Literature review
According to the study of (Mendoza et al., 2016) Socioeconomic status plays an important role in education. Not having financial resources brought consequences for the students. In study of (Villamor n.d) she determined the effects of socioeconomic factors (SES) and the level of self-efficacy in relation to the academic performance of high school students. Her findings find out that there was a significant correlation between the respondents’ SES based on annual family income and their academic performance. Her conclusion stated that the grade 7 students’ socioeconomic status based on annual family income was a predictor of their academic performance. Furthermore, her findings support the notion that poverty is relative, and that its presence or absence has no bearing on students’ academic performance.
(Jabar et al., 2020) They study the influence of socioeconomic status on parental involvement among Filipino parents. Their survey offers four major findings. To start with, the parents generally are more associated with parental involvement at home than in school. Second, parents in higher income showed parental association both at home and in school. Nonetheless, a different picture appeared when taking into consideration the subject assessment of parents about their living condition. Those families who believed themselves to be extremely poor showed parental involvement at home and in school than those who viewed themselves to be better off economically. Third, parental involvement in school was moderately higher among CCT (4ps) part parents than their non CCT (4ps) counterparts. Fourth, regression analysis distinguishes membership in CCT (4ps) as a predictor of parental involvement. Their study concludes that financial resources from work or the CCT program could facilitate parental involvement in children’s education, particularly among parents from relatively high-income household and low- income families. Their paper suggests that more research be done into the effects of income disparity on parental involvement among low-income parents.
(Agullana et al., 2017) Examined the relationship between senior high school students’ academic performance and their socioeconomic factors in candon national high school. Finding of their study stated that family income, ethnic tribe, parents’ educational attainment, religion, home residence, and family size have significant correlation with senior high school performance however, each factor has different predicting value. Meanwhile parents’ education do not correlate at all. Conclusion of their study stated that the student’s parents’ occupation do not have significance as long as their occupation provide them with the enough financial income that will sustain the schooling of their children. Senior high school student’s parents based on their educational attainment that they have on how they are going to value the education or academic achievement of their children. Recommendation of their study stated that regardless of educational background parents shall have proper orientation on the importance or value of education to their children so that the students can feel at ease knowing that their parents are supporting them in their schooling. Moreover, parents must also have to be well aware enough of their children’s academic needs so they can provide necessary learning tools for their schooling. Furthermore, the school as, as a human institution can improve students’ academic performance by providing a proper educational of teaching them regardless of their socioeconomic status.
(Villanueva et al., 2020) study investigate about the relationship between socioeconomic status (SES) and students’ academic performance during the lockdown period in the Philippines. Viewed by the lens of human capital theory guided by Gary Becker (1964) the study revealed two ways for a family to invest in their child’s educational experience: 1.) Through financial support such as resources, and 2.) Through parents’ participation and involvement, in turn these two factors will have an impact on the child’s academic performance. Their study also ‘found out that while it is indirect, socioeconomic factors such as parental support and accessibility to resources both affected the students’ electronic learning. The outcome of the statistic shows that, despite the availability of resources, other agents have an impact on students’ e-Learning; these agents can be comfort of having stable internet connection, the right amount or devices, personal study place or as suggested by the theory through parental involvement. There are still unresolved issue needed to address for future researcher. Even if students claimed themselves as coming from middle class families, there is insufficient data to support their SES. Moreover, it is strongly advised that another quantitative study be conducted with a large number of respondents from other schools.
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