per day and hours per week in front of the television.

98

Table 19
Attitude Towards Study Habits
E. Attitude towards study habits
1. I see to it that I understand the concepts of
my assignments before doing other
undertakings
2. When I know that we have a long test, I
will review for a week to prepare
3. When Im done with household chores, I
rummage the pages of my textbooks to read
the lessons that havent been tackled yet
4. When theres an interesting event, it
doesnt bother me on my studies
5. When studying, I do not have candies and
junk foods with me, instead I eat a healthier
snack
Grand Weighted Mean

Weighted Mean

V.I

4.01

Agree

3.68

Agree

3.54

Agree

3.53

Agree

3.44

Undecided

3.64

Agree

Students generally agreed on the statements of Table 19, which yielded a

rating of 3.64. The only undecided statement was: When studying, I do not have
candies and junk foods with me, instead I eat a healthier snack.

The students of public high schools in Santa Maria, Bulacan have positive
attitudes regarding study habits. They see to it that they understand the concepts
of their assignments before doing other undertakings (4.01). They prepare for a
long test (3.68), read books after finishing a household chore (3.54), and
concentrate on their studies despite a distracting event (3.53).

99
The attitude of the students towards the importance of healthy eating and
nutrition in achieving academic excellence is relegated to a second-class status.
This can overpower their achievement level in school, despite satisfactory study
habits in terms of preparation for exams and dong ones home work.

Table 20
Attitude Towards the Motivational Practices of the Family
A. Motivational Practices of the family

Weighted Mean

V.I

1. My parents, brothers, and sisters are

concerned about my academic performance
2. My parents, brothers, and sisters encourage
me to strive harder
3. My siblings and I support one another in our
studies
4. My parents guide me properly in my studies
5. My parents know if I have problems related
to my school performance
6. My parents, brothers and sisters help me
finish my assignments.
7. My parents talk to me whenever I get lower
grades on my academic subjects
8. My parents value my education so much
that they are willing to sacrifice for my
schooling
9. My parents give me allowance for
unexpected assignments and projects in
school
10. My parents believes that my high school
performance will help me cope with college
life
Grand Weighted Mean

4.13

Agree

4.03

Agree

3.76

Agree

4.44
3.50

Agree
Agree

3.19

Agree

4.06

Agree

4.19

Agree

3.92

Agree

4.14

Agree

3.80

Agree

The statements gauged by the table pertain to family-related motivational

practices, mostly by parents and followed by siblings and other family members.

100
The general weighted mean extracted from the responses is 3.80 which is
considered agree.

Generally speaking, the respondents had a favorable attitude over the

motivational practices of their family regarding their academic performance. The
highest weighted mean was found in the statement: My parents guide me
properly in my studies, which obtained a 4.44 rating. The second most agreed
statement is: My parents value my education so much that they are willing to
sacrifice for my schooling which obtained a mean score of 4.19.
The two statements with the lowest ratings were: My parents, brothers
and sisters help me finish my assignments (3.19) and My parents know if I have
problems related to my school performance (3.50).

It is notable that every statement yielded positive and agreeable attitudes

from the student respondents of Santa Maria public high schools. Also, another
point is that the statements that yielded the highest scores are the ones tackling
the issue of the existence of concern on the part of the family members, while
those tackling the extent to which the concern is translated into palpable actions
yielded lower ratings.

101

Correlation of the Attitudes with the Performance in the National

Achievement Test

Table 21
Results of Multiple Regression Analysis between NAT Performance in
Filipino and Attitude Over Factors Affecting Learning

NAT Score in
Filipino
Vs.
Attitude
A. Technology

Pearson
Correlation

P-Value

Decision

Remarks

.116

.324

Accept H0

Not Significant

B. Attitude towards
extracurricular
activities

-.057

.331

Accept H0

Not Significant

C. Attitude towards
media

.143

.009

Reject H0

Significant

D. Attitude towards
study habits

.028

.613

Accept H0

Not Significant

E. Motivational
Practices of the
family

.011

.909

Accept H0

Not Significant

Over-all Attitude

.032

.748

Accept H0

Not Significant

The result of the SY 2010-2011 National Achievement Test for

sophomores in Santa Maria, Bulacan high schools in Filipino is higher than the
rest of the subjects. Collectively, the average performance rating of these

102
schools in the said subject was 59.27 percent, although it is still considered a low
rating. The correlation of the overall attitude of the students with the results of the
NAT in Filipino is not significant enough to say that it did not happen by chance.

The findings in Table 21 went to show that there was only one factor that
is significant in as regard with its correlation with the result of the NAT in Filipino,
and that was the attitude of the students towards media. The attitude of the
students towards media has a computed Pearson correlation value of 1.43,
which denotes a positive causal relationship.

The most important role of media is the dissemination of its message to its
target audience. Whatever the medium is, the presence of the text is important in
order to effectively reach its consumers. The Filipino subject is highly concerned
with learning the complexity of the language and the analysis of texts using
different

sets of

frameworks. The positive

correlation

between

media

consumption and NAT performance means that the intelligent treatment and
analysis of media text can create a good understanding of the subject area.
Since most students subscribe to TV more than any medium, the widespread
usage of the vernacular in television programming could be an instrument in
helping students perform well in the said discipline.

103

Table 22
Results of Multiple Regression Analysis between NAT Performance in
Mathematics and Attitude over Factors Affecting Learning

NAT Score in
Mathematics
Vs.
Attitude
A. Technology

Pearson
Correlation

P-Value

Decision

Remarks

.068

.375

Accept H0

Not Significant

B. Extracurricular
activities
C. Media

-.019

.744

Accept H0

Not Significant

.077

.162

Accept H0

Not Significant

D. Study habits

.154

.005

Reject H0

Significant

E. Motivational
Practices of the
family

-.155

.119

Accept H0

Not Significant

.014

.888

Accept H0

Not Significant

Over-all

The students of public high schools in Santa Maria, Bulacan obtained low
scores in the NAT for Mathematics. Parada High School, which was the highest
among the four schools, got 44.57, while the lowest (Santa Maria Agro-Industrial
High School, got 30.60.

The overall correlation of the attitude of the students towards the factors
affecting learning with the result of the NAT in the subject of Mathematics is not
significant enough to say that it did not happen by chance. Among the five (5)

104
considered factors, only the attitude on study habits was found to be significant
as far as causation is concerned. It had a computed correlation of .154.

The study found that study habits were the sole significant predictor for
mathematics. This result further emphasizes the efficiency of work methods as a
predictor of grades and specially its worth in mathematics. There is a match
between the content of work method items and the way students of public high
schools in Santa Maria, Bulacan process mathematics activities. This result
further maintain the assertion of previous studies that specific work methods and
learning strategies work well in processing mathematical concepts.

Table 23
Results of Multiple Regression Analysis between NAT Performance in
English and Attitude over Factors Affecting Learning

NAT Score in
English
V.S
A. Technology

Pearson
Correlation

P-Value

Decision

Remarks

.118

.125

Accept H0

Not Significant

B. Extracurricular
activities
C. Media

.046

.439

Accept H0

Not Significant

.231

.000

Reject H0

Significant

D. Study habits

.105

.056

Accept H0

Not Significant

E. Motivational
Practices of the
family

-.146

.143

Accept H0

Not Significant

-.021

.833

Accept H0

Not Significant

Over-all

105
Overall, the correlation between the attitude on the factors affecting
learning and the students performance in the National Achievement Test in
English is not significant enough to say that it did not occur by chance.
Specifically, only the attitude on media was found to be significant. The
computed Pearsons correlation is stronger than any other factors discussed for
all subject areas covered by NAT.

The mass media in the country uses the English language for its programs
in addition to the native tongue, thus, exposing students to the influences of
these languages as sometimes is evident in their contents.

Using various kinds of media in the classroom has always been a

challenge, and how to bring these Media in the classroom is more than a
challenge. Media provide teachers and students with inventive and useful ideas.
They allow teachers to meet different needs and interests of their students. They
also offer students with a lot of language practice through activities using
newspapers, magazines, radio, and TV which develop reading, writing, speaking
and listening skills. Media entertain students and encourage reading English in
general, both inside arid outside the classroom, promoting extensive reading by
giving the students the self-assurance, the enthusiasm and the aptitude to
continue their reading outside the classroom.

There should be, however, an understanding of the media, the messages

they give and their influence upon students, how to explore this rich information
and create a gamut of the liveliness media create in the life of students and why
not in the classrooms where students spend a lot of their time.

106

Table 24
Results of Multiple Regression Analysis between NAT Performance in
Science and Attitude over Factors Affecting Learning
NAT Score in
Science
Vs.
Attitude
A. Technology

Pearson
Correlation

P-Value

Decision

Remarks

.127

.100

Accept H0

Not Significant

B. Extracurricular
activities
C. Media

.069

.245

Accept H0

Not Significant

.093

.091

Accept H0

Not Significant

D. Study habits

.119

.030

Reject H0

Significant

A. Motivational
Practices of the
family

-.222

.025

Reject H0

Significant

-.080

.426

Accept H0

Not Significant

Over-all

Overall, the correlation students attitude towards the factors that affect
learning was computed to no statistical significance as regard with the
performance in the National Achievement Test. The two factors that was deemed
significant were motivational practices of the family (Pearson correlation = -.222)
and study habits (Pearson correlation = .119). Motivational practices of the family

Motivation from family members has been recognized as having positive

effect on a students achievement in science. According to George and Kaplan

107
(1998), one of the important effects seen in the present study is the influence of
parental involvement on science attitudes. The more the parents showed a
positive attitude to science the better the pupils achieve in science. The parental
effect works through discussion of school experiences and through arranging or
supporting activities in inside and outside the schools premises.

Nevertheless, Table 24 suggests that there is rather a negative causal

relationship between family motivation and the results of the National
Achievement Test in Science. There are a few considerations why such an
unexpected thing was possible. Since the average educational attainment of the
parents is high school, the least they can do is to encourage students to study
harder in the said subject area. There could be lack of help in form of mentoring
due to the fact that technical concepts within science and technology can only be
understood in depth by studying harder in class and reading reference materials.

On the other hand, study habits can be defined as allocating a dedicated

scheduled and uninterrupted time to apply oneself to the task of learning and
practice. Study habits are crucial on the part of the students so that it can make
use of their time efficiently and deliberately instead of wasting their time with
insufficient study accomplishments.

Science is a systematic study of the world, including everything that can

be seen or detected in nature, man, and society, together with the knowledge
that grows out of such study. Most high school students have a difficult time in
studying this subject. Nevertheless, homework gets done faster, and students
retain concepts longer when study styles are married to learning styles in

108
science. When parents and teachers match study skills techniques to individual
learning styles, kids learn faster, retain material longer, earn better grades, and
have increased self-reliance in their study skills.

Table 25
Results of Multiple Regression Analysis between NAT Performance
in Araling Panlipunan (Social Studies) and Attitude over Factors Affecting
Learning
NAT Score in
Araling Panlipunan
Vs.
Attitude
A. Technology

Pearson
Correlation

P-Value

Decision

Remarks

.133

.084

Accept H0

Not Significant

B. Extracurricular
activities
C. Media

.052

.374

Accept H0

Not Significant

.171

.002

Reject H0

Significant

D. Study habits

.140

.010

Reject H0

Significant

E. Motivational
Practices of the
family

-.101

.313

Accept H0

Not Significant

.034

.735

Accept H0

Not Significant

Over-all

The students from the four public high schools in Santa Maria, Bulacan
obtained low scores in the National Achievement Test for the subject of Araling
Panlipunan (Social Studies). The school with the highest score, Parada High
School, got 43.79.

109
It was found that collectively, the computed correlation of the factors
affecting learning and the performance of students in the NAT for Araling
Panlipunan was not significant. Specifically, the correlations of media and study
habits are the two factors that were significant. Medias Pearson correlation was
much stronger at .171 while study habits, .140.

Table 26
Results of Multiple Regression Analysis between the Overall NAT
Performance and Attitude over Factors Affecting Learning

N.A.T. Overall
Vs.
Attitude
A. Attitude towards
technology

Pearson
Correlation

P-Value

Decision

Remarks

.148

.053

Reject H0

Significant

B. Attitude towards
extracurricular
activities
C. Attitude towards
media

.035

.555

Accept H0

Not Significant

.192

.000

Reject H0

Significant

D. Attitude towards
study habits
E. Motivational
Practices of the
family

.163

.003

Reject H0

Significant

-.203

.041

Reject H0

Significant

-.002

.985

Accept H0

Not Significant

Over-all

The correlations of the attitudes on the factors affecting learning and the
overall performance in the National Achievement Test are interesting findings.

110
Overall, the attitude towards extracurricular activities was not significantly
correlated with any of the identified factors that might have an effect on learning.

Based on Table 26, four out of five factors are said to have an effect to the
performance of the students in the National Achievement Test. These are: (1)
motivational practices of the family; (2) technology; (3) media; and (4) study
habits. Of these four factors, the motivational practices of the family had negative
correlation with the academic performance of the students of public high schools
in Santa Maria, Bulacan on NAT.

Of the factors with positive correlation with the NAT performance, the most
interesting note was that the assertion that increased media consumption
(Pearson correlation = .192) will in turn result to higher performance in the NAT.
There is a conflict, however, with an earlier claim that students believe that the
folk media (especially TV) are not dependable tools on studying. The researcher
suggests that increased media consumption can only be helpful if students and
parents will exercise their power to deconstruct and discretionize.

Motivational practices of the family (Pearson correlation = -.203) had an

inverse (negative) correlation with the performance of the students in the NAT.
These means that parents and siblings are not equipped with the tools to help
the students deal with the requisites of their student life. Nevertheless, the
students need ample support from them, in form of properly allocating money for
their school allowance and giving them advices on how to improve study habits.

111
Technology (Pearson correlation = .148) and study habits (Pearson
correlation = .163) are said to have a significant positive correlation with the
performance of the students in the NAT. Technology must be harnessed to the
fullest extent in order to serve as reference for the gaps that most teachers fail to
fill in.

112
Chapter 5
SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

This Chapter gives a summary of the findings of the study, the conclusions
based on the accumulated results, as well as the recommendations that aid in
answering the problems cited during the course of the study.

Summary

This study determined the relationship of factors affecting the NAT

performance of second year students of public high schools in Santa Maria,
Bulacan.

Basing on the course of literature review and description of the context

being studied, the researcher came up with a general statement of the problem.
Specifically, the studys sub-problems that needed to be answered were:

1. What is the National Achievement Test (NAT) performance of the

respondents in terms of the following:
1.1 Filipino
1.2 English
1.3 Mathematics
1.4 Science
1.5 Araling Panlipunan (Social Studies)
1.6 Overall

113
2. What are the factors that affected the NAT performance of the
respondents in terms of:
2.1 Technology;
2.2 Extracurricular activities;
2.3 Media;
2.4 Study habits; and
2.5 Motivational practices of parents?
3. Is there a significant relationship between the factors and the NAT
performance of the respondents in the following subjects:
4.1 Filipino;
4.2 English;
4.3 Mathematics;
4.4 Science
4.6 Social Studies (Araling Panlipunan); and the
4.7 Overall performance of students in NAT?
4. Which of the following factors affected the NAT performance of the
students per subject?
The undertaking, which aimed to finding out the correlation of personal
and environmental factors to the performance of the second-year students of
Santa Maria high schools in the National Achievement Test (NAT), utilized
triangulation approach. The researcher utilized both quantitative and qualitative
analyses. It becomes an alternative to traditional criteria like reliability and
validity.

114
The study is both descriptive and explanatory research method. All the
facts and data gathered were carefully considered, analyzed and interpreted.
The researcher made inferences and generalization out of the data gathered.

The researcher utilized two different instruments for the realization of the
data gathering. For the quantitative probe, a self-administered survey
questionnaire was employed. The questionnaire contained items in which
solicited were the attitudes of the students towards the different environmental
factors affecting learning.

The researcher also used a semi-structured interview guide. Semistructured interviews are conducted with a fairly open framework which allow for
focused, conversational, two-way communication.

The research tools used by the researcher largely depends on the sincerity,
thoughtfulness and objectivity of the respondents.

Findings

1. The student respondents come from four public high schools in Santa
Maria, Bulacan, namely: Catmon National High School, Parada High
School, Pulong Buhangin High School, and Santa Maria AgroIndustrial High School. Most of the respondents were (1) 13 years old
during the time of the exam; (2) Roman Catholics; (3) having one
brother and one sister; (4) having a household size of 4 to 6 persons;
and (5) having family income of Php5,001 to Php10,000. There is a

115
small discrepancy between male and female respondents of the
survey.

Most of the survey respondents have lived with their father and mother
for the past 5 years. Most of the parents finished high schools and
assume blue-collar occupations.

2. The National Achievement Test performance of public schools in Santa

Maria is lower as compared to other schools in the Division of Bulacan.
Out of 76, the highest placed public high school in Santa Maria was at
the 30th rank. The lowest ranked school was at the 65 th spot. The
students obtained the highest scores in Filipino and lowest scores in
Science.

3. The respondents are into the use of modern technology, with cellular
phone their most preferred gadget, followed by MP3 players and cable
TV. It was also found that students spend three to four days of their
week visiting the World Wide Web at 1 to 2 hours per day.
Respondents perceive that the internet is a source of info, followed by
being an aid to school. Virtually every respondent is a member of an
online social network, particularly Facebook. Most of the respondents
send more than 30 text messages per day.

In terms of extracurricular activities, most students are not members of

any clubs, societies, and the like inside their academic environment.

116
Some of the students participate in academic contests, join the glee
club, and write in the school paper.

The students of the public high schools in Santa Maria, Bulacan prefer
the TV over other media, manifested in the number of days per week
and hours per day allotted in watching it. Most of them watch TV
because of its entertainment value. Moreover, there were minimal
consumption of the radio and print media.

Most students allot 1 to 2 hours of their day doing their assignments.

While textbooks remain as the predominant source of info, there is a
considerable level of reliance to the internet.

4. Generally, the students had favorable attitudes over the factors that affect
learning, except for extracurricular activities. Most of the students
perceive extracurricular activities as somehow of equal footing with the
actual learning they have inside the classroom.

Collectively, the correlation between the overall factors that affect

learning and the results of the National Achievement Test per subject
and overall are not significant enough to say that they happen beyond
chance.

For Filipino subject, media is said to have a positive correlation with

the performance in NAT, while for Mathematics, it is the study habits
that had positive correlation.

117
The performance of the students in the NAT for English is directly
(positive) correlated with media consumption like the other language
subject, Filipino. For Science, two factors were found to be correlated
with the performance in the NAT: motivational practices of the family
and study habits, although the former is negatively correlated. For
Araling Panlipunan (Social Studies), media and study habits are
positively correlated with the performance on the NAT.

Overall, four out of five factors are said to have an effect to the
performance of the students in the National Achievement Test. These
are: (1) motivational practices of the family; (2) technology; (3) media;
and (4) study habits. Of these four factors, the motivational practices of
the family had negative correlation with the academic performance of
the students.

Conclusions

Based on the summary of findings presented above, the following

conclusions were drawn:

1. Profile of the Respondents

1.1 There has been a pattern on the preferences and attitudes of

the students of the four public high schools in Santa Maria,
Bulacan.

118
1.2 Most of the students of these four public high schools are a
picture of a typical medium-sized family from the lower to
middle-lower income levels of the economic hierarchy.
1.3 The students of the four public high schools in Santa Maria,
Bulacan has lived with both their parents and siblings. Their
parents, given that most of them did not finish college, assume
blue-collar and related occupations.

2. Public high schools in Santa Maria, Bulacan did not perform well in the 20102011 National Achievement Test (NAT) for second year. Most of them are
placed in the bottom half of the rankings.

3. Factors Affecting the Performance of Students in NAT:

3.1. Technology has a pivotal role in student research. However,

students are also aware of the other roles of newer
technologies, such as entertainment and communication.
There is a dominant usage of cell phones and internet among
students.

3.2 Most of the students are not involved in extracurricular

activities. Academic contests are the most common form of
extracurricular activities that students engage on.

3.3 There is a massive consumption of TV among students. Radio

and newspapers are not preferred media. The media provides
minimal help in their studies.

119
3.4 Students allot a small portion of their free time in doing their
assignments and other school works. Internet and textbooks
are of equal footing when it comes to information sources.

3.5 Students receive support and encouragement from their family

members as regard with striving harder to achieve better
grades. Nevertheless, the lack of the tools on the part of the
parents and siblings makes it impossible to maximize the level
of support that the student receives.

4. Technology, media, and study habits are said to have a direct causal
relationship to the performance of the students in the National
Achievement Test. It means that the more a value of the independent
variable increases, the more it is likely to cause favorable results. On the
other hand, there is an inverse causal relationship between the existing
motivational practices of the students family.

Recommendations

Based on the findings of the study and the conclusions arrived at, the
following recommendations are hereby forwarded:

Government

The situation of the student performance in public high schools in Santa

Maria, Bulacan can represent the bigger picture of the educational milieu. The

120
findings in this study can be used by the Department of Education (DepED)
crafting interventions to satiate its policy lapses, if any.

The study goes to show that the government should also capitalize on the
effects of human and material relationships to the academic performance of
students in public high schools.

Teachers

The dependence of the students in new media has become rampant

through the years. Teachers need to develop a unique sense of keeping in touch
with the changes in the technologies so they can guide their students in filling the
gaps of the educational sector.

School, being the second residence of the students, must provide a similar
atmosphere as a home. Teachers must act as the students second parents, who
do the similar level of support as their biological parents. Since teachers are
more academically equipped than parents due to the nature of their training,
adding soft skills to this training will surely result to favorable outcomes.

Students and Parents

The determined factors were found to have an effect on the performance

of the students in major examinations, including the National Achievement Test
(NAT). These factors are the usage of technology, media, study habits, and
motivational practices of the family. Students should be well-equipped with

121
the power to discretionize so they can calculate the allowable levels of prioritizing
in the following factors that learning.

Modern technologies are important since it eases the work load of the
student. The internet supplements the gaps in some of the outmoded concepts
taught by the teachers because it is regularly updated by a complex web of
people from all walks of life and intellectual experiences. Nevertheless, it seems
like most students treat electronic sources as being of the same leveling with
more authorized sources such as textbooks. Students must be taught of the
proper ways in order to intelligently deciding on the sources to be relied on.

The use of media can be maximized as a tool to boost the learning of

language subjects, such as Filipino and English. However, most of the students
prefer watching TV more than listening to the radio and reading newspapers.
Students must learn to maximize the existence of the other media since
newspapers and radio are more consumed for its informative value than the TV.

Motivation from family members is encouraged in order for the students to

develop creative and innovative study habits.

Future Researchers

The study can serve as a preliminary probe in further studies that will
tackle the performance of students in national competency exams administered
by the DepED, such as the NAT, the Regional Achievement Test (RAT), and
National Career Assessment Exam (NCAE).

122

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125
San Jose district. Unpublished Thesis (M.A.Ed.) - Tarlac State University,
Tarlac City.
Rapisura, Emma R. (1995). The Religious education program of the
archdiocesan schools in Ilocos Sur : an evaluation. Unpublished Thesis
(M.A.Edc'l. Mngt), University of Northern Philippines, Vigan, Ilocos Sur.
D. ELECTRONIC SOURCES
Hardcastle, Jonathan (2010). Education in Third World. Retrieved December 12,
2010 from http://ezinearticles.com/?Education-in-Third-World&id=347995.
Date Retrieved March 21, 2010.
Hawaii Department of Education (1999). Assessment Terminology. Retrieved
June 11, 2007, from http://www.k12.hi.us/~atr/evaluation/glossary.htm.
Date Retrieved March 19, 2010.
Hoy, Charles; Bayne-Jardine, Colin Charles; Wood, Margaret (2000). Routledge
http://dictionary.webmd.com/terms/achievement-test
New York University (n.d.). What is Research Design? Retrieved from
http://www.nyu.edu/classes/bkg/methods/005847ch1.pdf
Psychology Department of the University of California at Davis (n.d.). Sampling
Types.
Retrieved
November
3,
2010
from
http://psychology.ucdavis.edu/sommerb/sommerdemo/sampling/types.htm
ScienceDaily (2010). Facebook or MySpace, Youths' Use Reflect Face-To-Face
Interactions.
Retrieved
from:
http://www.sciencedaily.com/releases/2010/01/100125173450.htm. Date
Retrieved: June 19, 2011.
SEAMEO-INNOTECH (2003). Philippines. Retrieved November 3, 2010 from
http://www.seameoinnotech.org/resources/seameo_country/educ_data/philippines/philippines
_ibe.htm.
Simon, Maya; Graziano, Mike; Lenhart, Amanda (2001). The Internet and
Education.
Retrieved
November
3,
2010
from
http://www.pewinternet.org/Reports/2001/The-Internet-andEducation/Main-Report/The-Internet-and-Education.aspx?r=1.

126
The Canadian Encyclopedia (2010). Curriculum development. Retrieved January
13,
2011
from
http://www.thecanadianencyclopedia.com/index.cfm?PgNm=TCE&Params
=A1ARTA0002083.
University of Southampton School of Social Sciences (2010). Research Areas.
Retrieved
November
3,
2010
from
http://www.southampton.ac.uk/socsci/socstats/research/areas.html.
Wadsworth CENGAGE Learning (2005). Sampling Methods. Retrieved January
13,
2010
from
http://www.wadsworth.com/psychology_d/templates/student_resources/wo
rkshops/res_methd/sampling/sampling_29.html.
WhatIsASurvey.info (n.d.). Definition of Survey. Retrieved November 3, 2010
from http://whatisasurvey.info/.

127

Appendices

128
APPENDIX A
RESPONDENTS SOCIO-DEMOGRAPHIC PROFILE

Table 27
Sampling of Participant High Schools in Santa Maria, Bulacan
High School

Number of NAT
Takers
822

Pulong Buhangin High School

Sample
138

Percentage
(%)
40.5

Parada High School

592

100

29.3

Santa Maria Agro-Industrial High School

350

60

17.6

Catmon National High School

240

43

12.6

2,004

341

100.0

TOTAL

Table 28
Performance of Santa Maria Public HS in the 2010-2011 NAT for
Second Year

Name of School

Mean Percentage Score

Bulacan

Filipino

Math

English

Science

AP

Total

Rank

Parada HS

60.18

44.57

52.94

52.38

43.79

50.77

30

Catmon NHS

61.53

42.28

44.16

39.43

39.68

45.42

42

Pulong Buhangin HS

60.47

34.69

42.35

35.98

39.44

42.59

47

Santa Maria AIHS

54.91

30.60

36.65

35.7

32.7

38.11

65

129
Table 29
Age of the Respondents
AGE
13
14
15
16
Total

Frequency
260
40
9
2
341

Percentage (%)
76.2
20.5
2.6
0.6
100.0

Table 30
Gender of the Respondents
GENDER
Male
Female
Total

Frequency
148
193
341

Percentage (%)
43.3
56.6
100.0

Table 31
Religion of the Respondents
RELIGION
Roman Catholic
Other Christian
Iglesia ni Cristo
Muslim
Others
No response
Total

Frequency
235
56
26
3
17
4
341

Percentage (%)
68.9
16.4
7.6
0.9
5.0
1.2
100.0

130
Table 32
Respondents Number of Siblings

NO OF
SIBLINGS

NO OF SISTERS
Freq
%
68
109
63
68
14
7
5
1
2

Zero
One
Two
Three
Four
Five
Six
Seven
Eight
No
response
Total

4
341

19.9
32.0
18.5
19.9
4.1
2.1
1.5
0.3
0.6
1.2
100

NO OF BROTHERS
Freq
%
60
109
99
44
19
7
1
0
0
2
341

17.6
32.0
29.0
12.9
5.6
2.1
0.3
0.0
0.0
0.6
100

Table 33
Number of Household Members in the Family
NO. OF HOUSEHOLD
MEMBER
3 and below
4-6
7-9
10-12
13 and above
No response
Total

Frequency

Percentage

68
191
66
9
5
2
341

19.9%
56.0%
19.4%
2.6%
1.5%
0.6%
100%

131
Table 34
Monthly Income of the Respondents Households
MONTHLY INCOME
5,000 and below
5,001-10,000
10,001-15,000
15,001-20,000
20,001-25,000
25,001-30,000
No Response
Total

Frequency
88
100
61
61
5
23
1
341

Percentage
25.8%
29.3%
17.9%
17.9%
1.5%
6.7%
0.3%
100%

Table 35
Respondents Who Lived with Parents
Lived with Parents
Yes
No
No response
Total

Lived with Mother

Lived with Father
Freq
%
Freq
%
306
89.7
288
84.5
22
6.5
39
11.4
13
3.8
14
4.1
341
100.0
341
100.0

Table 36
Educational Attainment of Parents
Educational
Attainment
Elementary
Secondary
College
Masteral/Doctoral
No Response
Total

MOTHER
Freq

FATHER
%

65
176
70
3
27
341

Freq
19.1
51.6
20.5
0.9
7.9
100.0

63
164
65
3
46
341

%
18.5
48.1
19.1
0.9
13.5
100.0

132

Table 37
Parents Nature of Occupation

Nature of
Occupation
Skilled
Clerical
Professional
No Response
Total

MOTHER
Freq

FATHER
%

215
61
30
35
341

63.0
17.9
8.8
10.3
100.0

Freq
218
25
44
54
341

%
63.9
7.3
12.9
15.8
100.0

133
APPENDIX B

SURVEY QUESTIONNAIRE

For the respondent,

Ardent felicitations!
I am Anastacia N. Victorino, a fourth year adviser of the Pulong
Buhangin High School. I am currently enrolled in the Master in Educational
Management (MEM) program of the School of Distance Education, under
the Polytechnic University of the Philippines (Open University System) in
Manila. I am currently completing a study entitled Factors Affecting the
National Achievement Test Performance of selected Second Year
Public High School Students in Santa Maria Bulacan. The study will
serve as my graduate thesis.
To make this study possible, I will need you honest responses on
the following questions with regards to the study. Please be assured of the
confidentiality of your responses as no one except me will utilize the data
to be obtained from this undertaking.
Thank you for your cooperation. To God be the glory!

Anastacia N. Victorino
Researcher

134
I. Personal Data of the Respondent
Direction: Please supply the info requested on the space provided.
1. Name: ________________________________
2. Age:
___ below 14

___ 15 - 16

___ 14 - 15

___ 17 and above

3. Gender:
___ Male
___ Female
4. Year and Section: _________
5. Religion:
___ Roman Catholic

___ Muslim

___ Other Christian

___ Others (specify) __________

___ Iglesia ni Cristo

II. Family Structure

1. Number of brothers: ____
2. Number of sisters: ____
3. Number of household members: ____
4. Combined monthly income of the family:
____ Php 5,000 and below

____ Php 15,001-20,000

____ Php 5,001-10,000

____ Php 20,001-25,000

135
____ Php 10,001-15,000

____ Php 25,001-30,000

5. Have you lived with your mother for the past four years?
____ Yes

____ No (if No, proceed to

No. 8)

6. Highest educational attainment of the mother

____ Elementary
____ Secondary
____ College
____ Masteral / Doctoral
7. Mothers nature of occupation
____ Skilled
____ Professional
____ Others (please indicate)
8. Have you lived with your father for the last 4 years?
____ Yes

____ No (If No, proceed to Set IV)

9. Highest educational attainment of the father

____ Elementary
____ Secondary
____ College

136
____ Masteral / Doctoral
10. Fathers nature of occupation
____ Skilled
____ Professional
____ Others (please indicate)
III. Factors that Affect Learning
A. Technology
1. What devices does your household own (you CAN choose
MORE THAN 1)
____ cellular phone

____ personal computer/laptop

____ MP3 player

____ others (please indicate)

____ cable TV
____ PSP
2. How many hours in a day do you log in the internet?
____ less than an hour

____3 - 4 hours

____ 1 - 2hour

____ more than 5 hours

3.

How many days in a week do you log in the internet?

____ 1 - 2

____3 - 4

____ more than 5 days

____seldom in a month

4.

Check the social networking sites that you have an account

in
____ Facebook

____ Twitter

137
____ Friendster
5.

____ others (please indicate)

How many text messages do you send in a day?

____ 10 and below

____ 21 - 30

____ 11 - 20

____ more than 30

6.

What is the primary role of the internet in your everyday

undertakings? (please choose NOT MORE THAN 1)
____ a source of info

____ a source of entertainment

____ an aid to school

____ a venue for socializing with

people

B. Extracurricular Activities
7.

Presently, in what extracurricular activity/ies are you

engaged in school? (you CAN choose MORE THAN 1)
____ school paper

____ cultural dancer

____ glee club/choir

____ sports

____ academic contests

____ others (please specify)

C. Media
8.

What type of media do you prefer the most? (check ONLY

ONE)
____ television

____ new media (internet)

____ radio

____ others (please specify)

____ newspaper
____ magazine

138
9.

10.

How many hours in a day do you watch TV?

____ less than an hour

____3 - 4 hours

____ 1 2 hours

____ more than 5 hours

How many days in a week do you watch TV?

____ 1 - 2

____ more than 5 days

____ 3 - 4
11.

How many hours in a day do you listen to the radio?

____ 1 - 2

____ more than 5 days

____ 3 - 4
12.

How many days in a week do you listen to the radio?

____ 1 - 2

____ more than 5 days

____ 3 - 4
13.

How many days in a week do you read newspaper?

____ 1 - 2

____ more than 5 days

____ 3 - 4
14.

What type of TV shows do you prefer? (please choose NOT

MORE THAN 2)
____ drama

____ sports

____ game show

____ variety show

____ news

____ others (please specify)

D. Study habits
15.

How many hours in a day do you spend doing assignment?

139
____ less than an hour

____3 - 4 hours

____ 1 2 hours

____ more than 5 hours

16.

What are your reference/s for your assignments? (you can

choose MORE THAN 1)
____ textbooks

____ other sources (please specify)

____ internet

IV. Attitude Towards the Factors Affecting Learning

Direction: Below are the statements that describe your attitudes
towards the factors that affect your performance in school in terms of
motivational practices, technology, extracurricular activities, media,
study habits, and romantic relationships. Rate the following statements
according to the degree of your agreement or disagreement.

The following numbers stand for:

1 = strongly disagree
2 = disagree
3 = undecided
4 = agree
5 = strongly agree

A. Motivational Practices of the family

140

Statement

1. My parents, brothers, and sisters

are

concerned

about

my

academic performance
2. My parents, brothers, and sisters
encourage me to strive harder
3. My siblings and I support one
another in our studies
4. My parents guide me properly in
my studies
5. My parents

know if I have

problems related to my school

performance
6. My parents, brothers and sisters
help me finish my assignments.
7. My parents talk to me whenever I
get

lower

grades

on

my

academic subjects
8. My parents value my education
so much that they are willing to
sacrifice for my schooling
9. My parents give me allowance for
unexpected

assignments

and

projects in school
10. My parents believes that my high
school performance will help me
cope with college life

141
B. Attitude towards technology

Statement
1. The

1
internet

has

become

powerful tool that really helped a

lot on my studies
2. The internet never affected my
performance in school
3. I only surf the websites that I
need in order to finish my school
assignments
4. The rest of my school allowance
goes to important things and
buying cellphone loads is only
secondary.
5. Using gadgets such as MP3,
cellphone, playstation and others
never affected my performance
in school
6. My teachers require me to surf
the internet so as to answer
some of the questions on my
assignment
7. I never use my cell phone during
classroom hours

142
C. Attitude towards extracurricular activities (Do not answer IF you did
not indicate an extracurricular activity)

Statement
1. Being

involved

in

school

organization makes me perform

better on my studies
2. My involvement in extracurricular
activities lets me know of people
who can help me with my studies
3. We

hold

practices

for

extracurricular activities only after

classroom hours, so we have
time

to

learn

our

academic

subjects
4. I am not excused in exams and
quizzes whenever I practice for
my extracurricular activities
5. We do not receive incentives and
plus grades from doing tasks that
are

related

to

extracurricular

activities, which forces me to still

strive
school

to

perform

actively

in

143
D. Attitude towards media

Statement

1. The information coming from the

TV

helps

me

with

my

assignments
2. The hosts of talk shows and the
characters

of

TV

dramas

encourage me to perform better

in school
3. The TV show hosts tell me the
ways in order to improve my
study habits
4. Television shows do not depict
situations

of

violence

and

rebelling

with

parents

and

teachers
5. Reading

newspapers

and

magazines help me communicate

better in English
6. I never read of magazines that
contain

explicit

sexual

information
7. The

science

section

of

the

newspaper helps me deal with

concepts

related

to

biology,

chemistry and physics

8. The radio jockeys tell me the
ways in order to improve my
study habits

144
9. When listening to the radio, I see
to it that the music does not
distract my studying
10. Listening to the radio sets my
mood and inspires me to finish
my assignments

E. Attitude towards study habits

Statement

1. I see to it that I understand the

concepts

of

my

assignments

before doing other undertakings

2. When I know that we have a long
test, I will review for a week to
prepare
3. When Im done with household
chores, I rummage the pages of
my textbooks to read the lessons
that havent been tackled yet
4. When

theres

an

interesting

event, it doesnt bother me on my

studies
5. When studying, I do not have
candies and junk foods with me,
instead I eat a healthier snack

==== THANK YOU VERY MUCH ====

145

APPENDIX C

INTERVIEW GUIDE FOR FOCUS GROUP DISCUSSION

I.

SOCIO-DEMOGRAPHIC PROFILE OF THE INFORMANTS

II.

INFORMANTS VIEW OF FAMILY

1. Can you provide a short description of your family?

2. Does the salary of your parents affect your studies? How?

3. Do you believe that a parent is responsible for a childs ability to perform well
in school?

4. How does your family encourage you to study?

5. Does your family provide a space at home where you can do your school
assignments and projects freely?

III.

ENVIRONMENTAL FACTORS THAT AFFECT LEARNING

A. Technology
1. How does the internet help you with your studies?

2. Aside from being an aid to school, what is the other role of internet for
you?

3. Was there an instance where the internet became more of a hassle

than a help?

146
4. Do you believe that the internet already replaced the books of the
library as reference materials?

5. What is the limitation of using the internet?

B. Extracurricular activities

1. What extracurricular activities do you engage in?

2. What is the primary role of extracurricular activities to your academic

life?

3. Do you believe that joining extracurricular activities provide a better

replacement of classroom learning?

4. Is it OK for you to be excused of school works for being involved in

extracurricular activities?

5. Was there an instance where you were not able to get in class because
you have to partake in an extracurricular activity?

C. Media

1. What is the major role of TV to your everyday life?

2. How does the TV help you with your studies?
3. When does the TV distract your doing of school assignments and
projects?
4. Do you admit that there were times that TV shows appeal more than
doing home works?
5. Do you listen to the radio when doing assignments or reviewing for
exams?

147
6. When does listening to the radio destruct your studies? When does it
help?
7. Does reading newspapers and magazines more appealing than doing
home works
D. Study Habits
1. What motivates you to do your assignments and review your lessons?
2. What household chores do you handle when youre not in school?
3. Do these household chores hinder your ability to review and do home
works?
4. What are your primary sources of information when doing your
assignment? Why?

148
APPENDIX D

149

150

151
APPENDIX E

ANASTACIA NICOLAS VICTORINO

#65 Pipino St. Tumana, Sta. Maria, Bulacan
Residence Tel No. 044-644-2554
Mobile No. 09175059484
E-mail Address: annie_victorino14@yahoo.com

EMPLOYMENT HISTORY
March 1, 2007-Present
Master Teacher I
Pulong Buhangin High School
June 2007-Present
Instructor of Filipino and Education
Immaculate Conception International
In consortium with La Consolacion University Philippines
June 2005-Present
Instructor of Filipino and Education
Polytechnic University of the PhilippinesSanta Maria Campus
Dec. 16,2002-Feb.28, 2007
Teacher III
Pulong Buhangin High School
August 19,1997-Dec. 15,2002
Teacher II
Pulong Buhangin High School
July 20,1988-August 18,1997
Teacher I
Pulong Buhangin High School

ELIGIBILITY
Professional Board Examination for Teachers

152
EDUCATION
Post Graduate
2006-2011
Polytechnic University of the Philippines Open University
Santa Mesa, Manila
Master in Education Management
Summer 1994
Bulacan State University
Units in Educational Management
1998-1999
Dr. Gloria D. Lacson Foundation Colleges
Cabanatuan City, Nueva Ecija
Master in Administration and Supervision
(Units taken)
1988-1990
Philippine Normal University
Taft Avenue, Manila
Master of Arts in Linguistics
(Units taken)

Tertiary
1982-1986
Bachelor of Science in Education
Meycauayan College
Meycauayan, Bulacan

Secondary
1978-1982
Sacred Heart Academy
Sta. Maria, Bulacan
Elementary
1972-1978
San Gabriel Elementary School
San Gabriel, Sta. Maria, Bulacan

153
SEMINARS AND TRAINING ATTENDED:

December 17-22, 2010

2010 Training of National Textbook and Manual Evaluations
Baguio City

December 7-11, 2009

Regional Schools Press (RSPC)
Gapan City, Nueba Erija

April 22-25, 2008

Panrelihiyong Seminar sa Filipino ukol sa Ebolusyon ng
Kagamitang Pampagturo
Balanga, Bataan

April 28-May 2, 2008

Computer and Internet Literacy Course
Sponsored by: Cental Luzon State University
Pulong Buhangin High School

January 22-24, 2007

National Seminar-Workshop on Updating Strategies in Communicative
Language Teaching
Support to SMB-Instet
Teachers Camp, Baguio City

October 22-26, 2007

Resource Speaker
Best Practices and Teaching Strategies
Pulong Buhangin High School, P. Buhangin, Sta. Maria, Bulacan

April 24-27, 2007

Module Tagalog Translatory on Character Based ducation
Mandaluyong City

July 25-28, 2006

Regional Training Program for School Paper Adviser and Campus
Journalists
Talavera, Nueva Ecija

Agosto 27, 2004

Proktor
Maunawang Pagbasa at Malikhaing Pagsulat
Mariano Ponce, Baliuag, Bulacan

154

August 30, 2004

Consultant
Viva Learning Center of Bulacan
Sta. Maria, Bulacan

Agosto 12, 2003

Proktor
Pansangay na Tagisan ng Talino sa Maunawang Pagbasa
At Malikhaing Pagsulat
Maguinao-Cruz na Daan, San Rafael, Bulacan

ACHIEVEMENTS:

Ikatlong Karangalan
Panrelihiyong Natatanging Guro sa Filipino
April 23, 2008
Balanga, Bataan

BOATS Awardee
Bulacan Outstaning Administrator, Teachers and Supervisors
March 15, 2007
Hiyas Convention, Malolos City

Pambansang Tagapagsanay
IKATLONG PAMBANSANG TAGISAN ng TALINO sa Wika at
Panitikan
Angelique Tabigne
San Miguel National High School

National Schools Press Conference Trainer.

2006 Editorial Writing and Radio Broadcasting Champion
Francisco B. Bautista
Feb. 20-24, 2006
Kalibo, Aklan

National Schools Press Conference Trainer

2011 Copyreading and Headline Writing Champion
Charlie del Rosario
April 11-16, 2011
Butuan City

Highest Pointer Filipino Adviser

District, Eddis, Division Level
2000-Present

155

CHARACTER REFERENCES:
Dr. Ernesto P. Dizon
Principal III
Pulong Buhangin High School
Miss Imelda G. Galang
Education Supervisor I
DepED Division of Bulacan
Filipino (secondary)
PERSONAL DATA:

Date of Birth:
Place of Birth:
Age:
Sex:
Height:
Weight:
Civil Status:
Spouse:
Children:
Religion:
Nationality:

August 14, 1964

Sta. Maria, Bulacan
44 yrs. old
Female
52
60 kilos
Married
Reylito Victorino
three (3)
Catholic
Filipino