CHAPTER IV

LEVEL OF FAMILY INCOME AND ITS RELATION TO THE ACADEMIC

PERFORMANCE OF GRADE 12 STUDENTS AT SAN FRANCISCO NATIONAL HIGH

SCHOOL, BULAN, SORSOGON SCHOOL YEAR 2024-2025

This chapter presents, analysis and interpretation of the

data gathered from the respondents. Appropriate tables are used

to facilitate the presentation of data with corresponding

discussion to make it clearer and more understandable to the

readers.

The data were presented as follows to facilitate data

analysis and interpretation: 1. The demographic profile of Grade

12 students in terms of Age, Sex, Address, and Monthly Family

Income 2. What is the Academic Performance of Grade 12 students

in the first quarter 3. Is there a significant relationship

between Level of Family Income and Academic Performance 4. What

can be proposed based on the result of the study.

1. Demographic Profile of Grade 12 Students

A. Age. Table 1 provides a clear representation of the age

distribution among respondents, detailing the number of

individuals in each age group, along with their corresponding

frequencies and percentages. It is observed that the majority of

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the respondents fall within the 17-years-old category, with a

frequency of 70 and percentage of 68%.

The second group, represented by 16 years old, comprises 2

respondents, accounting for 2% of the total. The third age group,

consisting 18 years old with 23 respondents, accounting for 22%.

The fourth age group, whose age is 19 years old, consists of 6

respondents, accounting for 6%. While the last age group is 20

years old same with frequency and percentage of 16 years old,

with 2 respondents, and accounting 2%.

This data suggests that while there are differences in the

ages of grade 12 students across different strands. As age being

a composite determinant of an individual’s learning and

development, it is necessary for the students to be in line with

their chronological age to develop holistically their level of

learning acceptable to their age. Also, the younger the age of a

student tends to be more active and participative during class

discussions and activities, in results diminishing the

performance of their older peers and having the potential to

outperform the oldest.

Additionally, according to Jabor et al. (2011), students who

are older than their peers’ average academic performance in

school topics drops and continues to diminish as they age, and

even older are more likely to drop out. Similarly, John et al.

(2015) and Abubakar (2012), conducted a study about the

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significance of age to a student’s academic performance. In this

study, it shows the significance of the age to academic

performance stating that in some cases the youngest student had

the potential to surpass the oldest on a created test. However,

the latter’s study manifests the insignificance of age but it was

deemed to be the great predictor of academic performance.

Further, the findings concluded that chronological age of

students might have a significant implication to their level of

learning. Several studies emphasized that learning and student’s

level of development was in line with their chronological age.

Also, based on the findings it was implied that a difference of

age results in a different level of academic motivation and

willingness towards learning.

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TABLE 1

DEMOGRAPHIC PROFILE OF GRADE 12 STUDENTS IN TERMS OF AGE

Age Frequency Percentage

16 2 2%

17 70 68%

18 23 22%

19 6 6%

20 2 2%

Total 103 100%

B. Sex. Table 2 showed the respondents involved in the

study. It presents the demographic profile of grade 12 students

in terms of sex. It is noted that 65 or 47.1 percent of the

respondents are male and 73 or 54.3 percent are females. Further,

the females got higher frequency and percentage than male.

Therefore, the majority are female respondents in the study.

This means that male and female respondents have different

attitudes towards spending that depends on their needs and wants.

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This also denotes that understanding of the level of family

income can relate through their individual differences in terms

of sex. It inferred that students' knowledge and attitude towards

money is influenced by the existence of their belonging. Such

females might have different understanding on the level of family

income and spending habits compared to male. Therefore, sex can

be seen as a significant variable that affects a student’s level

of family income and spending habits of respondents.

This was supported by Lusardi and Mithell (n.d), stated that

sex is claimed to be a significant variable that affects the

Level of a student's family income. To further support Artie &

Gallo (2021), added that women may comprehend family income in

different ways men do.

This implied that in terms of sex, females & male have

different attitudes as individuals. As for spending habits and

possessing family income, attitude & behavior play an important

role. To where the student perceives sex has their own decision

making when dealing with finance. Therefore, they have distinct

patterns of behavior. This indicated that behavior aspect conduct

of students regarding spending habits can be observed by sex

differences and family income they acquired & learned.

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TABLE 2

DEMOGRAPHIC PROFILE OF GRADE 12 STUDENTS IN TERMS OF SEX

SEX FREQUENCY PERCENTAGE

Female 54 52%

Male 49 48%

Total 103 100%

C. Address. Table 2-A shows the demographic profile of Grade

12 students according to their address. It was indicated that

selected Grade 12 students at San Francisco National High School

live in different baranggays. Whereas, 14 of which are located

within the municipality of Bulan and 2 baranggays from the

municipality of Magallanes. Further, out of the 103 respondents,

33 or 32 percent are from San Francisco, 10 or 10 percent are

from Bical, 9 or 9 percent are from Dolos, 8 or 8 percent of the

respondents are from M. Roxas, while baranggay Jamorawon has the

same frequency and percentage of baranggay M. Roxas. Also, 7 or 7

percent are from Montecalvario, baranggay Quirino and Calpi got

the same frequency of 5 or 4 percent of the respondents,

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Calomagon and Lapinig also got the same frequency of 4 or 4

percent, 3 or 3 percent of the respondents are both from Daganas

and Palale, and baranggay Inararan, Somagongsong, Tula-Tula Sur

and Sabang Calpi got same frequency of 1 or 1 percent of the

respondents.

Student’s location from school plays a vital role in his/her

learning. It was observed that there was a widespread

distribution of Grade 12 students in terms of address. This

showed that students far from school need to invest more on

financial and transportation services. They also need to wake up

early to avoid getting tardy and save some energy for long

distance travel. These might serve as a hindrance for some

students to access quality education. Thus, negatively affect

their learning in school, hence, it would lead to low academic

performance as compared to those students who are near the school

area.

The Philippines had established public schools in different

far-flung areas even with less transportation and communication

technology to make education accessible to students living in

these areas in order to address the basic right of children to

education (Human Rights Watch, 2016). However, distance from

school is one of the hindrances to learning that students in

rural areas are facing.

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Consequently, student’s poor academic performance has been

linked with the location of school in a community based on some

investigations. Student’s poor scholarly accomplishments are

explicitly linked with the student’s distance from school. There

was a great impact between the distance of the school and the

academic performance of the student’s as they regularly go to

school. Additionally, long distances trecked by students from

their homes to school made them tardy and with an empty stomach

which could result in school drop outs (Mhiliwa, 2015).

The findings indicated that distance of students from

school could have a direct influence on their academic

performance, besides less developed public road infrastructures

and absence of transportation could also contribute to students’

learning. Further, long distance travel was implied to have a

direct effect on their physical and mental state. Hence, leads to

poor concentration and academic performance.

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TABLE 2-A

DEMOGRAPHIC PROFILE OF THE GRADE 12 STUDENTS ACCORDING TO

ADDRESS

Address Frequency Percentage (%)

San Francisco 33 32%

Bical 10 10%

Dolos 9 9%

[Link] 8 9%

Jamorawon 8 9%

Montecalvario 7 7%

Quirino 5 4%

Calpi 5 4%

Calomagon 4 4%

Lapinig 4 4%

Daganas 3 3%

Palale 3 3%
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Inararan 1 1%

Somagongsong 1 1%

Tula-Tula Sur 1 1%

Sabang, Calpi 1 1%

Total 103 100%

D. Average Monthly Family Income of Grade 12 students at San

Francisco National High School. The average monthly family income

of Grade 12 students consists of various ranges of family income.

Table 3 shows the distribution of the monthly family income of

Grade 12 students.

Table 3 presented the average family income of Grade 12

students. It was indicated that there 1 or 1 percent has an

average monthly family income of Php 182,000 above; 1 or 1

percent has an average monthly family income of Php 109,200 to

Php 182,000; 3 or 3 percent contains a monthly family income of

Php 36,400 to Php 63,700; 5 or 5 percent contains a monthly

family income of Php 18,200 to Php 36,400; 24 or 23 percent

contains a monthly family income of Php 9,100 to Php 18,200 and

69 or 67 percent of respondents has Php 9,100 below average

monthly family income.

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Also, it was observed that the average monthly family of

income Grade 12 students are more likely to fall under Php 9,100,

in which lower than the average monthly family income of Filipino

families based on the results of the 2021 Annual Family Income

Expenditure Survey, estimated at Php 25,416.00 whereas, belong to

the classification of low to minimum wage earners. As family

income consists of various resources, it asserts to have a

significant influence on their children's academic performance. A

stable and well-developed child could be guaranteed by a stable

family.

Moreover, the students that comes from a financially stable

family has the capability to sustain educational needs and

requirements, and can also provide various resources that will

support their entire education, compared to those students from

low level income family are unable to concentrate on class

activities due to lack of basic needs and insufficient resources

affecting their academic performance in school.

Liu and Qiu (2018), argue that poor parents do not invest

adequately in their children's education which leads to poor

educational outcomes. Further, Zhao and Hong (2012), posit that

rich parents are more involved in their children’s education in

areas such as assessing and supervising homework and this fosters

the information of good study habits leading to good academic

performance. Chinyoka and Mugweni (2020), also mentioned that

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increased parental involvement is linked to increased attention

and motivation to do well in school.

Further, the findings showed that the average monthly family

income of Grade 12 students in San Francisco National High School

was revealed to be in the classification of lower lower class to

average wage earners. Also, based on the result of the study, the

range of their family income cannot sufficiently support the

educational needs and necessary materials of their children, thus

leading to poor academic performance. Moreover, it was also

revealed that family income had a significant influence when it

comes to a student's education.

TABLE 3

AVERAGE MONTHLY FAMILY INCOME OF GRADE 12 STUDENTS

Average Monthly Family Income Frequency Percentage (%)

₱182,000 above 1 1%

₱109,200-₱182,000 1 1%

₱63,700-₱109,200 0 0%

₱36,400-₱63,700 3 3%

₱18,200-₱36,400 5 5%

₱9,100-₱18,200 24 23%
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₱9,100 below 69 67%

Total 103 100%

2. Academic Performance of Grade 12 Students in the First Quarter

The table presents the frequency, class mark, percentage and

description of the tabulated data. Table 4 revealed the first

quarter academic performance of the Grade 12 students. It was

indicated that there are 23 or 22 percent of the respondents got

a general average of 90 to 100 and a class mark of 95 and was

described as outstanding; 38 or 37 percent got a general average

of 85 to 89 and a class mark of 87; was described as very

satisfactory, 34 or 33 percent got a general average of 80 to 84

and a class mark of 82 which was described as satisfactory, 8 or

8 percent got a general average of 75 to 79 and a class mark of

77 with a description of fairly satisfactory; and a 0 or 0

percent of respondents got a general average of 75 below with a

description of did not meet expectations and a class mark of 72.

Further, the tabulated grand mean was 86.35 with a description of

very satisfactory.

The table showed that the Grade 12 students exhibited a

moderate to average general academic performance in the first

quarter, it was implied that the respondents are showing active

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participation during class discussion and activities. Also, it

was observed that students possessed learning and knowledge about

the lessons being discussed by their teachers. Whereas, students

attentive and participative behavior can lead to a high

comprehension and better understanding where it could have a

significant influence on student’s academic performance.

Moreover, a parent's financial status could also be a determinant

factor that influences the student's educational outcome.

According to a study conducted by Ogenchukwu and Innocent

(2020), findings from their study revealed that students from

higher income status parents enjoy considerable advantage in

academic performance than students with low-income status

parents. In line with this, Amarveer et al., (2011) stated that

the socio-economic status of parents or educational level of

parents, the income of family, environment in the family and

standard of living of the family plays an important role in the

academic achievement and social behavior of the students.

The findings indicated that differences in student’s

academic performance might have significant implications to their

learning. It was implied that despite the general grand mean

86.35 and equivalent of a very satisfactory description, it was

still important to assess the individual performance of students

to determine the level of their learning.

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TABLE 4

FIRST QUARTER ACADEMIC PERFORMANCE OF GRADE 12 STUDENTS

General Frequency Class Mark Percentage Description

Average (%)

90-100 23 95 22% Outstanding

85-89 38 87 37% Very

Satisfactory

80-84 34 82 33% Satisfactory

75-79 8 77 8% Fairly

Satisfactory

Below 75 0 72 Did Not Meet

0% Expectations

Totall 103 100%

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Grand Mean 86.35

3. Significant Relationship Between Level of Family Income and

Academic Performance of Grade 12 Students

The relationship between family income and academic

performance of Grade 12 students was presented in a tabular form

using the chi-square. The statistical results of the computed

value were tested to determine the hypothesis.

TABLE 5

RELATIONSHIP BETWEEN FAMILY INCOME AND ACADEMIC PERFORMANCE

OF GRADE 12 STUDENTS

______________________________________________________________

Satisfactory Bases Statistical Result

Degree of freedom 24

Level of Confidence 0.05

X² Tabulated 36.415

X² Computed 21.91

Decision on HA Rejected

Conclusion No Significant

______________________________________________________________
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Table 5 illustrates the test on the significant relationship

between the level of family income and academic performance of

Grade 12 students. As shown in the table, the degree of freedom

is equal to 30, level of confidence is equal to 0.05 and the

critical value is equal to 43.77 as presented on the table, the

computed value was 21.91, which is lesser than the critical value

of 43.77. Therefore, disconfirmation of alternative hypothesis

and null hypothesis was hereby accepted.

It was observed that based on the table, family income has

no significant influence on academic performance of Grade 12

students.

The findings of the study revealed that family income

doesn’t affect students’ academic performance. It denoted that

even if the student is in a high level of family income or not,

it does not affect their academic performance at all.

4. Proposed Additional Livelihood Program

The additional livelihood program, providing necessities

through broomsticks was prepared by the researchers to serve as

the proposed output of this study.

Most citizens of our community face the challenges of

unemployment and limited source of income. It is crucial to

address this issue and provide practical solutions that not only

engage citizens but also offer them a chance to improve their

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livelihoods. The primary goal of this project proposal is to

provide opportunity for the parents to be able to sustain their

everyday expenses and needs, as well as the demands of their

children in terms of education.

Furthermore, this initiative would explain the benefits of

alternative livelihood as well as the process on how to create

their own broomsticks production. The goal of the project is to

promote self-sufficiency, decrease dependency on expensive

cleaning materials and educate people about environmentally

friendly alternatives.
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