Factors Affecting Learners’ Academic Performance
DOI:
https://doi.org/10.5281/zenodo.15647419Keywords:
Academic Performance, Intervention Plan, Learning FactorsAbstract
This study examined factors influencing the academic performance of Grade 9 learners at a public high school in Bacolod City during the 2024–2025 school year. Academic performance, defined by grades, test scores, and assignment completion, was analyzed in relation to four areas: learning style, school environment, socio-economic status, and interpersonal relationships. Using a descriptive research design, data were collected from 203 randomly selected learners via the fishbowl technique. Demographic factors such as age, sex, number of siblings, and family income were also considered. Most respondents were female from larger, low-income families (monthly income below ₱15,000). While learners were generally engaged in preferred learning styles, time management and review habits needed improvement. The school environment was perceived as safe and comfortable, though classroom conduciveness and facility access received moderate ratings. Socio-economic constraints, including limited technology access, were more evident among lower-income students. Interpersonal relationships with teachers and peers significantly impacted academic success, especially among higher-income and female learners. The study proposes a comprehensive intervention plan involving educators, parents, and policymakers to create a more inclusive and supportive learning environment, aiming to enhance academic outcomes, particularly for disadvantaged students.
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Copyright (c) 2025 Agnes Claire L. Tison, Riggi L. Lachica, Mylene A. Bautista (Author)
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