1

CHAPTER 1

Introduction

In an educational setting, uniqueness and individuality of students is evident.

Some students can easily adapt to the demands at school while others cannot.

Students who find difficulty in understanding certain subjects are the ones who need

assistance to obtain a satisfactory result in their academic performance. Many schools

and teachers are struggling with the issue of underperforming students. Academic

difficulty is one of the problems in every institution or school not only in our country but

also around the world. It be cannot denied that there will always be a student in an

institution who experiences failures and difficulties in their academics.

Attainment is important and school is one of the places where a systematically

organized and scientifically oriented education is offered. It is through such an

organized manner that the knowledge, skill and desired attitude of the learner develop,

but in a given class it is sometimes seen that there is a difference in achievement as a

result of different factors that affect the academic achievement of students (Akessa &

Dhuferra, 2015).

According to the Philippine national hero Dr. Jose P. Rizal that the children is the

hope of our nation, this saying reminds us on the important role of the students in the

society and the educators, as the years goes by everything in the world changes and

evolve such as technology, norms and trends and it has a positive and negative impact
 2

in the society that can influence the behavior of the students and can affect their

academic performance in school.

Education is important. It is part of the process to hone an individual in order to

acquire knowledge and skills to live a better life. The goal of Educators is to develop

students’ intrapersonal and interpersonal growth in the aspect of personal, social and

most especially in academics.

Purpose of the Study

The purpose of this research is to know the reasons why students fail with their

academics and determine students views as underperforming and how do they see

themselves in the future.. Children are the most vulnerable members of the society and

yet alarming statistics prove that instead of being the hope of the nation, as the belief of

our national hero, they are becoming the source of pain in our society. Moreover, this

research is beneficial to the following specific subjects.

First, Underperforming students- This will be helpful to underperforming

students for it becomes a venue for them to be heard. Sometimes problematic behavior

is actually a cry for help. Perhaps, if and when listened to, they will feel significant.

Second, Guidance Center – They will benefit from this study for it will serve as

another perspective that will be useful in evaluating and designing enrichment programs

to be implemented for the underperforming students.

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Third, Administration - As a catholic institution who envisions a holistic

community, this research will be beneficial and helpful for it may serve as their

reference or guide for interventions or services it may use.

Fourth, Faculty- They will be helped on how to make decisions concerning class

intervention to help students in their academic performance.

Fifth, Parents or Guardian – They will give the chance to be informed about

possible elements that affects their child’s behavior and academic performance.

Sixth, Future Researchers- They will be able to have a further investigation on

the academic aspect of the students and may use this as a reference for the

improvement or what program it may serve. Hopefully, this study will become a

springboard for the future research endeavors.

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Research Questions

Underperforming students’ has needs, issues and concerns that must be

seriously addressed. They are not just passive objects of disdain, concern or sympathy

they are the members of the society who can actively take part in their own

development and shape their own environment only if they are provided a venue to do

so.

This study aims to gather information from the personal standpoint of

underperforming students’ by listening to their narratives pertaining to the personal

meaning of their experiences. On top of it all, this study means to identify the factors

why they are always in the list of underperforming students, and how and why it affects

them and what do they feel as underperforming.

This study aims to identify the reasons behind underperforming students. This

research addresses the following questions:

1. What are the reasons why some students are underperforming in their

academics?

2. What are the views of students’ who always belong to the underperforming

list?

3. How do underperforming students see their future?

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Review Related Literature

Underperforming Students

Underperforming Students are the ones who find difficulty in understanding certain
subjects and needs assistance to obtain a satisfactory result in their academic
performance. Last January 2016, The Statistics Brain Research Institute reported that
the average human attention span in 2015 was 8.25 seconds, for instructors who have
to grab and keep their students’ attention for 120 minutes, it is not good news.
Underperforming students is said to be a large problem in schools and to educators as
they are challenge daily by students who don’t seem interested in learning. But, there
will always be a reason behind it. According to Hai Yong (2017).Education is fair to all
but, the process of educating and transmitting knowledge is not fairly practiced,
especially on students who are slow learners and difficult to discipline.

The new times publication ( 2015) reported that learning is a process that it takes
time and repetition for humans to move information from short-term memory toward
long-term memory. That is why when material is reviewed once or twice; it is difficult to
remember for quizzes and exams. With the tight schedules of today’s school, students
and those who have not yet mastered the skills need sufficient review or else they will
get low grade or performance.

Several reason why there are underperforming students which really affects the

students learning process. From the study of Orendain (2017) it resulted that over and

improper usage of gadgets is one of the reasons why there are underperformers. It has

negative impact on academic performance on most of children. There are many children

or students who become addicted with gadgets like mobile cellphone. Instead of valuing

the time in studying they tend to waste it in using gadgets without worrying about their

studies. The respondents have a lack of study habits which leads them to have a
 6

difficulty in understanding the subject and resulting to poor academic performance. It

was also added by Murah (2015) who found that using a mobile phone and other

electronic gadgets for an extended time even affects students study habits. A lack of

sleep or reduced study time as a result of mobile phone usage is not the only way these

devices affect performance at school. The respondents clearly influenced by peers in

using gadgets such as playing online games which will be played as group or team.

Technology affects the life of the user, and of every individual’s personal health,

family, social, financial, and academic life. Over using gadgets negatively affects the

mind of an individual. The individual loses focus as and only concentrates on using

gadgets or technology. The person may tend to forget other aspect of life that is

important, concentration reduces and the individual cannot focus on other issues for

long enough Menorca et. al(2017).

Social Learning Theory

Social learning theory of Bandura is one of the earliest and most enduring

theories of learning that influenced thinking on children's behavior. Children learned by

observing the behavior and the consequences of that behavior for others. Learning is

the acquisition of skills, knowledge, values, wisdom and understanding. It is a

necessary ability for survival and can be a conscious act. Late nineteenth and early

twentieth century psychologists believed that learning began after birth. A newborn’s

mind was considered a blank slate – tabular rasa – that learned appropriate and

inappropriate behavior through positive and negative. According to the theory of Lev
 7

Vygotsky a Russian teacher and psychologist, that people learn through interactions

and communications with others. It was also examined how social environments

influence the learning process. He suggested that learning takes place through the

interactions students have with their peers, teachers, and other experts. Consequently,

teachers can create a learning environment that maximizes the learner's ability to

interact with each other through discussion, collaboration, and feedback. We learn

through this cultural lens by interacting with others and following the rules, skills, and

abilities shaped by our culture. B.F. Skinner was a major proponent of this theory called

Behaviorism Behaviorists believe that learning is evidenced by a change in actions

through an explorative process that exposes individuals to external stimuli until a

desired response occurs.

These students are aware of what they want to avoid and had been given less

supervision as to the limits of their actions, so they may have thought that everything

that they do is alright, until it get engraved in their subconscious that they are no longer

thinking about if it is wrong, what they know about is that they are just doing it

(Madanes, 2015).

Psychosocial Stages of Development Theory

Erik Erickson proposed a lifespan model of development taking in five stages up

to age of 18 years, and three further stages beyond into adulthood. Erikson suggest that

there is still plenty of room for continued growth and development throughout one’s life.

Erikson puts a great deal of emphasis on the adolescent period. It was a crucial stage

for developing a person’s identity, he also maintained the personality to develop in a

 8

predetermined order, and builds upon each previous stage called epigenic principle that

determines the outcome of maturation time table is a wide and integrated set of life

skills and abilities that functions together within the autonomous individual.

This stage, industry vs. inferiority is the process of identify developmental begins

much earlier than adolescence. Erikson (1968) believed that seeds of identity are

planted at a young age when the child recognize himself/herself as a unique being,

separate from his/her parents. As maturation occurs, the child takes on characteristics

and admired features of parents or significant others. Erikson called this process

identification. Identification allows the child to build a set of expectations about what he

or she wishes to be and do. However, the child eventually loses interest in merely

adopting the roles and personality attributes of parents or significant others; it is at this

point that the process of identity formation is set in motion. According to Erikson (1968),

identify formation begins when the usefulness of identification ends. Taking on

characteristics of others no longer provides satisfaction; the individual experiences a

desire to shape his or her world in unique ways. Identify formation begins with a

synthesis of childhood skills, beliefs, and identifications into a coherent, unique whole

that provides continuity with the past and direction for the future.
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CHAPTER 2

Method

This chapter presents the research steps and procedures used done in

conducting this study. This contains the philosophical assumptions, qualitative

assumptions, design and procedure, participants and sampling, ethical considerations,

role of the researchers, data collection, data analysis and rigour.

Philosophical Assumptions

For any type of study conducted, researchers are avoided by a set of

beliefs/principles or philosophical assumptions and researchers try to get as close as

possible to participants being studied. Subjective evidence is assembled based on

individual views from research conducted in the field (Creswell, 2013).

The researchers used epistemology as the philosophical assumption for it is

concerned on natures and scopes of knowledge that justifies beliefs of respondents.

Epistemology includes the nature and construction of concepts, logical reasoning as

well as thoughts, ideas and emotions.

Furthermore, the researchers used epistemology to recognize that at least four

different sources of knowledge are drown from the respondents with the belief, faith,

intuition, etc. It also base on the feelings rather than hard cold facts. The authoritative
 10

knowledge is based on information received from the people that depend on the

strength of the sources.

Qualitative Assumptions

This study is qualitative in nature. Moreover, it is phenomenological as well as

exploratory for it mimics that of a case study. Qualitative research according to Denzin

& Lincoln (2000) is a field of inquiry on its own rights. It is a crosscut discipline in the

fields and subject matters. The researchers used qualitative assumptions as a tool since

this methods is important in providing a rich description of the complex phenomena of

students who are underperforming, and can develop the result of the study for further

testing for qualitative questionnaire development for the understanding of the person’s

values, perceptions and feelings that influence the respondents behavior, to identify the

needs of every participants that perfectly suited to the researchers objectives.

Moreover, the researcher attempts to develop understandings of the phenomena

under study, based as much as possible on the perspective of those being studied. IPA

is phenomenological in that it is concerned with individuals’ subjective reports rather

than the formation of objective accounts (Marriott, 1999), and it recognizes that

research is a dynamic process (Smith, 1996).

Lester (1999) defines phenomenology a study of the experience from the

viewpoint of the individual and is centered on paradigm of own knowledge and

subjectivity and it highlights the importance of personal perspective and interpretation.

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This is attempts to understand why students belong to the underperforming students

and how these affect them

Research Design and Procedure

Basically in this qualitative study, the researchers use interpretative

phenomenological analysis to know the reasons why a student is. Primary information

will be gathered through a qualitative approach, specifically through an interview using

semi structured questions.

For the procedure and gathering of data the researcher used semi-structured

interviews which elicit the experiences and reasons of students for being

underperforming.

The researchers sent first a letter to the Principal’s office asking for an approval

to conduct a research about the student’s reason why they always belong to

underperforming. Permission was asked from the parents or guardian of the students to

allow the researchers to conduct an interview to the students.

The interview was done at the High School Guidance office wherein it is

conducive and private. Before the interview started the researchers discussed first the

ethical considerations to the respondents, such as confidentiality regarding their identity

and the right to withdraw from the interview. The validated semi-structured questions

were translated to Vernacular for easier comprehension of the respondents. The

interview was recorded for data purposes.

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After the interview meals and tokens were given to the respondents to express

the researchers’ gratitude for their responses and participation. Data will be evaluated,

transcribed and interpreted.

Participants and Sampling

For this study, the researchers used purposive sampling method. It is a non-

probability sampling method that is selected based on characteristics of a population

and the object of the study. This is also known as judgmental, selective, or objective

sampling.

The respondents of the research were the bonafide junior high school students of

Holy Cross of Mintal who are always included as Underperforming. The researchers

selected only one respondent per grade level.

Ethical Considerations

The researchers have a responsibility to uphold the study without committing to

biases. The following are some ethical considerations provided by the researchers in

implementing measures for this study

Informed consent, the respondents have a full consent with their guardians since

they are still minor. Informed assent, willingness to participate, they are also informed to

the process of the interview and its analysis.

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Confidentiality was highly considered and strictly observed. The identities of the

respondents will be hidden and protected. In conducting the study all the responses

were audio recorded and was written by the researchers.

Considerations, respecting the rights and of whatever are the answer of the

participants will be highly observed. The method for gathering of data specifically semi-

structured interview did not contain any degrading, discriminating or any other

unacceptable language that could be offensive to any participants of the study. The

interview for this study was designed to collect information directly related to the

research questions, and no private or personal questions were asked from respondents.

The respondents were free to refuse or withdraw with the interview if they feel

uncomfortable with the questions will be given. Respondents had a free snack as

appreciation and as a bother fee.

Role of the Researcher

According to Michael Quinn Patton- former President of the American Evaluation

Association in qualitative research, the researcher is the main instrument in any

endeavor. The researcher is considered the primary instrument of data collection

(Denzin & Lincoln, 2003). This implies that data are interceded through this human

instrument, rather than through inventories, questionnaires, or machines. To accomplish

this role, consumers of the research need to know about the human instrument. The

qualitative researcher needs to describe relevant aspects of self, excluding any biases

and assumptions, any expectations and experiences to qualify his or her ability to
 14

conduct the research (Greenbank, 2003). The researchers also separate themselves

from what they see and hear and understand throughout the study to avoid any biases.

The researchers used themselves as a human instrument to gather all the

possible data for the study, from the making of the letter of permission for administering

the interview to the respondents, transcribing of the gathered data, categorize the

gathered data and analyze the gathered data from the respondents.

Data Collection

The researchers sent a letter of permission to the Principal and Parents of the

students who were respondents of this study. The data of this study was gathered

through semi-structured interview. Researchers gave an assent letter to the

respondents to record the interview and write down the responses of the respondents.

The researchers used a semi structured interview and open ended questions that

would lead the respondents to give elaborated answers. It also allows the researchers

to have flexibility in questioning the respondents (Hunsley & Lee, 2009). The

respondents have no time limit in answering the interview given by the researchers. The

responses of the respondents were audio recorded and the note jotted down word by

word.

Data Analysis

The researchers collected the data through an interview. The statements and

responses of the respondents were recorded through audio recorders and were
 15

transcribed by the researchers. Commonalities of the responses were grouped

accordingly for familiarity of the patterns and will be categorized.

Thematic analysis was used to analyze the data focusing and examining

themes within the data which emphasized organization and rich description of the data

set. Moreover, the subjectivity of the responses would be explored through the

perceptions, feelings and experiences that the respondent shared.

A thematic analysis is one that looks across all the data available to identify the

common issues that recur, and identify the main themes summarizes all the views you

have collected. This is the common method for descriptive qualitative projects.

Rigour

The researchers followed and considered ethical standard. The researchers

asked permission to respective persons involved and to respondents by giving assent

letter to conduct study. Informed and parental consent letter for the participant and for

parents or guardian because they are still minor.

Researchers consider the confidentiality of their identity and the records that will

be gathered. The researchers assured that the results of the gathered data are true,

reliable, credible, and rigorous. The recorded data was kept by the researchers for the

safety of the collected information; it also serves as evidence for the research process.
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CHAPTER 3

Results and Discussion

This chapter shows the respondents results of the interviews which presents the

respondents’ answers to the objective of the study, particularly the reasons why they

are falling behind, what are their views and how they see their future as

underperforming. This also provides discussion of the results, which includes the

thematic analysis of participants’ responses.

Brief Background of the Respondents

The respondents are a bonafide student of Holy Cross of Mintal, Junior High

School Department and aged 12 to 16 years old. They are present in the list of

underperforming in first, second and third grading in several subjects.

1. What are the reasons why
some students
underperforming in
academics?
Influenced by Gadgets/ Playing
online games/ Difficulty in
understanding subjects
Lack of study habits
Research Questions
2. What are the views of students’ 3. How does underperforming see
are who always belong to their future?
their underperforming list?
Feel Nervous Focus on what is present and what
Ashamed gives them happiness
Realizes his wrong doings Believes that it doesn’t define their
Disappointed future and its’ all about strategies
Have a dream

Figure 1: Summary result of the study, extracted themes coming from the respondents identical
responses.
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The reasons students why they are underperforming

In the first research question, which is “What are the reasons why some students

are underperforming in their academics? Respondents answered:

Kanang magdula ug computer ms. tas mag dula ug cellphone, human

kung mag study man ko kay malimtan man nako. Didto nako mag study
kung exam na gyud Usahay kay dili ko kasabot. Usahay dili ko maminaw.
–Seven

Maglisod ko us sa subject labi na Math. English, Science.

Wala ko naga paminaw mangutanan nalang ko sa akong mga classmate.
Matubag ko nila usahay. Dili kasabot kaya dili maminaw- Eight
Siguro kulang sa study ug dili kaayo… dili kaayo kanang tamad kaayo mag
study ug ..murag gina isip ra pirme kay dula ana murag wala ka focus sa
skwela- Nine

kay katong effect sa ano miss, katong nag binuguuy ko last year miss.
Murag wala ko ni tarung ug skwela.
sa lesson miss. Kanang hina kayao ko miss. Kuntahay kanang karun
ma.masabtan nako siya karun. Kuntahay kaabalo ko sa answer , pero
pagka ugma ma limtan na nako… bisan mag study ko malimtan ra gihapon
na ko pagka ugma- Ten

Basing on the statements, it can be noted that the respondents has an almost

identical responses why they are underperforming. First, the respondents were

influenced by gadgets. Gadget plays a big impact to society nowadays. It is very

useful most especially in the means of communication and educational matters. It

has a good and bad impact to a person. But it is very important to use it with

limitations. The respondents used cellphones and computer to play online

games, surfing and other things whatever it may use. This only shows that the

respondents cannot focus well in their studies because they are being tempted

by gadgets. They choose gadgets rather than to study. It was also stated by the

respondents that they easily forget the lesson even if they study.
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Another reason is also noted which is difficulty in understanding some

subjects and peer influence. The respondents stated that they have difficulty in

understanding the lesson and chose not to listen. They don’t listen because they are

bored and they find it quite hard to analyze process and recall the lesson. Last January

2016, The Statistics Brain Research Institute reported that the average human attention

span in 2015 was 8.25 seconds, for instructors who have to grab and keep their

students’ attention for 120 minutes. From the respondent perspective instead of

listening they just keep on talking to their seatmate that is why they lose focus and

cannot understand the lesson. This is to convert the boredom and not to feel sleepy.

According to the study of Menorca et.al 2017 that technology also has a

negative effect in the lives of the user, and of every individual It affects the personal

health, family, social, financial, and academic life. Over using gadgets negatively affects

the mind of an individual. The individual loses focus as and only concentrates on using

gadgets or technology. The person may tend to forget other aspect of life that is

important, concentration reduces and the individual cannot focus on other issues for

long enough.
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The statements gathered from the four respondents were analyzed based on

themes using the following framework.

Reasons why
some students
are under
performers

Gadgets Lack of
Study
Online Games
Peer Habits
Influenced

Difficulty in
understanding
the subject

Figure 2: Dimensions that lead to students being underperformers

Figure 2 shows Dimensions that lead to students being underperformers.

In a phenomenological perspective, their model of their world leads them to

perceive their world in the following themes: influence by gadgets, Influenced by peers ,

and lack of study habits. To support results the researchers provide a more profound

explanation from different studies and theories.

 20

A study conducted by Murah (2015) who found that using a mobile phone

and other electronic gadgets for an extended time even affects students study habits. A

lack of sleep or reduced study time as a result of mobile phone usage is not the only

way these devices affect performance at school. The respondents clearly influenced by

peers in using gadgets such as playing online games which will be played as group or

team.

Orendain (2017) added that it has negative impact on academic

performance on most of children. There are many children or students who become

addicted with gadgets like cellphone. Instead of valuing the time in studying they tend to

waste it in using gadgets without worrying about their studies. The respondents have a

lack of study habits which leads them to have a difficulty in understanding the subject

and resulting to poor academic performance.

This is one of the biggest problems created by growing technology. It has

pros and cons. As per to our national hero Dr. Jose P. Rizal that the children is the

hope of our nation, this saying reminds us on the important role of the students in the

society and the role of educators is to nurture the minds of the children. The sad thing is

due to this result, children have been found going away from their moral values.

This is further strengthened by social learning theory of Bandura (1973) in which

he explains that this identity may have been learned from the environment or most

likely, in their case, from the group that they are in. If the group satisfies the relationship

and connection, then the person will try to blend and become like the group.
 21

The views of students who are always underperforming

The respondents were then asked about their views being always underperforming.

Mangulba ko Ms. basta tawgon ko. Basta daghan mi dili ko mangulba.

Magsakit akong ulo Ms. Kay kasuk an man ko ni Mama Ms. Magsakit akong
dughan katy ingnon ko ni mama ms. na bulok daw k okay dili daw ko naga study.

Ms. Nakulbaan ko Ms. Kay basin e storya sa uban parents Ms.Kanang makabalo
ang tanan pamilya. Mahadlok ko kasuk an. Naulaw, kanang nagsisi kay baba
man ug grado, Wala man gud nako ginatrung Ms. ana man gud sila na sa 4th
grading na daw maggrado mag tarong kay ana sila ms. kay naa man daw
remedial. Ana ako ng mga classmate kay ana daw ilang gibuhat. -Eight
Ma kulbaan ko miss, usahay dili ko gusto na ma bagsak k okay, kay miskan in
ani ko kay dili ko gusto na gipa skwela ko diri na ma bagsak maayo nalang naa
koy ma ipakita sa ila miskan in a ni ko. mm. kulang sa study miss, ug pirme ra
dula ang naa sa isip Nine
nalain miss. Slight lang na ano miss, na lain. ayy… in ana lang jud na miss…
kung nagsinipat miss Ten

The statement above shows the answers of the respondents. Their responses are

identical, clearly shows that they feel nervous, ashamed and afraid to be failed. But they

don’t really try their best to study because they are influenced by their peers and

gadgets. As to what the respondent from grade Eight it is stated that he is always

included in underperforming because his friends who are also underperformers told him

that the basis of the grade will be in fourth grading, that is why they are relying in

remedial classes every after the grading period. This becomes his mindset that he will

just take seriously his studies on the finals which is fourth grading.

It seems that this becomes their behavior since they do it every grading and

some of them were also included as underperformers last academic school year. They
 22

do what other underperformers do. Coming from the theory of B.F. Skinner which is

called behaviorism an individual learn by interacting with others and following the rules,

skills, and abilities that is shaped by our culture. Skinner believed that learning is

evidenced by a change in actions through an explorative process that exposes

individuals to external stimuli until a desired response occurs. What they see is what

they do.

During the interview the respondents become emotional and that they really

want to change their habits. They give statements before that they will study more but

then again they do try but they easily get tempted and go back to what they used to be.

Just like respondent from Grade Nine he doesn’t want to be failed, because he wanted

to prove something to his parents but he put much time in playing online games. While

respondent from Grade Ten somewhat shows acceptance it is the way he is.

Underperforming students see their future

When asked to share about how they see themselves in the future.

These are their answers:

Wala pa Ms. ( Unsa man ang imong Pangarap) Ma pulis ms.-Seven

Wala Ms. ang karun lang ang naa sa akong isip. Ang mga happiness lang karun.
Gusto ko mag sundalo. Wala pa nako nakita akong sarila na masundalo kay
wala man ko nagtinarung. ( Kanus- a man ka magtinarung?) Karun Ms. Kanang
fourth quarter na. -Eight

Yes, miss. Yes, miss.-Nine

Yes miss, seaman. Pero depende miss, basig dili ko kapasa karung fourth
grading. Ambot lang miss, dili ko kaingun.
-Ten
 23

Respondents from Grade Seven and Grade Eight stated that they don’t

have any view or see their future for now. They only think of what is present and what

makes them happy. They don’t stress themselves so much about the future, but they

have dreams. But for now it’s not their priority. They are still young and still enjoying the

life being young. For them what is important is the present.

While Respondents from Grade Nine and Grade Ten stated that they

see and think of their future, they have dreams and they don’t really believed that their

grade can affect their future. They answered maybe, because for them it depends on

the strategies that the person may apply.

The satisfaction of individual experiences is a desire to shape his or her

world in unique ways. Erikson (1968) in his discussion on Identity vs. confusion in the

fifth stage of Psychosocial stages of development which is Identity vs. Confusion, a

child’s behavior is unpredictable and impulsive at this stage they explore independence

and develop a sense of self and he believed that seeds of identity is planted at a young

age when the child recognize himself as a unique being. They want to try and do the

things they want. If they got bored, and they want to do something out of the ordinary,

they likely find new adventure to fulfill happiness. These children are aware of what they

want to avoid and had been given no supervision as to the limits of their actions, so they

may have thought that everything that they do is alright, until it get engraved in their

subconscious that they are no longer thinking about if it is wrong, what they know about

is that they are just doing it (Madanes, 2015).

 24

Furthermore, students have their own unique ways on how they run their future.

They have their own plans. Their past does not have to define their future, but it can be

used to as a tool to encourage them towards an empowering change.

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CHAPTER 4

SUMMARY, CONCLUSION AND RECOMMENDATIONS

This section presents the summary of the study, along with its conclusion and the

recommendations of the researchers.

SUMMARY

The goal of this study is to gather information from the personal standpoint of

underperforming students’ by listening to their narratives pertaining to the personal

meaning of their experiences. On top of it all, this study means to identify the factors

why they are always in the list of underperforming students. How and why it affect and

how they felt about themselves being underperforming.

This study aimed to;

1. What are the reasons why some students are underperforming in their

academics?

2. What are the view of students who always belong to the underperforming list?

3. How do underperforming students see their future?

The research is qualitative in nature. Qualitative research according to

Denzin & Lincoln (2000) is a field of inquiry on its own rights. It is a crosscut discipline in

the fields and subject matters. The respondents of this study are the four junior high

school students of Holy Cross of MIntal.

 26

CONCLUSION

Based on the result of the research study, the following conclusions were

formulated:

The study found out that the main reason why they always belong to the

underperforming students are; they lack study habit, they have more time in playing

online games, and peer influence.

The study found out that students who belong to the underperforming students

got disappointed with their self, embarrassed, but at the same time they accept it since

they are also aware of their lack of study habit.

The study found out that students who are underperforming see their future as a

successful one since grades are not definition of success; it depends on the students

determination to succeed. At the same time, students who are underperforming also

cannot see whether their future is a success or not since their mind are not yet fix on

who and what they will become in the future

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RECOMMENDATIONS

The researchers would like to recommend the following;

To the School administration- the Administration should continue supporting the

Remedial Program since it helps students’ in their academic performance. A clear and

fix schedule for the remedial class can also be helpful to the students and teacher.

To the Teachers- the teachers can develop teaching strategies that is

understandable and that can help improve the performance of the students who are

underperforming.

To the parents- parents should monitor their students always with regards to the

using of gadgets and follow up students’ academic performance.

To the Guidance Personnel- they will continue their follow up service to the

students who are underperforming and they will intensify their services to help well all

the students in their academic performance.

To the Students- the students should minimize their usage in their gadget and

have more time in their studies.

To the Future researchers-to conduct further study in the academic performance

of the students and for the betterment of the services, activities and programs offered in

Holy Cross of Mintal.

 28

References

A. Bibliography

Adler, PA (1998). Peer power: pre-adolescent culture and identity. Rutgers:

University Press.
Menorca JC. & Idos G.(2017) The impact of gadgets in learning (P.10)

B. Webliography

Bandura, A. (1968). Social Learning Theory. Retrieved August 18, 2015 from
http://www.simplypsychology.org/bandura.html

Erikson, E. (2008). Psychosocial Stages. Retrieved October 13, 2015 from

http://www.simplypsychology.org/Erik-Erikson.html

Madanes, C. (2015). Human Needs Psychology. Retrieved from January 10, 2016.
http://www.cooktalklove.com/human-needs/human-needs-psychology-an-
introduction

Marcia, J. (1993). James Marcia’s Identity Statuses. Retrieved October 12, 2015 from
http://www.learning-theories.com/identity-status-theory-marcia.html

Orendain, H B (2017) Effects of online gaming in academic performance of students

Retrieved from February 2, 2019
/https://group1textandbeyond.wordpress.com

Qualitative Research in Psychology. (2008). Retrieved October 14, 2015 from

http://www.tandfonline.com/doi/abs/10.1191/1478088706qp063oa#.Vh4b8POqqk
o

The new times publication , (2015). Forgetting leads to low grades Retrieved
February 1, 2019 from
https://www.newtimes.co.rw/section/read/187219
 29

APPENDIX A

Interview guide questions for underperforming students

WHY AM I FALLING BEHIND? Narratives of identified and selected

underperforming junior high school students of holy cross of mintal, inc

1. What do you think is the reason why you are underperforming?

Unsa man sa panan aw nimo ang rason ngano underperforming man ka?

2. What did you feel that you are underperforming?

Unsa man ang gibati nimo na underperforming ka?

3. What did you do when you found out that you are underperforming?
Unsa man ang imong gibuhat tung pagkabalo nimo na underperforming ka?

4. What can you say that you’re always included in underperforming?)

Unsa man ang imong maingon na pirme ka maapil sa underperforming?

5. Why you are always underperforming?

Ngano pirme man ka underperforming?

6. Do you see yourself in the future?

Nakita ba nimo ang imong kaugmaon?

7. Will your future be affected if you’re always included in the underperforming?

Maka apekto ba nag imong pagka underperforming sa imong future?

8. What are you planning to do now that you know already that you are
underperforming?
Unsa man ang imong plano buhaton karon?
 30

APPENDIX B

Assent Agreement Form

Research Title: Why Am I Falling Behind: Narratives of Identified and

Underperforming Junior High School Students of Holy Cross of Mintal

Researchers:

Holy cross of Mintal, High School Office is conducting a research. In line with
this, we would like to ask your permission to please volunteer for a research study that
deals with knowing the perspective of underperforming students.

Your participation in this study is voluntary. If you agree to participate all the
information you provide in this study will be anonymous. Your name will not be linked to
your information in any way; instead code letters will be used. Adequate safeguards will
be used to maintain the privacy and confidentiality will be described, not individual
results.

The researchers will answer any questions you have about the study before you
agree to participate. You will be given this form to keep. For questions you mat have
after study, please contact the information listed below.

High School Guidance Office

293-1109 local 103

If you agree to participate in this study, please sign and date the form below in the
spaces provided.

We will be providing tokens for your participation and cooperation. Thank you so
much.

Participant’s Signature Date


Summative Transcription
QUESTIONS
1. What do you think is the
reason why you are
underperforming?
( Unsa man sa panan aw nimo
ang rason ngano
underperforming man ka?)
31
APPENDIX C
RESPONSES THEMES
Kanang magdula ug Influenced by gadgets
computer ms. tas mag dula
ug cellphone, human kung
mag study man k okay
malimtan man nako. Ngano
malimtan man nimo? Kay
sayo man gud mi mangatulog
tapos ako pud nagalaba sa
akong sanina.
Kanang dili ko naga study sa
summative. Didto nako mag
studykung exam na gyud.
(Ngano exam lang man ka
mag study?) Kay alangan ms.
maabot man gud akong
papa, tapos sa….. sala mi
permi mangatulog kay
mulakaw man dayon akong
papa pagka alas tress a
buntag. (Everyday siya naga
lakaw?)
Dili Ms. Kanang taga exam
lang jud Ms.
Maglisod ko us sa subject
labi na Math. English,
Science ug CL – Seven
Maglisod ko usahay sa
question Ms. ug Maglibog sa
mga process, Ok ra ang
 32

teacher sa lesson jud ko

maglisod sa Math ug science.
Wala ko naga paminaw
mangutanan nalang ko sa
akong mga classmate.
Matubag ko nila usahay. Dili
kasabot kaya dili maminaw-
Eight

Difficulty in understanding
the lesson and subject.

Choose not to listen

because of difficulty.

Siguro kulang sa study ug dili

kaayo… dili kaayo kanang
tamad kaayo mag study ug
..murag gina isip ra pirme kay
dula ana murag wala ka
focus sa skwela pero naa gud
gihapon ang priority, prioritize
gud gihapon na mag study,
mag skwela. Nine

kay katong effect sa ano

miss, katong nag binuguuy ko
last year miss. Murag wala ko
ni tarung ug skwela. - Ten

Influenced by Gadgets
Playing online games
Lazy
 33

Realize his actions

2. What did you feel that Mangulba ko Ms. basta Feel Nervous
you are tawgon ko.
underperforming? Emotionally Hurt
Magsakit akong ulo ug
dughan pagkasuk an ko.
-Seven

( Unsa man ang gibati nimo na

underperforming ka?)
Kulba kay basin kasab an sa
mga parents Ms. Nakulbaan Feel Nervous
ko Ms. Kay basin e storya sa
uban parents Ms.Kanang Regret
makabalo ang tanan pamilya. Ashamed
Mahadlok ko kasuk an.
Naulaw, kanang nagsisi kay
baba man ug grado.
-Eight

Ma kulbaan ko miss, usahay

dili ko gusto na ma bagsak k
okay, kay miskan in ani ko
kay dili ko gusto na gipa
skwela ko diri na ma bagsak
maayo nalang naa koy ma Feel Nervous
ipakita sa ila miskan in a ni
ko. Nine

3. What did you do when
you found out that you
are underperforming?
( Unsa man ang imong gibuhat
tung pagkabalo nimo na
underperforming ka?)
34
nalain miss. Slight lang na
ano miss, na lain. Ten
Nag study pero malimtan. Forget the lessons.
Nag tinarong ko ms. naminaw Listen to the teacher.
na sa teacher.Naga sulat
nako.
(Underperforming man ka sa
1st, 2nd ug 3rd ngano mani?)
Wala man gud nako
ginatrung Ms. ana man gud
sila na sa 4th grading na daw
maggrado mag tarong kay
ana sila ms. kay naa man
daw remedial. Ana ako ng
mga classmate kay ana daw
ilang gibuhat. Mag tarong Peer influenced.
nako karun kay dili na nako
gusto mag summer.
-Eight
 35

Minsan naga study na,

usahay dili pod. -Nine

Naningkamot ko miss
-Ten

4. What can you say that Mangulba ko Ms. basta Feel Nervous
you’re always included in tawgon ko. Basta daghan mi
underperforming?) Not nervous if many
dili ko mangulba.
Magsakit akong ulo Ms. Kay
kasuk an man ko ni Mama Emotionally hurt.
Ms. Magsakit akong dughan
katy ingnon ko ni mama ms.
na bulok daw k okay dili daw
ko naga study.
- Seven

(Unsa man ang imong maingon

Tungod siguro sa akong
na pirme ka maapil sa
performance ms. mag sige ko
underperforming?)
ug sabasaba, mag sige ko ug
bully bully. Baba akong mga
summative wala naga pasa Noisy in class
ug mga project Ms.
-Eight

Low performance
dili ko gusto ma bagsak miss
-Nine

ayy… in ana lang jud na

miss… kung nagsinipat miss.
-Ten Doesn’t want to fail
Afraid
 36

Acceptance
No Regret

5. Why you are always Maglisod ko sa subject. Difficulty in understanding

underperforming? Usahay kay dili ko kasabot. the subject.
Usahay dili ko maminaw kay
Not listening
dili ko Makita. Magtabi
- Seven

(Ngano pirme man ka Malingaw ko ug lag lag Ms.

underperforming?) ug dula dula. Wala sad ko
kasabot Ms. Wala ko naming Playing
kamot kay nagsalig ko na Peer Influenced
mataas ang akong grado.
Kanang maka score ko ug Cheating
taas kanang sa mga
classmate na mutabang,
kanang mangutanan niya
manghatag man sila ug
answer. Cheating Ms.
Sulsulan sad sa mga barkada
Ms.
-Eight

mm. kulang sa study miss, ug

pirme ra dula ang naa sa isip.
-Nine

sa lesson miss. Kanang hina

kayao ko miss. Kuntahay
kanang karun ma.. masabtan Lack of study
nako siya karun. Kuntahay
kaabalo ko sa answer , pero
pagka ugma ma limtan na
nako… bisan mag study ko
 37

malimtan ra gihapon na ko
pagka ugma
Difficulty in understanding
-Ten the subject
Often forget the lesson

6. Do you see yourself in Wala pa Ms. ( Unsa man ang None

the future? imong Pangarap) Ma pulis
Focus in present
ms.
Dream
-Seven

(Nakita ba nimo ang

imong kaugmaon?)
Wala Ms. ang karun lang ang
naa sa akong isip. Ang mga Focus in present and
happiness lang karun. happiness
Gusto ko mag sundalo. Wala Dream
pa nako nakita akong sarila
na masundalo kay wala man
ko nagtinarung. ( Kanus- a
man ka magtinarung?) Karun
Ms. Kanang fourth quarter
na.
-Eight

Yes, miss. Yes, miss.

-Nine

Yes miss, seaman. Pero

depende miss, basig dili ko
kapasa karung fourth
grading. Ambot lang miss, dili
ko kaingun.
Not sure
-Ten
 38

7. Will your future be Dili Ms. kay karun mag tarong

affected if you’re always nako ug skwela tas pag uli
included in the nao ug balay mag study.
underperforming?
-Seven

Realization

(Maka apekto ba nag imong Yes Ms. kay kana man ang
pagka underperforming sa ginabasihan nila ms. ana
imong future?) akong parents Ms.
-Eight

- Siguro miss depend era

pod, depende lang kay dili
man pod gud mag base sa
imong grades pod gud.
Kanang pa humanay n aka
ug skwela, depende sa tao,
sa strategies sa tao kung gi
unsa niya pag tarung.
-Nine

opo miss- Ten

8. What are you planning to Mag study magpatudlo nako

do now that you know sa akong mga ate Ms.
already that you are
underperforming? Gusto nako Mag pa tutor.
-Seven

Feeling of regret
Strive to learn
 39

( Unsa man ang imong

plano buhaton karon?)
Mubawi ko karung fourth
grading kay basin mubalik ko
Afraid to fail
sa summer. Mag tarong nako
mag study na maminaw.
-Eight

Realize wrong actions

maningkamot na ug
magstudy na pod.-Nine

maningkamot miss, para

maka … para ma abot nimo
ang future nimo.- Ten