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FACTORS THAT INFLUENCE STUDENTS

ACADEMIC PERFORMANCES IN
ADVANCE CHEMISTRY

CONSORCIA M. GREGORIO

ABSTRACT
The study utilized the survey approach of research precisely the
descriptive method. The said approach is use as much as the principal rationale of the
study was to figure out the problems and/or situations under such factors that mostly
affect their academic performance, specifically in advance chemistry. Graduates,
parents, teachers and students from the different year level and curriculum were asked

to fill up a survey questionnaire. In order to determine the factors that affect student's
academic performance, the research techniques were used particularly the Analysis
of Variance.
A survey questionnaire was prepared for the respondents both students and
graduates. This instrument was used to determine the problems and/or situations
under such factors that mostly affect student's academic performance in advance
chemistry. The survey questionnaire is composed of two sections. The introductory
section of it includes basic questions used to identify the socio-demographic profiles
of the student respondents. The second section of the survey questionnaire addresses
the statements and questions under each factors mostly encountered by students. The
questionnaire is consist of 10 items as indicators. Student respondents are asked to
indicate their most appropriate rating for each item.
As to age, the researcher chose to surveyed person at any age given that
they are willing to answer the questionnaire. The researcher chose 10 selected people
which are significantly different not only in their age but as well as the socio
economic factors like family income and their lifestyle. Aside from that the researcher
specified to the respondent in how they should answer the questionnaire. An example
is Ma. Ellen Domingo Ongkingco, is asked to rate the factor as mother.
When it comes to the analysis of the data, the researcher classified
hundreds factors in just three main group namely the personal, social and
Environmental/Technological Factors. And these are separated in two tables, the first
one is for its negative effects and the second one is its positive effects. The Duncans
Multiple Range Test is used to identify which factor makes the difference and it is

found out the in the negative effects the Environmental/Technological got the highest
rank. While in the positive effects, the Social Factors got the first in the ranking.
Summing up all the data the two factors that most influential in the
academic performances of student are the Social Factors and Environmental Factors
while the Personal Factor moderately affect the studies of students.

RESEARCH PLAN

A. Materials and Utensils


In conducting a survey, the use of self developed questionnaire, a pen,
willpower, and a critical mind is must. Before hand the researcher printed 3
Questionnaire Checklist Form and 30 Survey Questionnaire to be filled twice up by

the 10 respondents. The researcher made the Questionnaire Checklist Form to


organize the socio-demographic profile of the respondents namely the age, sex, place
of birth, if studying: year level and curriculum, and their current status in life. While
the Survey Questionnaire is where we can find the factors influencing the academic
performances of students and are categorized in 3 groups. On the act of surveying the
researchers provide a piece pen or pencil to be use by respondent in filling up the 2
questionnaires that comes with a correction pen and eraser in case of mistakes.
Having willpower and patience are also important especially when the person to
be ask is not that cooperative and they are also used handling unexpected situations.
Aside from that a critical mind is also need in surveying cause it is something that
will help us in classifying and analyzing the data gathered.

B. Methodology

Specifyi
ng
the
topic
Analyzing and
interpreting o
f the data
gathered

Surveying
Before anything else the first thing done by the researcher is picking a
good topic that is based on the availability and accessibility of the people who will
serves as the respondents. After considering so many factors the researchers specified
the general to the particular topic. The planning of the appropriate statistical tool
comes next. Having topic and the statistical tool, the researcher is now able to make
questions needed for the survey. Two sets of clearly printed and uncomplicated
questions are prepared to be answered by the 10 respondents. The first one is to give
at least 3 positive and negative factors that influence the academic performances of
student. After it the 10 questionnaires are retrieved and analyzed. The researcher
came up with the idea of categorizing the factors given that they are so many be
surveyed again. So the gathered data are then classified into three main division
namely the personal, social and environmental/technological factors. And then the
second batch of questionnaire was given to the same respondents. This time they are

ask to rank the 3 division, and under it are the sub factors, from 2 to 10. The points
they will give should only be by twos. That so happens because each point
corresponds a value, 10 - meaning most influencing, 8 - stands for almost, 6 - for
moderately, 4 - slightly and 2 - being the least influencing factor.
After the entire questionnaire properly answer, the researcher again collect it then
compiled it for the analyzation and interpretation of the data. Then each of the 10
respondents is asked to answer the Questionnaire Checklist Form for the personal
information. It is also collected by the researchers to find out if it will affect the
survey.

Analytical Testing
The data taken from the respondents were carefully examined and
scrutinized by the researcher. The researcher also managed the careful distribution of
the survey questionnaires. Since the researcher asked the respondents to rank the
factors by giving points, the resulting data was tabulated and analyzed using Analysis
of Variance (ANOVA) test. The level of significance used was 5%. The decision leads
to the rejection of the null hypothesis so the researchers need to continue searching
which pair or pairs significantly differs from each other. Due to this one of the several
post ANOVA test is used namely The Duncans Multiple Range Test. The level of
significance used is also 5%.

INTRODUCTION
A. Background of the Study
Education is the best legacy a nation can give to her citizens especially the
youth. This is because the development of any nation or community depends largely

on the quality of education of such nation. It is generally believed that the basis for
any true development must commence with the development of human resources.
When we come to think of students, they are the ones who learn ideas to become
more responsible and productive someday. Students from the rich and the poor,
especially those in the Philippines are affected by myriad of factors.
Aside from that the Department of Education does show eagerness in
strengthening our education by enhancing curriculums, which is why special science
class ad been approved. Usually in those curriculum advance subjects are to be taken
up as a must. And that is where advanced chemistry takes places. The real aim for this
study is to determine factors that affect a student performance who belongs in special
or advance curriculums.
The extent of students learning in academics may be determined by the
grades a student earns for a period of learning has been done. It is believed that a
grade is a primary indicator of such learning. If a learner earns high grades it is
concluded that they may also have learned a lot while low grades indicate lesser
learning. However, many experiences and studies found out that there are also several
factors that would account for the grades. No single factor can be definitely pointed
out as predicting grades. It has been interplay of so many factors gender, IQ, study
habits, age, year level, parents educational attainment, social status, number of
siblings, birth order, etc. In fact, almost all of existing environmental and personal
factors are a variable of academic performance. These are the different factors
affecting a students academic performance in the school.

The three generalized factors are the Personal factor, Social factor and
Environmental factors. The personal factor is consisted of gender, IQ, age, and many
other factors that made up the individual himself. The social factor is made up by the
family, friends, relatives, teachers, peers and the social circle that surrounds the
individual that either support or discourage him or her. The environmental factor is
made up by the environments or the society the individual belongs. These factors can
either make or break the academic performances of students in the Philippines.

B. Statement of the Problem


A research was conducted to determine the factors influencing students
academic performances. Specifically, the study seeks to answer the question:
1. What is the factor that greatly influences students academic performance in the
Philippines?
2. Does the personal profile of the samples affect view in the factors influencing
the academic performance of a student?

Hypothesis
1. The effects of the factors in influencing students academic performance are the
same.
2. Personal profile of the student/respondent does not affect their academic
performance.

C. Significance of the study

In doing this research there are many things will be learned and the
findings accumulated by this study may provide significant benefits to groups or
individuals. Such as school administrators, teachers, parents, country and the
student himself. School Administrators will be able to determine on how big
difference they can make on the student's academic performance. They can make
ways to help students excel in their studies. For example, they can conduct school
services, activities, academic programs and seminars that can be a sure fit solution
to the student's problems influencing their studies and performance. The teachers
can better understand why such student's performance is like that. They will be
able to help students cope with their studies in spite of the factors affecting it. The
parents will be able to realize their role on their children's academic
performances. They will be able to guide them on their studies especially their
performance in school. For example, they can do this through counseling them
and spending time teaching them their lessons. The country can have many more
graduated or successful graduates that are professional and skilled enough to be
able to improve the economy of our country. The students will be able to know
the factors that affect their academic performance. Thus, they will be able to
manage their situations. This study will serve as a reason for them to be more
serious with their studies in spite of the factors affecting it.

D. Scope and Limitations


This study focuses mainly on the factors that affect student's
academic performance specifically in advance chemistry here in the Philippines.
The respondents in this study are 10 different individuals that have different roles

in our country. The respondents are asked to answer the survey by ranking or
giving corresponding points to the three factor: personal, social and environment.
They are asked two different questions (1) What do you think is the most positive
factor that influences students academic performance? (2) What do you think is
the most negative factor that influences students academic performance?
The coverage of this study was concerned with factors that affect
student's academic here in the Philippines. Although its main focus is in the
subject area chemistry, but the factors that will be given in here are also
applicable in other subjects. It also involves the cause and effect of these factors
to the academic performance of a student. The study only includes the factors that
influence the academic performance and not the overall performance or the extracurricular performance.
The study was conducted at 01 San Pablo, City of Malolos,
Bulacan, from October 2010 to November 2010.

E. Review of Related Literature


Education in the Philippines
During the period of colonization by the United States, Education
in the Philippines changed radically, modeled on the system of Education in the
United States of the time. After the Second World War, changes in the US system
were no longer automatically reflected in the Philippines, which has since moved
in various directions of its own.

Filipino children may enter public school at about age four, starting
from Nursery up to Kindergarten. At about seven years of age, children enter
elementary school (6 to 7 years). This is followed by secondary school also called
as high school (4 years). Students may then sit for College Entrance Examinations
(CEE), after which they may enter tertiary institutions (3 to 5 years). Other types
of schools do exist, such as Private schools, Preparatory schools, International
schools, Laboratory High Schools and Science High Schools. Several ethnic
groups, including Chinese, British, Americans, and Japanese operate their own
schools.
Elementary schooling is compulsory, but 24% of Filipinos of the
relevant age group do not attend, usually due to absence of any school in their
area, education being offered in foreign languages only, or financial distress. In
July 2009 DepEd acted to overcome the foreign language problem by ordering all
elementary schools to move towards mother-tongue based learning initially. The
order allows two alternative three-year bridging plans. Depending on the bridging
plan adopted, the Filipino and English languages are to be phased in as the
language of instruction for other subjects beginning in the third and fourth grades.
Secondary schooling is of four years duration only. Although
secondary schooling is compulsory, some Philippine news media have reported
that since the 2000s, many Filipino students who began studying at private high
schools, are forced to transfer to public high schools because of increasing cost of

living and private school fees and financial distress. Many public elementary/high
schools in the country are already overcrowded.
The school year in the Philippines starts in June of one year and
ends in March of the next, with a two-month summer break for April and May,
one week of semestral break (the last week of October), and a week or two of
Christmas break.( http://en.wikipedia.org/wiki/Education_in_the_Philippines)

Key Issues In Philippine Education


They say that education is the best social leveler. They say that it is
the very answer to poverty, corruption, hate, and ignorance. If it really is like
many people believe it is, then the study of the key educational, ergo curricular,
issues in the Philippines is a significant endeavor that needs serious pair of eyes,
ears and hands.
According to the IBON Facts and Figures, the literacy rate in the
Philippines has regressed a lot over the last ten years. This is attributed to the
dwindling quality, relevance and accessibility of educationthe very basic rights
of the Filipino youth as etched vividly in the Constitution.
Despite the good things that Department of Education has reported
such as the increased number of classrooms and students, the fact remains that the
crowding 1:70 classroom ratio, the decreasing aptitude of students and the
decadence of the values of the young, among hundreds others, hamper the
progress of the state of education of the country.

From http://www.ph.net/htdocs/education/issue.htm, education in


the Philippines may be summarized into the following four issues: 1. Quality of
education, 2. Affordability of Education, 3. Government budget for education, and
4. Education mismatch.
1. QualityThere was a decline in the quality of the Philippine education,
especially at the elementary and secondary levels. For example, the results of
standard tests conducted among elementary and high school students, as well as in
the NCAE and Board Exams for college students, were way below the target
mean score.
2. AffordabilityThere is also a big disparity in educational achievements across
social groups. For example, the socioeconomically disadvantaged students have
higher dropout rates, especially in the elementary level. And most of the freshmen
students at the tertiary level come from relatively well-off families.
3. BudgetThe Philippine Constitution has mandated the government to allocate
the highest proportion of its budget to education. However, the Philippines still
has one of the lowest budget allocations among the ASEAN countries. This, not to
mention the corruption component in the same institution that must abhor such
act.
4. MismatchThere is a large proportion of mismatch between training and
actual jobs. This is the major problem at the tertiary level and it is also the cause
of the existence of a large group of educated unemployed or underemployed.

Here, also to consider is the degenerating educational mindset of working abroad


or of working for employment no matter what it takes, with no regard to other
more valuable intentions like social work, inventiveness and entrepreneurship
leading to public service and better self-actualization.
The following are some of the reforms proposed:
1. Upgrade the teachers salary scale. Teachers have been underpaid; thus there is
very little incentive for most of them to take up advanced trainings.
2. Amend the current system of budgeting for education across regions, which is
based on participation rates and units costs. This clearly favors the more
developed regions. There is a need to provide more allocation to lagging
regions to narrow the disparity across regions.
3. Stop the current practice of subsidizing state universities and colleges to
enhance access. This may not be the best way to promote equity. An expanded
scholarship program, giving more focus and priority to the poor but deserving,
maybe more equitable.
4. Get all the leaders in business and industry to become actively involved in
higher education; this is aimed at addressing the mismatch problem. In
addition, carry out a selective admission policy, i.e., installing mechanisms to
reduce enrollment in oversubscribed courses and promoting enrollment in
undersubscribed ones.

5. Develop a rationalized apprenticeship program with heavy inputs from the


private sector. Furthermore, transfer the control of technical training to
industry groups which are more attuned to the needs of business and industry.
The macro-level educational issues and concerns above can be better
understood when the micro-level concernsmainly curriculum issuesare put
into the equation. This way, people can understand the state of education more
and eventually face and nip the problems in the bud.
Curriculum managers and educational experts are always looking
for better ways to achieve better learning through teaching. However, since
curriculum innovations seemed to be difficult for many, issues and concerns have
been raised about curricular innovations. The newness of the idea to the users
raises issues which need to be addressed. Certain aspects need to be clarified in
order to overcome the attitude and feelings that create some concerns.
Perter Olivas Developing the Curriculum (Seventh Edition)
reveals 12 curriculum issues. These are 1. Academic Area Initiatives, 2.
Alternative Schools, 3. Bilingual/Bicultural Education, 4. Censorship, 5. Gender,
6. Health Education, 7. Diversity, 8. Privatization, 9. Provision for
Exceptionalities, 10. Religion in Public Education, 11. Scheduling Arrangements,
and 12. Standards and Assessment

Clearly, there is no discrete separation in these twelve categories.


On one sense, they are all interrelated and bear close relationship with each other.
Some items enumerated, however may not be fit for the Filipino audience.
In the Curriculum Development book of Purita Bilbao et al., it
enumerates a number of fitter and more relevant Curricular Issues and Concerns.
1. Poor Academic Performance of Learners. How does he performance of learners
relate to the curriculum? Our basic education curriculum was prepared by experts
in the field of curriculum making and the subject specialization. The written or
intended curriculum is well crafted and all elements of the curriculum are
considered. But why are Filipino learners lagging behind from their counterparts
the southeast in the TIMMS? Why cant our schools significantly raise the level
of performance of the learners vis--vis national standards? Issues on the varied
implementation of the curriculum among schools and teachers seem to be one of
the reasons for the prevailing low performance of schools all over the country.
There is perennial complaint about books and other instructional materials.
Overcrowded classrooms do not provide a good learning environment. In
addition, the teacher has been identified as one of the influencing factors in the
varied implementation of the curriculum. Issues like ill prepared teachers, poor
attitude towards change and low morale have been thrown to teachers. Leadership
support to an effective implementation of the curriculum. Perhaps if these are not
addressed, then the outcome of the curriculum which is academic performance if
schools will be low.

2. No Sense of Ownership. Most of the curricular innovations are handed down


from the top management. Those who are going to implement simply tow the line
or follow blindly. Sometimes the implementers lack full understanding of the
change or modifications that they are doing. The goal is unclear, thus there are a
lot of questions in the implementation as well as evaluation from the concerned
persons. Because of this concern, there is little support that comes from the
stakeholders. They just leave the school to do it on their own, thus giving the
classroom teacher a burden.
3. Curricular Bandwagons Only. In the desire of some schools to be part of the
global educational scenario, changes and innovations are drastically implemented
even if the school is not ready. Some schools for example implement a curriculum
that is technology-dependent when there is not enough computers in the
classroom. There are no internet connections either. How can correct and apt
scientific experimentations happen if there are no laboratory tools, equipment or
chemicals in the first place? But they have to show that they are also keeping
abreast of the development even if their equipment are insufficient.
(http://www.thenewstoday.info/2010/01/05/issues.in.philippine.ed
ucation.in.retrospect.html)

Factors Affecting Your Educational Success


Having success at school goes beyond intelligence. A student can
have potential to earn good grades, but does poorly because of bad study habits or
disinterest. Studies show specific factors contribute to those problems. Once they

are identified, the problems can be addressed and a student can be back on the
path to academic success.
Bullying
Bullying might seem like a harmless activity that's been happening
in schools for decades. But 13 percent of students between sixth and 10th grade
reported the presence of bullies at school, and 10 percent reported being victims,
according to the U.S. Department of Justice's Office of Community Oriented
Policing Services (COPS). Getting picked on can affect a child's performance at
school and outlook on life. It can cause self-esteem problems and hurt grades.
Victims of bullying are often absent and can't concentrate on schoolwork,
according to COPS.
Extracurricular Activities
While students play on sports teams, act in the school play and
write for the school newspaper for fun, participating in extracurricular activities
can actually help performance in the classroom. For example, students who
played more vigorous sports like football and soccer did roughly 10 percent better
in English, math, science and social studies classes, according to a 2007 study in
Medicine & Science in Sports & Exercise. Additionally, students who participate
in the arts for at least nine hours a week over a year are four times more likely to
earn academic achievement recognition, win an award for writing or a school
attendance award, and take part in a math or science fair, according to the
National Governors Association Center for Best Practices.

Parental Involvement
Children perform better when their families are involved at home
and school, according to a research paper titled, "A New Wave of Evidence: The
Impact of School, Family and Community Connections on Student Achievement."
A child may not have educational success if a parent doesn't enforce school
attendance and completion of homework. But if parents are encouraging and show
they're active, like joining the PTA, the environment more likely will help a child
succeed.
(http://www.ehow.com/list_5965855_factors-affecting-educationalsuccess.html#ixzz140MdOkxs)

RESULTS AND DISCUSSION


This chapter of the study focuses mainly the answers to the study. The
analysis, interpretation, and presentation of data were based from the specific
problems mentioned in Chapter 1. The 10 respondents serve as the samples.
Table1. Personal Profile of the Respondents
Name
1.
Ma.
Ellen
D.
Ongkingco
2. Mary Salas
3. Mary Vincelle C. Yasa
4. Marvin C. Yasa
5. Eloisa Velasco
6. Lota Musni
7. Eusebia Crisostomo
8. Tom Diez
9. Gilbert Canlas
10.Benedicto Hernandez

Age
46
20
18
43
14
39
72
14
19
38

Lifestyle/Job/Position
Mother
House helper
College student
Teacher
3rd year ESEP
Government employee
Grandmother
Dropped out
College student-Canada
Politician

Table1. Shows that half of the respondents are teenager while


the other half were already from the puberty stage and now are
adolescent. The purpose of Table1 is to give us the bits of information
about the ten samples and see if it will affect their point of view
regarding the topic.
Table2. Some of Factors influencing academic performances of
students that can be helpful at the same time harmful

Personal Factors

Social Factors

Decision making
Gender
IQ
Age

Family
Friends
Relatives
Teachers

Environmental/Technol
ogical
Factors
Use of computers
Social Circle
Community
Society where the
individual belongs
School

And other factors


Peers
that made up the
individual himself
Table2. These data above are some of the factors that is given
by the ten respondents. This shows a generalized term that can
actually affect the performances of student in academic subjects both
positive and negative
Table3. Scores given by the respondents to rank the factors
influencing the academic performance of student in a negative way

Respondent
No.

Personal
Factors

Social
Factors

#1
#2
#3
#4

6
10
8
6

2
2
2
2

Environmental/
Technological
Factors
10
8
10
8

#5
#6
#7
#8
#9
#10
Table3. Shows that

6
6
6
6
6
4
Social factors are

2
2
4
4
2
2
not the cause of

8
8
10
10
10
10
decreasing

grades instead we can see that Environmental and Technological


Factors are most likely the cause of the low academic performance
shown by the student.

A2=432
B2=64
C2=856

A=64
B=24
C=92

Ho: The effects of the factors in influencing students academic


performance are the same.
= The level of significance is 5%

TSS=( 432+64+ 856 )


TSS=( 1352 )

( 180 )2
30

TSS=( 1352 )

( 32400 )
30

( 64+ 24+92 )2
30

TSS=( 1352 )(1080)

TSS=272

SSB=

(64 + 24 +92 ) ( 64 +24+ 92 )

10
30

SSB=

13136 180

10
30

SSB=1313.61080
SSB=233.6

SSW =TSSSSB
SSW =272233.6

SSW =38.4
DEGREES OF FREEDOM
df t =N1

SSB 233.6
=
df b
9

df t =301

MSB=

df t =29

MSB=25.95555556

df b =k1

MSW =

df b =101

MSW =1.92

SS W 38.4
=
df w
20

df b =9
df w =N K
df w =3010
df w =20

F=

MSB
MSW

F=

25.95555556
1.92

F=13.51851852

The tabular value is 2.39 while the computed value is 13.51851852 ; the computed
value is greater than the tabular value so the null hypothesis is rejected.
H: The effects of the factors in influencing students academic performance are not
the same.
The decision leads to the rejection of the null hypothesis so the researchers need to
continue searching which pair or pairs significantly differs from each other. Due to this one of
the several post ANOVA test is used namely The Duncans Multiple Range Test. The level of
significance used is also 5%.

The Duncans Multiple Range Test


Critical values q'(p, df; 0.05) for Duncan's multiple range tests

------------------------------------------------------------------------------df p-> 2
3
4
5
6
7
8
9
10
------------------------------------------------------------------------------21 2.941 3.088 3.181 3.247 3.295 3.332 3.361 3.385 3.403
22 2.933 3.080 3.173 3.239 3.288 3.326 3.355 3.379 3.398
23 2.926 3.072 3.166 3.233 3.282 3.320 3.350 3.374 3.394
24 2.919 3.066 3.160 3.226 3.276 3.315 3.345 3.370 3.390
25 2.913 3.059 3.154 3.221 3.271 3.310 3.341 3.366 3.386
26 2.907 3.054 3.149 3.216 3.266 3.305 3.336 3.362 3.382
27 2.902 3.049 3.144 3.211 3.262 3.301 3.332 3.358 3.379
28 2.897 3.044 3.139 3.206 3.257 3.297 3.329 3.355 3.376
29 2.892 3.039 3.135 3.202 3.253 3.293 3.326 3.352 3.373
30 2.888 3.035 3.131 3.199 3.250 3.290 3.322 3.349 3.371
Factor
A

10

Factor
B

Factor
C

10

10

10

10

=6.

4
B=2.

10

10

4
C=9.
2

1. Arrange the means from lowest to highest:


B=2.4 =6.4 B=9.2
df t =29
2. SSW= and
We use p=2 and 3 only since we are comparing only 3
population means
3. =0.05
4. Duncans Table:
P
rp
Rp

2
2.892
5.67

3
3.039
5.96

R p=r p

EMS
n

R2=r 2

EMS
38.4
=2.892
=2.892( 3.84)
n
10

R2=2.892(1.959591794)
R2=5.6671

R3=r 3

EMS
38.4
=3.039
=3.039 ( 3.84 )
n
10

R3=3.039(1.959591794)
R3=5.955199
5. Analysis:
1. Since C A = 9.2 6.4 = 2.8 < R 2 (4.59), then Factors Cand
A are not significantly different.
2. Since C B = 9.2 2.8 = 6.8 > R 3 (4.82), then Factors C and
B are significantly different, with Factor B being more
influencing than Factor C in terms of the negative effects in the
academic performances of students.
3. Since A B = 6.4 - 2.4 = 4 < R 2 (4.59), then Factors A and C
are not significantly different.
Table5. Scores given by the respondents to rank the factors
influencing the academic performance of student in a positive way

Respondent
No.

Personal
Factors

Social
Factors

#1
#2
#3
#4
#5

6
6
10
6
8

10
10
8
10
10

Environmental/
Technological
Factors
4
2
2
2
2

#6
6
10
2
#7
6
10
2
#8
8
10
2
#9
6
10
2
#10
8
10
2
Table5. Shows that Social factor, one of it is our family, really
help in making a student academic performance above the level in
other words excellent.

A2=508
B2=964
C2=52

A=70
B=98
C=22

Ho: The effects of the factors in influencing students


academic performance are the same.
= The level of significance is 5%

TSS=( 508+ 964+52 )

( 70+ 98+22 )2
30

( 190 )2
TSS=( 1524 )
30
( 36100 )
TSS=( 1524 )
30

TSS=( 1524 )(1203.333333)

TSS=320.6666667

SSB=

(702 +98 2+222 ) ( 70+ 98+22 )2

10
30

SSB=

14988 1 90

10
30

SSB=1498.81203.333333
SSB=295.466667

SSW =TSSSSB
SSW =320.6666667295.466667

SSW =25.1999997
DEGREES OF FREEDOM
df t =N1

SSB 295.466667
=
df b
9

df t =301

MSB=

df t =29

MSB=32.82962967

df b =k1

MSW =

df b =101

MSW =1.259999985

SS W 25.1999997
=
df w
20

df b =9
df w =N K
df w =3010
df w =20

F=

MSB
MSW

F=

32.82962967
1.259999985

F=26.05526195

The tabular value is 2.39 while the computed value is 26.05526195, the computed
value is greater than the tabular value so the null hypothesis is rejected.
H: The effects of the factors in influencing students academic performance are not the
same
The decision leads to the rejection of the null hypothesis so the researchers need to
continue searching which pair or pairs significantly differs from each other. Due to this one of
the several post ANOVA test is used namely The Duncans Multiple Range Test. The level of
significance used is also 5%.

The Duncans Multiple Range Test


Critical values q'(p, df; 0.05) for Duncan's multiple range tests

------------------------------------------------------------------------------df p-> 2
3
4
5
6
7
8
9
10
------------------------------------------------------------------------------21 2.941 3.088 3.181 3.247 3.295 3.332 3.361 3.385 3.403
22 2.933 3.080 3.173 3.239 3.288 3.326 3.355 3.379 3.398
23 2.926 3.072 3.166 3.233 3.282 3.320 3.350 3.374 3.394
24 2.919 3.066 3.160 3.226 3.276 3.315 3.345 3.370 3.390
25 2.913 3.059 3.154 3.221 3.271 3.310 3.341 3.366 3.386
26 2.907 3.054 3.149 3.216 3.266 3.305 3.336 3.362 3.382
27 2.902 3.049 3.144 3.211 3.262 3.301 3.332 3.358 3.379
28 2.897 3.044 3.139 3.206 3.257 3.297 3.329 3.355 3.376
29 2.892 3.039 3.135 3.202 3.253 3.293 3.326 3.352 3.373
30 2.888 3.035 3.131 3.199 3.250 3.290 3.322 3.349 3.371
Factor
A

10

Factor
B

10

10

10

10

10

10

10

Factor
C

=7.

10

10

0
B=9.

8
C=2.
2

1. Arrange the means from lowest to highest:


C=2.2 =7.0 B=9.8
df t =29
2. SSW= 25.1999997 and
We use p=2 and 3 only since we are comparing only 3
population means
3. =0.05
4. Duncans Table:
P
rp
Rp

2
2.892
4.59

3
3.039
4.82

R p=r p

EMS
n

R2=r 2

EMS
25.199997
=2.892
=2.892( 2.5199997)
n
10

R2=2.892(1.587450777)
R2=4.590907648

R3=r 3

EMS
25.199997
=3.039
=3.039( 2.5199997)
n
10

R3=3.039(1.587450777)
R3=4.824262912
5. Analysis:
1. Since B A = 9.8 - 7.0 = 2.8 < R 2 (4.59), then Factors B and
A are not significantly different.
2. Since B C = 9.8 - 2.2=7.6 > R3 (4.82), then Factors B and C
are significantly different, with Factor B being more influencing
than Factor C in terms of the positive effects in the academic
performances of students
3. Since A C = 7.0 - 2.2 = 5.2 > R 2 (4.59), then Factors A and
C are significantly different, with Factor A being more
influencing than Factor C in terms of the positive effects in the
academic performances of students

CONCLUSION

The researcher concluded using Analysis of Variance and the post ANOVA
test The Duncans Multiple Range Test that the effects of the factors in influencing
students academic performance in advance chemistry and the effects of the factors in
influencing students academic performance are not the same. And that the factors
that contribute most in distracting the student in their study is the Environment and
Technological Factors or the society where the individual belong cause he would tend
to imitates what his society shows him whether its right or wrong. On the other hand,
the ones that help the student boost his academic performances is of course his Social
Factors cause here is where he gets his support aside from his basic needs and
necessity, his family, relatives and friends give him the support he needed to
overcome all the trials in school. As we can see in both negative and positive effects
the personal factors always go in the middle, this because it is the individuals choice
to be influenced by negative factors or stay at the track. He himself would decide
which road to he would take.
According to the gathered information, the researchers concluded that the
factors influencing the academic performance of a student in the subject, area
advance chemistry, can be divided in three main divisions namely the Personal,
Social and Environmental/Technological factors and these factors both positive and
negative effects. The Environmental/Technological factors is the most influencing
factor that in negative effects while in the one the result in to the boosting of grades
of students is The Social factor.

RECOMENDATIONS

The researcher recommends to the next researchers that if possible they


should have more samples for the survey to be more accurate. Aside from that they
should conduct the survey per barangay or per location to see that if they transfer to
other places they would know if there is a change in result. Aside from that in their
survey they should first classify the age of the respondent to know if age matters in
the factors that influence the academic performance of student. They should also
consider the profile of their respondents to know f there is anything connection
between it and the given factors. Then they could classify or categorize the factor in a
much more specific way plus the fact that they could also add some factors which are
not in this research. Most of all in their survey they should ask students because they
are the one experiencing this dilemma. Furthermore they could come up with using
other statistical tool aside from ANOVA and they could also have their own strategy
in analyzing the data to improve the interpretation of data.

ACKNOWLEDGEMENT

The researcher would like to thank all the people who supported and
guided them in making and finishing the investigatory project. First of all, thank you
to God Almighty for giving the researchers enough strength and knowledge to finish
this action research. They also would like to give their thanks my students for helping
accomplish these. They also wanted to express their gratitude to those who answered
the questionnaire honestly with all their hearts.

BIBLIOGRAPHY

Books
Research II: a Guide to Investigatory Projects
Compiled by: Science Education Institute
Department of Science and Technology
Engineering ad Science Education Project (ESEP)
Lolita Odeste-Punzalan, Ph. D
Basic Concepts and Techniques in Statistics
Covey Sean
The 7 habits of highly Effective Teens
Internet References
*http://www.investigacionpsicopedagogica.org/revista/articulos/1/english/Art_1_4.pdf
*http://www.scribd.com/doc/24002413/%E2%80%9CTHE-EFFECT-OFSTUDY-HABITS-ON-THE-ACADEMIC-PERFORMANCE-OF-FRESHMENEDUCATION-STUDENTS-IN-XAVIER-UNIVERSITY-CAGAYAN-DE-ORO-CITYSCHOOL-YEAR-2008-20
* http://www.mysmartschools.ph/web/StudentPerformance/index.html
http://cse.niaes.affrc.go.jp/miwa/probcalc/duncan/dncn_tbl.html#fiveperce
nt

TABLE OF CONTENTS

Abstract

Research Plan

3-5

Materials and Apparatus

Treatment and Procedure

Introduction
Background of the Study

Statement of the Problem

Significance of the Study

Scope and Limitation

10

Review of Related Literature

11

Results and Discussion

20

Conclusion

32

Recommendation

33

Bibliography

34

Acknowledgement

35