MARIANNE GARSILBA and The Group

Republic of the Philippines
Department of Education
Schools Division of HIMAMALAN City
RAYMUNDO T. TONGSON NATIONAL HIGH SCHOOL
Senior High School Department
“Factors of Having Poor Grades among Grade 11 Students Of
Raymundo T. Tongson National High School”
A RESEARCH STUDY PRESENTED TO THE FACULTY AND STAFF OF RAYMUNDO T.
TONGSON NATIONAL HIGH SCHOOL, IN PARTIAL FULFILLMENT
OF THE REQUIREMENT FOR THE SENIOR HIGH SCHOOL
Table of Contents
Chapter I
Introduction
General Objectives
Significance of the Study

Scope and Limitation of the Study
Definition of Terms
Conceptual Framework
Chapter II
Review of related Literature
Chapter III
Research Methodology
Research Design
Locale of the study
Respondents of the Study
Data Gathering Instrument
Validity and Reliability of the Instrument
Data Gathering Procedure
Data Analysis
Chapter IV
Results and Discussion
Chapter V
Summary of Findings
Conclusion
Recommendations
Reflection
CHAPTER I
INTRODUCTION
One of the most cases that students are facing right now is having poor grades. It is one
of the problems why our generation is getting weaker and weaker because of having low grades
in school. As a youth of today, the researchers decided to perform this study in order to
determine the factors of having poor grades and also to make a change for a brighter tomorrow.
A poor grade is a substandard performance in an activity, usually academic, in which an
individual is graded on. Poor grades prove to be a continuous and prevalent issue among
troubled teens. Troubled teens rarely receive poor grades due to their lack of cognitive prowess
(elevations RTC)
This study aims to give solutions and knowledge from having poor grades in school and to
determine the factors of having poor grades in Grade 11 students.
Here at Raymundo T. Tongson National High School, we found out that there are
students who are facing this type of difficulty of having poor grades and to determine the
factors affecting their grades. We also found out that students are becoming inactive about
their academic performance.
Being always present in class and getting to school on time are two of the crucial determining
the factors of a student's success, not just a student but as a person who will be managing
his/her own life in the future.
According to Ron Kurtus (July 2012) factors that affect your grades are somewhat out of
your control. If the subject is too difficult or you have an ineffective teacher, you might have to
drop the course, if you can.
About 10% to 15% of school-age children repeat or fail a grade in school. Grade failure is
more likely among males, minorities, children living in poverty, and those in single-parent
homes. Children who have disabilities are nearly three times as likely to repeat at least one
grade as are children who have no disabilities. The estimated prevalence of disabilities in
federally funded school programs in 2001 shows: 6.0% of enrolled students had a specific
learning disability, 2.3% had speech or language impairments, 1.3% were mentally retarded, and
1.0% was emotionally disturbed.
Although only about 10% to 13% of enrolled children are served in programs for the
disabled, these children account for more than 20% of children who fail school. Similarly,
children who were small for gestational age (SGA) are nearly twice as likely to experience school
failure (25% versus 14% in one report of about 100 SGA 10-year-olds and age-matched controls.
General Objectives
The purpose of this research study was to determine the following factors, the interest
and study habits of students for having poor grades.
Specific Questions
1. What level of study habits does the students got highest factor for having poor grades?
2. What are the 2 least possible factors in interest having poor grades ?
3. What are the 3 coping mechanisms by the respondents between the interest for having poor
grades?
4. Is there a significant relationship between the interest and study habits to the coping
mechanisms of the respondents having poor grades?
Significance of the Study

This study will be beneficial to the following:
School. This study will help the school on how to handle their students properly. They will know
how to approach, interact and collaborate with them via the information of this study will give
regarding about the factors of poor grades and also about students.
Department of Education (DepEd). This study will help the Department of Education (DepEd) to
relay information about poor grades to the students, teachers and parents.
Teachers. This study will be beneficial to teachers because they will understand vividly.
Parents. This study will be beneficial for parents seeing or experiencing this kind of situation
because they will be inspired and aware to give their child the sufficient attention and support.
Students. This study will be beneficial for the students because it will give them ideas about the
factors of having poor grades. Also, for them to be aware about this type of problem and to try
to look on things not just in partial point of view but in a holistic perspective.
Researchers. This study will be beneficial for the researchers to add their knowledge, enlighten
and broaden their minds about this certain topic.
Future researchers. This study will be beneficial to future researchers to give them prior
knowledge and basis related in this topic.

Scope and Limitation of the Study
The primary focused of this study is to determine the factors, interest and study habits
of students who are having poor grades. Furthermore, it identifies and deals about the coping
mechanism of students towards this problem. Moreover, to study the factors of having poor
grades together with the students. The respondents of this study are the Grade 11 students of
Raymundo T. Tongson National High School in Brgy. Talaban Himamaylan City, Negros
Occidental.
Definition of Terms
The following terms were defined conceptually and operationally.
Factor. A circumstance, fact, or influence that contributes to a result. (Merriam-Webster
Dictionary)
In this study, it refers to the cause or roots of the stated issue.
Poor grades. Being near that extreme of a specified range which is lowest, least intense, least
serious, or least competent. (Merriam-Webster Dictionary)
In this study, it is the result or outcome of the problem.
Student. One who attends a school; one who studies. (Merriam-Webster Dictionary)
In this study, Students refers to the Grade 11 Students of Raymundo
Conceptual Framework
The purpose of this research study was to determine the factors and some of the interest and
study habits of students. Furthermore, this dealt about the coping mechanism of students in
terms of having poor grades.

Chapter II
Review of related Literature
Based on Elevations RTC poor grade is a substandard performance in an activity, usually
academic, in which an individual is graded on. Poor grades prove to be a continuous and
prevalent issue among troubled teens. Troubled teens rarely receive poor grades due to their
lack of cognitive prowess. The causes of school failure are myriad and often multiple within
individual students who are struggling academically. Social, behavioral, and emotional problems
frequently lead to academic difficulties. Health conditions also can impair academic
performance.
According to Madeeha Kamal, Abdulbari Bener (2009) , recently, high rates of school
failure have been followed by grade repetition which has become a distinctive characteristic of
many primary school systems even in the developing countries. It is estimated that about 8–
16% of school-age children repeat a grade in school. Moreover, greater numbers of children
about 20% are scholastically backward and fail to achieve good marks. School failure can lead to
serious consequences if untreated.
The failing student loses self-confidence, becomes discouraged, decreases effort, and is
more likely to fail again. Irrespective of its cause, school failure is associated with adverse health
outcomes and health professionals often do not remind educators of the correlation between
child’s health and academic potential. Children who fail in school are more likely to engage in
subsequent health-impairing behaviors as adolescents like smoking, drinking and drug abuse.
Comprehensive approaches to evaluation and intervention may improve outcomes.
Clinicians can make a significant difference in outcomes by helping the students and their
families identify the causes of failure and advocate for the resources to alter a child’s downward
academic performance, preventing further compromise of a child’s health. Grade failure causes
children to be older than their same-grade peers, which will eventually affect their self-esteem
negatively.
Older high school students are more likely to report smoking regularly among other
high-risk behaviors. Qatar has witnessed an educational renaissance movement within the past
decade, where the strategic goal of the nation has been to apply national reform to its entire
educational system. In Qatar, the percentage of students who had to repeat their grade in public
schools was 5% during the academic year 2003/2004 which decreased to 2% in 2005/2006
academic years.
Although the rate of school failure is known the true causes and characteristics remain
hidden and unknown as no earlier studies were conducted in this setting. Pediatrician’s also
plays a significant role to be a child’s advocate and help children to go through school smoothly
and safely. Therefore it becomes necessary to determine the factors contributing to school
failure in order to design future interventions that tackle this problem at an individual basis and
prevent students from failing at school at an earlier stage.The objective of this study is to
examine the factors contributing to school failure among students in the state of Qatar and
compare it with other available reported studies.

Chapter III
Research Methodology
This research consists of seven parts: (1) Research Design; (2) Locale Study; (3) Respondents of
the Study; (4) Data Gathering Instrument; (5) Validity and Reliability of the Instrument; (6) Data
Gathering Procedure; (7) Data Analysis.
Research Design
The purpose of this research study was to determine the following factors and study habits of
students for having poor grades. Furthermore, this dealt about the strategies and coping
mechanism of students in terms of having poor grades.
Locale of the study
This study was conducted at Raymundo T. Tongson National High School in Brgy. Talaban,
Himamaylan City Negros Occidental with the Grade 11 students who are officially enrolled
School Year 2019-2020.
Respondents of the Study
The respondents are Grade 11 students of Raymundo T. Tongson National High School.
GRADE 11 BOYS GIRLS TOTAL
18 27 45
Data Gathering Instrument
This study used a standardized questionnaire on the Factors of poor grades to the Grade 11
students of Raymundo T. Tongson National High School, S.Y 2018-2019.
Data Gathering Procedure
In the conduct of this study, the following steps are used in gathering data:
1. The researchers asked permission and approval to the advisers, conduct the research to the
respondents and analyze the standardized questionnaire to the respondents.
2. After the approval of allowing the conduct of the study of the standardized questionnaire, the
respondents (45 students) undergoes orientation prior to answer the questionnaires stating the
very purpose of the study.
3. The respondents started answering the questionnaire. All the data and information provided
by the respondents are keeping only between the researchers and the respondents.
4.Afterwhich, the data gathered by the researchers will be evaluated.
Data Analysis
The researchers organized the collected data from the respondents. This is for better
understanding of the giving result in which the researcher needs to do. The collected data and
result were analyzed by computing the percentage.
1. The formula used was:
£x/n x 100%
Chapter IV
Results and Discussions
This chapter shows the presentation, analysis and interpretation of the data that we gathered
from the respondents through the questionnaire answered by them.
A. Interest.
1. I make myself prepared for all the subjects.
Choices Respondents Percentage
1. Never 2 4.4 %
2. Rarely 2 4.4%
3. Sometimes 22 48.9%
4. Often 14 31.1%
5. Always 5 11.1%
The table shows that question number 1 has the highest percentage of 48.9% than the
rest. It is then interpreted as "sometimes" that is based on the legend as indicated. It can also
be inferred that the respondent were sometimes made themselves prepared for all the
subjects.
2. I listen attentively to the lecture of my teacher.
1. Never 0 0%
2. Rarely 2 4.4%
4. Often 19 42.2%
5. Always 12 26.7%
rest. It is then interpreted as "often" that is based on the legend as indicated. It can also be
inferred that the respondents were often listened attentively to the lecture of their teachers.
3. I actively participate in discussion of answering exercises and for clarifying things I
don’t understand.
1. Never 2 4.4%
2. Rarely 2 4.4%
4. Often 19 42.2%
5. Always 5 11.1%
inferred that the respondents were often actively participated in discussion.
4. I want to get good grades on test, quizzes, assignments and projects.
1. Never 0 0%
2. Rarely 1 2.2%
3. Sometimes 9 20%
4. Often 15 33.3%
5. Always 20 44.4%
The table shows that the question number 4 has the highest percentage of 44.4% than
the rest. It is then interpreted as "always" that is based on the legend as indicated. It can also be
inferred that the respondents were always wanted to get good grades.
5. I get frustrated when the discussion is interrupted or the teacher is absent.

1. Never 3 6.7%
2. Rarely 5 11.1%
4. Often 12 26.7%
5. Always 3 6.7%
The table shows that the question number 5 has tha highest percentage of 48.9% than the
rest. It is then interpreted as “sometimes” that is based on the legend as indicated. It can also
be inferred that the respondents were sometimes get frustrated when the discussion was
interrupted or the teacher was absent.
B. Study Habits
1. I do my assignments regularly.
1. Never 3 6.7%
2. Rarely 4 8.9%
3. Sometimes 18 40%
4. Often 15 33.3%
5. Always 5 11.1%
The table shows that the question number 1 has the highest percentage of 40% than the
be inferred that the respondents were doing their assignments review learning regularly.
2. I exert more effort when I do different assignments.
1. Never 2 4.4%
2. Rarely 2 4.4%
4. Often 25 55.6%
5. Always 1 2.2%
The table shows that the question number 2 has the highest percentage of 55.6% than the rest.
It is then interpreted as "often" that is based on the legend as indicated. It can also be inferred
that the respondents were exerting more efforts when doing different assignments.
3. I spend my vacant time in doing assignments or studying my lesson.
1. Never 2 4.4%
2. Rarely 9 20%
4. Often 7 15.6%
5. Always 2 4.4%
The table shows that the question number 3 has the highest percentage of 55.6% than the
be inferred that the respondents spent their vacant time in doing assignments or studying their
lessons.
4. I study the lessons I missed if I was absent from the class.
1. Never 4 8.9%
2. Rarely 5 11.1%
3. Sometimes 18 40%
4. Often 10 22.2%
5. Always 8 17.8%
be inferred that the respondents study the lesson they missed if they were absent in the class.
5. I study and prepare for quizzes and tests.
1. Never 2 4.4%
2. Rarely 1 2.2%
4. Often 18 40%
5. Always 12 26%
inferred that the respondents were studying and preparing for the quizzes and tests.
6. I study harder to improve my performance when I get low grades.
1. Never 2 4.4%
2. Rarely 3 6.7%
4. Often 13 28.9%
5. Always 13 28.9%
the rest. It is then interpreted as "sometimes" that is based on the legend as indicated. It can
also be inferred that the respondents were studying harder to improve their performance when
they get low grades.
7. I spend less time with my friends during school days to concentrate more on my studies.
1. Never 4 8.9%
2. Rarely 8 17.8%
4. Often 13 28.9%
5. Always 8 17.8%
the rest. It is then interpreted as "often" that is based on the legend as indicated. It can also be
inferred that the respondents spent less time with their friends during school days to
concentrate more in their study.
8. I prefer finishing my study and my assignments first before watching any tv

programs.
1. Never 2 4.4%
2. Rarely 5 11.1%
4. Often 13 28.9%
5. Always 4 8.9%
The table shows that the question number 8 has the highest percentage of 46,7% than
the rest. It is then indicated as “sometimes" that is based on the legend as indicated. It can also
be inferred that the respondents preferred finishing their study first before watching any tv
programs.
9. I see to it that extra-curricular activities do not hamper my studies.

1. Never 2 4.4%
2. Rarely 2 4.4%
4. Often 19 42.2%
5. Always 3 6.7%
the rest. It is then indicated as "often" and "sometimes “that is based on the legend as
indicated. it can also be inferred that the respondents see to it that the extra-curricular activities
don't hamper in their study.
10. I have a specific place to study at home which I keep clean and orderly.
1. Never 5 11.1%
2. Rarely 5 11.1%
4. Often 8 17.8%
5. Always 5 11.1%
The table shows that the question number 10 has the highest pecentage of 48.9% than
the rest. It is then indicated as "sometimes" that is based on the legend as indicated. It can also
be inferred that the respondents have a specific place to study at home which they keep clean
and orderly.
Chapter V
Summary of Findings, Conclusion, Recommendations and Reflection
This chapter represents the researchers Summary of Findings, Conclusions, and
Recommendations that is useful.
Summary of Findings
Based on the findings of this study, most of the respondents that got highest factors in
terms of study habits are 'sometimes' doing their assignments regularly. Moreover, in terms of
their habits, they are 'often' exert more effort when doing their different assignments.
Furthermore, it implies that the respondents still view it with positive outlook despite on what
they have experienced.
Based on the findings of the study, the following were coping mechanism employed by
the respondents between the interest having with poor grades (1) They "sometimes" get
frustrated when the discussion is interrupted or the teacher is absent. (2) They "always" want to
get good grades on tests, quizzes and projects. (3) They "often" actively participate in discussion
of answering exercises and for clarifying things they don't understand.
Based on the findings of the study, the following were the 2 least possible factors in
interest for having poor grades (1) They "never" listen attentively to the lecture of their teacher.
(2) They "never" want to get good grades on test, quizzes, assignments and projects.
Based on the findings of the study, it shows that there is a significant relationship between the
interest and study habits to the coping mechanisms of the respondents for having poor grades
because the result of the questionnaire to the coping mechanisms of the respondents has
changed. Furthermore, if the interest and study habits gets high or low result, but the coping
mechanism changed, still there is a significant relationship between the interest and study
habits.
Conclusion
Based on the findings of the study in the interest, question number 5, has the highest
percentage of "48.9%" than the rest. It is then interpreted as "sometimes" that is based on the
result. It can also be inferred that the respondents are 'sometimes' get frustrated when the
discussion is interrupted or the teacher is absent. On the contrary question, number 1, 2, 3 and
4 got the lowest percentage which refers to the factors of getting (1) getting prepared for the
subject (2) listen attentively to the lecture (3) participate in discussion and answering exercises
and (4) they want to get good grades on test, quizzes, assignments and projects.
Based on the findings of the study, it shows that there is a significant relationship
between the interest and study habits to the coping mechanisms of the respondents having
poor grades.
Recommendation
Based on the findings of the study, the following are suggested:
Department of Education. It is recommended that the Department of Education should give

importance to the students having this type of problem regarding to the factors of having poor
grades.
Community. It is recommended that the community should be open-minded in terms of
handling this scenario. To avoid misunderstanding towards fellow individual not only for the
beneficial of parents but especially to the children whose having the said problem.
School. It is recommended that the school should have the information towards in this topic.
Also, for the spreading of this information to the students just in case, they will encounter this
kind of problem. Furthermore, to prevent misinterpretations and bullying with their peers.
Parents. It is recommended that the parents should have the idea about this to make that
affection towards their children even stronger. In addition, to make their relationship more
tenacious and well-bounded.
Future researchers. It is recommended that the researchers has the eagerness in conducting
this type of research study. In order to add their prior knowledge and improve their skills in
making things done because life is like a research you need to discover and unravel new things
to have new experience, new perception and new destinations. Furthermore, to improve their
attitudes and longer their patience as a researcher and lastly, the more experience you get the
more learning you'll find.

Reflection
There are many lessons we've really learned during and after the conduct of this
research study. One is that you need a lot of perseverance in handling things that you may
encounter as you walk along through your journey. Another thing is you should have lots of
positivity because this will serve as your coping mechanism or it will lighten up yourself in facing
the possible trials that may exist. This will also serve as your inspiration that will motivate you to
finish what you have started and reach your goals.
Indeed, all we need is virtue. Another lesson I learned is don't ever give up when life
gets hard, that you need to study hard in order to achieve good grades not only for ourselves
but also for our parents who never gets tired of supporting us through ups and downs. We also
need to be matured enough and open minded. I also learned that having good grades is good
but without having good character, it would turn into nothing. Good grades are better but good
character is the best! In this world, nothing lasts forever. Change is the only thing that is
permanent. So instead of doing worthless things, we should focus on our studies. We should
focus on our dreams and goals in life. We should appreciate the things that we 'have' before it
turns into what we 'had'. We also learned that we should change our bad habits when it comes
to school. We should prioritize education above all because it is one of the key to success. In
preparing this research study, we really change a lot especially when it comes to research. It
made us feel that research can be so interesting which really stole our attention to the fact that
it's not just expensive but also a time consuming one but what really matters is it's the learning
that counts and lastly, finding out a good project title of course with the guidance of our
research adviser in the subject practical research Mrs. Maleanor Cristie T. Lima, we highly
appreciate all of your attention, time, efforts and encouragement you've done for us because
without your advice and guidance, we, for sure cannot finish what we've started. If we, in our
own little ways cannot pay back all of your kindness to us, I know for sure the Lord God has
witnessed all of your efforts done and dedication to us. I really salute you Ma'am for that and
and everything you've done for us will stay in our hearts.
During the conduct of this research study, we also realized that this really demands a lot of
sacrifice, time and efforts to do. Sooner or later you will realize how good it feels to make things
done especially when you've put a lots of efforts in it. You will definitely have tears of joy and
you finally accumulate and embrace the product of your countless sleepless nights of labor just
fo finish it. You are really satisfied, fulfilled and proud to yourself that finally you made it along
the way. The true essence of this research study is that it makes you a good problem solver; a
critical thinker; a better person; and makes a new version of yourslef. The reason why we
conduct this study is not just because the teacher wants us to do it nor a requirement of the
subject but because we wanted to reachn our goals also, to solve the problem that is happening
in the life ot students having poor grades and we are really happy and proud of it that we are
capable of answering and giving solutions on this problem. With this, we can also spread and
share this research study with other people especially students that might experience this
problem in order to open and lighten their minds.
"If you have been getting poor grades and you see the reason for it, you can try to rectify the
situation and get back on the right track". -- Ron Kurtus
References
Madeeha Kamal &Abdulbari Bener (2009). Factors contributing to school failure among school
children in very fast developing Arabian Society. Retrieved from:
https://www.ncbi.nlm.nih.gov/pmc/articles/PMC3251187/
http://pedsinreview.aappublications.org/content/26/7/233

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Republic of the Philippines

Schools Division of HIMAMALAN City

RAYMUNDO T. TONGSON NATIONAL HIGH SCHOOL

Senior High School Department

“Factors of Having Poor Grades among Grade 11 Students Of

Raymundo T. Tongson National High School”

A RESEARCH STUDY PRESENTED TO THE FACULTY AND STAFF OF RAYMUNDO T.

TONGSON NATIONAL HIGH SCHOOL, IN PARTIAL FULFILLMENT

OF THE REQUIREMENT FOR THE SENIOR HIGH SCHOOL

Significance of the Study

Schools Division of HIMAMALAN City

RAYMUNDO T. TONGSON NATIONAL HIGH SCHOOL

Senior High School Department

Scope and Limitation of the Study

Review of related Literature

Locale of the study

Respondents of the Study

Data Gathering Instrument

Validity and Reliability of the Instrument

Data Gathering Procedure

Results and Discussion

Schools Division of HIMAMALAN City

RAYMUNDO T. TONGSON NATIONAL HIGH SCHOOL

Senior High School Department

Schools Division of HIMAMALAN City

RAYMUNDO T. TONGSON NATIONAL HIGH SCHOOL

Senior High School Department

A poor grade is a substandard performance in an activity, usually academic, in which an

determine the factors of having poor grades in Grade 11 students.

Schools Division of HIMAMALAN City

RAYMUNDO T. TONGSON NATIONAL HIGH SCHOOL

Senior High School Department

their academic performance.

his/her own life in the future.

drop the course, if you can.

1.0% was emotionally disturbed.

Schools Division of HIMAMALAN City

RAYMUNDO T. TONGSON NATIONAL HIGH SCHOOL

Senior High School Department

and study habits of students for having poor grades.

mechanisms of the respondents having poor grades?

Significance of the Study

Schools Division of HIMAMALAN City

RAYMUNDO T. TONGSON NATIONAL HIGH SCHOOL

Senior High School Department

This study will be beneficial to the following:

and broaden their minds about this certain topic.

knowledge and basis related in this topic.

Schools Division of HIMAMALAN City

RAYMUNDO T. TONGSON NATIONAL HIGH SCHOOL

Senior High School Department

Scope and Limitation of the Study

The following terms were defined conceptually and operationally.

Factor. A circumstance, fact, or influence that contributes to a result. (Merriam-Webster

In this study, it refers to the cause or roots of the stated issue.

Schools Division of HIMAMALAN City

RAYMUNDO T. TONGSON NATIONAL HIGH SCHOOL

Senior High School Department

serious, or least competent. (Merriam-Webster Dictionary)

In this study, it is the result or outcome of the problem.

In this study, Students refers to the Grade 11 Students of Raymundo

terms of having poor grades.

Schools Division of HIMAMALAN City