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ACKNOWLEDGEMENTS
First and foremost, we offer our deepest gratitude to the Almighty God for His
unwavering guidance, blessings, and strength throughout the course of this research
endeavor.
We would like to express our sincere appreciation to the school administration of
Dagnawan Inabanga High School, particularly the School In- Charge, Mrs. Jovelyn A.
Sensano, for granting us permission and support to conduct this study within the
institution.
Our heartfelt thanks go to our research advisor, Mr. John Paul Anud, whose
invaluable expertise, constructive feedback, and unwavering encouragement have been
instrumental in shaping and refining this research project.
We are greatly indebted to the panelist,
We extend our sincere gratitude to the student respondents who generously
dedicated their time and effort in participating in this study. Your honest and thoughtful
responses have been the foundation of our research findings.
Finally, we express our deepest appreciation to our families, especially our
parents, for their unconditional love, moral support, and unwavering belief in our abilities
throughout this academic journey. Your sacrifices and encouragement have been the
driving force behind our success.
The Researchers
ABSTRACT
The study aimed to examined the impact of socioeconomic status on the

academic achievement of students. Research consistently shows that students from
lower socioeconomic backgrounds tend to have lower academic performance compared
to their higher SES peers. This achievement gap can be attributed to a variety of
factors, including:
Access to educational resources: Students from low-SES families often have less
access to educational resources like books, computers, tutoring, and enrichment
activities that can support learning.
Parental involvement and support: Parents with higher SES tend to be more involved in
their children’s education and provide more academic support at home.
School quality: Schools in low-income areas often have fewer resources, less
experienced teachers, and larger class sizes, all of which can negatively impact student
learning.
Stress and health factors: Poverty and financial instability can create significant stress
for students, as well as health issues that interfere with academic performance.
Differences in educational aspirations and expectations: Students from higher-SES
backgrounds may have higher educational goals and more encouragement to succeed
academically.
The research consistently demonstrates that socioeconomic status is a strong predictor
of academic achievement, with students from higher-SES families outperforming their
lower-SES peers on various measures of educational attainment. Addressing these
socioeconomic disparities is crucial for promoting equity and ensuring all students have
the opportunity to reach their full academic potential.
v
TABLE OF CONTENTS
Page
TITLE PAGE……………………………………………………………………………………i
APPROVAL SHEET.......................................................................................................ii
ACKNOWLEDGEMENT……………………………………………………………………...iii
ABSTRACT………………………………………………………………………………….....iv
TABLE OF CONTENTS………………………………………………………………………v
LIST OF FIGURES…………………………………………………………………………....vii
LIST OF TABLE………………………………………………………………………………viii
Chapter
1. THE PROBLEM AND ITS SCOPE
Rationale………………………………………………………………………..1
Literature Background…………………………………………………………2
THE PROBLEM
Statement of the problem……………………………………………………..6
Significance of the Study……………………………………………………...7
RESEARCH METHODOLOGY
Design…………………………………………………………………………...9
Environment and Respondents………………………………………………10
Instruments……………………………………………………………………..11
Procedure………………………………………………………………………11
Statistical Treatment…………………………………………………………..12
DEFINITION OF TERMS……………………………………………………..13
2. PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
1.1 Students profile in terms of Grade level……………………………..14
1.2 Students profile in terms of Sex…………………………..................15
2.1 Effects of Socioeconomic in terms of Class Performance…………15
2.2 Effects of Socioeconomic in terms of School Interest………...……16
2.3 Difference between Respondent profile to Socioeconomic……….17
2.4 Difference between Socioeconomic and student’s behavior…..….17
vi
4.1 Relation between Socioeconomic and Academic performance….18
3. SUMMARY, FINDINGS, CONCLUSION AND RECOMMENDATION
Summary……………………………………………………………………....19
Findings………………………………………………………………………..19
Conclusion……………………………………………………………………..20
Recommendation……………………………………………………………..20
REFERENCE LIST…………………………………………………………………...22
APPENDICES
A. Questionnaire……………………………………………………………..24
RESEARCHERS’ BIODATA………………………………………………………..25
vii
LIST OF FIGURES
Figure Page
1.0 Theoretical and Conceptual Framework…………………………………………………6
2.0 Environment and Participants……………………………………………………………10
LIST OF TABLES
Table
1.1 Students profile in terms of Grade Level…………………………………..14

1.2 Student profile in terms

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ACKNOWLEDGEMENTS

The study aimed to examined the impact of socioeconomic status on the

1.1 Students profile in terms of Grade Level…………………………………..14

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