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Endeavours towards Academic Success: An Investigation of Underprivileged

Student's Life Experience

Article in Near and Middle Eastern Journal of Research in Education · November 2020
DOI: 10.47631/mejress.v1i2.46

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 Middle Eastern Journal of Research in Education and Social Sciences (MEJRESS)
Website: http://bcsdjournals.com/index.php/mejrhss
ISSN 2709-0140 (Print) and ISSN 2709-152X (Online)
Vol.1, Issue 2, 2020
DOI: https://doi.org/10.47631/mejress.v1i2.46

Endeavours towards Academic Success: An Investigation of

Underprivileged Student’s Life Experience
Jeson Jacinto Galgo1
1
Senior High School Teacher II, Dagohoy National High School, Philippines

Article Info Abstract

Article history:
Received 12 September 2020 Purpose: The primary purpose of this study is to examine underprivileged
Received 22 October 2020 students’ endeavours towards achieving academic success. It specifically
Accepted 24 October 2020 aims to understand how poverty affects the students' performance in school,
students' way to fight poverty in pursuing education; and motivation to
Keywords: achieve their goals.
Endeavour, Approach/Methodology/Design: The study is qualitative and utilized a
Academic Success, descriptive research design. A semi-structured questionnaire was used and
Underprivileged, was composed of three focus questions. The respondents’ answers were
Poverty, transcribed and categorized using analytical coding to explore the students’
Motivation. experience in coping with hardships towards achieving academic success
despite poverty. This study was conducted in Dagohoy National High
School, Poblacion, Dagohoy, Bohol, Philippines, for the school year 2019-
2020. Homogeneous-Convenience sampling was utilized to select
respondents for the study.
Findings: Poverty has made a significant impact on students who belong to
the low-class families. This affects the emotional part of the students while
Paper Type : studying. Failure to comply with School Requirements and increasing rates
Research Article of absenteeism are also among the problems poverty causes. However,
students have perseverance, determination, and self-motivation to win over
poverty. They are so eager to strive harder and achieve their goals because
Corresponding Author: they want to pay off their families' struggles to raise them and send them to
school. They also perceived poverty as their motivation as they were
challenged by it in achieving their dreams.
Jeson Jacinto Galgo Practical Implications: The study will contribute positively to
understanding unprivileged students' endeavours towards achieving
academic success. The results of the study will give better explanation to the
Email: unprivileged students’ source of motivation and inspiration towards success.
galgo.jeson123@gmail.com Originality/value: This study addresses one of the crucial problems in the
society-the unprivileged. It examines the situation of the underprivileged
students, describing their difficult experiences while continuing education,
reflecting the effects of poverty on their school performance and their
motivation to move forward despite the challenges.

1. Introduction

Determination is one of the attitudes a student must possess. It is essential to maintain self-
determination to achieve one’s goal in life. If a student doesn’t have perseverance in life,
he/she won't accomplish the plans at the same time. Poverty is one of the major problems that
many families face today. Students are usually the ones to get greatly affected by this arising
issue. As we all know, poverty is not a hindrance to succeed because the one who's willing to

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learn and is determined to acquire new knowledge always finds away. Winning over poverty
is not an easy task. It takes a lot of courage, hardships, dedication, and perseverance to
succeed.

Students who are determined in overcoming poverty had the perseverance to study and a
strong will in achieving goals is the respondents of this study (Kalil et al., 2014). Even if it is
not a walking distance, a student who walked to school still managed to do so since they can't
afford to pay the vehicular services. In response, a framework for understanding students in
poverty has been created and embraced by the school districts all over the country. Payne, R.
K. (1995) has been one such developer and has described poverty as a culture in which
specific rules are set. She has suggested that educational institutions operate from a middle-
class set of norms and fail to communicate to students in poverty through how they
understand. Her work has been critiqued and viewed by some as stereotypical and bigoted,
having no valid research to confirm her claims.

Over the years, poverty is still the leading problem in Dagohoy, a 5th class municipality in
terms of income classification in the province of Bohol, Philippines (Provincial Government
of Bohol, 2019-2020). As noted, poverty is a significant and growing problem for the
Philippines leaving low-income families and individuals with a significantly reduced chance
of achieving the Filipino dream. The impact of poverty on education is significant. The
educator’s role has increasingly changed as research shows that students in poverty are less
receptive to traditional teaching methods (Darling-Hammond, 2001). Today, most of the
students experience this kind of situation. It is in this direction that this research paper is
conducted to investigate the different factors that influence the student’s determination and
willingness to fight over poverty. It aims to encourage the students to continue pursuing their
dreams based on their sentiments regarding studying despite the situation. This study’s
primary purpose is to understand underprivileged students’ endeavour towards achieving
academic success in Dagohoy National High School, Bohol, Philippines. Specifically, the
following focus questions will be used as a guide to answer the general objective of the study:
(1) How poverty could affect student’s performance in school?; (2) How do students fight
poverty as to the pursuit of their education?; and (3) What are the students’ motivations in
achieving their goals?

2. Literature Review

This study is based on the Self-Determination Theory and Arc’s Model of Motivational
Design Theory. Research by psychologists Ryan, R. M. and Deci, E. L. (2000) on Self-
Determination Theory indicates that motivations (doing something because it is inherently
interesting or enjoyable), thus higher quality learning flourish in contexts that satisfy human
needs for competence, autonomy, and relatedness. Students experience competence when
challenged and given prompt feedback (American Psychological Association, 2004). They
experience freedom when they feel support to explore, take the initiative, and develop and

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implement solutions for their problems. Relatedness will also be experienced when they
perceive others are listening and responding to them. When these three needs are met,
Students are more intrinsically motivated and actively engaged in their learning.

Numerous studies have found that students who are more involved in setting educational
goals are more likely to reach their goals. When students perceive that the primary focus of
learning is to obtain external rewards, such as a grade on an exam, they often perform more
poorly and report more significant anxiety than when they believe that exams are simply a
monitor for their learning (Ryan& Deci, 2000). According to John Keller’s ARCS Model of
Motivational Design Theories, there are four steps for promoting and sustaining motivation in
the learning process: Attention, Relevance, Confidence, and Satisfaction. Similarly, Penna,
A. G. (2001) considers motivation as the study of the object of psychology, and the various
theories are derived from four main movements: behavioural, cognitive, psychoanalytic, and
humanistic. The SDT builds on the principle of evaluating different manifestations of
motivation that may be involved in the teaching and learning process.

Lifegist (2013) states that the financial problems cause various effects on the educational
sector. The increasingly exorbitant cost of formal education constitutes the primary excuse
most parents or guardians give for not educating or withdrawing their children and wards
from school to learn a trade. They do not bother to put or contribute their money to the
education of their children. Some students, for financial reasons, could not pay attention in
the class. Instead, they would be thinking of getting money to buy their valuable materials,
handouts, etc.

According to Jones, M. (2016), motivation transforms goals into actions. If the students have
the motivation, they will find themselves working towards their dreams because they are
inseparable. If they are less motivated, chances are that they will be crawling forward like a
turtle. In the same vein, Farah, M. J., Noble, K. G., and Hurt, H. (2007) believe that Socio-
Economic Status (SES) affects physical health through a few different causal pathways which
could play a role in the brain development. It is also clear that poverty is associated with
differences in brain function. Furthermore, Rao, H. B. (2010) states that “the unique
predictive value of parental nurturance at age 4 suggests a more important role for warm
parental care over cognitive stimulation for normal hippocampal development, especially
during early childhood years”. Crowder, A. and South, B. (2003) suggested that the family’s
socio-economic status wields a significant influence on the likelihood that students will
attend school irregularly. Students who reside in urban neighbourhoods are more likely to
miss school and become chronically absent due to the myriad factors that distract students.

Ginsburg, G. and Bronstein, P. (2003) states that Parental encouragement in response to

grades children received was associated with an intrinsic motivational orientation, and
autonomy-supporting family styles were associated with intrinsic motivation and higher
academic performance. It is also added that the socioeconomic level was a significant

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predictor of motivational orientation and academic performance. According to Avenell, C. A.
(2009), the failure of traditional poverty reduction programs to achieve deeper outreach to the
very poor is a growing concern, as evidenced by the United Nations Millennium
Development Goals (MDGs), which envision extreme poverty to be halved by 2015. Meyer,
B. D., and Sullivan, J. X. (2010) conclude their study “Winning the War: Poverty from the
Great Society To The Great Recession" that their preferred consumption-based poverty
measure shows significant improvement since the mid-1980 while income-based poverty
shows little progress. They argue that consumption-based poverty measures are chosen over
income-based action because the latter are biased by the underreporting of government
transfers, which appears to have worsened over time. Additionally, they argue that
consumption is preferable because it is closer to permanent income, and those classified as
income-poor.

Baker, B. and Coley, R. (2013) pointed in their study “Poverty and Education: Finding the
Way Forward” that research on state schools finance reforms supports this contention. A
significant body of state-specific studies shows that changes to the level and distribution of
available resources can influence changes to the class and distribution and student outcomes.
According to Allen, J. (2013), abject poverty can be eradicated if an enabling environment
for learning is put in place. The poverty cycle can be broken, and the way is through
education. Based on his conclusion, to break the process, we must provide education for the
most impoverished children. Furthermore, it will be necessary to generate new knowledge
about the children–where to find them, their characteristics, and their needs–so those
education policies, plans, and program implementation can be better informed.

In the study of Oriahi, C. I. and Aitufe, A. O. (2010) entitled “Education for the Eradication
of Poverty”, it is revealed that poverty has not only to compromise the lives of a countless
number of children and adult but jeopardized the future of the very society in which they live.
Subsequently, it is essential to understand that the measures of eradication of poverty are
numerous and varied in their manifestation. As a result, there is the need for an integrated
approach to remove the causes and eradicate poverty to pave the way for a decent society free
from anti-social behaviours, which are the resultant effects of poverty. Nonetheless,
education is pivotal in breaking the vicious cycle of poverty, and social segregation is the
reality for many people.

Education is vital for poverty reduction. In their research study “Poverty Reduction through
Education”, Ducanes and Tan (2014) indicate that poverty incidence drops to 2.4% in a
household with at least one college graduate. Thus, getting a college degree is essential, with
a 98% poverty reduction indicator in the Philippines. Reyes, C. M., and Valencia, L. E.
(2004) concluded in their study “Poverty Reduction Strategy and Poverty Monitoring:
Philippine case Study” that the Philippines’ performance concerning poverty reduction has
been very modest. While poverty incidence has declined over the past 15 years, the number
of poor has increased. Based on the literature reviewed, reducing poverty should be

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accompanied by a sound poverty monitoring system. Poverty monitoring provides
government planners, policymakers, and local leaders with data to base their social and
economic development plans and programs.

3. Methodology and Procedures

This case study has utilized a descriptive research design. According to Mitchell, a case study
is a detailed examination of an event (or series of related events) which the analyst believes
exhibits the operation of some identified general theoretical principle. It is descriptive in the
sense that the researcher tends to describe and analyze students’ endeavours towards
academic success despite poverty. The respondents’ answers were transcribed and
categorized using analytical coding to explore the students’ experience in coping with
hardships towards achieving academic success despite poverty.

This study was conducted in Dagohoy National High School, Poblacion, Dagohoy, Bohol,
Philippines, for the school year 2019-2020. Homogeneous-Convenience sampling was
utilized to select respondents for the study. Homogeneous sampling is a purposive sampling
technique that aims to achieve a homogeneous sample; that is, a sample whose units share the
same (or very similar) characteristics or traits (Laerd, 2012). This sampling technique fits to
this study as the researcher has purposely selected respondents based on their 4Ps
membership (Pantawid Pamilya Pilipino Program), a program granted by the Philippine
Government for the poor Filipino families. Convenience sampling on the other hand, as the
researcher only consider those available qualified respondents during the actual gathering of
data. As stated by Saunders, M., Lewis, P. and Thornhill, A. (2012), convenience sampling is
a specific type of non-probability sampling method that relies on data collection from
population members who are conveniently available to participate in study.

A semi-structured questionnaire was used in the study, and to guarantee a more extended
response from the respondents, follow-up and probing questions were exercised during the
actual interview. The questionnaire is composed of three focus questions. The first one
focuses on how poverty affects the student's performance in school; the second one focuses
on how students fight poverty to pursue their education. The third one focuses on the
students' motivations in achieving their goals.

4. Results and Discussion

The research questions for this study – How poverty could affect students’ performance in
school? ; How do students find solutions in fighting poverty in pursuing their education?; and
What are the students' motivations in achieving their goals? – led the researcher to develop
interview questions about students’ sentiments on how poverty affects their performance in
school; solutions in fighting against poverty as to the pursuit of their education; and their
great motivations in achieving their goals. To understand the effects of poverty fully, the
researcher carefully analyses the students’ answers, leading the findings as reflected below.

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All names appeared in this section are just pseudonym, thus respondents’ personal
information was confidentially secured.

Effects of poverty on students' performance in school

Under this focus problem, the researcher has come up with the following sub-themes:
Financial Incapability, Emotional aspect, Failure to comply with school activities, and
absenteeism.

Financial Incapability

Some people are striving hard each day to raise money to support their families, students that
are seeking capital to advocate for their studies and the likes. One of the problems that the
students are facing in their studies is the school fees or contributions. Most of the students
can hardly pay their fees in school due to their families’ financial incapability.

As Bea stated:

“Kanang mag kuan, maglisud ug kuan bayad ug tampuhon sa eskwelahan.”

Translation: “I can hardly pay the contributions in school.”

It was shown that a poverty-stricken student couldn't easily sustain his/her needs in school,
not even her contributions. Hence, poverty has made a significant impact on students,
especially to the students who belong to the low-class families with regards to their studies.

Agatha said:

“Kanang naay mga project ug naay mga tampuhon sa eskwelahan kana pong naay
mga kinahanglan i-research nga mga assignment, di ko ka assignment.”

Translation: “I could hardly make my assignments and projects in school

Students were given requirements to comply and submit in each period as a requisite for them
to pass; otherwise they will fail in that specific subject. Thus, poverty could undoubtedly
affect their performance in school.

The increasingly exorbitant cost of formal education constitutes the primary excuse most
parents or guardians give for not educating or withdrawing their children and wards from
school to learn a trade. They do not bother to put or contribute their money to the education
of their children. Some students, for financial reasons, could not pay attention in the class.
Instead, they would be thinking of getting money to buy their functional materials, handouts,
etc. Thus, it is clearly stated that Financial Incapability is one of the problems students face in
their studies.

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Emotional Aspect

Poverty could affect students’ emotional aspects. They could feel upset every time they think
of the needs that they have to attend to. Because of being financially incapable, their needs
cannot be fulfilled. Students indeed need their family’s support, as Dennise stressed:

“...broken family baya ko unya usahay nagkinahanglan pami ug supporta jud sa

ginikanan unya mao nang jud naglisod pud mi usahay pud.”

Translation: “...I'm a product of a broken family; we still need support from our parents that
is why sometimes we've experienced difficulties”.

It is clearly stated that students need both financial and emotional support from their families
According to Farah, Noble, and Hurt (2007), Socio-Economic Status (SES) affects physical
health through several different causal pathways, many of which could play a role in brain
development. It is also clear that poverty is associated with a difference in brain function. It
was evident that poverty can affect physical health that may also lead to students’ brain
function.

Failure to comply with School Requirements and Absenteeism

Students in school sometimes need considerations, especially in times that they must take the
exam and pay their school fees. As Eunice concerned:

“Ah naa parehas adtong test sa pag grade 8? Grade 9? basta test to sya, periodical
test final na to sya, final fourth grading unya bisag piso, walang-wala jud mi adto,
wala na pud koy papa adto pong timema ahong lola pud nasakit maong dili mi
makapangayo ug tabang sa ahong lola unya mao tong nagpromise gyud ko adto,
nagbinagag dung sa principal.”

Translation: “Yes, like when we have a final exam before, then I don’t have penny even a
centavo, we really have nothing at that time, my father had passed away, and my
grandmother was sick, that’s why we don’t have someone to help. So, I just make myself
brave to go and beg to school principal to just let me make a promissory note."

If students are not given considerations, they will probably not take the exams since they
cannot pay their school obligations on time. Without assigning references, it could result in
students to skip their classes to remediate their needs by seeking sidelines, as Clarisse said:

“Usahay sigeg absent kay mananom, unya wa bitaw ug kwarta.”

Translation: “Sometimes, I have to be absent in class just to work in the farm so I could save
money.”
Generally, the effects of poverty on students’ performance is rampant, it can be through the
students’ Financial Incapability, Emotional Aspect, and Failure to comply with School

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Requirements and Absenteeism. Crowder and South (2003) suggested that the family’s socio-
economic status wields a significant influence on the like hood that students will attend
school irregularly. Students who reside in urban neighbourhoods are more likely to miss
school and become chronically absent due to the myriad factors that distract students. As
supported by UNESCO (2000), in urban areas, school attendance is often these times more
excellent than in rural areas. In addition, in rural day-secondary schools students have
difficulties in buying necessary materials that contribute to learning. Besides, absence from
school negatively affects the performance of students in these schools. These eventually
affect the performance of day-secondary schools in rural areas.

Family’s socio-economic status is undeniably one of the reasons why students irregularly
attend school. Due to financial incapability, students’ absenteeism becomes chronic. Thus,
their school performance gets affected.

Students’ Solutions in fighting against poverty as to the pursuit of their education

Students encounter obstacles on their way to achieving their goals. Learning how to
overcome these obstacles teaches us perseverance. There are many times in life that they feel
like giving up. It is essential to recognize their goal. It is unusual to accomplish it on the first
attempt, but they must begin by taking actions toward their goal. It will most likely take
several attempts to use a variety of different methods to see progress. It may take two, three,
five, and even ten tries, but being able to persevere, focus, and re-focus again and again on
the end goal increases the likelihood that goals will be accomplished.

All success requires the ability to follow through, execute a plan, persevere, and stick with it.
Perseverance comes down to make decisions and not to give up. Through poverty, students
learned to be self-dependent people. They do jobs that they think can support their education.

As what Agatha stated:

“Nag working ko kanang mo mata kog sayo kay naa pa koy trabahoon, nanilhig,
manghugas nya maligo pud ko. Naay usahay ma late ko ug anhi sa skwelahan.”

Translation: “I’m a working student, I need to wake up early in the morning to do household
chores even sometimes I came late at school.”

Added by Clarise:

“Working student ko, mo mata kog sayo para dili ma late.”

Translation: “I’m a working student; I need to wake up early so that I will not be late at
school.”

Moreover, Eunice said:

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 “Maningkamot unya dili mag inOA. Kanang maningkamot siya, kanang naa kay
determinasyon para makahuman sa pag skwela. Ga working ko sa ahong auntie dako
kaayog katabang.”

Translation: “You need to work hard then don’t act overacting. Work hard and be
determined to finish studies. Actually, I am currently working at my aunt and it helped me so
much.”

Students were very determined enough to achieve their goals and pursue their dreams to the
extent they consider working while studying as the only way to win over poverty. Generally,
students use perseverance, determination, and self-motivation as a weapon to fight poverty
regarding their education. According to Matthew Jones (2016), motivation transforms goals
into actions. If you have the motivation, you will find yourself working towards your dreams
because they are inseparable. If you are less motivated, chances are, you'll be crawling
forward like a turtle (Jones, 2016). Thus, if motivation has existed in life, there is an excellent
possibility that anyone will successfully achieve the goals. On the contrary, with less
stimulation, meeting the plans may be a difficult way to go.

Students’ Motivation in Achieving Goals

Family

Everybody has the motivation to achieve their goals. However, students need an inspiration
that will build and encourage students to strive harder. In school, students were motivated in
different ways, and one of those was their family. Family is a vital factor in motivating
students to perform well and, most significantly, to persuade them to achieve their goals.

As Agatha stressed:

“Ahong pamilya, kay di ko kanang ganahang maagian nila sa tibuok kinabuhi ang
kalisod.”

Translation: “My family, because I don’t want them to experience forever the difficulty out
from poverty.”

Bea added:

“Pamilya, kay aron maka baws sa ilang gibuhat. Aron makabaws sa ilang kahago
nga gibuhat para nako.”

Translation: "Family, so that I could give back to the things they've done for me. To give
back the hardships that they have endured for me.”

It was evident that students are motivated by their family not because they were encouraged
by them, but because they want to help their family overcome poverty. And most

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importantly, they want to pay off their family’s struggles and hardships to raise them and
send them to school. Golda S. Ginsburg and Phyllis Bronstein (2003) stated that Parental
encouragement in response to grades children received was associated with an intrinsic
motivational orientation, and autonomy-supporting family styles were associated with
intrinsic motivation and higher academic performance. Thus, family motivation is
acknowledged as an intrinsic motivation for students that may lead to good school
performance. With them, despite the difficulty, students will strive hard to succeed. That is
how family support and school engagement are important factors for students' academic
success.

Poverty

Students also perceived poverty as one of their motivation to strive harder because they want
to make their lives better than before. And they were also challenged by it to beat poverty
successfully and to overcome it gradually.

As Eunice said:

“Usa ana amoang kinabuhi, galisod mi unya gusto naho matabangan ahong mama
nga dili na maglisod unya gusto ko dili na maka experience ahoang mga mahimong
anak puhon unya pareha sa na experience sauna, makatabangan naho sila.”

Translation: “We had endured enough difficulties in our life, and I don’t want my future
family to experience what I had experienced.”

Students were motivated through poverty because they want to make a change in their lives
to make it better and comfortable. Hence, motivation plays an essential role in students’ goal
attainment. Golda S. Ginsburg and Phyllis Bronstein (2003) added that Socioeconomic Level
was a significant predictor of motivational orientation and academic performance. Therefore,
the socio-economic level was considered a great predictor to motivate students to pursue their
dreams. No matter what their status is, poverty cannot stop them from achieving their goals.
Generally, family and poverty serve as students’ great motivation in achieving their goals.

5. Conclusion and Suggestion

It is concluded that poverty has makes a significant negative impact on students’ academic
performance, especially on those who belong to the low-class families with regards to their
academic aspect. Poverty could also affect the emotional part of the students while they are
studying. Moreover, Failure to comply with School Requirements and increasing rates of
students’ absenteeism are associated with poverty and financial incapability. Nevertheless,
students showed considerable perseverance, determination, and self-motivation as their
weapon in fighting poverty to achieve academic success. Family is one of the motivations the
students have in moving forward. The participants of the study were so eager to strive harder
and achieve their goals because they want to pay off their families’ struggles to raise them

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and send them to school. Moreover, students have also perceived poverty as their motivation
as they were challenged by it in achieving their dreams and not to experience it in the future.

It is recommended that students be optimistic enough to deal with things that they could
encounter along the way. They should not consider financial incapability as a block on their
way, but instead, they should be wise and determined enough to initiate alternative ways to
achieve their goals. More importantly, teachers should consider the students, especially in
times when they cannot pay fees and contributions. Guidance counselling is highly
recommended for the students to cope with their emotional stress brought up by poverty, and
parents must support their children.

Acknowledgments

The researcher would like to express his heartfelt gratitude to Almighty God for sustaining
the researcher with His graces during the times that he was still constructing this work until
its completion. To the researcher’s family for endless motivation and inspiration. To the
respondents who have given their time wholeheartedly for the one-on-one interview. And
lastly, to those who have not mentioned here but in one way or another willingly and
generously helped in accomplishing this study.

Conflict of Interest

The author of the article declares no conflict of interest.

Funding

This research was not funded by any institution. The author conducted the study on his own
expenses.

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