2

(Scholastic Assessment Test) determines whether a student will have the

opportunity to continue his or her education (e.g., to attend a university).

However, in the situation of some teachers like teacher Fair in the

interview conducted by Jackie Mader on March 1, 2017 as cited by The Atlantic

(2017), she was not prepared and experienced enough to teach in a general-

education classroom with students who have disabilities. This hinders the

students to perform greatly in their academics since some are unfortunate to

have disabilities and some are advantageous enough to be normal physically.

In light with the idea above, the unpreparedness of the teacher and the

disability of the student hinder both parties to perform at their best. Hence,

personal condition and teacher factor are some aspects that controls and affects

the students’ academic performance.

According to Alos et. al (2015), teaching is the most exciting process in

the life of a teacher, and learning is likewise the most dynamic development in

the life of the students. Thus, effective teaching and comprehensive learning is

essential.

But then again, people nowadays use gadgets especially mobile phones

which are part of their lives. In a site named The Statistics Portal in the year

2017, it was forecasted that mobile phone users was to reach at 4.77 billion.

Moreover, teachers are using phones during school hours which affect

their productivity towards teaching their students. In Ghana, teachers are

instructed that they must desist from using phones during school hours by Mrs

Acquah, the Municipal Director of Education (GhanaWeb, 2017).

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Locally, students are also addicted to gadgets wherein they can have

access to social media sites. According to Arceño (2015), that Internet

technology has created a silent environment in the social words of both students

and out-of-school youths. Students tend to devote much of their time on gadgets,

thus, creating a negative effect in their performance not only in their daily

activities but also academically.

Moreover, Arceño (2015) indicated that once a student is addicted, many

things will happen to their academic achievement which consequently affects

their future employment.

On the other hand, according to Paglinawan (2015), the hair length and

hair color do not determine the students’ academic performance and not even

their morality. The idea was that in the University of Santo Tomas, a policy

relating to hair of the students was carried out and students were ranting.

In relation to the notion above, the physical features of the students clearly

do not affect them academically. However, with the students ranting, it might

affect them academically since the students were not consulted of the

implementation of the hair policy. School-related aspects such as the rules and

policies might affect them academically.

Parents’ involvement to the students’ education is also a factor as what

matters to them is the motivation and support given by their parents. According to

the ScienceDaily (2017), the negative or positive effects on students’

performance depend solely on the parental help including their motivation and

involvement. For instance, too much parental involvement may be perceived by

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students as controlling behavior. Thus, causes a detrimental effect on the

students’ academic confidence and on achievement. Likewise, managing stress

also becomes a factor since stress is the effect of too much work and pressure

which leads to serious consequences such as impacting your health and failing

classes (Flint, 2017).

Hereafter, these notions above from various articles showed various

factors involving the academic performance of the students. Academic

performance is a dilemma that needed unfailing attention in order for the

students to get back on track towards achieving a degree and thus, it is why the

researchers have chosen to study this kind of issue in order to help the students

through the findings that will be gathered in this study. There are specific and

general factors involving academic performance of the students, however, the

researchers decided to finalize the factors that will be utilized in this study,

namely, personal condition, study habits, home-, school-, and teacher-related

aspects.

One of the principal in one of the schools in the Palompon proper

suggested conducting a study in relation to the factors affecting the academic

performance of the students, hence, the primary reason as to why this kind of

research is conducted.

Thus, the purpose of this study is to find out if there is a relationship

between the affective factors and the students’ academic performance.

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Theoretical Framework

The following are the related theories with regard to the researchers’

present study:

A theory covering the personal condition, study habits and home-related

aspect is Festinger's theory of cognitive dissonance (1957) cited in The

Handbook of Research for Educational Communications and Technology (2001),

in which it examines the consistency among cognitive elements or beliefs about

oneself, behavior, or environment. It theorizes that the consistency of motivation

determined the students’ academic performance as well as their environment

both in school and at home.

Festinger’s theory is in line with this study since it undertakes the

consistency of the environment of the students which covers the teachers,

parents, and friends’ treatment towards them.

Affective-cognitive consistency theory of Rosenberg (1956) refers to an

unstable state that occurs when an individual’s attitude towards an object and

knowledge are inconsistent. That is, if a student has inconsistent knowledge or

attitude towards an object it would result to an unstable or unbalanced result

(The Handbook of Research for Educational Communications and Technology,

2001).

This theory fits this study for the reason that all factors are incorporated in;

inconsistent health or physical condition (personal condition), inconsistent study

habits and motivation, inconsistent family and home-related issues, unreliable

school-related facilities and conflicting teacher performance.

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For instance, if the student encounters a problem either physical-, family-,

school-, and teacher-related issues then it will affect their performance towards

studying since the student is disturbed.

Based on Hirschi’s social bond theory (1969), which encompasses the

attachment, commitment, involvement and belief, the students’ study habits

greatly affect their academic performance. If the student’s ties with peers are

strong, definitely, if they perform rule-breaking activities, he/she is influenced.

Moreover, if the parents accompany the students to school, the less likely they

cut class because they feel they are taken care especially if their house is far

from school. This factor also encompasses the Home-related aspect, which

generally deals with the circumstances at home that would affect them

emotionally, which involves the parents and siblings. The characteristics of a

school also affect the students’ performance in various aspects including the

classroom, classmates, and teachers. Additionally, those infrastructures that a

particular school must have should be comfortable for the students in order for

them not to be distressed in their studies. This division may also cover teacher-

related factors because the way a teacher treats a student may affect his/her

emotional attachment.

Relatively, according to Flint (2017), everyone is bound to feel stress at

some point and this is caused by various problems. And according to the 2016

National College Health Assessment, 31.8% of students reported that stress was

a contributing factor in negatively affecting their academic performance

throughout the year, as cited by Flint (2017).

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Several factors affect the academic performance of the students. Some

studies specify the factor while some grouped the factors into at least two.

However, this study focuses only on five factors, namely, personal condition,

study habits, home-, school-, and teacher-related aspects wherein each of these

have sub sets in order to differentiate and specify what cases underlies in these

factors.

The factors mentioned above are the independent variables which stand

as the affective factors in this study. The independent variable means the

element that affects the dependent; it is the cause of the dependent to happen.

These will be studied in order to find out if these significantly affect the academic

performance of the students.

The academic performance, on the other hand, is the dependent variable.

The dependent variable means the element relying on the independent; the

dependent is the effect of the independent. The results of this performance are

determined based on the level of effectiveness of the aforementioned factors.

In order to structuralize the concept of this study which is explained above,

a schematic diagram is seen below. This diagram will help the researchers to

conduct, understand, and have graphic representation of their study for a clearer

portrayal of the flow of the said dilemma.

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Affective Factors
 Personal Condition
 Study Habits Academic
 Home-Related Aspect Performance
 School-Related Aspect
 Teacher-Related Aspect

Figure1. Schematic Diagram and the Conceptual Flow of the Study

Statement of the Problem

The main purpose of the study is to determine the relationship between

the affective factors and the academic performance of the Senior High School

students of the Palompon Institute of Technology enrolled during the second

semester of the school year 2017-2018.

The following are the questions needed in order to find the answers that

will suffice to the purpose of this study:

1. What is the level of the students’ academic performance?

2. What is the level of the students in terms of the following affective factors:

2.1 Personal Condition

2.2 Study Habits

2.3 Home-Related Aspect

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2.4 School-Related Aspect

2.5 Teacher-Related Aspect

3. Is there a significant relationship between the academic performance of

the students and the following affective factors:

3.1 Personal Condition

3.2 Study Habits

3.3 Home-Related Aspect

3.4 School-Related Aspect

3.5 Teacher-Related Aspect

Hypothesis

1. There is a significant relationship between the academic performance of

the students and the following affective factors:

1.1 Personal Condition

1.2 Study Habits

1.3 Home-Related Aspect

1.4 School-Related Aspect

1.5 Teacher-Related Aspect

Significance of the Study

This study aims to identify the significance of the relationship between the

affective factors and the students’ academic performance and is helpful to the

following persons:
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Students. Perhaps they benefit the most in this study since they are the

subject focus and through this, they may be aware of their personal condition,

study habits, home, school, and teacher, as factors that affect their studies which

will then give them the chance to change some of those habits or factors for

better academic performance.

Teachers. This study is also significant to them because they are the

second parent of the students who are important in giving the students’

knowledge and learning for their future. Teachers may help the student’s change

their negative habits and help them in various aspects to be motivated and have

higher academic performance.

Parents. They might also benefit in this study because they are the first

teachers of the students and through this, it will help them guide their kids

properly. Parents will identify what aspects of their kids must be guided full-time

and which must be developed, changed, and enhanced in order for their kids to

perform greatly and excel academically.

School Administrators. This study is probably significant to the school

administrators because there are school-related aspects which affect the

students’ academic performance and whichever in the sub sets of school-related

aspect highly affect the students will be given full attention by the administrators

to improve in order to develop the students’ performance academically.

Future Researchers. This study may be helpful to the future researchers

who are studying similar to this because they can refer to the references of this
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study, and they can distinguish the findings of this study from the findings of

other researchers.

Scope and Delimitation

The main objective of this study is to identify if the affective factors have

relationship towards the students’ academic performance. The design that was

utilized in this study is the descriptive-correlational research design while the

implementation was conducted in the Palompon Institute of Technology – Senior

High School department.

The respondents were the Grade 11 students where all the 13 sections

are included and to get the sample size the Slovin’s formula was utilized for

proportional allocation. A self-reporting questionnaire which is a five-point likert

scale by Alos, Caranto, and David (2015) was used with a corresponding

interpretation ranging from no impact to very high impact. This study delimits to

five affective factors as suggested by Alos et al (2015). The data was gathered

through a permission letter to implement the study and to obtain access to the

respondents’ General Weighted Average (GWA) in the first semester of the

school year 2017-2018. The statistical treatment that will be utilized are the

measure of central tendency, frequency counts, percentage weight values,

weighted mean, and Pearson-r for the analysis and interpretation of data.

Definition of Terms

The following terms are used in this study and to understand these fully,

the researchers define it based on its operation:

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Academic Performance. This refers to the accomplishment and ability of

the students academically which is determined through an assessment, quiz,

assignment, project, practicum, etc. based on what they have learned during the

discussion of a specific lesson. The students’ performance is recorded in the

report card.

Home-Related Aspect. This refers to the factor specifying on the

condition or situation experienced by the student in their homes such as not living

with their parents, both parents are working, having too much household, and

having many brothers and sisters.

Personal Condition. This refers to the situation of the students personally

such as feeling sleepy and hungry in the class, having a difficulty in seeing,

hearing, and breathing.

School-Related Aspect. This refers to the factor specifying on the

condition or situation in the school experienced by the students such as the time

schedule, school programs, availability of library references, comfortable

classroom, internet access, space in the library, and location of classrooms.

Study Habits. This refers to the activity or routine of the students when it

comes to their studies such as studying only when there is a quiz, feeling tired,

bored, and sleepy, prefer listening to radio, tv, etc., being lazy, being disturbed

when studying, having no time to study at home, studying only when in the mood,

doesn’t have a comfortable place to study, and only copies the assignments of

friends.
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Teacher-Related Aspect. This refers to the factor specifying on the

teachers ability and performance such as the mastery of the subject matter,

discussion of a topic in a specific period of time, usage of audio/visual aids,

giving of too much memory work, giving of varied activities, using of lecture

method only, scold students, frequently out/absent from class, and is always late.