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Socioeconomic Status and Academic Performance

This chapter introduces the background and context of the study. It discusses key topics like socioeconomic status (SES), academic performance, and the assumption that SES impacts academic performance. It presents the problem statement which aims to determine the relationship between SES and academic performance of senior high school students. The significance of the study and conceptual framework are also outlined.

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Kisha Nicole R. Enanoria
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50 views8 pages

Socioeconomic Status and Academic Performance

This chapter introduces the background and context of the study. It discusses key topics like socioeconomic status (SES), academic performance, and the assumption that SES impacts academic performance. It presents the problem statement which aims to determine the relationship between SES and academic performance of senior high school students. The significance of the study and conceptual framework are also outlined.

Uploaded by

Kisha Nicole R. Enanoria
Copyright
© All Rights Reserved
We take content rights seriously. If you suspect this is your content, claim it here.
Available Formats
Download as DOCX, PDF, TXT or read online on Scribd

Chapter I

The Problem and Its Background

INTRODUCTION

The most important task of the educational system is to prepare students to acquire

knowledge and career and cognitive skills to enter the community. Therefore, identifying

the factors leading to the students’ academic achievement is very important.

Socioeconomic status (SES) is a term used by sociologists, economists, and other

social scientists which indicates the close relationship between an individual’s economic

or financial and sociological standing. A position within a hierarchical social structure.

Socioeconomic status depends on a combination of variables, including occupation,

education, income, wealth, and place of residence. Sociologists often use socioeconomic

status as a means of predicting behavior. An individual’s socioeconomic status from

before birth and through early years of life is based on their parents, since they are the

ones financially responsible for them and their early development. Parents'

socioeconomic status will determine many things about early development: how you

view the world; the type of early childhood education; overall health; or how others view

you. Socioeconomic status has been a powerful determinant of health; as a general rule,

wealthy people tend to be in better health than people of poorer status (Erreygers, 2013).

It also impacts later success or failure in life. It often reveals inequalities in access to

resources, plus issues related to privilege, power, and control. People are usually

separated into groups based on these metrics, from least advantaged to most advantaged,

or low, medium, or high SES. That’s why it encompasses not just income but also
educational attainment, financial security, and subjective perceptions of social status and

social class.

On the other hand, when people talk about academic performance people used to

define it as the person’s General Percentage Average (GPA). Academic performance is

the measurement of student achievement across various academic subjects. Teachers and

education officials typically measure achievement using classroom performance,

graduation rates and results from standardized tests. This includes schools, who rank

students by their GPA, awarding special designations such as valedictorian and

salutatorian for those who graduate first and second in their class. Academic performance

of students in the classroom is very important as this is capable of determining whether

the student is doing well or not. This definition aims to see academic performance as the

result of all the activities of the student in the school. It is seen as the extent on how

students achieved his educational goals. That’s why, parents, teachers, school

administrators attach so much importance to students’ academic performance that if the

students are not performing well academically, then they see all other efforts of the

students in the school programme as a total waste. Due to the reason that scholarship

organizations and universities looked at grades as factors for accepting students, as well

as some employers, especially when hiring recent graduates.

Therefore, some people assumed that children from low-SES households and

communities develop academic skills slower than children from higher SES groups for

they have no enough access to important resources and generates additional stress and

tension at home. As well as poor cognitive development, language, memory,

socioemotional processing, and consequently poor income and health in adulthood. Thus,
people thought that higher socio- economic group students were significantly higher than

those of the students from the middle and lower socio- economic group.

It was clearly seen that socio economic status has been part of student’s life ever since

before they are born and is one of the factors that people sees a basis in accordance to

their academic performance. Thus, this research is all about the significant relationship

between socio economic status and academic performance of Grade 11 and 12 students.

STATEMENT OF THE PROBLEM

1. What is the demographic profile of the students?

1.1 Age

1.2 Gender

2. What is the level of the socioeconomic status of the senior high school students of

Krislizz International Academy

2.1 Low

2.2 Middle

2.3 High

3. What is the level of academic performance of the senior high school students of

Krislizz International Academy?

4. What is the significant relationship exists between socio economic status and the

academic performance of the senior high school students of Krislizz International

Academy?
HYPOTHESIS OF THE STUDY

There is no significant relationship between socio economic status and academic

performance of the students.

Scope and Limitations

This study will concentrate on all the Senior High School students of Krislizz

International Academy. Its main purpose is to identify the aftermath of having a partner.

This considers the academic performance of the Senior High School students.
SIGNIFICANCE OF THE STUDY

The results of the study may be useful for information and guidance to those who have

the same involvement or issue. This study may be useful for the following individuals.

Students: to learn to save and value money as well as prioritize their needs in

connection to their academic finances

Parents: for them to strive and give their children a better life which ables them to

provide their student's needs in academics.

Teachers: for them to control giving out unnecessary projects to students, because not

all socioeconomic statuses are the same.

School Administrators: will be able to understand the students' issues regarding

academic fees and other financial problems

Community: for them to consider and to not take advantage of high demands when it

comes to academic needs and to give a fair price to all.

Future Researchers: the study will benefit the future generation of researchers who

would want to gain knowledge about this topic if ever the same problems exists in the

future.
CONCEPTUAL FRAMEWORK

(This study will be guided by the following research paradigm)

INPUT PROCESS OUTPUT

1. Survey on the socio

economic status
1. Significant
1. Socio economic
and academic relationship
status
between Socio
Economic
performances of the Status and
2. Academic
Academic
Performance
students. Performance

2. Organize data

3. Apply statistical

treatment

4. Analyze data

5. Interpret the results


Figure 1. The research paradigm contains the input which includes the socio economic

status and academic performance. Meanwhile, the process comes up with the collection

of data through surveys and analysis of gathered information using statistical tools. The

output, on the other hand, presents the significant relationship between romantic

relationship and academic performance.

Common questions

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The implications of socioeconomic inequalities on academic performance are profound, as these inequalities can exacerbate differences in academic outcomes. Higher socioeconomic status provides better access to educational resources, healthcare, and a supportive learning environment. These advantages result in better cognitive development and academic skills. Conversely, students from lower SES backgrounds face barriers such as financial insecurity and limited access to quality education, contributing to slower development of academic skills. The research underscores the importance of addressing these disparities to promote equity in educational outcomes .

Academic performance affects future socioeconomic outcomes by influencing educational attainment, employment opportunities, and income potential. A higher level of academic achievement is often correlated with greater access to tertiary education, which can enhance career prospects and lead to higher-paying jobs. As academic performance is used by scholarship organizations, universities, and employers as a metric for selecting candidates, it plays a pivotal role in determining future socioeconomic status. Poor academic performance may limit access to higher education and well-paying jobs, perpetuating cycles of lower socioeconomic status .

Socioeconomic status (SES) impacts cognitive development and academic performance by influencing access to resources, the type of childhood education, and overall health. Children from low-SES households typically have less access to essential resources and experience increased stress, which can hinder cognitive development including language and memory. Consequently, they develop academic skills at a slower pace than children from higher SES groups, leading to disparities in academic performance. Furthermore, the stress and tension at home in low-SES environments contribute to poor cognitive development and socioemotional processing, which can influence academic achievement negatively .

Parental socioeconomic status is crucial in shaping a child’s early development and academic achievement because it determines access to education, overall health, and the worldview imparted to the child. This status influences the resources available for early childhood education, thereby impacting academic skills development. Additionally, it affects socioemotional development, ultimately affecting academic outcomes. Parents of higher SES can afford better education and health resources, which correlates to better academic performance in their children .

The findings of this research can guide future policies or interventions in educational settings by highlighting the need for resource allocation that addresses SES-related disparities. Policies could focus on providing equitable access to educational resources, such as technology and tutoring, and implementing socioemotional learning programs to support students from diverse backgrounds. Interventions might include training educators to recognize and adapt to the needs of students from different SES backgrounds, ensuring a more inclusive and supportive learning environment. These informed strategies aim to close the achievement gap and promote educational equity .

Understanding socioeconomic status is crucial for predicting student behavior and academic achievement because it encompasses various factors like income, education, and social class, which collectively influence academic skills and behavior from early development onward. SES affects access to educational resources, health, and ultimately the learning environment. These factors are significant predictors of academic performance, as they determine the student's capacity to achieve educational goals and handle academic pressures. By recognizing SES as a predictor, educators and policymakers can implement strategies to support students in overcoming related barriers .

The study utilizes a research paradigm involving surveys to collect data on students' socioeconomic status and academic performance, which are then analyzed through statistical treatments. The process includes organizing data and applying statistical techniques to explore the significant relationships between the variables. This methodology enables researchers to interpret the results accurately, assessing how SES impacts academic outcomes, and highlights the importance of systematic data collection and analysis in educational research .

The study provides insights that can guide different stakeholders in addressing students' needs. For parents, understanding the link between socioeconomic status and academic performance may emphasize the importance of supporting their child's academic pursuits and striving to offer a stable environment. Teachers can use the insights to adapt educational approaches, perhaps minimizing unnecessary academic burdens, thus fostering an equitable learning environment. The study also informs school administrators about potential barriers to student success stemming from socioeconomic disparities, fostering awareness and prompting institutional adjustments to accommodate all students' needs .

The long-term effects of socioeconomic disparities on health and academic achievement include chronic health issues due to limited access to healthcare and nutritious food, as well as disparities in educational attainment. Individuals from lower SES backgrounds often face ongoing health challenges, which can affect attendance and participation in educational experiences, thereby impacting academic performance. Over time, this can create a cycle where poor health and academic outcomes hinder socioeconomic mobility and perpetuate inequalities across generations. Addressing these disparities requires systemic efforts in healthcare and educational reform .

Socioemotional processing, influenced by socioeconomic status, affects students' academic experiences by impacting their engagement, motivation, and interpersonal interactions within educational settings. Lower SES often correlates with heightened stress and anxiety, which can negatively influence emotional regulation and social skills. These socioemotional challenges may lead to difficulties in classroom participation, collaboration, and receiving feedback, ultimately hindering academic performance. Addressing these socioemotional factors is essential for fostering a supportive and conducive learning environment for all students .

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