Factoring the

Economic
Condition of the
Learner
Discussants:
Zairah T. Paragas
Janine Cuba
 Factoring the Economic
Condition of the Learner
• Poverty is main factor that affects the
learners. It continues to be pervasive in the
Philippines.
• The poverty incidence among households
increased from 24.4% in 2003 to 26.9% in
2006 and the number of poor families
increased from 4.0 million in 2003 to 4.7
million in 2006.
• Mindanao has the highest poverty incidence
at 38.8% but Luzon has the highest number
of poor families, with almost 2 million
families (42.4% of the total).
 Factoring the Economic
Condition of the Learner
• According to figures of DepEd and to
National Statistical Coordinator Board in
the Philippines:
• 1 out 6 Filipino kids will not attend school
• only 7 out of 10 will complete Elementary
School,
• of those 7 kids only 4 will complete high
school and those 4 will afford to enroll in
university.
• In the ‘80s, UNICEF estimated that 1.35
million Filipino children were out of
school.
Poverty-related Factors
That Intervene In
Students' Ability To
Learn
Poverty-related Factors That
Intervene In Students' Ability
To Learn
•health and well-being,
•limited literacy and language
development
• access to material resources
•level of mobility.
 Health and well-being
• For instance, substandard housing, inadequate
medical care, and poor nutrition can affect the
rate of childhood disease, premature births, and
low birth weights, all of which affect a child's
physical and cognitive development. Such factors
influence students' ability to benefit from
schooling. Living in daily economic hardship can
also adversely affect students' mental health
(Winters & Cowie, 2009), self-efficacy (Conrath,
1988, 2001), self-image (Ciaccio, 2000a, 2000b),
and motivation to do well in school (Beegle,
2006).
 Limited Literacy And
Language Development
• Children who live in poverty often come to
school behind their more affluent peers in
terms of literacy and language
development.
• “Children who are poor hear a smaller
number of words with more limited
syntactic complexity and fewer
conversation-eliciting questions, making it
difficult for them to quickly acquire new
words and to discriminate among words" –
(Educating the Other America, Susan
Neuman (2008))
 Access To Material
Resources
• Poverty often places constraints on the
family's ability to provide other material
resources for their children as well.
• For example, they may have limited access to
high-quality day care, limited access to
before- or after-school care, and limited
physical space in their homes to create private
or quiet environments conducive to study.
They may not own a computer or have the
fiscal resources necessary to complete out-of-
class projects.
 Level of Mobility
• -- the ability to provide stable housing.
Students often move from one location to
another because their parents are in search of
work or are dealing with other issues that
require them to move. Frequent moves almost
always have a negative academic and social
impact on students.
• Because of the basic needs for food, health and
housing of majority of people are not met, many
children of school age are malnourished and
sickly.
• Furthermore, Children living in poverty tend to
be exposed to more stress, more intense &
longer lasting stress that negatively impact
attention, focus, cognition, IQ and social skills.
Children living in poverty also tend to hear less
reciprocal conversations, are engaged in
conversation with less complex vocabulary and
less sentence structure, and are read to less
frequently than their peers not living in poverty.
References:
• https://grapeseedus.com/how-poverty-affects-education-
children/
• https://www.adb.org/sites/default/files/publication/27529/po
verty-philippines-causes-constraints-opportunities.pdf
• https://www.edutopia.org/blog/how-does-poverty-influence-
learning-william-parrett-kathleen-
budge?fbclid=IwAR2w2FtKUlNOldV7QpOnqBWrPWF1TsDzMc
GSzBYBZw_HYA7oLnjNu3JxfI8