UNIVERSITY OF ANTIQUE

COLLEGE OF TEACHER EDUCATION

Sibalom, Antique

FACTORS THAT INFLUENCE THE ACADEMIC PERFORMANCE OF

SOCIAL STUDIES STUDENTS

An Undergraduate Research
Presented to
Faculty of the College of Teacher Education
University of Antique

In Partial fulfillment
of the requirements for the Course
SocSci19 (Research in Social Studies)

By

JOPHET SON T. ACUPAR

JORLAN BALLINAS
CHRISTIAN DAVE MISSION
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

FACTORS THAT INFLUENCE THE ACADEMIC PERFORMANCE OF

THIRD-YEAR SOCIAL STUDIES STUDENTS

Chapter 1

Introduction to the Study

This chapter presents the introduction of the study divided into

eight parts: (1) Background of the Study; (2) Statement of the problem;

(3) Hypotheses; (4) Conceptual Framework; (5) Theoretical Framework;

(6) Significance of the Study; (7) Scope and Limitations of the Study; (8)

Definition of terms.

Background of the Study

Education plays a significant and multifaceted role in the

development of human resources across the globe. It serves as a

fundamental pillar of society, shaping individuals' lives and contributing

to the overall progress and prosperity of nations. Particularly for

students, education forms a critical aspect of their lives as they strive to

achieve their goals and aspirations. Academic performance, also known

as academic achievement, is a key indicator of the extent to which

students, teachers, or educational institutions have successfully attained

their short-term or long-term educational objectives. It is often measured

through continuous assessment methods or represented by a cumulative

grade point average (CGPA) (Talib & Sansgiry, 2012).

 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
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The concept of academic performance encompasses not only the

outcomes of students' educational pursuits but also encompasses their

approach to learning and their ability to cope with various factors that

may impact their performance (Banquil et al., 2009). It reflects the

effectiveness of their engagement in the educational process, their

acquisition of knowledge and skills, and their ability to meet the

standards and expectations set by their educational institutions.

Furthermore, academic performance serves as an essential benchmark

for evaluating the quality and effectiveness of educational systems,

instructional approaches, and support mechanisms provided to

students.

While education is intended to foster the knowledge, skills, and

desired attitudes of learners, it is often observed that academic

achievement varies among students due to various factors (Akessa &

Dhufera, 2015). Therefore, it is crucial to identify and understand the

factors that influence students' academic performance, as it holds

significance for both universities and countries worldwide (Martha,

2009). Numerous studies have investigated the factors that significantly

impact students' academic performance, including their learning skills,

parental background, peer influence, teacher quality, and learning

infrastructure (O. Olifemi et al., 2018). Economic factors have also been

found to affect students' academic performance, as economic conditions

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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

can potentially influence their grades (Sunshine et al., 2015).

Additionally, students' educational success and learning can be

influenced by various socio-economic factors, such as parental income or

social status, which may have a positive or negative effect on their

academic performance and examination grades (Azhar et al., 2014).

Furthermore, teachers play a vital role in shaping students' academic

achievement and are considered the most significant school-based factor

in their education (Gandhi-Lee et al., 2015).

While several studies have examined the factors influencing

students' academic performance, none have specifically focused on the

University of Antique's Main Campus. Therefore, this research paper

aims to fill this gap by investigating the factors that affect the

performance of third-year students majoring in Social Studies in the

Bachelor of Secondary Education program. By narrowing the research

focus to the specific context of the University of Antique's Main Campus,

this study can provide a more tailored and localized understanding of the

factors affecting academic performance in this academic program. Such a

targeted investigation will yield valuable information and practical

implications that can be utilized by educators, administrators, and

policymakers within the university to enhance the educational

experience and outcomes of Social Studies majors.

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COLLEGE OF TEACHER EDUCATION
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Statement of the Problem

This study aims to determine the different factors affecting the

academic performance of the BSED Social studies students.

Specifically, it seeks to answer the following questions:

1. What is the academic performance of the BSED Third year

Social Studies students?

2. Is there a significant difference among the Third year Social

Studies students if they are categorized according to family monthly net

income, sex, SHS Track/Strand, SHS origin, and Program priority upon

entering the university?

3. Is there a significant relationship between the independent and

dependent variable?

Hypotheses

1. There is no significant difference among the third-year social

studies students when they are grouped according to their academic

performance.

2. There is no significant difference among the third-year social

studies students when they are categorized according to sex, FMNI, SHS

track/strand, SHS origin, and program choice.

3. There is no significant relationship between the dependent and

independent variables.
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COLLEGE OF TEACHER EDUCATION
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Conceptual Framework

Figure 1: Paradigm showing the relationship between the

dependent and independent variables of the study.

Theoretical Framework

This paper is anchored on the following theories:

Self-determination Theory: Self-Determination Theory posits that

intrinsic motivation, autonomy, and competence are crucial for optimal

academic performance. According to this theory, student who have a

sense of autonomy, feel competent in their abilities, and are intrinsically

motivated are more likely to perform well academically (Ryan & Deci,

2008).

Socio-economic Status Theory: Research has consistently shown

that socio-economic status (SES influences students’ academic

performance. This theory suggests that factors associated with SES,

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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

such as parental education, income, and access to resources, can impact

students’ educational opportunities and outcomes (Sirin, 2005; Reardon,

2011).

School Climate Theory: School climate refers to the overall

atmosphere and social environment of a school. Positive school climate

has been linked to improved academic performance. Factors such as

positive teacher -student relationships, supportive school policies, and a

safe and inclusive learning environment are associated with higher

academic achievement (Cohen et al., 2009).

Significance of the Study

This study is beneficial to the following group of people:

Students. The study's findings directly impact students by

shedding light on the factors that affect their academic performance in

the Social Studies program. This knowledge empowers students to take

ownership of their own learning, make an informed decisions about

study habits and time management, and seek appropriate support when

needed.

Teachers. The findings of this study can benefit teachers by

providing them with a better understanding of the factors that influence

the academic performance of Social Studies students. Armed with this

knowledge, teachers can devise instructional practices, develop targeted

 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

interventions, and provide personalized support to enhance students’

learning and achievement.

Parents. Parents play a crucial role in supporting their children's

education. The study's findings can help parents understand the factors

that influence their child's academic performance. Armed with this

knowledge, parents can provide appropriate guidance, create a conducive

learning environment at home, and support their child's educational

journey more effectively.

University Administrators. The study's findings can inform

decision-making processes for university administrators at the University

of Antique's Main Campus. By identifying the factors that influence

academic performance, administrators can allocate resources more

effectively, implement targeted interventions, and create policies that

support student success in the Social Studies program.

Policymakers. The findings of this study can inform decision-

making processes for policymakers at the regional or national level. By

understanding the factors that affect academic performance in the Social

Studies program, policymakers can design evidence-based policies and

initiatives to improve the overall quality of education in the field.

Researchers. The current study contributes to the existing body of

knowledge on the factors influencing academic performance. Future

research can explore additional factors, such as student motivation, self-

 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

regulation, and socio-cultural influences, to deepen our understanding of

academic performance.

Scope and Limitations of the Study

This research study aims to examine the various factors that

influence the academic performance of third year college social studies

students at the University of Antique. The investigation is delimited to

this specific group of students within the university premises. The

primary focus of the study is to assess the impact of parents' educational

background, family income, and parents' occupation on the students'

academic performance. The researcher will employ a questionnaire-

checklist in collecting data directly from the students, enabling a

comprehensive understanding of the factors affecting their academic

achievement. The findings of this study will provide valuable insights into

the unique challenges and experiences faced by the Social Studies

students, thereby facilitating the development of targeted interventions

and support programs to improve their academic outcomes within the

University of Antique.

Definition of Terms

To fully understand the terms used in this study, the following are

defined operationally:
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

Academic performance – It is a measure of how well a student has

mastered the content, skills, and competencies associated with their

educational program or course.

Family Monthly Net Income (FMNI) – The combined or total

monthly cash income of all home members in the family.

Program choice – It is the option to select the first, second and

third choice of program upon enrolling in the university. The decision

made by students to enroll in.

Parental involvement – refers to the participation, engagement, and

support of parents or guardians in their children’s education,

upbringing, and overall wellbeing.

Sex – it refers to the biological and physical distinctions between

male and female.

SHS origin – refers to the type of school where they graduated

whether it is public or private.

Social Studies Department – A department that is responsible for

developing and delivering courses and programs related to subjects such

as history, geography, sociology, economics, political science,

anthropology, and all other disciplines that fall under the umbrella of

social studies.

Strand /Track – refers to the Senior High School curriculum

comprises various tracks, strands, and specializations. It consists of four

 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

tracks. (Academic Track) the strand under the Academic track ABM,

HUMSS, STEM (Technical Vocational Livelihood Track TVL) (Arts and

Design Track) and (Sports Track).

Chapter 2

Review of Related Literature and Studies

This chapter presents a comprehensive review of the related

literature pertaining to factors that influence the academic performance

of students. The review of literature is crucial as it provides a theoretical

foundation and contextual understanding of the research topic, enabling

the identification of significant gaps and the formulation of research

questions. By examining previous studies and scholarly works, this

review aims to consolidate existing knowledge and contribute to a deeper

understanding of the factors that affect academic achievement in the

Bachelor of Secondary Education program, specifically within the

University of Antique's Main Campus.

Social Studies Student

The term "social studies student" refers to an individual actively

engaged in the study and exploration of various disciplines within the

field of social studies. Social studies are an interdisciplinary subject that

encompasses a broad range of academic disciplines, including history,

geography, economics, political science, sociology, anthropology, and

cultural studies. National Council for the Social Studies (2010). This
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COLLEGE OF TEACHER EDUCATION
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definition highlights the multidimensional nature of a social studies

student's educational journey.

Social studies student's journey extends far beyond the confines of

a classroom. They venture into the world, visiting museums, attending

cultural festivals, and engaging in lively discussions with people from

diverse backgrounds (Barton & Levstik, 2004). They witness the richness

and complexity of human cultures, appreciating the beauty of diversity

while grappling with the injustices and inequalities that persist (Banks,

2008).

As the student navigates their path, they develop critical thinking

skills honed through analyzing historical documents, interpreting

conflicting narratives, and evaluating the reliability of sources (Barton &

Levstik, 2004). They learn to question the prevailing narratives and

understand the perspectives of different historical actors, cultivating a

nuanced understanding of the complexities of human societies (Appleby,

2000).

In this way, the social studies student becomes an agent of

change, armed with knowledge and empathy. Their journey through

social studies education equips them with the tools to critically analyze

societal issues, challenge oppressive systems, and work towards creating

a more informed and empathetic society (Banks, 2008).

Academic Achievement
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Academic achievement refers to the level of success or

accomplishment attained by students in their educational pursuits. It

encompasses the knowledge, skills, and competencies acquired through

formal instruction and academic activities. Academic achievement is

typically assessed through various measures, such as grades, test

scores, and evaluations, and serves as a fundamental yardstick to

evaluate students' progress and educational outcomes (Hattie, 2009).

Academic achievement is not limited to academic performance alone; it

also encompasses broader aspects such as critical thinking, problem-

solving abilities, creativity, communication skills, and subject-specific

knowledge. It reflects students' overall academic growth, understanding

of concepts, and application of learning in different contexts.

Academic achievement refers to the measurable outcomes and

accomplishments of students in their educational pursuits. It

encompasses the acquisition of knowledge, skills, and competencies in

various academic domains. Academic achievement is typically assessed

through objective measures, including standardized tests, grade point

average (GPA), and teacher evaluations (Mullis et al., 2016). These

assessments provide insights into students' understanding of subject

matter, their ability to apply concepts, and their overallF performance in

academic settings.
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Moreover, academic achievement is not solely limited to cognitive

aspects. It also encompasses socio-emotional development, such as self-

regulation, social skills, and emotional well-being, which are crucial for

academic success (Durlak et al., 2011; Skaalvik E.M & Skaalvik S,

2017). Academic achievement serves as an important indicator of

students' progress, educational attainment, and future opportunities. It

plays a significant role in determining college admissions, scholarships,

and career prospects, making it a key focus for educators, policymakers,

and researchers.

Academic performance

Academic performance refers to the demonstrated outcomes and

achievements of students in their educational pursuits. It encompasses

various aspects, including grades, test scores, classroom participation,

and overall engagement in learning (Reynolds & Walberg, 1992; Mullis et

al., 2016). Academic performance is influenced by a multitude of factors,

including individual characteristics, family background, school

environment, and instructional practices (Sirin, 2005; Rumberger, 2011;

Hattie, 2009). Research has shown that socio-economic status (SES)

plays a significant role in shaping academic performance, with higher

SES generally associated with better educational outcomes (Sirin, 2005).

Parental involvement has also been found to have a positive impact on

academic performance, highlighting the importance of supportive home

 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

environments (Fan & Chen, 2001; Hill & Tyson, 2009). Effective teaching

practices, such as providing timely feedback, promoting student

engagement, and utilizing differentiated instruction, have been linked to

improved academic performance (Hattie, 2009). Understanding the

various factors influencing academic performance can inform educators

and policymakers in developing interventions and strategies to enhance

student achievement

Factors that affect academic performance

Numerous studies have investigated the factors that influence the

academic performance of third-year Social Studies students. These

studies shed light on various aspects that contribute to students'

achievement in this field.

One significant factor that affects academic performance is the

quality of teaching. Hattie (2009) emphasized the importance of effective

teaching practices and instructional strategies in promoting student

achievement. Teachers who provide clear explanations, engage students

in meaningful discussions, and create a supportive learning environment

have a positive impact on the academic performance of Social Studies

students.

Another critical factor is students' motivation and engagement in

the learning process. Fredricks, Blumenfeld, and Paris (2004) highlighted

that when students are intrinsically motivated, have a sense of

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COLLEGE OF TEACHER EDUCATION
Sibalom, Antique

autonomy, and perceive the relevance of the subject matter, their

academic performance improves. Thus, fostering students' motivation

and engagement can positively influence their achievement in Social

Studies.

Parental involvement has also been found to play a significant role

in students' academic success. There is a strong support from

international research showing the positive influence of parental

involvement over academic achievement as has been demonstrated in a

variety of meta-analyses across different populations and educational

levels. Moreover, when parents are actively involved in their child's

education, provide academic support, and maintain high expectations,

students tend to perform better in their Social Studies courses (Lara, L.,

& Saracostti, M. 2019).

In addition, the availability of resources and educational support

within the school environment can impact academic performance. Wang

& Holcombe (2010) found that access to educational resources, such as

libraries, technology, and learning materials, positively correlates with

students' achievement in Social Studies. Schools that provide well-

equipped facilities and a rich learning environment contribute to better

academic outcomes.

Lastly, individual factors such as students' prior knowledge and

cognitive abilities can influence their academic performance in Social

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Studies. Previous research by Binder, T. et.al. (2019) highlighted the

significance of background knowledge and critical thinking skills in

promoting students' understanding and success in Social Studies

subjects.

In summary, factors that influence the academic performance of

third-year Social Studies students include the quality of teaching,

students' motivation and engagement, parental involvement, availability

of resources, and individual factors such as prior knowledge and

cognitive abilities. Understanding these factors can guide educators and

policymakers in implementing effective strategies to enhance students'

achievement in Social Studies.

Chapter 3

Methodology

This chapter presents the research design, locale of the study,

respondents of the study, data gathering instrument, data gathering

procedure, data analysis, and ethical considerations.

Research Design

This study will employ a descriptive-correlational research design.

As mentioned in the study of Solomon et al., (2017), this research is used

to obtain information concerning the status of the phenomena to

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describe “what exist” with respect to variables or conditions in a

situation. It is non- experimental that it deals with relationship. Since

the events or conditions have already occurred of existed, relevant

variables we merely selected for an analysis of their relationship. It

involves hypothesis formulation, testing, and uses logical methods in

inductive and deductive reasoning to arrive at generalization.

Descriptive in the sense that it will describe the academic

performance of the third-year social studies students and determines the

factors that influence it. While correlational because it will determine the

relationship between the identified factors and the academic performance

of the third year Social Studies students at the University of Antique.

Locale of the Study

This study will be conducted in the University of Antique Main

Campus, in the College of Teacher Education for school year 2023-2024.

The University of Antique, first known as the Antique School of

Arts and Trade (ASAT) then later converted as Polytechnic State College

of Antique (PSCA) is located at District 1 in the municipality of Sibalom,

province of Antique. The university is comprised of colleges namely

College of Teacher Education, College of Business and Accountancy,

College of Technology, College of Engineering and Architecture, and

College of Maritimes Studies. It also had a laboratory High School, Speck

Center and Open Learning. It is called “The Antique’s Pride” for its
 UNIVERSITY OF ANTIQUE
COLLEGE OF TEACHER EDUCATION
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indispensable role in the progress of the province by continuously

providing quality standard education and by improving its services for its

clientele.

One of the University’s flagships is the College of Teacher

Education which partially composed the “bUsAlians”, thus embodying

one of the university’s core values: excellence. This college had its

humble beginning, offering few programs at first. However, as part of the

university’s growth and improvement, the College of Teacher Education

has tried to improve its curricular offerings paving the way to the

establishment of a more in-demand programs which includes Bachelor of

Early Childhood Education, Bachelor of Special Needs Education,

Bachelor of Elementary Education, Bachelor of Technological-Vocational

Education, Bachelor of Physical Education, and Bachelor of Secondary

Education with five specializations namely, English, Mathematics,

Filipino, Science, and Social Studies.

The Respondents

The respondents of this study will be the 27 fourth year Social

Studies students enrolled in the College of Teacher Education of the

University of Antique under the academic year 2023-2024. This number

constitutes the whole population of the fourth-year social studies

students which means that, they will be selected in “take-all” basis since

their population is few only.

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They will be grouped according to sex, family monthly income, SHS

origin, SHS track/strand, and program choice.

Research Instrument

The instrument to be used in this study will be a validated

researchers-made questionnaire-checklist on the factors that influence

the academic performance of the fourth-year social studies students.

The first part will be about the profile of the respondents which

includes their name and sex. The second part will present the socio-

economic status where they will be asked to check the most appropriate

description of their family monthly net income. It will also include the

respondents’ program choice, SHS origin, and SHS track/strand. The

last part will be the questionnaire-checklist which will present activities

in parental involvement, where the respondents will check the most

appropriate responses. Options to be used were as follows: ALWAYS,

SOMETIMES, OFTEN, and NEVER.

Validity and Reliability of the Study. The research instrument to be

used in this study will undergo a content validation by a jury consists of

five members. These juries will be requested by the researchers to

validate the questions included in the instrument by checking options

such as ACCEPT, REVISE, and REJECT.

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Researchers will then examine the responses. Items with at least 4

juries (80%) who accepted the question item will be included in the final

draft of the instrument, if otherwise, the question item will be

automatically rejected. Items that were rated by the juries as improve will

be revised based on the suggestion given.

Data Gathering Procedure

This study will be conducted at the University of Antique, College

of Teacher Education. Permission to conduct this study will be obtained

from the Dean’s office. The researchers will personally administer the

research instrument to the respondents.

Data gathering will be done in the University of Antique, which is

located at Sibalom, Antique, in December 2023.

After retrieving the questionnaire-checklist, the data will be tallied,

processed, analyzed and interpreted by the researchers and their

statistician. All data will be computed and processed using Microsoft

Excel 2010.

Data Analysis Procedure

The data in this study will be interpreted using statistical test as

follows:

Frequency. To determine the number of Social Studies students

belonging to each category of variables will be used.

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Percentage. To determine the proportion of students belonging to

each category of variables, percentage will be used.

Mean. To determine the total average from first to second semester

as bases for the academic performance of the students.

T-test. To determine the significant difference among the third year

Social Studies students when they are grouped according to sex, T-test

will be used.

ANOVA. To determine the significant difference among the third

year Social Studies students when they are grouped according to FMNI,

SHS origin, SHS Track/strand, and Program Choice, ANOVA will be

used.

Pearson-r. To ascertain the significant relationship between the

dependent and independent variable, Pearson- Product Moment

Coefficient of Correlation will be used.

Ethical Considerations

Ethical considerations in research are a set of principles that guide

researchers’ research design and practices and will help them avoid

ethical issues and make their study more credible. In this study, the

researcher will inform the respondents that data will be treated with

outmost confidentiality and will assure that personal identifiable data

will be anonymize so that it cannot be linked to other data by anyone

else. Likewise, the respondents will be informed of the purpose, benefits,

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risks, and funding behind the study. They will also be given opportunity

to withdraw as respondents of the study anytime when they are not

comfortable with it. In addition, the researchers will also prepare a letter

to their jurors who will validate the research instrument to be used. A

letter of permission to conduct the study will also be made by the

researcher to be addressed to the dean’s office of the College of Teacher

Education. This to show respect to the authority.