CAUSES OF DETERIORATION IN ACADEMIC STATUS

OF GRADE 9 STUDENTS IN BALAS BUCO STA. MARIA

NATIONAL HIGH SCHOOL

A Concept Paper Presented to

The Faculty of the College Department
TANAUAN INSTITUTE, INC.
Tanauan City

In partial fulfillment of requirements

in the Degree Bachelor of Secondary Education
Major in English
for the Language Research- MSE14

Liseo V. Vergara, DEM

Professor

By:
Cacao, Ivy Diane E.
Enriquez, Ryan Patrick C.
Petate, Jean C.
Ricalde, May R.

April 2018
 i

ACKNOWLEDGEMENT

This research will not have been possible without the support and

contribution of the people behind the researchers. Thanks to their language

Research professor, Liseo V. Vergara, DEM, who guided them in conducting this

study

To Tanauan Institute, Inc. for giving them the opportunity to conduct a

research study which helped them to deepen their understanding with current

situations.

To their parents who tirelessly supported them financially and morally.

To the panelist, Mr. Julius Javier, for his corrections and scholarly

suggestions that further improve the study.

And above all, to Almighty God, who gave them courage, wisdom and

knowledge to accomplish this study.

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DEDICATION

The researchers dedicate this study to God Almighty, the source of

inspiration, wisdom, knowledge and understanding.

To their parents, who loved them unconditionally and taught them to work

hard for the things that they aspire to achieve.

To their friends, Team Tagumpay, who have been there to encourage and

cheer them up always. Thank you!

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TABLE OF CONTENTS

Acknowledgement ……………………………………………………………………. i

Dedication …………………………………………………………………………….. ii

Table of Contents ……………………………………………………………………. iii

Chapter I: The Problem and It’s Background

Introduction ………………………………………………………………….... 1

Theoretical Framework ……………………………………………………… 4

Statement of the Problem …………………………………………………… 7

Hypothesis ……………………………………………………………..……... 7

Scope and Limitation of the Study …………………………………………. 7

Significance of the Study ……………………………………………............ 8

Definition of Terms ………………………………………………….............. 8

Chapter II: Review of Related Literature

Foreign Literature …………………………………………………………… 11

Local Literature ……………………………………………………………… 12

Foreign Studies ……………………………………………………………… 19

Local Studies ………………………………………………………………… 22

Synthesis …………………………………………………………………...... 28
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Chapter III: Research Methodology

Research design ……………………………………………………............ 30

Respondent of the Study …………………………………………………... 31

Research Locale ……………………………………………………………. 31

Research Instrument ……………………………………………………….. 32

Validity of research Instrument ……………………………………………. 33

Reliability of Research Instrument ……………………………………….. 33

Data Gathering Procedures ……………………………………………..... 34

Statistical Treatment of Data ………………………………………………. 34

BIBLIOGRAPHY ………………………………………………………………......... 36

APPENDICES

Research Instrument

Curriculum Vitae
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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Introduction

Education is one of the main foundation for child’s development and also

for national human resource development. In all life’s endeavors there always

successes and failures. Since the early 20th century, there has been concern in

understanding why some children had difficulty learning. Failure in school can

have life-long consequences. The causes of school failures are myriad and often

multiple within individual students who are struggling academically. Social,

behavioral and emotional problem frequently lead to academic difficulties.

According to Merriam Webster, deterioration means the action or process

of becoming impaired or inferior equality, functioning, or condition. It is the act or

process of becoming worse.

Academic performances refers to the degree of a student’s

accomplishment his or her tasks and studies. Measuring of academic

performances of students are challenging since that it needs to attain the goal of

learning. Academic performance, including academic failure, is often viewed in

narrow terms, as an individual behavior limited to the early life course. The task

should be completed for the students to avoid poor academic performances that

may lead to student’s deterioration. On the individual level, academic struggles

predict short term problem behavior and drop outs derail educational and

occupational trajectories well into adulthood. (Crosnoe 2002b; Miller 1998) Low
 iii

performing students are less likely to graduate from high school and less likely to

go to college than other students, subsequently high school drop outs. (Cameron

& Heckman 1993) Academic failure includes various aspects such as frequent

absents from classes, dropping out, repeating the grade or lower quality of

education. UNESCO attributes the concept of academic failure to repeating the

grade, early drop out and decline quality of learners. Students’ academic failure

and drop out cause challenges and problems for the students themselves along

with enormous loses for the country. Thus, increasing the quality of educational

system is considered the most influential factors in developing the countries; this

is because students achieved a position as a result of their academic success in

which their maximum internal and external forces are used for achieving goals of

higher education in obtaining necessary conditions for successful social life. It is

generally assumed that the students who shared better or higher performance in

the starting classes of their studies also performed better in the future academic

years at degree level. It is also assumed that children learning outcome and

educational performance are strongly affected by the standard and type of

educational institution in which students get their education

Educational research has identified numerous family, peer, and economic

factors that contribute to academic failure (Schneider and Coleman

1993;Steinberg et al. 1996). Often lost in this inquiry, however, is consideration of

physical and mental health problems for academic performance in secondary

school. The relative lack of attention to health is unfortunate given that related
 iii

literatures strongly suggest the possibility that health problems disrupt academic

functioning.

This study will give importance to the inconsistencies of student’s

performances that would affect their perceptions as a learner and as an

individual. This will give focus to the causes that may affect deterioration in the

academic performances of the learners. It benefits the students, the teachers, the

parents and the school heads to have the knowledge and awareness on how the

academic performances affect the students.

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THEORETICAL FRAMEWORK

This study is based on some theories related to the causes of

deterioration in academic performances of students particularly in gender,

personality characteristics, finances, and etcetera.

The three interrelated theories that contextualize student retention and

factors affecting the academic performance of students for this study are those of

Spady (1970), Tinto (1975) and Bean (1980). Tinto’s (1975) theory on the

academic and social integration of university students forms the basis of this

study because firstly it has laid a foundation for research on retention of students

in higher education; and secondly its methodological approach to student

retention is broad-based, focusing on individual characteristics prior to entering

university, the students’ experience upon entering the university and the effect of

external factors that interfere with students’ academic performance.

In Spady’s sociological theory, the student’s attributes such as attitudes,

skills and interests are exposed to influences, expectations and demands of

university. Linked to this process are variables that promote the academic and

social integration of students in higher education. These variables are family

background, academic potential, normative congruence, grade performance,

intellectual development and peer support. All these variables are further linked

to two other variables namely satisfaction with the university environment and

institutional commitment (Spady 1970,77)

Tinto’s integration theory. This theory is based on the assertion that the

likelihood that an individual will commit suicide is predicted by the level of

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integration into society. A further revision of this theory in 1993 added other

variables affecting the social and academic integration of students. These

variables are adjustment, difficulty, incongruence, isolation, finance, learning and

external obligations or commitments of the students in the university.

In 1980, Bean developed the psychological theory of student retention by

asserting that the background characteristics of students must be taken into

consideration in order to understand their integration into a new university

environment. The attrition of these students is mostly affected by the external

environment variables such as family responsibilities, finances and outside

encouragements.

This study will use the Input, Process, Output (IPO) model where it consist

of three boxes.

This is shown in Figure 1, the research paradigm of the study.

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INPUT PROCESS OUTPUT

The Profile of  Questionnaire

Students on the causes  Significant/ No
of deterioration significant
 Age in academic relationship
 Gender performances of between the
grade 9 profile and
Academic Status of students in academic status
the Students BBSMNHS of Grade 9
 Distribution, students in
retrieval and
BBSMNHS that
analysis of
makes their
questionnaire.
performance
 Application of
the appropriate deteriorate.
statistical
treatment on the
data gathered.  Intervention
 Analysis and Plan
Interpretation of
data.

CAUSES OF DETERIORATION IN ACDEMIC

PERFORMANCES OF GRADE 9 STUDENTS

IN BALAS BUCO STA. MARIA NATIONAL

HIGH SCHOOL

Paradigm of the Study

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STATEMENT OF THE PROBLEM

This study aims to identify the causes of deterioration in academic

performances of grade 9 students in BBSMNHS.

Specifically, the study will seek to answer the following questions:

1. What are the profile/background of grade 9 students in BBSMNHS in terms of;

1.1 Age

1.2 Gender

2. What are the academic status of the students in BBSMNHS?

3. Is there any relationship between the profile and academic status of students

that makes their performance deteriorate?

4. What are the causes of deterioration in academic performances of grade 9

students in BBSMNHS?

5. Based on the analysis, what intervention plan can be proposed?

HYPOTHESIS

There is no significant between the profile and the academic status of

grade 9 students in BBSMNHS.

SIGNIFICANCE OF THE STUDY

This study is significant to students, teachers, parents, curriculum

planners and educational researchers.

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Students. They will become more aware and informed about the reasons why

they experience poor performances academically.

Teachers. The teachers will be more strategic in their way of teaching so that

they can monitor the student’s performances.

Parents. They can be more cognizant of their responsibilities to guide and

support their children’s educational endeavors and make them tread the paths of

success through improving their varied skills and competencies essential in

educational activities.

School Heads. This study will provide them with a tool to assess how the

performance of the students deteriorate.

Curriculum Planners. The result of this study can be used primarily as a guide

in curriculum under taking where the main focus is to lessen the number of

students who experience deterioration in their academic performances.

Educational Researchers. The result of this study will be of great help in

conducting research in the causes of deterioration in academic performances of

students. They may also use this study for reference purposes.

SCOPE AND LIMITATION

The scope of this study is to know the academic status and the profile of

grade 9 students in BBSMNHS and has been limited to those students who are

experiencing deterioration in academic performances.

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DEFINITION OF TERMS

ACADEMIC DIFFICULTIES. Difficulty involving a disappointing grade or

personal circumstances that greatly impacted their academics

ACADEMIC FAILURE. Means lack of success in education and leads to the loss

of higher education costs and social and economic losses. In this study, the

viewpoints of students on the factors which affect academic failure were studied.

ACADEMIC INTEGRATION. A measure of the general expansion of the

individual’s intellectual breadth and scope, of the person’s ability to think

systematically and 49 critically, and of his stimulation in his academic coursework

ACADEMIC PERFORMANCES- refer to the degree of a student’s

accomplishment his or her tasks and studies. Measuring of academic

performances of students are challenging since that it needs to attain the goal of

learning

AWARENESS. Knowing and understanding a lot about what Is happening in the

world or around you.

BEHAVIOR. The way a person or animal acts or behaves.

BBSMNHS. Balas Buco Sta. Maria National High School. The chosen school in

conducting the study.

DEGREE. An academic title conferred on students by college, university, or a

professional school on competition of a program of study.

DETERIORATION- means the action or process of becoming impaired or inferior

equality, functioning, or condition. It is the act or process of becoming worse.

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DISRUPT. To cause something unable to continue in the normal way, to interrupt

the normal progress or activity of something.

DROP OUT. Leaving high school, college, university or another group for

practical reasons, necessities, or disillusionment with the system from which the

individual in question leaves.

EDUCATIONAL TRAJECTORIES. Refer to a set of transitions between

educational levels and institutions

FAILURES. State or condition of not meeting a desirable or intended objective,

and may be viewed as the opposite of success.

GRADE 9 STUDENTS. The respondents of the study.

INTERVENTION PLAN. Activities or plans that you would use to help students

become successful in their classwork or decrease negative behavior towards

others.

KNOWLEDGE. Information, understanding, or skill that you get from experience

or education.

LEARNERS. A person who is learning a subject or skill.

PERCEPTIONS. The state of being or process of becoming aware of something

through the senses.
SOCIAL INTEGRATION. Refers to the principles by which individuals or actors

SUCCESS. The accomplishment of an aim or purpose.

UNESCO. The United Nations Educational, Scientific and Cultural Organization.

Encourages international peace and universal respect for human rights by

promoting collaboration among nations. Its mission is to contribute to the building

 iii

of peace, the eradication of poverty, sustainable development and intercultural

dialogue

.
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CHAPTER 2

REVIEW OF RELATED LITERATURES AND STUDIES

This chapter presents local and foreign studies and literature which are

the related and provided insights to the present study. They are herein to give

light on the relevance of the investigation done.

A. Related Literature

Foreign Literature

According to Byrd (2008) health conditions can also impair academic

performance. One in five children who repeat a grade in school has some

identifiable disability. Social, behavioral, and emotional problems frequently lead

to academic difficulties. Children who fail in school are more likely to engage in

sub sequent health impairing behavior as adolescents. School failure can impair

a child’s health. Impaired health can contribute to school failure, but social,

behavioral, and emotional problems often contribute more significantly to

academic difficulties. Failure usually does not result directly from a single factor,

but rather from a combination of multiple risk factors. Pediatric primary care

clinicians can work to improve educational and health outcomes through

coordination with children, families, and schools in the assessment of and

intervention for failing children. Retention alone rarely is the solution to academic

failure. Recognition of a failing child’s talents may provide strengths to build on in

developing an educational plan. Earlier assessments and school readiness

promotion could help to prevent school failure.

 iii

Crede and Kuncel (2008) found that non-cognitive factors like study habit,

skill and study motivation, among other attitudinal constructs, accounted for

incremental variance in academic performance beyond standardized test and

previous grades. Non-cognitive skills are those attitudes, behaviours, and

strategies which facilitate success in school and workplace, such as motivation,

perseverance, and self-control.

According to Stachel (2015) there are so much to consider when

accounting for differences in academic performance. 1.) The fit between teacher

and student, personality wise; 2.) A student’s strength and challenges as they

relate to the subject matter; 3.) A teacher’s skill in presenting material and

developing assignments that encourage deep understanding of a given topic. As

the list reveals, it’s not just the teacher’s ability to instruct or to be warm or fuzzy.

Olajire (2016) stated that Poor academic performance is one of the

greatest concerns of parents over their children. This is one of the reasons why

parents employ home teachers for their children or even change their children’s

incessantly in hope that things will change. Moreover, teachers are not also

pleased by when their students don’t perform well academically. There is a

saying which goes does “the success of a teacher depends on the success of

his/her students”. Therefore, it is important that parents, teachers, and students

spot the cause(s) of poor academic performance before any action can be taken

to solve the problem.

 iii

Nagaraju (2008) pointed out that for good academic success, good study

habits and attitudes are important. Hence, it is imperative and desirable that a

probe into the pattern of study habits and attitudes of students be made.

According to Ansa (2016) there are several causes leading to poor

academic performance in school. If these causes are not dealt with, such

students would continue to swim in poor performance. Due to these inability

factors, many students never excelled in class; they feel relaxed taking distance

position in their classes. Some of the factors that affect students’ academic

performance are: Slothfulness where some students are so lazy and sluggish to

devote proper time to their studies. Improper timetable which often results in

outright failure or average performance. Inadequate study time is common

occurrence among students of today. They have no time to thoroughly study their

books. Financial constraint is one of the factors inhibiting students’ performance

in their studies. When there is no money to buy textbooks and other study

materials needed to reach the pinnacle of success, outcome is often an average

performance. Unavailability of study materials would certainly impede students’

progress. Doubt is a giant that stays on the border of the promise land (success)

to terrify and make students who are marching on to success afraid. Doubt

defeats the belief system and desire for success and as such, success is

hindered. Students who are discouraged are bound to fail. Discouragement set in

when there are problems in the lives of the students. This will often lead to failure

or poor performance in the lives of students. When doubts and discouragement

 iii

set in, then students will certainly be in despair which will greatly obstruct

progress in life and confines one to average performance and failure.

According to Topor (2010) parent involvement in a child’s education is

consistently found to positively associate with a child’s academic performance.

Results indicated a statistically significant association between parent

involvement and child’s academic performance over above the impact of the

child’s intelligence. The quality of the student- teacher relationship fully mediated

the students’ academic performance.

UK Essay (2015) stated that the motivation of students is one of the

important issues in higher education, particularly owing to importance of

academic performance in their professional life and also it focused on identifying

the factors that will help educational thinkers to know students' attitudes towards

learning, what hinders and what facilitates learning in the process of

learning. Student motivation is the element that leads students' attitude towards

learning process. Number of studies has been conducted to probe the role of

student motivation toward academic performance and different definitions of

students' motivation have been used by various researches. Intrinsic motivation:

A student is intrinsically motivated when he/she is motivated from surrounded by:

Intrinsically motivated students enthusiastically engage themselves in learning

out of peculiarity, attention, happiness or in order to achieve their own scholarly

and personal aims.

Kurtus (2012) explained that having poor grades can cause the academic

performance of students to deteriorate. He stated that external factors such as

 iii

subject matter is too, difficult, the teach is hard to understand can be the reason

why students get poor grades. Other reasons have to do with poor attitudes and

some related issues such as, test anxiety and problems in concentrating.

Moreover, he added that students have been getting poor grades and see the

reason for it, he/she can try to rectify the situation and get back on the right track.

According to Cohen et.al (2009) that teachers and school systems that are

simultaneously demanding and supportive of all students achieve the best and

most equal results not demanding much academically and have poor results with

a wide gap between the strong and weak results. He suggested both

investigating more of PISA participating counties as well as particularly looking at

countries with high academic performance such as Japan and Korea.

Local Literature

Pena and Anudin (2016) explained that Group cooperation through

discussions posters a competitive facet to learning that could encourage students

to try and strive harder to get results. Teamwork and shared support among

students are reassured. It also provides an opportunity to show thought practices

of other people and their skills in problem solving that may he’ll students develop

their own reasoning abilities

Astodello (2016) stated that since students are highly motivated to using

social media sites the majority of them use these to satisfy their social needs

more than their academic needs. They have the freedom to do whatever they

want – they can upload or download data, they can make new friends and
 iii

comment on other people’s lives, and they can even create other online identities

the real world does not allow.  It has been observed too that the majority of the

students nowadays, particularly those in the secondary level, spend most of their

time chatting with their acquaintances, playing online games, and watching

videos instead of reading their lessons, making their assignments, and other

academic requirements. The main reason is when they work or search their

materials online they get attracted to social networking sites to kill boredom

during study time, diverting their attention from their work. The darker side of this

that has gained the attention of many parents is that some students are getting

lazier and are no longer interested in going to school.  This is probably due to

being extensively indulged to get global access and therefore leading them to

perform less academically. He added, the use of social media sites had affected

the academic performance of students negatively, there is a need to introduce

the students other information resources or materials that would motivate and

help them perform well in their academics.

Dela Cruz (2009) Nutritionist talked about balance diet for good reason.

Many of the essential nutrient the body depends on home work best in

combination. This is the primary needs of the students in order to perform better

in school.

Meera et. Al (2008) studied classroom learning environment and self-

esteem as correlates achievements of school studies and found that the

achievement in school studies for boys vary with regard to difference in their

classroom learning environment.

 iii

Garcia (2017) said that there are several factors affecting the students’

academic performance. Some are home, school, teacher and student factors.

However, the student himself or herself contributes to the case particularly the

peer group influence. It reflects the student’s values and priorities when it comes

to the life’s choices. She also pointed out the geographic location of the school

as another factor that affects the student’s performance. Student’s effort, initiative

and learning preferences must also be put into the limelight. Therefore, these

factors provide some ideas for some tangible measure to understand the issue.

Andaya (2014) stressed the teachers have an important influence on

student’s academic achievement. Student’s performance is naturally considered

a critical aspect for many educators. She found out that individual factors and

instructional factors are predictors of academic performance is instructional

factors followed by assessment factors.

Richmond Vale Academy (2016) explained that children who grow up poor

are more prone to externalizing disorders. Poverty places people at a

disadvantage that is not only environmental, but also physical and psychological.

It affects people’s health, how they interact with each other and how they react to

external stimuli. It even affects how and why they prioritize certain things, and

their academic performance. Therefore, poor children are at a higher risk of

exhibiting behavior issues. Poverty hinders the parents’ ability to build a trusting

environment for their children. Moreover, poor children often lack personalized

enrichment activities and got low academic performances in school.

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Ocampo (2015) Explained that there are different reasons why a learner

gets poor academic performance. One of the contributing factors is the economic

status of the family. According to Hart of Demand Media each year students

attend schools that represent a variety of socioeconomic backgrounds.

Socioeconomic status refers to the level of education, income, and

professionalism of an individual or group. Although students of higher and lower

socioeconomic statuses both attend school, the effect of lower socioeconomic

status on student achievement is difficult to ignore. Students of a lower

socioeconomic status often face additional challenges including a dearth of

learning resources, difficult learning conditions and poor motivation that

negatively affect their academic performance. Families with a lower

socioeconomic status often struggle with providing academic support for their

children. Limited time and financial resources make it difficult for parents to

create a home-based learning environment. Parents in a low socioeconomic

household cannot afford reading materials, technology and tutors for their

children. When children do not have a positive learning environment at home, it

negatively affects their academic achievement level in school. Consequently,

students on the lower end of the socioeconomic spectrum are forced to take

lower level courses or vocational courses that do not necessarily prepare them

for higher education. Lower socioeconomic status ultimately contributes to lower

academic performance and slower rates of academic progress.

Santos (2016) Quizzes and tests, he works and projects, oral recitation,

quarterly and final exams, and grades most especially, epitomize the kind of
 iii

stressors adolescents have when it comes to studying. Although grades are not

the only Gauge of what one has learned, it is what the educational system relies

on when trying to measure one’s learning capacity. School demands and

expectations can make the students feel pressure and feeling of tension inside

and outside of the school. The acceptable levels of stress help to improve the

individuals’ performance whilst excessive amounts of stress can lead to a

decreased performance. Stress has become an important topic in academic

circle as well as in our society.

Inge (2018) stated that student satisfaction is “unrelated” to learning

behavior and academic performance, a study has found. Significantly higher

student satisfaction was found in modules in which students received large

amounts of learning materials and worked through them individually, than in

courses where students had to collaborate and work together. Students who

were “spoon-fed” learning materials also spent less time in the virtual learning

environment, were less engaged, and were less likely to remain active over time

than their peers engaged in more collaborative activities.

Foreign Studies

Henderson and Bates (2009) confirmed that the family involved is a

powerful influence in students achievements in school when families are involved

in their students education they get higher grades and receive higher scores in

test, attends school regularly, complete homework demonstrate more positive.

 iii

Donka Mirtheeva (2009) some studies that the student’s attendance is

closely linked with good student’s health, thus resulting to higher academic

achievement.

Alami (2016) highlighted that poor academic performance is among the

main concerns of teachers, syllabus and designers, curriculum developers and

the whole educational body. He also stated the factors involved in student

achievement which categorized into four macro groups; student- related factors,

teacher- related factors and family related- factors have the highest impact on

students’ performance, teacher related factors have the lowest effect.

S.P Singh, Malik, P. Singh (2016) on their study stated the factors

influencing students’ academic performance. The study revealed that there is a

positive and statistically significant impact of learning facilities, communication

skills and proper guidance from parents on students’ academic performance. On

the other hand, other variables such as family income, parent’s education and

educator have been examined.

According to Kaklamanou et.al (2012) stated by his findings that students

need to fuel to actually make them study well and be attentive and manage the

responsibility of class. It has been discovered that skipping breakfast can

adversely affect problem solving tasks such as Mathematics grades- most of the

secondary schools in Sumbawanga district did not provide meals and breakfast

to their students who are prone to poor academic performance.

 iii

Farooa, Chaudry, Shafiq and Berhanau, 2011; Alli, Heider, Muhir, khan

and Ahmed (2013) that various studies earned out on the factor that affect

students’ performance in school, colleges and universities there are, student

effort, self-motivation, social economic of the students, parents students, age,

number of hours of study per day, admission points, different entry qualifications,

tuition trend and the students area of residence.

Oghuvbu (2010) highlighted that a school is an institution designed for the

teaching of students under the direction of teachers. A school is a set up with

main purpose bringing students from different families together under one roof

the classroom. Effective teaching and learning cannot take place without the

coming together of the teacher and the learner’s student.

Mlozi et.al (2013) defines education for sustainable development has

come to be seen as a process of learning how to make decisions that consider

the long term future of the economy, ecology and communities.

URT (2010) explained that Secondary Education occupies a pivotal role in

the functioning of the economy and the education system itself. However, the

current secondary school curriculum in Tanzania is examination oriented with

great emphasis laid on passing examination at the expense of acquisition of

skills, values and attitudes.

Asikhia (2010) described the poor academic performance as any

performance that falls below a desired standards. Poor academic performance

can be attributed to many factors and can be addressed using a variety of

 iii

strategies. It is imperative that educators conduct research studies on their

teaching practices to find out what the student’s needs and views are about the

teaching environment.

Local Studies

Genteroy (2016) concluded that student’s absences in class is one of the

reasons why students have poor learning and school performance. The study

concluded that respondents believe that self-inquiry is the main reason for

student’s absences in class. When a student misses a day of school he/she must

have lost the chance to hear others, interpret and analyzing the lessons or joins

the interaction within the class. The students and teachers look at truancy as a

hindrance to good education. The school administration with the parents of

concerned students may conduct an effective conference dialogue with the help

of the findings of their study They recommended that teachers must also

integrate the value of humility and cooperation in the classroom activities so that

students would be able to grasp the essence of teamwork to make the classroom

set-up an enjoyable environment. They added that orientation and briefing on

these students maybe be conducted to at all least they would commit to

absenteeism which leads for having poor performances with the help of their

study. Meaningful activities must be provided to sustain the student’s interest in

learning.

Perez (2008) conducted a study about analysis of factors affecting pupil’s

performance in oblate school of St. Joseph in province of Batangas. She

conducted that the home students factors identified as health habits, work values
 iii

and educational guidance have the greatest impact in the performance of the

students.

Javier and Bilbao (2008) present some curricular issues and concerns

regarding curriculum innovations like: 1Issues on the varied implementations of

the curriculum among schools and teachers seem to be one of the reasons for

the prevailing low performance of schools all over the country. There is a

perennial compliant about books and other instructional materials. Overcrowded

classrooms do not provide a good learning environment. In addition, the teacher

has been identified as one of the influencing factors in the varied implementation

of the curriculum. 2. Curriculum innovations lack the sense of ownership from

stakeholders. Most of the curricular innovations are handed down from the top

management. 3. Some curricular innovations are results of bandwagon but are

not well supported by managers. In the desire of some schools to be part of the

global scenario, changes and innovations are drastically implemented even if the

school is not ready. 4. Lack of regular monitoring and evaluation. After a new

curriculum has been installed, it is left unattended, Inadequate monitoring

activities to find out curricular strengths and weaknesses and problems are being

encountered. Very little means is provided to find out if the implementation is

running smoothly or not. 5. Innovations are not communicated to all. Only the

managers or proponents understand the changes.

Glasser (2009) in his work on what he deems to be the quality is cool has

created what his refers to ask the control theory. This theory is base the belief

that no one can make anyone do anything – it is the job of the teacher to make it
 iii

easy for the students to see a strong connection between what they are asked to

do and what they believe to be work doing. Glasser makes as industrial analogy

between school and workplace stating that is cool should be made relevant and

interesting because bored workers won’t produce high quality work.

Alcuizar (2016) highlighted the determinants of nutrition, family’s living

condition, parents support on their children and school factor as the causes of

low academic performance among pupils in upland barangay. She found out that

the determinants of nutrition and living condition are the most related factors

investigated that have significant effects on the low academic performance of the

students. Moreover, schools in rural areas have less support from local

government for their instructional materials and training of teachers.

Arieta, Gementiza, Saco (2017) Highlighted that study habits play a very

important role in the life of students. Success or failure of each student depends

upon his own study habits. Some students study more but they fail to achieve

more. Others study less but achieve more. Success of each student definitely

depends upon ability, intelligence and effort of students. The qualitative method

is used in the study, in which objectives are to name the factors which affect

study habits of the Senior High School students of Davao Doctors College, how

study habits affect the academic performance of the said students, and

investigate the relationship between the two variables. The primary aim of their

study is to determine the respondents’ profile according to the factors which

affect the study habits, including time management, study environment, and use

of social media. Results implied that most of the respondents believe that their
 iii

study habits are affected by their time management, study environment, and use

of social media, and that these factors impact their academic performance.

Another important finding shows a high-level of Senior High School Students’

academic performance is greatly influenced by their use of social media, which is

a said factor that affects the students’ academic performance. However, gender

does not significantly impact the factors that affect the study habits of the

respondents. (Arieta, Gementiza, Saco 2017)

According to Manarin and Nibaten (2013) learning satisfaction and

academic performance are the major criteria used to evaluate to personal

satisfaction of a student and his satisfaction toward his academic environment.

Their study investigated the potential links between students learning satisfaction

and academic performance. The result of their study indicates that there’s no

significant relationship between the said variables. The results implied that there

are other factors the satisfaction of students and their academic performance

which manifested by the grades of students. Satisfaction on the other hand has a

different perspective when it comes to students.

Ejercito (2010) study aimed at finding out the teacher factors that

significantly affect the academic performance of the students at La Salle

University Integrated School. Two hundred ninety-eight students were asked to

evaluate their teachers. The correlational method of research was employed. The

strengths and weaknesses of the students identified in their study can be utilized

as basis for curriculum alignment, instructional planning to improve and enhance

the learning experiences of the students and to design remedial measures to

 iii

those who showed marked deficiencies in the different learning areas. The

importance pf their study is to motivate the students to work toward the

instructional objectives. Feedback of the results can help students gain insights

into what they can do well, the misconceptions that need correction, and the

degree of skill they have in various areas. Their awareness to all of these can

stimulate them to direct their efforts toward the improvement of their

performance. They found out that teachers’ teaching artistry and teaching skills

do not correlate with students’ academic performance. To raise the achievement

level of the students, it is necessary that the school’s curriculum be thoroughly

checked and reviewed to ensure that the contents, objectives, learning activities,

and the system of evaluation meet the required standards. The faculty, being the

key factor in creating the learning experiences of the students, be further trained

in instructional planning and in designing learning activities that can promote

enduring understanding and lifelong learning.

The study of Apalejo (2011) was to determine the specific learning

disabilities, level of self-efficacy, self-esteem multiple intelligences, parent and

teacher’s involvement of students at risks with learning disabilities and their

relationships to academic performance of high school students at risk with

learning disabilities in order to design a supportive classroom environment for

these children. The multiple intelligences includes the Linguistic Intelligence,

Logical-Mathematical Intelligence, Bodily Kinesthetic Intelligence, Musical

Intelligence, Interpersonal Intelligence, Intrapersonal Intelligence, Spatial

Intelligence, and Naturist Intelligence. Their study hypothesized that there is

 iii

significant relationship between self-efficacy, self-esteem, multiple intelligence,

parents and teachers’ involvement to the academic performance of students at

risk with learning disabilities. It is concluded students have suffered low general

self-efficacy, low and lack of social self-efficacy and all of them have lack of self–

esteem. Each of these students possesses different types of intelligences and

although the said intelligences are low still, none of them has linguistic and

logical intelligences and most of them have average general academic

performance. However, teachers support and attitude affect much to student’s

academic performance. While there is a low correlation between parents

involvement and general self–efficacy and between parent involvement and

multiple intelligences, the kind of parental involvement of the students do not

affect the social self-efficacy, self-esteem, and academic performance of the

students.
 iii

CHAPTER III

RESEARCH METHODOLOGY

The study presents the research methods and procedures of date

including the instruments necessary for the analysis of the study.

Research Design

The researchers will use descriptive method in conducting this study. This

method define as describing, comparing and interpreting the relationship of

existing variables.

To make this study, the researchers will take the opportunity to research

about the causes of deterioration in academic performance of grade 9 students in

Balas Buco Sta. Maria National High School by conducting survey through

questionnaires. Researchers will collect data from the respondents to get the

information needs to solve the current situation.

Johnson &Christhensen(2010) defined the descriptive method of research

as an organized attempt to analyze, and interpret the report on the present status

of a social institution, group or area. It includes all the studies that seek to the

present facts concerning the nature and the status of anything, group of person,

acts of condition or any phenomenon which the researchers may wish to study.

Since the descriptive method is the easiest method to use, the researcher used it

in conducting a survey. Through questionnaire that will be gathering, information

needed to seek answers the problems.

 iii

Respondents of the Students

The respondents of the study will be the Grade 9 students in Balas Buco

Sta. Maria National High School. The number of students and the total number of

students is shown below.

Table A

Distribution of Respondents

Total Number of
Section of Respondents Number of Students
Respondents

Malvar 48 10

Research Locale

This study will be conducted in Balas Buco Sta. Maria National High

School because of its location. It is convenient for the researchers to go back and

forth from their houses.

 iii

Figure 1

Legend: Map of Balas Buco Sta. Maria National High School showing

the local of the study.

Research Instrument

A questionnaire will be used as an instrument in this study. The first part

focuses on the profile of the respondents while the second part focuses on the

academic status of the students.

The questionnaire will be structured in such a way that respondents will be

able to answer it easily, thus the set of questionnaire will be structured using the

Likert scale that requires the subject to indicate his or her degree of agreement
 iii

or disagreement to a statement. In this type of questionnaire, the respondents

will be given five-response choices.

Validity of Research Instrument

In order to establish the validity of the research questionnaires, the first

part draft will be submitted to the adviser for approval. The questionnaire is a

product of modification coming from the ideas of some finished papers found

relevant to the study.

Through the help of adviser and three experts in the field, all items will be

checked. All the comments and suggestions will give consideration until the final

data of the instruments is completed.

Reliability of the Research Instrument

To ensure the reliability, the researchers will choose certain school with

the same respondents. A re-test process will observe Dona Maria Laurel Platon

School of Agriculture wherein the Ten (10) respondents will be given

questionnaires within a week. The result of the test will be compared using

Pearson Coefficient of correlation to ensure findings that reveal of significant

relationship between variables.

Data Gathering Procedures

 iii

Before distributing the questionnaire, the researchers will ask permission

to the principal of the school regarding the study. This will be used as data

gathering tool.

The questionnaire will be attached with a cover letter of request addressed

to the respondents to seek their cooperation in this study. The questionnaire

provides direction to guide the respondents in filling up the paper.

The researchers will request a teacher to guide and assist the students in

filling up the questionnaire. The responses of the selected students will be tallied,

tabulated, computed, analyzed and interpreted in the statement of the problem

and hypotheses of the study.

Statistical Treatment of Data Used

This statistical tool will be used to determine the relationship between the

profile and academic status of grade 9 students to determine the causes of

deterioration in academic status of BBSMNHS.

PEARSON’s Product-Moment-Correlation Coefficient (x)

Nxy- (x) y)

r= ____________________

N2-(x)2Ny2-(y)2

Where:

r= Pearson’s Product-Moment-Correlation Coefficient

N= total number of paired observation

 iii

xy= sum of xy cross product

x= sum of x column

y= sum of y column

(x)2 = sum of x’s quantity squared

(y)2= sum of y’s quantity squared

Sources: Birion and De Jose (2000)

Weighed Mean. This will use to determine and describe the personal causes of

deterioration in academic performance of Grade 9 students in Balas Buco Sta. Maria

National High School.

Synthesis

Through deepen reading analysis of the research enlighten the review of

related literature and studies regarding the causes of deterioration of students

academic performances. Varied insights of the studies, journals, researches

have shown to give full understanding why students fail in class and what are the

factors that can cause students performance deteriorate. Children who fail in

school are more likely to engage in sub sequent health impairing behavior as

adolescents. School failure can impair a child’s health. Impaired health can
 iii

contribute to school failure, but social, behavioral, and emotional problems often

contribute more significantly to academic difficulties. Health conditions can cause

students to fail in school. (Byrd 2008). In addition to this Alcuizar 2016 stated the

determinants of nutrition and living condition are the most related factors that

have significant effect on the low academic performance of students. Same with

Dela Cruz, 2009, having essential nutrients in the body is the primary needs of

the students in order to perform better in school.

In addition, the study of Astedelo (2016) concluded that students are

highly motivated in using social media to satisfy their social needs more than

academic needs. The use of social media had affected the academic

performance of students negatively. Slothfulness where some students are so

lazy and sluggish to devote proper time to their studies. Inadequate study time is

common occurrence among students of today. They have no time to thoroughly

study their books (Ansa.2016) These are hindrance on students success and

lead to academic failures. Arieta, Gementiza, Saco (2017) highlighted that study

habits play a very important role in the life of students. Success or failure of each

student depends upon his own study habits. Moreover, Inge (2018) stated that

students who were ‘spoon- fed” learning materials also spent less time in the

virtual learning environment, were less engaged and less likely to remain active

over time.

Finally, the reviewed studies may have similar or different finding but they

have common purpose to determine the causes of student’s deterioration of

academic performances and make necessary solution to the problem.

 iii

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