Scholastic Standing and Educational attainment of Parents: their influence on the Final Grades of Grade 9 Achievers for the S.Y 2017-2018

Abstract

INTRODUCTION

Genetics and heredity are mainly the contributory factors in the making of students with scholastic standing. Chromosomal combination therefore of DNA and RNA strands can be transferred from ancestors to their off springs. These facts can be used as bases to produce or justify the descendants' mental, psychological, physical, and even social potentials, behavioral tendencies, inter and intrapersonal intelligences, artistic and musical inclinations and the like can be traced back from their ancestors in the given clan or kinship.

Inclination of off springs toward learning areas isthe main focus. The combination of different factors from parents specifically their scholastic standing and their educational achievement as they contribute toward making them top among their peers is to be taken in-depth consideration. This study aims to assess the influence of parents' scholastic standing and educational attainment in relation to the academic performance of Grade 9 achievers of Sta. Anastacia-San Rafael National High School for the School Year 2017-2018.

METHODS

The descriptive method of research through survey and questionnaire were used to determine the impact and/or influence of the parents' scholastic distinction and educational attainment, if there is, to the general average of the Grade 9 top students.

RESULTS

The perceptions of students were based on two folds a) educational attainment through a questionnaire and b) scholastic standing through a survey. Result showed that educational attainment of their parents does not have any direct influence on their academic performance. In terms of their parents' scholastic training, the result revealed that most of the fathers and mothers of the Grade 9 top students belonged to those who did not receive scholastic recognition and or distinction has no impact on their academic achievement.

DISCUSSIONS

The scholastic standing and the educational attainment of parents have no significant influence in the final grades and ranks of the Grade 9 top students. Therefore the null hypothesis is accepted, and the affirmative hypothesis is rejected. Nevertheless, this research will be a basis for a more in depth study on the influence of parents' standing on their children's performance.