INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC

HIGH SCHOOL DEPARTMENT

Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

Research questions:
This study aims to answer the following questions:
1. To what extent does the educational qualification of a
parent affect the academic performance of a student?
2. How does the grade 12 students socioeconomic status
affect their academic participation?
3. How far the parents' annual income affects the ability
of a student to maintain their academic achievement?

Research Objectives:
This study aims to:
● Investigate how parents occupation affects the
academic performance of the students
● Show that there's a relationship between socio-
economic status and academic performance of the
students
● Measure the effects of parents income12 to the
outcome of students academic performance.

Review of Related Literature:

A. Foreign RRL
According to Kurdek and Sinclair(2000),Tavani
and Losh(2003),Admasu(2004),socioeconomic standing of a
student's parents is one of the major factors which can
affect the achievement and learning activities of the
students. The academic achievement of the student depends
upon the cultural capital inherited from the family
rather than the individual talent. Accordingly, the
ability of an individual is socially constructed and is
the outcome of the individual's access to cultural
capital. In this respect, Bourdieu's theory states that,
the differences in the family background leads to the

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

their children came up with the outcome that there exists

a significant positive relationship between the parent's
level of education and the performance of their children.
Children from parents with good economic status can get
better performance than those from parents with low
economic status (Shah & Anwar, 2014). Machebe (2014) in
his study among the students at selected secondary
schools in Enugu State came to specify that the parental
educational qualification and health status of the
students have a statistically significant relationship
with the academic performance of the students. Sean
(2013) in a study in the United States of America found
that the students from high income families have better
performance than those from low-income families.
Similarly, Zhang (2012) on his study in China among
the students at secondary schools concluded that the
children from low-income families exhibit lower levels of
cognitive-linguistic skills, lower verbal interactions,
lower phonological awareness and lower academic
performance as compared to their counterparts from high
and middle-income families. It also showed that children
from high income families are comparatively more
proficient in reading skills than that of low-income
families. The academic achievement of the secondary
school students is affected by the education, occupation,
and income level of the parents (Suleman et al., 2012).
Pant (2020) in a study conducted considering the
qualitative case study research design in Kailali Nepal,
came to conclude that most students from the parents with
low socioeconomic status have poor academic achievement
since the parents with low socioeconomic status are less
interested in the education of their children as they
emphasize more on the employment of their children rather

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

than their further studies. Besides, the illiterate and

poorly educated parents are unable to support their
children in their educational activities.

B. Local RRL
According to the contextual analysis of Chandra
(2013), Socioeconomic status is the most important
variable in determining the Academic Achievement of
students. Increasingly, researchers examined educational
processes, including academic achievement, in relation to
socioeconomic background. Suleman (2012) stated that
different scholars have defined socioeconomic status in
different ways. Some scholars consider that socioeconomic
status is the total household income while other scholars
include other variables i.e., parental educational
levels. In addition to the widely used income variable,
some other variables are also considered i.e., family,
and parental educational attainment; total family income;
living in poverty; living in a single-parent household;
motivation for learning; alcohol or drug use; crime;
community/environment; etc. Many scholars consider that
socioeconomic status is the most important and
fundamental factor which is responsible for academic
success.Researchers found that Socioeconomic status,
parental involvement, and family size are particularly
important family factors. Families with high
socioeconomic status often have more success in preparing
their young children for school because they have access
to a wide range of resources to promote and support young
children’s development. They can provide their young
children with high quality care, amenities, and
facilities. According to Boschma and Brownstein (2016) of
the National Center for Educational Statistics, students

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

of different cultures represent a majority of the student

body in 83 of the 100 largest cities. In all but three of
those 83 cities (Honolulu, and Chula Vista and Fremont,
in California), at least half of them attend a school
where a majority of their peers are poor or low-income.
In 58 of those cities, at least three-fourths of non-
white students attend majority low-income schools. Data
is available for African American students in 97 large
cities. In 83 of those 97 cities (or 85.6 percent), the
majority of African American students attend schools
where most of their classmates qualify as poor or low
income. In 54 of those cities, at least 80 percent of
black students attend schools where most of their
classmates qualify as poor or low-income. The same report
also stated that the parent’s educational background also
builds an impact on the academic satisfaction of the
students. In addition, according to the
NationalStatistical Coordination Board (2016), the
presence of many socio-economic factors also play a part
in the development of students’ academic life. The
Philippines is a multicultural state thus the
relationship between education, poverty alleviation, and
socioeconomic development has been the subject for many
researchers. In the statement of Weinstein (2010) of
Developing Economies, 80% of the Filipino poor live in
the rural areas of the country. These are towns located
deep in the mountains and the rice fields. The population
density in the rural parts of the country is low, and
there is a corresponding deficiency in schools and
classrooms. Public school is free, but families still
cannot afford to send their children for a complicated
network of socio-economic reasons. The same report stated
also that in

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

rural areas of the country many children in farming

families are expected to work in the fields during
harvest time. The majority of people are deep in the.
These are towns located deep in the mountains and the
rice fields. The majority of people living in such areas
believe that farming and other cultural activities such
as small feasts, and religious rituals are more
prioritized than the amount of education their children
can acquire in national public schools. Sometimes, these
children attend their classes but in times of harvest and
other significant agricultural activities they tend to
skip, thus their academic performances are also affected.

References:
Deepak & Santosh, (2021), Influence of parental Socio-
Economic Status on Students Academic Performance:
Experience from Pokhara University, Nepal, n.p,
International Journal of Multidisciplinary Perspective in
Higher Education,

Agullana et. al. (2017) Socio - Economic Factors and the

Academic Performance of Senior High School Students in
Candon National High School. Candon City, Ilocos Sur:
n.p.

Chapter I

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

THE PROBLEM AND ITS BACKGROUND

Introduction

Statement of the Problem

Hypotheses/Assumptions
(choose one only)

Theoretical/Conceptual Framework
(choose both or one only)

Significance of the Study

Scope and Limitation

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

Definition of Terms

Chapter II
REVIEW OF RELATED LITERATURE

Local Literature/Studies

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

Foreign Literature/Studies

Chapter III
METHODOLOGY AND PROCEDURE

Research Methodology

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

Research Design

Respondents of the Study

Research Instrument

Data Gathering Procedure

Statistical Treatment of Data

Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF
DATA

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

Chapter V
SUMMARY OF FINDINGS, CONCLUSION AND
RECOMMENDATIONS

Summary of Findings

Conclusions

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

Recommendations

List of Tables

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

Letter to the Respondents

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

Curriculum Vitae

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 INTERNATIONAL SCHOOL OF ASIA AND THE PACIFIC
HIGH SCHOOL DEPARTMENT
Alimannao Hills, Peñablanca, Cagayan 3502
Email address: isaphsdept@isap.edu.ph | contact number: 0936-193-1278

Bibliography

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