The study assessed factors hindering academic performance of grade 9 students at Wenceslao Trinidad National High School. A questionnaire was administered to 50 students to determine if student-related factors (intelligence, study habits, motivation) or teacher-related factors (personality, teaching skills) had a greater effect. The results showed student-related factors had a greater impact, with averages of 68.4% for intelligence, 57.2% for study habits, and 72% for motivation. Teacher-related factors received higher averages, but student factors were determined to hinder academic performance more.

1. ASSESSMENT ON THE FACTORS HINDERING THE SUCCESS OF STUDENT’S
ACADEMIC PERFORMANCE OF GRADE 9-TOPAZ
AT WENCESLAO TRINIDAD NATIONAL HIGH SCHOOL
Researchers:
ARRAH B. MASANGKAY
Teacher I, English
RICSON B. BOTABARA
Teacher I, Mathematics
ROBELYN T. AQUINO
Teacher I, English
FLORENTINA V. MALABANAN
Master Teacher II, Science
ABSTRACT
The study was conducted necessarily to determine which of the identified factors really
hinders the success in the student’s academic performance of grade 9-topaz students
of Wenceslao Trinidad National High School. This study used descriptive method of
research and applies questionnaire-checklist for the collection of the data needed
necessary for the statistical computation to interpret and analyze its findings. The study
proved that student related- factor which comprises intelligence, study habits and
motivation has greater effects in hindering the success of student’s academic
performance than teacher-related factors such as personality traits of the teachers and

2. teaching skills. The respondents of this study are 50 grade 9-topaz students of
Wenceslao Trinidad National High School which consist of both males and females
enrolled this school year 2016-2017.The result of the study may be necessary to
determine which of the identified factors has really a greater impact in hindering the
success of student’s academic performance and find relevant course of action for the
improvement of the current status of student’s academic performance.
Keywords: Academic Performance, Motivation, Intelligence, Study habits,
Personality Traits, Teaching Skills
INTRODUCTION
Provision of quality education is a priority that every country will aspire to include
amongst the national goals of education. Education is a very important human activity. It
helps any society fashion and model individuals to function well in their environment.
According to Boit, Njoki and Chang’ach (2012), the purpose of education is to equip the
citizenry to reshape their society and eliminate inequality. As also cited by Mhlauli et.al,
education is regarded as a promoter of human development and seen by many to be in
the centre of any society’s life and concern. It is a social artifact embodying aspirations
about the welfare and development of the society it deems to serve.
. The core business of schools is teaching and learning in order give students’ quality
education. As an affirmation on the above, it is stated that; “one of the indicators of
quality education being provided is cognitive achievement of learners” (Kimani et al.,

3. 2013, p.2). It has been said previously that school leaders, teachers and parents have a
critical role in providing quality education for students. But it can be argued that for
quality education to prevail all education stakeholders should take part in the translation,
interpretation and implementation of policies regarding achievement of high standards
of education, including students. Much is said about how to help students achieve their
academic performance and little is mentioned about how the students themselves have
impact on their own achievements. It should be noted that whatever effort that teachers
exert to enhance students learning, the honours lay with the students. ; Hence the
proverb ‘you can lead a horse to the river but you cannot force it to drink.’ However,
there is evidence from research which shows that students can play a critical role in
improving academic performance (Nicholas & Sutton, 2013; Tella, 2007).
As a result, it is regarded students are the most important asset of a school. Ali, et.al
(2009) noted that the success of a certain country is always associated with the
student’s academic performance, because quality graduates who will be soon great
leaders and manpower that will contribute to the economic development of the country
are probably come from students with good academic performance. Basically, to
improve the student’s performance it is necessary that they should have positive
learning behaviour.
On the other hand, teachers for years have been regarded as the essential catalysts for
school improvement and school improvement. They are the driving force and main
resource in the development and academic growth of students as they are sources of
knowledge and agents of change (Wallace, 2011). Teacher effectiveness has been the
interest of policy makers, educators and parents. The effectiveness is measured by

4. students’ academic performance in both internal and external examination. It is a
general feeling that students who fail the examinations are taught by ineffective
teachers; on the other hand those who excel are taught by the very effective teachers.
Research so far has shown that a teacher’s effectiveness has an influence on the
students’ academic attainment (Afe, 2001). Logically it is so because teachers are the
facilitators in the teaching and learning process. They interpret the subject matter and
put theory into practice during their interaction with the students. The teacher is
“increasingly becoming the focus of interest because of the key role that he or she plays
in the delivery of quality education to the learner” (Taal, 1996, p.16). This seems to
suggest that teachers are agents of change and as such are critical in the students’
academic performance
That is why it is the ultimate goal of a teacher to contribute much on the improvement of
the positive learning behaviour of the students. We, teachers should not be go away
from this goal so that we can be effective in performing our role which is to mould
productive and quality graduates which are said to be a performing one.
So, we should be more appreciative of how the students do their role to excel
academically and give attention to the weaknesses of the students so that we can help
them uplift themselves to perform well in school.
Teaching-learning process will not be successful without a student and teacher who
work together. It is often said that teacher-related factor has a great impact on the
success of academic performance of the students and thus, setting aside student-
related factor. On the other hand student’s performance is not only influenced by

5. teachers-related factors but also depends on the student’s behaviour and
characteristics.
In this regard, the researchers come up with this study to determine which factor really
affects the success of student’s academic performance.
This study aimed to assess factors hindering the success of student’s academic
performance of grade 9 at Wenceslao Trinidad National High School.
The result of the study may be necessary to determine which of the two identified
factors has really a greater impact hindering the success of student’s academic
performance and find relevant course of action for the improvement of the current status
of student’s academic performance.
Review of Related Review
This chapter enumerated some related literature and studies that we, researchers find it
relevant to the study.
Education is a crucial factor in the growth and development of one’s country. It plays a
vital role in the development of human capital and is linked with an individual’s well-
being and opportunities for better living (Battle and Lewis, 2002). It ensures the
acquisition of knowledge and skills that enable individuals to increase their productivity
and improve their quality of life. This increase in productivity also leads towards new
sources of earning which enhances the economic growth of a country (Saxton, 2000).
Economy growth depends always on the kind of education every citizen gains. This task
lies in the nation’s educational system, which tries its best to provide the education

6. needed by the majority of citizens. The quality of students’ performance remains at top
priority for educator, trainers, and researchers who have long been interested in
exploring variables contributing effectively for quality of performance of learners. These
variables are inside and outside school that affect students’ quality of academic
achievement. These factors may be termed as student factors, family factors, school
factors and teacher factors (Crosnoe et al, 2004).
As cited in Blog, there are some reasons for poor performance that are specific or
related to the students and not related to external factors. For example, bullying. The
evolution of technology and social media communication has, in some countries if not
most, made it easier than ever for young people to be exposed to environments that can
make bullying unbearable and even more threatening than ever before. Self motivation,
learning disability is student- centered and may create an obstacle to reaching certain
academic standards. Motivation also can play a factor in poor performance. A student
may be fully capable of earning high grades but might simply not care enough about
education to exert the effort. Issues of motivation could be placed upon the parents or
even the school, but sometimes a child simply does not enjoy learning.
On the other hand, teachers play a significant role in student performance and also can
be responsible for poor student performance. For example, if a teacher lacks
experience or is dispassionate about teaching, the children might not be able to develop
comprehensive understandings of the subject material. Furthermore, if the teacher
suffers from a classroom management problem, such as extreme authoritarianism, the
classroom environment might hinder fruitful class discussions and collaborative

7. learning. It also can deter students from applying themselves to the best of their
abilities.
Some various studies found out that student’s academic performance is affected by
several factors. Newman-Ford, Lloyd & Thomas, (2009) explain that the major reasons
of student’s non-attendance in school are exam pressures, low coping ability of lectures
and some work commitments due to financial constraints. The personal characteristics
of the students such as study habits, motivation, intelligence, and prior learning are
limiting factors that contribute to the success in their academic performance. In addition,
student performance is naturally considered a critical aspect for many educators.
Performance of students in any academic task has always been of special interest to
the government, educators, parents and society at large. It has been proven that
teachers have an important influence on students’ academic achievement (Andaya,
2014).Furthermore, students’ academic accomplishments and activities, perceptions of
their coping strategies and positive attributions, and background characteristics (i.e.,
family income, parents’ level of education, guidance from parents and number of
negative situations in the home) were indirectly related to their composite scores,
through academic achievement in high school. The students face a lot of problems in
developing positive study attitudes and study habits (Noble, 2006)
Wirth & Perkins (2013) indicated that “teacher’s attitude contributed significantly to
student attention in classrooms” .This therefore indicates that student’s behaviour inside
the classroom is somehow affected by how their teachers deal with them. Teacher’s
personality can somehow be a motivation if shown positively.

8. Guidance is one of the factors through which a student can improve his study attitudes
and study habits and is directly proportional to academic achievement. The students
who are properly guided by their parents have performed well in the exams. The
guidance from the teacher also affects the student performance. The guidance from the
parents and the teachers indirectly affect the performance of the students (Hussain,
2006).
Olaleye (2011) asserts that student’s performance is highly influenced by teacher’s
characteristics. For this instance, it is believed that teachers should be a role model
inside the classroom because most of the time their students look at them.
On the other hand student’s performance is not only influenced by teachers-related
factors but also depends on the student’s behaviour and characteristics..
Research Questions
The researcher aims to identify the factors that affect the academic performance of
selected grade 9 students of Wenceslao Trinidad National High School. Basically, it
should obtain answers for the following questions:
1.) What are factors that affect success in academic performance grade 9-Topaz
students of Wenceslao Trinidad National High School?
2.) Which of the two factors given has the greater effect in the success of academic
performance of grade 9-Topaz students of Wenceslao Trinidad National High School?

9. A. Student-related factors
-motivation
-intelligence
-study habits
B. Teacher-related factors
-personality traits
- teaching skills
METHODOLOGY/DESIGN
The respondents of this study are 50 grade 9-topaz students of Wenceslao Trinidad
National High School enrolled this current school year which consist of both males and
females. This study uses descriptive method of research and applies questionnaire-
checklist for the collection of the data needed.
The questionnaire-checklist made from the adapted instrument of another study will be
distributed to grade 9-topaz students of Wenceslao Trinidad National High School. They
will be requested to fill out checklist indicated in the questionnaire given and assured
them that whatever information reflected in the questionnaire will not be divulged to
anyone.
After the questionnaire-checklist has been retrieved the all the data gathered will be
collected and summarized to attain statistical computation for the interpretation of the
results as necessary in the formulation of its findings.

10. RESULTS
Present study was conducted to assess the factors hindering the success of student’s
academic performance of grade-9 topaz at Wenceslao Trinidad National High School.
Table I: Survey Results
Positive
Responses
% Negative
Responses
%
I. Student-Related Factors 32.93
A. Intelligence
1 Are you having any difficulty in
every subject?
45 90% 5 10%
2 Can you easily cope up with the
day’s lesson?
23 46% 27 54%
3 Did you cooperate well in the group
activity and do well in individual
exercises.
44 88% 6 12%
4 Did you participate in the class
discussion?
41 82% 9 18%
5 Can you maintain good grades on
tests, quizzes, assignments and
projects?
18 36% 32 64%
T (Ave) 34.2 68.4% 15.8 31.6%
B. Study habits

11. 1 Did you study your lessons
regularly?
36 72% 14 28%
2 Did you always prepare
assignments?
23 46% 27 54%
3. Did you spend your vacant time
doing group works and exercises?
21 42% 29 59%
4. Did you study harder to improve
my performance when I get low
grades?
34 68% 16 32%
5. Can you spend less time with my
friends during school days and
concentrate more in my studies?
29 58% 21 42%
T (Ave) 28.6 57.20% 21.4 42.8%
C. Motivation
1. Did your parents are
supporting you in your
studies?
43 86% 7 14%
2. Can you seek help from them
in doing school work?
20 40% 30 60%
3. Did you receive any
encouragement to continue
your studies from any member
of your family?
44 88% 6 12%
4. Did your parents give you enough 25 50% 25 50%

12. time to study your lesson at home?
5. Did you parents/guardian give you
enough financial support that can
suffice your needs in school?
48 96% 2 4%
T (Ave) 36 72% 14 28%
II. Teacher-Related Factors 43.9
A. Personality-Traits
1. Has your teacher provide a
friendly-environment during
teaching-learning process?
40 80% 10 20%
2. Is he/she generous in giving
praises, open for suggestions
and opinions?
49 98% 1 2%
3. Is he/she has a sense of
humor, with good physical
appearance?
49 98% 1 2%
4. Is your teacher imposes
proper discipline, firm in
making decisions and
judgment
50 100% 0 0%
5. Is he/she shows fairness at all
times?
45 90% 5 10%
T (Ave) 46.6 93.20% 3.4 6.8%

13. B. Teaching skills
1. Is he/she shows fairness at all
times?
41 82% 9 18%
2. Is your teacher provides concrete
example about the topic and explains
well when confusions arises about the
lesson?
42 84% 8 16%
3. Is he/she using varied strategies in
teaching the lesson?
39 78% 11 22%
4. Did your teacher employ easy but
accurate assessment tool.
42 84% 8 16%
5. Is he /she updated with present
trends that is relevant in presenting
the lessons.
42 84% 8 16%
T (Ave) 41.2 82.40% 8.8 17.6 %
DISCUSSION
After the findings have been analyzed, it obtained answers to the following questions:
1.) What are factors that affect success in academic performance grade 9-Topaz
students of Wenceslao Trinidad National High School?
Student-related factors

14. Teacher-related factors
2.) Which of the two factors given has the greater effect in hindering the success of
academic performance of grade 9-Topaz students of Wenceslao Trinidad National High
School?
A. Student-related factors- has a greater effect in hindering the success of student’s
academic performance of grade 9-topaz students at Wenceslao Trinidad because it only
obtained 32.93(65.86%) average positive responses as perceived by the respondents
on how well the students perform in school to succeed in their academic performance.
Motivation- got 36 (72%) average positive responses
Intelligence-got 34.2(68.4%) average positive responses
study habits-got 28.6 ( 57.20%) average positive responses
B. While teacher-related factors obtained 43.9 (87.80 %) average positive responses
based on how the student’s perceived teacher’s performance on their tasks and
responsibilities.
Personality traits-obtained 46.6(93.20 %) average positive responses.
Teaching skills- obtained 41.2 (82.40%) average positive responses.

15. CONCLUSIONS
Based from the findings of the study the following conclusions were derived:
1.) That student-related factor such as motivation, intelligence and study habits
really hinders the success of student’s academic performance. Under this study
habits got the lowest average positive response.
2.) That teacher-related factor such teaching skills and personality traits also affect
success in the academic performance of students but not that of student-related
factor. In this matter, personality traits got a higher average response than
teaching skills.
Recommendations
Taken into considerations the conclusions made the following recommendations were
formulated:
1.) As noted that student-related factor really hinders the success in students’
academic performance we believed that teachers should focus on how to
develop positive study habits among students. Encourage them to be more
responsible in doing school works, projects and the like. Be generous in giving
praises, rewards and incentives whenever need arises.
2.) It could be attributed that teacher-related factors also has an effect in the
success of students’ academic especially in teachings however this problem can
be treated in such a way teachers should find more effective ways in teaching.

16. Moreover, teachers should attend training, seminars and workshops that will help
him be more effective in his field.
3.) It cannot be denied that school administrators can be of help to both teachers
and students so that there would be an improvement on the academic
performance of the students. Basically, the school administrators can design
programs for example (INSET) for teachers should focus more on the
development of teaching skills of teachers.
REFERENCES
Mustaq, Irfan &Khan Shabana, N.(2012). Factors Affecting Student’s Academic
Performance Mohammad Ali Jinnah University Islamad, Pakistan. Global Journal of
Management and Business Research, 12(9): pp 2-4
Kimani, G, Kara, A. & Njagi, L.( 1993). Teachers Factors Influencing Students Academic
in Secondary Schools in Nyandarau Country, Kenya. International Journal of Education
and Research, 1(3):1-5
Higher Life Foundation, February 17, 2016. Factors That Affect Student Performance
Lane G. Lansangan, M., G. Baking, E., T. Quiambao, D., C. Nicdao, R., V. Nuqui, A., C.
Cruz, R.(2015). Correlates of Students’ Academic Performance in Intermediate Level
Journal of Business & Management Studies,1(2). 1-7
Mhlauli, Mavis B. & MolokoMphale, Luke. An Investigation on Student’s Academic
Performace for Junior Secondary in Botswana, University of Botswana, Gaborene,
European Journal of Education Research, 3(3):111-117

17. ACKNOWLEDGEMENTS
The researchers would like to extend their warmest thanks and gratitude to the people
who serve as guides, inspirations and encouragements, thus, who are in way or another
lend a helping hand to make the study a success. This dream will not be realized
without them.
First and foremost, to Almighty God who give us wisdom and strength to do the
research on time as expected of us. He is always guide us and bless us with ample
knowledge.
Secondly, to our dear principal, Mrs. Maria Celita B. De Leon for giving us a piece of
advice and encouragement to become a research writing enthusiasts. And also, to our
department heads, Mrs. Milagros A. Pangilinan (English), Mrs. Melchora N. Gonzales
(Mathematics), Mr. Jimmy P. Peñaflor (Filipino), who also supported us morally in this
field of growing up professionally.
Third, to our friends and colleagues who supported us throughout the journey in
whatever way they could.
Last but definitely not the least, to our family who inspire us most of the time so that we
may able to pursue the study without any hesitation and regret as we have started it
already so we need to do our best to finish it .
To all of you, thank you so much.