KYLA

AMULUNG NATIONAL HIGH SCHOOL
Factors Affecting the Academic Performance of Grade 12
Students in Amulung National High School
A Research Paper
Presented to the faculty of the Senior High School
Amulung National High School
Anquiray, Amulung, Cagayan
In Partial Fulfillment of the Requirements in
Practical Research II
Alfa May Burac
CyrelMae Malanot
Kyla Mae Calanoga
Mikyla Barcellano
Ronnie Siazon
Janine Ramos
JUNE 2023
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ACKNOWLEDGEMENT
We thank the people who contributed to our study for their
full support and guidance.
Mrs. Teresa Gorospe and Jaybee Cuarteros, the subject teacher,
who guided, directed and encouraged us to continue the study,
for the supported and trusted so that this study becomes
possible and suggested useful ideas for improvement5 of this
study;
The Respondents, the fellow students in Amulung National High
School- Grade 12 Senior High School- who gave their valuable
time and cooperations to answer our survey questionnaire
diligently;
Above all, the God Almighty, who continuously provided us the
strength, guidance, knowledge, and patience for all
sacrifices.
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DEDICATION
This study is wholeheartedly dedicated to our beloved parents,
who have been our source of inspiration and gave us strength
when we thought of giving up, who continually provide their
moral, spiritual, emotional, and financial support.
To our brother, sister, relatives, mentor, friends, and
classmate who shared their words of advice and encouragement
to finish this study.
And lastly, we dedicated this book to the Almighty God, thank
you for the guidance, strength, power of mind, protection and
skills for giving us healthy life. All of these, we offer to
you.
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TABLE OF CONTENTS
Chapter I: Background of the Study
Introduction . . . . . . . . . . . . . . . . . . . . . . 1
Background of the Study . . . . . . . . . . . . . . . . 2
Conceptual Framework . . . . . . . . . . . . . . . . . . 3
Statement of the Problem . . . . . . . . . . . . . . . . 5
Significance of the Study . . . . . . . . . . . . . . . 6
Scope and Delimitation of the Study . . . . . . . . . . 7
Definition of terms . . . . . . . . . . . . . . . . . . 7
Chapter II: Review of Related Literature
Introduction . . . . . . . . . . . . . . . . . . . . . . 10
Body . . . . . . . . . . . . . . . . . . . . . . . . . . 10
Conclusion . . . . . . . . . . . . . . . . . . . . . . . 20
Chapter III: Research design and Methodology
Methodology . . . . . . . . . . . . . . . . . . . . . . 21
Research Design . . . . . . . . . . . . . . . . . . . . 21
Population and Sample size . . . . . . . . . . . . . . . 21
Description of Respondents . . . . . . . . . . . . . . . 23
Research Instrument . . . . . . . . . . . . . . . . . . 24
Statistical Treatment . . . . . . . . . . . . . . . . . 24
Chapter IV: Presentation, Analysis, Interpretation of Data
Tables and Interpretation of Data . . . . . . . . . . . 25

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Chapter V: Summary of Findings, Conclusion and Recommendation
Summary of Findings . . . . . . . . . . . . . . . . . . . . 39
Conclusion . . . . . . . . . . . . . . . . . . . . . . . 41
Recommendation . . . . . . . . . . . . . . . . . . . . . 43
References. . . . . . . . . . . . . . . . . . . . . . . . . 44
1
Chapter One
INTRODUCTION
School, colleges, and universities have no worth without
students. Students are the most essential asset for any
educational institute, The social and economic development of
the country is directly linked with students’ academic
performance. The students’ performance (academic achievement)
plays an important role in producing the best quality
graduates who will became great leader and manpower for the
country thus responsible for the country’s economic and social
development (Ali et.al, 2009).
In School, the greatest concern that teachers and
parents are facing is the academic performance of students.
Parents as well as teachers have already set expectations for
them even before going to school such as, behaving in class,
passing requirements and having good scores in exam but
unfortunately, some can’t meet this expectations because of
different factors that they encounter which affects their
academic performance.
Measuring a student’s academic performance is quite
challenging since their performance is a product of personal,
school-based and common factors during pandemic. Their
performance can be affected by the factors that they may

2
encounter such as parent support, peer influence, student’s
interest, learning facilities, teachers’ quality, bullying and
etc. because new paradigm about learning assumes that all
students should learn at higher levels. Moreover, it is highly
demanding and preferred for students to enhance their academic
performance through information and communication service
which can be an advantage to them especially in college that
expectations become higher and pressure becomes heavier. It
can also assist them to interact with their peers and many
institutions throughout the world.
BACKGROUND OF THE STUDY
Background of the study Understanding the factors that
influences/affects academic performance is a major area of
interest worldwide. Many studies have been conducted to
determine the factors that influences academic performance
across the world. Some factors that has been studied in
relations to academic performance are: personal factors where
parent’s support, peer influence, and students interest are
aligned on this. School-based factors where Learning
facilities, teachers quality and bullying. Lastly, other
factors during the pandemic are COVID-19 fear, digital
inaccessibility, and psychological well-being.

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CONCEPTUAL FRAMEWORK
Common Factors
(During Pandemic)
A. Covid-19 Fear
B. Digital
Inaccessibility
C. Psychological well-
being As shown in the figure above, you can see
the relationship between nodes represented by the variables
which reveal the influences/ effects between and among the
variables involved.
The figure starts with three boxes which is the independent
variables namely personal aspects, school-based factors, and
common factors during pandemic. These variables are connected
the second box which is the dependent variable or students
academic performance. It indicates what the variable in the
second box is the outcome of the variables in the first three
boxes.
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 As stated by (Alsharari& Alshurideh, 2021; Alshurideh,
2015; Mushtaq, 2012), on their theory regarding academic
performance, based on the previous researches a students’
performance can be affected due to social, psychological,
economic, environmental and personal factors.
 Walberg’s theory of academic achievement posits that
psychological characteristics of individual students and
their immediate psychological environments influence
educational outcomes (cognitive, behavioral, and
attitudinal) (Reynolds & Walberg, 1992).

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STATEMENT OF THE PROBLEM
This study aim to determine the factors affecting the grade 12
students’ academic performance in ANHS. This study will seek
answer to the following questions:
1.) What are the personal aspects affecting the grade 12
students’ academic performance?
A. Parent’s support
B. Peer influence
C. Students interest
2.) What are the school- based factors affecting the academic
performance of grade 12 students’ in ANHS?
A. Learning facilities
B. Teacher’s quality
C. Bullying
3.) What are the common factors encountered by students that
affects their academic performance during pandemic?
A. COVID-19 fear
B. Digital inaccessibility
C. Psychological well-being
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SIGNIFICANCE OF THE STUDY
Our study focuses on different aspects that affect a
students’ academic performance. The study may be helpful for
both students, teachers and parents. This study sought to
address the factors that affect a students’ academic
performance.
 The study will benefit the researcher because it helps
them to have a thorough analysis of everything, the
results t1urn out to be fruitful and the knowledge is
enhanced. Other benefits of research are that it will
help clarify complex issues. After the research, what it
will do for the researcher is give it an idea of the
factors that affect the students, academic performance,
and through this, it will be able to handled by them.
 The results of this study will help students recognize
the challenges they can face during their senior high
school experience and know how to handle them.
 It will make it easier for parents and teachers to
comprehend what they are going through. In order to help
their kids, parents might learn how to strengthen their
parenting techniques.
 Future Researchers – It would help them to be a better
analyst and it can be a help as a future reference for
more studies in the future. This research would be
beneficial to the future researcher because they can get

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some information that might needed in their research and
some of their research and some of their question may
possibly be answered by this research.
Scope and limitation
Scope
This study focuses on the factors affecting the academic
performance of grade 12 students in Amulung National High school
such as personal aspects, school-based factors, and common
factors during pandemic.
Limitation
This study is limited only to the current grade 12
students of Amulung National High school (ANHS).
This study will not cover other factors that may affects
students academic performance.
DEFINITION OF TERMS
Academic performance/ achievement – is the extent to which a
student, teacher, or institution has attained their short or
long-term educational goals and is measured either by continuous
assessment or cumulative grade point average.
Acoustic room – subfield of acoustics dealing with the behavior
of sound in enclosed or partially-enclosed space.
Bullying – seek to harm, intimidate, or coerce (someone
perceived as vulnerable).
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COVID-19 fear – is associated more with anxiety and stress and
to a lesser extent with depression.
Digital inaccessibility – is when students cannot access digital
course materials or content. “Digital accessibility” is the
process of making all course content digitally accessible to all
students. Everyone is affected when digital course content and
materials are not accessible.
Learning facilities – Educational facilities means the Building,
vehicles, and equipment that are built, installed or established
to serve educational purposes and are designated for student
occupant stations or to facilitate the delivery of educational
services.
Parent’s support – Parental support has been defined as
“parental behaviors toward the child, such as praising,
encouraging and giving physical affection, which indicate to the
child that he or she is accepted and loved”.
Personal aspects – relating to the private aspects of person’s
life.
Peer influence – is when you choose to do something you wouldn’t
otherwise do, because you want to feel accepted and valued by
your friends.
Student’s interest – refers to the inclination of the student
towards a particular subject in which he or she is easily able
to connect without any hassle or hurdle.

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Teacher’s quality – refers to the characteristics that teachers
possess and teaching quality refers to what teachers do in the
classroom to foster student learning. For this study, teacher
quality included teacher professional preparation
characteristics and teacher knowledge

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Chapter two
REVIEW OF RELATED LITERATURE
This chapter covers the elements that influence students’
academic performance, such as personal aspects and school
aspects, as well as the ancillary subjects associated with the
elements we discussed. The Review of Related Literature format
will follow a thematic approach. In this style, the opinion of
several authors on various topic or issues will be compared.
I. Personal aspects – relating to the private aspects of
a person’s life.
A. Parent’s support
Parental consent influenced student motivation and
persistence in a variety of ways, parental support for
learning in terms of students personal mastery goal
orientations’ stronger than ‘students’ performance goal
orientation’ (Shukla et al., 2015). Parental encouragement for
learning positively influences the students’ academic outcome,
the students whose parent encourage them for learning showed
better performance in their academic achievement than the
students whose parent do not encourage them for education
(Shahzad et al., 2015).

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B. Peer pressure
Peer pressure can be either positive or negative and
is based on the individual’s intrinsic desire to belong, or to
‘fit in’. Children develop the desire to be liked early-on in
childhood; and, through personal interactions (most often in
the school setting), cull their playmates according to
individual perception of desirability and need, a term
referred to as “homophily.” Homophily is a form of modeling; a
term coined by sociologists in the 1950’s, and defined as,
“love of the same” (New York Times, December 10, 2006). In
peer relationships, homophily is a result of individuals that
associate and bond with one another based on similar likes,
dislikes, and other dynamic social attributes.
Effects on academic performance can be the result of
positive or negative peer pressure, either through friends, or
as peer group influences. According to M. H. Jones, et al.,
(2012): It should be noted that there is often not a direct
relationship from friends’ behaviors to a student’s academic
performance. Rather, friends affect one’s self-beliefs, which
may then alter academic behaviors (Jones, Audley-Piotrowski,
Kiefer, 2012). An illustration of this point might involve
interactions between students in social or romantic
activities, and devoid of mutual discussions involving
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C. Student’s interest
Interest is a learned motive, which drives a person to
occupy himself with activity when he is free to choose what he
will do. Interests are important because they serve as a
source of strong motivation to learn. Interest is often
thought of a subject is a mental resource that enhances
effective learning, which leads to better performance and
achievement. Interest is often thought of as a process that
contributes to learning and achievement that is being
interested in a subject is a mental resource that enhances
learning (Timothy &Uguma, 2017; Udumo&Aglande, Ambe&Udumo,
2020a; Ambe&Udumo, 2020b), which then leads to better
performance and achievement (Sanda& Sunday 2017; Sanda,
2018).Colloquially, being interested in something can mean
that we care about it. That it is important to us and that we
have mostly positive feelings towards it. According to John
Dewey to once described interest as “being engaged engrossed
or entirely taken up with an activity, object or topic. More
contemporary interest theorists have divided interest into two
compounds, individual interest, and situation interest.

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II. School-based factors
A. Learning facilities
Jacoby (2004) stated that School facilities plays a
vital role in the actualization of educational goals and
objectives by satisfying the physical and emotional needs of
the staff and students of the school. Henceforth, school plant
can be regarded to as everything within the school premises
which include the site, buildings, equipment and all essential
structures. In other words school plant is the sum total of
building, equipment, textbooks including the surrounding where
teaching and learning takes place. By human resources, we mean
the personnel, if there are no human resources in it, there
can be no learning invariably, there will be no school. While
physical resources can be seen as those materials which can
give help or comfort to school, organization, country or an
individual. For example, the buildings, the libraries, chairs,
books, chalkboards, sports field environment etc. According to
Smith (2000), he emphasized that the physical needs are met
through provision of safe structures adequate sanitary
facilities, a balanced visual environment, appropriate thermal
environment and sufficient shelter space for his work and
play. His emotional needs are met by creating pleasant
surroundings, a friendly atmosphere and an inspiring
environment for teaching and learning process. The subject of
school facilities had received great attention from the public

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as well as educators in recent times. According to building
educational success together(BEST 2005), it was reported that
the responsibility of every administrator is to ensure that
every child had access to quality education with the presence
of school plant that provides an educational setting that was
suited for teaching, learning and effective management of
facilities in schools. A study carried out by Hale (2002)
revealed that students in classrooms with large windows,
natural lightening and well -designed skylight were found to
perform well from 19% to 25% better than their peers in
classrooms without proper facilities. Not environmental
conditions in schools affect students, but also the staff as
observed by (Hunter, 2006) and this includes the inoperative
heating system. The overall building condition, the age of the
buildings and the windows in the instructional areas were
positively related to students achievement in learning
(Bullock, 2007).
B. Teacher’s Quality
The quality of teachers shows a stronger
relationship [than school facilities and curricula] to pupil
achievement. Furthermore, it is progressively greater at
higher grades, indicating a cumulative impact of the qualities
of teachers in a school on the pupil’s achievements. Again,

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teacher quality seems more important to minority achievement
than to that of the majority. The finding that “teacher
quality is one of the few school characteristics that
significantly affects student performance” is quite consistent
with more-recent research. Also in line with current studies
is the report’s finding that “for any groups whether minority
or not, the effect of good teachers is greatest upon the
children who suffer most educational disadvantage in their
background, and that a given investment in upgrading teacher
quality will have most effect on achievement in
underprivileged areas.” Recent studies, for instance, find
that higher funding levels, smaller classes, and more-
qualified teachers all have larger effects on disadvantaged
students than on other students.
C. Bullying
Shahria et al. (2015) reported that bullying is deemed as a
serious problem in academic settings in all parts of the
world. They found that bullying has negative impact on
academic performance. Females were more affected than males by
bullying. Bullying constitute a complex problem in school kids
lives. It is a problem that affects all students, either
bullies or victims, and those who attended interpersonal
violence. Bullying may involve many sections verbal, physical
assaults, threats, jokes or language, and criticizing. All of

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such factors affect individually, or collectively, and
contributes in child’s bullying. It is well known that
bullying is difficult to eliminate or to stop it in schools
because it is used by students. Alison (2016) stated that
bullying is considered as global problem that affect
emotional, social, and physical wellbeing of school-age
children worldwide. Bullying at school affects academic
achievement since bullied children feel fear and weak and in
the same time it affects students’ personality traits and
self-confidence. Therefore such situation makes bullied
students unable to follow or to pay attention for their study
well and even they might do not like to go to school. Moreover
they miss opportunities to participate with their colloquies
or even enjoy school activities.. Many researchers found that
there is a strong relationship between bullying academic
achievement,. Students lose concentration when they are
attending their classes.

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III. Common factors ( during pandemic)
A. COVID-19 FEAR
COVID-19 Fear is the unpleasant feeling associated
with the COVID-19 pandemic. In 2019, the COVID-19 widespread
has entered our lives, threatening the performance of infinite
individuals. The COVID-19 susceptibility has fortified the
feeling of restlessness and worry among the specific group
(i.e., students), hindering the efficacy of the online
learning system. Indeed, the pandemic multi-layered emotion
(i.e., fear and worry) has ravaged the world education
foundation (Kernan, 2019), hampering student’s academic
performance.
Consistently, COVID-19 fear has disturbed the academic
schedule while profoundly damaging the academic performance of
university students (Sahu, 2020). Perhaps, to demonstrate the
relationship of COVID-19 fear on student performance, the
findings reveal that a large population is disappointed with
remote learning, thus impeding the student’s work performance
(Mahyoob, 2020). All in all, online learning is an essential
element associated with the COVID-19 vulnerability. The result
reveals that students with remote learning exhibit poor
performance compared to students attending the class lecture
(Garcia & Weiss, 2020).

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However, COVID-19 has left a noxious hallmark on the global
education system, causing a rigorous decline in the students
learning activities. The heightened fear of the pandemic has
made students believe that the current circumstances
antagonistically influence their academic performance (Green,
Noor, Ahmed, &Himayat, 2021). Similarly, a study of the
Netherland suggested that weak learning infrastructure and
long-time institutional closure during the pandemic have
reduced student performance (Engzell, Frey, &Verhagen, 2021).
Perhaps, the literature highlights, the endless coverage of
COVID-19 fear as a crucial determinant in impeding student
performance.
Digital Inaccessibility
Before online learning is solely dependent on the
power of technological infrastructure such as internet access,
while its poor connectivity results in denying access to
online activities. This reliance on e-learning has brought
unprecedented challenges for institutions, academic faculty,
and learners. However, the negative impact of the COVID-19 has
made technological inaccessibility a prime issue for the users
(i.e., teachers and students). It is surprising to know that
in one location, the pandemic has pushed the technology to
another level, achieving viable learning outcomes. But, on the
contrary, places with the absence of technical infrastructure
have rumpled the entire education system (e.g.,

19
underprivileged countries) (Magomedov, Khaliev, &Khubolov,
2020). The COVID-19 vulnerabilities have caused colossal
damage to poor individuals. Approximately 465 million pupils
had been denied the online facility (i.e., e-learning) due to
the inaccessibility of internet connectivity (Aziz Ur Rehman,
2020). This unstable technological improvement has influenced
the online learning session, alleviating education chaos.
Furthermore, according to the Pakistan Telecommunication
Authority, only 36.86% population has access to broadband
internet (PTA, 2019). Similarly, students’ responses during
the pandemic crises showed that 57.3% of students confronted a
problem regarding the availability of internet connections.
Perhaps, these student-faced issues have rigorously affected
the individual learning performance (Elhadary, Elhaty,
Mohamed, &Alawna, 2020). Moreover, a study aimed at the COVID-
19 emergencies showed that the students of developing nations
have encounter trouble as 80% of the student population denied
the essential digital facility (i.e., computer and internet),
and the need for cheap hardware has hampered the academic
performance of student lodging in rural regions
(Alanezi&AlAzwani, 2020).
Psychological well-being
Student performance strongly relates to the
students’ psychological welfare while frequently reporting

20
traumatic distress during the COVID-19 containment. The COVID-
19 widespread has raised the concerns of the students
regarding the online learning system. This request a more
noteworthy need for self-learning, raising the concerns for
physical and mental welfare, thus influencing the student’s
future careers and performance. Nonetheless, the experienced
psychological distress (i.e., anxiety, depression, stress) has
expanded the student workload, preventing them from
maintaining their work performance (Garris& Fleck, 2020).
Moreover, the research also explains that extensive
utilization of technology during the pandemic has contrarily
influenced student psychological welfare. The prolonged online
session forces the students to sit in front of the computer
screen, breaking their concentration while affecting their
psychological health. Altogether, the COVID-19 issue (i.e.,
technostress) makes the online class dull and boring (Adnan &
Anwar, 2020), thus impairing the work performance (Araújo, de
Lima, Cidade, Nobre, &Neto, 2020). Concluding, during the
COVID-19 circumstances, the rapid closure of educational
institutes has suspended the learning sessions, interrupting
the regular flow of academic activities (Jacob, Abigeal, &
Lydia, 2020). The drawn-out period of self-isolation has
adversely influenced the students’ mental health while
disturbing their study habits, thus damaging their academic
performance.
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Chapter Three
RESEARCH DESIGN AND METHODOLOGY
This chapter present the method of research used, research
design, population and sample size, description of the
respondents and research instrument. It also includes the
statistical treatment that used by the researchers to
interpret the gathered.
METHOD OF RESEARCH USED
The researchers used the descriptive method of research.
Descriptive method is also known as statistical research which
describes data and characteristic about the population or
phenomenon being studied. The characteristic of this method
were used as a tool to determine the factors affecting the
academic performance of grade 12 students. This method is used
to gather information in order to answer the questions of the
study.
POPULATION AND SAMPLE SIZE
The sample was drawn from 267 grade 12 students of Amulung
National High school on academic year 2022-2023. The Slovin’s
formula was used to compute for the sample and stratified
sampling technique was employed in selecting the students who
became the respondents of the study. The computed sample is
167 from the population of 267.

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Slovin’s Formula
N= N/ 1 + N e²
E= 5 % or 0.05
Where
N = sample size
N = population size
E = margin of error
N= N/ 1 + N e²
N= 267/ 1 + 267 (.05)²
N= 267/ 1.667
N= 160.17 ≈ 161
Table 1
Population and sample size
Grade 12 Population Percent share Sample size
(%)
STEM 46 17.23 28
ABM 30 11.24 19
ICT 35 13.11 22
SMAW 22 8.24 14
HUMSS A 49 18.35 30
HUMSS B 45 16.85 28
HUMSS C 42 15.73 26
TOTAL 267 100.75% 167

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DESCRIPTION OF RESPONDENTS
The respondents of the study are the grade 12 students of
Amulung National High school from the seven track/strand
namely: STEM, ABM, ICT, SMAW, and HUMSS A,B,C. The respondents
in each class will be chosen through stratified sampling
technique using fish bowl.
DATA GATHERING PROCEDURES
The questionnaires were distributed among the grade 12
students of Amulung National High school from the seven strand
namely: (Science, Technology, Engineering and Mathematics),
(Accountancy, Business and Management), (Information and
Communication Technology), (Shielded Metal Arc Welding), and
(Humanities and Social Sciences). This amount of the given
questionnaires is enough to determine the views of the
students regarding the topic. The researchers used Stratified
sampling technique. It is a probability sampling technique
wherein the researchers divide the entire population into
different subgroups or strata, then randomly selects the final
subjects proportionally from the different strata. Stratified
sampling technique using fish bowl was adopted so that each
individual had an equal chance of being selected. Each
students’ name was written of a piece of paper and placed
inside a container. The container was thoroughly shaken and

24
slips of paper were selected until the number of desired
respondents was reached.
RESEARCH INSTRUMENT
The researchers used survey questionnaires as the research
instrument. The survey questionnaire was modified from
Different sources which gives us ideas to formulate the
questionnaires that best suits our topics. It contains two
major parts; Part 1 will solicit demographic profile of the
respondents and Part 11 will identify the factors that affect
academic performance of grade 12 students during the school
year . The respondents rated their level of agreement using
Likert-scale with five (5) as the strongly agree and one (1)
as the strongly disagree.
STATISTICAL TREATMENT
The data gathered were tallied, tabulated and statistically
treated for analysis and interpretation. The response to the
questionnaire was treated using weighted mean and Likert
Scale.
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Chapter Four
PRESENTATION, ANALYSIS, INTERPRETATION DATA
1. Weighted mean- data were presented to show the average of
the response of the respondents in terms of the Factors
affecting the academic performance of grade 12 students.
Formula:
X= Ʃfx/n
Where:
Ʃfx= Ʃfx
F= frequency
X= ratings
n= number of respondents
2. Five-Point Likert Scale- this was the scale assigned in a
scale value of the five (5) responses.
Verbal interpretation SCALE
Strongly Agree 4.21-5.00
Agree 3.41-4.20
Neither Agree nor Disagree 2.61-3.40
Disagree 1.81-2.60
Strongly Disagree 1-1.80

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Table 1
I.A.) 5 4 3 2 1 Mean Interpretation

1. My 80 59 19 5 4 4.23 SA
parents
shows effort
in attending
school
events,
meeting and
discussion.
2. My parent 68 61 28 6 4 4.095 A
encourage me
to
participate
in school
activities.
3. My 40 55 46 26 0 3.65 A
parents
provide my
own study
place.
4. My 96 44 18 6 3 4.34 SA
parents have
always
supported me
in whatever
career path
I choose.
5. My parent 89 54 12 9 3 4.29 SA
consistently
gave us
27
direction
and guidance
in
everything
we do.
TOTAL: 4.12 A
As reflected in table 1 on parent’s support, Item no.4 or “My
Parent’s have always supported me on whatever career path I
choose”, has the highest mean of 4.34 interpreted “Strongly
Agree”. While, item no. 3 has the least mean of 3.65
interpreted “Agree” gained by “My Parent’s provide my own
study place”. Lastly, the overall weighted mean rating 4.12
revealed that the respondents “Agree” on this factor as if it
really a true experience of them.
Table 2
B.) 5 4 3 2 1 Mean Interpretation

1. I prefer 40 70 36 12 9 3.71 A
to study
with my
friends.
2. I 24 61 57 16 9 3.27 NA/D
discuss my
learning
problem
with my
friends.
3. Group 44 59 50 13 1 3.79 A
works help
28
me to get
higher
grades.
4. My 47 73 36 8 0 3.91 A
friends
assist me
in group
discussion,
which help
me improve
my grade.
5. The high 47 73 36 11 3 3.93 A
grade of my
friends
encourage
me to work
harder.
TOTAL: 3.72 A
For table 2, the highest weighted mean is 3.93 interpreted
“Agree” represent statement number 5 “The high grade of my
friends encourage me to work harder”. The lowest weighted mean
is 3.27 interpreted “Neither Agree nor Disagree” represent
statement number 2 “I discuss my learning problem with my
friends”. Lastly, the overall weighted mean rating 3.72
revealed that the respondents “Agree” on this factor as if it
really a true experience of them.
Table 3
C.) 5 4 3 2 1 Mean Interpretation

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1. I like 33 67 55 10 2 3.71 A
to read
academic
books.
2. After a 28 84 46 6 3 3.76 A
long
weekend
vacation I
look
forward to
getting
back to my
studies.
3. I like 41 78 37 9 2 3.88 A
to
participate
in physical
activities
during
class.
4. I prefer 37 83 39 5 3 3.87 A
to study in
groups with
other
students
who have
the same
interest.
5. Being 43 78 38 5 3 3.91 A
involved
with my
major puts
me in good
mood.
TOTAL: 3.82 A
“Agree” represent statement number 5 “Being involved with my
major puts me in good mood”. The lowest weighted mean is 3.71
interpreted “Agree” represent statement number 1 “I like to
read academic books”. Lastly, the overall weighted mean rating

30
3.82 revealed that the respondents “Agree” on this factor as
if it really a true experience of them.
Table 4
II. A.) 5 4 3 2 1 Mean Interpretation

1. I am 57 82 27 6 1 4.05
comfortable
inside my
classroom/school.
2. Our computer 27 59 61 15 5 3.52
lab is
sufficiently
equipped.
3. I considered 20 61 66 15 5 3.45
our classroom
layout as an
acoustic room.
4. Our school 53 63 39 12 0 3.94
have enough
classrooms to
accommodate
students.
5. Our school can 65 67 38 12 2 4.08
provide first aid
Incase of
incidents.
TOTAL: 3.80
“Agree” represent statement number 5 “Our school can provide
first aid incase of incidents”. The lowest weighted mean is
3.45 interpreted “Agree” represent statement number 3 “I
considered our classroom layout as an acoustic room”. Lastly,
the overall weighted mean rating 3.80 revealed that the
respondents “Agree” on this factor as if it really a true
experience of them.
31
Table 5
B.) 5 4 3 2 1 Mean Interpretation

1. My teacher care 71 70 18 6 2 4.20
about my academic
and social well-
being.
2. My teacher 78 70 15 2 2 4.31
motivate me to
give my best
effort.
3. My teacher 77 69 15 4 2 4.28
motivate me
through inspiring
teaching.
4. My teacher 71 76 17 1 2 4.27
conduct
himself/herself
professionally.
5. My teacher fair 55 66 35 2 6 3.95
to his/her
students.
TOTAL: 4.20
“Strongly Agree” represent statement number 2 “My teacher
motivate me to give my best effort”. The lowest weighted mean
is 3.95 interpreted “Agree” represent statement number 5 “My
teacher fair to his/her students”. Lastly, the overall
weighted mean rating 4.20 revealed that the respondents
“Agree” on this factor as if it really a true experience of
them.
Table 6
C.) 5 4 3 2 1 Mean Interpretation

1.I have 40 46 49 16 16 3.46
trauma in
bullying
32
2. I 62 49 31 17 8 3.83
already
experienced
being
bullied.
3. I 16 9 29 50 63 2.19
skipped
classes
because I
don’t feel
safe.
4. Bullying 43 53 48 16 7 3.65
is a major
problem in
our school.
5. I don’t 23 55 37 29 23 3.15
open up to
my adviser
and
teachers
when
someone
bullies me.
TOTAL: 3.25
“Agree” represent statement number 2 “I already experienced
being bullied”. The lowest weighted mean is 2.19 interpreted
“Neither Agree nor Disagree” represent statement number 3 “I
skipped classes because I don’t feel safe”. Lastly, the
overall weighted mean rating 3.25 revealed that the
respondents “Neither Agree nor Disagree” on this factor as if
it really a true experience of them.
Table 7
33
III. A.) 5 4 3 2 1 Mean Interpretation

1. I am 23 41 51 32 20 3.08 NA/D
scared to
socialize
other people.
2. Our 22 55 49 28 13 3.26 NA/D
computer lab
is
sufficiently
equipped.
3. I am 13 26 50 42 36 2.62 NA/D
afraid to
socialize
with my
teacher and
classmate.
4. It makes 22 53 53 28 11 3.28 NA/D
me
uncomfortable
to think
about Covid-
19.
5. When 25 59 52 19 12 3.39 NA/D
watching news
and stories
about
34
coronavirus
on social
media, I
become
nervous and
anxious.
TOTAL: 3.12 NA/D
“Neither Agree nor Disagree” represent statement number 5
“When watching news and stories about corona-virus on social
media, I become nervous and anxious”. The lowest weighted mean
is 2.62 interpreted “Neither Agree nor Disagree” represent
statement number 3 “I am afraid to socialize with my teacher
and classmate”. Lastly, the overall weighted mean rating 3.12
revealed that the respondents “Neither Agree nor Disagree” on
this factor as if it really a true experience of them.
Table 8
B.) 5 4 3 2 1 Mean Description

35
1. I don’t have 11 17 18 65 56 2.17 D

gadgets to use
for online
classes/learning.
2. Because of 18 50 50 35 14 3.13 NA/D
poor internet
connection, I
have hard time
coping up with mg
studies.
3. I encountered 25 65 47 23 7 3.46 A
difficulties
finishing my
tasks and
attending virtual
meet using only
one device.
4. The learning 13 60 65 27 2 3.02 NA/D
apps running in
background often
causes crash
during meet that
makes miss out a
part of the
lesson.
5. I find it 22 43 65 29 8 3.25 NA/D
difficult to
actively
participate in my
teacher’s class.
TOTAL: 3.00 NA/D
“Agree” fell represent statement number 3 “I encountered
difficulties finishing my tasks and attending virtual meet
using only one device”. The lowest weighted mean is 2.17
interpreted “Disagree” represent statement number 1 “I don’t
have gadgets to use for online classes/learning”. Lastly, the

36
Table 9
C.) 5 4 3 2 1 Mean Description

1. I’m not 18 38 64 34 23 3.02 NA/D
satisfied
with my
grades.
2. I am 25 69 47 20 5 3.50 A
doubting my
ability to
solve
problems
such as:
lack of time
and time
pressure.
3. I feel 13 40 81 27 6 3.16 NA/D
that I have
a
disagreeable
nature.
4. I feel 14 38 53 48 14 2.94 NA/D
that I don’t
have the
social
support I
need.
5. I feel 38 63 44 15 7 3.65 A
stressed
with my
school
works.
TOTAL: 3.25 NA/D
“Agree” represent statement number 5 “I feel stressed with my
school works”. The lowest weighted mean is 2.94 interpreted
“Neither Agree nor Disagree” represent statement number 4 “I

37
feel that I don’t have the social support I need”. Lastly, the

38
CHAPTER FIVE
SUMMARY OF FINDINGS, CONCLUSION AND RECOMMENDATIONS
This chapter presents the summary of the findings, so
conclusions drawn form the findings and the corresponding
recommendations.
This study was taken with the general objective of
determining the Factors affecting the academic performance of
grade 12 students .
Specifically this study sought to answer the following
questions:
1. What are the personal aspects affecting the grade 12
students’ academic performance?
1.1 parent’s support
1.2 Peer influence
1.3 Students interest
2. What are the school- based factors affecting the academic
performance of grade 12 students’ in Amulung National
High School?
2.1 Learning facilities
2.2 Teacher’s quality
2.3 Bullying
39
3.) What are the common factors encountered by students that
affects their academic performance during pandemic?
3.1 COVID-19 fear
3.2 Digital inaccessibility
3.3 Psychological well-being
SUMMARY OF FINDINGS
1. Personal Aspects as the factors affecting the academic
performance of students
The personal aspects that affects the academic performance
of students was derived from the selected variables: Parent’s
support, peer influence, and students interest.
There is “agreement” that personal factors, with weighted
means of 4.12, 3.72, and 3.82, respectively, have an impact on
students’ academic performance.
2. SCHOOL BASED FACTORS AS THE FACTORS AFFECTING THE
STUDENTS ACADEMIC PERFORMANCE
The school based factors that affects the academic
performance of students was derived from the selected
variables: Learning facilities, teacher’s quality and bullying
There is “agreement” that learning facilities and teachers
quality have an impact on students’ academic performance with
weighted means of 3.80 and 4.20 respectively. Having a

40
weighted mean of 3.25, they “neither agree nor disagree” that
bullying affects students’ academic performance.
3. COMMON FACTORS DURING PANDEMIC AS THE FACTORS AFFECTING
THE STUDENTS ACADEMIC PERFORMANCE
The common factors during pandemic that affects the
academic performance of students was derived from the selected
variables: Covid-19 fear, digital inaccessibility, and
psychological well-being.
With a weighted means of 3.12, 3.00 and 3.25 they “neither
agree nor disagree” which indicates that they are unsure that
common factors during pandemic have an impact on students
41
CONCLUSION
Base from the finding of our research , it can be concluded
that the factors affecting students academic performance
appears to be significant to Grade-12 students from Amulung
National High school as their bases in handling challenges
that may affect their academic performance.
1.) Personal factors and learning facilities- appear to
have greater impact in academic performance. While,
common factors during pandemic- appear to have lesser
impact to their academic performance.
1.) Under personal aspects, it was evident that parental
support had the biggest influence. It implies that a
child’s academic performance benefits greatly from
parental assistance. If their parents are supportive,
students are more eager and motivated to learn.
2.) Under learning facilities, teacher’s quality has the
greatest impact in students academic performance. It
is advantageous to them if their teachers taught in a
way that students could fully comprehend.

42
3.) While, under common factors during pandemic,
psychological well-being had the greatest influence in
students academic performance. Emotional management is
beneficial. Managing our emotions helps us make better
decisions and take care of our own well-being.
Understanding our emotions allows us to become aware
of triggers, so we can gain insights on how to respond
in constructive ways.
4.) Lastly, a student’s academic performance is least
affected by digital inaccessibility. With or without
gadgets, education takes place. They can still take
part in various activities and pick up new skills.

43
RECOMMENDATIONS
1. Researchers must increase their sample size to show the
credibility and quality of the study
2. Students show value education and must put effort to
improve their academic performance. When their peers affects
negatively in academic performance they should learn to stay
away from them and focus on what they can do and when life
challenges them they shouldn’t let it hinder them in achieving
their goals.
3. Parents should be aware of the different factors that
affect their children’s academic performance for them to know
how to assist their childrens. They should also show more
interest and concern in their academic works by providing
their own space and learning materials.
4. Future researchers must provide a program that would help
improve the students academic performance, skills, and
abilities.
44
References
Shukla et, al.(2015). Parental consent influenced student
motivation and persistence in a variety of ways, parental
support for learning in terms of student personal mastery goal
orientation’ stronger than students influences goal
orientation.
Shahzad et, al.(2015). Parental encouragement for learning
positively influences the students academics outcome.
New York Times, December 10, (2006). In peer relationships,
homophily is a results of individuals that associate and bond
with one another based in similar likes, dislikes, and other
dynamic social attributes.
M.H Jones, et al.(2012). According to him, Effects of academic
performance can be the result of positive or negative peer
pressure, either through friends ,or as peer group influences.
Jones,Audley – Piotrowski, Kiefer, (2012). Rather, friends
affect one’s self beliefs, which may then alter academic
behavior.
Timothy & Uguma, (2017);Udumo & Aglande, Ambe & Udumo,
(2020)a; Ambe & Udumo, (2020)b. According to them, Interest is
often thought of a process that contributes to learning and
achievement that is being interested in a subject is a mental
resource that enhances learning.
Sanda & Sunday (2017); Sanda (2018). According to her, Being
interested in something can mean that we care about it.That it

45
is important to us and that we have mostly positive feelings
towards it.
Jacoby (2014) stated that School facilities plays a vital role
in the actualization of educational goals and objectives by
satisfying the physical and emotional needs of the staff and
students of the school.
Smith (2000). According to him, he emphasized that the
physical are met through provision of safe structures adequate
sanitary facilities, a balanced visual environment,
appropriate thermal environment and sufficient shelter space
for his work and play.
Hale (2002). According to her, revealed that students in
classrooms with large windows, natural lightening and well-
designed skylight were found to perform well from 19% to 25%
better than their peers in classrooms without proper
facilities.
Hunter (2006). According to him, not environmental conditions
in school affect students, but also the staff.
Bullock, (2007). According to him, the overall building
condition, the age of the building and the windows in the
instructional areas were positively related to students
achievement in learning.
The finding that “teacher quality is one of the few school
characteristics that significantly affects student
performance” is quite consistent with more-recent research.

46
Also in line with current studies is the report’s finding that
“for any groups whether minority or not, the effect of good
teachers is greatest upon the children who suffer most
educational disadvantage in their background, and that a given
investment in upgrading teacher quality will have most effect
on achievement in underprivileged areas.” Recent studies, for
instance, find that higher funding levels, smaller classes,
and more-qualified teachers all have larger effects on
disadvantaged students than on other students.
Shahria et al. (2015) According to her, reported that bullying
is deemed as a serious problem in academic settings in all
parts of the world. They found that bullying has negative
impact on academic performance. Females were more affected
than males by bullying. Bullying constitute a complex problem
in school kids lives. It is a problem that affects all
students, either bullies or victims, and those who attended
interpersonal violence.
Alison (2016) According to her, stated that bullying is
considered as global problem that affect emotional, social,
and physical wellbeing of school-age children worldwide.
Bullying at school affects academic achievement since bullied
children feel fear and weak and in the same time it affects
students’ personality traits and self-confidence.

47
Sahu, (2020). According to him, COVID-19 fear has disturbed
the academic schedule while profoundly damaging the academic
performance of university students.
Green, Noor, Ahmed, & Himayat, (2021) according to him, The
heightened fear of the pandemic has made students believe that
the current circumstances antagonistically influence their
(Engzell, Frey, & Verhagen, (2021). According to them, a
study of the Netherland suggested that weak learning
infrastructure and long-time institutional closure during the
pandemic have reduced student performance. Perhaps, the
literature highlights, the endless coverage of COVID-19 fear
as a crucial determinant in impeding student performance.
Magomedov, Khaliev, & Khubolov (2022). According to them, the
pandemic has pushed the technology to another level, achieving
viable learning outcomes. But, on the contrary, places with
the absence of technical infrastructure have rumpled the
entire education system.
Aziz Ur Rehman (2020). According to him, Approximately 465
million pupils had been denied the online facility (i.e., e-
learning) due to the inaccessibility of internet connectivity.
P.T. A (2019). According to Pakistan Telecommunication
Authority, only 36.86% population has access to broadband
internet.
48
Elhadary, Elhaty, Mohamed, & Alawna (2020). Accordingto them,
similarly, student's responses during the pandemic crises
showed that 57.3% of students confronted a problem regarding
the availability of internet connections. Perhaps, these
student-faced issues have rigorously effected the individual
learning performance.
Garris & Fleck (2020). According to them, the experienced
psychological distress (i.e., anxiety, depression, stress) has
expanded the student workload, preventing them from
maintaining their work performance.
Adman & Anwar (2020). According to them, the prolonged online
session forces the students to sit in front of the computer
screen, breaking their concentration while affecting their
psychological health. Altogether, the COVID-19 issue (i.e.,
technostress) makes the online class dull and boring.
Jacob, Abigaleal, & Lydia (2020). According to them, during
the COVID-19 circumstances, the rapid closure of educational
instututes has suspended the learning sessions, interrupting
the regular flow of academic activities.

49

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AMULUNG NATIONAL HIGH SCHOOL

Factors Affecting the Academic Performance of Grade 12

Students in Amulung National High School

Presented to the faculty of the Senior High School

Amulung National High School

Anquiray, Amulung, Cagayan

In Partial Fulfillment of the Requirements in

Alfa May Burac

Kyla Mae Calanoga

We thank the people who contributed to our study for their

full support and guidance.

Mrs. Teresa Gorospe and Jaybee Cuarteros, the subject teacher,

who guided, directed and encouraged us to continue the study,

for the supported and trusted so that this study becomes

possible and suggested useful ideas for improvement5 of this

The Respondents, the fellow students in Amulung National High

School- Grade 12 Senior High School- who gave their valuable

time and cooperations to answer our survey questionnaire

Above all, the God Almighty, who continuously provided us the

strength, guidance, knowledge, and patience for all

This study is wholeheartedly dedicated to our beloved parents,

who have been our source of inspiration and gave us strength

when we thought of giving up, who continually provide their

moral, spiritual, emotional, and financial support.

To our brother, sister, relatives, mentor, friends, and

classmate who shared their words of advice and encouragement

to finish this study.

And lastly, we dedicated this book to the Almighty God, thank

you for the guidance, strength, power of mind, protection and

skills for giving us healthy life. All of these, we offer to

Chapter I: Background of the Study

Background of the Study . . . . . . . . . . . . . . . . 2

Statement of the Problem . . . . . . . . . . . . . . . . 5

Significance of the Study . . . . . . . . . . . . . . . 6

Scope and Delimitation of the Study . . . . . . . . . . 7

Chapter II: Review of Related Literature

Chapter III: Research design and Methodology

Population and Sample size . . . . . . . . . . . . . . . 21

Chapter IV: Presentation, Analysis, Interpretation of Data

Tables and Interpretation of Data . . . . . . . . . . . 25

Chapter V: Summary of Findings, Conclusion and Recommendation

School, colleges, and universities have no worth without

students. Students are the most essential asset for any

educational institute, The social and economic development of

the country is directly linked with students’ academic

performance. The students’ performance (academic achievement)

plays an important role in producing the best quality

country thus responsible for the country’s economic and social

development (Ali et.al, 2009).

In School, the greatest concern that teachers and

parents are facing is the academic performance of students.

Parents as well as teachers have already set expectations for

them even before going to school such as, behaving in class,

passing requirements and having good scores in exam but

unfortunately, some can’t meet this expectations because of

different factors that they encounter which affects their

Measuring a student’s academic performance is quite

challenging since their performance is a product of personal,

school-based and common factors during pandemic. Their