EXTREME POVERTY: IT’S EFFECT THE ACADEMIC PERFORMANCE OF GRADE

10 LEARNERS

In partial fulfilment of the requirements

By:
James Carl Naldoza
Riza Mae Gloria
Ahrabela Penamante
Kaye Mart Marquez
John Rafael Banadera

Calasumanga National High School

Grade 10 ATP

May 13, 2024

 CHAPTER 1

PROBLEM AND ITS BACKGROUND

INTRODUCTION

Poverty persists as a significant issue globally, impacting countless individuals. One of its
profound effects is on education, particularly evident in the academic journeys of the students,
including those in Grade 10. At this critical juncture, foundational knowledge is formed, yet
students grappling with extreme poverty face substantial stacles in accessing quality education.
This study seeks to explore the intricate connection between extreme poverty and the
academic performance of 10th graders, illuminating the challenges they confront and potential
avenues support. By unraveling these complexities, stakeholders can device targeted
interventions to nurture equitable learning environments for these vulnerable students.

Education is considered a basic human right and a crucial avenue for braking the cycle of
poverty. However, many students, especially those facing extreme poverty, encounter
significant barriers to accessing quality education. The impact of extreme poverty on academic
performance extends across various aspects, including cognitive development, emotional well-
being, and overall achievement.

This study aims to investigate the specific ways extreme poverty influences the educational
experiences and academic progress of Grade 10 students. Grade 10 represents a critical stage
in students academic journeys, marking a transition to higher education or employment.
Examining the challenges faced by Grade 10 students living in extreme poverty is vital for
crafting effective interventions and policies to ensure educational equity and social mobility.

Through a mixed methods approach incorporating surveys, interviews, and academic

assessments, we will explore the complex interplay of factors such as resource access,
socioeconomic status, family dynamics, and community support systems in shaping the
educational trajectories of Grade 10 students in extreme poverty. By amplifying the voices of
affected students, teachers, parents, and other stakeholders, we aim to foster understanding,
advocate for social justice, and empower marginalized communities demand equitable
educational opportunities, systems in shaping the educational trajectories of Grade 10
students in extreme poverty. By amplifying the voices of affected students, teachers, parents,
and other stakeholders, we aim to foster understanding, advocate for social justice, and
empower marginalized communities to demand equitable educational opportunities.
This research seeks to spur action and policy reforms addressing the root causes of poverty
related educational success of Grade 10 students facing extreme poverty, we aim to unlock
their potential and contribute to building a fairer and more prosperous society for future
generations.

BACKGROUND OF THE STUDY

To investigate how extreme poverty affects the academic performance of Grade 10

students, gather information through literature reviews, data collection on socioeconomic
backgrounds, analysis of educational policies, case studies in affected communities,
examination of psychological factors, interviews with educators, and exploration of long term
consequences. This multifaceted approach will provide insights into the challenges students
face and opportunities for support and intervention.

STATEMENT OF THE PROBLEM (S.O.P)

1.What is the profile of the respondents in terms of the following:

1.1. Age;
1.2. Sex/Gender;
1.3. Grade level;
1.4. Section;

2.Does poverty contribute to the decline of your:

2.1. Mental health;
2.2. Aspirations;
2.3. Academic performance;

3.What impact on performance of the students does extreme poverty have in school in terms
of:
3.1. General average;
3.2. Award attained;
3.3. Class ranking;
4.Is there significant relationship between extreme poverty and failure in academics?

SIGNIFANCE OF STUDY

To the students:

Investigating the impact of extreme poverty on the academic performance of grade 10 students
is important because it provides insights into how socioeconomic conditions influence learning
outcomes. This research can guide the development of strategies to support these students and
improve their educational achievements ultimately contributing to breaking the cycle of
poverty through education.

SCOPE AND DELIMITATION

Scope:

This research focuses on academic performance of grade 10 students facing extreme poverty.
It investigates various factors influencing learning outcomes, including resource accessibility
home environment, and community support. The study explores potential strategies to
alleviate the negative impact of poverty on learning. It targets a specific geographic area or
demographic group four in depth analysis. Both qualitative and quantitative methods will be
use for comprehensive data collection.

Delimitation:

The study excludes students from other grade levels to maintain focus on grade 10. It is
limited to a specific geographic or socio-economic context for feasibility and relevance.
Language and cultural barriers may affect data collection and interpretation. Time constraints
may limit the duration or depth of the study. The reliance on self-reported data may introduce
biases or limitation in the findings.
 DEFFINITION OF TERMS

Juncture: Refers to critical point or moment in time where a decision, action, or change is
necessary. It’s often a significant turning point or pivotal moment.
Alleviate: means to make something less severe or to ease its intensity, typically referring to
pain, suffering, or problem.
Feasibility: refers to the practicality or viability of a project, plan, or idea. It assesses weather
something is realistically of achievable within the constraints of resources, time and other
factors.
Profound: Typically refers to one that is deep, insightful, and meaningful, often revealing
underlying truths or complexities about a subject.
Trajectories: Refer to the paths or forces that objects, and entities, or systems follow through
space or time. In physics trajectories often described the motion of particles or bodies under
the influence of forces. In a boarder sense, trajectories can also described the development or
progression of events, ideas, or careers.
Disparities: Disparities refer to differences or inequalities, often in terms of opportunities,
access to resources, or outcomes that existing among different groups of people, such as racial,
ethnic, socioeconomic, or geographic groups.
Prosperous: Refers to being successful, thriving, and having wealth or abundance in material
goods, resources, or well-being. It often implies economic and overall well-being.

CHAPTER 2

Online reviews of related literature studies

Extreme poverty can have a significant impact on the academic performance of grade 10
learners. A study Amato and Zu (1992) found that poverty can lead to increased stress, which
can negatively affect cognitive functions and academic achievements. This is supported by the
cognitive load theory, which suggests that stress source such as poverty can impair working
memory and cognitive processing, making it difficult to concentrate and learn effectively
(Sweller, 1988).
Furtheremore, students living in extreme poverty often face additional challenges such as lack
of access to educational resources, inadequate nutrition, and unstable living conditions, all of
which can furthere hinder there academic performance (Bradley & Corwyn, 2002).
Poverty is a global issue that has been in existence for many decades. According to Berger et al.
(2018), poverty has different definitions depending on the context. Poverty can be defined as
lack of material wealth and poor standards of living. It can also be defined as lack of economic
resources or social exclusion. Poverty can lead to homelessness, an increase in health issues,
and low academic achievement. There is widely known misconception that people are poor
because of being lazy and lacking motivation. Families find themselves in poverty and without
support and they keep living in poverty from generation to generation. Children who are born
in neighborhoods where poverty level is high can experience poverty from childhood to
adulthood, and the cycle continues. Poor neighborhoods are likely to expose children to
violence, insecurity, abuse, and drug abuse (Berger et al., 2018).
Abdul, H., & Smith, J. (2018). “The effect of extreme poverty on academic achievement: A
comparative study among grade 10 students in urban and rural areas.” Journal of education
and poverty, 15(2), 78-92. This study delves into the impact of extreme poverty on the
academic performance of grade 10 students, comparing outcomes between urban and rural
settings. Through an analysis of data, the authors explore the nuanced relationship between
socioeconomic status and educational attainment, shedding light on disparities within different
environments.
Chen, L., & Zhang, Q. (2019). “Exploring the relationship between extreme poverty and
academic performance: A longitudinal study of grade 10 students from low-income families.”
International. This longitudinal study investigates the association between extreme poverty and
academic performance among grade 10 students hailing from low-income households. By
tracking students over time, the authors aim to provide insights into how socioeconomic factors
influence educational outcomes, contributing to the broader discourse on equity and access in
education.
Journal of educational development, 65, 125-134. 3. Khan, A.., & Rahman, S. (2020). “The
impact of extreme poverty on grade 10 students’ Academic achievement: Evidence from
developing country.” Journal of poverty and education, 22(1),45-58. This research examines
the effects of extreme poverty on the academic performance of grade 10 students within a
developing nation. Drawing on empirical evidence, the study provides insights into the
challenges faced by students from impoverished backgrounds and offers implications for
educational policies aimed at addressing inequality and improving academic outcomes.
Li, M., & Wang, Y. (2017). “Understanding the effects of extreme poverty on educational
outcomes: a case study of grade 10 students in impoverished regions.” educational research
quarterly, 40(3), 189-204. This case study delves into the ramifications of extreme poverty on
the educational achievements of grade 10 students residing in impoverished regions. Through
qualitative analysis and empirical examination, the authors seek to comprehend the
multifaceted dynamics influencing educational outcomes within disadvantaged contexts,
offering valuable insights for targeted interventions and policy initiatives.
Singh, R., & Sharma, A. (2016). “Exploring the correlation between extreme poverty and
academic success: A study of grade 10 students in Slum Areas.” Journal of social and economic
studies, 29(4), 201-215. This study investigates the relationship between extreme poverty and
academic achievement among grade 10 students residing in slum areas. Through quantitative
analysis, the authors aim to discern the extent to which socioeconomic factors impact
educational success in marginalized communities, contributing valuable insights to the field of
social and economic studies.
Studies by Duncan, Brooks-Gunn, and Klebanov (1994) have shown that children growing up in
poverty are at a higher risk of experiencing academic difficulties due to various factors such as
inadequate nutrition, lack of access to quality education resources, and limited parental
involvement in their education.
Research by Reardon (2011) highlights the strong correlation between family income and
educational achievement, suggesting that children from low-income families are less likely to
attain academic success compared to their wealthier peers.
Studies conduc' 'by Blair and Raver ↓ (2012) emphasize the impact of poverty on cognitive
development, particularly executive functions such as attention, memory, and self-regulation, which are
essential for effective learning in school settings.

Research by Evans (2004) explores how environmental stressors associated with poverty, such as
exposure to violence, unstable housing, and neighborhood disorganization, can negatively affect
children's ability to concentrate in school and hinder their academic performance.

Interventions aimed at mitigating the effects of poverty on education, s as high-quality early childhood
education programs and families, have been found to yield positive outcomes in terms of improving
academic achievement and narrowing the achievement gap (Duncan & Magnuson, 2013).
 CHAPTER 3

Locale of the study

This research was carried out at Calasumanga National High school, situated in Barangay Calasumanga,
Panukulan, Quezon. Access to the school via boat travel across the sea.

Respondents of the study

The study's participants are high school students from two separate section of grade 10. Grade 10
students were selected as the respondents for the quantitative research.

Research instrument

In our research titled Extreme poverty: Its Impact on Grade 10 Students' Learning" we employed
quantitative methods. This involved crafting a questionnaire to ministered to 30 respondents.
Furthermore, we utilized different websites to ascertain the actual impact of poverty on student's
education.

Sampling technique

The study employed quantitative techniques as it required respondents to provide simple "yes" or "no"
answers without any follow-up questions.

Data gathering procedure

The data and inquiries utilized were meticulously posed and analyzed using descriptive statistics, giving
vitality to the study on poverty. The collected responses were scrutinized to ensure their relevance to
the questions and to the study itself. By engaging with students, we garnered string support, solidifying
the accuracy our research.
Statistical procedures and data analysis

In order to conduct research and gather valuable data, we utilized one of the primary methods: our self-
made survey questionnaire. The formulation of these questions an data was carefully thought out
before releasing the survey questionnaire. It was designed to obtained a wide range of responses from
the respondents in both section of grade 10 at Calasumanga National High school. The questions were
unbiased, and our intention was solely to capture opinions of each individual. The approach we took
involved engaging and accompanying the respondents in gathering information. The answer are crucial
because they help us ensure that the information we gathered is accurate for our study.

Construction and validation of the data gathering tools

The study use a category where you can generate questions, and it's called quantitative, wherein you
formulate questions that respondents can only answer with yes or o, unlike qualitative research were
respondents provide a sentence responses and there are follow-up questions. The aim of these
quantitative research is to streamline the acquisition of information that will strengthen our research,
and this is done through respondent's responses.

References:

Amato, P. R., & Zou, J. (1992). Rural poverty, urban poverty, and psychological well-being.
Family Relations, 41(13), 261-268.
Sweller, J. (1998). Cognitive load during problem solving: effects on learning. Cognitive Science,
12(2), 257-285.
Bradley and Corwyn’s work Published in 2002. This quote highlights the additional challenges
faced by students living in extreme poverty.
Berger et al. in 2018. The text discusses poverty as a global issue with various definitions and
consequences, including its impact on health, education, and social dynamics.
Abdul, H., & Smith, J., published in the journal of education and poverty in 2018, volume 15,
issue 2, page 78-92.
Chen, L., & Zhang, Q., titled “Exploring the relationship between extreme poverty and
academic performance: A Longitudinal study of grade 10 students from low-income families.
Khan, A., & Rhaman, S. (2020). “The impact of extreme poverty on grade 10 students’ academic
achievement: evidence from a developing country.” This article was published in the “Journal of
poverty and education,” volume 22, issue 1, page 45-58.
Li, M., & Wang, Y. (2017). “Understanding the effects of extreme poverty on educational
outcomes: A case study of grade 10 students in impoverished regions. “This article was
published in “ Educational research quarterly,” volume 40, issue 3, page 189-204.
Singh, R., & Sharmac, A. (2016). “Exploring the correlation between extreme poverty and
academic access: A study of grade 10 students in slum areas.” This article was published in the
“Journal of social and economic studies,” volume 29, issue 4, page 201-215.
Duncan, G.J., Brooks-Gunn, J., & Klebanov, P.K. (1994). This study explore the impact of poverty
on children’s academic outcomes, highlighting factors such as inadequate nutrition, limited
access to quality education resources, and parental involvement.
Reardon, S.F. (2011). This research examines the relationship between family income and
educational achievement, indicating that children from low-income families are at a
disadvantage in terms of academic success compared to their more affluent counter parts.
Blair, C., & Raver, C.C. (2012). This study focuses on the influence of poverty on cognitive
development, specifically highlighting executive functions like attention, memory, and self
regulation, crucial for successful learning in school environments.
Evans, G.W. (2004). This research investigates the impact of environmental stressors related to
poverty, such as exposure to violence, unstable housing, and neighborhood disorganization, on
children’s capacity to focus in school and their academic achievement.
Duncan, G.J., & Magnuson, K. (2013). This study examines interventions targeting the effects of
poverty on education, such as high-quality early childhood education programs and support for
families, which have been shown to have positive effects on academic achievement and
reducing the achievement gap.