CHAPTER 1

INTRODUCTION

Background of the Study

“Education is the passport to the future, for tomorrow belongs to those who

prepare for it today.” – Malcolm X. For many people, academic life is the most

important part of their lives because it is the stage at which their individual well-being

is formed. For many people academic life is one step to prepare oneself for a

professional degree. Students here prefer to handle a huge number of papers,

academic projects, and numerous technical vocational activities that will serve as

their fundamental experiences important in refining their talents. (Feljone Ragma, et.

Al, 2017). Also, education is widely recognized as a critical factor influencing an

individual’s social and economic success, as it provides a pathway to improved

opportunities and a better quality of life (OECD, 2020).

Socioeconomic status (SES) is a multifaceted concept that combines various

factors to assess an individual's or family's social standing within society. A study by

Nutakor, J. et al., (2023) found that higher SES is a significant predictor of better

quality of life. The research emphasized the role of social capital as a mediating

factor in this relationship. It suggested that enhancing social networks and

community connections could help improve quality of life for individuals with lower

SES, particularly in low- and middle-income countries

Morover, one such study conducted by (Johnson and Smith 2019), examined

the relationship between socioeconomic conditions and academic competence

among senior high school students in a diverse urban school district. The

researchers found that students from low-income families and those with parents

who had lower levels of education were more likely experience academic challenges.

These students often faced difficulties in accessing tutoring services, educational

technology, and extracurricular activities, which are known to contribute to academic

success.

On the other hand, the Philippines has been one of the most dynamic

economies in the East Asia and Pacific region. With increasing urbanization, a

growing middle class, and a large and young population. Dropping out from school to

be a phenomenon in the Philippine education in spite of the fact that every year the

government through school authorities dovetails efforts to drumbeat the importance

of education in human life. Every school year, reports showed incidences of dropouts

among students especially in rural areas, and these dropouts who are lacking in

saleable skills end up as nonfunctional and unproductive manpower in the society.

Meanwhile, in Salcedo, Eastern Samar alone, the number of OSY reported by

the Department of Social Welfare and Development as of 2015 has a total of 2,628

(Office of Students Affairs, 2016). And while out of school, the rural youth do not just

while away their time, instead they work to earn a living in blue-collar jobs such as

farm labor, construction worker, household help, or stay at home to do routine chores

and take care of younger siblings (Fernandez & Abocejo, 2014), because they are

not competitive and have nil employment opportunities (Concepcion, 2012).

 Quitting from school before earning a high school diploma makes the

disadvantaged young people unprepared for the world of work and makes them the

subject of high risk of poverty. Some students quit because of problem with a certain

subject, some because of pregnancy, and others because they must work to support

their family (Fernandez & Abocejo, 2014).

The purpose of this study is to determine the influence of socio-economic

condition and academic competence among junior and senior high school students.

Also to identify the factors affecting academic performance of the students.

Statement of the Problem

The primary objective of this study is to determine the relationship of socio-economic

conditions and the academic performance of Senior High School students.

Specifically, it seeks to answer the following questions:

[Link] is socio-economic profile of the respondents along?

1.1 parents’ level of educational attainment;

1.2 parents’ occupation;

1.3 family income;

1.4 home residence;

1.5 religion;

1.6 ethnic; and

1.7 language used;

2. What is the level of academic performance of the respondents as reflected in their

grade 11 general average?

3. Is there a significant relationship between socio-economic condition and academic

of Senior High School students?

Significance of the Study This study aims to determine the relationship between

socio-economic conditions and academic competence among senior high school

students. More over the findings of this study will contribute the following:

Students. The study will identify socio-economic factors affecting academic

performance, leading to targeted support systems that help students overcome

barriers, enhancing their academic success and future opportunities.

Administrative and Teaching Staff. The study will provide insights that allow

educators to adapt their teaching methods to better support students from diverse

socio-economic backgrounds, improving overall educational outcomes.

Parents and Guardian. Give insight into how socio-economic factors impact

academic performance can help them better understand and support their children’s

educational needs, potentially leading to more effective involvement in their

education.
Department of Education (DepEd). The findings of this study will help DepEd

create policies and allocate resources to reduce socio-economic disparities, ensuring

equitable access to quality education.

Scope and Delimitation of the Study

The scope of the study will focus on the senior high school students towards the

economic condition, such as daily income livelihood and etc.

This study will be delimited to junior high school students enrolled in Salcedo

Vocational High School for the school year 2024-2025.

Definition of Terms

In order to learn more about the study, the following terms will definitely to assist

readers of the study:

Income level - refers to the amount of money a person or household earns over a

specific period, typically a year. In this study, this refers to the financial resources

available to a student’s family.

Parental Education - refers to the highest level of formal education attained by a

student’s parents. It’s a significant component of socioeconomic status (SES) and

can have a substantial impact on a student’s academic performance.

Occupation - refers to the type of work or profession that a student’s parents

engage in.

Access to Resources - refers to the availability and quality of educational and non-

educational resources that a student’s academic performance.

Academic competence - is a multifaceted concept that encompasses a student’s

overall ability to succeed in their academic pursuits. It goes beyond simply achieving

good grades and involves a range of skills, knowledge, and attitudes that contribute

to effective learning and academic achievement.

Academic Achievement - refers to the amount of academic content a student learns

in a specific period. In this study it refers to the outcome performance of education.

Socioeconomic - refers to the process of social and economic development in a

society. In this study it refers to the social, cultural, economic, and political conditions

of stakeholders including individuals, groups, communities and organize.

 CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews existing literature and studies on the relationship between

socioeconomic status (SES) and academic competence among senior high school

students. It explores how various dimensions of SES, including income, education

level of parents, and occupational status, impact students' academic performance

and overall educational outcomes.

Related Literature

Socio-Economic Conditions

Socioeconomic status is a multifaceted construct that encompasses an individual's or

family's economic and social position in relation to others. It is commonly measured using

parental educational attainment and occupational status, family income, and home resources

(Early et al., 2020; Kim, 2019; Kim et al., 2019; Sirin, 2005). Research indicates that

socioeconomic status (SES) significantly influences access to educational resources, quality

of schooling, and ultimately academic success.

Students from higher SES backgrounds typically have greater access to educational

resources, including books, technology, and extracurricular activities, which enhance their

learning opportunities and academic performance. Munir, J., Faiza, M., Jamal, B., Daud, S.,

& Iqbal, K. (2023). Conversely, those from lower SES families often face barriers such as

inadequate schooling and limited access to these essential resources, contributing to

disparities in academic achievement. Kiran, A., Saxena, A.K., Jain, K., & Shalini (2024).
 On the other hand, Quality of schooling is also heavily influenced by SES. Schools in

higher-income areas tend to have better funding, more experienced teachers, and more

advanced courses available, Munir, J., Faiza, M., Jamal, B., Daud, S., & Iqbal, K. (2023).

This creates an environment conducive to academic success, while schools in lower-income

areas may struggle with underfunding and fewer resources, Liu, J. (2024).

Moreover, parental education and involvement play critical roles in shaping a child's

academic competence. Parents with higher educational attainment are more likely to engage

in their children's education, fostering an environment that values learning and encourages

academic achievement, Okello, M. (2023). Engagement of parents in school activities,

whether directly or through communication, reinforces the learning environment and supports

children’s educational progress, highlighting the critical role families play in the overall

academic success of their children (Lara & Saracostti, 2019). Parental involvement has been

shown to significantly impact students’ academic achievement, with numerous studies

highlighting the various forms it can take. Active participation, such as helping with

homework, attending school events, and engaging in open communication with teachers,

generally leads to better academic outcomes for children. (Silinskas & Kikas, 2019).

Academic competence

One such study conducted by Islam, A., & Tasnim, S. (2021), and the study seek to

identify the success and failure factors influencing the academic performance of Rabindra

University, Bangladesh. The convenient and cluster random sampling method has been

used. The findings show that regular attendance, regular study, hard work, dedication & self-

Confidence and Support by family members and others have a high impact on the academic

performance of undergraduate students. On the other hand, insufficient effort in studying,

lack of interest in the subject, the noisy and unfriendly environment in the institution influence

inversely. This result will surely help the students, faculties and administration to design

policies convenient for the education system of the university and the nation as a whole.

Also, supportive relationship between teacher and students fosters better academic

performance of students. Amoldeep, Sharma, et al., (2020)

On the other hand, a conducive learning environment, including well-maintained

facilities and resources, is essential for optimal academic performance. Omolo, H.O., (2020).

Also, the effectiveness of teaching styles and methods can greatly influence student

understanding and engagement with the material. For instance, the structure of lectures and

the pace at which material is presented are critical in quantitative courses. Yousef, D.A.

(2017). However, a noisy or unfriendly classroom can detract from learning experiences and

negatively impact student performance, Islam, A., & Tasnim, S. (2021).

Relationship Between Socioeconomic Conditions and Academic Competence

The relationship between socioeconomic conditions and academic competence is a

critical area of study, revealing how various factors associated with socioeconomic status

(SES) can significantly influence educational outcomes. A study on Specialist Sport

Programs in low SES areas found that participation positively influenced students'

engagement with school, which in turn improved their academic achievement in subjects like

Mathematics. This suggests that programs designed to engage students can mitigate some

negative effects of low SES on education. O'Hara, E., et al., (2021). Research indicates that

educational attainment is often linked to socioeconomic background, with lower SES being

associated with poorer academic performance and higher dropout rates. For instance, the

Junior Reserve Training Corps (JROTC) study highlighted mixed educational outcomes
related to socioeconomic factors, emphasizing the complexity of these relationships.

Callahan, D.C. (2016)

Students from lower socioeconomic backgrounds frequently encounter barriers such as

limited access to educational resources, which can hinder their academic performance.

These barriers include inadequate school facilities and lack of support systems. Persaud, Y.,

et al., (2023); Mooney, A., Redmond, G., & Kaambwa, B (2023). The level of parental

education and involvement plays a crucial role in shaping children's academic competence.

Families with higher educational backgrounds tend to provide more support, resources, and

encouragement for their children’s education. Agarwal, N., et al., (2024). Initiatives aimed at

improving educational engagement in low SES communities have shown promise in

enhancing academic outcomes. Programs that combine sports with education have been

particularly effective in fostering a positive school environment. O'Hara, E., et al., (2021).

Educational interventions that specifically address the needs of low SES students

can lead to improved academic performance. These may include tutoring,

mentorship programs, and extracurricular activities designed to enhance

engagement and learning outcomes. Callahan, D.C. (2016).; O'Hara, E., et al.,

(2021).

REVIEW RELATED STUDIES

Once the study conducted indicates that socioeconomic status (SES)

significantly influences academic competence among senior high school students.

Students from higher SES background typically have better academic outcomes due
to access to high-quality educational resources, such as private tutoring, advanced

learning materials, and technology (Fernandes & Passador, 2023). These students

also benefit from a more supportive home environment, where parents are often

more involved in their education, creating higher expectations for academic success.

On the other hand, student from lower socioeconomic backgrounds face barriers

such as financial limitations, inadequate learning resources, and a lack of academic

support, leading to lower academic performance (Esen & Adigüzel, 2023).

Moreover, Davis & Winton (2020) emphasize that students from lower SES

backgrounds often experience heightened stress due to financial instability, which

negatively impacts their focus and academic performance. Akos and Galassi (2020)

highlight that schools in higher SES areas tend to provide more comprehensive

support systems, including advanced placement courses and extracurricular

activities that enhance academic performance. Similarly, a study by Rojas & Ruiz

(2021) found that involvement in after-school programs can significantly improve both

academic and social skills among students from lower SES backgrounds.

A longitudinal study by the National Center for Education Statistics (NCES,

2019) revealed that low-income students participating in after-school programs

showed notable improvements in academic skills and social competencies, fostering

a sense of belonging and community, which are essential for motivation and

engagement. Additionally, Jeynes (2021) indicates that parental involvement is

crucial for academic success, particularly in lower SES families. Engaged parents

help mitigate the negative impacts of low SES on their children's education,

emphasizing the need for schools to encourage parental participation.

 Research by Zhang et al. (2021) explored the effects of food insecurity on

academic performance, concluding that students experiencing food insecurity often

struggle with concentration and engagement, leading to lower academic

achievement. Lee & McIntosh (2022) noted that financial stress limits students'

participation in extracurricular activities, further exacerbating educational gaps. In

contrast, a study by Grant & Cormier (2023) found that students from high-SES

families who engage in enrichment programs show higher academic performance

and improved critical thinking skills compared to their peers from low-SES

backgrounds.

Additionally, a meta-analysis by Morgan et al. (2020) indicated that students

with access to stable housing and community resources are more likely to achieve

higher academic success. These findings align with the social capital theory, which

posits that supportive networks and community resources contribute significantly to

educational outcomes (Putnam, 2020). Targeted interventions, such as tutoring

programs and academic support, have effectively reduced the academic gap

between students from different socioeconomic groups (Aruta et al., 2022).

Theoretical Framework

Socioeconomic condition is a factor that influence an individual's or group's

position within society. These include income, education level, occupation, and social

status. This theoretical framework seeks to examine the potential correlation

between socioeconomic condition and academic competence among Senior high

school students.

Bourdieu's Theory of Capital: Bourdieu's framework categorizes capital into

economic, cultural, and social dimensions. Economic capital (income), cultural capital

(education), and social capital (networks) collectively influence a student's academic

success.

Coleman's Social Capital Theory: Coleman emphasizes the importance of

social capital in educational outcomes, arguing that supportive family environments

and community networks enhance students' academic performance.

Cultural Capital Theory developed by Pierre Bourdieu, suggests that students

from affluent families possess cultural knowledge and skills that are valued in

educational settings, giving them an advantage in academic competence.

Ecological Systems Theory proposed by Bronfenbrenner, emphasizes the

multiple environmental layers affecting a student's development. Socioeconomic

status influences family dynamics, school quality, and community resources, all of

which impact academic success.

These theories collectively highlight how socioeconomic conditions significantly

influence educational outcomes among senior high school [Link]

Dependency Theory argues that schools in low socioeconomic areas often lack

essential resources (e.g., qualified teachers, technology), leading to lower academic

outcomes compared to schools in wealthier areas.

 Chapter III

Methodology

Research Design

This study employs a quantitative correlational research design, which is commonly

used to explore relationships between variables (McMillan & Schumacher, 2020). The

correlational design is ideal for determining the strength and direction of the relationship

between socioeconomic conditions and academic competence, a key focus of this research.

The design will specifically investigate how differences in socioeconomic conditions impact

students' academic competence, as measured by their grade point average (GPA) and other

academic performance indicators.

This approach is validated by recent studies, which have successfully utilized

correlational designs to analyze educational outcomes in relation to socioeconomic factors

(Franklen, Wallen, & Hyun, 2019). By employing this method, the researchers aim to identify

significant trends and correlations that could provide insights into the potential impact of

socioeconomic conditions on academic performance.

Research Locale

This study will be conducted at Salcedo Vocational High School in Barangay Naparaan,

Salcedo, Eastern Samar, Philippines. The research will involve senior high school students,

and data collection will occur during the first semester of the academic year 2024–2025.
Research Respondents

The respondents for this study will be senior high school students from Salcedo

Vocational High School. A total of 100 students will be selected through random sampling

from the senior high school population. This sampling approach ensures that the selection

process is unbiased and representative of the student population.

Data Gathering Procedure

To initiate the study, the researchers will submit a formal request letter to the Principal of

Salcedo Vocational High School, seeking approval to conduct the research. Upon receiving

approval, the data gathering will proceed over a two-week period in November. The

researchers will administer questionnaires to the selected sample of 100 students to gather

data on their socioeconomic conditions and academic performance. This data will allow for

the assessment of potential correlations between these variables.

Data Analysis

After collecting responses from senior high school students, the data will be carefully

reviewed for completeness and accuracy. Any incomplete or inconsistent responses will be

addressed to ensure the dataset is reliable and ready for analysis. The data will then be

coded according to variables related to socioeconomic conditions and academic

performance, such as family income, parental education, GPA, and attendance. This process

will help organize the information, allowing for a smoother analysis in later stages.

Descriptive statistics will be used to summarize the demographic and academic

characteristics of the respondents. By calculating measures such as frequency, mean,

median, and standard deviation, the study will gain an overview of the socioeconomic
backgrounds of the students and their academic achievements. These summary statistics will

help identify general patterns and trends within the data, providing context for further

analysis. This step is crucial for understanding the scope and characteristics of the sample,

establishing a foundation for more detailed statistical tests.

The relationship between socioeconomic factors and academic performance will then be

examined through correlation and regression analyses. Pearson’s correlation coefficient will

be used to determine the strength and direction of the association between socioeconomic

conditions and academic outcomes like GPA. Following this, a multiple regression analysis

will assess the combined effect of various socioeconomic factors on academic performance,

helping identify which variables have the most significant impact. The findings from these

analyses will be interpreted in relation to existing research, providing a comprehensive view

of how socioeconomic conditions influence academic competence. Through these steps, the

study aims to offer valuable insights that can inform educational policy and support strategies

for students from diverse socioeconomic backgrounds.

Ethical Considerations

The researchers prioritize the respondents' well-being, ensuring that no emotional or

physical harm will result from their participation in this study. To protect privacy and

confidentiality, participation will be voluntary, and students' names on the questionnaire will

be optional. Informed consent will be obtained from all participants, and the data collected

will be handled securely to maintain confidentiality.

SOCIO-ECONOMIC CONDITIONS AND ACADEMIC COMPETENCE AMONG

SENIOR HIGH SCHOOL STUDENTS

_______________________________________________________

A Research

Presented to the

Research Technical Working Group

SALCEDO VOCATIONAL HIGH SCHOOL

Salcedo, Eastern Samar

_________________________________________________________

In Partial Fulfillment of the

Requirement for Practical Research 2

(HUMANITIES & SOCIAL SCIENCE)

SUBMMITED BY:

Boleche, Shairyl A.

Macawile, Ivan C.

Rubion, Mansueto D.

Yaranon, Andre H.

Tamayo, Maricel S.
Name (Optional): ________________________

General Average (Grade 11): _______

Direction: Please check your corresponding answer based on the option indicated on each
question given below.

PARENT EDUCATIONAL ATTAINMENT

Mother

Elementary Highschool College other please specify: ___________

Father

Elementary Highschool College other please specify: ___________

PARENT OCCUPATION

Mother

Blue Collar Jobs (fire fighter, driver, policewomen, farmer fisherman, clerk officer)

Other please specify: ________________________

White Collar Jobs (office administrator, call center, teacher government employee,
medical practitioner, law practitioner, businesswomen, freelancer (private worker)

Other please specify: ________________________

Father

Blue Collar Jobs (fire fighter, driver, police officer, farmer, fisherman, clerk officer,
businessman)

Others please specify: ________________________

White Collar Jobs (office administrator, call center, teacher government employee,
medical practitioner, engineers, law practitioners, businessman, freelancer (private worker)

Others please specify: ________________________

HOME RESIDENCE

Upland Lowland Costal Area

Village Subdivision City Area

Others please specify:

FAMILY INCOME

1,000-5,000 5,000-10,000 10,000-15,000

15,000-20,000 20,000- above

RELIGION

Roman Catholic Iglesia ni Cristo Born-again

Baptist Islam

Others please specify: ________________________

LANGUAGE USED

Waray-Waray Filipino English

Others please specify: ________________________

FAMILY SIZE

3-5 members 6-8 members 7-9 members

Others please specify: ________________________