Republic of the Philippines

Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

EXPLORING THE IMPACT OF STUDENT DIVERSITY ON ACADEMIC

ACHIEVEMENT AMONG GRADE 9 STUDENTS IN BUENAVISTA
NATIONAL HIGH SCHOOL

A Mini Research in Partial Fulfillment of the

Requirement in Mathematics 10

Researchers

SALAZAR, JARED S.

REY, MARIPEL V.

SADIWA, JECKSILO M.

PRIVADO, CARLA L.

MORALES, JOVIERAND B.

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

ABSTRACT

Many people have come to realize that diversity has an impact on academic outcomes, and

yet many people still believe that the impact of diversity is negative due to the understanding that

students of different cultures tend to have generally lower scores on standardized test. What many

don’t know is that diversity can have a positive impact on students’ academic achievement, rather

than a negative. Exposure to diversity has a positive impact on academic achievement in many ways,

through advanced student learning, cognitive performance and when properly used.

Several studies have attempted to examine the effects of cultural diversity on performance. In

their review of the literature, Moreland, Levine, and Wingert (1996) argued that diversity is associated

with both positive and negative outcomes. On the one hand, negative impacts of diversity concern

group cohesion and conflict (see De Dreu & Wein-gart, 2003); on the other hand, the positive impact

of diver-sity relates to superior group performance (Sommers,Warp, & Mahoney, 2008).

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

Chapter 1
The Problem and Its Background

I. Introduction

Students’ diversity over the years has been a serious issue in students’ performances

in school. Education is a key factor for sustainable development (Chimombo 2005). The significance

of education, especially in developing countries and Cameroon is increasing because of progressing

pressure to catch up with the developed world regarding, for example, global competitiveness

(Hawkins 2002).

Predictably, educational settings are different in developing countries than in developed

countries, such as low quality of education, cultural diversity, different learning approaches, and

disparity in the educational services rendered in schools in rural and urban areas (Ibid 2005).

Students’ diversity and its impact on performances are important issues to be conceded in the

classroom every day. Diversity is such an important theme that every government and its educational

sector should take into consideration when planning, implementing, and evaluating educational goals

and objectives.

Diversity is a term that relates to differences between people, including gender, race/ethnicity,

and socioeconomic status. According to Delgado and Stefancic (2012), diversity is “the policy

founded on the belief that individuals of different races and ethnicities can contribute to workplaces,

schools, and other settings” (p. 161). When viewed from a strengths-based perspective rather than

the traditional deficit model of culture, diversity can contribute to positive learning outcomes and

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

enhanced social interactions in higher education settings. Counselors and counselor

educators have an important role to play in advocating for positive learning outcomes and enhanced

social interactions for a more diverse population historically not afforded the benefit of a strengths-

based perspective.

While many individuals may immediately think of race when speaking about diversity, there

are numerous aspects that play into diversity, especially in a classroom setting. Religion, gender,

economic background and even learning styles are all notable factors, and it is crucial to remember

each one when promoting diversity in schools. Incorporating lesson plans that account for all forms of

diversity is key.

Diversity among students in education directly impacts their performance. Studies show that

students work better in a diverse environment, enabling them to concentrate and push themselves

further when there are people of other backgrounds working alongside them. This promotes creativity,

as well as better education, as those with differing viewpoints are able to collaborate to create

solutions.

II. Statement of the Problem

This study mainly focused on exploring the impact of student diversity on academic achievement

among Grade 9 students in Buenavista National High School. It sought to answer the following:

1. What are the impacts of student diversity on academic achievement among Grade 9 students

in Buenavista National High School?

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

2. What are the challenges experienced by the Grade 9 students when it comes to student

diversity?

3. What are the implications of the findings of the study?

III. Research Paradigm

OUTPUT
INPUT PROCESS
Impact of Student Diversity
 Student  Survey
on Academic Achievement
Diversity  Data Analysis
Among Grade 9 Students

Figure 1. The Paradigm of the Study

Figure 1 shows the input-process-output of the study. The input of the study is impact of student

diversity among Grade 9 students in Buenavista National High School. To know the impacts of student

diversity on academic achievement among Grade 9 students in Buenavista National High School,

survey has been made and conducted. After collecting the data, the data will be tabulated and

interpreted by the researchers. The expected output of the study is the impacts of student diversity on

academic achievement among Grade 9 students in Buenavista National High School.

IV. Scope and Delimitation

This study focuses on the impacts of student diversity on academic achievement among Grade 9

students in Buenavista National High School. The respondents are 50 Grade 9 students in Buenavista

National High School. Whatever conclusions are drawn from this research will solely be based on the

collected data that the participants have responded.

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

Chapter 2

Review of Related Literature and Studies

Foreign Studies

Diversity is a term that relates to differences between people, including gender, race/ethnicity,

and socioeconomic status. According to Delgado and Stefancic (2012), diversity is “the policy founded

on the belief that individuals of different races and ethnicities can contribute to workplaces, schools,

and other settings” (p. 161). When viewed from a strengths-based perspective rather than the

traditional deficit model of culture, diversity can contribute to positive learning outcomes and

enhanced social interactions in higher education settings. Counselors and counselor educators have an

important role to play in advocating for positive learning outcomes and enhanced social interactions

for a more diverse population historically not afforded the benefit of a strengths-based perspective.

According to Dermer, Smith, and Barto (2010): “The role of a professional counselor goes

beyond being a sympathetic ear for an individual client. The standards of the profession compel a

counselor to understand oppression, develop her or his own cultural awareness, promote social justice,

advocate for the elimination of bias and prejudice, struggle against intentional and unintentional

discrimination,and advocate for the overall wellness of clients” (p. 325).

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

Hence, the insight of professional counselors, particularly those who specialize in the unique

developmental and interpersonal needs of adolescents and young adults, can be used to help examine

the impact that experiences with diversity have on student engagement and academic outcomes at

traditional postsecondary institutions. The ultimate goal for personnel in higher education is ensuring

positive outcomes in learning experiences for all students, including students from diverse racial,

ethnic, country of origin, socioeconomic, political and religious backgrounds.

First-generation students are a heterogeneous group among themselves, including students

from diverse gender, racial/ethnic, socioeconomic, religious, and academic backgrounds. However,

first generation college students share some similar characteristics that differ from their non-first-

generation student peers. Some of the unique characteristics of firstgeneration college students

include: feeling less prepared for college than other students, fearing failure in college, worrying about

finances, and worrying about knowing less than other students about the social environment on

campus (Ward, Siegel, & Davenport, 2012). Hence, first-generation college students tend to have fears

and worries related to academic, social, and financial issues.

The ever-increasing diversity of thought and experience among 21st century college students,

however, provides unique challenges to personnel unprepared to reach this goal. Three predominant

challenges are related understandings of how student experience is challenged by issues of privilege

and power associated with gender, race/ethnicity, and generational status.

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

Many institutions utilize structural and classroom approaches to attend to diversity issues. Less

is known about the ways in which interactional diversity impacts student engagement and the learning

environment at postsecondary institutions. This study aims to contribute to knowledge on the impact

of interactional diversity by exploring the ways in which social engagement among diverse groups of

students promotes positive academic outcomes. For this study, academic outcomes include improved

grade point averages. This study also explores the unique ways in which diverse groups of college

students engage interact with their peers, which includes examining how they form acquaintance-level

relationships with peers from diverse backgrounds and which topics of conversations they discuss with

peers from diverse backgrounds.

In sum, as college campuses become increasingly diverse it is important to pay attention to the

unique characteristics and needs of groups typically marginalized in our society. Such groups include

women, racial/ethnic minorities, and first-generation college students. Consequently, “Given the

pressure to remain competitive in the global knowledge economy, it is in the shared national interest to

act to increase the number of students who not only enter college, but more importantly, earn their

degrees. Changing national demographics requires a refocus of efforts on improving postsecondary

access and success among populations who have previously been underrepresented in higher

education” (Engle & Tinto, 2008, p. 2). College personnel need to address the needs and experiences

of all students, including students from diverse, marginalized, and/or underrepresented backgrounds.

The aim of this study was to centralize the experiences of diverse groups of college students in order

to better understand patterns of student engagement and academic success.

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

Local Studies

Every child has the capacity to succeed in school and in life. Throughout the world, minority

students experience failure in school for a variety of very complex reasons. They often do not receive

the proper encouragement from teachers, they may lack the motivation necessary to excel in an

academic environment, they usually face a number of demographic, socioeconomic and cultural

factors that work against them, or their academic performance may not be measured properly

(Borman, 2001).

Low socioeconomic student status become aware of high college tuition fees, they often lose

the motivation to perform well due to their inability to pay for higher education, ultimately affecting

the influence of socioeconomic status on student achievements (Ocampo, 2015). Family attributes

such as affection, the love, and care that students must feel so that they will be inspired to go further in

their studies are factors that contributes in striving academically (Garcia, 2017).

All the hypotheses suggest that girls and boys continue to follow gender roles in their

convictions and conducts about motivation (Meece et al., 2006). Kusurkar et el., 2013, added that the

two important factors influencing academic performance are student motivation and study strategy. It

was found differences in the type of motivation of students from different ethnic backgrounds, and in

how it was associated with their GPA (Isik et al., 2017). In some school there is racial discrimination,

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

which also contributes as a barrier in continuing academic success (Blume, 2016). Black pupils learn

less every year in school than typical white pupils (Farkas, 2003). Additionally, there is the idea out

there that many minority students come from low-income families and are predominantly

first generation students, so they must distance themselves from their families as well as in order to

find support elsewhere, they believed that poverty is not hindrance to success even they feel

discrimination, stereotyping, and differential opportunities persist today in schools and in society

(Awad, 2008). Ethnic minority people generally earn less than White people, have less access to health

care, and live-in dangerous environments. American Indians have historically targeted their

reservations systematically at hazardous waste incineration sites, solid waste sites, and nuclear waste

storage sites (Lipsitz, 2012).

Mentoring programs are very successful way to build a student’s identity within the school

while also connecting them with faculty, administrators, and other students. There is clearly a need for

specialized support of minority students and mentoring programs can be instrumental in improving

needed support for students while at the same time encouraging development of all involved. Students

should be encourage thriving and made comfortable in their surroundings and to some the chance to

engage in a mentoring program could provide that very opportunity needed to ensure success

(Stocksloger, 2013). The experience of minority students indicated a close relationship between

academic and social integration in the institution and the retention of students (Stebleton et.,al. 2014).

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

Chapter 3
Research Methodology
A. Research Design
This study employed descriptive research design. A descriptive research design is one that seeks

to systematically gather data to describe a phenomenon, circumstance, or population. More

specifically, it assists in addressing the what, when, where, and how rather than the why of the

research problem (Voxco.com, 2021). Scientists and researchers use descriptive research design as a

potent tool to learn more about a particular population or phenomenon. This kind of study offers a

thorough and precise picture of the traits and habits of a specific population or subject (Sirisilla,

2023).

In terms of the method of collecting data, the researchers used survey method. By posing

questions to a group of people, surveys are a way to collect information from them. There are many

ways to conduct surveys, including with paper and pencil, online forms, the phone, or in-person

interviews. The main objective of a survey is to gather data that is representative of the population

being surveyed, enabling researchers to come to conclusions or make informed decisions. When

designing questions for a survey, it's crucial to keep them simple, direct, and objective in order to

prevent leading or loaded questions from skewing the results (Bhat, 2023).

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

B. Population and Sample

The study involved fifty (50) students randomly selected from Grade 9 students in Buenavista

National High School using convenient random sampling technique. Convenience sampling is a

qualitative research sampling strategy that involves selecting participants based on their accessibility

and availability to the researcher. Rather than being drawn at random from a bigger population,

participants in this strategy are picked because they are easily available to the researcher.

C. Research Procedure

In conducting this research, the researchers followed the ethical considerations of the study.

First, they secured a letter from the principal asking permission to conduct the study. The researchers

also had a letter of consent to the respondents, asking permission if he/she can be used for the study.

The researchers made sure of the confidentiality of whatever data gathered form the survey. The

researchers made statistical interpretations on the findings of this study.

D. Statistical Treatment

The treatment used to obtain the frequency count in this study was by the use of simple

percentage. It was used to interpret and analyze the responses collected from the Grade 9 students

as the respondents of this study. In getting the simple percentage, the researchers used the formula:

P = f/N x 100%

whereas:

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

P = rate of percentage N

f = response or frequency count

N =Total number of respondents

Chapter 4

Presentation, Interpretation and Analysis of Data

This chapter presents the results of the study entitled “Exploring the Impact of Student

Diversity on Academic Achievement Among Grade 9 Students In Buenavista National High School.”

It also includes the analysis and interpretation of the gathered data. Conclusions drawn from the

gathered data and its interpretation are also part of this chapter.

Table 1. Percentage of Grade 9 Students who Experienced Cultural Background Discrimination

Response Frequency Percentage

Yes 29 58%

No 21 42%

Total 50 100%

Table 1 shows the number of Grade 9 Students who experienced cultural background

discrimination. It can be gleaned from the table that 58% of the students experienced discrimination or

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

bias based on their cultural background in school. The data also reveals that 42% of the students do not

experience discrimination. Generally, the table shows that most of the students experienced

discrimination or bias based on their cultural background.

Table 2. Percentage of Grade 9 Students who Feel that Teachers Cater to Their Individual Needs

Response Frequency Percentage

Yes 42 84%

No 8 16%

Total 50 100%

Table 2 shows the number of Grade 9 Students who feel that teachers cater to their individual

needs. It can be gleaned from the table that 84% of the students felt that teachers cater to their

individual needs. The data also reveals that 16% of the students felt that teachers do not cater to their

individual needs. Generally, the table shows that most of the students felt that teachers cater to their

individual needs.

Table 3. Percentage of Grade 9 Students who Felt Excluded or Marginalized by Peers Based on
Cultural Background

Response Frequency Percentage

Yes 22 44%

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

No 28 56%

Total 50 100%

Table 3 shows the number of Grade 9 Students who felt excluded or marginalized by their

peers based on their cultural background. It can be gleaned from the table that 44% of the students felt

excluded or marginalized by their peers based on their cultural background. The data also reveals that

56% of the students do not feel excluded or marginalized by their peers. Generally, the table shows

that most of the students do not feel excluded or marginalized by their peers based on their cultural

background.

Table 4. Percentage of Grade 9 Students who Answered on BNHS Promotion of Inclusivity and
Diversity
Response Frequency Percentage

Yes 45 90%

No 5 10%

Total 50 100%

Table 4 shows the number of Grade 9 Students who answered on BNHS promotion of

inclusivity and diversity. It can be gleaned from the table that 90% of the students answered Yes on

Buenavista National High School’s promotion of inclusivity and diversity. The data also reveals that

10% of the students answered No on Buenavista National High School’s promotion of inclusivity and

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

diversity. Generally, the table shows that most of the students answered Yes on Buenavista National

High School’s promotion of inclusivity and diversity.

Table 5. Percentage of Grade 9 Students who Felt that Use of Technology in the Classroom Help Their
Learning Experience

Response Frequency Percentage

Yes 48 96%

No 2 4%

Total 50 100%

Table 5 shows the number of Grade 9 Students who felt that use of technology in the classroom

help their learning experience. It can be gleaned from the table that 96% of the students felt that the

use of technology in the classroom help their learning experience. The data also reveals that 4% of the

students do not feel that the use of technology in the classroom help their learning experience.

Generally, the table shows that most of the students felt that use of technology in the classroom help

their learning experience.

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

CONCLUSION

In a nutshell, the majority of the Grade 9 students agreed that they experienced bias or

discrimination when it comes to their cultural background. In addition, most of them admitted that

they feel the teachers cater to their individual needs. 90%t of the Grade 9 students also agreed that

Buenavista National High School is a school that promotes inclusivity and diversity.

On the other hand, 56% of the respondents disagreed that they felt excluded or marginalized by

peers based on cultural background. Thus, the findings of this study showed that there is no significant

relationship between the student diversity and academic achievement among Grade 9 students in

Buenavista National High School.

The results of the study also revealed that it is important to address the diversity of students’

needs with differentiated pedagogical practice – without compromising on standards. The researchers

realized that ordinary students could have extraordinary talents; and these findings can be

recommended to school administrators to personalize the education experience so that all students can

meet high standards. Moreover, teachers in the system invest not just in their students’ academic

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

success but also in their wellbeing. And this makes for better students, learners, and preparedness for

life ‘after school’.

References

Adem Bayar. June 05, 2023. The Effects of School Culture on Students Academic Achievements.
https://files.eric.ed.gov/fulltext/EJ1300860.pdf
Andie T. Capinding. Academic Performance among Minority Students in Dingalan National High
School. June 05, 2023. https://files.eric.ed.gov/fulltext/ED611431.pdf
LaTosha C. Thomas. The Impact of Diversity on Student Engagement and Academic Success. June 06,
2023. "The Impact of Diversity on Student Engagement and Academic Success" by LaTosha
C. Thomas (usf.edu)
Maureen T. Hallinan. Diversity Effects on Student Outcomes: Social Science Evidence. June 06, 2023.
https://core.ac.uk/download/pdf/159564268.pdf

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093
 Republic of the Philippines
Department of Education
Schools Division of Marinduque
Buenavista National High School
Brgy. Uno, Poblacion, Buenavista, Marinduque

Brgy. Uno, Poblacion, Buenavista, Marinduque

E-mail: [email protected]/[email protected] Tel. No.: 042-704-0093