ABM STUDENT EXPERIENCE IN DIRECT SELLING: STRATEGIES

AND CHALLENGES IN THE MARKET PLACE

A Term Paper
presented to

Mrs. Wilhelma B. Sampaco

Iligan City National High School

Iligan City

In partial fulfillment of the

requirement in English 10

By:

Bansalao, Arianne Jay C.

Embate, Mary Grace Jade M.

Enjada, Noel Emmanuelle Z.

Flores, Rachelle Ann L.

XI- MT. MAYON

 May 2023

TABLE OF CONTENTS

Title Page i

Table of Contents ii

Chapter I – INTRODUCTION 1
.
1.1 Background of the Study 1
.
1.2 Statement of the Problem 2
.
1.3 Significance of the Study 2
.
1.4 Definition of Terms 3

CHAPTER II – REVIEW OF RELATED LITERATURE 5

CHAPTER III – RESEARCH METHODOLOGY 8

CHAPTER IV – PRESENTATION AND INTERPRETATION OF DATA 11

CHAPTER V – SUMMARY, CONCLUSION, AND RECOMMENDATION 17

Bibliography 20

Appendices 22

Acknowledgment 25

Curriculum Vitae 26
 Chapter I

INTRODUCTION

Direct selling has emerged as a popular avenue for individuals, including students

learning in ABM (Accountancy Business and Management). Strand to gain practical

experience in sales, marketing, and entrepreneurship. Direct selling involves the sale of

products or services directly to consumers in a non-retail environment, often through personal

interactions or parties. As such, the experiences of ABM students in direct selling present a

rich field of study, offering insights into the strategies employed and challenges faced by

young entrepreneurs in the marketplace.

Understanding the experiences of ABM students engaged in direct selling is crucial for

several reasons. Firstly, it provides valuable insights into the practical application of business

concepts learned in the classroom, enabling students to bridge the gap between theory and

practice. Secondly, it offers a glimpse into the strategies and tactics utilized by young

entrepreneurs to navigate the complexities of the market landscape and achieve success in a

competitive environment. Lastly, exploring the challenges faced by ABM (Accountancy

Business and Management) students in direct selling sheds light on the barriers to entry and

growth in the industry, informing strategies for overcoming obstacles and fostering

entrepreneurial development.

This research aims to investigate and explore the experiences of ABM (Accountancy

Business and Management) students in direct selling, specially focusing on the strategies they

employ and the challenges they encounter in the marketplace. By delving into the

perspectives, practices, and outcomes of ABM (Accountancy Business and Management

students engaged in direct selling, this study seeks to uncover valuable insights that can

inform educational programs, training initiatives, and support services aimed at enhancing the

entrepreneurial skills and success of future business leaders.

Through a combination of qualitative and quantitative research methods, including

surveys, interviews, and case studies, this study will explore the motivations, approaches, and

outcomes of ABM students involved in direct selling. By examining the strategies that drive

success and the challenges that hinder progress in the marketplace, this research aims to

provide a comprehensive understanding of the unique experiences faced by ABM students in

this dynamic and evolving industry.

Ultimately, by gaining a deeper understanding of ABM students' experiences in

direct selling, this research seeks to contribute to the body of knowledge surrounding

entrepreneurship, marketing, and sales, while offering practical insights that can benefit

students, educators, and industry practitioners alike. The findings of this study have the

potential to inform curriculum development, training programs, and policy initiatives aimed

at nurturing the entrepreneurial spirit and enhancing the professional development of ABM

students in the direct selling arena.

Conceptual Framework

Experiences in Direct Strategies and Challenges

Selling

Figure 1. Conceptual Framework

Figure 1 presents the conceptual framework of the study. It consists of two

variables, experience in direct selling as an independent variable and the dependent variable

are the strategies and challenges.

In figure 1, experience in direct selling is an important factor that affects the

performance of ABM students in the marketplace. This experience may include the duration

of engagement, the type of products sold, and participation in direct selling events. It also

plays a significant role in developing skills such as communication, persuasion, and customer

service, which are crucial in direct selling. Understanding the impact of experience in direct

selling on the performance of ABM students can help identify the strategies that can improve

their performance and enhance their learning experience.

Another variable, strategies refer to an action or policy designed to achieve a

major aim, while challenges is a hindrances or problem that make a situation difficult to

solved. Strategies encompass personal selling, network marketing, home parties or

demonstrations, and digital and social media marketing. Personalized customer relationship

management is also pivotal in building lasting connections however, it comes with a set of
challenges. Challenges underline the importance of strategic planning and effective

management in navigating the complexities of the direct selling landscape.

Theoretical Framework

In examining the intricate landscape of ABM students' experiences in direct

selling, particularly focusing on strategies and challenges in the marketplace, this research is

fortified by the integration of three prominent theoretical frameworks. Albert Bandura's

Social Cognitive Theory (1977) serves as a foundational pillar, positing that individuals learn

through observation and modeling of behaviors. Within the context of direct selling, this

theory sheds light on how ABM students might acquire and refine their strategies by

observing successful models within their social and educational milieu, emphasizing the

social influences and learning processes at play.

Supplementing this, the Theory of Planned Behavior (Ajzen, 1991) contributes

a structured framework to elucidate the cognitive dimensions of ABM students' direct selling

experiences. By examining attitudes, subjective norms, and perceived behavioral control, this

theory enables a comprehensive exploration of how these factors collectively shape students'

intentions and actions in the dynamic marketplace. Furthermore, Rogers' Diffusion of

Innovations Theory (1962) enriches the conceptual framework by emphasizing the adoption

and dissemination of novel ideas. Applied to direct selling, this theory provides insights into

how ABM students may embrace innovative strategies, navigate challenges, and contribute to

the diffusion of effective practices within their academic and professional networks. The
integration of these three theories offers a robust foundation for understanding the

multifaceted aspects of ABM students' experiences in direct selling.

Statement of the Problem

An interesting topic of research that needs to be looked into is the experiences of

Accountancy, Business, and Management (ABM) students who engage in direct selling.

Direct selling presents a great chance for students to put their theoretical knowledge to use in

a real-world business environment, but there is still a lack of understanding regarding the

particular tactics used and difficulties faced by ABM students in the marketplace As a result,

the following is the problem statement for this study:

[Link] are the key strategies that ABM students works with?

while engaging in direct selling

[Link] obstacles did ABM students encounter while engaging in direct selling activities?

[Link] are potential benefits for enhancing ABM learners direct selling experiences in the

industry?
Significance of the study

The objective of this study is to present, analyze, and investigate the direct selling

experiences of ABM (Accountancy, Business, and Management) students. Specifically, this

research intends to concentrate on the strategies and obstacles that these learners faced in the

marketplace. There are multiple reasons why this research is so important.

Relation to Education:

Reviewing the direct selling experiences of ABM students gives important insights

into how their educational background affects their entrepreneurial endeavors. Students

enrolled in ABM programs usually graduate with a solid understanding of accounting,

finance, marketing, and management—skills critical to success in direct selling. Examining

their experiences might help clarify how their classroom knowledge is used in actual work

environments.

Academic Contribution:

The academic literature benefits from studies regarding ABM students' direct selling

experiences because it closes gaps in knowledge about the connections between marketing,

entrepreneurship, and education. Through a study of the tactics used and obstacles faced by

ABM students in the field of direct selling, this research contributes to the current ideas and

frameworks regarding consumer behavior and entrepreneurial education. In addition, it offers

a basis for future studies on how well educational interventions help students become ready

for their entrepreneurial endeavors.

In conclusion, investigating the direct selling experiences of ABM students is

important not just for academic institutions but also for the direct selling sector, decision-
makers, and society in general. This research intends to provide insights into the tactics and

obstacles encountered by ABM students in the marketplace, which will support efforts that

promote economic empowerment, improve business education, and enhance entrepreneurial

development

Scope and Delimitation

This research endeavors to comprehensively explore the experience of

Accountancy, Business, and Management (ABM) strand students in direct selling,

specifically focusing on the strategies and challenges encountered in the marketplace. The

study will meticulously investigate the distinct dynamics of direct selling within the ABM

strand, emphasizing the strategies implemented and challenges faced by the participants. The

target respondents for this study will be 10 honor students in Grade 11 Mt. Mayon at

Mahayahay Iligan City National High School. These students are not only actively engaged

in frequent AVON direct selling but also have attained a notable level of academic

excellence, particularly excelling in Business Math. The geographical location for this study

is within Mahayahay Iligan City National High School, specifically in Grade 11 Mt. Mayon

ABM Strand. The research will be conducted over the academic year 2023-2024, focusing on

Grade 11 students enrolled during this period. This timeframe allows for an in-depth

examination of the direct selling experiences of high-achieving ABM students within the

specified context.
Definition of Terms

To better comprehend the study, the phrase that is used the most is conceptually and

practically defined.

Socio-economic Status (SES) A measure of an individual's or family's social

and economic position in society, based on

factors such as income, education, and

occupation.

Academic Performance Refers to a student's achievements in academic

areas, such as grades, test scores, and other

measures of academic success.

Grade 10 Students Refers to students who are in the tenth grade,

typically, around 15-17 years old.

Iligan City National High School A high school in the Philippines that serves

students from a variety of socio-economic

backgrounds.

Correlation Analysis A statistical technique used to measure the

 strength and direction of the relationship

between two variables.

Statistical Package for the Social Sciences A software package used for the analysis of

statistical data.

Low SES Refers to individuals or families who have a

relatively low level of income, education, and

occupation compared to others in society.

High SES Refers to individuals or families who have a

relatively high level of income, education, and

occupation compared to others in society.

These terms will be used throughout the study to describe and analyze the relationship

between socio-economic status and academic performance among grade 10 students in

ICNHS.
 Chapter II

REVIEW OF RELATED LITERATURE

In this era of globalization and technological revolution, education is considered a

first step for every human activity. It plays a vital role in the development of human capital

and is linked with an individual’s well-being and opportunities for better living (Battle and

Lewis, 2002). In addition, most experts argue that low socio-economic status has a negative

effect on the academic performance of students because the basic needs of students remain

unfulfilled and hence they do not perform better academically (Adams, 1996). The low

socio-economic status causes environmental deficiencies which results in low self-esteem in

students (US Department of Education, 2003). Subsequently, educational services are often

not tangible and are difficult to measure because they result in the form transformation of

knowledge, life skills, and behavior modifications of learners (Tsinidou, Gerogiannis, and
Fitsilis, 2010). So, there is no commonly agreed-upon definition of quality that is applied to

the education field. The definition of quality of education varies from culture to culture

(Michael, 1998). On the other hand, socio-economic status refers to a finely graded

hierarchy of social positions which can be used to illustrate a person’s overall social

position or reputation. It can be indicated by a number of concepts such as employment

status, occupational status, educational attainment, and income and wealth (Graetz, 1995).

In general, the concept of “socio-economic status” highlights the position of individuals,

families, or other units on one or more dimensions of stratification (Fergusson, Horwood,

and Boden, 2008). Socio-economic status has been measured in many ways, including

educational and occupational attainment, exposure to poverty, income, and exposure to

adverse life events such as unemployment or mono-parental families (Fergusson et al,

2008).

In connection, the literature studies emphasized that socio-economic factors

substantially impact students' academic performance. The socio-economic condition

explores the mechanisms of a student’s academic performance which are possible means for

identifying the socio-economic and cultural factors (Bourdieu 1986; Coleman, 1988a,

1990b). In connection, education is a powerful instrument of change and progress. It

strengthens the economy of an individual and that of the national and social community.

(Bringle and Hatcher, 1996; Mitra, 2011; Bandyopadhyay et. al., 2021; Tilak, 2021).

Education significantly reduces

poverty and socio-economic disparity in developing countries (Saravanamuthu, 2004;

Ogunlade, 2005; Karlidag et al., 2020; Okoro, 2020).

 Many modern societies suffer from rising inequality and low social mobility

(OECD, 2018). Increasing inequality and low social mobility threaten long-term growth

(Cingano, 2014) and more fundamentally endanger democratic societies. Young people may

need more confidence in political institutions if they feel they have to limit their

expectations for their future because of their family or financial situation. Children from

low-income and low-educated families usually face many barriers to learning. Less

household wealth often translates into fewer educational resources, such as books, games,

and interactive learning materials in the home. As they are likely to have higher levels of

education, they are also more likely to provide a more stimulating home environment to

promote cognitive development (Sirin, 2005; Thomson, 2018).

In addition, socio-economic factor plays a vital role in human capital formation by

the parents for their children (Blaug, 1970; Psachropoluos, 1987; Cohn and Geske,

1990; Schultz; 1975). The socio-economic factor is “the social standing or class of an

individual or a group”. This definition is given by the American Psychological

Association (APA-2018).

“The socio-economic status frequently functions as a latent variable for the academic

performance of secondary education” (Bofah and Hannula, 2017). However, differences in

the availability of facilities and investment level in education of a household can eventually

lead to inequalities in students’ academic achievements (Buchmann, 2002). Subsequently,

hitherto some empirical studies have found that the academic performance of students with

lower socio-economic status is slower than that of students with higher socio-economic

status. As a result, a student’s low socio-economic status is associated with poor cognitive

and academic development and language problems (Morgan et. al., 2009). Moreover, Islam
and Khan, (2017) study found no significant differences between male and female students in

their academic achievements.

Furthermore, the survey by Rather and Sharma (2015) emphasized the strong

relationship between high school students' socio-economic status and academic

performance. The study found that male students performed better than female students.

Furthermore, their study reveals no significant differences between urban and rural students

in their academic performance.

Schools can channel resources toward disadvantaged children and thus help create a

more equitable distribution of learning opportunities and outcomes (Downey and Condron,

2016). The existence of educational inequalities in high-income countries, with high socio-

economic factors, poses a severe challenge to developing countries in expanding school

access for their children (Kim et., al. 2019).

In addition, the lack of educational facilities has affected the educational

performance and learning outcomes among the students of higher secondary schools

(Udayakumar and Rajendran, 2016), which contributes to the low socio-economic status of

the students. 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,Valcke, Desoete,

Verhaeghe,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). Socio-economic status may vary greatly from country to country. Countries that tend

to have large differences in 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 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). Delaney, Harmon, and Redmond (2010) show that students

with low socioeconomic status underestimate themselves because of the socio-

economic status they inherited from their parents and their performance characteristics in

high school.
 Chapter III

RESEARCH METHODOLOGY

This chapter describes the methods to collect data. It includes the Research Method,

Research Design, Research environment, Research Participants, Sampling and Data Gathering

Techniques, Data Collection, Research Instrument, and Statistical treatment.

Research Method

This study used descriptive methods and qualitative analysis to determine the

Relationship between the Socio-economic Status of the Grade 10 students of ICNHS in their

Academic Performance.

Research Design

This study utilized a descriptive type of research with questionnaires as the main tool for

gathering data on the variables created in this study. A Phenomenological Study is designed for

this research study, this examines human experiences through the descriptions provided by the

people involved. This type of research is used to study areas in which there is little knowledge

(Donalek, 2004). The information will be collected through questionnaires distributed to the

respondents; the researcher study's task is to find out the relationship between these variables.

Research Environment

This study will be conducted at Iligan City National High School, Iligan City, Lanao del

Norte. The researchers are Junior High School students of Iligan City National High School,

Junior High School. The City of Iligan is headed by the Municipal Mayor Hon. Frederick Siao.

The City of Iligan exists for 73 years. The workforce of the municipality is composed of the

Sangguniang Bayan, Barangay Officials, Local Government Units, and through the support of

Governor Celso G. Regencia. The researchers randomly selected respondents who are bonafide

students of ICNHS.

Research Participants
 The researchers will use purposive sampling to select the participants. The participants of

the study will be composed of a minimum of 50 bonafide ICNHS students who identified

themselves as Grade 10 students. They are Junior High School students who are enrolled in

ICNHS between the ages of 15 and 17. Furthermore, the respondents are 25 Males and 25

Females, for a total of 50 respondents

Sampling Data and Gathering Technique

The process of collecting data on the Relationship Between Socio-economic Status and

the Academic Performance of the Students will depend on the respondents. The researchers will

use survey questionnaires and purposive sampling to get a response on as well as answer to this

problem. The process of this research will be done by collecting a sample of the Grade 10

students of ICNHS. In gathering the data, the researchers will conduct a survey using

standardized questionnaires.

Data Collection

The researchers only select 50 participants respondents to hasten the study. Data collection

is done through a survey questionnaire to determine the Influence of socioeconomic on the

Academic Performance of the Grade 10 ICNHS students in Iligan City. The respondents will be

invited to answer the following questions given to be answered by their own honesty and to

verify their competencies. The data collection will be based on the free time of the respondents

in order for the respondents not to be disturbed by their classes. The ethical research will be

obtained from the Principal of the Junior High School Department, Mr. Zosimo B. Gomez, and

the Practical Research Adviser, Mrs. Wilhelma B. Sampaco.

Research Locale

This study will be conducted Iligan City National High School for grade 10 students

located in Mahayahay, Iligan City, Lanao del Norte is a public educational institution which

helps secondary students to explore their talents and abilities

Research Instrument

The research for the data gathering of the study will be focusing on the students of

ICNHS. The instrument to be used will be the standardized checklist questionnaire. According

to Nkapa (1997), a questionnaire is a carefully designed instrument for collecting data in

accordance with the specification of the research questions. The researcher will be using

questionnaires in order to uphold the confidentiality of the respondents and also in order to save

time. The procedure for data collection will be as follows. The researchers will request

permission from the principal and Grade 10 Advisers of ICNHS to conduct a survey. The

subjects/respondents can ensure that the information given is purely for research purposes only

and won't reveal their identity and will not affect them individually.

Statistical Treatment

The statistical formula used in the study will be SPSS (Statistical Package for the Social

Sciences) to measure the strength and direction of the relationship between two variables.

When one variable changes, the other variable changes in the same direction.
 Chapter 4

Presentation, Analysis, and Interpretation of

Data

This chapter emphasizes the presentation, analysis, and interpretation of data were

gathered by the researchers through a survey, of the students of Iligan City National High

School in Iligan City, Lanao del Norte, Northern Mindanao, Philippines.

Table 1. Age

Table 1 shows the descriptive statistics for the age of the respondents. This

indicates that 20% of the respondents age 15 years old, 62% of the respondents age 16 years
old, and 18% of the participants were aged 17 years old.

Table 2. General Weighted Average (GWA)

Table 2 shows the statistics result of the respondent’s general weighted average. This

indicates that 16% or 8 of the respondents got 90% as their GWA during their third grading

assessment. 14% or 7 of the respondents got 91% as their GWA, also 12% or 6 of the

population got 89% of the GWA during the third grading assessment.

In addition, both 10% and 5 of the respondents got 88 and 92 percentiles respectively as

their GWA during the third grading assessment. Subsequently, 8% got 93 percentile, 95

percentile, and 96 percentiles. Both are 6% for the 94 and 97 percentiles. Lastly, only 1 of the

participants or 2% got 87% as GWA in the third grading assessment.

Table 3. Family Income

Table 3 shows the annual family income of the respondent’s parents. This indicates that

the majority of the respondents or 30% of the population answered 5,000 - 10,000 as their

parent’s income. On the other hand, the table shows that 18% of the respondents answered
10,001 - 15,000, and 15,001 - 20,000 respectively as their parent’s annual income. Also, 10

students of the general population answered that their parent’s annual income is 30,001 -

above and 14% of the respondents answered 20,001 - 30,000 as their parent’s income.

Table 4. Preferred Learning Mode

Table 4 shows the preferred learning mode of the students and the table shows that the

majority or 86% of the respondents preferred on the on-campus learning rather than online

learning. However, 14% or 7 of the total respondents preferred on Online learning and

campus learning. This shows that the majority of the respondents wanted to have On-

Campus learning alone.

Table 5. Mother’s Occupation

Table 5 shows that there 26 or 52% of respondents answered as their mother’s

occupation is housewife, 10% or 5 of the respondents answered as their mother’s occupation

is teacher and government employee; 6% as a businesswoman, 4% as housekeeper and

janitor. Moreover, others, or 2% show that their parent’s occupation is as follows: cook,

dressmaker, insurance company, IT supervisor, medical representative, OFW, principal,

social worker, and one as not applicable. This shows that the majority of respondent’s

mother’s occupation is a housewife.

Table 6. Father’s Occupation

Table 6 shows the respondent's father’s occupation. This shows the result that 7 of the

respondents answered as Businessman and the other 7 or 14% as none or not applicable. On

the other hand, 10% or 5 of the students answered as drivers and 6% of the respondents

answered as construction workers. Moreover, 2 or 4% of the total population answered as

government workers, as police, seaman, security guard, and soldier. Furthermore, 2% of the

total population shows that their father’s occupations are as follows: Balutan’s manager, civil

engineer, financial adviser, fish vendor, housekeeper, imam, laborer, mechanic, OFW,

panday mason, PDEA, pipe fitter, programmer, salesman, taxi driver, teacher, technician, and

as a vendor.
Table 7. Father’s Highest Educational Attainment

Table 7 shows the result for the respondent's father’s highest educational attainment.

This shows that 20 or 40% of the respondents answered as college graduates and 38% or 19

of the students answered as high school graduates. Moreover, 6% of the respondents

answered as first-year College and vocational graduate, 4% answered as second-year college,

and 2% as Masteral, senior high school, and none or not applicable.

Table 8. Mother’s Highest Educational Attainment

Table 8 shows the result for the respondent's mother’s highest educational attainment.

This indicates that 54% or 27 of the total population answered as college graduates and 32%

answered as high school graduates. In addition, 6% or 3 of the respondents answered that their

mother’s higher educational level is first-year college only, 4% a vocational graduate, and 2%

for Masteral and senior high school level.

Table 9. Correlations

The intercorrelation between each factor on the variables was further determined by

assessing correlations. This table shows the result of the correlations of the questionnaires to

the variables of socioeconomic status and academic performance of the respondents. Moreover,

the table indicates that Parent’s Education Level has a low negative correlation to Parent’s

Employment, thus, a statistically insignificant correlation (r = -.075, p<.05). Thus,

socioeconomic status was supported. This shows that Parent’s Monthly Income has a positive

correlation with Parent’s Education Level.

Table 10. Do you agree or disagree that your parent’s socioeconomic status affects

your academic performance at school?

This table shows that the majority or 56% of the respondents agreed that parents’

socioeconomic status affects their academic performance at school. Thus, 44% answered no or

disagreed that socioeconomic status affects their academic performance at school.

 CHAPTER V

SUMMARY, CONCLUSION, AND RECOMENDATION

This chapter summarizes the major findings of the study, draws a conclusion, and makes

relevant recommendations for the analysis of the relationship between socio-economic status

and academic performance of grade 10 students in ICNHS.

Summary

This study aimed to identify and analyze the relationship between socio-economic status and

the academic performance of grade 10 students at ICNHS. The researchers focus on whether

this socio-economic status has a significant effect on the students’ academic performance.

Summary of Findings

1. Most of the respondents were 16 years old.

2. One-half of the respondents got 90% as their general weight average during their third-grade

assessment.
 3. One third of the respondents had five thousand to ten thousand as their parents’ income.

4. Most of the respondents preferred on-campus learning.

5. The majority of the respondents answered "housewife" as their mother's occupation.

6. One-half of the respondents answered "businessman" as their father's occupation. Another

half of the students' fathers have no occupation.

7. One-fourth of the respondents answered that their father's highest educational attainment is a

college graduate.

8. Majority of the respondents answered that their mother's highest educational attainment are

college Graduate.

9. A parent's monthly income has a positive correlation with the parent's educational level.

[Link] of the respondents agreed that their parents’ socio-economic status affected their

academic performance at school.

Conclusion

1. The researchers found out that most of the respondents are 16 years old

2. The researchers found out that most of the students got 90% as their General Weight

Average during their 3rd quarter assessment

3. The researchers found out that most of the grade 10 students family income is 5,000 to

10,000

4. The researchers found out that grade 10 student preferred on campus learning.

5. The researchers found out that most of the grade 10 student's mother is a house wife
6. The researchers found out that most of the grade 10 student's father's occupation is business

man.

7. The researchers found out that most of the grade 10 student's father's highest educational

attainment are college Graduate

8. The researchers found out that most of the grade 10 student's mother's highest educational

attainment are college Graduate.

9. The researchers found out that grade 10 student's parent's monthly income has a positive

correlation with parent's educational level

10. The researchers’ found out that the grade 10 student agreed that their parents’ socioeconomic

status affect their academic performance at school.

Recommendation

To the school. The researchers recommend that this institution conduct equity and

inclusion: Foster a welcoming and fair learning atmosphere that celebrates diversity and fosters

equal chances for all students, regardless of their socio-economic status; implement measures

that guarantee each student receives help and fair treatment; Also, by implementing this

recommendations, schools can create an inclusive and supportive environment that promotes

equal opportunities and enhances the academic performance of students from diverse socio-

economic backgrounds.

To the Parents. Teach your child the importance of having a growth mindset, which

emphasizes the belief that intelligence and abilities can be developed through effort and

perseverance. Help them understand that academic success is not solely determined by socio-

economic factors but can be achieved through hard work and dedication. Providing a

supportive and nurturing environment, setting high expectations, and fostering a positive
mindset towards education, you can help your child thrive academically, regardless of socio-

economic status.

For future researchers. Define socioeconomic status (SES) indicators: Determine the

specific socio-economic indicators you will use to measure SES, such as parental education

level, occupation, and income. Be consistent with the definitions and measurement methods

used in previous studies to enable comparisons and build upon existing knowledge. By

following these recommendations, future researchers can contribute to the existing knowledge

base and help inform policies and practices aimed at supporting students' academic success,

regardless of their socio-economic status.

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II - PARENT’S EDUCATION LEVEL

No Item Strongly Disagree Not Agree Strongly

Disagree Sure Agree

1 My parent's education level influenced 1 2 3 4 5

my academic achievement

2 Parent's education level influenced my 1 2 3 4 5

confidence in academic learning

3 Parent's education level influences my 1 2 3 4 5

ability to understand a course/subject

4 Parent's education levels influence my 1 2 3 4 5

efforts to improve academic

excellence

5 Parent's education level affects my 1 2 3 4 5

thinking ability in academic learning

6 Parent's education level influences my 1 2 3 4 5

choice of field of study

III - PARENT’S EMPLOYMENT

No Item Strongly Disagree Not Agree Strongly

Disagree Sure Agree

1 Parent's employment influenced my 1 2 3 4 5

academic achievement

2 Parent's employment influenced my 1 2 3 4 5

confidence in academic learning

3 Parent's employment influences my 1 2 3 4 5

ability to understand a course/subject

 4 Parent's employment influences my efforts 1 2 3 4 5

to improve academic excellence

5 Parent's employment affects my thinking 1 2 3 4 5

ability in academic learning

6 Parent employment influences my choice 1 2 3 4 5

of field of study

III- PARENT’S MONTHLY INCOME

No Item Strongly Disagree Not Agree Strongly

Disagree Sure Agree

1 My parent's monthly income 1 2 3 4 5

influenced my academic

achievement

2 My parent's monthly income 1 2 3 4 5

influenced my confidence in

academic learning

3 Parent's monthly income 1 2 3 4 5

influences my ability to

understand a course/subject

4 My parent's monthly income 1 2 3 4 5

 influences my efforts to improve

academic excellence

5 Parent's monthly income affects 1 2 3 4 5

my thinking ability in academic

learning

6 Parent's monthly income 1 2 3 4 5

influences my choice of field of

study

IV- Do you agree that your parents' socioeconomic status affects your academic

performance at school?

Yes

No

Explain briefly why? (English, Tagalog, Bisaya)

 ACKNOWLEDGEMENT

The participants in the study who contributed to its success throughout its development

are acknowledged by the researchers.

The researchers would first want to thank the Almighty God for providing us with his

blessings, wisdom, and success in conducting this study.

Second, the researchers want to thank their parents for providing them with both

material and moral support.

Third, the researchers would like to thank their teacher, Ma'am Wilhelma B. Sampaco,

for her assistance and direction in the development of this study.

Last but not least, the researchers would like to thank the respondents for their willing

participation in the study; without them, this study wouldn't be a success.

The Researchers
 CURRICULUM VITAE

PERSONAL DATA

Name: Bansalao,Arianne Jay C.

Age: 17

Date of Birth: January 29,2006

Place of Birth: Panggao Saduc,Marawi City Lanao Del Sur

Sex: Female

Religion: Pentecostal

Nationality: Filipino

Address: Purok San Jose,Mahayahay,Iligan City

Phone Number: 09262810385

Email: Ariannejaybansalao2006@[Link]

EDUCATIONAL BACKGROUND

Level School Address

Kindergarten Children Development Center of Marawi City Pumping St.,Marawi City

Elementary Ubaldo D. Laya Memorial Central School Ubaldo D. Laya,Iligan City

Junior High School Iligan City National High School [Link] St.,Mahayahay

ACADEMIC ACHIEVEMENT

Level Achievement

Elementary Honor Student

Junior High School Honor Student

CURRICULUM VITAE
PERSONAL DATA

Name: Embate,Mary Grace Jade M.

Age: 16

Date of Birth: March 1,2007

Place of Birth: Liberty,Laguindingan,Misamis Oriental

Sex: Female

Religion: Roman Catholic

Nationality: Filipino

Address: Bagong Silang,Iligan City

Phone Number: 09468151226

Email: [Link]@[Link]

EDUCATIONAL BACKGROUND

Level School Address

Kindergarten Del Carmen Integrated School Del Carmen,Iligan City

Elementary Doña Juana Actub Lluch Memorial Central Pala-o Iligan City

School

Junior High School Iligan City National High School [Link] St.,Mahayahay

ACADEMIC ACHIEVEMENT

Level Achievement

Elementary Honor Student

Junior High School Honor Student

CURRICULUM VITAE
PERSONAL DATA

Name: Enjada,Noel Emmanuell Z.

Age: 16

Date of Birth: October 6, 2006

Place of Birth: Kulasihan, Maigo, Lanao Del Norte

Sex: Male

Religion: Roman Catholic

Nationality: Filipino

Address: Ubaldo Laya, Iligan City

Phone Number: 09659709771

Email: oncenoel@[Link]

EDUCATIONAL BACKGROUND

Level School Address

Kindergarten Iligan City,Central School [Link] St.,Mahayahay

Elementary Iligan City,Central School [Link] St.,Mahayahay

Junior High School Iligan City National High School [Link] St.,Mahayahay

ACADEMIC ACHIEVEMENT

Level Achievement

Elementary Honor Student

Junior High School Honor Student

CURRICULUM VITAE
PERSONAL DATA

Name: Flores, Rachelle Ann L.

Age: 15

Date of Birth: July 8,2007

Place of Birth: Dan’s Fatima Clinic

Sex: Female

Religion: Roman Catholic

Nationality: Filipino

Address: Purok Falcata,Tubod,Iligan City

Phone Number: 09675280079

Email: ellechar455@[Link]

EDUCATIONAL BACKGROUND

Level School Address

Kindergarten Iligan City,Central School [Link] St.,Mahayahay

Elementary Iligan City,Central School [Link] St.,Mahayahay

Junior High School Iligan City National High School [Link] St.,Mahayahay

ACADEMIC ACHIEVEMENT

Level Achievement

Elementary Honor Student

Junior High School Honor Student