Young Achievers’ School of Caloocan

Factors that Affect Academic activities among Grade 12 ICT Students in the
New Normal Setting at Young Achievers School of Caloocan Inc. SY 2020-
2021

A Dissertation Presented by
Jhon Keneth Namias
Kaye Tuazon
John Coy Sibayan
Jun Mark Palahang
James Vincent Lavapie
Christian Ocampo

Submitted to our Practical Research Teacher

Jhonalyn Macapugay
of the Young Achievers' School of Caloocan for
the Research paper of
1st Quarter of 1st Semester in
October 5, 2021

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 Young Achievers’ School of Caloocan

Chapter 1: Problem and Its Background

1.1 Introduction
Chapter 1 – Introduction
The most crucial component of one's life is education. It entails more than just reading books.
Acquiring education forms the strength, knowledge, and character of the ICT students. The traditional
way of learning is attending school with other learners but ever since the global pandemic arise, our
method began to change. We adopt online learning to prevent the spread of the virus from spreading. But
this pandemic should not hinder us from gaining knowledge. Because of this new normal including those
people that don’t have gadgets, and in the locations that have a weak signal, the Philippines has poor
internet connectivity that can cause interruption or can’t attend the class. Even if it is difficult to study by
yourself, if you want to learn, you will make a way like what Thomas Jefferson said, “I find that the
harder I work, the more luck I seem to have”. Without students, schools and universities are worthless.
Students’ success is one of the most important for the economic development of a country. The
performance of students (academic accomplishment) is critical in producing high-quality graduates who
will serve as outstanding leaders and manpower for the country, and thus be accountable for its economic
and social progress (Ali et.al, 2009). Students must put the greatest effort into their studies to obtain good
grades and to prepare themselves for future opportunities in their career at the same time to fulfill the
employer’s demand. But in our time now that Our entire world is facing a pandemic Covid 19 can we still
say that the successes of the students are the hope of the nation to prosper? Because of the virus that is
facing the whole world today, the virus has a huge impact on the field of education, the practice of
teaching has changed now, if previously the students entered face to face now it is via online classes and
modules. We pursue this research to provide information and knowledge on how we can solve this
problem.
1.2 Statement of the Problem
This study aimed to determine the potential factors that affect academic activities in this new
normal setting of the Grade 12 ICT Students of Young Achievers School of Caloocan.
Specifically, it aimed to answer the following research questions:
1. What are the factors that affect academic activities among Grade 12 ICT students in this new
normal setting?
2. How does this new normal setting affect students’ performance?
3. What are the advantages and disadvantages of this new normal setting?
4. How will they cope with the factors that affect their academic activities?
5. How can be this research will be able to help people in the future

1.3 Purpose/ Objective of the Study

The general purpose of the study was to assess the factors affecting students’ academic
performance in the Young Achievers School of Caloocan.
Specifically, this study sought to answer the following questions:
1. What is the influence of online games on students’ academic performance in selected
Young Achievers School of Caloocan students?
2. How do online classes affect individuals?

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 Young Achievers’ School of Caloocan

3. The relationship between this new normal set of class and the face-to-face class, it will give a
greater understanding of their responsibilities ang gain a piece of new knowledge about factors
that affect their academic activities.

1.4 Significance of the Study

This study will be able to find out what Grade 12 ICT students affect their academic activities in
this new normal setting by this research they can use this as a guide and learning tool. This study will be
beneficial to the following entities:
Family – This study will know what those are affected academic activities of their children
Friends – This study will help to gain more knowledge so they will know how they will help if the
problem will come.
Future ICT students – The ideas inside of this research may be used as a reference in conducting new
research and it will be the guide that will give them an idea of what course they took and give a
background on what kind of process is happening on the ICT students while in the new normal setting of
a class of this entire year.
Future researcher – This study would help the future researchers to be aware and knowledgeable, it
would help them to be better analysts.
ICT students – They will know what things affect their academic activities in this new normal and they
will know how they will cope with this set of classes.
Researcher – This study will help the researcher to gain more knowledge and information about this
research.
Teachers – This study will help the teachers to understand what ICT students experiencing in this new
normal setting of class.

1.5 Scope and Delimitation

The purpose of this study defines where and when the study is conducted and who is the subject
respondents. The study is covered by some of the Grade 12 ICT students who are willing to give their
knowledge about the topic. This academic year of 2021-2022. It will be conducted at Young Achievers
School of Caloocan, Ramos compound, Bagumbong, Caloocan City. It will establish using Technology
materials as a guide to the factors that affect academic activities.

1.6 Conceptual Framework

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 Young Achievers’ School of Caloocan

New normal set of class

Factors that affect

academic activities

Result

1.7 Definitions of Term

Computerized - to use a computer to make, do, or control (something): to provide (something) with
computers.: to put (something) into a form that a computer can use. 
Covid 19 – A respiratory plague that infects millions of people across the globe. It kills millions of
people; it can simply avoid by using the tactics of social distancing and wearing a facemask.
E-Learning, often known as online learning, is a new means of learning for students and teachers. E-
learning, or online learning, is becoming increasingly popular. Various extraordinary occurrences occur in
our lives, providing chances for schools to guarantee that students have access to course materials while
in class.
Gadget - A technology that can be used to make an easy life and for convenience.
ICT (information and communication technologies) is defined as a diverse set of technological tools and
resources used to communicate, as well as create, disseminate, store, and manage information, for this
primer. “These technologies include computers, the Internet, broadcasting technologies (radio and
television), and telephones.
Information Communication Technology (ICT) - refers to innovative technological devices uses in
different professional areas.
The Internet is a global computer network made up of interconnected networks that use standardized
communication protocols to provide a variety of information and communication services.
Social Relationship - A relationship between two or more individuals It is composed of a relationship
with family and friends.
Students - With this study, students now know the significance of using minimal time on gadgets and
spending time on their family and friends. Also, this will teach them the importance of sleep.
Young Achievers School of Caloocan Inc (YASC) - It is the school where we conduct our research for
our task 1 in practical research.

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Chapter 2: Review and Related Literature

A. Related Literature

This research is supported with various literature and studies of factors that affect

students’ performance relevant to the study. Discussions are presented based on the principles,

observations, and viewpoint of the researcher on the factors affecting academic activities among

ICT students in the new normal setting.

2.1 Foreign Literature

Academic Performance and Stress

Several factors, both internal and external, influence the academic success (Bello &

Gumarao, 2016). Stress is one of the elements that influence pupils' academic performance.

According to research done by Crego et al. (2016), academic stress may impair students'

performance. Another study, done by Kötter et al. (2017), stated that greater stress leads to

decreased performance, which leads to more stress. This demonstrates that stress has a

substantial link with academic achievement.

According to Crego et al. (2016), academic stress has a detrimental impact on students'

performance. Their research sought to investigate how additional factors, such as coping

mechanisms and exam-related self-efficacy, could be connected to academic stress and

performance among undergraduate dentistry students in Madrid, Spain. According to the study's

findings, rational coping methods including problem-solving, positive reappraisal, and seeking

social support were adversely related to perceived stress. Emotional coping mechanisms, on the

other hand, such as negative auto-focus and venting negative emotions, were positively related to

academic stress. Furthermore, students' exam-related self-efficacy is favorably and adversely

correlated with cognitive and emotional coping mechanisms, which are largely mediated by

students' perceived stress. The study also discovered that a higher degree of stress during the test

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period related to worse average marks, which is partially mediated by students' exam-related

self-efficacy. The study, therefore, concluded that effective coping methods may reduce stress

for dentistry students and, via influencing exam-related self-efficacy assessments, may also lead

to enhanced academic achievement. Bello and Gumarao (2016) conducted another study to

assess students' stress levels and coping methods, as well as their link to academic performance.

The study's findings revealed that there is no substantial link between stress and academic

achievement. Avoidant coping techniques, on the other hand, have a substantial negative

connection with academic achievement. The more avoidant a coping technique is adopted, the

worse the respondents' academic achievement.

Kötter et al. (2017) performed a study in Lübeck, Germany, and concluded that stress and

poor academic performance might establish a vicious loop. As a result, the study was carried out

to comprehend and investigate the link between stress and performance throughout medical

school. The Perceived Medical Stress Instrument (PMSS) was utilized, and it was administered

at two separate times (at the end of freshman year and the end of sophomore year). The results

showed that PMSS scores from two and fourteen months before the first medical examination

were significant predictors of medical students' grades. It was also shown that age and gender

predict academic performance, making older female students a potentially vulnerable risk group

for the vicious loop of stress and low academic performance.

Alyami et al. (2017) studied the link between self-esteem, academic self-efficacy, and

perceived stress to academic performance in research. It was shown that 71% of those polled

were extremely stressed. A multimodal learning approach was also chosen by the majority of

respondents. The study also discovered a weak but statistically significant relationship between

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academic achievement and academic self-efficacy. The study did discover, however, that

academic performance does not correspond with reported stress levels.

Ranasinghe et al. investigated the connection between emotional intelligence, perceived

stress, academic achievement, and related variables (2017). Higher emotional intelligence was

related to greater academic achievement among final-year students, according to the study's

findings. Higher levels of emotional intelligence were also linked to a high degree of self-

satisfaction. Meanwhile, individuals with strong emotional intelligence had minimal self-

perceived stress. The study also suggested that improving emotional intelligence might assist

reduce stress and enhance academic achievement.

In a study, Gupta, Singh, and Kumar (2017) looked into the relationship between

emotional intelligence, perceived stress, and academic accomplishment. The data indicated that

neither felt stress nor emotional intelligence was associated with academic stress. Emotional

intelligence, on the other hand, was a strong predictor of felt stress. The researchers determined

that medical students with better emotional intelligence had less stress, whereas neither has a

significant link with academic success.

N and Shastri (2016) found stress causes among high and low academic performance

students in another study named "Stress and Academic Performance." The study's findings

indicated that the majority of students regarded their education to be stressful. Those with high

and low academic performance, as well as students studying pure and applied sciences, varied

considerably in terms of stress causes. The study's results and recommendations were reviewed,

and a stress management enrichment program was implemented.

Llego, Gabriel, and Corpus conducted a correlational study in 2018 to investigate the

impact of stress on nursing students' academic performance. The findings indicated that the

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respondents have a moderate degree of stress, and the major source of their academic work was

also the primary source of their stress. The researchers concluded that when respondents' stress

levels rise, so does their academic performance.

Academic Performance and Motivation

Another element that might influence academic success is motivation (Fereidooni-

moghadam et al., 2017). Academic success is predicted by motivation (Dogan, 2017). As a

result, motivation is critical in academic achievement. Higher academic success is also a result of

increased motivation (Kori et al., 2016). Motivation is likely to have a strong link with academic

achievement in this case.

Dogan (2017) investigated the extent to which student involvement, academic self-

efficacy, and academic motivation influence academic success. According to the findings,

cognitive involvement predicts academic achievement but not emotional or behavioral

engagement. Furthermore, academic self-efficacy and academic drive have a good and

substantial association with academic success.

Cetin (2015) performed a similar study to see if academic motivation and academic self-

regulated learning are predictors of students' GPAs in the Early Childhood Education

Department. The outcomes of the study indicated no relationship between GPA and academic

motivation or academic self-regulated learning.

Fereidooni-moghadam et al. (2017) did a study to examine the link between achievement

motivation and academic performance. According to the study's findings, there is a substantial

relationship between academic success and achievement motivation. It was also shown that there

is a substantial negative association between accomplishment motivation, age, and educational

words.

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Bolkan, Goodboy, and Kelsey (2015) investigated the hypothesis that the effect of

teacher clarity on learning is dependent on students' motivation in research. The study's findings

revealed that even with clear training, test scores did not improve when students' motivation was

low. However, when students' motivation is high and specific teaching is provided, test results

rise. The study revealed that under situations of great clarity in instruction, pupils with higher

motivation outperformed those with lesser drive.

Isik et al. (2018) did a similar study to see if the study method was a mediator between

the kind of motivation and academic achievement. The study also looked at whether these

relationships differed for pupils of ethnic backgrounds. The study suggested that increased

autonomous motivation favorably connects with academic achievement via deep and

accomplishing study strategies but negatively correlated via surface study approach. The findings

revealed that attaining ethnic minority students' strategies for autonomous motivation is

favorably related to GPA.

Akomolafe and Adesua performed research in 2016 to investigate the role of physical

amenities in improving the level of motivation and academic performance of senior high school

students in southwest Nigeria. The study's findings revealed a link between physical amenities,

student motivation, and academic achievement. According to the study, high-quality physical

facilities can inspire children to learn, which enhances academic achievement.

Bailey and Phillips investigated the link between motivation, university adaptability, and

markers of mental health and well-being, as well as academic success (2015).

According to the findings, intrinsic motivation is related with higher subjective well-

being, meaning in life, and academic achievement.

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Extrinsic motivation was shown to have minimal connections with other factors, and it

was linked to bad results.

2.2 Local Literature

Examining Factors Influencing Students achievement in mathematics
According to the National Statistics Coordination Board (NSCB), full-time employees

accounted for 64.3 percent of total employment in July 2010, while part-time workers accounted

for 35.0 percent. In July 2010, the number of unemployed people was projected to reach 6.5

million, putting the current underemployment rate at 17.9%. During the reference week, more

over half of the total underemployed (58.1%) were recorded as obviously underemployed or

working fewer than 40 hours. 40.4 percent of people worked 40 hours or more each week. The

agriculture industry (46.7 percent) and the service sector (46.7 percent) employed the majority

of the unemployed (37.8 percent ). In the industrial sector, 15.5 percent of the unemployed were

underemployed.

CHED reports that hardly half of working students complete college.

MANILA, Philippines – According to the latest data from the Commission on Higher

Education, over 216,000 students in the country are presently balancing school and

employment (CHED). This represents roughly 8% of the country's total number of college

students. Apart from their typical stints as library and research assistants, working students

nowadays are primarily involved in food service, entertainment, and sales, according to CHED.

"Kailangan nila ng increased revenue dahil sa financial crisis," said lawyer Julito Vitriolo, officer-

in-charge of CHED's executive director's office. Because of increasing commodity costs and

tuition expenses, these students are obliged to work, according to Vitriolo. Jerry Rontal, who

works in a hospital delivering oxygen tanks. Rontal is presently studying Criminology and will

have to pay a P24,000 tuition fee this semester. The price does not include book, uniform, or

public transportation costs. "Humangat sa hirap ang gusto ko. Kakayanin po eh, kailangan po

eh, kakayanin po eh, kakayanin po eh, Walang mangyayari kung hindi ako kikilos "Rontal said.

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Despite their best efforts, many working students find it difficult to reconcile job and education.

According to the CHED, only half of working students complete college because many are

unable to manage and concentrate on their academics, others are ill, and others drop out due to

a lack of finances. Working students should seek employment that are less demanding and

more directly connected to their degrees, according to CHED. Bernadette Sembrano of ABS-

CBN News contributed to this report.

2.3 Foreign Study

Effects of Teaching/Learning Facilities on School Performance

According to Karemera (2003), students' performance is linked to their happiness with the

academic environment, as well as the library, computer lab, and other vital amenities in the

school. In terms of background characteristics, he discovered a favorable relationship between

high school performance and school achievement, but no statistical evidence of a significant

relationship between family income level and kid academic performance. According to Robert et

al (2011), members of the educational board will be educated, and their impact on the school will

be beneficial; professional growth is necessary for student learning. A student's study effort and

proper use of the institution's facilities, as well as a good match between the students' learning

styles, all have a favorable impact on the student's success (Norhidayah Ali, et. al, 2009). In

Pakistan, Young (1999) believed that student performance is linked to the use of the library and

the level of parental education. The utilization of the library has a positive impact on student

achievement. Students' academic environment is a powerful component that has a good

association with their fathers' education and grade level (Kirman &Siddiquah, 2008).

2.4 Local Study

Bagongon&Edpalina (2009) proposed a study to look into the probable link between

study habits and the elements that influence them and academic success of Xavier University-

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Ateneo de Cagayan undergraduate students. They looked at how time management, learning

skills, and study skills affected students' study habits as independent factors. The research also

looks at the elements that influence a student's study habits and therefore his or her academic

success. The researchers intended to investigate the elements that influence study habits in this

light.

References:
 Akomolafe, C. & Adesua, V. (2016). The Impact of Physical Facilities on Students' Level of

Motivation and Academic Performance in Senior Secondary Schools in South West Nigeria.

Journal of Education and Practice, Vol. 7(No. 4, p38-42). Retrieved from https://eric.ed.gov/?

id=EJ1092365.

 Alyami et al. (2017). The Impact of Self-Esteem, Academic Self-Efficacy and Perceived

Stress on Academic Performance: A Cross-Sectional Study of Saudi Psychology Students.

European Journal of Educational Sciences, Vol. 4(No. 3, ISSN 1857-6036). http://ejes.eu/wp-

content/uploads/2017/09/4-3-5.pdf

 Bailey, T. & Phillips, L. (2015). The influence of motivation and adaptation on students'

subjective well-being, meaning in life and academic performance. Higher Education

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motivation-and-adaptation-on-students----subjective-well-being-meaning-in-life-and-

academic-performance.pdf

 Bello, D. & Gumarao, M. (2016). Stress Coping Strategies, and Academic Performance of

Dentistry Students. AUP Research Journal, Vol. 19(No.2). Retrieved from

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2016.pdf#page=37.

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 Bolkan, S., Goodboy, A. & Kelsey, D. (2015). Instructor Clarity and Student Motivation:

Academic Performance as A Product of Students' Ability and Motivation to Process

Instructional Material. Communication Education, Vol. 65(Issue 2, p129-148).

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