THE RELATIONSHIP BETWEEN SOCIO-ECONOMIC STATUS AND ACADEMIC PERFORMANCE OF GRADE 12 HUMANITIES AND SOCIAL SCIENCES STUDENTS AT IMMACULADA CONCEPCION COLLEGE

Abstract

This study investigates the relationship between socioeconomic status (SES) and the academic performance of Grade 12 Humanities and Social Sciences (HUMSS) students at Immaculada Concepcion College. Socioeconomic status refers to an individual's position in society based on factors like income, education, and occupation. The researchers aim to shed light on how SES may influence students' academic outcomes, with the goal of improving educational practices and societal conditions. The findings are expected to prompt action from parents, teachers, and policymakers, leading to the development of policies that address SES-related disparities and contribute to the enhancement of both the educational system and society as a whole. This study focused on the relationship between socioeconomic status (SES) and the academic performance of Grade 12 Humanities and Social Sciences (HUMSS) students at Immaculada Concepcion College during the academic year 2023-2024. A total of 241 students were selected for participation, and an online survey via Google Forms was administered. Simple random sampling was used to select participants. The study employed a quantitative approach, specifically a descriptive-correlational research design. The research instrument consisted of an 11-item questionnaire covering three key domains: independent variables, dependent variables, and both variables. Statistical treatment of data included frequency and percentage distribution, Slovin's formula, Likert scale, weighted mean, and Pearson correlation coefficient. The findings of this study revealed that most students had an average academic performance score ranging from 85 to 89 or lower. The Pearson correlation coefficient (r = -0.16759) and the p-value (< 0.00927) indicated a significant relationship between socioeconomic status and the ability of students to purchase school materials, access library books, and afford transportation. Students with higher allowances reported better academic support, more effective management of academic workload, and overall better academic performance. Despite facing socioeconomic challenges, the majority of students still achieved commendable academic results. Based on the findings, the following recommendations are made: Students should develop the habit of saving a portion of their allowances to manage their finances more effectively and ensure they can meet their academic needs. It is suggested that parents provide reasonable allowances to their children, ensuring that the amount is sufficient to meet basic academic needs without encouraging overspending. Teachers and school administrators should take into account the financial status of students when assigning tasks or planning activities. This consideration could help create a more equitable environment, where all students have the resources they need to succeed academically. Future studies may explore additional factors that could affect academic performance, such as mental health, access to technology, or peer support, to provide a broader understanding of the elements influencing students’ success in school.