A study of The Effects of Socioeconomi Status to Student's Cognitive Ability

A Research Paper presented to the faculty of Nabunturan National

Comprehensive High School- Integrated Senior High School

Nabunturan, Compostela Valley Province.

In partial fulfillment of the requirements for the subject Practical Research

Proponents:

Abellar, Marvin A.

Adorable, Nielmar John

Villones, Novalyn C.

Vito , Teresa

Practical Research Teacher : Mrs. Analyn M. Loreto

ABSTRACT

Education is the most powerful weapon that individual could ever have.Indeed,

study is very essential for those students who are aiming a high grades, a

study were a are gaining knowledge about certain things. Furthermore, study

is a very percious and expensive for everyones' life. People have different

meaning about study and the importance of it in their lives. Studying is the

2
only reason why many people had already succeed. The purpose of this study

is to explore and to determine the effects of Socioeconomic Status to

student's Cognitive Ability in Nabunturan National Comprehensive High

School - Integrated Senior High School. The population consisted of 11th

grade of Senior High students enrolled in Nabunturan National Comprehensive

High School- Integrated Senior High School. This research study examine the

relationships in the school, especially dealing in transactions between

Socioeconomic Status and Cognitive Ability. Premier , the research examined

the overview of the relatonships between Socioeconomic Status and Students

Cognitive Ability ; and those factors that contributed to these interactions.

This overview included both Socioeconomic Status and Cognitive Ability and

insights, personal characteristics and then explores the different effects of

Socioeconomic Status- Cognitive Ability. The overview of this study literature

conducted on how to overcome and develop positively relationhips.

Socioeconomic Status including , attitudes, financial, communication,

occupation, educational background , cognitive abilities. All are playing there

role in cultivating relationship in Cognitive Ability. Result shown that level of

students in terms of socioeconomic status with a mean of 1.90 and standard

deviation of 0.23 and with the descriptive equivalent of sometimes then the

level of cognitive ability of students with a mean of 2.09 and a standard

deviation of 0.27 with a descriptive equivalent of sometimes, while correlation

between measure have an r- value of .191 with a p- value of .012. As shown on

the gathered results in data it was that the socioeconomic status have the

significant and relationship with the cognitive ability in terms of identifying

and evaluating the respondents side in the questions in the survey.

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 DEDICATION

Every challenging work needs a self efforts and hardworks as well as guidance

of elders especially those people who were very close to us and helped us. We

humbly dedicate this study to our respective families whose undying love and

guidance, support to made this research possible the fruits of our efforts. To

our dearest friends , classmates for their untiring encouragements to us and

also to our polite respondents for their cooperation while conducting the

study. And the most of all to our great Almighty God the author of knowledge

and wisdom, the finisher of our faith who always look up secure and safe and

help us made this research possible.

ACKNOWLEDGEMENT

I would like to take this opportunity to acknowledge the students who

made this research possible. I would like to thank also my research committe :

Novalyn C. Villones , Teresa Vito, Marvin Abellar, and myself Nielmar Jhon

Adorable. I would like to thank Novalyn C. Villones for sharing her knowledge

and for guiding us with revision. I would like to thank Marvin Abellar , and

Teresa Vito for the concerning to this research and all of the sugestions .

Indeed I would also like to thank to all of my groupmates who made this

research stronger and successful.

I would like to thank Nabunturan National Comprehensive High School-

Integrated Senior High School for allowing us to conduct the study of The

Effects of Socioeconomic Status to Students Cognitive Ability. I also thank to

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each one of our families who supported us in our finances and guiding us and

ofcourse for allowing us to make this research possible and succesful. Also I

thank especially to our Assistant School Principal II for allowing us to conduct

our study. And lastly I would like to thank to our Subject teacher who give this

tasks to do this research study as one of the best experienced ever to our lives

in Senior High eventhough it is very hard to create a research study but still

we did our best to accomplish it.

CONTENTS

Page

Abstract ...................................................................................................... 2

Dedication ................................................................................................... 3

Acknowledgement ..................................................................................... 4

Chapter 1

Introduction .................................................................................... 7

Rationale .......................................................................................... 7

5
 Research objectives ......................................................................... 8

Hypothesis ........................................................................................ 9

Review related literature ................................................................... 9

Theoretical framework ..................................................................... 18

Conceptual framework .................................................................... 19

Significance of study ....................................................................... 20

Definition of terms ........................................................................... 21

Chapter 2

Method ............................................................................................. 22

Research design ............................................................................. 22

Research locale .............................................................................. 22

Research instrument ...................................................................... 23

Data gathering procedure ............................................................... 25

Statistical treatment of data .......................................................... 26

Chapter 3

Level of the students in terms of socioeconomic status ........... 26

Level of Cognitive ability of students............................................. 29

Correlation between measures ..................................................... 32

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Chapter 4

Level of students in terms of Socioeconomic status .................. 33

Level of Cognitive ability ................................................................ 34

Correlation between measures ...................................................... 34

Conclusion ....................................................................................... 35

Recommendation ............................................................................ 36

INTRODUCTION

The Effect of Socioeconomic Status to the Students’ Cognitive Ability

Rationale

Education is the most powerful weapon that individual could ever have.

Indeed, study is very essential especially for those students who are aiming a high

grade, study where gain knowledge about certain thing. Furthermore, study is a very

precious and expensive for everyone's life. People have different meaning about

study and the importance of study in their lives. Studying is the only reason why

many people had already succeed. In addition, study is the most precious treasure

that a person could have. Academic performance is the extent to which students,

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teachers or institution has achieved their educational goals. Indeed, cognitive ability

can lead to improved learning and intention of the knowledge at present situation

studying with a good cognitive ability will help individuals arise and lead to the goal of

positivity and improvement. Socioeconomic Status or Financial Pressure is a

situation where money worries are causing you stress, many people are facing hard

financial times and the impact on mental health can be significant.

This Study connects poverty low cognitive ability and it can conclude that

Financial chess affects poor individuals 10 more than well-off individuals. Here in

NNCHS especially SHS many students believe that socioeconomic status is having

an adverse effect on their study and also cognitive ability. These problems can seem

impossible to overcome, but you can get help and steps to improve your situation.

Many academic researchers in the fields of personal finance have chosen to define

the concept as “The ability to make informed and efficient judgement regarding the

use and management of money” (schagen and Lines 1996).

As of now, as people experience crisis of money it can affects their Life, money is not

enough to provide in terms of their daily needs, indeed if the students cannot afford

their schools projects it can affect their grades and also if their money are not

enough it can give more effects on their behavior and performances. Nowadays

many of students are choose to be absent in class or stop in schooling due to

socioeconomic status. In order for them to be on top they have to step in the ladder

of success in short they have to take the risks. As the days goes by education

became more expensive.

At the end of this study we researchers Aims to conceptualize some data’ s to

emphasize the socioeconomic status of Grade 11 Students. This study helps them to

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find a way and gives inspiration to solve these kind of problem to achieve their goal

for the better future in the next generation.

Research objectives

The main objectives of this research is to determine the effects of the

student’s socioeconomic status to their studies and Cognitive Ability.

specify, it aims:

1.What is the level of students in terms of Socioeconomic Status?

2.What is the level of students in terms cognitive ability?

3.Is there a significant relationship between socioeconomic status and cognitive

ability of students in terms of sex?

Hypothesis

The following hypothesis will be tested at 0.05 level of significance:

There are no significant predictors between study and cognitive ability.

Review of related literature

According to Julie Boehlke (Nov.02 2015) If you and your family facing

socioeconomic status, you conclude how to manage easiest way towards on your

finances. Many status financial issues are just short term effect by parent’s income

but if losing one income or work having an effect to the monthly budget or you get a

financial problem not only your family, in yourself also.

According to Reinhart and Rogoff (June 2014) Socioeconomic Status taking

an opportunity as in disturbance. They can arrive from numerous internal and

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external origins and start from different sectors. For chance, socioeconomic status

may occur no increase in income and if there is an increase in living cost. Unplanned

spending is also one of the causes to be the cause of socioeconomic status.

According to Falahati and Faim (2012) Socioeconomic Status is referred to as

impotence to manage cost. College students are the first center of current study,

since they are the oncoming career, job strength contribution. In any rate, the

financial situation as of now college students is introduce increasing by high levels of

debts (Roberts and Jones 2001).

According to Ibrahim and Alqaydi (2013) The Socioeconomic Status among

adults be the hottest subject today. The people’s ability to handle her/his personal

coffers have an important issue because people looking at variant aspect of their

finance affair. Most of people, financial affair has not longer looking like savings and

borrowings and also on long-term opportunity such as children plans, retirement

plans, and family future home. The basic sum of money decision also part of finance

by individuals.

According to Beatrice Anak Wong (August 16,2013). In the flesh

socioeconomic status are mostly mention as a caused of workplace problem such as

low salary, overspending, heavy debts, spending behavior and lack of knowledge

about money. Socioeconomic Status is a reason why many people get a stress and

having a crisis. Not only difficult worried about the socioeconomic status, but also the

middle and higher income, people are no exception. Socioeconomic status is not

having the high salary may guarantee people, but it is their financial management.

Financial trouble starts when you have a problem with budgeting that

sometimes lead to a serious socioeconomic status. Now a day, there are factors that

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most of the family involved crisis. Socioeconomic status gives bad impact that some

people tempted especially whole family that their children affect their educational.

(Caldwen 2018).

One of the biggest problem of a students now a day is financially. Yet some

students find a way to support their needs. And sometimes students borrow too

much money while in school. According to Jonah Masud, he states there that one of

the biggest problem of a students is financially. With the proper educational support

about living independently with their parents and teachers. Young adults easily learn

from them, however parents often overlook teaching financial skills to show their

children on how to handle, savings their money for school needs. This study

examines what kinds of socioeconomic status students face. By knowing what

problems encounter by the use of questionnaires, the participants asked to indicate

that financial education they would be interested in if offered. (Janah Masud 2014).

Socioeconomic Status is the one causes stress that can affect your health

especially job performances, education and many more. Sometimes it can lead to

depression that a person finds a solution by suicide to solve much problem. (Hanafi

2011).

To avoid this kind of problem, make plans to ensure the things especially to

our education. Because some students are not mature enough to accomplished

budgeting and spending too much. But sometimes students much still have ability to

plan on how to properly use their money. In conclusion some students find out the

possible way so that they won't regret in future, students also must have taken an

example who already undergo wasting money. (Hamilton 2015).

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 Money is one of the most deserve elements in people’s lives. Individuals not

only devoted much time to earning and disburses money, but they also develop

strong emotions and attitudes regarding its meaning and use. Socioeconomic Status

can affect your conditions, academic success but the value of education for students

from poor background is the reason why to changed their economic status and

family level without a deficient financial resources it can causes poverty especially

for the students and it will marginally mitigate when merely extends and affect

reproduces systematic condition of poverty. (Bernadette Johnson,2014).

According to (Kyoshaba Martha 2009) that Cognitive Ability is frequently

defined as in terms of examinations, performance in tests in course work. Students

Cognitive Ability is assessed by the use of tests, assignments and examinations.

Academic performance is one of the most measured by the examination results and

one of the major goals of an institution. School are established with the aim of

imparting knowledge and skills to those students and behind all of this way of

enhancing and developing good cognitive ability. Student input and output are

admitted into the school with different admission points and from various school

background. The management of institution change through the process of teaching

skills and learning outcomes of students is seen through their cognitive ability. In

most of the studies done on a cognitive ability of students, according to literature

cited that social economic status is related to cognitive ability. There is substantial

support to assume that parent’s social economic status affects the student’s

cognitive ability. There is no difference between public school and private school in

terms of cognitive ability.

Students are the most essential asset for any educational institution. The

social and economic development of the society is through with the student’s

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cognitive ability. Students performance or students’ academic achievement gives

significant rule in who will become a great leader and man power of society thus

responsible for the country's social and academic development. Students are the key

to success to the country and students are the key for the development of the society

it comes from their performance or academic achievement. Guidance is one of the

factor which a student can improve his or her study attitudes and it is directly to

academic achievement. (Irfan Mushtaq and Shabana Nawaz Khan 2012)

According to (Dr. Mihir Kumar Mallick 2016) that Cognitive Ability is one of the

most important target of education and has always been influenced by number of

factors such as parental encouragement and school environment. Cognitive Ability of

students is the Centre around which the whole education system States. The

achievement and failures of any educational institution is measured in terms of

cognitive ability of any students. Parents have the very high expectations from their

children’s' cognitive ability as they believe that better cognitive ability results may

lead to a better career for future security. Cognitive Ability is the educational goal to

be achieved by a student or institution. Indeed, cognitive ability is the outcome of

education to which a student and institution has achieved their educational target.

Students are the most essential asset for any educational institute. Indeed,

educational institution has no worth without students. Students success in any

academic task has always been of special interest to educators, parents and society.

A number of studies have been carried out to distinguish the factors that affect

cognitive ability of students in a count of educational institutions worldwide. Students’

academic is the product of socio-economic, psychological and environmental factors.

Socio-economic particularly parent's education has a positive influence on the

cognitive ability of students. (Eric Twum Ampofu 2015).

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 According to (Zahoor Ahumad 2014) that cognitive ability depends on

academic interaction and academic interactions rely on study attitudes and home

environment. Students cognitive ability have been the area of interest for higher

education institute. Cognitive Ability is an essential factor in the success of the post

education period with respect to employment. It means cognitive ability can be

estimated for any student by its home environment and learning skills.

This research measuring Cognitive Ability that depends on different socio-

economic, psychological and environmental factors which is focusing research

studies academic performance that affect by different factors such as learning

abilities. The new paradigm about performance that all students can learn at higher

levels but it should not be considered as constraint because there are different

factors affecting cognitive ability like race, low of financial, gender, sex that gives low

improvement students cognitive ability. This factor explains why student’s

achievement economic circumstances are not improving in. This study helps the

student to contribute and find out inelastic behavior which affecting their performance

that makes progress in his or her studies. (Syed Tahir Hijazi and S.M.M.Raza Naqri

2006).

According to (Lane Coonrod 2006) that Cognitive Ability of a student can be

analyzed by thinking of a student having a production function in which output his/her

Cognitive Ability. The students have a different characteristic that will assume each

firm will use available inputs in the same way. Cognitive Ability does not always

reach to production forces in predictable manner. There are two core inputs on how

financial use which is ability and effort. Because if we manage and used this cores

we can also manage our study and cognitive ability to have an academic

14
achievement and get a successful performance. In addition, there is no reason why

we should not continue our study and not performing well.

Academic materials and investigating dropping out due to costs in any

problem. They believed that financial concerns impacted their cognitive ability they

said that lack of financial may have different reasons like, unemployed parents and

uneducated that cause lower Cognitive Ability. Lack if financial gives financial stress

to reach of every student, it can also give big impact that can affect their behaviors

and perceptions. Indeed, it can also help or give a harmful effect on behavior of an

individual. When individual use a problem focused coping style. They attempt to alter

their relations with a stressor, one of the idea or strategy to increase their financial is

to reduce their experiences and know what are they needs and wants that important

in order to save money. (Kevin Fosnacht, Yiran Dong 2013).

According to (Femi Oguushola. PHD.A.M Adewale 2012) that cognitive ability

of students has an environmental factor that diverse statistical tests were performed

on a various data collected to establish statistical significance of the effect on

students Cognitive Ability. Parental background did not have significant effect on the

Cognitive Ability of students. However parental status has a possible effect on

student’s cognitive ability or achievement. The two variables indicated significant

influence reflect the student’s nature and played notable role in the academic

achievement. The study helps the students with their academic achievement

especially the students who are crisis of financial.

This study aimed to determine the impact of financial literacy on the level of

cognitive ability of students. In today's world the important thing is to manage our

personal finance because this is one of the way on how to achieve the educational

15
achievement. Lack of financial management has been identified as one of the factors

that the students does not complete or accomplish higher education which affected

the cognitive ability. To provide our daily needs and wants we need to apply money

management so that it can help each individual and this is also one of the strategies

to improve their academic success. (Ruben Capizo,Janet Sabado 2016).

Financial can give big impacts to a student who are studying Because the

results clearly indicate that financial problem impacts student’s behavior and

performances. However, lack of money is one of the cause why students did not

participate in activities due to this problem. So that they believed that financial

concerns impacted performance, but there is a strategy to avoid socioeconomic

status that cognitive ability though reducing their expenses, more handwork and

increasing their parent’s income, indeed socioeconomic status cannot affect

student’s behavior and performances. (Kevin Fisnacht, Yiran Dong 2013).

The prime reason for their now-involvement in their children education is

socioeconomic status which affect the way of academic achievement and

performance of students to make the students success parents must be involve and

participate in my role that important in learner's cognitive ability. Indeed, school

encourage to reach out the parents by implementing practices that support parent’s

participation such as flexible scheduling of home school conferences. Family are

need to work together and share responsibilities for their student’s cognitive ability

and for each mutual goals. The connection of socioeconomic status to a cognitive

ability is to create Barrie's for their student’s achievements that why we need to have

a moral support from our parents for our success. (Dikgale Margaret Mosibudi 2012).

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 According to Reindolf Yao Nawi Adzido, Oliver Edward Dzogbede, Emmanuel

Ahiave Onesimus Kwashic Dorkpah 2014 at this moment one of the major problem

in our society is financial so that we found little correlation between income and

cognitive ability. It shows that financial status has a very small and insignificant effect

on students educational Attainment. One of the major factor why student cannot

perform better is Family Income Because it limits both our educational Attainment

and Cognitive Ability, so that we need to a good Financial support from our parents

for our education to motivate students and perform better. Low income is a predictor

of the level of cognitive ability that can cause alienation and dropout of students. The

relationship between family income and student’s cognitive ability is a global

Phenomenon Because many counties face similar problem. However, the

differences between the students has a low is performing poorly them those richer

families.

Finance are affecting students Cognitive Ability Because for now the students

who did live close to their lecture venues usually walk in a long distance on foot due

to socioeconomic status that gives a big impact on their study. Financial affects

Cognitive Ability even their Ability to find employment after graduation. The poor

economic conditions affecting damage self -Esteem and can result in depression,

drug and violence which contribute to the high suicide rate. One of the cause of low

financial is absenteeism because many students cannot afford the essential learning

material like textbooks, secondly a student who takes much everyday so that may

lead the student’s absenteeism and trying to meet their needs. That’s why we need

to help each of every student who are lack of financial to make their study success.

(Nuamani, Chibuike Ngene. Dikko, Hussani Garba Kinta,L.M. 2014.

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 As of now a recent report noted that the parents are more in the process of

imparting educational knowledge excel their Academic career and often more

productive in our society. Indeed, there are other reports that indicate parent’s

education and family income that shows children from parents who are professional

has a capability potential and a chance to perform better also to improve in

Academic Achievement or Performance Because they are easily get the learning

materials that needed. Indeed, it also affect their cognitive ability and they cannot

Perform better. In addition, parents should encourage their students to have a

confidence for their cognitive ability and achievement even though their financial are

not enough. (Chioma Henrietta Machebe, Bernedeth N. Ezegbe, Joseph Omoha

2017).

Theoretical Framework

Financial theory education according to (Chang 2005), this theory states that

we must help students improved their critical thinking by evaluating necessary issues

conceptually and logically. It is such a critical thinking skills that enable students to

involve in '' Process Learning'' which in turn enable the students to changes happen

in financial world. As the world faces towards economic uncertainly it is really

important for us to equip our children with the financial literacy skills to be a critical

thinker that they need to make a wise decision on how they spend and save their

money. (Simon Martin)

Socioeconomic Status was more mixed, indicating that financial experience

before college may create bad influence or bad/poor behavior towards financial

management that could be ease through financial education during college. Financial

18
management influences that experience or socialization deserves and cognitive

ability. (Mohammad Fazli Sabri 2010).

This study aimed to determine me impact of financial literacy on the level of

cognitive ability of students. In today's world the important thing is to manage our

personal finance because this is one of the way on how to achieve the educational

achievement. Lack of financial management has been identified as one of the factors

that the students does not complete or accomplish higher education which affect the

cognitive ability. (Ruben Capizo,2016)

IV DV

Socioeconomic status Cognitive Ability

Conceptual Framework

Figure 1. The Conceptual framework of the study, the independent variable

which is the socioeconomic status which contains of one dimensions which is:

Socioeconomic or financial status and parental income. This explains that

socioeconomic of financial status defined as an economic and sociological combined

total measures every person's job experience of individuals economic and social

position, it also refers to family income, earner's education, and occupation in

19
society. In addition, low income and education could be strong predictors of a range

of physical and also mental health problems. Parental income defined as the any

income of family receive. It also refers to the alignment with the definition of family’s

scheme income, furthermore it refers daily income of the family. Indeed, parental

income refers to earned money from their investment, business and works. Money

management refers to how financial assets are managed, money management

include critical areas in financing like investments and budgeting, it also defined an

act or skill process of deciding or controlling how to use the money in a good way.

Money management is considered one of the significant solution for the family that

has no any idea how to manage their financial assets towards their needs and

desires. It is a strategy used to ensure money where will it be needed. And have

essentials roles of managing money. This implies that a person without the money

management skills will be experience financial difficulties. (Ibrahim et al,2009).

While the dependent variable is the cognitive ability in cognitive ability refers to how

a person understands a thing and act in it also refers to a mental abilities or

processes of every human action. In addition, cognitive ability also refers individual’s

performances in a various mental activities associated with learning. On the other

hand, cognitive abilities or skill are brain-based skills we need to carry it out any task

in order to develop and gain more knowledge. It also refers to an experiences and

sensation. Furthermore, it refers on how individuals understands their self and

environment or how much they know about the world. Cognitive ability explains the

variations of academic achievement with specific cognitive abilities could improve

and develop your memory. (Treena Eilleen Ronde, Lee Anne Thompson).

Significance of Study

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 As its affects the study and academic of Senior High School students in

Nabunturan National Comprehensive High School. This study may helpful both

school administrators and teachers. It helps school administration to design and

implement programs and policies to improve the study and as well as students’

academic performance. Also, this will be one of the bases of teachers on how they

come up with the students and for them to motivate, encourage and improve the

perspective of students in terms of financial.

In addition, this will help the parents to understand their role as a counter part of

teachers in the improvement of their children's performance. Furthermore, parents

can use the outcomes of the study to figure out student’s problem. It may also bring

awareness among students about their individual rights and responsibilities to

achieve the quality of their education.

Definition of terms

As used in this study, socioeconomic status refers to a situation where money

worries are causing a stress, many people are facing hard financial times and the

impact on mental health can be significant.

As used in study, study refers to the learning of a students on how they

intellect /analyze the different lessons.

As used in this study, Cognitive Ability refers to a grades for their cognitive

ability and it will refer to the level of schooling you have successfully completed and

ability to attain success in your studies.

Chapter 2

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 METHOD

This chapter gives a description of the research method and the procedure

of the study, which includes the sampling technique, the research instruments and

statistical tools.

Research design

As we undergo the qualitative research -The non-experimental design utilizing

correlational technique. Qualitative research design is a formal object, systematic

process in which numerical data are used to obtain information about the variables.

(Lamar 2005).

We use this kind of design to describe and examine relationship between

independent variable which is Socioeconomic Status and the dependent variable

which is student's Cognitive Ability. The data collected to the students in NNCHS-

SHS in every various sections. Correlational research design is a qualitative method

of research in which you have two or more qualitative variables. The main purpose of

this study is to determine which domain in Socioeconomic Status that affects the

students Cognitive Ability in NNCHS-SHS.

Research Locale

The study was conducted at the Nabunturan National Comprehensive High

School - Integrated Senior High School, located at the Municipality of Nabunturan,

Province of Compostela Valley. The municipality of Nabunturan is in between the

Municipality of Montevista and Municipality of Mawab. It is composed of twenty-eight

(28) Barangays with seven (7) School District.

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Map of the Province of Compostela Valley High lighting the municipality of

Nabunturan.

The respondents of this study were the Grade 11 students in the selected of

different sections in Nabunturan National Comprehensive High School - Integrated

Senior High School to wit: Edison, Mendel, Newton, Fleming and Galilei.

A random sampling was used in selecting the respondents. Below is the distribution

of Respondents.

Name of different sections of Grade 11 Population Sample

Edison 67

Mendel 58

Newton 37

Fleming 61

Galilei 62

Total 285

Research Instrument

We as a researcher we made a questionnaire to gathered data. There are two

(2) sets will be prepared by the researcher first is to determine the level of financial

23
problems of students in terms of socioeconomic or financial status. While the second

set is to find out the cognitive ability of students in the selected sections of Grade 11

SHS students of NNCHS which include the cognitive ability. The first questionnaire is

for independent variable consisted of ten (10) questions in each indicator. Using the

Likert scale, 10 is the highest and 0 is the lowest for the first questionnaire.

The second questionnaire is consisted also of ten (10) questions using the Likert

scale, ten (10) is the highest and 0 is the lowest.

Range Descriptive Interpretation

8.2-10.0 Very High This means that the socioeconomic status of

students is Always.

6.2-6 High This means that the socioeconomic status of

student is High.

4.02-6.0 Moderate This means that the socioeconomic status of

students is fairly High and Low.

2.2-4.0 Low This means that the socioeconomic status of

students is Low.

0.2-2.0 Very Low This means that the socioeconomic status of

students is Very High.

To measure the Socioeconomic Status of students. The following parameter limits

were utilized.

Range Descriptive Interpretation

24
8.1-10.0 Very High This means that the Cognitive Ability of

students is Very High.

6.1-8.0 High This means that the Cognitive Ability of

students is High.

4.1-6.0 Moderate This means that the Cognitive Ability of

students is fairly High and Low.

2.1-4.0 Low This means that the Cognitive Ability of

students is Low.

0.0-2.0 Very Low This means that the Cognitive Ability of

students is Very Low.

The Questionnaire for independent variable was pilot tested to 30 students and

undergo Cronbach’s Alpha with 0.746 which means accepted. The questionnaire for

dependent variable was pilot tested to 30 students also for test item analysis.

Data Gathering Procedure

The data was gathered through the following procedure:

Permission to conduct the study. The researcher prepared and asked from the

assistant Principal of Senior High in NNCHS through a letter and conveying the

purpose of this study and asked permission to conduct this study.

Administration and Retrieval at questionnaire: when the request was granted, the

researcher personally conducted the survey through questionnaire and actual

interview to the respondent of the study. Prior to the answering questionnaire, the

introduction was given to ensure honestly, clear and complete answer. And each of

25
item of the form was explained clearly for the students to be able to understand the

questions.

To ensure that the questionnaire serves its purpose the researcher personally

retrieved if immediately after answering. Collation and Tabulation all responses of the

respondents were checked and consolidated through Microsoft excel file.

Analysis and interpretation:

The researcher interpreted and analyzing the results based on the aim of the study.

Statistical treatment of Data

The responses to the items in the research -made questionnaire was and

interpreted using the appropriate statistical treatment as follows.

Average weighed mean. This tool was used to determine and identity the

level of socioeconomic status and the level of student’s cognitive ability.

Person-r or Product Moment Correlation. This test was used to determine the

significant relationship between the level of socioeconomic status and the level of

students Cognitive Ability.

Chapter 3

RESULTS

Level of the students in terms of socioeconomic status

Presented in Table 1 is the level of the students in terms of socioeconomic

status of grade 11 senior high school students in Nabunturan District in terms of

socioeconomic status and cognitive ability of the students. The overall mean is 1.90

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and a standard deviation of 0.23 with a descriptive equivalent of sometimes. This

means that the level of the students in terms of Socioeconomic status is much

observed by the students.

As reflected in Appended Table 1.1 it shows that I study only when there is a

quiz got a highest mean of 2.19, standard deviation of 0.59 and with a description

equivalent of sometimes. The second highest mean is The time scheduled is

followed with a mean of 2.09, standard deviation of 0.60 and a description equivalent

of sometimes. The third highest mean is Feeling hungry in class with a mean of 1.99,

standard deviation of 0.55 and a description equivalent of sometimes. The fourth

highest mean is I study only when I like with a mean of 1.99, standard deviation of

0.58 and a description equivalent of sometimes. The fifth highest mean is Teacher

gives to much memory work with a mean of 1.97, standard deviation of 0.53 and a

description equivalent of sometimes. The sixth highest mean is I do too much

household with a mean of 1.95, standard deviation of 0.62 and a description

equivalent of sometimes. The seventh highest mean is Teacher discuss many topics

in a short period of time with a mean of 1.93, standard deviation of 0.48 and a

description equivalent of sometimes. The eighth highest mean is Teacher gives

summative after discussion with a mean of 1.93, standard deviation of 0.62 and a

description equivalent of sometimes. The ninth highest mean is Feeling sleepy in

class with a mean of 1.90, standard deviation of 0.42 and a description equivalent of

sometimes. The tenth highest mean is I am lazy to study with a mean of 1.90,

standard deviation of 0.52 and a description equivalent of sometimes. The eleventh

highest mean is I feel bored, tired and sleepy with a mean of 1.89, standard

deviation of 0.45 and a description equivalent of sometimes. The twelfth highest

mean is I have no time to study at home with a mean of 1.73, standard deviation of

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 0.58 and a description equivalent of sometimes. The thirteenth highest mean is

Difficulty in seeing with a mean of 1.57, standard deviation of 0.62 and a description

equivalent of sometimes. The lowest mean is Teacher is always late with a mean of

1.44, standard deviation of 0. 52 and a description equivalent of seldom. It followed

by Teacher is frequently out/ absent from class with a mean of 1.41, standard

deviation of 0.54 and a description equivalent of seldom.

Table 1. Level of the students in terms of socioeconomic status.

Indicators Mean
SD Description
_______________________________________________________________
Socioeconomic Status 1.90
0.23 Sometimes

Level of the students in terms of socioeconomic status

Socioeconomic Status Mean SD Descriptio

n
1. Feeling sleepy in class. 1.90 0.42 Sometimes
2. Feeling hungry in class. 1.99 0.55 Sometimes
3. Difficulty in seeing. 1.57 0.62 Sometimes
4. I study only when there is a quiz. 2.19 0.59 Sometimes

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5. I feel bored, tired and sleepy. 1.89 0.45 Sometimes
6. I have no time to study at home. 1.73 0.58 Sometimes
7. I am lazy to study. 1.90 0.52 Sometimes
8. I study only when I like. 1.99 0.58 Sometimes
9. I do too much household. 1.95 0.62 Sometimes
10. The time scheduled is followed. 2.09 0.60 Sometimes
11. Teacher discuss many topics in a short period of time. 1.93 0.48 Sometimes
12. Teacher gives too much memory work. 1.97 0.53 Sometimes
13. Teacher is frequently out/ absent from class. 1.41 0.54 Seldom
14. Teacher gives summative after discussion. 1.93 0.62 Sometimes
15. Teacher is always late. 1.44 0.52 Seldom
Overall 1.89 0.23 Sometimes

Level of Cognitive Ability of students.

Table 2 Shows the level of students Cognitive Ability of grade 11 students of

NNCHS in terms of Cognitive Ability the means of Cognitive Ability is 2.09 and the

standard deviation of 0.27 which means that Cognitive ability of students is

sometimes.

As reflected in Appended Table 2.2 it shows that Motivate myself by doing

things got a highest mean of 2.45, standard deviation of 0.55 and with a description

equivalent of sometimes. The second highest mean is Purposefully doing fun things

that I like when I am feeling badly with a mean of 2.33, standard deviation of 0.58

and a description equivalent of sometimes. The third highest mean is Notice when I

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start to feel more distressed with a mean of 2.26, standard deviation of 0.54 and a

description equivalent of sometimes. The fourth highest mean is Engage in an

activity instead of a harmful behavior with a mean of 2.23, standard deviation of 0.63

and a description equivalent of sometimes. The fifth highest mean is Communicate

my needs effectively with a mean of 2.19, standard deviation of 0.50 and a

description equivalent of sometimes. The sixth highest mean is Keep track of the

signs and symptoms of my conditions with a mean of 2.09, standard deviation of

0.51 and a description equivalent of sometimes. The seventh highest mean is Plan

my time during the week with a mean of 2.08, standard deviation of 0.64 and a

description equivalent of sometimes. The eighth highest mean is Identify risk factors

for relapse with a mean of 2.06, standard deviation of 0.58 and a description

equivalent of sometimes. The ninth highest mean is Identify stressor that led me into

treatment with a mean 2.05, standard deviation of 0.47 and a description equivalent

of sometimes. The tenth highest mean is I am lazy to study with a mean of 2.01,

standard deviation of 0.55 and a description equivalent of sometimes. The eleventh

highest mean is Plan activities for the weekends with a mean of 1.96, standard

deviation of 0.58 and a description equivalent of sometimes. The twelfth highest

mean is Challenge my thoughts with a mean of 1.92, standard deviation of 0.56 and

a description equivalent of sometimes. The thirteenth highest mean is Plan my time

during the week with a mean of 1.90, standard deviation of 0.48 and a description

equivalent of sometimes. The fourteenth highest mean is Catch my negative thought

patterns at the time that I have them with a mean of 1.89, standard deviation of 0. 52

and a description equivalent of sometimes. The lowest mean is Identify situations

that make my symptoms worse with a mean of 1.17, standard deviation of 0.58 and

a description equivalent of seldom.

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 Table 2: Level of Cognitive Ability of students

Indicator Mean SD Description

Cognitive Ability 2.09 0.27 Sometimes

Legend:

3 – Always

2 - Sometimess

1 – Seldom

Level of Cognitive Ability of students.

Cognitive ability Mea SD Description

n
1. Plan activities for the weekends. 1.96 0.58 Sometimes
2. Engage in an activity instead of a harmful behavior. 2.23 0.63 Sometimes
3. Purposefully doing fun things that I like when I am feeling badly. 2.33 0.58 Sometimes
4. Motivate myself by doing things. 2.45 0.55 Sometimes
5. socialize even though I don’t feel like it. 1.90 0.48 Sometimes
6. Plan my time during the week. 2.08 0.64 Sometimes
7. Communicate my needs effectively. 2.19 0.50 Sometimes
8. Identify situations that make my symptoms worse. 1.17 0.58 Seldom
9. Identify risk factors for relapse. 2.06 0.58 Sometimes
10. Catch myself when I jump to conclusions. 2.05 0.47 Sometimes

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11. Notice when I start to feel more distressed. 2.26 0.54 Sometimes
12. Challenge my thoughts. 1.92 0.56 Sometimes
13. Identify stressor that led me into treatment. 2.01 0.55 Sometimes
14. Catch my negative thought patterns at the time that I have 1.89 0.52 Sometimes

them.
15. Keep track of the signs and symptoms of my conditions. 2.09 0.51 Sometimes
Overall 2.09 0.27 Sometimes

Correlations Between measures

Table 3 Shows that there is significant relationship between Socioeconomic

Status and Cognitive Ability of students. The r- value of the socioeconomic status is .

191 with p- value of .012 that shows a positive correlation of 3.6 %. And the r- value

of cognitive ability is also .191 with p-value of .012 that shows a positive correlation

of 3.6 %.

Table 3: Is there a significant relationship between Socioeconomic Status and

Cognitive Ability

Variable Cognitive Ability r- value r- squared p- value Decision

Socioeconomic Status .191 0.036 .012 Reject

HO

p< 0.005

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 CHAPTER 4

Discussion

Level of students in terms of socioeconomic status

In the previous chapter, it was found out that in table 1 which is the level of

socioeconomic status sometimes observe by the students. This means that the level

of students in terms of socioeconomic status is significant to the students.

Socioeconomic status is largely determine address of the students neighborhood

and school, not only in academic achievement but in home resources and social

capital that is strongly support the relationship of it's structural forces (ex: Parent-

school collaboration) that empose the sharing with norms and values which is

necessary to accomplish in school.(Coleman, 1998 Dika & Singh. 2002)

Level of Students Cognitive Ability

Based on table 2, it shows that the level of students cognitive ability is

sometimes. This means that the level of students cognitive ability is sometimes

observed and good enough. It also shows that socioeconomic status can affect the

cognitive ability of students in differents factors.

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 According to (Linwang). It stated there that this study verified evidences that

higher individual - level education is take up with cognitive performance. In stated

their that many countries found out poor financial status was associated with worse

cognitive function at the individual living.

Correlation between measures

Results of the study showed that there is significant relationship between

socioeconomic status and cognitive ability of students. The computed person r-value

indicates strength of relationship between the socioeconomic status by and cognitive

ability and there is a positive correlation between variables. According to (Annie

Londregan 2016) states that socioeconomic status have high correlation between

cognitive ability and it has been proved in multiple studies. The students believe that

they are only good enough in meeting the low standard that they set for them

oftentimes do not upgrade/ enhance cognitive performance. Multiple resources have

shown that low socioeconomic status may overcome many challenges such actively

go with in study or reading time, less do everything like watching TV that affect our

study, because being active and participative is the importance if you care studying.

Many parents demonstrated and thier students what to do and try their best to

achieve their goals in life. Indeed, by informing parents to their Students is one of the

techniques why students achieved. However teachers can help to build core skills in

the students, which may help to get the attention of students, focus their minds, and

also to develop more their self-esteem. All this skills in the students essential lives

with a positively, students may feel like good and happy because they overcome all

those challenges in life.

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Conclusion

Based on the results, as a researcher we found out that the socioeconomic

status have the significant relationship with the cognitive ability in terms of identifying

and evaluating the respondents side in the questions in the survey. Through the

survey that we already conducted it proves that socioeconomic status has totally

reflected to the students cognitive ability. The researchers conclude that theirs

relationship between socioeconomic status and students cognitive ability it because

of the computed person of r-value indicates strength of relationship between the

socioeconomic status and cognitive ability and there is a positive correlation between

variables.

It has been suggested that by informing parents/ teachers to their Students

is one of the techniques why students successfully achieved and build their core

skills. Students success within the socioeconomic status attributed to their individual

learning styles. Socioeconomic status have high correlation between students

cognitive ability (Annie Londregan).

Recommendation

After careful consideration of the findings and conclusion of the study, the

researcher hereby recommends that Socioeconomic status give more emphasis on:

Socioeconomic status showed work out in order to increase students

cognitive skills to be more active in their studies. Special attention showed be put at

students socioeconomic status because some of the students experienced

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insufficient and scarcity to meet their needs. It is because that socioeconomic status

must be prioritized nowadays. Teachers and parents must encourage the students

and their children to study hard to be more active in school. If they are not work for

themselves, they can never motivate their children at student to learn.

Cognitive ability of students- It implies that the students must be broaden

their perspective in their mind in every aspect of their life. And also it implies that

every student must be participated in their class to have a good grades. It

recommended there that students will not only going to school but participating in

every activity and shows sensitivity to their studies and considerations for them to be

more knowledgeable.

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