Chapter I

INTRODUCTION

Education plays a crucial role in shaping the future of students, it also helps

individuals to develop intellectually, socially, morally, and contribute meaningfully to

society, yet many struggle with academic performance, leading to failing grades. A

failing grade is a grade/mark that shows that someone did not pass a test or course

of study (Merriam-Webster Dictionary). Failing grades can result from various

factors, including time management issues, lack of interest, procrastination, and

external distractions. The consequences of failing grades can be critical in

academics, affecting students emotionally, mentally, and psychologically.

Many students in Tulunan National High School struggle with failing grades

that can result in depression, lack of interest, hopelessness, self-doubt, and

frustration and influence students' motivation and well-being.

This study aims to explore the causes and effects of students' failing grades,

focusing on their emotional, mental, and psychological impact. By analyzing data

collected from Grade 10 students, this research seeks to identify possible

interventions to address academic struggles.

Objectives of the study

The primary objectives of this research are:

1. Identify the common subjects in which students struggle the most.

2. Asses the frequency of failing grades.

3. Determine the grade level when students began struggling.

4. Examine parental reactions to students’ failing grades

1
 5. Analyze students’ emotional response to parental reactions.

6. Identify students’ coping mechanisms for failing grades.

7. Investigate the causes of low grades among students

8. Explore strategies students use to improve their grades.

9. Evaluate students’ actions after trying various improvement strategies’

10. Determine the overall impact of failing grades on students’ well-being.

Significance of the study

The significance of the study is focused on the students' failing grades, and

coping mechanisms while providing knowledge on both into academic and

psychological dimensions of students' lives. Understanding the cause of failing

grades is very crucial as it allows teachers, parents and policymakers to identify

issues that may delay students’ performance. The findings of the study have the

potential to hold and inform the specific target interventions and support systems,

adopting resilience and reforming academic outcomes. Also, this study is designed

to discover the strategies they use in such difficulty by investigating how students

cope with their academic challenges.

This study benefits the teachers, parents, and policymakers to know what

they should do. For teachers, it can help them enhance their teaching skills and

know what skills they lack. For parents, the result of this study will help them

improve their communication skills and monitor their children’s activities. For

policymakers, this may serve as their guide in creating and enhancing policies,

identifying and crafting early intervention programs like summer classes for

remediation and advanced lessons.

2
Scope and Delimitations of the Study

This study focuses on Grade 10 students from Tulunan National High School

and examines the causes and effects of failing grades. The research is limited to

emotional, mental, and psychological aspects. The study relies on survey

responses, which may include subjective perspectives.

Definition of Terms

The following terms were defined to have a better understanding of this

study.

Failing Grades - A grade/mark that shows that someone did not pass a test or

course of study. (Merriam-Webster Dictionary)

Education - The field of study that deals mainly with methods of teaching and

learning in schools. (Merriam-Webster Dictionary)

Emotional Effects – Refers to the most basic sense of feeling. This basic sense

of feeling is comprised of two aspects; valence, which uses a range from pleasant

to unpleasant, and arousal, which uses a range from idle to activated.

(Study.com)

Mental and Psychological Effects – Refers to the impact of psychological

trauma on mental health, both at an individual and community level. It includes

the outcomes of exposure to traumatic events, such as posttraumatic stress

3
disorder and other psychiatric disorders that may arise after trauma.

(ScienceDirect)

Time Management – according to the research of the National Society of High

School Scholars it is a crucial skill that involves the efficient and effective

allocation of one's available time to accomplish tasks and achieve goals. It

encompasses the process of planning, organizing, prioritizing, and controlling the

way you use your time to maximize productivity and minimize wasted hours.

Procrastination – To keep delaying something that must be done, often

because it is unpleasant or boring (Cambridge, Dictionary)

Self-Doubt – A lack of confidence in one's abilities and intelligence. (Cambridge,

Dictionary)

Coping Strategies – An action, a series of actions, or a thought process used in

meeting a stressful or unpleasant situation or in modifying one’s reaction to such

a situation. Coping strategies typically involve a conscious and direct approach to

problems, in contrast to defense mechanisms. (American Psychological

Association Dictionary)

Depression - (major depressive disorder) is a common and serious mental

disorder that negatively affects how you feel, think, act, and perceive the world.

(Psychiatry.org)

Intervention - intentional action to change a situation, improve or prevent it from

getting worse. (Cambridge Dictionary)

4
 CHAPTER II

REVIEW OF RELATED LITERATURE

In this chapter, all the available information regarding how to understand the

causes and effects of failing grades on students' well-being is thoroughly reviewed

and analyzed. We undertook a review of existing literature that allowed us to gather

valuable insights and enhance our understanding of the current situation. This

discussion explores past studies and findings, that aim to deepen our

comprehension of how academic challenges influence students' mental and

emotional health, ultimately informing our perspective on effective management

practices in contemporary educational settings.

Existing literature suggests that academic struggles can have long-term

consequences. According to the studies conducted by Crosnoe (2002b), Miller

(1998), and Rosenbaum, DeLuca, and Miller (1999) they indicate that academic

5
difficulties have short-term behavioral issues and can also disrupt educational and

career path well into adulthood. We aimed to investigate the causes and effects of

failing grades by dividing them into three key areas: (1) the causes of low academic

performance, (2) the effects of academic difficulties on students' mental health, and

(3) students’ emotional reactions to academic failure.

Based on the research of Soc Probl, "academic performance, including

academic failure is often viewed in narrow terms, as an individual behavior limited

to the early life course. However, academic performance has implications that play

out across life stages and on multiple levels" (Crosnoe, 2002b; Miller, 1998;

Rosenbaum, DeLuca, & Miller, 1999). This statement emphasizes that educational

excellence affects multiple aspects of a person’s life, including job opportunities in

the future.

Factors Affecting Academic Performance

In academic performance there are 2 factors that affect students' learning

experiences: internal and external factors. Based on the research conducted by

Farooq et al. (2011) it shows that socioeconomic status (SES) and parental

education greatly influence students' academic performance. Their study showed

that individuals from the highest socioeconomic status backgrounds can

accomplish better academic work due to higher access to learning materials and

active parental involvement. Furthermore, the research emphasizes that parental

education has more impact on academic achievement of a student than parental

status, suggesting that knowledgeable parents are likely to provide more academic

support.

6
 Besides socioeconomic factors, individual traits also influence academic

achievement of a student. Farooq et al. (2011) establish differences in academic

presentations between genders, revealing that female students have more

capability to excel in academics over male students, especially in Mathematics and

English. This difference might be due to study habits, levels of motivation, and

teachers’ expectations. Additionally, the school environment, including teaching

quality, and peer influence, affects student learning and the potential to excel.

Psychological and emotional elements also affect academic achievement.

Farooq et al. (2011) emphasize that “academic stress” often associated to financial

difficulties or lack of parental support that can negatively impact students' ability to

concentrate. In contrast, students who received emotional support typically achieve

higher performance.

Emotional Consequences of Failing Grades

According to Ajjawi et al. (2019), learning deficiency has many emotional

effects that can impact students' self-worth and overall well-being. Ajjawi explored

students' emotional responses, highlighting that getting low marks often lead to

embarrassment, frustration and shame and explained the importance of emotional

resilience in coping with academic failure. Students who view and consider low

marks are more likely to adopt effective coping methods, such as seeking

academic help or improving study skills. In opposition, individuals who recognize

failure as a measure of their intelligence often suffer emotional effects, resulting in

academic detachment. The way students process their academic failure plays an

essential role in their ability to continue in their studies.

7
 Furthermore, the emotional impact of getting low grades can affect students'

relationships, mental health, and aspirations for the future. Ajjawi et al. (2019)

explain in his study about the significance of institutional support systems, including

academic counseling in assisting students to cope with the emotional impacts of

failure. Teachers can assist students in pursuing healthier reactions to academic

problems, leading to better academic results and enhanced emotional health.

Psychological Perceptions of Failing Grades

"The Stress of Life," by Hans Selye (1956) presented the idea of stress as a

center biological and psychological reaction to difficulties. His work focuses on

individual’s reactions to stress in different manners, which is connected on how

students face academic challenges. According to Hans Selye, stress can be

classified into two: eustress and distress. In an academic field, students who view

failure as a learning experience may encounter “eustress” of positive stress which

motivates them to improve and strive harder. On the other hand, those individuals

who consider failing grades as failure often suffer from “distress” or negative stress,

leading to self-doubt, anxiety and depression.

Selye’s framework of “General Adaptation Syndrome (GAS)” describes how

an individual psychologically responds to failure in the ground of academics. When

students receive low grades, they initially enter the “alarm stage”, experiencing

shock and frustration. If they attempt to deal with it, they move to the “resistance

stage”, where they either strive for improvement or develop effective coping

strategies such as avoidance. Nevertheless, if stress continues unchecked,

individuals might enter the "exhaustion stage” characterized by depression or a

complete loss of confidence in their academic abilities. This process illustrates how

8
students’ psychological well-being is heavily influenced by their perception of failure

and the support they receive.

Viewing poor grades is influenced by parental expectations, comparisons

with peers, and social expectations. Parents, teachers, and peers play an important

role in reforming students’ perceptions by offering emotional support, and a growth-

oriented mindset. With the help of Selye’s principles, educational establishments

can prepare an effective learning atmosphere in which students recognize failure

as a chance for development instead of viewing it as an obstacle, hence enhancing

resilience and academic perseverance.

CHAPTER III

METHOD AND PROCEDURES

Method of Research

A descriptive quantitative approach is one of the most popular approaches

these days, where it employs tools such as surveys, questionnaires, and

experiments to gather interpretation-based, descriptive, and relating to language

that explore new areas of investigation. The purpose of this study is to determine

whether personality surveys contribute to the emotional, mental, and psychological

well-being of Grade 10 students in relation to their grades. The benefits and

9
drawbacks of this instrument, as well as its reliability, will also be part of the

objectives, where it determines the cause and effects of failing grades among

students. This questionnaire that we have is a descriptive approach due to different

reasons.

Our questionnaire is used to collect data, which can be qualitative or

quantitative but, our survey is one of the example of a quantitative approach

method that attempts to collect coherent information for statistical analysis of the

topic. . To gather a large volumes of data, to describe demographics, students

opinions and satisfaction, we used the descriptive approach which is the

quantitative method. This research becomes descriptive quantitative since our

study focuses on collecting and analyzing numerical data to test hypotheses,

measure variables, and draw statistically significant conclusions about a

phenomenon.

Subjects of the study

The participants of this study composed of 30 participants with 15 females

and 15 males from different sections of Grade 10 department that have many of its

students with failing grades in Tulunan National High School. These respondents

are the individuals who participate in our studies by providing information through

survey questionnaires which led us to further information about our topic. It plays

an important role in helping the researchers collect necessary details to examine

behaviors or opinions on the subjects.

The respondent's contribution is crucial for generating perception that helps

researchers in providing information related to the study's objectives. Well-thought-

10
out surveys with logical and clear questions reduce uncertainty to make sure that

respondents understand what is being asked in a questionnaire to lead in a more

accurate answers.

Description of Research Instrument

As one of the data collection instruments for this study, we created a well-

structured survey using a questionnaire. The questionnaire is a tool used to collect,

measure, and analyze data related to our research topic, questionnaires are

valuable tools since it allows us to collect data efficiently from a large sample,

enabling the systematic analysis of opinions which can be crucial for meaningful

conclusions.

On the front page of our questionnaire, we put our research title which is the

Cause and Effects of Students’ failing grades Emotionally, Mentally, and

Psychologically to Grade 10 Students of Tulunan National High School, we included

the letter for students which is required when establishing research.

1.Demographic Profile – This is a summary of the characteristics of a group of

people, such as sex, gender, sections and name that used to understand the

composition and behaviors of an individual.

2.Impacts of failing grades – Failing grades can negatively impact a students’

overall well-being, students who failed multiple times are significantly more likely to

experience frustration, depression, hopelessness, and self-doubt, etc.

11
  Most of the students we surveyed used a strategies to reduce their

risk of failing, such as self discipline, time management, and

establishing study routine, etc.

 Purpose of this is to determine the causes and effects of failing

grades towards the Grade 10 Students of TNHS.

 In what grade they have experienced failing grades, how did they

cope- up with this and in what subjects they are struggling with, are

the basic questions we included.

Data Gathering Procedure

The researchers had spent a significant amount of time initiating the survey

for destined respondents to understand the survey better. Data collection allows us

to gain first-hand knowledge and original insights into our research problem.

 Determine the goal of the research, what are the things we should be

focus on.

 Create a survey using appropriate questions adapted from the related

studies as well as individuals concerns.

 Asked for permission to conduct a survey.

 Data gathering is the first and for most important step in research

process. It entails collecting, measuring and analyzing information

about a specific subject that is used to make informed decisions.

 Selected students’ completed a multiple-choice questionnaire and the

data collected by this research instrument will then be quantified for

interpretation to have relevant information.

 We checked the questionnaire to see if there are any unanswered

questions.

12
  Establish the research survey parts to understand the knowledge of

research.

Statistical Research Applied

In our study to analyze real-world data across various fields, we used the frequency

distribution table. It enables us to make sense of our data and make statistical

inferences, and issues involved uncertainty. This technique helps us to make

informed decisions based on our empirical evidence that leads us to this

information. The frequency of a value is the number of times it occurs in a dataset.

A frequency distribution is the pattern of frequencies of a variable, it's the number of

times each possible value of a variable occurs in a dataset.

The frequency distribution that we used shows the distribution of the genders

percentage that engaged in our study. (15) female and male individuals from

different sections that mostly experience failing grades responded to our research

questionnaires.

In our survey, if 30 Grade 10 students is equivalent to 100%, and there are

15 males and 15 females, so 100% divided by 2 which is the 2 gender is equivalent

to 50%, therefore, 50% of males and 50% of females engaged in our research

study questionnaires, to give some information and coherent findings about our

topic.

13
 CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter is the collected interpretation and analysis from the study. This

research presents the data analysis and findings from 30 questionnaires completed

by the selected 30 junior high grade 10 students of Tulunan National High School.

The purpose of this study is to know how failing grades affect the well-being of

tenth-grade junior high students, by using the questionnaires as a tool in our

research. With the help of the research questionnaires, we identified the key factors

of the cause and effects of failing grades in students. The interpretation of this

study is carried out by quantitative analysis data that aims to provide insights and

suggestions to all the reasons for the students, and to help them improve in their

performance.

PERSONAL DAT

This section contains the name, gender (optional), and section that testified

to their personal information. Although this is not related to the study, this serves as

an identification of the respondents that is useful in the context of the findings.

14
 Figure 1, Frequency distribution by gender

SEX FREQUENC PERCENTAG

Y E

FEMAL 15 50%

MALE 15 50%

This table shows that the total number of students who answered the

research questionnaires is which gender is most likely to have failing grades in the

Grade 10 department.

Figure 2

wHICH SUBJECTS ARE YOU

STRUGGLING WITH?
ENGLISH ESP FILIPINO TLE
AP SCIENCE MATH MAPEH

3%
18%

3%
41% 6%

29%

In this section, the pie chart represents the subjects that tenth-grade

students struggle with the most, with percentages showing the level of difficulties.

The largest piece of the chart, with 41% of the overall total, revealed that the most

complex subject for students is mathematics, this is recognized as the most

challenging subject due to the complicated problem-solving and analytical skills

needed. Second on the list is science as this occupied 29%, indicating that students

find subjects involving scientific solving and experiments challenging. English

15
comes next at 18%, displaying that language grammar and comprehension may be

difficult for many students. Additionally, Araling Panlipunan (AP) contains 6% of the

chart, Livelihood Education (TLE) at 3%, and Edukasyon sa Pagpapakatao (ESP)

IN JUNIOR HIGH SCHOOL, AT
occupying the rest 3% of the data. This chart emphasizes the areas where students
WHAT SPECIFIC GRADE LEVEL DID
YOU
might require extra START
assistance HAVING
and help, especiallyFAILING
in Mathematics and Science,
GRADES?
enabling them to enhance their academic performance and results.
GRADE 7 GRADE 8 GRADE 9 GRADE 10

Figure 3 33%

47%

10%
10%

As shown above, the pie chart is divided into three (3) slices: “yes,” “no,” and

“sometimes” that answer the question, “In the previous grades, did you always have

failing grades?” Based on the data, 15 or 50% of the students answered

“sometimes,” showing that there are instances among this half of students still

having failing grades rather than a consistent pattern. On the other hand, 13 or 43%

of respondents answered no, presenting nearly half of the students still paving their

way to perform well in their academics. Lasty, 2 or 7% answered “yes,” indicating

that these participants struggle in academics. This distribution suggests that there

16
is a nearly equal divide between students who have experienced irregular

academic difficulties and those who have not, with only a small percentage of

students that needed extra help with academic.

Figure 4

IN PREVIOUS GRADES,DID
YOU ALWAYS HAVE FAIL-
ING GRADES?
YES NO SOMETIMES

7%

50% 43%

In this table, we can identify in which year level the students started having

their failing grades. The graph shows that a lot of students in their (grade 10) 4th

year high school experienced having failing grades with a total percent of 47%.

Others answer that in grade 7 level there are 33% of students starting to have their

17
failing grades. While both in their grade 8 and grade 9 level there are 10% of the

students started having their failing grades.

Figure 5

HOW DO YOUR PARENTS FEEL ABOUT

YOUR FAILING GRADES?
16
12
8
4
0
T
RE RY OU N
EN O G Y TIO
TM
Y
M AN RT AC
IN D FO RE
PO U M
SA ST CO N
O
D
IS TO
U
YO
E
AG
R
U
CO
EN

Due to the students failing grades we expect their parents to react. Based on

the data above 15 answered that their parents are disappointed, while 9 are

encouraging their children to strive more, and some parents felt angry about the

failed grades of their children with a total number of 3. 7 of the respondents

18
answered that their parents comfort them. And the rest of the respondents

answered with no reaction with a total number of 2 respondents.

Figure 6

HOW DID YOU FEEL ABOUT

ChartYOUR PARENTS’ REACTION?
Title

ANXIOUS UNHAPPY
3% DE- SELF-DISSAPOINTED
EMBARRASSED
SELF-
PRESS
6% UN-
DISS-
ED MOTIVATED TO
MOTI- HAPPY
APOIN
3% STRIVE HARDER
VATED 47%
TOTED FEAR
25%
STRIV ANXIOUS
E
HARD DELIGHTED
ER EMBARRASSED
17%
DEPRESSED

According to the data above, 3% or 1 of the respondents felt depressed and

anxious about having failing grades, 6% or 2 felt embarrassed, some are motivated

to strive harder which in total of 17% or 6, others were unhappy about their failed

grades with a total percentage of 47% or 17 in Total respondents, while 25% or 9 of

the students were disappointed. While on the other hand, there are 0 respondents

who answered fear and delighted.

Figure 7

19
 HOW DO YOU COPE WITH FAIL-
ING GRADES?

HANGING OUT WITH

12%
FRIENDS
29%
STRESS EATING
32% DOING HOBBIES

26% SEEKING COMFORT

This chart answers the question; how did the students come up with their

failed grades? There are 29% or 10 students hanging out with friends to cope with

failing grades. Some are stressed eating with 27% or 9 in total. There are 32% or

11 respondents distracting themselves by doing their hobbies, while 12% or 4 of the

students answer that they are seeking advice.

Figure 8

WHAT ARE THE STRATEGIES CAN YOU

PRACTICE TO REDUCE FAILING
GRADES?

PAYINGIMPROV-
AVOIDING PROCASTINATION TIME
2% MORE ING MAN
YOUR SELF-
ATTEN-
ESTAB- AGEDIS-
TION MEMORY
IN
LISHING MENT
CIPLI
A STUDY10%
CLASS 20%NE
16%
ROUTINE FIND
PERSONALIZED LEARNING 27%
4% 12% INSPI- 20
RATION
10%
 TIME MANAGEMENT SELF-DISCIPLINE
FIND INSPIRATION PERSONALIZED LEARNING
PAYING MORE ATTENTION IN CLASS ESTABLISHING A STUDY ROUTINE
AVOIDING PROCASTINATION IMPROVING YOUR MEMORY

Here we can identify what helps the students or the practices of the students

on how they reduce failing grades. 19% or 10 of the respondents answered that

they are having time management. 27% or 14 answered by having self-discipline,

some find inspiration to distract themselves with a total of 10% or 5, while 4% or 2

of the others personalized learning, 16% or 8 of the students pay more attention in
WHAT ARE THE CAUSES OF YOUR
class. 12% or 6 others practice by establishing their study routine. 2% or 1
LOW GRADES?
respondent agreed to avoid procrastination. While 10% or 5 answered that by
POOR TIME MANAGEMENT PROCASTINATION
improving their memory they EXTRA-CURRICULAR
can ACTIV-
reduce their failing LACK OF INTEREST
grades.
ITIES
18% 21% 3 GADGET DISTRACTION FINANCIAL DIFFICULTIES
% LACK OF FOCUS LACK OF UNDERSTANDING
8%
5% NEGATIVE THOUGHTS
Figure15%
9
5% 26%

21
 As shown in the data above, 21% or 8 respondents state that one of the

causes of failing grades is by having a poor time management. 3% or 1 respondent

specify that it is because of procrastination, 5% or 2 was because of lack of

interest. 26% or 10 respondents answered that it is due to gadget distraction. 5% or

2 state that it is because of financial difficulties. 15% or 6 other respondents agree

with lack of focus, and 8% or 3 others is also because the lack of understanding.

Lastly, 18% or 7 other respondents agreed that it is because of having negative

thoughts, meanwhile, no one agreed in extra curricular activities.

Figure 10

WHAT WILL YOU DO IF YOU HAVE

ALREADY TRIED ALL THE
STRATEGIES BUT STILL HAVE
FAILING GRADES?
2; 7%
SPEAK TO YOUR TEACHERS AND ASK FOR
EXTRA HELP
5; 17%
STAY CALM AND AND AVOID REACTING
WITH ANGER OR DISSAPOINTMENT TO 13; 43%
CREATE A POSITIVE ATMOSPHERSE

HAVE A PRIVATE CONVERSATION WITH

YOUR PARENTS AND UNDERSTAND THEIR
PERSPECTIVE
10; 33%
ASK QUESTIONS ABOUT WHAT THEY
THINK LED TO YOUR FAILING GRADES

Despite all the strategies there are still tendencies that you might still have

failing grades. 13 or 43% of the respondents speak to their teachers and ask for

extra help, while 10 or 33% others stay calm and avoid reacting with anger or

22
disappointment to create a positive atmosphere. 5 or 17% are having a private

conversation with their parents and understanding their perspective. And the rest of

the respondents agreed by asking questions about what they think would lead them

to have a failing grade.

Figure 11

WHAT ARE THE IMPACTS OF FAILING

GRADES ON YOUR OVER ALL WELL-BE-
ING?

5%8%
21%

39%
13%
5%8%

FRUSTRATION
DEPRESSION
HOPELESSNESS
SELF-DOUBT
LOSING INTEREST IN CONTINUING EDUCATION
FEELING MOTIVATED TO WORK HARDER
FEELING PERCEIVED AS LESS INTELLIGENT THAN YOUR PEERS

The chart shows that failing grades mostly impact mental health, with 40%

experiencing depression. 21% feel frustrated, while 13% lose interest in education,

smaller effects include self-doubt (8%), hopelessness (8%), and feeling judged

23
(5%). Only 5% feel motivated to work harder, highlighting the need for mental

health support and academic issues.

CHAPTER V

SUMMARY, CONCLUSION, RECOMMENDATION

Summary

This study investigated the causes and effects of failing grades among 30 students

from various sections within the Grade 10 Department. Data was collected through

questionnaires, and these are their responses to the questions given in our

research:

Analysis of the collected data revealed that 53% of the students with failing

grades were female, and 47% were male. The study also revealed a pie chart that

consists of which subject the students in question are mostly struggling with,

showing Mathematics having majority and at 41% of students. Coming in second is

Science with 29%, English with 18%, Araling Panlipunan (AP) or History is 6%,

second lowest is TLE (Livelihood Education) with 3%, and the rest of the 3% is EsP

(Edukasyon sa Pagpapakatao), with MAPEH (Music, Arts, Physical Education,

Health) having none.

24
 Next in the data gathered shows the responds to the question, “In previous

grades, did you always have failing grades?” and the respondents are given three

options: yes, no, and sometimes. Majority answered “sometimes” with “no” having

43%, and 7% answered “yes.” After that is the question, asking more specifically at

what grade the students started having failing grades, and the results showed that

they started at them current year, which is the tenth grade with 47%, the first year

of high school or seventh grade at 33%, then 10% with both eighth and nineth

grade.

Then, it was also revealed how the students’ parents’ reactions, allowing the

respondents to choose a variety of answers. Majority’s parents were disappointed

by the revelation of their unsatisfying grades with 15 students, 9 were encouraged

to strive for more by, 7 had their parents comfort them, 3 students’ parents were

angry, while the rest, specifically 2, had their parents with no reaction whatsoever.

It was shown what as well the students felt with their parents’ reactions. The

majority, or 57% of the students, were disappointed, those who were unhappy

resulted 47%, 17% were motivated to strive and learn, 6% were embarrassed, 1%

felt depressed and anxious while none were frightened and delighted.

Assuming what the students might’ve felt to how their parents had reacted,

we also added to our questionnaires what the students used as coping

mechanisms. Results showed that 32% distract themselves with their hobbies, 29%

hang out with their friends to cope, 27% stress-eat, and the remaining 12% sought

advice.

Furthermore, our questionnaire included what strategies the students

practice avoiding getting failing grades. The findings indicated that majority

discipline themselves with 27%, coming in next is managing their time at 19%, 16%

25
decided to pay more attention, 12% established a study routine, 10% tried

improving their memory, another 10% chose to find inspiration, 4% used

personalized learning, and lastly, 2% answered to avoid procrastination.

Our research also led us to know what the students would do if they’ve

already done the strategies but continue to have failing grades. On the most

chosen choices at 43%, the respondents would speak to their teachers and ask for

extra help, 33% would stay calm and avoid reacting with anger or disappointment to

create a positive atmosphere, 17% would have a private conversation with their

parents and ask for their perspective, and the rest of the 7% chose to ask questions

about what they think would lead them to have a failing grade.

Penultimately, we gathered facts about what had caused the students to

have failing grades, indicating that 26% were distracted by electronics, 21% had

poor time management, 18% were having negative thoughts, 15% were lacking

concentration, while 8% were lacking comprehension, 3% procrastinated, and none

were because of extra-curricular activities.

Drawing things to a close on our last piece of data gathered through our

questionnaires is what impacts on failing grades to their overall well-being. The

analysis demonstrated that 40% had gone through depression, 21% felt frustrated,

13% lost interest in education, 8% felt hopeless, another 8% felt judged, and 5%

only felt motivated.

Conclusion

From this, after gathering data about the causes and effects of failing grades

to a student and those around them, we can conclude to a theory in which cycles

are involved. According to the causes of how they started getting failing grades, it

26
was revealed that majority are being distracted by gadgets or electronics, most

likely because of social media platforms, which might’ve led to poor time

management and procrastination, and then another effect by electronic distraction

is the lack of concentration to lack of comprehension, which all would result into

negative thoughts after getting failed grades, and failed grades would result to the

parents’ reactions, and the students react to their parents’ reactions, and the cycle

happens again and again and again, as if they’re caught in the butterfly cycle.

This cycle perpetuates itself, creating a continuous loop of academic

struggles and emotional distress. As students become increasingly distracted by

electronics and social media, their ability to focus on their studies diminishes, which

in turn affects their performance and leads to failing grades. The negative emotions

that arise from failures such as frustration, disappointment, and self-doubt—only

reinforce the cycle, causing students to withdraw further or continue to

procrastinate. Furthermore, the reactions of parents, whether disappointment or

anger, can exacerbate feelings of helplessness and low self-esteem in students,

leading to a further decline in their academic efforts.

Consequently, the lack of effective coping strategies or positive

reinforcement leaves students trapped in this recurring cycle, where their academic

and emotional challenges feed into each other, making it harder for them to break

free and improve their grades. Breaking this cycle requires a multi-faceted

approach that addresses not only academic interventions but also emotional

support, time management skills, and healthier coping mechanisms to empower

students to overcome their struggles and achieve long-term success.

Recommendations

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 To effectively disrupt this cycle, it is essential for both educators and parents

to play an active role in providing support. Schools could implement programs that

promote better time management, concentration, and digital literacy, helping

students balance their academic responsibilities with their use of electronics.

Meanwhile, parents must approach their children’s academic struggles with

understanding and encouragement rather than frustration or anger, fostering an

environment of emotional safety and trust. By addressing both the academic and

emotional components of the cycle, students can develop the tools and mindset

necessary to break free from negative patterns, build resilience, and ultimately

improve their performance and well-being. This holistic approach can provide the

foundation for long-term academic success and personal growth.

Based on the responses, it is evident that a significant number of students

prefer to manage the situation independently rather than engage their parents in

addressing their academic struggles. This may indicate a sense of self-reliance or a

fear of disappointing their parents, which could affect their willingness to

communicate openly about their challenges. To address this, A balanced approach

for parents in addressing their children's grades involves being both understanding

and supportive while maintaining clear expectations. Parents should approach the

situation with empathy, first acknowledging the child's feelings and struggles.

Instead of expressing frustration or disappointment immediately, it’s crucial to ask

open-ended questions, such as “What do you think is making it hard for you to

focus on your studies?” or “Is there anything that’s been distracting you recently?”

This allows students to express their thoughts and challenges, helping parents

understand the root cause of their academic difficulties.

28
 The main recommendation for students, based on their responses to the

questionnaires, is to develop a more proactive and balanced approach to their

academic life. First and foremost, students should focus on managing distractions,

particularly from electronics. Limiting social media use during study hours and

setting specific time blocks for focused learning can help improve concentration and

reduce procrastination. Additionally, students should work on building better time

management skills by setting achievable goals, creating schedules, and breaking

down tasks into smaller, more manageable steps. This approach will not only help

them stay organized but also reduce the anxiety that often comes with feeling

overwhelmed.

In terms of emotional well-being, students should recognize the importance

of addressing negative thoughts and maintaining a positive mindset. Engaging in

self-reflection, practicing mindfulness, and seeking support when feeling depressed

or frustrated can help manage these emotions. Seeking help from teachers,

counselors, or even peers when dealing with academic difficulties can offer new

perspectives and solutions. Moreover, students should cultivate a growth mindset,

viewing challenges as opportunities for learning rather than as signs of failure. By

taking a more balanced, proactive approach to both their academic and emotional

health, students can work toward breaking the cycle of failing grades and improve

their overall well-being, ultimately leading to more success and fulfillment in their

education.

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APPENDECES

30
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PICTORIALS

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