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THE CHALLENGES AND ISSUES AFFECTING THE ACADEMIC
PERFORMANCE OF GRADE 11 STUDENTS OF
M. B. ASISTIO SR. HIGH SCHOOL
A Thesis Presented to
The SHS Faculty of
M. B. Asistio Sr. High School,
Caloocan City
In Partial Fulfilment
of the Requirements for the Subject
Practical Research 1
By
Rexelle Jay Ocsillos Matranas
May 2023

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RECOMMENDATION FOR ORAL EXAMINATION
This thesis entitled, The Challenges and Issues Affecting the Academic
Performance of Grade 11 Students of M. B. Asistio Sr. High School, prepared
and submitted by REXELLE JAY O. MATRANAS, in partial fulfillment of the
requirements for the subject Practical Research 1, has been examined and is
hereby recommended for oral examination.

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APPROVAL SHEET
This thesis entitled, The Challenges and Issues Affecting the Academic
Performance of Grade 11 Students of M. B. Asistio Sr. High School, prepared
and submitted by REXELLE JAY O. MATRANAS, has been approved by the
Committee on Oral Examination with a grade of _____% on ___________, 2023.
MS. VIMALYN M. SANCHEZ MR. RYAN HEINJIE T. TUMAQUE
Member Member
DR. BERNADETTE F. FERNAN
Chairperson
Accepted in partial fulfillment of the requirements for the subject
Practical Research 1.
Comprehensive examination passed.
MS. JENNIFER C. PIODOS
SHS, Focal Person

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CERTIFICATE OF ORIGINALITY
I hereby certify that this thesis entitled “The Challenges and Issues
Affecting the Academic Performance of Grade 11 Students of M. B. Asistio
Sr. High School” is my own work and that, to the best of my knowledge and belief,
it contains no material previously written or published by another person or
organization nor any material which has been accepted for award and any other
degree or diploma from a university or institution of higher learning, except where
due acknowledgements are made thereof.
Further, I declare that the intellectual content of this research is the product
of my labor although I have received assistance from others on the manner of
organization, presentation, language, and style.
REXELLE JAY O. MATRANAS
Researcher
Date:
Attested by:
DR. BERNADETTE F. FERNAN
Adviser
Date:

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ACKNOWLEDGEMENTS
I wish to thank the Lord Almighty for giving me the strength to continue this
study despite facing academic challenges. To God be the glory!
To our beloved school, M. B. Asistio Sr. High School, thank you for granting
me an opportunity to conduct this study. As well as the teachers in SHS Faculty
for the guidance and inspiration.
To my considerate adviser, thank you for guiding me as well as my
classmates to accomplish this task.

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DEDICATION
TO GOD BE THE GLORY!
To my family,
we may be far apart but just like the wind, I could always feel your warmth.
To my sibling,
we may be fighting all the time but I love you a lot. Hope to see you when I go
back!
To my old “so called” friends,
thank you for telling me who I really am. If it was not for all of you, I will not be
doing my thesis alone.
To this special person,
who always make me inspired. We may not talk nor see each other, but you will
always have a place in my heart. chareng

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ABSTRACT
Education, which has a major impact on how people behave and how
societies develop, is one of the most important aspects of human resource
development. But sometimes, students inevitably run into a variety of problems
during their daily studies, and these problems can negatively affect their academic
performance. The aim of this study is to identify the challenges and issues that
grade 11 students face and determine how these challenges affect their academic
performance. By understanding these struggles, solutions can be suggested to
help students overcome their obstacles and improve their academic performance.
This study will be conducted in M. B. Asistio Sr. High School in Caloocan
City for S.Y. 2022-2023 and the research instrument that will be used in this
research is survey questionnaire to gather data easily and rapidly. The population
of this study comprised by 142 students are the five sections of grade 11: ICT-A,
ICT-B, STEM, FOS, and Cookery. The number of sample size computed with
Slovin’s formula was 105. The sampling technique that will be used in this study is
the stratified and the researcher will take respondents from each section to
accumulate the total number of sample size.

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TABLE OF CONTENTS
Page
Title page i
Recommendation for Oral Examination ii
Approval Sheet iii
Certificate of Originality iv
Acknowledgment v
Dedication vi
Abstract vii
Table of Contents viii - x
List of Figures xi
List of Tables xii
Chapter
1 THE PROBLEM AND ITS BACKGROUND
Introduction ……………………………………… 1 - 3
Background of the Study ………………………. 3 - 6
Statement of the Problem………………………. 6 - 8
Hypothesis………………………………………. 8

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Scope and Delimitation of the Study …………. 8 - 9
Significance of the Study ……………............... 9 - 10
2 REVIEW OF RELATED LITERATURE AND STUDIES
Related Literature and Studies …………………. 11 - 28
Synthesis of the Related Literature and Studies ... 28 - 29
Theoretical Framework…………………………. 29 - 30
Theoretical Paradigm…………………………… 31
Conceptual Framework…………………………. 32
Conceptual Paradigm…………………………… 33
Definition of Terms……………………………… 34 - 35
3 RESEARCH DESIGN AND METHODOLOGY
Research Design …………………………………… 36 - 37
Population and Sample of the Study ……………. 37 - 38
Sampling Technique……………………………...... 38 - 39
Research Instrument ………………………………. 39 - 40
Validation of the Research Instrument …………… 40 - 41
Data Gathering Procedure ………………………… 41 - 42
Statistical Treatment of Data ……………………… 42 - 43

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4 PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Demographic Profile of the Respondents………………….
5 SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATION
Summary of Findings…………………………………
Conclusions……………………………………………
Recommendations……………………………………
REFERENCES 43 -
APPENDICES
CURRICULUM VITAE

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LIST OF FIGURES
Figure 1: Theoretical Paradigm
Figure 2: Conceptual Paradigm

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LIST OF TABLES
Table 1: Distribution of the Respondents

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CHAPTER 1
THE PROBLEM AND ITS BACKGROUND
This chapter includes the introduction, background of the study, statement
of the problem, hypothesis, scope and delimitation of the study, and significance
of the study.
Introduction
Education, which has a major impact on how people behave and how
societies develop, is one of the most important aspects of human resource
development. One important metric for assessing students' accomplishments
across different academic subjects is their academic performance. The evaluation
of a teacher's performance takes into account a variety of factors, such as student
participation in class, graduation rates, and test scores, all of which are frequently
used by teachers as outcome indicators.
Educators take into account a variety of variables that may affect students'
academic performance when evaluating them. Individual aptitude and motivation
also have a big impact on students' learning abilities. Additionally, peer pressure,
the caliber of the teachers, the availability of a suitable learning environment, and
the background of the parents or guardians all influence how well students
perform.

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Shakeel and Peterson (2020), highlighting the significance of graduation
rates, point out that these rates are used as benchmarks by national and federal
education officials to assess the efficacy of secondary education. States give
exams every year to students in elementary, junior high, and senior high school as
part of the evaluation process to determine their subject knowledge and
proficiency.
However, students face difficulties throughout their academic careers.
Students inevitably run into a variety of problems during their daily studies, and
these problems can negatively affect their academic performance. These
difficulties, which include both personal struggles and academic challenges,
collectively hinder students' improvement.
Personal challenges can include mental health issues like anxiety or
depression, which can have a significant impact on a student's capacity for focus
and academic success. Additionally, monetary issues and family issues can lead
to stressful situations that take a student's focus away from their studies, making
it more difficult to achieve the best academic results.
Academic challenges also interfere with students' performance. Academic
roadblocks like bad study habits, poor time management, and trouble
understanding difficult material are frequent and can impede students' progress
and negatively impact their overall performance.

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Given how important it is to overcome these barriers, it is crucial to give
students who are struggling with these issues all-encompassing support. In order
for students to succeed academically as well as for their overall development and
well-being, it is crucial that they receive the support and tools they need to get
through personal and academic challenges.
Educational institutions can assist students in overcoming these obstacles
by providing support systems like financial aid programs, academic mentoring, and
counseling services. A more sympathetic and encouraging learning environment
can be created by raising educators', parents', and the general public's awareness
of the potential challenges that students may encounter.
Background of the Study
The colonial history of the Philippines has a significant impact on the
country’s educational system. There have been times of Spanish, American, and
Japanese rule and occupation throughout this history. The most significant and
long-lasting contributions were made when the United States began to occupy the
nation in 1898. English was first used as the main language of instruction and as
the basis for an educational system during this time. A public education system
was established that was based on the American system. The new Ministry of
Education oversees the public school system.

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The Philippine educational system bears a lingering imprint of the United
States. To prepare the nation’s teachers, a number of colleges and universities
have been established. The University of the Philippines was founded in 1908,
making it the nation’s first full-fledged public university. The Philippines has an
extensive and comprehensive educational system, including higher education, just
like the United States. As many teachers and professors in the Philippines now
hold advanced degrees from American universities, the United States still has an
impact on the country’s educational system.
As mentioned by SC (2020), although it has long served as a model for
other Southeast Asian nations, the Philippines’ educational system has gotten
worse recently. This is particularly true in the less developed and remote regions
of the nation. Other regions of the country, such as Mindanao and Eastern Visayas,
have program completion rates while Manila, the capital and largest city of the
Philippines, has a primary school completion rate that is almost 100%. Only 30%
or less of children attend primary school. It should come as no surprise that Filipino
students from urban areas typically perform much better than those from more
rural areas in subjects like math and science.
The K–12 curriculum in the Philippines began in 2013. The "Enhanced
Basic Education Act of 2013" also known as Republic Act No. 10533, which was
signed; into law in 2013, came into effect. Because the law strengthened the
curriculum and lengthened the basic education period in the Philippines, the basic

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education system was improved and is now more commonly referred to as K–12
(Berto, 2019). In order to give students enough time to master concepts and skills,
foster lifelong learners, and prepare graduates for higher education, intermediate
skill development, employment, and entrepreneurship, the K-12 educational
program in the Philippines includes kindergarten and 12 years of basic education
(six years of elementary school, four years of junior high school [JHS], and two
years of senior high school [SHS]).
According to Almerino et al. (2020), the need for a skilled and prepared
workforce grows proportionally to the rate at which technology advances. Although
many nations have taken steps like implementing the K-12 education system to
address the mismatch between the programs offered in academia and the needs
of industry, some nations like the Philippines, are only now starting to do so. Many
issues with the Philippine K–12 education system's implementation was brought
up during its early adoption, chief among them the incongruity of the courses that
the schools offered. Philippine K–12 educational institutions and the industry's
educational requirements. Mixed reactions have been heard in the Philippines
since the implementation of the K–12 educational system. Due to differing
viewpoints on the success of the curriculum change, a number of groups have
vehemently opposed its implementation. In the Philippine K–12 educational
system, the senior high school students’ competencies have given rise to a number
of worries, chief among which is that they fall short of the standards established

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for the curriculum. As a result, it is imperative to address the difficulties associated
with the K–12 transition by developing strategies and initiatives to match the
competencies of K–12 students with their expected competencies.
In this light, the researcher decided to conduct this study in M. B. Asistio Sr.
High School to identify the challenges and issues that grade 11 students face and
determine how these challenges and issues affect their academic performance.
By understanding these struggles, solutions can be suggested to help students
overcome their obstacles and improve their academic performance. The ultimate
goal of this study is to provide assistance to students in need and help them
succeed in their academic pursuits.
Statement of the Problem
This study intends to identify and determine the challenges and issues that
affect the academic performance of the grade 11 students of M. B. Asistio Sr. High
School.
Specifically, this study aims to answer the following questions:
1. What is the demographic profile respondents in terms of:
1.1 - Age
1.2 - Sex
1.3 - Economic Status

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2. Which are the challenges and issues affecting the academic performance
of grade 11 students of M. B. Asistio Sr. High School?
2.1 - Subject Difficulty
2.2 - Financial Issues
2.3 - Study Work Load
2.4 - Time Management
2.5 - Health Issues
2.6 - Teacher Factor
2.7 - Peer-Relationship Factor
2.8 - Family Issues
2.9 - Mode of Learning
2.10 - Technology
3. How do these challenges and issues affect the academic performance of
grade 11 students?
4. What is the level of academic performance of the students in terms of:
4.1 - School Participation
4.2 - School Works
5. Is there a significant effect on the academic performance of grade 11
students?

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6. What action plan can be proposed to overcome if not, lessen the challenges
and issues affecting the academic performance of grade 11 students of M.
B. Asistio Sr. High School?
Hypothesis
The hypothesis will be raised in the study and will be tested at 0.05 level of
significance.
H1: There are significant challenges and issues affecting the academic
performance of the students.
Scope and Delimitation of the Study
This study will be using the qualitative research design and will be focusing
on the challenges and issues that affect the academic performance of grade 11
students specifically: subject difficulty, financial issues, study work load, time
management, health issues, teacher factor, peer-relationship factor, family issues,
mode of learning, and technology.
The population of this study comprised by 142 students are the five sections
of grade 11: ICT-A, ICT-B, STEM, FOS, and Cookery. The number of sample size
computed with Slovin’s formula was 105. The sampling technique that will be used
in this study is the stratified and the researcher will take respondents from each
section to accumulate the total number of sample size.

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The researcher also has one semester to do this study and give a
meaningful result. This study will be conducted in M. B. Asistio Sr. High School in
Caloocan City for S.Y. 2022-2023. The research instrument that will be used in this
research is survey questionnaire to gather data easily and rapidly.
Significance of the Study
The following are the ones who will benefit from this study:
Students. This research will benefit the students who are currently
experiencing challenges and issues while performing in academics. This research
will also show the results of those struggles for better understanding of the
students about this topic.
Parents. This study will help the parents identify and understand the
challenges and issues affecting the academic performance of their child. It can
also help them monitor the academic performance of their child and help them to
overcome those challenges and issues.
Teachers. This study can be a reference for teachers to improve their
teaching method if really needed thus, modifying their lessons in a way that
students will easily comprehend it. This study will also help the teachers identify
the weaknesses of the students in learning complex materials and because of this,
the teachers will be focusing on those.

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School Administrators. This study will be helpful for the school
administration. This study will help the school administrators to identify and
determine the challenges and issues hindering the academic performance of
students in order to improve the learning ability of the students resulting in
improvement in terms of studying.
DepEd Personnel. This study will help DepEd personnel to identify and
determine the hindrance affecting the academic performance of the students. This
study can also guide them in modifying the curriculum that will make students’
experience better.
Researcher. This research will be useful for the researcher because it will
add knowledge to them and help them realize the importance of academics. This
research can also make the researcher even more curious and as a result, the
researcher can study this particular topic further.
Future Researchers. This research will be beneficial as it will enrich
existing knowledge and be beneficial to future researchers interested in the
academic performance of students. This study will also serve as a guide for them
as they conduct their own research.

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CHAPTER 2
REVIEW OF RELATED LITERATURE
This chapter includes some related literature and studies, synthesis of the
reviewed studies, theoretical framework, conceptual framework, and definition of
terms.
Related Literature and Studies
According to Statista (2022), different countries place different values on
education. While education is required in some nations, it is only available to
certain populations in others. The highest level of education that a person has
attained is referred to as educational attainment. By the year 2020, 90% of people
worldwide have finished primary school, but only 66% have finished secondary
school. Higher education statistics are even worse, with about 40% of people
worldwide having completed some type of higher education, mostly women.
Although the gender gap in literacy rates has closed among the younger
generations around the world in recent years, adult men still outnumber adult
women on average.
As explained by Hako and Shikongo (2019), there are numerous issues that
students face that make it difficult for them to finish their coursework. Poor time
management abilities, a lack of study skills, and a lack of housing were the main
issues. Student support services are either not being used effectively by students

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or are not even known to be offered. Additional factors that had an impact on
students included the provision of course outlines being late, a lack of study
materials, the repetition of modules, crowded exam schedules, the student-lecturer
ratio, and the rapport between some students and some lecturers. However, their
student numbers only reflected the year they first applied to UNAM, not the year
they started those courses, and as such had no effect on their study completion
dates. Their study also disproved the theory that students were falling behind
because of their delayed student numbers.
As reported by Shirazi and Heidari (2019), one of the most crucial metrics
for assessing education is academic performance. It is well known that a variety of
factors influence students' academic success. Their study examined the
relationship between nursing students' academic success and their critical thinking
abilities and preferred learning methods. The results showed that students' critical
thinking scores were much lower than was acceptable. As a result, when
developing academic lesson plans, critical thinking development must be given
more consideration. Given the strong correlation between learning style and
academic achievement, it is advised that teachers plan lessons according to each
class's dominant style and employ effective teaching strategies that account for it.
As claimed by Wijaya et al. (2023), the academic performance of students
is a significant determinant of the quality of doctoral education, but little research
has been done on the interactions between the various factors that affect doctoral

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students' academic performance. They wanted to find out what factors had a big
impact on Indonesian doctoral students studying mathematics education in terms
of their academic performance. The fear of delay, student engagement, parental
support, teacher support, facilitating conditions, stress level, and well-being are a
few factors that have been identified from earlier studies. The outcomes suggested
that teacher support had the most beneficial effects on Indonesian doctoral
students studying mathematics education in terms of academic performance.
Parental support had the greatest potential to significantly lower the stress levels
of doctoral students, while student engagement had the greatest positive impact
on their wellbeing. In terms of practice, it is anticipated that these findings will have
implications for universities and supervisors regarding how to enhance doctoral
students' wellbeing in order to support their academic success and raise the
standard of doctoral programs in education. Theoretically, these findings can also
help develop an empirical model that can be applied to investigate and clarify how
various factors may impact the academic performance of doctoral students in other
contexts.
According to Sibomana et al. (2021), students in secondary schools
continue to view chemistry as being challenging to learn and form a bad opinion of
it. As a result, they perform poorly in the subject and lose interest. Numerous
teaching and learning strategies have been offered, and studies on students'
performance in chemistry have been conducted. Even after using the advised

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strategies, there are still some misunderstandings and other elements that lower
students' academic achievement. Students' achievement and memory of the
material learned may both be improved by using innovative teaching methods as
remedial to teaching and learning barriers. As a result, this review emphasizes how
teaching strategies affect students' academic performance and informs teachers
of the variables influencing students' academic performance in Chemistry.
Based on the study conducted by Balan et al. (2019), the researchers' study
found a connection between reading behavior and academic success. Students
who had ingrained the habit of reading both academic and nonacademic materials
demonstrated improvements in their conceptual understanding, critical thinking
abilities, and verbal fluency, resulting in better academic outcomes. Using a
convenience sampling technique, 250 participants who responded to a survey
questionnaire were chosen for the study at Asia-Pacific International University in
Mauk Lek, Thailand. Utilizing the Statistical Package for Social Science (SPSS),
the data was examined. The impact of reading habits on academic achievement
was investigated using multiple regression and correlation matrix analysis. The
researchers found a statistically significant link between academic performance
and the five variables they examined. Despite having poor reading habits, the
results also showed that the majority of respondents understood the value of
reading. The study advises university policymakers to create strategies to
encourage students to read more by providing resources and supporting reading.

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Administrators should collaborate with teachers to develop activities that
encourage reading habits.
As reported by Alyahyan and Düştegör (2020), in educational institutions,
student success is crucial because it is frequently used as a performance indicator.
Preventive measures and early identification of at-risk students can greatly
increase their success. Machine learning techniques have been heavily utilized
recently for prediction purposes. Although there are many success stories in the
literature, these strategies are primarily available to educators who are “computer
science,” or more specifically, “artificial intelligence” literate. In fact, the effective
and efficient application of data mining methods requires a number of decisions,
from how to define student success to which student attributes to emphasize to
which machine learning method is more suitable for the given problem.
According to Zhang and Wang (2020), the study of problem behaviors in
adolescents has long been a popular topic. Studying the genesis of problem
behaviors is particularly crucial. The premise that perceived school climate and
family functioning play a role in the development of problem behaviors in
adolescents has been shared by empirical research on problem behaviors. It is
less clear, though, whether the interaction of adolescent problem behavior and
family functioning can be predicted, and if so, which mechanisms within the
process it might influence. In order to examine the connections among early
adolescent problem behaviors, family functioning, psychological suzhi, and

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perceived school climate, the current study developed a moderated mediation
model. Results revealed a significant negative correlation between perceived
school climate and problem behaviors, as well as a psychological suzhi's potential
to partially mediate this relationship. Additionally, family functioning moderated the
impact of perceived school climate on psychological suzhi. When comparing
participants with high versus low family functioning, indirect effects were
significant. Family and school interacted, and psychological suzhi was crucial in
influencing how the environment affected adolescent behaviors. This study
confirms the interaction between the family, educational, and personal systems
and their effects on problem behaviors. It also provides some guidance for the
prevention and treatment of problem behaviors in adolescents.
As reported by Kelly (2021), the majority of students (71%) are having
trouble focusing on their classes as they got used to the realities of college life
during the pandemic, based on a survey conducted in the fall of 2020. More than
half of the students (52%) admitted that they had trouble finishing their coursework,
and 40% had trouble getting to class. More than 1,000 two to four-year-old
students were interviewed for the survey by Hobsons and Hanover Research,
representing a diverse range of ages and backgrounds. About 53% of students
attend school entirely online, 44% in blended learning, and 3% in face-to-face
class. In-depth analysis of the survey revealed that returning (non-freshman)
students now face more difficult academic challenges than they did before the

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pandemic. Respondents reported that it is harder to focus on schoolwork (67%),
maintain a schedule (55%) and attend classes (43%), during COVID. Additionally,
blended learning participants were more likely to have trouble focusing (75%) than
fully online students (69%) or face-to-face learning participants (63%).
As explained by Chazen (2020), when evaluating student achievement
today, there are additional factors to take into account. The current pandemic has
added complications to the mix in addition to naturally occurring variables like a
student’s educational background or acknowledged learning difficulties. The
environment in which a student lives, their upbringing, and new teaching
techniques are some additional variables that influence student learning
outcomes. The home environment for students is more crucial than ever because
they are spending more time there and frequently taking classes online. In the new
blended and online learning environment, many students who may have
succeeded in a previous college setting may be having trouble. It is a true fatigue
video. There really is not much social interaction between classmates. There are
genuine technological difficulties. Those are the difficulties.
As mentioned by CHP (2021), the Philippines' educational issues have
gotten worse as a result of COVID-19, posing new difficulties that worsen the
situation in the nation. Distance learning techniques over the internet or via
television were ordered due to the sudden events brought on by the health crisis.
In addition, a blended learning program that combines online courses, print

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materials, and lessons broadcast on TV and social media was introduced in
October 2020. Therefore, the availability of the Internet to both students and
teachers serves as the foundation for new learning pathways. There are 1.52
billion children and young people around the world who are not in school as a result
of COVID-19 closures, or 89% of all students. According to DepEd, nearly 4 million
students in the Philippines were unable to register for this academic year. Due to
this, there are more and more out-of-school youth (OSY), which is a serious issue
that needs to be managed in order to prevent further, more severe issues down
the road.
According Tupas and Laguda (2020), blended learning was first used in
graduate programs and professional development, specifically for higher
education institutions (HEIs) three decades ago. But the Center of Blended
Learning launched in the Philippines in 2007 and received rave reviews from both
parents and students. Additionally, blended learning (BL) has been adopted
explicitly in the language, science, and distance learning fields for subjects like
English. The use of BL in the classroom encourages positive behavior toward
learning, increases student engagement in all activities, and gives students the
tools they need to take charge of their education and help other students as
leaders, coaches, and mentors. Conducting professional development for teachers
is essential because they are the BL’s essential implementers. For blended
learning in the nation, DepEd suggested using online learning, a modular

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approach, radio-television methods, face-to-face interactions, and para-teachers.
DepEd faces a particular challenge because the Philippines lacks connectivity and
amenities like technology and computer equipment. The education sectors
requested assistance from various governmental organizations as well as private
individuals and groups to support the proposals. To assist the educational system
in the new normal, this study recommends enlisting the help of experts to conduct
studies BL. Each school is required to keep track of both the good and bad BL
experiences. DepEd creates a framework to improve blended learning by
combining all the projects that were collected during a pandemic.
As reported by Yaseen et al. (2021), lockdowns have been imposed due to
the global Covid-19 pandemic, which has forced the closure of educational
facilities. Online learning has become the norm as a result. By contrasting the
effects on Jordan and the UK, their study examined the effects of online learning
on student performance. Although it is known that both nations have different
sociodemographic structures, they are both said to possess high technological
proficiency. The results show that student performance has been significantly
impacted in both Jordan and the UK, with the main issues being communication,
technological proficiency, access to hardware for online classes, absenteeism, and
drop-out rates. Having access to recorded lectures, having more access to faculty
members through email, and having extended office hours were some advantages

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to student performance that were noted. Ethics-related implications were not
discussed. Faculty members tended to raise privacy concerns.
As explained by Mahdy (2020), due to the novel coronavirus pandemic,
face-to-face class has been suspended at numerous universities and colleges
around the world, and online class has taken its place. The goal of the current
cross-sectional study was to examine how the COVID-19 lockdown affected the
academic performance of veterinary researchers and students. Researchers and
veterinary students were asked to complete an online Google form survey. The
questionnaire received a total of 1,392 responses from participants in 92 different
nations, yielding a response rate of 94.1%. The information demonstrated that
most participants (96.7%) had some degree of academic performance impact due
to the COVID-19 pandemic lockdown. While the practical portion receives an
average rating of 3.6 - 2.6, the online training section typically receives 5.1 - 2.4.
The main challenge for online education in veterinary science is how to deliver
practical lessons, even though it provides the option for self-study. It is difficult to
learn something online because the majority of the subjects are practical. With only
an online education system, students find it challenging to develop their veterinary
skills. Online instruction can be made better by adding interactive features,
displaying medical procedures in actual settings, providing clear information, and
including 3D virtual tools to simulate the environment.

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As stated by Gopal et al. (2021), even though it was their first time taking
classes online during the Covid-19 pandemic, the students concurred that online
instruction was beneficial to them. According to some earlier studies, the
performance of students in technology-supported courses is positively correlated.
However, the demographic factor is also very important in determining how well
an online course is performing. Students must be willing to put in the time
necessary to finish each course assignment, according to the learner-centered
principles. The creation of authentic educational resources that actively engage
students and motivate them to perform at a high level requires the passion of online
instructors. Both educators and learners share responsibility for improved
academic performance. The student must ask the instructor for advice if they are
having any difficulty understanding the concepts.
According to Dunn and Kennedy (2019), in higher education, technology-
enhanced learning (TEL) is now a standard practice. However, a lack of distinction
between usage and engagement and a failure to acknowledge the diversity of TEL
applications have hampered research. The current study sought to determine how
students' emotional, cognitive, and behavioral engagement with TEL affected their
academic performance as well as how differently different types of TEL are
predicted by motivation levels. The researchers assessed student learning
motivations, TEL usage, engagement, and self-reported grades in a sample of 524
undergraduate students. The findings show that while extrinsic motivations predict

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usage, intrinsic motivations pr edict engagement. Importantly, while usage was not
predictive of grades, engagement was. The use of social media groups was also
a significant predictor of grade when TEL was broken down by type, but reviewing
lecture slides or recordings, reading additional material, and using course blogs or
discussion boards were not. We come to the conclusion that focusing solely on
TEL usage is deceptive.
As explained by Abu Saa et al. (2019), the growing amount of data in
educational systems has made it difficult to predict students' performance. In line
with this, there is still a lack of knowledge regarding the variables influencing
students' performance in higher education, particularly when using predictive data
mining techniques. Typically, this area of study is known as educational data
mining. Therefore, the primary goal of this study is to identify both the most
frequently studied factors that affect students' performance as well as the most
frequently used data mining techniques to do so. A systematic literature review
approach was used in their study to evaluate and analyze 36 research articles out
of a total of 420 from 2009 to 2018. According to the findings, there are four main
categories into which the most prevalent factors can be divided: students’ e-
Learning activity, demographics, prior grades and academic performance, and
social information. The results also showed that decision trees, Naïve Bayes
classifiers, and artificial neural networks are the most frequently used data mining
techniques to predict and categorize students’ factors.

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As explained by Spiteri and Rundgren (2020), although digital technology is
widely used in classrooms, international studies' findings suggest that it has little
impact on students' academic achievement. Teachers must recognize the potential
of digital technology and make effective use of it in their daily practices. However,
in order for teachers to become proficient in utilizing technology for teaching and
learning, they need training and guidelines. If this isn't done, students might not
have the coping mechanisms they'll need in the information age. In order to make
recommendations for better training that will eventually result in a more directed
and relevant use of technology in education, this literature review set out to
discover what influences primary teachers' use of digital technology in their
teaching practices. Four influencing factors were discovered after applying the
concept map to the data from the chosen studies: teachers' knowledge, attitudes,
and skills, which are also influenced by and influence school culture. These
conclusions led to recommendations for teacher technology training as well as
ideas for additional research.
As stated by Nepomuceno (2019), the non-profit World Education Services,
which assesses foreign academic credentials, runs World Education News &
Reviews (WENR), and it has discovered that students’ poor academic
performance is a direct result of problems with Philippine education. Science and
math trends around the world. The Philippines placed 34th in high school math out
of 38 countries and 43rd in high school science out of 46 countries in 2003 the last

36. Page
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time the nation took part in the study. When compared to total government
spending, education spending decreased from 18.2% in 1998 to 12.4% in 2005.
Spending on a per-student basis in public elementary and secondary schools
increased from P9,500 (US $182.7) to P8,700 (US$167.3) in real terms between
2003 and 2005 alone. Since then, the government has committed heavily to
reforming the nation’s educational system from the ground up in order to increase
Filipinos’ competitiveness on the world stage. Human resources turned into the
nation’s most valuable resource as opportunities in the BPO sector, which was at
the time experiencing rapid growth.
Based on the study conducted by Parreño (2023), the results showed that
for the years 2008 and 2013, the root causes of dropouts in the Philippines were
the high cost of education and student employment or when the student is seeking
employment. School dropout is a serious issue because it has detrimental effects
and high social costs. In order to lower the overall dropout rate, it is advised that
the Philippine government, through the Department of Education, give priority to
programs that will address the underlying reasons why students leave school.
As claimed by Roksa and Kinsley (2019), although a bachelor's degree is
necessary for upward mobility, low-income students are much less likely to obtain
one than their peers who are in a better financial situation. Although previous
research on higher education has shed light on a variety of factors that influence
student success, relatively few studies have looked at the importance of family

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support once students have enrolled in college. The study looks at how grades,
credit accumulation, and persistence among low-income college students are
related to two types of family support: emotional and financial. It shows that family
emotional support plays a significant role in fostering positive academic outcomes
based on a sample of 728 first-year low-income students attending eight four-year
institutions. Due to its positive effects on psychological health and ability to
increase student engagement, family emotional support is advantageous for
academic outcomes. The outcomes examined across the sample as a whole are
unrelated to financial support. However, interaction models show that first-
generation status varies, with continuing-generation students receiving more
financial support from their families than their first-generation peers. The presented
findings can influence institutional policies and practices aimed at promoting the
success of low-income students and provide insightful information about the role
of families in supporting them in college.
As reported by Miller et al. (2019), when compared to their non-poor peers,
poor children start school with fewer academic skills, and these differences
translate into lower achievement, educational attainment, and economic stability
as adults. The majority of child poverty research has traditionally concentrated on
the poor in urban or rural areas, but a changing spatial orientation of poverty
necessitates a deeper analysis of how urbanicity and economic disadvantage
interact. Their project investigated how variations in community-level resources

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and stressors across urbanicity explain variation in achievement by combining
geospatial administrative data with longitudinal survey data on poor children from
kindergarten through second grade. Resources and stressors increased and were
linked to academic achievement in more urbanized communities. Both mediated
variations in the performance of underprivileged kids. Through parental warmth
and cognitive stimulation, mediation was both direct and indirect.
As claimed by McNamara et al. (2019), having access to education has long
been related to preventing poverty and promoting lifelong wellbeing. It is frequently
described as a "passport out of poverty." Access to higher education can offer
significant social and financial protection for care leavers. However, due to material
and cultural barriers brought about by poverty, they are unable to attend school.
The research discussed examines care leavers' participation in and success in
Australian higher education. The academic readiness for higher education is
significantly impacted by learning disabilities and deficits. Poverty also makes it
difficult to envision and pursue an educational future and restricts one's ability to
pay for college expenses. Lack of institutional support for care leaver worsens their
educational disadvantage and further excludes them from opportunities for higher
education. The results highlight the serious lack of research in this field in Australia
and draw attention to the alarmingly low proportion of care leavers who
successfully make the transition to higher education. Focused actions to efforts to
fight poverty are required to increase access to higher education. These should

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27
include study funding, financial assistance, and housing assistance for care
leavers who are older than 18. The effects of poverty, which frequently include low
educational expectations and constrained horizons, also call for a wider cultural
shift.
According to Pascoe et al. (2019), there are numerous ongoing stressors
related to academic demands that students in secondary and higher education
environments must deal with. Previous studies have shown that academic stress
can lower academic performance, lower motivation, and increase the risk of school
dropout. Governments incur annual costs of billions of dollars due to the longer-
term effects, which include a decreased likelihood of sustainable employment. The
most recent research on the effects of academic stress is presented in their
narrative review, along with discussion of how it affects students’ ability to learn
and academic performance, as well as how it affects their likelihood of developing
mental health issues like depression and anxiety, sleeping problems, and
substance abuse.
As reported by Adams and Blair (2019), students deal with a variety of
issues that could stand in the way of their academic success, from minor ones like
class dynamics and personal feelings to serious ones like family problems and
economic issues, and many more. This is a significant issue because students
influence a country’s future, which has a ripple effect on many other things. With
so many students each year, it is impractical to solve each problem one at a time,

40. Page
28
so teachers are looking for ways to find what might be generally the best solution
to some problems.
Based on the review of related literature that has been discussed, the
researcher would like to identify and determine the challenges and issues affecting
the academic performance of the students.
Synthesis of the Related Literature and Studies
Education is only available to certain counties (Statista, 2022). For the years
2008 and 2013, the root causes of dropouts in the Philippines were the high cost
of education and student employment or when the student is seeking employment
(Parreño, 2023). Having access to education has long been related to preventing
poverty and promoting lifelong wellbeing. It is frequently described as a “passport
out of poverty” (McNamara et al., 2019).
Students deal with a variety of issues that could stand in the way of their
academic success, from minor ones like class dynamics and personal feelings to
serious ones like family problems and economic issues, and many more (Adams
& Blair, 2019). There are numerous ongoing stressors related to academic
demands that students in secondary and higher education environments must deal
with (Pascoe et al., 2019). When compared to their non-poor peers, poor children
start school with fewer academic skills, and these differences translate into lower
achievement, educational attainment, and economic stability as adults (Miller et

41. Page
29
al., 2019). Digital technology has little impact on students’ academic achievement
(Spiteri & Rundgren, 2020).
Theoretical Framework
As stated by Maina et al. (2020) which explained the theory of educational
productivity by Walberg (1981), his theory addressed the factors that influence
learning and academic performance of students. Walberg used a range of
techniques to pinpoint the elements that influence a students' academic
performance in this investigation of academic achievement. He integrated his
study with more than 3000 studies and used various theorists to analyze his theory.
He identified 11 influential domains of variables in his theory, and eight of them—
classroom management, parental support, student-teacher interactions, social-
behavioral attributes, motivational-effective attributes, peer group, school culture,
and classroom climate—were influenced by social-emotional influences.
As explained by Cherry (2022) which mentioned the theory of self-
determination by Deci and Ryan (1985), an individual’s capability to make
decisions and run their own life is referred to as self-determination. When people
are self-determined, they feel more in control than when they are not, which may
make them feel as though other people are running their life. It stated that three
inborn and common psychological needs drive people to change and grow. In this
theory, the idea of intrinsic motivation—doing things for the inherent satisfaction of
the action—plays a significant part. Promoting self-determination when working

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30
with specific populations, such as people with intellectual disabilities, is another
emerging best practice.
According to Loveless (2023) who defined the theory of cognitive load by
Sweller (1999), it investigates the limitations of working memory to look at how
cognitive load affects learning. This theory states that when students are exposed
to complex or overwhelming information that exceeds their working memory
capacity, they may experience academic challenges. Students may have issues
to process and integrate the information effectively, which can make it difficult for
them to comprehend and retain the information when cognitive load exceeds the
available resources. Effective teaching methods that control cognitive load can
improve learning and academic performance. In order to reduce unnecessary
cognitive load and optimize working memory resources, educators can support
better understanding, retention, and application of knowledge. They can do this by
breaking down complex tasks, providing clear and organized instructional
materials, offering scaffolding and support, and encouraging active learning
strategies.
Figure 1 presents the theoretical paradigm of the study. The researcher
included these theories to support the current study. It contains evidences
suggesting that the academic performance of the students can be affected by
variety of factors.

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Figure 1: Theoretical Paradigm

44. Page
32
Conceptual Framework
This study revolves around two major variables: challenges and issue, and
academic performance.
In this study, the researcher defined the academic performance as school
participation and scores in school works. It is also the dependent variable in this
study. The challenges and issues on the other hand, defined as the hindrance on
students' academic performance. It also refers as the independent variable in this
study.
The researcher will administer a survey to a targeted group of grade 11
students to investigate the chosen topic. Subsequently, the collected data will be
analyzed and interpreted by the researcher. Finally, based on the findings, the
researcher will formulate conclusive remarks and provide recommendations.
Figure 2 presents the conceptual paradigm of the study. The input
comprised the challenges and issues that affect the academic performance of the
students specifically: subject difficulty, financial issues, study work load, time
management, health issues, teacher factor, peer-relationship factor, family issues,
mode of learning, and technology.

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33
Figure 2: Conceptual Paradigm

46. Page
34
Definition of Terms
The researcher defined how the words are used in the study.
Academic Achievement. It refers to how far a student, teacher, or
institution has come in achieving their short and long-term educational objectives.
It is demonstrated by achieving educational benchmarks like secondary school
diplomas and bachelor’s degrees (Steinmayr et al., 2014).
Academic Performance. It evaluates students' performance in a range of
academic subjects. Teachers and education officials typically gauge student
achievement using classroom performance, graduation rates, and scores on
standardized tests (Thornton, 2022).
Affect. The word “affect” in English means “to produce a change,” and to
be influenced by something means to be subject to its influence (Barrett & Moreau,
2009).
Blended Learning. It also referred to as hybrid learning, a method of
teaching that combines traditional place-based classroom techniques with online
educational resources and opportunities for online interaction (Quigley, 2023).
Challenge. A challenge can be a difficult task or problem that puts one’s
skills to the test and calls for a lot of mental or physical effort to complete
(Cambridge Dictionary, 2021).
Education. In particular at school or university, education is the process of
receiving or imparting systematic instruction. It is intended to assist people in

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assimilating a culture, modifying their behavior to reflect that of an adult, and
guiding them toward their ultimate place in society (Chambliss et al., 2023).
Effect. An effect is a change that is produced by a cause or agent. It is
something that follows and is caused by some previous phenomenon (Oxford
Dictionary, 2020).
Factor. The word “factor” has different meanings depending on the context.
In this study, it means an element or ingredient that helps produce or influence a
result or cause something to happen (Merriam-Webster, 2020).
Issue. An issue is something that needs to be addressed for there to be a
chance for a good outcome (Singh, 2019).
K-12. It is a short form for the public school grades that come before college,
which are kindergarten (K) and first through 12th grade (1–12). 13th grade would
be considered the first year of college (Hanna, 2023).
Technology Enhanced Learning (TEL). It refers to any technology that
improves the learning process in the field of education through the use of various
forms of educational software (Cullen, 2023).

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CHAPTER 3
RESEARCH DESIGN AND METHODOLOGY
This chapter presents the research methodologies used in the study. This
includes the research design, population and sample of the study, sampling
technique, research instrument, validation of the research instrument, data
gathering procedure, and statistical treatment of data.
Research Design
The research design that will be utilized in this study is the qualitative
research approach.
A type of research called qualitative research aims to investigate and offer
more in-depth understandings of issues that exist in the real world. Qualitative
research aids in the creation of hypotheses as well as the further investigation and
comprehension of quantitative data. It differs from quantitative research in that it
does not collect numerical data points, intervene, or introduce treatments (Tenny
et al., 2022).
In qualitative research, non-numerical data (such as text, video, or audio)
are gathered and analyzed to better understand concepts, beliefs, or experiences.
It can be applied to get comprehensive understanding of a situation or to come up
with fresh research concepts. In fields like anthropology, sociology, education, the

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37
health sciences, history, etc., qualitative research is frequently employed in the
humanities and social sciences (Bhandari, 2023).
Population and Sample of the Study
A population is a whole group of people from which a researcher wants to
infer conclusions. On the other hand, a sample is a shrank version of the population
to make the data collection more easy, possible, and realistic. The size of sample
is much smaller compare to population (Bhandari, 2020).
The population in this study will be the enrolled grade 11 students for the
S.Y. 2022-2023 and will be divided into five sections as subpopulations. The
sample will come from the five sections namely, ICT-A, ICT-B, STEM, FOS, and
Cookery.
Table 1 presents the distribution of the respondents. This study will be
selecting 105 respondents and it was calculated using the Slovin’s formula.
𝒏 =
𝑵
𝟏 + 𝑵𝒆𝟐
Where:
N = Population size
n = Sample size
e = Margin of error
Formula:

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Table 1: Distribution of the Respondents
N = 142 n = 105
Sampling Technique
The sampling technique that will be utilized in this study is the stratified
sampling.
In stratified sampling, the researcher separates a population into smaller
subpopulations called strata according to their particular attributes, for example,
race, gender identity, location, and others. The researcher could then estimate
statistical measures for each subpopulation by sampling each stratum using a
various probability sampling technique, such as cluster sampling or simple random
sampling (Thomas, 2022).
In this study, the population will be the grade 11 students and the
subpopulation will be the 5 sections of grade 11 students namely, ICT-A, ICT-B,
STEM, FOS, and Cookery.
Grade 11 Sections Population Sample
ICT – A 27 20
ICT – B 25 19
STEM 22 16
FOS 31 23
Cookery 37 27

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The total number of respondents every section was calculated using the
stratified formula.
Where:
RPS = Population of a section
N = Total population of grade 11 students
n = Total number of needed samples
Each computed number of samples per section will be sampled using the
simple random technique.
A simple random sample is a population subset that has been chosen at
random. With this sampling technique, every person in the population has the
exact same chance of being chosen. Both the lottery and the random number
method can be used to accomplish this. In the lottery method, the sample will be
chosen at random by the researcher either by “drawing from a hat” or by using a
computer program that will simulate the same action (Thomas, 2022).
Research Instrument
The research instrument is defined as any tool that researchers may use to
gather, measure, and analyze data that is significant to their research topic. In the
Formula: 𝑅𝑃𝑆
𝑁
× 𝑛

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40
field of social sciences and health sciences, research instruments are frequently
used. These resources can also be found in educational programs for workers,
teachers, and students (DiscoverPhDs, 2020).
In this study, the research instrument that will be utilized through survey is
questionnaire. A survey is a research process where researchers gather and
evaluate data from a group of respondents. A particular tool or instrument used to
collect the data is a questionnaire (Bhandari, 2021).
A questionnaire is a research instrument made up of a list of questions
intended to collect data from respondents. One way to think of questionnaire is as
a type of written interview. When compared to other instruments, questionnaires
can be an efficient way to quickly and cheaply measure the behavior, attitudes,
preferences, opinions, and motives of a huge number of subjects. Open-ended
and closed-ended questions are frequently used in questionnaires to gather
information. This is advantageous because it makes it possible to obtain both
quantitative and qualitative data (Mcleod, 2022).
Validation of the Research Instrument
The researcher will make a questionnaire based on the mentioned topic on
the statement of the problem. The first draft of the questionnaire will be presented
to the thesis adviser for necessary correction and other modification.

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The researcher decided that the instrument/questionnaire will be validated
in M. B. Asistio Sr. High School. It is located in Brgy. 14 Caloocan City, under the
Schools Division Office of Caloocan City.
Upon consideration of suggestions and recommendations given on
validation of the instrument, misleading questions will be modified as well. The
researcher then presents the final draft of the questionnaire to the thesis adviser
for finalization and approval.
Data Gathering Procedure
The researcher will make an approval letter and give it to the SHS
Department In-charge Ms. Liza S. Aizon through SHS Focal Person Ms. Jennifer
C. Piodos. The researcher will also give a consent letter to the parents of the
respondents who are not yet 18 years old.
Upon giving approval letters and consent letters to the teachers and parents
of the respondents, the researcher will now distribute the research instrument to
the respondents and facilitates how the data gathering procedure will be done. The
data that will be taken from the respondents will be handled by the researcher with
complete confidentiality in accordance to the Data Privacy Act of 2012, which
states that the information given by the respondents should not be shared without
their consent.

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The accomplished questionnaire will be retrieved, tabulated, and tallied.
The data gathered will be prepared for statistical treatment.
Statistical Treatment of Data
The data gathered from the questionnaire will be tallied, tabulated and
analyzed using the following statistical tools:
Frequency. This tool will be used to count the responses in research
problems.
Formula:
Frequency = Number of occurrences
of a value or category
Percentage. This tool will be used to determine the percentage of the
demographic profile of the respondents in research problem 1.
Formula:
Where:
% = Percent
𝑓 = Frequency
N = Number of cases
% =
𝒇
𝑵
× 𝟏𝟎𝟎

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Mean. This tool will be used in research problem 2 for the challenges and
issues, research problem 3 for assessing how these affect the academic
performance of the students, and research problem 4 for the level of academic
performance of the students.
Formula:
Where:
X = Arithmetic mean
Σx = Sum of all scores
N = Number of cases
T - test. This tool will be used in research problem 5 to test if the challenges
and issues have a significant effect on the academic performance of the students.
Formula:
t =
Where:
t = t test value
D = mean difference
= standard error
𝑿 =
𝚺𝐱
𝑵

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Appendix A
Sampling Computation
𝑛 =
142
1 + 142(0.05)2
𝑛 = 105
ICT-A
27
142
× 105 = 20
ICT-B
25
142
× 105 = 19
STEM
22
142
× 105 = 16
FOS
31
142
× 105 = 23
Cookery
37
142
× 105 = 27
𝑛 = 105 respondents