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CHAPTER I
Introduction
life. It plays a vital role in the development of human capital and is linked with an
individuals well-being and opportunities for better living (Battle & Lewis, 2002). It
challenges in life.
There are several topical areas that are most commonly linked to academic
achievement including school factors, family factors, and peer factors. Sex, ethnicity,
On the other hand, we are composed of diversified cultures and tradition; and
because of our diversity, it is a challenge for the teachers to make this as our strength.
Through education we are more aware on the differences of each Filipino people. Our
exposure to this diversity makes us a better teacher in the future. Research has also
found that socio-economic status has affected the students achievement (Majorbanks
1996).
multicultural education which coincide with the notion that we are all equal and should
education must be for all the people who want to go to school despite of their age,
The consideration of those three (3) elements (Banks, 1989) in constructing the
curriculum would help the indigenous students be catered in their needs towards their
education path. Teachers should treat her lessons as integrated part of life not separate
diversified cultures and tradition. It is a challenge for most teachers to cope all those
students having different beliefs. Students must be given equal opportunity to learn
But to live in a third world country in which Philippines is being classified as, it
is a challenge for the most teachers to cater all the students need since theres a lack of
school facilities and campuses. Some students cant afford to go to school since their
homes are far from school; and some cant afford to get there because of financial
problem.
showed that financial incapacity of the parents affect the education achievement levels
of the students.
Science Achievement of Grade 10 Indigenous Students 3
students of this research will be based on because it is more complex than the other
data. That is why it is one of the major subjects that considered as not so attractive to
the learners.
This study leads to consider and give emphasis if theres any relationship
between the achievement of the students in Science in terms of ethnicity and socio-
aim is to change the social structure and cultural practices of the school and the
education institution, so that the students from all cultural, ethnic gender and social
Theoretical Framework
One of the major problems now in our education system is how to help students
experiencing monetary problems and do have facilities and programs that can cater all
types of students especially those indigenous students residing far from schools. They
need programs and interventions that could cater their needs in connection to their
This study is conducted to consider and give emphasis if theres any relationship
between the achievement of the students in Science in terms of ethnicity and socio-
economic status.
stratification imply that they are really affect the under achievement of students. They
According to (Mcneal, 2001) SES and Ethnicity has also been shown to affect
education develop to assist the teachers to cater the different issues about rapidly
Science Achievement of Grade 10 Indigenous Students 5
Cultural differences theorist believe that low achievement results primarily from
the fact that educational institutions do not build their program in the cultural strengths
of the students from diverse social class, cultures and religion and gender groups.
Conceptual Framework
Research paradigm
Figure 1.
Profile
In relation to
Ethnicity (Mainstream Achievement in Science
& IP)
Monthly Income
Figure 1 shows the flow on how the research will be conducted. The profile is
composed of Ethnicity and Monthly Income. Through this research, the researcher will
have to relate the profiles of the students to their Science achievement.
Science Achievement of Grade 10 Indigenous Students 6
Subject at Del Monte National High School, the researcher should answer the following
questions:
Hypothesis
Students- By using the result of this study, they will able to know what their
achievement in Science if they pass or fail. They will also know the competency they
Teachers This study would help them on how to deal and adjust with the indigenous
students. It would help them find new techniques and strategies in teaching that would
cater the needs of those indigenous students and those who are not. They would also
know the least answered competencies in Grade 10 Science. In addition, it will serve as
Administrators This study would help them on what program they would implement
Curriculum makers It would give them the idea in constructing a new curriculum
that would effectively meet the students needs and would focus on the diversity of the
students.
Researchers It would give them an overview on how to deal with the students
Indigenous students at Del Monte National High School in relation to their respective
monthly family income and ethnicity affiliation. Fourth year students are included in
this research. Only Ethnicity and monthly income are included in the profiling of the
students. During administering exams, students who are absent on that day are not
included in the study. Other factors that can possibly affect the achievement of the
students, not mentioned above, are not part of the said study.
Definition of Terms
Boholano Also called Bol-anon, refers to the people who live in the island province
of Bohol.
Cebuano Refers to the group of people who use Bisaya as their major language.
Ethnicity It is the fact or state of belonging to a social group that has a common
llonggo - A subgroup of the Visayan people whose primary language is the Hiligaynon
language.
Ilocano - The third largest Filipino ethnolinguistic group that mostly reside within the
country
Monthly family income family's economic rate in relation to their income every month
Science Achievement of Grade 10 Indigenous Students 9
Surigaonon Native people that reside in the province of Surigao del Norte, Dinagat
Islands, Surigao del Sur, and some portions of Agusan del Norte especially the towns
near the Mainit Lake, Agusan del Sur and Davao Oriental.
Philippines.
Chapter II
Conceptual Review
Gunn & Duncan, 1997; Bronfenbrenner & Morris, 1998; Eccles, Lord, & Midgley,
1991; Lerner 1991). For example, family SES, which will largely determine the
location of the childs neighborhood and school, not only directly provides home
resources but also indirectly provides social capital, that is, supportive relationships
promote the sharing of societal norms and values, which are necessary to success in
school (Coleman, 1988; Dika & Singh, 2002). Thus, in addition to the aforementioned
methodological factors that likely influence the relation between SES and academic
achievement, several student characteristics also are likely to influence that relation.
Bichi and Gusson, (1979) cited in Fiord and Harris (1997), claimed that poverty
contributes toward educational failure, not simply because poor children are culturally
disadvantaged but because their health and nutritional status is inadequate to allow for
the maximum mental development and for the realization of their educational potential.
Low socio-economic status children are less cognitively stimulated than high socio-
economic status children, as a result of reaching less and experience less complex
achievement in the United States. Recent surveys conducted by the National Center for
Education, 2000). A number of factors have been suggested to explain the lower
Science Achievement of Grade 10 Indigenous Students 11
factors: Minorities are more likely to live in low-income households or in single parent
families; their parents are likely to have less education; and they often attend under-
funded schools. All of these factors are components of SES and linked to academic
Indigenous population rate is growing at twice the annual rate projected for the rest of
the population (Ockenden, 2014). This suggests that almost half of the Indigenous
students success in the learning environment. It is also important to identify the key
principles of effective schools, and the programs and initiatives that have been
environment refers to the contexts and culture in which a student learns both inside and
Purdie et al. (2000) noted that both Indigenous and non-Indigenous students
respond and engage more effectively with content that is interesting and relevant. A
criticism of the education system in the past in terms of the curriculum content is that
Indigenous students have found it difficult to engage in learning because the content is
not seen to be sufficiently practical or relevant to student experiences (Doyle & Hill
Science Achievement of Grade 10 Indigenous Students 12
knowledge, experiences, interests and aspirations. It must also be relevant to their local
environment, culture and language (Bourke et al. 2000). Doyle and Hill (2008) stressed
that adopting such an approach does not require a dumbing down of the curricula,
rather a curriculum and teaching approach that is tailored to the needs of students,
The indigenous student population creates an intricate role in the school system.
History and research have shown that it is more likely that ethnic minority groups suffer
indigenous inhabitants make up nearly the majority of the population, statistics have
mirrored what has been revealed in communities in which they are the minoritythey
backgrounds, study in schools with fewer resources, and perform worse on exams.
Studies have shown that indigenous students performed significantly worse than non-
indigenous students on both Spanish and math exams (Hernndez-Zavala et al., 2006).
access to electricity, and parents with less education. Compared to teachers of non-
indigenous students, teachers of indigenous students tend to be more often male, less
all, they suggest that indigenous parents have less schooling and lower incomes, which
are two indicators of the quality of the educational environment in the home.
The second reason posits that indigenous students normally attend schools with
Finally, McEwan and Trowbridge argue that the third cause of low academic
achievement among indigenous students revolves around the fact that schools rarely
With regard to the quality of school, there is evidence that suggests that
indigenous children attend primary schools of lower quality. Many factors could be
attributed to this, for example as mentioned above, Hernndez- Zavala et al. (2006)
have shown that indigenous children are less likely to have access to text books and
their teachers, on average, have significantly less teaching experience than those of
non-indigenous students. In particular, many teachers who work in areas with large
Although many of these educators may speak the local language, most have no reading
or writing literacy.
(2002) study suggested that students were able to share a linguistic and cultural bond
more so with their teachers when they were available (and able) to help them in their
native language. They felt that they were better integrated, more welcomed, and cared
for when teachers mentioned and incorporated activities that represented their native
language and culture. For Mayan students, this could be as simple as playing counting
games to learn math in the regional indigenous language to more complex teachings
These activities with indigenous cultural foci engage Mayan students more in
their learning and may lead to an increase in their desire to continue studying beyond
the third grade. In addition, it may be beneficial to incorporate real life teachings that
will directly impact how Mayan students in particular will be successful members of
their community. For example, a teacher may want to discuss the importance of corn in
Mayan culture by doing activities that demonstrate the origin and usefulness of corn. It
is likely that Mayan students are already learning such things from their parents;
however, this is yet another way for teachers to bring to light what Mayan children do
and learn at home with what they are being taught in school. This connection between
academia and Mayan life is an essential link that must be made in order to truly have a
Research Review
Science Achievement of Grade 10 Indigenous Students 15
combining parents occupational level, occupational status, and income level (Jeynes
2002). Studies have found that SES affects students outcomes (Baharudin and Luster
1998, Jeynes 2002, Eamon 2005, Majoribanks 1996, Hochschild 2003, Mcneal
2001,Seyfried 1998). Students who have a low SES earn lower test scores and more
likely to drop out of school (Eamon 2005, Hochschild 2003). Low SES students have
been found to score about ten percent lower on the National assessment of Educational
Program than higher SES students (Seyfried 1998). SES has also been shown to affect
low SES prevents access to vital resources and creates additional stress at home
(Eamon 2005, Majoribanks 1996, Jeynes 2002). The economic hardships that are
conflicts, and an increase likelihood in depression in parents and single- parents and
single-parent households (Eamon 2005). For these reasons, SES is closely tied to home
environmental and one could argue that SES dictates the quality of home life for
children.
Previous research has shown that children from single- parent household do not
perform as well in school as children from two parent households (Majoribanks 1996).
Science Achievement of Grade 10 Indigenous Students 16
less income and there is lack of support for the single parent who increases stress and
conflicts (Majoribanks 1996). Single parents often struggle with time- management
issues due to balancing many different areas of life on their own. Some research has
also shown that single-parents are less involved with their children and therefore give
less encouragement and have lower expectations of their children than two-parent
attainment with the family is socio-economic status. The higher the socio-economic
status of the childrens family, the higher educational attainment will be realized. The
no matter, whether our measure is parental occupation, parental level of education and
family structure. This is because children from high socio-economic status tend to get
sufficient school facilities in terms of books, uniform and other learning facilities which
Smaller family size has been linked with higher academic achievement (Eamo
2005). Students with fewer siblings are likely to receive more access to resources than
On the other hand, races have been shown to play a major role in the life of a
student (Battle & Lewis 2002, Crosnoe, Johnson, and Elder 2004, Tam and Basset
2004, Seyfried 1998). Numerous studies have found non-White, minority students to be
a disadvantage and to reach lower academic achievement than whites (Battle et al 2002,
Science Achievement of Grade 10 Indigenous Students 17
ethnic groups, particularly black Caribbean pupils, include the quality of schools they
have attended (Cassen and Kingdon, 2007), low teacher expectations of black pupils in
qualifications in a prejudiced labour market (Kingdon and Cassen, 2007). Cassen and
Kingdon (2007) suggest that school quality makes a difference to outcomes, even after
taking into account students social and economic circumstances. They argue
furthermore that disadvantaged students and minority ethnic students are likely to
It has been clear for some years now that minority ethnic groups have higher
participation rates in higher education (HE) than the white group (Connor et al., 2004;
Researchers such as Steele & Aronson (1995), Steele (1997,1999), Kauchak &
Eggen (2005) and Ogbu (2003) have focused on differences in educational achievement
certified teachers in some schools and unequal distribution of state, federal and local
more culturally sensitive curriculum within the K-12 classroom in order to make for
CHAPTER III
RESEARCH METHODOLOGY
Science Achievement of Grade 10 Indigenous Students 19
Research Design
The researchers used the descriptive and inferential type of research design. It is
descriptive because the research surveyed the performance of the Grade 10 students of
Del Monte National High School. It is also an inferential type of research design for it
Research Respondents
The research respondents will be the entire Grade 10 students in which the
researcher will administer a Science examination that will be used in determining their
achievement. Students in this school are classified according to their ethnicity and.
Manobo
Talacognon
Ilonggo
Boholano
Cebuano
3,001-5000
5,001-7000
7,001- 9000
9,000 above
Research Locale
Del Monte National High School (DMNHS) is situated 100 meters away from
national high way. The school is one of the biggest school in Talacogon, Agusan del Sur
and was chosen by the researcher since many of the Indigenous people in the
neighbouring barangays sent their children in the school to study, and therefore the
achievement of the indigenous students can be easily compared to with the achievement
of the mainstream.
Research Instrument
A test questionnaire was used in this study. It was a 30-item test questionnaire
with the profile of each respondent. The questionnaire was made according to what are
the topics that their teacher has already discussed in Grade 10 Science module.
Corrections, comments and suggestions will be considered for the finalization of the
tool.
national High School. The researchers were the facilitators of the examinations. Each
section was given an hour to finished the exam. The examination was done for only a
day.
In this study descriptive statistics was used. To test the relationship between
CHAPTER IV
Science Achievement of Grade 10 Indigenous Students 22
This chapter presents, analyses, and interprets the following data by using the
Table 1.1 shows the distribution of the ethnicity affiliation of the students of Del
Monte National High School. Most of the respondents were Cebuano which has 57
students or 47% of the whole population; followed by Ilonggo which comprised 24% of
The table also shows that Del Monte national High School is mostly composed
of Cebuano students. We can observe that the school where the study is conducted is
Table 1 .2 Distribution of
Mainstream
Frequenc and Indigenous
Ethnicity y Rel. Freq.
Mainstrea
m 105 0.86
Indigenous
Students 17 0.14
Table 1.2 shows the percentages of two types of ethnicity affiliation of the
comprised of 17 students and has a frequency of 14%. Mostly of the Grade 10 students
Table 1.3 shows that 122 respondents, 31 students comprised 25% of the whole
24% of the whole population has a family income of 9,000 pesos above, 26 students
comprised 21% of the whole population has a family income of 3,001-5000 pesos, 19
students comprised 16% of the whole population has 5,001-7000 pesos and 17 students
In addition, majority of the people in Del Monte are farmers, loggers, rubber
and banana cultivators. By such, we can infer that the incomes of the people living in
Table 2.1 shows the achievement of the students in Del Monte National High
School in terms to what ethnicity they belong. The mean of the both scores of
mainstream and indigents was 10.26. It means that those students have a score higher
than 10 would pass and the students have a score of below 10 will fail. For students
belong to mainstream ethnic groups, 88 students had passed the said examination and
only 60 students got failed. While for those Indigenous students, there were 5 students
that passed the said examination and 12 students got failed. More of the students passed
the examination were from mainstream ethnic groups. In short, mainstream ethnic
High School in terms of their monthly income. The mean used to identify whether the
students were able to pass or fail is 10.26. Scores which are above the mean will pass
the said examination while the scores lower than the mean will be failed. For students
having a monthly income of 1,000 to 3000, only 7 students have passed and 24
students have failed; for students having a monthly income of 3,001 to 5000, only
11 students have passed and 15 students have failed, for students having a monthly
income of 5,001 to 7000, 8 students have passed and 5 students have failed; for
students having a monthly income of 7,001 to 9000, 12 students have passed and 5
students have failed; for students having a monthly income of 9000 above, 12
Other factors may affect the achievement of the students not just the monthly
family income. It maybe the weather condition that affects their achievement because
of Del Monte National High School in terms of Ethnicity and Family monthly
income.
3.1 Ethnicity
Science Achievement of Grade 10 Indigenous Students 27
Table 3.1 shows that there is no significant relationship between the ethnicity
and the Science Achievement of the Students. This can be further interpreted that the
performance of the students in Science does not depend on their ethnicity whether they
students which is 0.156. It implies that it has a positive relationship but low. Positive
correlation coefficient depicts direct relationship between Monthly family income and
Science Achievement of Grade 10 Indigenous Students 28
also increases.
Table 4.1 shows the result of the T-test using HSPSS. The p-value which is 0.00
is less than the alpha 0.05. This will lead for the rejection of the null hypothesis.
CHAPTER V
study.
Findings
whole population.
The table also shows that Del Monte national High School is mostly
composed of Cebuano students. We can observe that the school where the
mainstream.
It shows the percentages of two types of ethnicity affiliation of the
School in terms to what ethnicity they belong. The mean of the both
students have a score higher than 10 would pass and the students have a
students got failed. While for those Indigenous students, there were 5
students that passed the said examination and 12 students got failed.
said examination.
National High School in terms of their monthly income. The mean used
to identify whether the students were able to pass or fail is 10.26. Scores
which are above the mean will pass the said examination while the scores
lower than the mean will be failed. For students having a monthly
Science Achievement of Grade 10 Indigenous Students 32
5000, only 11 students have passed and 15 students have failed, for
passed and 5 students have failed; for students having a monthly income
Other factors may affect the achievement of the students not just the
monthly family income. It maybe the weather condition that affects their
achievement because they cant concentrate well since the rain pours so
heavy.
between SES and achievement which means as the SES increases the
value which is 0.00 is less than the alpha 0.05. This will lead
CONCLUSIONS
Surigaonon and Ilokano). The ethnicity that covers most of the population is
Ilonggo. While the Indigenous groups in Del Monte were Talaandig. Manobo,
Talacognon, Waray.
3. Students belong to mainstream ethnic groups got high scores compare to
indigenous students.
4. There is no significant relationship between the ethnicity and the Science
Indigenous students as per result of other researches that SES and Ethnicity
confidence.
6. The school must have organizations or clubs that could help indigenous students
REFERENCES
Science Achievement of Grade 10 Indigenous Students 37
375 403.
Battle, Juan. And Michael Lewis. 2002. The increasing significance of class:
ABU.
Bollen, K., Glanville, J. A., & Stecklov, G. (2001). Socioeconomic status and
Press.
Eamon, Mary. Keegan. 2005. Social-demographic, school, neighborhood, and
Guatemala, Mexico, and Peru. Policy Research Working Paper Series, 3982.
59(4), 821-840
Science Achievement of Grade 10 Indigenous Students 39
economic 30(2),171.
McEwan, P. J. & Trowbridge, M. (2007). The achievement of indigenous
Purdie N, Ellis L & Stone A 2004. Deadly vibe: engaging Indigenous students
APPENDIX A
Letter to the Principal
January 6, 2017
Jezreel L. Balansag
Principal I
Del Monte National High School
Del Monte,Talacogon, San Luis Agusan del Sur
Sir;
Greetings!
The undersigned are 4th year Bachelor in Science Education Major in General Science
students of Philippine Normal University-Mindanao will be conducting a research
entitled, SOCIO ECONOMIC STATUS AND ETHNICITY ON SCIENCE
ACHIEVEMENT OF GRADE 10 INDIGENOUS STUDENTS IN DEL MONTE
Science Achievement of Grade 10 Indigenous Students 41
Respectfully yours,
APPENDIX B
January 6, 2017
Madam/Sir:
The undersigned are presently undertaking a study titled Socio Economic Status and
Ethnicity on Science Achievement of Grade 10 Indigenous Students in Del Monte
National High School Talacogon, Agusan del Sur A.Y 2016 2017.
In this connection, the researchers would like to ask permission from your good office
to conduct the said study and administer their test papers to the Grade 10 students to
acquire the important data to the study.
Science Achievement of Grade 10 Indigenous Students 42
IAN T. UNDAYOY
Researcher
Noted:
APPENDIX C
Dear Respondents,
The Undersigned is presently undertaking a study titled Socio Economic Status and
Ethnicity on Science Achievement of Grade 10 Indigenous Students in Del Monte
National High School Talacogon, Agusan del Sur A.Y 2016 2017.
The questionnaire will determine the achievement of the Grade 10 Indigenous Students
in Del Monte National High School. Please answer the test paper carefully.
IAN T. UNDAYOY
Researcher
APPENDIX D
Research Instrument
1. Which plate boundary is formed between the Philippine plate and the Eurasian
plate?
a. transform fault c. convergent
b. reverse fault d. divergent
4. How did seismologists determine the distance of the epicenter from the station?
a. the difference in the arrival times of the P and S-waves
b. the ratio of the amplitude of the largest P and S-waves
c. the arrival time of surface wave
d. the speed of the surface wave
7. Miners dig into the Earth in search for precious rocks and minerals. In which layer is
the deepest explorations made by miners?
a. Inner core c. Mantle
b. Outer core d. Crust
8. In 1912, Alfred Wegener proposed a theory that the Earth is once a single landmass.
What is the name of the Mesozoic supercontinent that consisted of all of the present
continents?
a. Gondwanaland c. Pangaea
b. Laurasia d. Eurasia
9. The movement of the lithospheric plates is facilitated by a soft, weak and plastic-
like layer.
Which of the following layers is described in the statement?
a. Asthenosphere c. Lithosphere
b. Atmosphere d. Mantle
Science Achievement of Grade 10 Indigenous Students 45
12. All magnetic phenomena result from forces between ________ in motion.
a. Electric charges
b. Repulsion activities between two charge particles
c. Both A and B
d. None of the Above
13. Which of the pair that can show to us induced magnetism phenomenon?
a. electromagnet and nails
b. electromagnet and a rope
c. electromagnet and rubber band
d. electromagnet and aluminum foil
14. Which of the following that can be a good core to be used in making
electromagnet?
a. Iron rod
b. Tin rod
c. Aluminum rod
d. Plastic tube
16. The resistance you feel when pushing a piece of iron into a coil involves
a. repulsion by the magnetic field you produce.
b. energy transfer between the iron and coil.
c. Newton's third law.
d. resistance to domain alignment in the iron.
19. What theory suggests that light travels in a straight line with high velocity?
a) corpuscular theory of light
b) wave theory of light
c) tactile theory of light
d) quantum theory of light
20. Arrange the electromagnetic wave from longest wavelength to shortest wavelength.
a. microwave, radiowave, infrared, visible lights, ultraviolet, x rays, gamma rays,
b. radiowave, microwave, infrared, visible lights, ultraviolet, x rays, gamma rays
c. visible lights, ultraviolet, x rays, gamma rays, infrared, microwave, radiowave
d. ultraviolet, infrared, x rays, gamma rays, visible lights, radiowave, microwave
21. The reason that an electron moving in a magnetic field doesn't pick up speed is
a. magnets only divert them.
b. only electric fields can change the speed of a charged particle.
c. the magnetic force is always perpendicular to its motion.
d. All of the above.
22. What kind of mirror is used in automobiles and trucks to give the driver a wider
area and smaller image of traffic behind him?
a. Plane Mirror c. Concave Mirror
b. Convex Mirror d. None of the above
23. What type of mirror do dentists usually use to see clearly the images of our teeth?
Science Achievement of Grade 10 Indigenous Students 47
26. If you stand in front of two adjacent large mirrors (at 90 angle), how many images
will you see?
a. 1 c. 3
b. 2 d. 4
28 A light ray, traveling parallel to a concave mirrors axis, strikes the mirrors surface.
The reflected ray __________.
a. passes through the mirrors focal point
b. again travels parallel to the mirrors axis
c. travels at right angles to the mirrors axis
d. passes through the mirrors center of curvature
29. A man is standing between F and 2F in front of a convex lens. What would be the
orientation of the image?
a. upright
b. inverted
c. virtual
d. real
1. C 16. A
2. A 17. D
3. B 18. B
4. A 19. A
5. A 20. B
6. B APPENDIX E 21. C
7. D 22. B
8. C 23. A
9. A 24. B
10. D 25. B KEY
ANSWERS
11. B 26. C
12. B 27. A
13. A 28. C
14. A 29. A
15. D 30. A
Science Achievement of Grade 10 Indigenous Students 49
CURRICULUM VITAE
Personal Data
Status: Single
Educational Background
2013 - 2017
2009 - 2013
2003 - 2009
CURRICULUM VITAE
Personal Data
Status: Single
2013 - 2017
2009 - 2013
2003 - 2009