SCHOOL BASED FACTORS AND ACADEMIC PERFORMANCE OF GRADE

12 STUDENTS IN PHILIPPINE WOMEN’S COLLEGE OF DAVAO

A Quantitative Study

Presented to the Faculty of Senior High School Department

Philippine Women’s College of Davao

In Partial Fulfillment

of the Requirement for the Subject

Practical Research 2

Jorda, Justin Rey

Caburnay, Ryan Jeckain

Balmores, Angelo James

Mendez, Ava

September 2024
 TABLE OF CONTENTS

TITLE PAGE

TABLE OF CONTENT

LIST OF TABLES

LIST OF FIGURES

CHAPTER PAGE

INTRODUCTION

Background of the Study

Statement of the Problem

Hypothesis of the Study

Review of Related Literature and Studies

Theoretical Framework

Conceptual Framework

Definition of Terms

METHODOLOGY

Research Design

Research Locale
Research Respondents

Research Instruments

Data Gathering Procedure

Statistical Tool
 LIST OF TABLES

Table

1 Levels of School Based Factors

2 Levels of Academic Performance

 LIST OF FIGURES

Table

1 Conceptual Framework

2 Research Locale
 CHAPTER 1

INT\RODUCTION

Background of the Study

1st Several factors influence students' academic performance, including

administrative practices, learning resources, teacher-related factors, and socio-

economic factors. According to the study of Kapur (2018), in secondary schools

in India, it highlighted the potential negative impact of these factors, which can

hinder students from participating fully and learning effectively within the school

constituent. Administrative ineffectiveness, limited learning resources, unqualified

or unmotivated teachers, and environmental challenges can create barriers to

students' academic success. Thus, it ultimately affects the students, academic

performance and growth to participate, learn effectively, and attain academic

success.

2nd According to Sanz et al. (2017) wherein they conducted their study at

Francisco de Vitoria University, academic performance has always been

associated to the evaluation tests results, which are those corresponding to

student's IQ, and leaving aside other personal characteristics. Among such

characteristics, the importance of emotional intelligence is worth highlighting

(management, facilitation, understanding and perception), dimensions associated

to personality traits (emotional impulsiveness, respect for others, sociability,

negotiating skills, openness to experience, self-confidence) and, of course, the

meaning of life, since the creation of meaning is related to each person's

individual development, in hand with other processes such as identity,

relationships and life goals. Hence, academic performance is important for

students as a result of educational experience in colleges to represent

knowledge, skills, and attitudes. Such that, academic performance becomes one

of the key factors in determining students’ success in their future careers

(Mappadang et al., 2022). Furthermore, academic performance is crucial in

shaping a student’s future, reflecting not just their current learning but also their

long-term educational goals. It encompasses grades, GPA, and degrees, with a

strong emphasis on exam scores and continuous evaluations. Thus, in today’s

competitive world, excelling academically is vital for securing opportunities in

prestigious organizations (Vyad, 2022).

3rd Students' academic performance is affected and influenced by several

factors that include the students' learning ability and their performance, peer

influence, financial implications, teacher teaching quality, and school facilities, as

stated by (Briones et al. 2021). Hence, the education production function theory

by Bowles (1969), emphasizes that the education production function applies the

economic idea of a production function to education. It links inputs like pupil-

teacher ratio, instructional materials, school facilities, and socio-economic of the

school with outputs that measure the quality of education, such as labor market

success, school enrollment, graduation rates, and standardized test scores. Its

focus is on how the various factors impact student learning outcomes.

4th Keykha and Geraeinejad (2018) describe financial resources in Iranian

schools as the budgetary allocations that enable schools to hire qualified

teachers, maintain facilities, and provide essential educational programs and

support services. Similarly, Mayaka (2019) at Africa Nazarene University

emphasizes the importance of physical resources-tangible elements like

buildings, equipment, and learning materials-that are crucial for supporting

student engagement and instructional effectiveness. In Indonesia, Tanjung

(2020) highlights human resources, including teachers, administrators, and

support staff, as essential factors impacting student learning outcomes and

overall school performance at University Muhammadiyah Sumatera Utara.

Finally, Yusuf and Noh (2018) at University Kebangsaan Malaysia, define

learning techniques as pedagogical approaches and tools, such as cooperative

learning, active learning, and metacognitive strategies, which educators employ

to enhance effective learning processes.

5th Academic performance serves as the dependent variable, reflects

students' achievements in educational settings and is influenced by various

indicators. In the context of classroom process quality, indicators such as

cognitive activation and connectedness play crucial roles in enhancing student

engagement, which in turn affects academic outcomes (Wang et al., 2022). The

use of internet technology serves as an indicator of how effectively students can

conduct research and collaborate, despite challenges like digital readiness and

resource availability (Apuke et al., 2018). Teacher-related factors, including

regularity, lesson preparation, and motivational strategies, also significantly

influence academic performance, suggesting that effective teaching practices are

essential for student success (Ullah et al., 2023). Socio-economic factors,

particularly maternal education and family income, serve as critical indicators that

affect students' academic achievements, highlighting the importance of a

supportive home environment (Udayakumar et al., 2022).

7th The significance of this study lies in its potential to enhance educational

outcomes and inform stakeholders in the social sciences, promoting broader

societal benefits. By identifying the factors influencing Grade 12 students'

academic performance, the research provides critical insights for students,

teachers, parents, school administrators, policy makers, educational

psychologists, and future researchers. This knowledge enables students to adopt

effective learning strategies, while teachers can tailor their methods to meet

diverse needs. Parents gain a deeper understanding of their role in fostering

academic success, and school administrators can develop targeted interventions

to enhance support. Policy makers benefit from evidence-based

recommendations for educational reform, while psychologists and counselors

can create effective support programs addressing emotional and cognitive

challenges. Ultimately, the study contributes to a more informed educational

landscape, promoting equity and support within the community, and laying a

foundation for future research. In doing so, it reinforces the social value of

education as a catalyst for personal and societal development.

Statement of the Problem

This research study aims to determine the relationship between school based

factors and academic performance among Grade 12 students in Philippine

Women’s College of Davao. More specifically, the researchers seek to address

the following research questions:

1. What is the level of school based factors among the grade 12 students in

Philippine Women’s College of Davao in terms of:

1.1 Human Resources

1.2 Financial Resources

1.3 Physical Resources

1.4 Learning Techniques

2. What is the level of academic performance among the grade 12 students

in Philippine Women’s College of Davao in terms of these dimensions:

2.1 Administrative Practice

2.2 Learning Resources

2.3 Teacher Related Factors

2.4 Socio-Economic Factors

3. Is there a significant relationship between the school based factors and

the academic performance of grade 12 students in Philippine Women’s

College of Davao?

Hypothesis of the Study

The researchers assert that there is a significant relationship between the

level of school based factors and academic performance among Grade 12

students in Philippine Women’s College of Davao. This study will test whether

the hypothesis is accepted or rejected.

Review of Related Literature and Studies

Many factors, including the learning procedure, can impact or influence a

student's academic success. A notable aspect is the environment. A student's

success is greatly influenced by the learning environment since it controls a

student's behavior and academic performance in which it influences how

students behave in the school learning environment that could negatively and

positively affect students' success (Manahan and Bonotan, 2024). In the study

conducted at Holy Cross of Davao College, Davao City, 8000, Philippines by

Manahan and Bonotan (2024), resulted highlight how the physical resources,

such as the school's learning environment, play a significant role in shaping the

students' academic performance. A well-equipped and supportive learning area

can have a strong influence and impact on how well students' actively or

inactively participate in activities that lead to the betterment or worsen their

performance. Nonetheless, this shows that the quality of the learning

environment is one of the key factors of the students' academic success and

performance.

Education in the Philippines represents the ever-changing facets of life.

Augmenting the current educational system through the implementation of the K

to 12 curriculums (Tus, 2020). In fact, one of the most significant parts of human

resource development is education. Academic performance is the measurement

of student achievement across various academic subjects. Teachers and

education officials typically measure achievement using classroom performance,

graduation rates, and results from standardized tests. Students' academic

performance is affected by several factors: students’ learning skills, parental

background, peer influence, teachers' quality, and learning infrastructure. State

and federal education officials collect graduation rates as a baseline

measurement of secondary education performance (Briones et al., 2022). Each

state conducts annual tests at the elementary, middle, and high school levels to

determine student proficiency in subjects (Shakeel and Peterson, 2020). Delelis,

(2019) greatly emphasized the importance of having qualified teachers in the

field of teaching and said that the success of any program is conditioned by the

ability of the teacher to teach. If there is a failure at this point, the whole structure

fails. Hence, the implementation, selection, preparation, and supervision of

education will be affected.

In the study of Hoque & Atheef (2024) at Universiti Malaya, Malaysia.

Highlights human resource education as an intimate process that creates ability

and talent, increases knowledge, changes attitudes, and eventually stimulates

behavior and performance; has a significant role in the growth of the students'

performance. Human resources play a significant role in shaping the ability and

performance of students in school. Thus, human resources influenced students’

academic performance in both curricular and co-curricular activities.

Nonetheless, the students also need to participate and collaborate on the school

activities, and the human resources assist the students’ performance. In addition,

these practices include recruitment, training and development, compensation,

and performance management, which influence teacher productivity, motivation,

and job satisfaction. Effective HRM fosters an environment where teachers are

motivated, productive, and committed, leading to improved student academic

outcomes. Thus, the study also indicates that schools implementing strategic

HRM practices, such as professional development and reward systems, tend to

perform better in terms of academic achievement.

Human resources. Human resources in education as the teachers,

administrators, and support staff whose skills, qualifications, and effectiveness

directly impact student learning outcomes and overall school performance (Baker

et al., 2017).

Financial resources. Financial resources are described as the budgetary

allocations that schools receive, which directly affect their ability to hire qualified

teachers, maintain facilities, and provide necessary educational programs and

support services (Darling-Hammond, 2018).

Physical resources. Physical resources as the tangible elements within

educational institutions, such as buildings, equipment, and learning materials,

which are necessary for supporting student engagement and instructional

effectiveness (Murnane and Papageorge, 2023).

Learning techniques. Learning techniques as pedagogical approaches

and tools that educators use to support effective learning processes, including

techniques like cooperative learning, active learning, and metacognitive

strategies (Marzano, 2018).

 Administrative practice. Administrative practice as the systematic

approach to managing educational institutions with an emphasis on equity and

inclusivity. Additionally, administrative practices should ensure that all students

have access to the resources and support they need to succeed academically

(Wong, 2022).

Learning resources. The role of learning resources in remote and hybrid

learning environments. These resources as tools that support flexible learning

contexts, including virtual labs, digital libraries, and online course management

systems, which are crucial for maintaining academic performance in diverse

settings (Davis, 2023).

Teacher related factors. Teacher-related factors as the attributes and

behaviors of teachers that directly impact student learning, including teaching

methods, classroom management skills, and teacher-student relationships. It

emphasized that these factors significantly influence student motivation and

achievement (Smith, 2017).

Socio-economic factors. Socio-economic factors as the conditions

related to a student’s family background, including income level, parental

education, and occupation. These factors influence access to educational

resources, parental support, and overall learning environment, which in turn

affect academic performance (Greenfield, 2017).

Theoretical Framework
 The study will be guided by Bowles’ Education Production Function

Theory. Education Production Function represents a process by which a school

transforms inputs (Bowles, 1969). An education production function is an

application of the economic concept of a production function to the field of

education. It relates various inputs affecting a student’s learning like pupil-

teacher ratio, instructional materials, physical and environment school facilities

that affect the quality of education. It measures outputs including subsequent

labor market success, school enrollment, graduation rates, and most frequently,

standardized test scores. A large number of successive studies, increasingly

involving economists, produced inconsistent results about the impact of school

resources on student performance, leading to considerable controversy in policy

discussions. Additionally, policy discussions about class size reduction

heightened academic study of the relationship of class size and achievement.

Thus, this theory provides a framework for understanding the complex interplay

of factors affecting education, guiding both research design and practical

applications.

Conceptual Framework

Independent Dependent
Variable Variable

Levels of School
Independent Levels of
Based Factors Academic
Performance of
Grade 12 Students
Figure 1. Conceptual Framework of the Study
 The framework above conceptualizes the correlation between the two

variables which are the “Levels of School Based Factor” as the independent

variable correlating with “Levels of Academic Performance of Grade 12 Students”

as the dependent variable. It visualizes that the fundamental root of the study is

the framework wherein the relevance between the two variables is measured and

the hypothesis is conducted.

Definition of Terms

In conducting this study, it is essential to explicate the terms used by the

researchers. The following terms are briefly defined below:

Levels. This refers to a point on a scale, whether it be a quantity, quality,

or difficulty range (Collins, 2024). In this study, the varying levels of school based

factors has mainly impact the academic performance of grade 12 students.

School Based Factors. According to Darling-Hammond (2017), it

discusses that the school based factors as encompassing the school

environment, including the effectiveness of school leadership, professional

development opportunities for teachers, and the overall school climate. These

factors influence educational equity and student success.

Academic Performance. Liu et al. (2018) stated that academic

performance is viewed as the overall achievement of students in educational

settings, often measured through grades, test scores, and assessments.

 CHAPTER 2

METHODOLOGY

Research Design

In this research study, the researchers will employ quantitative research

with a use of a descriptive-correlational study. This study applied a descriptive-

correlational quantitative method to collect information and data related to the

research objectives and observing the significant difference between the two

variables and the hypothesis. Correlational research is a type of non-

experimental research that facilitates prediction and explanation of the

relationship among variables (Seeram, 2019). In this study, descriptive-

correlational research design will be utilized in order to determine the relationship

of two variables; the independent variable which is the school based factor and

the dependent variable which is the academic performance of grade 12 students.

Research Locale

This study will be located at the Philippine Women's College of Davao.

Specifically located in Amigos Birria, University Avenue, Juna Subdivision,

Matina, Davao City, Philippines. Region X1 (Latitude: 7°3'25.3" Longitude:

125°35'34.45). The school is a private, non-sectarian institution that was started

in 1953 by Dean Conrado Benitez and Francisca Tirona Benitez. The Philippine

Women's College of Davao consists of K-12 and tertiary education, in which it

offers 5 tracks under secondary education, which are Accountancy and Business

Management (ABM), Science, Technology, Engineering, and Mathematics

(STEM), Technical-Vocational Livelihood Education (TVL), Arts and Design

(A&D), and Humanities and (HUMSS).

Figure 2. Research Locale of the Study

Research Respondents
 The grade 12 students under the track of Humanities and Social Sciences

(HUMSS), Science, Technology, Engineering, and Mathematics (STEM),

Accountancy, Business, and Management (ABM), and Technical-Vocational-

Livelihood and Arts and Design (TVL/AD) were chosen as the respondents of this

study, particularly in the Philippine Women’s College of Davao. The researchers

would gather respondents to the said strands utilizing simple random sampling

as one of the popular sampling methods used in quantitative research using

survey instruments.

It is claimed that among populations that have been uniformly selected

and are homogeneous, simple random sampling is advantageous. With this

method of selection, everyone has an equal chance to take part in the study, and

the selection procedure is solely dependent on chance. There are advantages

and disadvantages to basic random sampling. Although it guarantees an

impartial, equal, and representative sample of the population, it can be laborious,

difficult to maintain when the population is heterogeneous and dispersed, and

rarely supported by an easily accessible list of population members (Noor et al.,

2022).

Research Instruments

In order to collect data, the researchers utilized survey questionnaires as

their research instrument, incorporating the pen and paper method. A traditional

data collection technique where researchers use physical questionnaires or

surveys. Respondents manually fill out their answers on paper, and researchers

then transcribe these responses into digital formats for analysis (Babbie, 2020).
Table 1. Levels of School Based Factors

Range of Descriptive Interpretation

Means Level
4.21 – 5.00 Very High School Based Factors among
Grade 12 students is highly
observed

3.21 – 4.20 High School Based Factors among

Grade 12 students is
prevalently observed

2.61 – 3.20 Moderate School Based Factors among

Grade 12 students is
moderately observed

1.81 – 2.60 Low School Based Factors among

Grade 12 students is below
the expected level

School Based Factors among

Grade 12 students is far
1.00 – 1.80 Very Low below the expected level

Table 2. Levels of Academic Performance

Range of Descriptive Interpretation

Means Level
4.21 – 5.00 Very High Academic Performance
among Grade 12 students is
highly observed

3.21 – 4.20 High Academic Performance

among Grade 12 students is
prevalently observed
 2.61 – 3.20 Moderate Academic Performance
among Grade 12 students is
moderately observed

1.81 – 2.60 Low Academic Performance

among Grade 12 students is
below the expected level

1.00 – 1.80 Very Low Academic Performance

among Grade 12 students is
far below the expected level

Data Gathering Procedure

In order to examine the results and provide information, data collection is

essential for this study. These procedures will be followed in the data collection

paper:

1. Participants’ Informed Consent

To make sure the participants are aware that taking part in a

research study is entirely voluntary, the researchers will obtain their

consent. The permission covers the right to withdraw from the study as

well as the confidentiality of the records.

2. Selection of Research Subjects

The researchers need to confirm that the subject is appropriate for

the study before selecting them to take part. Then, the researchers

enumerate the participants and request permission to use their names.

3. Disseminate Research Survey

 Through the provision of the pen and paper, participants will be

asked to complete the questionnaire administered by the researchers.

4. Analyze Every Response that has been Gathered

After the implementation of the online questionnaire, the researchers will

review the data from the participants’ responses, decipher its meaning to

aid in decision-making, and use it as a roadmap to solve the study’s

problems.

5. Overview of Results

The answers obtained are compiled into a summary in order to

identify pertinent data and provide a conclusion.

6. Making conclusions

The data gathered will be summarized, and this information will be

used by the researchers to draw conclusions regarding the study about

measuring parental involvement on the academic performance of the

Grade 12 students.

Statistical Tool

Statistical tools as methods for analyzing data that facilitate understanding

complex relationships and interactions among variables. Their focus is on

multivariate techniques that handle more than two variables simultaneously

(Tabachnick & Fidell, 2019). In conducting the study, the Pearson Correlation

Coefficient (PCC) will be used. Pearson correlation coefficient (PCC) as a

numerical index that represents the linear relationship between two variables. It

is a number between – 1 and 1 that measures the strength and direction of the
 relationship between two variables (Turney, 2024). In this study, the statistical

results between ‘School Based Factors’ and ‘Academic Performance’ would be

used to prove the hypothesis of the study. Hence, a survey would be conducted.

In the study of Nibrad (2019), the mean summarize data by providing a

central value for a data set. It is essential for conducting descriptive statistics and

for comparing groups in inferential analyses. Standard deviation is a descriptive

statistic that estimates how spread out the values .

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