Chapter I

The Problem

Introduction

Socioeconomic status (SES) is an economic and sociological combined total

measure of a person's work experience and of an individual's or family's
economic and social position in relation to others, based on income, education, and
occupation (Wikipedia). The responsibility of training a child always lies in the hand
of the parents. It is not out of place to imagine that parental socio–economic
background can have possible effects on the academic achievement of children in
school. But on the other hand, Socio-economic Status of student’s family or parents
could have a big effect upon academic success of the students, they are somewhat
related to each other but Socioeconomic Status is one of the important contributing
factor in student’s Academic Achievement. Whatsoever affect the development
environment of children would possibly affect their education or disposition to it.

Education is one of the most important things for everyone; it is what makes us wise
and rational. Education is the main equipment to make a certain person skilled and
civilized. Without educated citizens no country could make progress in Science and
Technology which is the main requirement for the development of a nation. The
whole process of education is focused on academic performance or achievement of
the students, the final product of education (teaching-learning process). Academic
performance or achievement of a student is very much influenced by numerous
factors like Socio-economic Status of the parents, residential locality of the students,
gender, age, school and class room environment and a lot more. It is education which
determines an individual’s occupation, income, status or position in the society.

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Theoretical Framework

In general, the concept “socioeconomic status” highlight to the position of

individuals, families, or other units on one or more dimensions of stratification
(Fergusson, Horwood and Boden, 2008). The socioeconomic status has been
measured in many ways, including educational and occupational attainment,
exposure to poverty, income and exposure to unfortunate life events such as
unemployment or monoparental families (Fergusson et al, 2008). According to
Bowden and Doughney (2011) children who have a higher socioeconomic status were
more likely to aspire to higher education. In developing countries, the socioeconomic
status affects nutrition and health and even the spread of HIV/AIDS, which in turn
affects the economy by eliminating work force (Drawler, 2005). The way of defining
and measuring the socioeconomic status has changed significantly in the last years
according to Etwisle and Aston (1994) as cited in Zhao, Valcke, Desoete and
Verhaeghe (2011). In the studies that followed, several indicators were added, such
as home resources, home atmosphere, personal library books and other school
issues (Caldas & Bankston, 1997, OECD, 2004 cited in Zhao et al, 2011). Since
1990, the impact school and related contexts have on school performance has been
taken into account. This resulted in additional indications, such as the
socioeconomic status of the school and the economic status of neighbors (Sirin,
2005, as cited in Zhao et al, 2011). Although the socioeconomic status indicators
appear to vary, the most used are the educational level, parental occupation and
family financial level (Zhao et. Al, 2011). Education gaps among people with different
socio-economic statuses were characterized as a lasting social phenomenon (White,
1982, cited in Ma, 2001). Differences in the socioeconomic status in schools may
cause large differences in the academic performance, differences that are also called
"socioeconomic gaps" in academic achievement (Ma, 2001). Families and individuals
with low socioeconomic status, suffer from high incidence when it comes to
psychosocial characteristics, being cynical, hostile and having a low self-esteem
(Blacksher, 2002). The socioeconomic status may vary greatly from country to
country. Countries that tend to have large differences in the socioeconomic status
also have large differences in school achievement (PISA, 2009). Furthermore,
socioeconomic status is related to school performance, it does not mean that the rich

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are born smart. This only means that, in richer families, children are more likely to
have more experiences that stimulate their intellectual development (Sandro, 1987).

Conceptual Framework

Input Process Output

Age Analysis of Data Narrative Report of
Sex Frequency Count Socioeconomic
Socioeconomic Satatus
Religion

Statement of the Problem

The literature shows that the socioeconomic status of the family is consistently found
to be the only strong predictor when it comes to educational outcomes (Franso et al,
2005 as cited in Zhao et al, 2011). The effect of the socioeconomic status on
performance varies greatly depending on economy, region or country (Zhao et al,
2011). A study conducted in 2009 about the socioeconomic status, cultural status
and academic performance, showed that students who have parents with low
education, unemployed or with jobs where wages are low, have difficulties in
engaging in curricular and extra-curricular activities, which leads to lower academic
performance than other pupils (PISA, 2009). Delaney, Harmon and Redmond (2010)
show that students with a low socioeconomic status underestimate themselves
because of the socioeconomic status they inherited from the parents and the
performance characteristics of the high school. Bowden's and Doughney's study
(2011) has shown that a student is more likely to aspire to a university if he has
internet at home, if he is encouraged by teachers to pursue higher education or if he
goes to a private school. Parental involvement has an important role in children's
school performance; both constructs seem to be positively related. Also, it was noted
that when children are surrounded by caring parents who are involved in their school

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activities and do their homework together, children are more likely to respond
positively to extracurricular activities and have higher performance (Khajehpour &
Ghazvini, 2011). Students with low socioeconomic status and poor backgrounds tend
to get low school performance. Students who come from monoparental families or
with parents who are not home owners tend to have better academic performance.

Assumptions

*Parental socio – economic status does not have significant effect on the academic
achievement of students.

*Parental educational background has no significant effect on students’ academic

achievements

*Parental qualification has no significant effect on the academic achievement of

students.

*Health status of students has no significant on the academic achievement of

students.

*The students who live in the rural area have a lower financial level than students
who live in the urban.

Significance of the Study

*To the Students- The respondents are the centre of the research because ultimately
they develop the awareness of their strength and weaknesses by continually
summarizing and reflecting upon what they are learning from home, school and
community. In totality, students will figure out what choices are best for their status.

*To Parents- In this study, parents will realize how important they are as a source of
encouragement in which children are able to explore different areas of learning
activities they prefer.

*To the Teachers- This study will give information to every teacher as to how they
have to adjust to each of their students.

*To the School Administration- The result of this study will help the school
administration in putting up an effective way of training and moulding a child

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according to their needs in a very helpful role in guiding students towards learning
process.

Definition of Terms

Economically disadvantage- refers to students who meet the qualifications to be

eligible for the federal free or reduced price meals program

Socio- refers to society from Latin “socius” means ‘companion’.

Economic- refers to the production, distribution, and consumption of goods and

services economic growth.

Socioeconomic- refers to the differences between groups of people caused mainly by

their financial situation

Monoparental- having or derived from a single parent.

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 Chapter II

Revie of Related Literature

Related Literature

Countless factors have been analyzed by educational researchers to explain why

some students perform better on standardized tests or attain higher levels of
academic achievement than other students. A review of relevant literature related to
socioeconomic status will help stakeholders and researchers understand this
complex phenomenon and to be aware of society’s attempts to lessen and, eventually,
eradicate the wide achievement gap separating Philippines economically
disadvantaged students from those student not economically disadvantage.

Historical Perspective of Socioeconomic Status

As is so often the case, society’s most vulnerable citizens frequently bear the brunt of
a situation well beyond heir locus of control. Although this fact regularly went
unrecognized in this country (as in nearly all others), children suffered most from
living in poverty(Crooks, q1995).Some United States citizens, as well as legislators
and policy makers, mistakenly viewed poverty in a stereotypical way as inner city,
minority adults who refused to work(Crooks). However, looking at the historical
perspective of socioeconomic status in the Philippines offers an enlightening view.

In the 19th and early 20th centuries, the predominant approach to childhood poverty
was for citizens and lawmakers to protect children from the negative effect of lazy
parents who exhibited no work ethic. Policies such as foster care, orphanages, and
strict supervision of families who received federal financial assistance, dominated the
arena of public opinion regarding those who lived in the lower socioeconomic bracket
(Lewit et al.,1997). However, as unemployment and poverty spread as a result of the
Great Depression, the emphasis shifted to improving situations by providing direct
cash assistance as restrictions on the use of such assistance were lessened in the
late 1930’s (Lewit et al.). By the 1960’s, cash welfare programs were replaced by
programs that provided in-kind support, specifically discussed in a later section. In
the 20 years following 1975, total expenditures on these types of programs increased

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by 135%, while funding for cash assistance decreased by 8% (Lewit et al.). Poverty
rates declined from the late 1950’s into the 1970’s because of a once again booming
economy. However, as he economy began to slow, poverty rates began to rise,
growing specifically for children who lived in poverty(Betson & Michael, 1997).

CHAPTER III

Research Methodology

RESEARCH SETTING

This research study will be conducted at Salawagan Central Elementary School a

Public Elementary School SY:2018-2019. It is specifically located at Salawagan,
Quezon, Bukidnon 10km away from the town of Quezon, in province of Bukidnon,
and in the region of X - Northern Mindanao. Believe it or not but this school was
established on January 01, 2002, 17 years ago
(https://schools.trokis.com/salawagan-central-elementary-school.html). Salawagan
Central Elementary School is one of the popular Elementary Schools located in
Quezon listed under local business in Quezon. Majority of the source of income here
are trade and farming.

Research Design

This study used a descriptive survey method used to assess socio-demographic

profile such as sex, age, parent’s educational attainment, parent’s occupation, size of
income of Grade-V students of SCES school year 2018-2019. Descriptive research is
a purposive process of data gathering, analyzing, classifying and tabulating data
about prevailing conditions, practices, beliefs, processes, trends, and cause-effect
relationships and then adequate and accurate interpretation about such data with or
without aid of statistical treatment, population and sample of the study. It refers to
describing characteristics of a population or phenomenon being studied. Descriptive
research is also known as Statistical Research. The main goal of this type of research
is to describe the data and characteristics about what is being studied.

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Respondents

The respondents of this study came from SCES. Random sampling is used to select
randomly, samples from the different strata of the population. This pupil belongs to a
heterogeneous class.

Sampling Procedure

Research Instrument

The instrument used was a researcher-made questionnaire, a checklist to gather the

needed data for the student’s profile. The draft of the questionnaire was drawn out
based on the researcher’s readings, previous studies, professional literature,
published and unpublished thesis relevant to the study. In the preparation of the
instrument, the requirements in the designing of good data collection instrument
were considered. For instance, statement describing the situations or issues
pertaining was toned down to accommodate the knowledge preparedness of the
respondents. Open-ended options were provided to accommodate to free formatted
views related to the topics or issues. In this way, the instrument is authorized to
obtain valid responses of the students. In the end, it encouraged open responses to
sensitive issues at hand. In addition the instrument was validated by Mr. Denis C.
Caballes before it laid on to the study.

Data Gathering

The first step before going to the testing proper is to make a request letter. Upon
approval, the researcher retrieves the request letter. The Principal, as well as class
advisers and other faculty members were selected in the administration. In
administering the questionnaire, the researcher will use the time allotted for vacant
to avoid distraction of class discussions. The students were given enough time to
answer the questions. After data gathering, the researcher now will collect it for
tallying the scores and to apply the statistical treatment to be used with the study.

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Statistical Treatment

The responses made by students describing their socio-demographic profile were

presented. For instance, sex, age, parents educational attainment and parents’
occupation. In providing overall picture of the socio-demographic profile, summary
presentations will also be presented. The Statistical Treatment for Data Responses to
the questionnaire by Grade-6 pupils of SCES will be statistically analyzed with the
data requirements of the study. Descriptive statistics such as frequency count, mean,
percent and rank are considered.

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