Factors Influencing SHS Academic Performance
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Marvin M PulaoFactors Influencing SHS Academic Performance
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Powered by AIThe COVID-19 pandemic significantly impacted the academic performance of senior high school students in the Philippines primarily due to the shift from traditional face-to-face teaching to online and modular learning modalities. The disruptions caused by the pandemic highlighted the challenges of balancing factors like access to resources and self-regulation skills. This shift to remote learning exposed the vulnerabilities of students, particularly those with limited resources, consequently affecting academic outcomes . The adaptability of students to these new modalities played a crucial role, with those demonstrating stronger self-efficacy and learning autonomy performing better . Additionally, the involvement of academic support from teachers, peers, and families was decisive in determining success in these modalities .
Educators in Roxas Central District faced several challenges when implementing the Results-Based Performance Management System (RPMS) under new-normal conditions. While the RPMS supported accountability and monitoring, teachers struggled with issues of content mastery and adapting their pedagogy to meet the demands of remote instruction . These challenges affected the overall effectiveness of instruction and subsequently influenced student learning outcomes, highlighting the systemic difficulties faced by educators in adjusting to the unprecedented educational context brought on by the pandemic .
Institutional systems like the Results-Based Performance Management System (RPMS) contribute to educational outcomes in the new normal of learning by fostering accountability and enhancing instructional monitoring. The RPMS supports teachers in tracking their performance and progress, aiming to maintain educational standards and improve teaching efficacy . Despite its benefits, the implementation of RPMS under remote learning conditions presented challenges, such as ensuring content mastery and adapting teaching methods. Addressing these issues is vital in leveraging the system to improve academic performance and engagement in the new educational context .
The availability of academic support from teachers, peers, and families is critical for the success of students in alternative learning modalities during the pandemic. Support systems play a decisive role, as they help students navigate the challenges posed by online and modular learning approaches. When students receive adequate support, they are more likely to adapt successfully, perform better academically, and maintain engagement despite the disruptions caused by the shift away from traditional classroom settings . Lack of support can lead to increased stress and poorer performance, particularly for those in resource-limited settings .
Strategies to address academic dishonesty during modular learning in Palawan include increasing supervision and support, fostering a culture of integrity, and adapting assessments to reduce opportunities for dishonesty. Academic dishonesty is often symptomatic of underlying stressors such as the pressures of modular learning and lack of supervision . To mitigate these issues, interventions could include offering resources and training to enhance self-regulatory skills, increasing parental and teacher involvement to provide guidance, and designing assessments that promote critical thinking and individual analysis rather than rote memorization .
External environmental conditions, such as extreme heat, significantly affect academic productivity in the Philippines. For example, during extreme heat conditions in 2024, class suspensions were common, and many students reported concentration difficulties and decreased academic productivity . The effects of such environmental conditions are exacerbated in regions like Palawan, where infrastructure and resources are unevenly distributed, leading to more pronounced impacts on students' ability to perform academically .
Parental involvement in education varies significantly across socio-economic backgrounds, influencing students' academic performance. In the Philippines, parental involvement tends to be weaker in disadvantaged households, exacerbating academic challenges faced by students from these backgrounds . Lack of involvement due to financial stress and limited resources diminishes the support system that students need, leading to poorer academic outcomes compared to their peers from more advantaged families .
Teacher adaptability and teaching methods are critical factors impacting student learning outcomes during remote schooling in the Philippines. Studies show that when teachers adapt their methods to align with students' learning preferences—such as visual, auditory, or kinesthetic modes—academic performance improves . During the pandemic, mismatches between teaching styles and students' learning preferences resulted in disengagement and lower performance . Effective monitoring, feedback, and adaptive teaching strategies during remote instruction improved student engagement and academic outcomes, illustrating the importance of these elements in remote education .
Misaligned teaching styles and student learning preferences during online learning have detrimental implications on student performance. When teaching methods do not match the preferred learning styles of students, such as visual, auditory, or kinesthetic, it often leads to disengagement and lower performance among learners . The adaptability of teachers in aligning their methods to student needs is crucial, especially in remote learning environments where such mismatches can severely impact students' motivation and academic outcomes .
Socio-economic background significantly influences the academic performance of students in Roxas National Comprehensive High School. Students from lower-income households face greater academic difficulties due to limited access to learning resources, inadequate study spaces, and financial pressures that contribute to absenteeism . These socio-economic disparities also affect students' choice of educational pathways, with those from lower-income families often opting for technical-vocational-livelihood (TVL) strands in pursuit of quicker employment opportunities, thereby potentially impacting their academic outcomes .