Influence of Socio-economic status
on the performance and motivation of SHS students.
Name of Group:
ANEMICS
Submitted by:
Alura, Johnvic O.
Bagamasbad, Arjay
Balani, Andrei M.
Balbanero, Cassandra
Guillermo, Khloe V.
Butalon, Rhea Mae
Balbanero, Cassandra
Pansacala, Anthea May
Devolosan, Janiboy Deguro
Barbosa, John Ryan T.
Bagares, Kenshin Ramires
Enalpe, Rey Laurence Margallo
Submitted to:
Ma’am Dyan Escuadra
Date:
06 – 14 - 23
INTRODUCTION
The term "socio-economic status" refers to a person's or a group's position on the
socioeconomic scale. This position is based on a variety of social and economic factors, including income,
the level and type of education, the type and prestige of occupation, the location of residence, and, in
some societies or subgroups of society, ethnic origin or religious background. Socio-economic status
(SES) has been shown to have a significant influence on the performance and motivation of high school
students (SHS). SES is a measure of an individual's economic and social position in society, determined by
factors such as income, education, occupation, and wealth. The purpose of this study is to explore the
relationship between SES and SHS performance and motivation. In the East Asia and Pacific region, the
Philippines' economy has been among the most vibrant. The Philippines' economic dynamism is based
on strong consumer demand, which is backed by a vigorous labor market and significant remittances.
The country also has a growing middle class, a large and young population, and increasing levels of
urbanization. The private sector continues to grow, with strong results coming from the services industry,
which includes business process outsourcing, wholesale and retail trade, real estate, and tourism.
Despite the shocks experienced by the COVID-19 epidemic and other global headwinds like high global
commodity prices and tight global financial conditions, the poverty rate decreased from 23.5 percent in
2015 to 18.1 percent in 2021. To increase growth over the medium and long terms, the Philippine
government pursues greater investments in both human and material capital. In the Philippines, the
poor vs. rich gap is frequently the topic of conversation when discussing income disparity. The poor vs.
middle class debate has now changed because of the nation's recent economic difficulties. The low-
income class, the middle-income class, and the high-income class are the three main social classes in the
Philippines. The low-income group is rated above the poor, nonetheless. These people are neither
middle class nor impoverished, but neither do they fall into either category.
The time spent in school is often the most valuable time. The process of developing one's individual well-
being involves living for it. academic existence is a place where many individuals train before becoming
professionals’ degree. They practice processing a big volume of data here to paperwork, academic
projects, and various technical vocational activities that will give them the fundamental knowledge and
skills they need to build up their capabilities. Using the educational facilities, the young people of They
are being shaped by the society, which is providing them with the capacity to implement sustainable
economic and environmental practices primarily to contribute to peace and progress in their own
country, livelihoods, and nations with a range of ideologies. For many nations, the quality of education
can only be assessed in accordance with the pupils' academic performance. Each student must
demonstrate their ability to sustain an acceptable academic standing and fulfillment of all academic
requirements demanded by the academic setting. The final grade acquired in many academic disciplines
is used to measure it.
PT2
In the journal the researcher explored is about Socio Economic Status of Parents and Its Effects on
Students. This research targets to analyze this socio-economic impact to figure out how the socio-
economic status of parents and its effects on student’s achievements in the awutu senya and effutu
educational directorates in the central region of Ghana. The purpose of study is about parents’ financial
status, educational qualifications, jobs, enabling learning environment provided by parents and the type
of school attended and how these affected students’ achievements. This study adopted a cross sectional
and a multi-site case of study designs. The respondents agreed that some extent with the assumption
that educational qualifications of parents influenced students’ academic success. The summary is that
they made an original contribution by highlighting the parents’ financial difficulties that they faced in
promoting their children’s education, isolating some of the influences of SES of parents on students’
learning and supplying policy implications. In secondary schools in Kagadi Town Council, Kagadi District,
the researcher investigated the impact of parental socio-economic position on kids' academic
achievement. In a few secondary schools in Kagadi Town Council, Kagadi region, the study's aim was to
ascertain how parents socioeconomic level influenced their kids' academic achievement. Questionnaires
were employed as part of the study's design to gather data from teachers and students. This method
comprises giving a standardized critical thinking test to the respondents to determine their profile, cores,
and level of critical thinking.
It is recommended from the study that parents should play a leading role in supporting their children’s
education since they are the first to expose children to the social and academic world. A person’s
education is intricately linked with his or her life chances, income and general well-being. Therefore, the
success of students in any academic task has become a major concern to educators, parents, researchers
and society. Parental ambition is what parents hope and want their children to achieve in the future.
Parents’ academic ambitions for their children might influence their children’s academic achievements
both directly and indirectly. In selecting a method to conduct the descriptive correlational study, a survey
method was chosen to collect data from the respondents. Although parental ambition is considered as
one of the cultural factors affecting academic performance of students, some researchers [18,21] in their
studies have reported negative effects such as adjustment problems, psychological distress as well as
behavior problems. They reported that college students experience low level of self-worth and
adjustment when higher expectation discrepancies are present between themselves and their parents.
Their studies further revealed that parents’ academic ambition for their children is one of the basic
sources of academic stress in middle and high school students. In contrast, a study in Canada found that
parental academic ambition for their children was positively associated with 19 percent of the variance
in academic performance [19]. It was argued that parental beliefs influence their children's perceptions
of their own abilities, their attitudes, and expectations for academic success and this directly affects the
children's cognitive performance. The study further looked to assess the views of students on how they
perceived their parents’ involvement in their education. The outcome of the current study creates the
impression that parental academic beliefs for their children influence the children's perceptions of their
own abilities, their attitudes as well as expectations for success. The study examined and compared the
effect of the school physical environment on academic achievement of senior high school students in
Ghana. The study sought to investigate the contribution of several school physical environment to the
performance of students in schools. Participants for the study were selected using the multi-stage
sampling technique using simple random sampling. Education for years has been considered as playing
functional roles in preparing individual learners to be socially useful and contribute meaningfully to
national development. This study evaluated the relationship between a school’s physical learning
environment and academic performance in the context of the demographic characteristics of the
student’s understudy. It sought to add to existing knowledge the influence that the characteristics of the
students under study bring to bear on academic performance defined by the school physical learning
environment.
SYNTHESIS
Orejuela et al. (2017)explored the role of religion, culture, and other social and economic components
contributing to the academic life of many Senior High School students in the country. The study found
out that children with higher SES backgrounds were more likely to be proficient in tasks of addition,
subtraction, ordinal sequencing, and math word problems than children with lower SES backgrounds.
Finally, the study showed that children who experienced multiple risks were more likely to face academic
and adjustment problems. The study concluded that socio-economic factors have a significant impact on
the academic performance of Senior High School students.
Gurung(2021) study revealed that parental socio - economic status and parent’s level of education does
not have a significant relationship with academic performance of students. However, the occupation of
parents has a greater impact on academic performance of students. Moreover, the residence of the
students has a significant impact on the academic performance of the students. The findings of the study
also reveal that family financial status is a more important determinant of school level academic grades,
however, its influence in college level grades is relatively low. Although, parent's educational status is
found to be associated with academic achievement, father’s employment nature and family expenditure
level were found to be the most significant determinants of academic achievement of students.
Amponsah et al.(2018)recommended from their study that parents should play a leading role in
supporting their children’s education since they are the first to expose children to the social and
academic world. A person’s education is intricately linked with his or her life chances, income and
general well-being. Therefore, the success of students in any academic task has become a major concern
to educators, parents, researchers and society. Parental ambition is what parents hope and want their
children to achieve in the future. Parents’ academic ambitions for their children might influence their
children’s academic achievements both directly and indirectly.
Yelkpieri (2018) explored the Socio Economic Status of Parents and Its Effects on Students. This research
targets to analyze this socio-economic impact to figure out how the socio-economic status of parents
and its effects on student’s achievements in the awutu senya and effutu educational directorates in the
central region of Ghana. The purpose of study is about parents’ financial status, educational
qualifications, jobs, enabling learning environment provided by parents and the type of school attended
and how these affected students’ achievements. This study adopted a cross sectional and a multi-site
case of study designs. The respondents agreed that some extent with the assumption that educational
qualifications of parents influenced students’ academic success. The summary is that they made an
original contribution by highlighting the parents’ financial difficulties that they faced in promoting their
children’s education, isolating some of the influences of SES of parents on students’ learning and
supplying policy implications.
Mullis et al. (2016) demonstrates in their study that in educational systems with high levels of general
inequality (such as income inequality), the achievement gap between students from various
backgrounds is more pronounced. Most educational systems share the goal of closing the achievement
gap. However, it is widely acknowledged that stable scores for low-income children and declines in the
scores of high-income students should not be viewed as a path to greater equality. Rather, education
systems should strive for equity by improving the performance of all students while focusing on
improving low-SES students' achievement at a faster rate to close achievement disparities .
Hernández (2020) explore The Socio-economic status and academic performance in higher education.
Given the increased participation of students from low SES backgrounds in higher education and the
weak to moderate association between SES and academic accomplishment, one may wonder if it is still
necessary to conduct research on this topic.
Naushad (2023) explores the impact of low socioeconomic background on a child's educational
achievements. The researcher was studying how a child's socioeconomic background affects their
educational achievements and their psychology. And this study conducted by Zhonghu Li and Zeqi Qui
aimed to examine how family background affects children’s academic achievement at an early stage.
According to the percentage, there were 36% girls and 54% boys. In conclusion, a child's socioeconomic
situation has a significant impact on his educational background. Children from this background are
typically employed in low-skill or semi-skilled positions. Almost never do parents participate in
educational events. The ability to educate one's parents is essential for achieving academic success.
Parents with limited education or no education are unable to support their child's education
Flannery et al.(2023) investigated the relationship between equity and educational outcomes on a
broader scale by identifying the underlying factors that contribute to achieving an equitable education.
The research delves into the key aspects of socio-economic status that can influence an individual's
educational attainment. The paper aims to identify the factors that create a disparity between the
educational outcomes of different socio-economic groups. It further explores how educational policies
and institutions can be restructured to provide more equitable educational opportunities.
RESEARCH GAP
The purpose of this presentation is to explore the relationship between SES and SHS
performance and motivation. Previous research has shown that students from lower SES
backgrounds tend to perform worse academically and have lower levels of motivation compared
to their higher SES peers. Studies have consistently shown that students from lower SES
backgrounds tend to have lower academic performance compared to their higher SES peers. This
can be attributed to a variety of factors, including limited access to educational resources, lack of
parental involvement, and poor nutrition and health. For example, students from low-income
families may not have access to the same quality of textbooks, technology, or extracurricular
activities as their higher-income peers. Additionally, they may have to work part-time jobs or
care for younger siblings, leaving less time for studying and homework. These factors can
contribute to lower grades and test scores, which can ultimately impact college admissions and
career opportunities. Previous studies lacked clarity and few suggestions because the researchers
didn't offer enough data and supporting material.
Furthermore, they have largely concentrated on examining how students' academic achievement
affects them rather than examining how socioeconomic status (SES) may effect SHS students'
motivation. The complicated relationship between SES and student motivation, however, calls
for a more thorough investigation. Researchers can gain new insights that could help to improve
students' academic performance by expanding on the existing research and going in-depth on the
numerous aspects that influence student motivation. Studies have consistently shown a strong
correlation between SES and academic performance, with students from higher SES
backgrounds generally performing better than those from lower SES backgrounds. By studying
the influence of SES on academic performance, educators and policymakers can develop
targeted interventions to help improve the academic outcomes of students from disadvantaged
backgrounds. By understanding the factors that contribute to motivation among students from
different SES backgrounds, educators can develop strategies to help improve motivation and
engagement among all students. Studying the influence of SES on the academic performance and
motivation of SHS students has significant implications for education policy. By developing
policies and programs that address the unique needs of students from different SES backgrounds,
educators can help ensure that all students have an equal opportunity to succeed academically.
Studying the influence of socio-economic status on the performance and motivation of SHS
students is crucial for improving academic outcomes and ensuring educational [Link]
understanding the complex relationship between SES and academic performance and motivation,
educators and policymakers can develop targeted interventions that support the success of all
students.
STATEMENT OF THE PROBLEM (SOP)
In-depth examination of students' financial circumstances and how it affects their academic performance
and overall success is the main goal of this study. This study's main goal is to investigate new and original
concepts that can enhance the body of literature while also advancing knowledge. In order to provide a
thorough and in-depth analysis on the subject, our ultimate goal is to increase the body of knowledge in
this sector and fill in any gaps that have been left by earlier studies. We aim to retain a balanced and
unbiased viewpoint throughout this study while attempting to improve the readers' general
comprehension of the connection between socioeconomic position and academic results.
The main aim of this research is to investigate the effect of socio-economic status on the students'
performance and on how the students motivate
1. What is the respondent's performance in 3rd Quarter?
2. What are the factor difficulties encountered by the Senior high school students in Rizal Experimental
Station and Pilot School of Cottage Industries in terms of:
2.1 Income;
2.2 the type and prestige occupation;
2.3 the location of residents; and
2.4 ethnic origin?
3. Is there significant relationship between the respondent's socio-economic status and their
performance and motivation?
REFERENCES:
[Link]
Economic_Status_SES_of_Parents_and_its_Effects_on_Students_Achievements_in_the_Awutu_Senya_a
nd_Effutu_Educational_Directorates_in_the_Central_Region_of_Ghana/10121342
[Link]
in-secondary-schools-in-kagadi-town-council-kagadi-district
[Link]
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[Link]
[Link]
[Link]
%20three%20primary%20social,but%20not%20considered%20poor%2C%20either.
Reardon, S. F. (2011). The widening academic achievement gap between the rich and the poor:
New evidence and possible explanations. In G. J. Duncan & R. J. Murnane (Eds.), Whither
Opportunity? Rising Inequality, Schools, and Children’s Life Chances (pp. 91-116). Russell
Sage Foundation.
Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of
research. Review of Educational Research, 75(3), 417–453.