Factors Affecting Academic Performance
Factors Affecting Academic Performance
This study was conducted to the selected first year college students who belong in a broken family at Olivarez College. The researchers chose 30 respondents to be utilized for this study. The researchers focused their inquiry to get more comprehensive and accurate information about their academic performance of the selected first year college students in Olivarez College, Parañaque City. 1. The following were the summary of the profile of the respondents 1.1 The studies showed that majority of the respondents were sixteeners with ten respondents or 33.3%. Nine respondents (30%) were 17 years old. Five respondents (16.67%) were 19 years old. Then three respondents were fifteeners. 1.2 The study showed that there is an equal number of male and female respondents. Each gender is represented by 15 respondents.
1.3 The study showed that 22 or 73.33% of the total respondents belong to to the families with monthly income between 15,000-20,000: followed by three respondents with 10,000-15,000 monthly income. Lastly, only 2 respondents (6.67%) have assured that their family income was between 5,000-10,000. 2. The following were the summary of the performance of students who belong to broken family during the first semester. 2.1 The study shows that majority of the students had grades between 77-79% with 8 respondents (26.67%). Then seven respondents (23.335) followed with grades of 7576%), third 6 respondents (20%) posted grades between 83-85%. Two respondents each got grades between 80-82% and 86-88%, respectively. Only 1 respondent for 89%. 3. The following were the summary of respondents according to family conflicts/problems, financial problem, and social environment.
3.1 The study revealed that majority of the respondents can speak out what is on their minds with a mean of 3.33 and a verbal interpretation of moderately agree. Second was asking assistance from family members in making decision during family crisis is necessary with a weighted mean of and a verbal interpretation of moderately agree. Family motivates the respondents to study harder got the weighted mean of 3.0 and verbal interpretation of moderately agree. Love is always shown in the family and family appreciates things that the respondents have accomplished. Fifth was the family supports the respondents on everything he does has a weighted mean of 2.93 and a verbal interpretation of moderately agree.
Eating together with family members for strong family ties and family tries to face the problem and find ways solving it got the same mean of 2.83 and a verbal interpretation of moderately agree. Household chores distributer equally and family members always give warmth to those who are upset also got the same weighted mean of 2.53 and a verbal interpretation of moderately agree was the respondents were able to open up problems to family members.
3.2 The study revealed that parents are capable of sustaining college education the weighted mean of 3.63 and a verbal interpretation of agree. Second was the family is able to meet the basic necessities adequately got a weighted mean of 3.47 with moderately agree as a verbal interpretation. Lastly, the respondent taking up their chosen course for stability got a weighted mean of 3.40 and a verbal interpretation of moderately agree. 3.3 The study revealed that regular interaction of family is important in daily living got a weighted mean of 3.10 and a verbal interpretation of moderately agree. Second was the parents were strict when it comes to curfew got a weighted mean of 2.93 and a verbal interpretation of moderately agree. Third was the parent does not interfere when it comes to personal decision got 2.80 for the weighted mean and a moderately agree for verbal interpretation.
Fourth to het the weighted mean of 2.37 and a verbal interpretation of disagree were the respondents going to church every Sunday. Fifth was the family recreation is always provided every year got a weighted mean of 2.53 and a verbal interpretation of moderately agree. Lastly, with only 2.17 weighted mean and a verbal interpretation of disagree was the family choosing the respondents own set of friends. 4. The following were the summary of respondents according to the relationship between family conflicts/problem, financial problem and social environment to academic performance. 4.1 The study revealed that the relationship between family conflicts/problems to academic performance of the respondents got the level of significance of 0.05 critical value of 0.90, r value of 0.814 and a high correlational as a degree of relationship.
4.2 The study revealed that the relationship between financial problem and academic performance was 0.05 for the level of significance, 0.90 for the critical value, 0.555 for ther-value, and lastly, moderate correlational for the degree of relationship. 4.3 The study revealed that the level of significance for social environment and academic performance was 0.05 the critical value was 0.901 the value was 0.681, and lastly the degree of relationship was moderately high correlation.
In summary, the findings of the study supported the researchers’ hypothesis. It was found out that there is a relationship between academic performance of the broken family students and their profile to age, gender, and their socioeconomic status. Also, it is highly evident that the academic profile of the respondents was affected by home related factors. In conclusion, based on the result of this study, there is a significant relationship between the profile variable and the respondents’ academic performance in relation with home related factors.
In order to improve the respondents’ academic performance, the following are recommended: 1. The respondents should take track of their academic performance and take note of the subjects that are failing so that they will be aware of their academic situation. 2. The students should work on their weaknesses so that they will not easily be affected by their family problems. 3. The school should know beforehand the situation of the students in their home so that they can fully monitor the students on what is been happening to the student not just inside the school, but also the student’s performance inside his class.
4. The guidance office should reach ouit for the students who have a broken family in order to let the students know that they are not alone and also to make them feel comfortable despite their situation. And establish a program exclusive for those who belong to a broken family like: • • Group Counseling which can be held twice a month for the student from a broken family Recognizing their weak points when it comes to their subjects and establishing a tutorial program for the, Building an organization of student who came from a broken family which they can have their personal activities like personality enhancement, self-esteem camp supervised by the school administrator.
The guardian of the student in a broken family should be aware that the student is vulnerable to having bad habits that should be prevented. A proper guidance is a must for the student to grow up appropriately.
University/College: University of California
Type of paper: Thesis/Dissertation Chapter
Date: 2 October 2016
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