Thesis Proposal
Thesis Proposal
Thesis Proposal
INTRODUCTION
No education is ever cheap; yet, poverty must not become a finite barrier to wanting and
attaining education achievement, and academic performance must not suffer from financial
acquiring certificates, but education actually aims at gaining industrial skills and enhancing the
Parental education background, profession and occupation affect their financial status.
Family income is one major factor that affects their children’s education level, competitive
ability and performance (Smith et al., 2002; Hill et al., 2004; Rothestein, 2004) “The
responsibility of training a child always lies in the hand of the parents” (Ogunshola and Adewale,
2012).
“Added knowledge leads to added value; added value enhances opportunities for success.
Everything is available but it takes knowledge and wisdom, via education and research to partake
of it. Never forget this, that: if you think education is expensive, try the cost of ignorance. It is
through education and research that you learn and be learned; lead and be led” (Ahiave et al.,
2016)
If a student is classified as low or high class, there can actually be some differences with
the students’ learning. Not with their financial capabilities but lying within different factors as
well, as to their health, vocabulary, mind-set and their environment. If one student is said to be in
a low class, then their mind-set can be affected due to their current situation and may bring it as
to not wanting to learn or bother anymore. Similarly, if they think they aren't smart enough and
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can't succeed, they'll probably not put out any effort. (Jensen, 2013) The student's attitude about
learning is also a moderately robust predictive factor (Blackwell, Trzesniewski, & Dweck, 2007).
The probability of dropping out and school failure increases as a function of the timing and
length of time that children are exposed to relational adversity (Spilt, Hughes, Wu, & Kwok,
2012). Low-income parents are often less able than middle-class parents to adjust their parenting
Peetsma, 2007).
Gaining knowledge is much more powerful above all and with withstanding will and
determination, those who said they could not do it, actually did it.
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STATEMENT OF THE RESEARCH QUESTIONS
This research ought to determine the effects of students’ income status in their academic
performance.
a. Lower Class
b. Middle Class
c. Higher Class
2. What is the range of written test scores of students from the following classes:
a. Lower Class
b. Middle Class
c. Higher Class
a. Lower Class
b. Middle Class
c. Higher Class
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HYPOTHESIS
Null Hypothesis
There will be no significant difference between the level of participation and difficulty of
learning between the students from the (a) Lower class, (b) Middle Class, (c) Higher Class.
Alternative Hypothesis
There will be a significant difference between the level of participation and difficulty of learning
between the students from the (a) Lower class, (b) Middle Class, (c) Higher Class.
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SIGNIFICANCE OF THE STUDY
Education and knowledge is and will be your greatest weapon all throughout everything.
Being a child and developing into an adult, one of the only constant things that can actually
guarantee us the things that we ought to accomplish is through attaining education. There is
nothing that we could lose by instilling knowledge and wisdom within our individuality. Though,
as some point, inevitably, some are inhibited of this weapon and treasure as his/her own as in
Thus, regarding the matter, the researchers conduct a study investigating the effects of
performances can be affected by a lot of factors. This is an awakening note that income status
can actually be of a factor in affecting the students’ academic performances and achievements.
This study can manifest the current situation of the students with the relation of the
income status and the academic performances of students. Determining how this factor could
actually affect students will serve as welfare of something that we could do to stabilize the
students’ academic performances despite inevitable down factors. The study can also give off
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SCOPE AND DELIMITATION
This study will focus on manifesting the relation between the income statuses of students
with their academic performances. The researchers are ought to set out the different variables
and possibilities of various income statuses of students and how it can affect their academic
performances. The study will use mixed research methods through conducting interviews and
giving out survey questionnaires to a certain sample within the local area. The target of this study
will focus on senior high school students to cope much of closer available resources. The study
covers the experiences of students to garner the data that will lead to the answers for this study’s
This study is limited only to close available resources and prospects to achieve the project
within the given time boundary. Also, the researchers will also observe the certain number of
sample so that particular variables can not be out of hand due to the students’ diverse opinions
and experiences. The findings of this study will only cover the relation of students’ income
statuses and their academic performances in the particular local area and is not to be generalized
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REVIEW OF RELATED LITERATURE
Education
independence and cultural renaissance. Philippine education therefore must produce Filipinos
who are aware of their country's problems, who understand the basic solution to these problems,
and who care enough to have courage to work and sacrifice for their country's salvation.
(Constantino, 1996)
(SES) affect teachers' expectations of students. Participants were 106 teachers who read a
scenario about a hypothetical student with academic and behavioral challenges. The researchers
of this related study systematically varied the gender and SES of the student to create 4
conditions. Teachers rated high-SES boys more favorably than low-SES boys, but low-SES girls
more favorably than high-SES girls. Teachers perceived that low-SES students have less
promising futures than do high-SES students. Findings suggest that teachers are likely to develop
negative attitudes toward low-SES students in general, but especially boys. These preconceived
attitudes may help explain why teacher efficacy tends to be lower in economically disadvantaged
Socioeconomic Status
Socioeconomic status (SES) is one of the most widely studied constructs in the social
sciences. Several ways of measuring SES have been proposed, but most include some
quantification of family income, parental education, and occupational status. Research shows
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that SES is associated with a wide array of health, cognitive, and socioemotional outcomes in
children, with effects beginning prior to birth and continuing into adulthood. A variety of
mechanisms linking SES to child well-being have been proposed, with most involving
by both the children themselves and their parents. For children, SES impacts well-being at
multiple levels, including both family and neighborhood. The effects are moderated by children's
own characteristics, family characteristics, and external support systems. (Bradley & Corwyn,
2002)
Another related study was an investigation of the potential moderating effect of social
support on academic performance for students living in poverty. Data were collected in one
urban middle school from 164 primarily Hispanic students using the Child and Adolescent Social
Support Scale and students' course grade point averages (GPA). Regarding socioeconomic status
(SES), students were classified as lower-SES if they received free or reduced-cost lunches or
higher-SES if they did not receive free or reduced-cost lunches. First, for students with higher
SES, correlational analyses revealed no significant associations between social support and
significant, moderate associations were found between GPA scores and social support scores.
Second, as predicted, regression analyses provided evidence that social support may moderate
the relationship between poverty and academic performance. Implications for school
psychologists and suggestions for future research are provided. (Malecki & Demaray, 2006)
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Academic Performance
Recent research consistently reports that persistent poverty has more detrimental effects
on IQ, school achievement, and socio-emotional functioning than transitory poverty, with
children experiencing both types of poverty generally doing less well than never-poor children.
Higher rates of prenatal complications, reduced access to resources that buffer the negative
effects of prenatal complications, increased exposure to lead, and less home-based cognitive
stimulation partly account for diminished cognitive functioning in poor children. These factors,
along with lower teacher expectancies and poorer academic-readiness skills, also appear to
contribute to lower levels of school achievement among poor children. The link between
partly by harsh, inconsistent parenting and elevated exposure to acute and chronic stressors. The
implications of research findings for practice and policy are considered. (McLoyd, 1998)
schools were used to examine the relation of parental involvement and empowerment to student
empowerment could be reliably predicted. Multiple regression analyses showed that parental
involvement and empowerment accounted for substantial variance in student standardized test
performance. Positive relations of parental involvement to student test performance were largely
unaffected by school characteristics or the socioeconomic, racial, and ethnic composition of the
regulated learning, and classroom academic performance for 173 seventh graders from eight
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science and seven English classes. A self-report measure of student self-efficacy, intrinsic value,
test anxiety, self-regulation, and use of learning strategies was administered, and performance
data were obtained from work on classroom assignments. Self-efficacy and intrinsic value were
positively related to cognitive engagement and performance. Regression analysis revealed that,
depending on the outcome measure, self-regulation, self-efficacy, and test anxiety emerged as
the best predictors of performance. Intrinsic value did not have a direct influence on performance
but was strongly related to self-regulation and cognitive strategy use, regardless of prior
cognitive engagement and self-regulation in the classroom are discussed. (Pintrich & de Groot,
n.d.)
one must consider both the family’s income level and its education level because each of these
factors influences the student’s access to the education system and ability to navigate it.
Furthermore, studies in health report that wealth and education have the strongest associations
Poverty and associated health, nutrition, and social factors prevent at least 200 million
children in developing countries from attaining their developmental potential. We review the
evidence linking compromised development with modifiable biological and psychosocial risks
encountered by children from birth to 5 years of age. We identify four key risk factors where the
need for intervention is urgent: stunting, inadequate cognitive stimulation, iodine deficiency, and
iron deficiency anaemia. The evidence is also sufficient to warrant interventions for malaria,
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intrauterine growth restriction, maternal depression, exposure to violence, and exposure to heavy
metals. We discuss the research needed to clarify the effect of other potential risk factors on
child development. The prevalence of the risk factors and their effect on development and human
potential are substantial. Furthermore, risks often occur together or cumulatively, with
concomitant increased adverse effects on the development of the world's poorest children.
The relationship between the socioeconomic status (SES) of peers and individual
academic achievement was examined in this study. This question was investigated while a
variety of sociodemographic factors were being controlled, including a student's own SES.
Student SES was measured by using participation in the federal free/reduced–price lunch
program as an indicator of poverty status, and parental educational and occupational background
as a measure of family social status. These measures were aggregated to the school level to
define the SES of the peer population. Student achievement is a factor score of the three 10th–
grade components of the Louisiana Graduation Exit Examination. Peer family social status in
particular does have a significant and substantive independent effect on individual academic
achievement, only slightly less than an individual's own family social status. (Caldas &
Bankston, 2012)
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REFERENCES
http://reading4all.com/entries/page/1156
https://farzanasite.wordpress.com/edu-696/effects-of-families-income-on-students-academic-
achievement/
Auwarter, A. E & Aruguete, M.S. (2010). Effects of Student Gender and Socioeconomic
Constantino, R. (1966) The Filipinos in the Philippines and Other Essays. Malaya Books.
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McLoyd, V.C. (n.d.) Socioeconomic disadvantage and child development
Larzelere, RE & Patterson, GR. (1990) Parental Management: Mediator of the effect of
Walker et al., (2007) The Lancet, Volume 369, Issue 9556, Pages 145-157
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