Institute of Graduate and Professional Studies

Lyceum Northwestern University

Dagupan City, Pangasinan

Diversity with Action Research

Submitted by:

Marife C.Plares
MEd- English
 Chapter 1

Introduction

Background of the Study

Education is the best legacy a nation can give to her citizens especially the youth.

This is because the development of any nation or community depends largely on the quality

of education of such a nation. It is generally believed that the basis for any true development

must commence with the development of human resources. Much then is said that formal

education remains the vehicle for social-economic development and social mobilization in

any society.

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. When

analyzing a family’s SES, the household income, earners' education, and occupation are

examined, as well as combined income, versus with an individual, when their own attributes

are assessed. (National Center for Educational Statistics, 2008).

Philippines, like any other ”third world countries”, is suffering from economic crisis

which largely affect on education status of the people. One in six school-age-children are

deprived of education, tells us of what is in store in our country’ future (National Statistical

Coordination Board).

Research indicates that children from low-SES households and communities develop

academic skills more slowly compared to children from higher SES groups (Morgan, Farkas,

Hillemier, & Maczuga, 2009).

Poverty has the strongest correlation with high dropout rates; in 2007, it is estimated

that dropout rates for students living in lowest quartile of family income were more than 7
times higher than those of students in the highest family income quartile (i.e., 16.4% vs.

2.2%).5(NCES, 2007).

The school system in low-SES communities are often under resourced, negatively

affecting student’s academic progress (Aikens & Barbarin,2008). Inadequate education and

increased dropout rates affect children’s academic achievement, perpetuating the low-SES

status of the community.

Parents may not have the time, energy, or knowledge to find innovative and less-

expensive ways to foster young children's development (Ramey and Ramey1994).Similar

results are found by Teese (2003) in his analysis of the performance of students in Victoria.

He found clear and consistent trends for children from lower socio-economic status families

to have lower VCE scores(Year 12 results) and Year 5 benchmarking test results. The same

relationship was found for other measures of student engagement with schooling, such as

attendance rates. Teese introduces the concept of equity density, drawing together a

number of factors such as family status, family occupation, and language background status

and so on.The ACER study1 examined student achievement scores on tests of reading

comprehension and mathematics from five studies that tested the literacy and numeracy

levels of 14 year olds in Australian schools conducted between1975 and 1998, as well as

trends for all students and for smaller groups of students. Students’ results were discussed

through examining averages, medians and the distributions of results and changes over

time. Results were reported by socio-economic status (SES), language background, gender

and location.

The overall conclusion of the ACER study (Rothman, 2002; 2003) was that while

overall achievement levels of students remained relatively stable between 1975 and 1998,

notable differences were found between students by socio-economic status, both at an

individual level and between schools. Ainley (2003) discusses further analyses of the

Longitudinal Surveys of Australian Youth data in terms of the factors that impact on
 Equivalent Tertiary Entrance Ranks (a means of generating equivalent Year 12 results

between Australian states). Ainley found that the most significant influence on Year 12 score

is a student’s demonstrated proficiency in literacy and numeracy in earlier years of schooling

(Year 9 in this study), which represents an accumulation of the student’s skills in foundation

areas of learning. The second greatest influence is the particular school a student attends.

Ainley suggests, in line with other research, that school culture or environment, teaching

practices, student confidence and motivation, organization and resources may contribute to

differences among schools. Socioeconomic background, as measured by parental

education, wealth and occupational status, was the third most important influence on tertiary

entrance performance. Students whose parents are professionals, (and to a lesser extent,

managers), achieve higher tertiary entrance scores. It is not difficult to envisage how socio-

economic factors also impact on the two former variables (prior performance and school

attended), over and above the unique effect of the individual socio-economic status of

individual students. The PISA study also undertook more sophisticated analyses that

examined how the students’ achievement is associated with their own background and also

how it is associated with school factors. The between-school variance in Australia, although

relatively small, was largely explained by the socio-economic status of the students.

However for Indigenous students, the relationship between socio-economic status and

reading achievement was much weaker, indicating that Indigenous students from higher

socio-economic status families do not perform substantially better than those from lower

socio-economic status families. This suggests that other factors besides socio-economic

status operate in relation to the achievement of Indigenous students (Greenwood, Frigoand

Hughes, 2002).

Statement of the Problem

1. What is the profile of the respondents in terms of:

1.1 Income
1.2 Parent’s educational attainment

1.3 Family size

2. What is the academic performance of the students during the first semester of the school

year 2019-2020?

3. Is there a significant difference in the student’s academic performance in relation to:

a. Parents income

b. Educational attainment

c. Family size

4. Is there a significant degree of relationship between the socio-economic status and student’s

academic performance?
 Chapter 3

METHODOLOGY

Research Locale

This study will be conducted in the ENRICO T. PRADO NATIONAL HIGH SCHOOL

Aguilar, Pangasinan

The Respondents

The respondents of the study will be the students of ETPNHS in this school year

2019-2020. Selected students will be chosen by random sampling.

Research Design

This research will use a descriptive survey with questionnaire that will serve as an

instrument in gathering the data. This will determine the impact of socio-economic status of

parents to the academic performance and achievements of the students.

In determining the sample size of the total population of students, the slovin formula

will be used with 5% margin of error. The formula is expressed as:

n= N/1 + Ne2

Where:

n= sample size

N= population

e= 5% margin error

To determine the number of samples, 15% margin of error will be used:

Number total of students= N/1 + Ne2

Where:

N=30
 Appendices

Name of Siblings Age Year Level Academic

Achievements
Pre- Elementary secondary College
school

SPECIFIC QUESTIONS:

ANSWERS
QUESTIONS
YES NO
1. Do you think the income of your family is enough for your
daily needs?
2. Is your study continuous?
3. Do you think your allowance affects your performance in
school?
4. Do all your siblings have a continuous study?
5. Do you submit your school requirements on time?
6. Do you have any scholarship?
7. Do you have any personal computer at home?
8. Do you have any laptops?
9. Do you have any failing grades?

10. Do you have any unfinished requirements last semester?

 Literature Cited

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ACER

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control and cognitive performance: Control, agency, or means-ends beliefs? Developmental

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(1993). Review of research on achieving the nation's readiness goal. Washington, DC: U.S.

Department of Education.

Greenwood, L., Frigo, T. and Hughes, P. (2002). Messages for minority groups in

Australia from international studies. ACER Research Conference 2002, p.25.

Harter S, Pike R. The pictorial scale of perceived competence and social acceptance for

young children. Child Development. 1984;55:1969–1982. [PubMed]

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Ramey, S.L., & Ramey, C. T. (1994, November). The transition to school: Why the first few

years matter for a lifetime. Phi Delta Kappan, 76(30), 194-198. Research Highlights, 2003, p.

8-9.

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Zill, N., Collins, M., West, J., & Hausken, E.G., (1995, December). School readiness and

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https://www.academia.edu/1450620/Research_on_Socioeconomic_status_of_parents_and_

academic_performances_of_SPAMAST-CAS_students