FACTORS AFFECTING LOW GRADES

OF SENIOR HIGH STUDENTS

Group No. 2
Leader: Artajo, Francislyn L.

Members:

1. Remecio, Kimberlyn T.
2. Cobol, Rosejane E.
3. Bandiola, Diana Claire T.
4. Trazo, Aaron Nick E.
5. Longos, Bejei
 Factors Affecting Low Grades of Senior High School Students

Table 1. Over-all result of the Survey

Survey Questions Responses

Strongly Agree Strongly Disagree
Agree Disagree
1. I do not do homework.
2. I don’t listen to my
teachers’ discussion.
3. I have difficulties in
understanding Math questions.
4. I have difficulties in
understanding Science
questions.
5. I have difficulties in
understanding English
questions.
6. I have a poor attitude in
school and studying.
7. My parents always support me
in my study and whatever school
matters that I do.
8. I’m afraid or shy to
participate in every
discussion.
9. I spend more time in truancy
(lakwatsa) than studying during
no classes.
10. My parents teach and guide
me everytime I find a specific
question or assignment hard to
answer.
11. My teacher helps me
understand a specific topic.
12. Studying is boring that’s
why I always make fun with
social medias (i.e facebook,
video games etc.)
13. I am always busy with a lot
of extra-curricular activities.
14. There’s no problem when it
comes to financial matters.
15. I feel uncomfortable with
my classmates.
 Factors Affecting Low Grades of Senior High School Students

Introduction
Grading has come to be a pervasive and widely accepted
feature of our education system. The primary academic purpose of
grades is to measure student achievement of learning in a
particular curriculum (Munzur, 2014). Some experts argue that
grades also serve a specific social purpose, which values
competition and requires social and economic inequality
(Romanowski, 2004).

Grading is most frequently used as a method of comparison:

student vs. student, student vs. standard, effort vs.
performance, past vs. present (Douglas & Smith, 2013; Grading,
2013). It is also used to compare the performance of teachers,
schools, and districts. Grades serve as important tools in
administrative decisions regarding graduation, retention, and
program entrance (Munzur, 2014; Grading, 2013).

One of the primary goals of a proficiency-based grading

system is to produce grades that more accurately reflect a
student’s learning progress and achievement, including
situations in which students struggled early on in a semester or
school year, but then put in the effort and hard work needed to
meet expected standards. If you ask nearly any adult, they will
tell you that failures—and learning to overcome them—are often
among the most important lessons in life.

However, it can be seen in Cagdianao National High School

that students faces conflicts in terms of grades most especially
in Senior High School. As noticed, students