CHAPTER I

INTRODUCTION

BACKGROUND OF THE STUDY

Education is one of the most important human resource development

initiatives. Academic performance is the assessment of a student's achievement in

several academic subjects. Student achievement is influenced by a variety of factors,

including the way lessons are taught, class size, parental involvement, and social

dynamics in a school. According to Singh (2016), educational students are the most

important asset. The students’ academic performance plays a vital role in producing

the outstanding quality individuals who will become leaders and manpower of a

particular country, consequently responsible for the country’s social and economic

development.

Additionally, as emphasized by Shakeel and Peterson (2020), one of the most

significant parts of human resource development is education. Academic

performance is the basis of student achievement across various academic subjects.

Teachers and education officials typically assess achievement using classroom

performance, graduation scales, 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.

Despite the promising objectives set by the Philippine government, various

issues have prompted the reform's implementation (Albarico et al.,2023). However,

the present review aims at mapping IVR (Interactive Voice Response) systems’ use

in K-12 and higher educational contexts and investigating their effectiveness in

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facilitating learning in terms of knowledge attainment and retention and motivational

outcomes (Di Natale et al., 2020).

As cited in the study of Ozcan (2021), it is a fact that the student’s academic

achievement, which is one of the most basic and essential aims of education

institutions, is also an expectation of society. As a result, when educational systems

determine their aims and objectives. They consider academic accomplishment as

well as a variety of competencies in their objectives. Success is defined as progress

made towards obtaining one's goals.

Several elements that have an impact on student achievement will be

examined by the researchers in this study. Mosha, (2014) said that, “students’

performance was affected by shortage of English teachers and absence of teaching

and learning materials”. However, the findings showed that, the presence of

untrained, under-qualified and trained teachers who are incompetent resulted to skip

teaching some difficult topics in the syllabus and students’ infrequent use of English

language at school and home, large class size, teachers’ responsibilities, poor

conducive teaching and learning environment in the classrooms, limited home

support environment and poverty are among the factors that affecting students’

academic performance in English Language.

The transition from Grade 10 to 11 is a critical period in a student's academic

journey, and several factors can influence their performance during this time. These

factors can be categorized into internal and external factors, which include entry

grades, previous assessment grade, anxiety and achievement motivation, family

support, family background, learning environment, teacher-student ratio, learning

infrastructure, school support, peer pressure, time management, teachers' factor,

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and social networking sites addiction. Understanding and addressing these factors

can help educators, parents, and students navigate the challenges of the Grade 10

to 11 transition and support students in achieving their academic goals.

This study seeks to investigate the factors affecting students’ academic

performance during transition from Grade 10 to 11 Students at Dulag National High

School to help make recommendations that will improve academic achievement and

engage the students in the study area. This study's significance goes beyond how it

might affect students' long-term academic performance. The study aims to improve

student involvement, motivation, and accomplishment by identifying and addressing

issues that affect the Grade 10 to 11 transition. This will eventually affect future

professional and academic paths. The purpose of this study is to analyze the factors

affecting students’ academic performance transition from Grade 10 to 11 Students at

Dulag National High School to help make recommendations that will improve

academic achievement and engage the students in the study area.

STATEMENT OF THE PROBLEM

This study aims to determine what and how the factors affect the academic

performance of Grade 11 Senior High School HUMSS, STEM, and TVL strand

students at Dulag National High School, during transition from grade 10 to grade 11.

Specifically, this study seeks to answer the following questions:

1. What are the factors affecting students' academic performance during the

transition from grade 10 to grade 11?

2. How do various factors affect the academic performance of students during the

transition from grade 10 to 11?

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3. What are the coping mechanisms for the factors affecting the academic

performance of grade 11 students?

SIGNIFICANCE OF THE STUDY

The result of this study will be beneficial to the following:

Students: This study will help the students to have an idea and knowledge that

provide information about the benefits that they can acquire in their academic

performance progress.

Teachers: It will guide the teachers in implementing plans to help the students in

their academic performance. The teachers would be able to understand and will be

equipped with teaching the students properly.

Parents and Guardians: Parents and guardians could encourage the students and

the given data would give them opportunity to help and guide their children with the

problem that may affect performance especially with regards to their academics.

Future Researchers: The future researchers will enable to go further, refine and

expand studies concerning the factors that may affect academic performance. This

may serve as a source of information about what is affecting students on an

individual's academic performance.

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SCOPE AND DELIMITATION

This study seeks to investigate the factors affecting the academic

performance of Senior High School students at Dulag National High School during

transition from Grade 10 to 11. The study will focus on the examining of factors such

as grades, family support, accommodation, previous assessment grade, student

internal, and external factors. This study consists of sixty (60) respondents, five (5)

respondents for each class. The respondents of this study are the Grade 11 students

(such as HUMSS, STEM, and TVL strand). This study excluded the Junior High

School (Grade 7-10) and Grade 12. The researchers will conduct this study in the 1 st

Semester, Final Term in the School Year 2023-2024. The data will be gathered at

Dulag National High School only. The researchers collected the data through survey

questionnaire.

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 CHAPTER II

REVIEW OF LITERATURE

These studies helped to conceptualize the study from the factors that affect

the student’s academic performance transitioning from grade 10 to 11.

According to Haertel and Walberg’s review of empirical literature on the

correlates and predictors of academic achievement, student characteristics exhibit

the most significant direct influence on achievement (Sarwat Masud et.al, 2019).

Factors such as student ability/prior achievement, motivation, age, and temperament

can affect academic performance (Sarwat Masud et.al, 2019).

Parental support can also influence academic performance. A study

conducted in Pakistan found that parental support is one of the determinants of

academic performance in adolescent students. In the United States, attending high

school typically entails a more challenging curriculum. Advanced courses provide

students with a more demanding academic environment; examples of these courses

are honors and advanced placement (AP). Through elective courses, high school

students in the United States can specialize in particular disciplines. They can select

a course that fits with their hobbies or long-term professional objectives. A significant

predictor of the difficulties children may encounter in making the switch to senior high

school is the dropout rate. Reduced dropout rates are generally seen favorably since

they show that students are continuing their education and attending classes.

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 Economic conditions can also affect academic performance. Teachers in a

study conducted in Turkey identified economic conditions as one of the factors that

affect students’ academic achievement (Mehmet Ozcan, 2021).

The transition of each level, a crucial assessment component is the change

from kindergarten to Grade 1, from Grade 6 to Grade 7, and from Grade 10 to Senior

High School Grades 11 and 12. The inadequate performance of the basic education

system in the Philippines has also been linked to a number of problems, including a

sizable percentage of out-of-school youth. Almerino et. al, (2020) argues that

psychological, health, and economic reasons are linked to the problem of out-of-

school children in the Philippines. As a result, the study notes that a sizable 36% and

44.1% of students, respectively, gave the explanation "lack of personal interest" for

their absence from elementary and secondary school. Similarly, a startling 34.7%

and 12.4% of pupils in primary and secondary school, respectively, cited "illness or

disability" as their reason for skipping class. In addition, 14.1% and 29.4% of

respondents, respectively, cited the "high cost of education" as a deterrent to not

attending primary and secondary education. Given the importance of basic education

in producing a workforce that is more equipped, research suggests that the

Philippine government should create a comprehensive plan to address the nation's

falling rate of school attendance.

The school environment can also play a role in academic performance. A

study found that the physical conditions of the school can contribute to the student’s

academic achievement (Mehmet Ozcan, 2021). Additionally, the transition process

itself, as well as individual factors such as developmental changes, can affect

academic self-concept and performance (Danielle Evans et.al, 2018).

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Definition of Terms

Academic Performance. The overall achievement of students in various academic

subjects, measured by their grades, test scores, and class participation.

Dulag National High School. The place where the research study will be conducted

and data will be gathered.

Factors. Influences or variables that can affect the academic performance of Grade

10 to 11 students during the transition.

Grade 11 Students. The group of students from various strand in Grade 11 who will

be the respondents of the study.

Learning Environment. The physical and social aspects of the educational setting,

including classroom environment, resources, and interactions between students’,

that can impact a students’ academic performance transition.

Transition from Grade 10 to 11. The process of moving from Grade 10 to Grade

11, including the changes in curriculum, teachers, school environment, and students’

academic achievement and performance.

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 CONCEPTUAL FRAMEWORK

Output
Process Know the factors that
Input
affect the academic
Data gathering using
Factors Sociological performance
survey
transition from grade
10 to 11 students

The research will focus on Grade 11 Senior High School students of Dulag

National High School. The factors that affect academic performance will be gathered

by the researchers, and they will make a survey questionnaire. Furthermore, the

researchers will perform a statistical analysis to investigate the factors that affect the

students in academic performance.

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 CHAPTER III

METHODOLOGY

This chapter contains research design, research sampling, research

instrument, data gathering procedure, and data analysis. These are the methods or

strategies used by the researchers to conduct the study.

Research Design

This research aims to investigate the factors that affects students' academic

performance of grade 11 senior high school students who are in Dulag National High

School. The researchers wanted to determine the factors that affects the academic

performance during the transition from grade 10 to 11 by using descriptive. As cited

by Alberto et al (2011), descriptive method is also known as statistical research, it

describes data and characteristics about the population or phenomenon being

studied. This was chosen by the researchers to be used because the data can be

carried out effectively and efficiently. Additionally, with the use of descriptive, the

gathered information will be facilitated and the researchers will accomplish the goal.

Respondents of the Study

The respondents of this study are the grade 11 students from various strands

such as (HUMSS, STEM, and TVL). The respondents were grade 11 students only

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because we delimited our scope in this study. A population size of six hundred forty-

three (643) of grade 11 senior high students. A sample size of sixty (60) students

responded to our survey.

Research Sampling

This study has sixty (60) respondents of Senior High School (HUMSS, STEM,

and TVL strand) from Dulag National High School. The researchers will use the

Simple Random Sampling method, it is a type of probability sampling where a subset

of participants is chosen randomly by the researcher from the population. A simple

random sample is a randomly selected subset of a population. In this sampling

method, each member of the population has an exactly equal chance of being

selected (Thomas, 2020). Every person in the population is equally likely to be

chosen.

Research Instrument

The instrument used to gather data is a survey questionnaire. The

questionnaire is a survey instrument comprised of a set of questions to ask the

participants in the survey. The questions are used to elicit ideas and behaviors,

preferences, traits, attitudes, and facts (McGilvray, 2021). The questionnaire was

created by the researchers to gather relevant data from their respondents, who were

60 Grade 11 students from various strands such as HUMSS, STEM, and TVL strand.

The questionnaire was divided into two parts: the first part focused on the

demographic profile of the respondents, while the second part delved into the

student-related factor using a five-point Likert scale. The questions were based on

the researchers' statement of the problem, ensuring that the data collected would

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directly address their research objectives. The use of a questionnaire was strategic

as it allowed the researchers to collect data quickly and efficiently while also

providing their respondents with the ease of reading and answering at their own

pace. This approach ensured that the data collected was accurate and reflective of

the students' experiences during their transition from Grade 10 to 11.

Data Gathering Procedure

The procedure of collecting data for the research begins with the making of a

research instrument, the questionnaire. The researchers will first conduct a

discussion about ideas to determine the topic, and then they will finalize their

research in order to get the questions and to ensure the appropriateness of the

questions to be solved. The researchers will personally manage the process of the

entire survey to each respondent, which is five (5) students for each grade 11

classroom. The researchers will provide correct instructions to obtain good response

from the respondents.

Data Collection

The researchers' permission letter to the school principal, teachers, and

respondents has been given. After approval, a brief orientation was conducted for

the selected respondents. Afterwards, the respondents were given time to answer

the survey questionnaire. The gathered data was ensured with confidentiality and for

school purposes only.

The five-point likert scale was interpreted using the scale below.

VERBAL INTERPRETATION

1.00-1.50 Strongly Disagree

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 1.51-2.50 Disagree

2.51-3.50 Neutral

3.51-4.50 Agree

4.51-5.00 Strongly Agree

The instrument in this study was validated by a number of professionals that

includes a research teacher and English teacher.

The researchers conducted a pilot testing to thirty (30) grade 11 students. As

a result, 0.88 Cronbach alpha came up and interpreted as reliable.

Research Questions Statistical Treatment

1. What are the factors affecting students'

academic performance during the

Mean
transition from grade 10 to grade 11?

2. How do various factors affect the Frequency Distribution,

academic performance of students after Percentage, and Bar Graph

the transition from grade 10 to 11?

1.1 . Grade 10 General Average

1.2 . Grade 11 Midterm Grade (1st

Semester)

3. What are the coping mechanisms for the

factors affecting the academic

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 performance of grade 11 students? Mean

Data Analysis

The data was collected and summarized using the statistical tool in line with

the research questions illustrated below.

CHAPTER IV

RESULTS AND DISCUSSIONS

This chapter presents and discusses the study's findings in relation to its goal,

which was to look into factors influencing students' academic performance during the

transition from grade 10 to grade 11.

Research Question #1. What are the factors affecting students' academic

performance during the transition from grade 10 to grade 11?

Table 1. Self-assessment data of the respondents and its corresponding weighted

mean.

STATEMENT WEIGHTED MEAN INTERPRETATION

1. The subjects in grade 3.68 AGREE

11 are more difficult
than in grade 10.
2. The pressure and 3.23 AGREE
difficulties of

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 transitioning from
Grade 10 to Grade 11
negatively affected
my academic
performance.
3. My sleeping schedule 3.28 AGREE
was affected because
of the transition to
Grade 11.
4. My academic 3.23 AGREE
performance
decreased as a result
of the transition due
to my lack of
confidence.
5. The school works 3.85 AGREE
contributions
increased in Grade 11
than in Grade 10.
TOTAL 3.45 AGREE

Research Question #2. How do various factors affect the academic performance of

students during the transition from grade 10 to 11?

1.1 Grade 10 General Average

1.2 Grade 11 Midterm Grade (1st Semester)

Grade Intervals Frequency Percentage (%)

90-100 22 36.67%

85-89 30 50%

80-84 8 13.33%

75-79 0 0%

Table 2. Frequency and percentage distribution of respondents based on their Grade

10 General Average

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The table shows the distribution of general average for 60 students in Grade 10. The

36.67%, got an average between 90-100, they are considered honor students. A

majority of students got an average of 85-89 which had a percentage of 50% and

then 80-84 had 13.33%, they are considered academic achievers. There are no

students that got 75-79 general average.

Table 2.1. Frequency and percentage distribution of respondents based on their

Grade 11 Midterm Grade 1st Semester.

Grade Intervals Frequency Percentage (%)

90-100 33 55%

85-89 17 28.33%

80-84 9 15%

75-79 1 1.67%

The table shows the distribution of midterm grades for 60 students in the 1st

semester. The majority, 55%, got an average between 90-100, they are considered

honor students. However, the students that got an average of 85-89 had a

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percentage of 28.33% and 80-84 had 15%. The remaining 1.67% is consisted only of

1 student that got a midterm grade of 75-79.

Grades Before and After Transition

90-100

85-89

80-84

75-79

0 5 10 15 20 25 30 35

Grade 11 Grade 10

The transition from grade 10 to 11 affects the students’ academic

performance, as it shows that their grades decreased from grade 10 to 11. According

to the study of Onoshakpokaiy, (2024), test anxiety, academic self-concept and

motivation were all significant predictors of secondary school students’ academic

performance, regardless of gender.

Research Question #3. What are the coping mechanisms for the factors affecting

the academic performance of grade 11 students?

Table 3. Self-assessment data of the respondents and its corresponding weighted

mean

STATEMENT WEIGHTED MEAN INTERPRETATION

1. The academic 3.48 AGREE

workload is much

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 more manageable in
grade 11 than in
grade 10.
2. The transition to 4.15 STRONGLY AGREE
grade 11 enhances
communication skills.
3. The transition to 3.23 AGREE
grade 11 can balance
same routines in
grade 10.
4. The activities in grade 3.05 AGREE
11 are easy to
complete or
accomplish.
5. I am well-prepared for 3.68 AGREE
the academic
challenges of Grade
11.
TOTAL 3.51 AGREE

CHAPTER V

CONCLUSION AND RECOMMENDATIONS

Conclusion

Based on the results of the study, it can be concluded that.

1. The transition from grade 10 to 11 affected the students’ academic

performance by several factors; motivation, contributions, study habits,

learning skills, and previous assessment.

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 2. These include increased workload and subject difficulty, peer pressure,

personal motivation, support systems, health and well-being, study

habits, time management, career aspirations, and the learning

environment. Addressing these factors collectively is crucial for

fostering academic growth and success in grade 11.

3. The coping mechanisms to the factors that affected the students’

academic performance are time distribution, collaborative learning,

school activity management, positive thinking, and social interaction.

Recommendation

1. The researchers would like to recommend the school to provide

support and guidance to the students to help them navigate the

challenges of transitioning from grade 10 to grade 11 by having

counseling services, study groups, or mentorship programs.

2. The researchers would also like to recommend the students to create a

study schedule to help them manage their time by prioritizing tasks,

setting realistic goals, and avoiding procrastination.

3. The researchers would like to recommend to the school administration

to provide guidance and support to help students maintain a consistent

routine during the transition from grade 10 to 11.

By implementing these recommendations, it can help mitigate the negative

impact of transitioning from grade 10 to 11 on students' academic

performance and foster a positive learning environment.

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