Effect of Socioeconomic Status
on their Academic
Performance
I. BACKGROUND OF THE STUDY
This research study is about the effects of socioeconomic status
on their academic performance. According to Cosary B.
Pangilamun (2013-2014), socioeconomic is relating to an
economy, relating to the process or system by which goods and
services are produced, sold, and bought. Another statement of
Cosary B. Pangilamun (2013-2014) that status is a financial
position at specific period of time. The socio-economic status
may be also defined through the use of statistics involving
unemployment rates, stock market data, among other metrics.
According to Lareau, Anette (2003), socio-economic status is
typically broken into three categories: High, Middle, Low to
describe the three areas a family or (an individual) may fall into
when placing a family or variables income, education and
occupation can be assessed. And she also said that the income
and little education have shown to be strong predictors of a
range of physical and mental health problems due to
environmental conditions may be entire cause of that person's
social predicament, to begin with. Also these explain how the
level of status is being defined through the way of their living.
It has been said and shown that they are just based on the status
of the family, their financial income gets in their job.
The purpose of this study is about the effects of socio-
economic status on their academic performance. The
complexity of this study will be examined by discussing factors
such as socio-economic segregation, school funding, teacher
expectations, and academic climate. The effect that socio-
economic status can have on academic performance is of global
importance to educators, researchers, and policymakers, as they
continue to address disparities in academic performance and
educational attainment.
Efforts to ensure that all students receive an equitable
educational experience are also discussed, with particular
emphasis placed on the importance of effective schools.
Statement of the Problem
This study aims to identify if there is
an effect of socioeconomic status (SES)
on their academic performance in
Senior High School at Bato School of
Fisheries (BSF).
These following questions want to seek if there is
an effect of socioeconomic status on their
academic performance.
1. Is there any effect on academic performance if the
socioeconomic status of a person is low profile/poor?
2. Is there any effect on academic performance if the
socioeconomic status of a person is high profile/rich?
3. Is there a significant difference in the academic
performance between students that belong to low
profile/poor status and high profile/rich status in Senior
High School at the Bato School of Fisheries (BSF)?
Significance of the Study
It has been asserted that students’ academic
performance is determined to a large extent by
the socioeconomic status of the student.
Therefore beneficiaries & benefits of the study
are the following:
Students-the benefits that they can get are that they will know
if the socioeconomic status has an effect on their academic
performance especially their status level.
Teachers-the teachers can understand and learn from this kind
of research through this the teachers will be aware of the
situation of a student.
Parents-it will help the parents to understand the need of their
children.
Scope and Delimitation
This research work restricts the researcher to just one of
the reasons or factors affecting the educational
performance of students at the senior high school
certificate examination in Bato School of Fisheries. The
researcher will conduct in Bato School of Fisheries the
respondents are Senior High School. This school are the
sample population which represents the entire
population. The Senior High School students will the
entire students population.
Definition of Terms
Socioeconomic (SES)- is an economic and sociological total of measure of a person’s
work experience of an individuals or family’s economic and social position in relation to
others, based on household income, earners education, and occupation are examined, as well
as combined income, where as for an individual’s SES on their own attributes are assessed.
Academic Performance- is the extent to which a student, teacher or institution has
attained their short or long-term educational goods.
Quantitative Research- is a structured of collecting and analyzing data obtained from
different sources.
Conceptual Framework- is an analytical tool with several variation and content.
Theoretical Framework- is not something that is found readily available in the literature.
II.CONCEPTUAL FRAMEWORK
BSF Senior High
Socioeconomic Status Academic School
(Pedrosa, 2006) Performance (S. Y. 2018-
2020)
Figure1: Concept Map
This figure 1 shows the difference of student's academic
performance based on their socioeconomic status (SES).
It explains that the socioeconomic status (SES) of a
family affect the Academic Achievement of a students in
many ways .In their study found that students who are
coming from deprived and low socioeconomic and
educational background performed slightly better than
the students having higher socioeconomic and
educational background (Pedrosa 2006).
Socioeconomic status affects student academic performance through
background status of a family, financial and poor health of a student.
Some of the student connects that socioeconomic status is the primary
effect of the academic performance of a student. In high profile
background (SES) also can get a high possibility that they can get a
high academic performance in school. In middle profile background
socioeconomic there is also possibility that the academic performance
of a student is good or bad.
And low profile background (SES) there might be
possibility that the students get low academic performance
through their lack of income that pay or spend. In this
study, the researchers would like to identify the difference
of student’s academic performance according to their
socioeconomic status. The respondent of this study are
identified to be Senior High School (SHS) student in Bato
School of Fisheries School Year (2019-2020).
III.THEORETICAL FRAMEWORK
According to Chauhan (1992), academic achievement is
extremely at upper socioeconomic level and relatively
less essential at the lower level. Richmond (2001)
pointed out that children from upper and middle
socioeconomic background achieve academically higher
than children of LSB and this according to Boyle's
(2000) is due to inequality of resources among the rich,
middle, and poor children.
Much research supports the idea that socioeconomic status
effects academic performance. According to (Marzano, 2003,
Kahlenberg, 2001, Bracey, 2001). Although socioeconomic
status is a key in ingredient in academic success, there are other
variables to consider. An increase in academic performance is
still possible while controlling the socioeconomic status of
school districts. These are high-performing school districts that
contain a large amount of low-income students. Studies show
that strong leadership from administration has little to no
correlation in academic achievement in school districts.
According to Warren (2000) examined whether teachers have the same
expectations for all children including those a low socioeconomic status
background. The author stated that schools have searched for years to find a way
to successfully educate students from a low socioeconomic background. Many
times these districts have a high population of minorities consisting mostly of
students of color or what are from low-income families. An improvement has
focused on creating and dispersing additional resources to districts with high
poverty levels. In fact, more money has been re-allocated in these districts than
other districts. This reform has not been successful and the need. Many teachers
who are employed in low-income school districts are not considered highly
qualified and do not have expectation for their students. Many teachers have a
low expectation for low-income students. They blame home environment and do
not teach past these educational barriers they must expect a high level of learning
from all students and involve parents to the learning process (United States
Department of Education).
IV.REVIEW LITERATURE
Seeker (2001) stated that when groups of students with similar backgrounds are
compared, the students from high socioeconomic (SES) status outperform those
from low socioeconomic status (SES) on academic performance. High
socioeconomic status is related to better support, fewer discipline problems in the
district, and higher social expectations. The most common variables in low-
income school districts are parental education, parental occupation, large family
size, and absence of one parent (seeker). And according to Solanke and
Narayanaswamy (2015) conducted the study with the objective to find out the
effect of economic status on Academic Achievement. The result showed a
significant difference in the Academic Achievement of students having different
levels of Socioeconomic Status (SES). The study further revealed that
Socioeconomic Status of family affects the Academic Achievement of students in
many ways. Besides Pedrosa et al. (2006) in their study found that students who
are coming from deprived and low economic and educational backgrounds
performed slightly better than the students having higher socioeconomic status
and educational background.
According to Gouc (2007), socioeconomic status background is the relative
standing of a family in a society based on its income, power, background, and
prestige. It can also be the relative position of a family or individual on
hierarchical social structured based on access to or control over wealth, prestige
and power. Ovute (2009) also explained that family economic background
includes family income; the standard of house occupied or rented, family size,
parental and level of family stability among other factors.
Rather and Sharma (2015) examined the impact of socioeconomic status on
achievement grades. The study shows that there was an intimate relationship
between the socioeconomic status and academic grades of the student. It also
revealed that male students perform better and got better marks in comparison to
their female counterparts. It further highlighted that there was no significant
difference between urban and rural students in their Academic Performance.
V. METHODOLOGY
In this study we will use a causal comparative design to determine the
cause and effect of two variables. The participants of this study are the
Senior High School students (SHS) 2019-2020 in Bato School of
Fisheries. The sampling procedures we use are the purposive sampling
procedure. The primary data was collected to the help of
questionnaires. This collected data were analyzed by applying
descriptive and status inferential statistical measures in which in our
study we will use analytical tools like percentage to determined the
significant percent that the student will get in our collected data
through the help of questionnaires.
