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INTRODUCTION

Background of the Study

Schools, colleges, and universities have no value without students

(Irfan and Shabana, 2012). Students are the most important asset for any

educational institution. The social and economic development of the country

is directly related to the academic performance of students. Student

performance (academic achievement) plays an important role in producing the

best graduates who have been recognized as leaders and workers of the

country and, therefore, are responsible for the economic and social

development of the country (Ali et. al., 2009). Receiving considerable attention

in past research, challenging aspects of the academic literature are raised,

and the performance of science students is affected by social, psychological,

economic, environmental, and personal factors. These factors greatly affect

student performance, but these factors vary from person to person and from

country to country (Ali et. al., 2009). Furthermore, in times of globalization

and technological revolution, education is considered the first step in any

human activity. It plays an important role in the development of human

capital and is related to the well-being of an individual and opportunities for a

better life (Battle and Lewis, 2002). It ensures the acquisition of knowledge

and skills that allow people to increase their productivity and improve their

quality of life. This increase in productivity also generates new sources of

income that support a country's economic growth (Saxton, 2000). These

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factors can be called student factors, family factors, school factors, and peer

factors (Crosnoe, Johnson, and Elder, 2004). Unfortunately, the definition

and measurement of the quality of education is due to the fact

Objectives of the Study

The main objectives of the study were as follow:

1.To find out the impacts of school stakeholders’ involvement for the low and

high academic performance of students;

2.To examine the extent to which teachers’ commitments enhance students’

academic performance of secondary high schools;

3.To determine how parents’ socio-economic status affects students’

academic performance of secondary high schools;

4.To determine how learning techniques are affecting students’ academic

performance of secondary high schools; and

5.To find out the effects of learning facilities on the academic performance of

students of secondary high schools.

Significance of the Study

The results of the study were helpful to the following:

Students. As a learner, who are recipients of information about factors

affecting students’ academic performance.

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Teacher. As an educator, this study was very helpful to them it can give them

information about the effect of factors affecting student’s

performance and think more strategically about how students easy

to understand the lesson.

Future Researcher. As a researcher who seeks solutions, this study serves

as a guide for a future researcher who may pursue this kind of

study.

Scope and Delimitation of the Study

This study focused on the factors affecting student’s academic

performance and delimited Senior High School Students of Father Saturnino

Urios College of Bayugan Incorporated.

Time and Place of the Study

This study was conducted at Father Saturnino Urios College of

Bayugan Incorporated, during the second semester in the Academic Year

2020-2021.

Operational Definition of Terms

For the specific use in the study, the following key terms were defined:

Economic refers to the use of scarce resources to satisfy unlimited human

wants.

Phycological refers to the scientific study of mental processes and behavior

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Social Development refers to improving the well-being of every individual in

society so they can reach their full potential. The success of a society is

linked to the well-being of each citizen.

Empirical Studies refer to the collection and analysis of primary data based

on direct observation or experiences in the field.

Preparatory refers to the carrying out preparation for a task or undertaking.

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CONCEPTUAL FRAMEWORK

Factors affecting Academic Performance

students

Figure 1. Research Paradigm of the Study

Figure 1 shows the research paradigm of the study especially the

relationship between the Independent Variable which is the Factors affecting

students and the Dependent Variables is the Academic Performance.

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REVIEW OF RELATED LITERATURE

Technology in the Classroom

Academic success is an educational goal that a student, teacher, or

institution achieves from time to time. It is assessed through surveys or

regular assessments and its purpose may vary from person to person or from

one institution to another. Academic success is a term used in school when a

student is performing well in the academic world. They succeed or do well in

the school area and perform well in their education. Students' academic

success depends on their involvement in parental educational activities to

achieve high standards of academic achievement (Bernard, 2004). In an

academic setting, success can be called "academic achievement." Academic

performance is a direct result of learning. This is the key to learning. Dracula

(2005) defines learning as "the ability to perform academically or as a result of

a constant change or experience in academic performance and interaction

with the world." To learn and observe, it is necessary to demonstrate through

the performance of related tasks. Although academic performance depends on

higher education, poor performance does not necessarily reflect a lack of

learning. According to Bandura (2001), it is possible to learn a job and still do

bad work on it. Factors other than the learning process can affect academic

performance on assignments. Performing academic performance through test

results has been used over the years to determine a student's proficiency in a

course. The grade point average (GPA) is a measure

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Theoretical Framework

According to Giavrimis and Papanis (2006) demonstrate that the

problem of school dropout is of great importance, as it affects mostly poor

students and becomes an obstacle to a large part of this segment vulnerable

population from making full use of their educational opportunities to improve

their social status. As a result, human resources are not adequately used, a

fact that hurts the economic mobility of society. School dropout sometimes

leads to alienation and social exclusion thus putting social cohesion at risk.

The consequences of school dropout are economic, social, educational, and

cultural. People who have difficulties at school find it hard to join and be

competitive in the labor market. Regarding this, Giavrimis and Papanis

(2006), stated that theoretical explanations of school failure and school

dropout are based on theories of cultural deprivation, material deprivation,

and culture and interaction.

The Theory of Cultural Deprivation

The theory of cultural deprivation relates school success to the ability

to communicate. Middle-class children learn to make use of communication

skills at a younger age than those of the labor class. As a result, middle-class

children have a more elaborated verbal code and are more familiarized with

the way of thought prevailing at schools (which is made out for the middle

class), a fact which is of the vital importance of 30 school success. The

connection between socioeconomic factors and the linguistic performance of a

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child is based on Bernstein’s theories. The linguistic weakness of the lower

class is the phenomenon which Bernstein calls “a limited verbal code of

communication” something which hurts both the way a child expresses

himself/herself and on his/her education (Giavrimis and Papanis, 2006).

The Theory of Material Deprivation:

The supporters of the materialistic deprivation theory, have connected

poverty to school performance. They emphasize that children from poor

backgrounds are more prone to illnesses; they have more accidents in other

classes. Poverty creates a very difficult environment for the family, which also

entails a lack of learning opportunities for the children (Giavrimis and

Papanis, 2006).

Institutional Factors

MOE (2004) stated that ‘’the learning environment is determining factor

for students’ performance and survival at any given educational level.’’ More

factors related to institutions and learning environment are: Existence of

policies that protect the right of individuals and support system are: As the

MOE (2004) the rules and regulations that protect the safety and security of

students are: the rules and regulations that govern teacher’s code of conduct,

establishment offices of support of student’s education within the secondary

level, level of awareness and sensitivity of staff about student’s performance

issues that affect students education availability of support system of

guidance and counseling.

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Regarding the relationship between school resources and students’

academic performance measurements are inconsistent. Some research has

suggested that more resources do not necessarily yield performance gains for

students (Hanushek and Luque, 2003). Other research evidence indicated

that variations in school characteristics are associated with variations in

student outcomes (Engin-Demir, 2009).

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METHODOLOGY

Research Design

The study descriptive design was used since it enables the researcher

to gather data from a relatively large number of populations there enabling to

describe the distribution of characteristics.

Research Respondents

The respondents of this study were the Grade 12 Technical Vocational

Livelihood (TVL) students of Father Saturnino Urios College Incorporated.

Research Instruments

The researchers adopted the questionnaire from Tesfay (2007) to

determine the factors and evaluate the answers of the respondents about

factors affecting student’s academic performance.

Data Gathering Procedure

The researchers asked permission from the faculty and staff of Father

Saturnino Urios College of Bayugan Incorporated to conduct their study in

the school and get the data of the target population of the respondents from

the registrar. The researchers secured permission from the Principal. After

then, the researchers prepared 40 questionnaires for the sample size of the

study. The instruction was made clear, the data were gathered, tallied,

analyzed, based on the objectives of the study

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Statistical Treatment

The statistical analysis that was used in this study was the One-way

ANOVA tests for examining the Factors Affecting Student’s Academic

Performance. An ANOVA test is a way to find out if the findings of a survey or

experiment are important. In other words, they help you find out whether the

null hypothesis must be dismissed or the alternative hypothesis must be

accepted. This test is a way to find out if the results are significant. In other

words, it helped the researchers to figure out if there is a need to reject the

null or accept the alternate hypothesis. The researchers analyzed how latent

class or profile of self-regulated learning membership was associated with

GPA by performing a one-way univariate analysis of variance (ANOVA) with

GPA as our dependent variable (Cohen, 2000).

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RESULTS AND DISCUSSION

The results of the ANOVA using statistical software are shown in this

section. Table 1 shows the Teacher's related factors have an f-value of 0.52

and a p-value of .822 resulted in not significant remarks. While the Student's

related factors have an f-value of .128 and a p-value of .725 that resulted

from the remarks of not significant. The significance of the statistical analysis

ascertains at 0.05 alpha level which signifies that when the p ≥ 0.05 it means

significance but if p ≤ 0.05 it means not significant.

The study has parallel to Tus (2020) entitled, “Self-Concept, Self-

Esteem, Self-Efficacy and Academic Performance of the Senior High School

Students”, the results revealed that self-concept, self-esteem, and self-efficacy

do not significantly affect senior high school students’ academic performance.

Moreover, it is suggested that the school personnel and parents monitor and

provide the needed support and guidance to their children while searching for

their identities. Also, devise additional programs for their students’ proper

guidance and make progress on the learning activities and teaching-learning

plan to maximize their learning experience and boost the students’

performance in class.
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Table 1 Significant Difference of Factors Affecting Students’ Academic

performance

Indicators f-value p-value Remarks

Teachers’ 0.52 .822 Not Significant
related factors

Students’ .128 .725 Not Significant

related factors

SUMMARY, CONCLUSION, AND RECOMMENDATIONS

Summary
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This study entitled, “Factors Affecting Student’s Academic Performance

among Technical Vocational Livelihood Students of Father Saturnino Urios

College of Bayugan Incorporated’’aimed to determine the high school

students’ factors affecting students’ academic performance. The respondents

were grade 12 Technical Vocational Livelihood (TVL). The study was

conducted during the second semester (2020-2021) at Father Saturnino Urios

College of Bayugan Incorporated. The respondents were surveyed to

determine the factors affecting students’ academic performance.

Table 1 shows the significant difference of factors affecting students’

academic performance. In the teacher's related factors it has an f-value of

0.52 and with the p-value of .822 that resulted to not significant while the

students' related factors it has an f-value of .128 and p-value of .725 that

resulted to not significant. The significance of the statistical analysis

ascertains at 0.05 alpha level which signifies that when the p ≥ 0.05 it means

significance but if p ≤ 0.05 it means not significant.

Conclusion

Based on findings, an institutional factor which mostly affects the

academic performance of student was non-availability of teaching material

shortage of instructional material. Lack of sufficient instructional material,

such as books, modules library, etc. hinders them from being academically

efficient. Hence, the results of the study not significant in both teachers-

related factors and students-related factors.

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Recommendations

Given the findings of the study and the conclusions are drawn, the

following recommendations are formulated:

1. To minimize the factors that affect students’ academic performance, on

the school level teachers, students, principals may conduct appropriate

induction, create a sense of belongingness, ensure professional

freedom, implement, continuous technical supports as its maximum

performance of students.

2. Future researchers may use this study as a guide if ever they pursue

this kind of research and related studies if they consider the same area

of interest.
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LITERATURE CITED

Irfan Mushtaq and Shabana, June Nawaz khan, (2021). Factors Affecting
Student’s academic performance. Retrieved on January 8, 2021, from
http://google.com
Ali, Norhidaya, Jusoff, kamaruzaman, Ali Syukriah,Mukhtar, Najah and
Salm, AzniSyafena Andin.(20 December 2009)’The Factors Influencing
Students’ Performance at Universities TeknologiMARA Kedah, Malaysia
‘ Canadian Research and Development Center of Science and Cultures:
Vol.3 No.4 Retrieved on January 8, 2021, from http://google.com
Battle L and Lewis, M. (2002). The increasing significance of class: The
relatives' effects of race and socioeconomic status on academic
performance. Journal of Poverty,6(2),21-35. Retrieved on January 8,
2021, from http://google.com
Saxton J. (2000). Investment in education: Private and public returns.
Retrieved on Ja http://www.house.gov/jec/educ.pdf Retrieved on
January 8, 2021, from http://google.com
Crosnoe, R ., Johnson M.K and Elder.G.H (2004). School size and the
interpersonal side of education. An examination of race/ethnicity and
organizational context Social science Quarterly,85(5), 1259-1274
Retrieved on January 8, 2021, from http://google.com
Blevins, B.M.(2009), Effects of socioeconomic status on academic
performance in Missouri public schools. Retrieved on January 8, 2021,
from http://google.com
Saxton, J.(2000). Investment in education: Private and Retrieved on January
8, 2021, from http://google.com
public returns. Retrieved from http://www.house.gov/jec/educ.pdf
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APPENDIX A

Name:

SA-Strongly Agree

A-Agree

D-Disagree

SD-Strongly Disagree

This Checklist is intended to measure the extent of the availability of

materials, facilities, and services in the school.

N Instructor’s related factors SA A D SD

O
1 Teachers experienced in solving students academic
challenges

2 Teachers quality and commitment to supporting

students
3 Teachers emotional and social skills in providing
specialist support and tutorials for students
4 Clarity of teachers presentation in recognizing
students learning pace

5 Existence of role model teachers in the school

6 Lack of qualified and experienced teacher
No Students related factors SA A D SD
1 Students self motivation
2 Abnormal relation with their teachers
3 Absence of regular school attendance
4 Abnormal relation with other students
5 Less amount of time invested on studying
6 Less attendance on tutorial and other related
activities
7 Inability to become well planned and recognized
8 Lack of self confidence
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9 Lack of adequate effort and carelessness

CURRICULOM VITAE
Personal Background

Name : Frank Nicole Butawan

Nickname : Frank
Gender : Male
Civil Status : Single
Home Address : Purok 17 Tanguille street
Birthday : September 10, 2002
Birthplace : Poblacion Bayugan City, Agusan del Sur
Tribe : Bisaya
Religion : Roman Catholic
Fathers Name : Franklin Butawan
Mothers Name : Evangeleta Butawan

Educational Background:
Elementary : Jose Calo Agudo Elementary School
Secondary : Bayugan National Comprehensive High School
: Father Saturnino Urios College of Bayugan Incorporated.
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Personal Background

Name : Vince Ivan Marqueso Gabonada

Nickname : Vince
Gender : Male
Civil Status : Single
Home Address : Purok 2-C Gaisano Street
Birthday : August 19, 2003
Birthplace : Bayugan CIty
Tribe : Bisaya
Religion : Roman Catholic
Fathers Name : Marvin G. Gonada
Mothers Name : Ruby B. Lumaad

Educational Background:
Elementary : East Central Elementary School
Secondary : Bayugan National Comprehensive High School
: Father Saturnino Urios College of Bayugan Incorporated
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Personal Background

Name : Leolha Roaxie Amarille

Nickname : Leola
Gender : Female
Civil Status : Single
Home Address : Bidcor Ipil 2 street
Birthday : April 1 2003
Birthplace : Santos Hospital Butuan City
Tribe : Bisaya
Religion : Roman Catholic
Fathers Name : Leonardo Amarille
Mothers Name : Roxan Amarille

Educational Background:
Elementary :West Central Elementary School
Secondary : Bayugan National Comprehensive High School
: Father Saturnino Urios College of Bayugan Incorporated
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Personal Background

Name : Airha May Mabesa

Nickname : Airha
Gender : Female
Civil Status : Single
Home Address : Purok A Upper Bucac
Birthday : June 25, 2003
Birthplace : Imus Cavity
Tribe : Cebuano
Religion : Roman Catholic
Fathers Name : Orlano Mabesa
Mothers Name : Alma Mabesa

Educational Background:
Elementary : Samar Leyte Elementary School
Secondary : Bayugan Comprehensive High School
: Father Saturnino Urios College of Bayugan Incorporated
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Personal Background

Name : Angelo Deo Carlos B. Saligan III

Nickname : Yong
Gender : Male
Civil Status : Single
Home Address : Purok 20 Cabonegros Street,
Birthday : April 23 2002
Birthplace : Agusan Del Sur Bayugan City
Tribe : Bisaya
Religion :Roman Catholic
Fathers Name : Ricardo M. Saligan
Mothers Name : Helen B. Saligan

Educational Background:
Elementary : Father Saturnino Urios College of Bayugan
Incorporated
Secondary : Father Saturnino Urios College of Bayugan Incorporated
: Father Saturnino Urios College of Bayugan Incorporated
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Personal Background

Name :Jenny Cabatingan Sulmayor

Nickname :Jean
Gender : Female
Civil Status : Single
Home Address : Purok 1A Noli
Birthday : September 18, 2001
Birthplace : Purok 1A Noli Bayugan City
Agusan, del Sur
Tribe : Cebuano
Religion : Roman Catholic
Fathers Name : Renato Recalde Sulmayor
Mothers Name : Carmen Cabatingan Sulmayor

Educational Background:
Elementary : Noli Central Elementary School.
Secondary : Noli National High School
: Father Saturnino Urios College of Bayugan Incorporated