Research on Socio-economic Status of Parents and Academic Performances of SPAMAST-CAS Students

RESEARCH ON SOCIO-ECONOMIC STATUS OF PARENTS AND ACDEMIC PERFORMANCES OF STUDENTS

ABABA, SHERYL ANN B. GALLARDE, KHIZEL JANE P. GICA, AILEEN L. GILLADO, LOR-ANN B. LAOC, IGIE R. ONCONE, MAD B.

RESEARCH SUBMITTED TO THE FACULTY OF EDUCATION OF THE COLLEGE OF AGICULTURAL SCIENCES SOUTHERN PHILIPPINES AGRIBUSINESS AND MARINE AND AQUATIC SCHOOL OF TECHNOLOGY

IN PARTIAL FULFILLMENT OF THE SUBJECT INTRODUCTION TO RESEARCH AND RESEARCH WORKS

MARCH 2012

CHAPTER I PROBLEM AND ITS BACKGROUND Introduction

Education is the best legacy a nation can give to her citizens especially the youth. This is because the development of any nation or community depends largely on the quality of education of such a nation. It is generally believed that the basis for any true development must commence with the development of human resources. Much then is said that formal education remains the vehicle for social-economic development and social mobilization in any society.

Socioeconomic status (SES) is an economic and sociological combined total measure of a person's work experience and of an individual's or family’s economic and social position in relation to others, based on income, education, and occupation. When analyzing a family’s SES, the household income, earners' education, and occupation are examined, as well as combined income, versus with an individual, when their own attributes are assessed. (National Center for Educational Statistics, 2008).

2 Philippines, like any other ”third world countries”, is suffering from economic crisis which largely affect on education status of the people. One in six school-age-children are deprived of education, tells us of what is in store in our country’ future (National Statistical Coordination Board).

Research indicates that children from low-SES households and communities develop academic skills more slowly compared to children from higher SES groups (Morgan, Farkas, Hillemier, & Maczuga, 2009).

In America, many children who are poor, regardless of race, come from homes that lack stability, continuity of care, adequate nutrition, and medical care creating a level of environmental stress that can affect the young child’s development. As a result, these children enter school with decreased word knowledge that can affect their language skills, influence their experience with books, and create different perceptions and expectations in the classroom context. (Hart and Risley 1995).

3 Poverty has the strongest correlation with high dropout rates; in 2007, it is estimated that dropout rates for students living in lowest quartile of family income were more than 7 times higher than those of students in the highest family income quartile (i.e., 16.4% vs. 2.2%). 5 (NCES, 2007).

The school system in low-SES communities are often under resourced, negatively affecting student’s academic progress (Aikens & Barbarin,2008). Inadequate education and increased dropout rates affect children’s academic achievement, perpetuating the low-SES status of the community.

In order to prove that socio-economic status of the parents affect the academic performances of the students, this study will be conducted by the Bachelor in Secondary Education(BSED) students at Southern Philippines AgriBusiness and Marine and Aquatic School of Technology College of Agricultural Sciences(SPAMAST-CAS) at Matti, Digos City.

4 Statement of the Problem

1. What is the profile of the respondents in terms of: 1.1 Income 1.2 Parent’s educational attainment 1.3 Family size 2. What is the academic performance of the students during the first semester of the school year 2011-2012? 3. Is there a significant difference in the student’s academic performance in relation to: a. Parents income b. Educational attainment c. Family size 4. Is there a significant degree of relationship between the socio-economic status and student’s academic performance?

5 Significance of the Study

To the SPAMAST Administration, the result of the study will help the school administration in planning and revising the curricular program of the school in relation to the differences of students in socio-economic status.

To the guidance counselors, they will be given information as bases in guiding and counseling student with low academic performances.

To the classroom teachers, they will be guided to be flexible in dealing and handling student with different economic background and will be given bases on what are the things to do to improve the academic performances of the students who are in the lower class family.

To the students, students will develop self-confidence to excel academically motivated by their parents. Students will be confident in uplifting their academic status as a result of the motivation and support from their parents. Students also will be encouraged to study more.

6 Definition of Terms

The following are the terms and their meaning which are made by the authors in the purpose of helping the readers for easily understanding.

SPAMAST Students – Students who are officially enrolled in SPAMAST-CAS in the courses of BSED, BSIT, BSAB, BSAE, BSA, BSAF. Socio economic Status – A students individual position with in a hierarchical social structure based in their family member’s occupation, education, income, wealth, and place of residence. Academic Performances – Refers to how students deal with their studies and how they cope with or accomplish different task given by their teacher. As used in the study, this refers to the grade during the 1 st semester S.Y. 2011-2012.

Scope and Limitation This study will focus only in the effects of the socio-economic status of the parents on the academic performances of the students of SPAMAST-CAS students in the second semester S.Y. 2011-2012. All of the courses of the school will be the respondents of this study. CHAPTER II REVIEW ON RELATED LITERATURE

Socio-economic Status A family's socioeconomic status is based on family income, parental education level, parental occupation, and social status in the community (such as contacts within the community, group associations, and the community's perception of the family), note Demarest, Reisner, Anderson, Humphrey, Farquhar, and Stein (1993). The segregating nature of social class, ethnicity, and race may well reduce the variety of enriching experiences thought to be prerequisite for creating readiness to learn among children. Social class, ethnicity, and race entail a set of 'contextual givens' that dictate neighborhood, housing, and access to resources that affect enrichment or deprivation as well as the acquisition of specific value systems (Crnic and Lamberty, 1994). Across all socioeconomic groups, parents face major challenges when it comes to providing optimal care and education for their children. For families in poverty, these challenges can be formidable. Sometimes, when basic necessities are lacking, parents must place top priority on housing, food, clothing, and health care. Educational toys, games, and books may appear to be luxuries, and 8

parents may not have the time, energy, or knowledge to find innovative and lessexpensive ways to foster young children's development (Ramey and Ramey 1994). Similar results are found by Teese (2003) in his analysis of the performance of students in Victoria. He found clear and consistent trends for children from lower socio-economic status families to have lower VCE scores (Year 12 results) and Year 5 benchmarking test results. The same relationship was found for other measures of student engagement with schooling, such as attendance rates. Teese introduces the concept of equity density, drawing together a number of factors such as family status, family occupation, and language background status and so on.

The ACER study1 examined student achievement scores on tests of reading comprehension and mathematics from five studies that tested the literacy and numeracy levels of 14 yearolds in Australian schools conducted between 1975 and 1998, as well as trends for all students and for smaller groups of students. Students’ results were discussed through examining averages, medians and the distributions of results and changes over time. Results were

9

reported by socio-economic status (SES), language background, gender and location. The overall conclusion of the ACER study (Rothman, 2002; 2003) was that while overall achievement levels of students remained relatively stable between 1975 and 1998, notable differences were found between students by socio-economic status, both at an individual level and between schools.

Ainley (2003) discusses further analyses of the Longitudinal Surveys of Australian Youth data in terms of the factors that impact on Equivalent Tertiary Entrance Ranks (a means of generating equivalent Year 12 results between Australian states). Ainley found that the most significant influence on Year 12 score is a student’s demonstrated proficiency in literacy and numeracy in earlier years of schooling (Year 9 in this study), which represents an accumulation of the student’s skills in foundation areas of learning. The second greatest influence is the particular school a student attends. Ainley suggests, in line with other research, that school culture or environment, teaching practices, student confidence and motivation, organisation and resources may contribute to differences among schools. Socioeconomic background, as measured by

parental education, wealth and occupational status, was the third most important influence on tertiary entrance performance. Students whose parents are 10

professionals, (and to a lesser extent, managers), achieve higher tertiary entrance scores. It is not difficult to envisage how socio-economic factors also impact on the two former variables (prior performance and school attended), over and above the unique effect of the individual socio-economic status of individual students.

The PISA study also undertook more sophisticated analyses that examined how the students’ achievement is associated with their own background and also how it is associated with school factors. The betweenschool variance in Australia, although relatively small, was largely explained by the socio-economic status of the students. However for Indigenous students, the relationship between socio-economic status and reading achievement was much weaker, indicating that Indigenous students from higher socio-economic status families do not perform substantially better than those from lower socio-economic status families. This suggests that other factors besides socio-economic status operate in relation to the achievement of Indigenous students (Greenwood, Frigo and Hughes, 2002).

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Academic Performances Perceived cognitive competence is defined as the extent to which children believe that they possess the necessary cognitive skills to be successful when completing academic tasks, such as reading, writing, and arithmetic (Harter & Pike, 1984).

There are theoretical pathways through which children's perceptions and expectations of their cognitive competence are influenced by others: (a) performance accomplishments/performance mastery, (b) vicarious reinforcement, (c) verbal persuasion, and (d) emotion regulation (Bandura, 1977). In addition, a child's increased perception of cognitive competence is consistently related to higher academic performance (Chapman, Skinner, & Baltes, 1990; Ladd & Price, 1986; Schunk, 1981).

A positive student-teacher relationship has been defined as the teacher's perception that his or her relationship with the child is characterized by closeness and a lack of dependency and conflict (Birch & Ladd, 1997).

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The significance of parent attitudes toward education and school is less well understood, although attitudes are believed to comprise a key dimension of the relationship between parents and school (Eccles & Harold, 1996). Parents convey attitudes about education to their children during out-of-school hours and these attitudes are reflected in the child's classroom behavior and in the teacher's relationship with the child and the parents (Kellaghan, Sloane, Alvarez, & Bloom, 1993).

Another influential study into student achievement was reported in 2001 by ACER (Lokan, Greenwood and Cresswell, 2001). The OECD Program for International Student Assessment (PISA) was conducted in 2000 and measured the performance of 15 year old students in reading, Mathematical and Scientific Literacy Skills. Students from 32 countries were involved in this assessment program. Altogether, more than a quarter of a million students were involved in PISA 2000.

CHAPTER III

METHODOLOGY

Research Locale This study will be conducted in the SOUTHERN PHILIPPINES AND MARINE AND AQUATIC SCHOOL OF TECHNOLOGY (SPAMAST)-CAS Matti, Digos City, Davao Del Sur.

The Respondents The respondents of the study will be the students of SPAMAST-CAS, Matti, Digos, City in this school year 2011-2012. All students in all courses will be its respondents.

Research Design This research will use a descriptive survey with questionnaire that will serve as an instrument in gathering the data. This will determine the impact of socio-economic

status

of

parents

to

the

academic

performance

and

achievements of the students.

14 Research Instrument

The socio-economic status of parents in relation to the academic performance of education student in SPAMAST will be determined through a questionnaire. The questionnaire will be answered by the student-respondent regarding their academic performance during the first semester (S.Y.2011-2012) and their family background of their parents and family size.

Sampling Design and Techniques Sampling will be drawn from the Education students of SPAMAST-CAS, Matti, Digos City. The Stratified Random Sampling (SRS) will be used in the study. In determining the sample size of the total population of students, the slovin formula will be used with 5% margin of error. The formula is expressed as: n= N/1 + Ne2 Where: n= sample size N= population e= 5% margin error

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To determine the number of samples, 15% margin of error will be used: Number total of students= N/1 + Ne2 Where: N=300

Data Gathering

The following steps will be done in gathering data: 1. Submission of permission letter to conduct a research to each department to the dean of SPAMAST-CAS. 2. Distribution of permission letter to the department head of each department. 3. Formulation of questionnaire. 4. Distribution of questionnaire to the chosen respondents. 5. Retrieval of the questionnaires.

16 Conceptual Framework

Independent Variable

Dependent

Variable

Variable

SOCIO-ECONOMIC STATUS OF PARENTS

STUDENTS’ ACADEMIC PERFORMANCE

17 Statistical Tool The statistical tool to be used in the interpretation of data.

1. Descriptive statistics such as mean and frequency distribution to describe the students level of satisfaction. The mean will be computed as: X=∑FX/N The following will be used for the interpretation of mean for the students satisfaction questionnaire (SSPF) will be based on: Rating: 5 = Very High 4 = High 3 = Moderate 2 = Low 1 = Very Low

18 Literature Cited Ainley, J. (2003). Early literacy and numeracy achievement influences ENTER scores. ACER Bandura A. Self-efficacy: Toward a unifying theory of behavioral change. Psychological Review. 1977;84:191–215. [PubMed]

Birch SH, Ladd GW. The teacher-child relationship and children's early school adjustment. Journal of School Psychology. 1997;35:61–79. Chapman M, Skinner EA, Baltes PB. Interpreting correlations between children's perceived control and cognitive performance: Control, agency, or means-ends beliefs? Developmental Psychology. 1990;26:246–253. Crnic, K., & Lamberty G. (1994, April). Reconsidering school readiness: Conceptual and applied perspectives. Early Education and Development 5(2), 99-105. Available online: http://readyweb.crc.uiuc.edu/library/1994/crnic1.html Demarest, E.J., Reisner, E.R., Anderson, L.M., Humphrey, D.C., Farquhar, E., & Stein, S.E. (1993). Review of research on achieving the nation's readiness goal. Washington, DC: U.S. Department of Education.

19 Greenwood, L., Frigo, T. and Hughes, P. (2002). Messages for minority groups in Australia from international studies. ACER Research Conference 2002, p.25. Harter S, Pike R. The pictorial scale of perceived competence and social acceptance for young children. Child Development. 1984;55:1969–1982. [PubMed]

Kellaghan T, Sloane K, Alvarez B, Bloom B. The Home Environment and School Learning. Jossey-Bass Publishers; San Francisco: 1993. Ramey, S.L., & Ramey, C. T. (1994, November). The transition to school: Why the first few years matter for a lifetime. Phi Delta Kappan, 76(30), 194-198. Research Highlights, 2003, p. 8-9. Rothman, S. (2003). The changing influence of socioeconomic status on student Teese, R. (2003). Blueprint Funding reform. A presentation to the Department of Education and Training, Victoria. Zill, N., Collins, M., West, J., & Hausken, E.G., (1995, December). School readiness and children's developmental status. ERIC Digest [Online]. Available: http://ceep.crc.uiuc.edu/eecearchive/digests/1995/zill95.html

Name of Siblings

Ag e

Year Level Preschool

Elementary

secondar y

College

Academic Achievements

SPECIFIC QUESTIONS: ANSWERS QUESTIONS YES 1. Do you think the income of your family is enough for your daily needs? 2. Is your study continuous? 3. Do you think your allowance affects your performance in school? 4. Do all your siblings have a continuous study? 5. Do you submit your school requirements on time? 6. Do you have any scholarship? 7. Do you have any personal computer at home? 8. Do you have any laptops? 9. Do you have any failing grades? 10. Do you have any unfinished requirements last semester?

NO