FACTORS AFFECTING THE ACADEMIC PERFORMANCE OF 1ST YEAR BSED VALUES STUDENT AT BCP: BASIS FOR PROPOSED DEVELOPMENT PLAN

Abstract

Academic performance plays a significant role in determining students’ success in their educational and professional pursuits. The factors affecting student performance must be thoroughly examined and addressed, as they can have lasting impacts on their future. As highlighted by Briones et al. (2022), multiple factors influence academic achievement, including personal, social, environmental, and institutional variables. Therefore, it is important to identify and provide solutions to the challenges students face to enhance their overall performance.  This study employed a mixed-methods approach, utilizing both qualitative and quantitative research methods to explore the various factors impacting students’ academic performance. The quantitative aspect gathered measurable data, while the qualitative component helped gain a deeper understanding of students' experiences and perceptions. By identifying the factors influencing performance, the study aims to propose practical solutions and strategies that can motivate students to improve their academic outcomes, helping them achieve success in their chosen paths. This study aimed to identify the factors affecting the academic performance of 1st-year BSED Values students at BCP. The researchers employed a variety of methods to observe and analyze data.  A purposive sampling technique was used to select 43 active 1st-year BSED Values students as respondents. Twelve students were excluded from the study as they were either inactive or had already dropped out.  To collect data, the researchers used a research-made survey questionnaire designed to assess various factors influencing academic performance. The survey was structured to capture students' perspectives on these factors.  For data analysis, the researchers applied several statistical methods, including:  Likert scale to assess the respondents' level of agreement or disagreement with different statements. Weighted mean to determine the overall responses and their intensity. Ranking to evaluate the relative importance of different factors affecting academic performance. Frequency and percentage to analyze the distribution of responses. T-test to test for significant differences between groups. These methods provided a comprehensive approach to analyzing the factors influencing academic performance and helped the researchers draw meaningful conclusions from the data. The demographic profile of the respondents revealed the following:  Age: The majority of respondents were aged 18–19. Gender: Most of the respondents were female. Civil Status: All respondents were single. The study examined the factors affecting academic performance, with the following composite weighted means for each variable, broken down by gender:  Family: Male: 2.72 Female: 3.09 Financial: Male: 3.44 Female: 3.27 Friends: Male: 3.44 Female: 3.32 Future Goals: Male: 3.60 Female: 3.29 A T-test was conducted to determine if there were significant differences in the responses of male and female respondents. The null hypothesis (Ho), which stated that there is no significant difference between the responses of the two groups, was accepted. The computed t-value was 0.1657, which was less than the 0.01 significance level with 5 degrees of freedom. This indicates that there is no significant difference between the assessments of male and female respondents regarding the factors affecting academic performance.  Regarding barriers affecting academic performance, the study found that the primary challenge was the lack of meeting expectations, with a composite mean of 60.46, indicating that unmet academic expectations were a significant barrier to student success. The researchers found that students' academic performance is influenced by various factors, including the principles of Maslow's hierarchy of needs. According to Llego (2022), achieving one's full potential requires the fulfillment of certain essential needs. To address this, the study recommends implementing a Personal Values Development Plan in collaboration with department heads, teachers, and administrators. This initiative is expected to significantly benefit students by fostering personal growth and ultimately improving their academic performance.