Chapter 1

INTRODUCTION:

Rationale:

It is a well-documented fact that children from low-income households are

significantly less likely to be successful than their middle and upper class

counterparts. Studies have repeatedly shown a link between poverty and

education. Family income is one of the strongest predictors available for

measuring success, both in the classroom and later in life.

With fewer resources and less of a focus on education at home, children

growing up in poverty are behind from the very beginning. Household stresses

from living in poverty build up in the child, making it extremely difficult to

concentrate on education.

Even if they are going to school regularly, children in poverty often fail to get

an adequate education due to the stress of destitution. Since they have such a

difficult time in the classroom, the kids fall into the poverty trap, in which their

lack of education prevents any rise on the social ladder. Until recently, it was

unclear exactly what biological process made that the case. However, recent

studies have pointed towards working memory as the key psychological factor

linking poverty and education, specifically in academic achievement.

Poverty often places constraints on the family's ability to provide other

material resources for their children as well. For example, they may have limited

1
access to high-quality day care, limited access to before- or after-school care,

and limited physical space in their homes to create private or quiet environments

conducive to study. They may not own a computer or have the fiscal resources

necessary to complete out-of-class projects.

Since the work of Becker (1964), a general consensus has emerged among

economists stating that education is becoming increasingly important, both for

individuals and for firms, national economies and societies as a whole. The

evidence form economic research in the field of education clearly shows that

competencies and qualifications acquired through the educational system turns

into monetary (higher wages) and non-monetary benefits, such as improved

health, lowered crime, higher life-satisfaction and civic engagement.

The role of education is particularly important, as it is a gradual, ongoing,

long-term process gained learning at one level affects the quality of education

acquired subsequently at higher levels.

As the Nobel laureate James Heckman (2000) believed that “early learning

begets later learning”. Thus, failing to develop and acquire a specific skills or

competence at a certain age may have detrimental long-term consequences.

Particularly affected by this are poorly educated people. The lack of basic skills

and/ or of an minimum standards of education significantly decreases the

chances for an individual to succeed on the labor market, and generally in life.

2
Moreover, the risk of being permanently excluded from the labor market is

highest among poorly educated individuals.

Therefore, low-achievement in terms of lack of skills and certificates capture

basic characteristics and implications of poverty. The report that follows

proposes a theoretical route with stops at the several definitions for the concepts

of poverty and education from both economic and sociological perspectives in

order to better grasp the meaning of the education poverty concept.

THEORETICAL BACKGROUND

3
HUMAN CAPITAL APPROACH

According to Backer et. al, (2002), stated that in economic theory,

the relationship between education acquisition and income is

traditionally embedded within the human capital approach.

According to this approach, education is regarded as an

investment that increases “the stock of skills and productive

knowledge embodied in people.

The acquisition of education, synonymous with investment in

human capital; increases the productive of people, which

converts into higher earnings. In turn, workers earn less because

they are less productive, being deficient in human capital. Thus,

following the logic of this model, being poor in terms of income

and illiterate or poorly educates are synonymous. But, as we

shall see later, being poorly educated does not necessarily imply

being poor in terms of income, and vise versa. It is assumed,

within this school of thoughts, that people will invest in

education up to the marginal cost is equal to the marginal

benefit. The cost is acquiring education consists of direct costs

related to schooling (tuition fees, school resources,

transportation, meals etc.) and of indirect costs measured as

foregone earnings while studying instead of having a job. The

4
 marginal benefits represented by the prospect of higher wages

rewarded on the labor market.

Despite the relative significance of education for an increase in

earnings, individuals do not require the same amount of

education. Besides innate ability, which can contribute to

differentiating educational attainment, family members from

acquiring higher levels of education? Individuals form low-

income families tend to invest less in education than those form

high-income families, even of the marginal benefit of an

additional year of schooling is higher opportunity costs of staying

in school than richer individuals, and they are unable to

participate in the credits markets in order to borrow the amount

they need to invest in education. Given the facts that the

financial markets are imperfect, especially in the case of

investment in education, this market failure leads to persistence

in poverty across generations, both in education and in income.

This aspect is magnified through the indivisibility of investments in

human capital to achieve an increase in earnings one additional

year of schooling may not be enough without obtaining a certain

educational degree, which usually implies a higher investments

in human capital.

5
 Therefore, according to human capital theory, education represents

a means of development, with the under investment in skills and

knowledge strongly correlated to poverty in income.

SIGNALING THEORY

Spence as cited by Tyler et, al. (2001), an extension of the human

capital theory is represented by signaling theory, which offers a

complementary explanation as to why better educated workers

receive higher wages, and vise versa, why less educated workers

receive lower wages.

According to signaling theory, the achievement of education

represents a signal that workers give to employers, in order to

reveal their innate levels of productivity, which cannot be

observed by firms. Because school levels or educational

certificates can be observed without costs, employers use

education qualifications rather than testing the acquired skills, tp

predict the potential productivity of the individuals with higher

6
 skills acquire more education knowing that this investments

translates to a better signal for them.

Similar to human capital theory, individuals are rational and they

invest in education as long as the marginal benefit exceeds the

marginal cost. While the marginal benefit is the same for each

individuals, regardless of their type of skills high or low, in the

case of signaling theory, the marginal cost is higher for low-

skilled than for high- skilled individuals will earn higher wages,

and vise versa, low-skilled workers will earn less. Empirically it is

very difficult to differentiate between the two theories.

Nevertheless, recent studies that use modern econometric

techniques find in evidence in favor of the signaling theory.

THE HUMAN DEVELOPMENT PERSPECTIVE

In the 2008, both scholars and development planners recognized

the limitations of the conventional definitions of poverty in terms

of income poverty. The meaning of income related poverty was

extended to human poverty which is more than income poverty.

It is the denial of choices and opportunities for living a tolerable

life. Within the human development approach, education is more

than an instrument of development.

7
 According Tilak, (2012) believed that poverty is defined as a

multidimensional concept, It also reflects poor health and

education, deprivation in knowledge and communication,

inability to exercise human and political rights and the absence

of dignity, confidence and self-respect. The same framework has

been used by the World Bank to redefine poverty, poverty is not

only a problem of low incomes, rather it is a multi-dimension

problem that includes low access to opportunities for developing

human capital and to education. Thus, lack of education and of

capabilities is seen now as poverty itself, poverty of education or

education poverty becoming thus conceptually defined as an

integral part of human poverty.

THE MODERN HUMAN CAPITAL THEORY

According to Backer, et. al, (2003), the early literature on human

capital as well as the signaling literature focused mainly on

cognitive skills. But recent research in the field of economics, due

to an increased availability of reliable measurement, highlights

8
 the role of non-cognitive skills in shaping socio-economic

outcomes of individuals. Apart from the role of cognitive skills, a

substantial body of literature offers evidence that school

attendance, employment, earnings and productivity are also

strongly and productivity are also strongly affected by non-

cognitive skills, such as motivation, self-esteem, self-regulation

and time preference. And these abilities account for a large

portion of the variation in socio-economic outcomes between

individuals.

According to Carneiro, Cunha and Heckman (2006), this strand of

literature, a poorly educated individual is not only poor in

cognitive skills, but also and to a greater extent, in non-cognitive

skills. Those who lack motivation, willpower, and self-control are

at higher risk of dropping out of school, being unemployed and

being isolated in society. A large body of literature from

psychology and other social sciences has established that the

basic cognitive and non-cognitive skills are produced in the early

years of childhood. Given the dynamic nature of the skills

formation process. The ability gaps that open early in life may

lead to educational poverty if skills deficits are not remediated

during the preschool years.

9
 THEORETICAL FRAMEWORK:

This theory is based on The Adverse Effect Of Poverty In Relation To

Education of the Senior High Students of St. Elijah Christian Institute of

Technology Foundation Inc.

The Adverse Effect Of Poverty In Relation To Education of the Senior

High Students of St. Elijah Christian Institute of Technology
Foundation Inc.

Human Capital Approach

Signaling Theory

The Human Development Perspective

The Modern Human Capital Theory

Proposed Job Offer

Figure 1

10
 REVIEW OF RELATED STUDY/LITERATURE:

The purpose of this literature review is to provide a comprehensive

summary of the topic of poverty and its effects upon student behavior and

academic performance.

Presented in this chapter of the review of the related literature will be:

(a) Description of poverty and the role of education,

(b) Effects of poverty on student behavior,

(c) Effects of poverty on student performance,

(d) Pedagogical implications for teachers of students in poverty.

Description of Poverty and the Role of Education

According to Aratani et. al, (2010), believed that poverty can best be

described as a family of four or more whose average yearly income falls below

the federal poverty level of $22,050. In order for families to make ends meet

research shows that approximately twice the income of the federal poverty level

is needed. Child poverty rates vary across the states, but close to 30% of the

population of children in the U.S. are living below the federal poverty level. This

is an increase since 2000.

11
 Payne as cited by Bohn (2006), the impact of poverty upon education is

significant. The role of the educator has increasingly changed as research shows

that students in poverty are less receptive to traditional teaching methods. In

response, frameworks for understanding students in poverty have been created

and embraced by school districts all over the country. Ruby Payne has been one

such developer and has described poverty as a culture in which specific rules are

set in place. She has suggested that educational institutions operate from a

middle-class set of norms and fail to communicate to students in poverty through

ways in which they understand. Her work has been highly critiqued and viewed

by some as Stereotypical and bigoted; having no valid research to confirm her

claims.

According to Dhillon (2005), other research has suggested that those in

poverty have been denied their basic human rights and it is the role of the

educational institution to raise awareness and free them from this violation.

According to Malik, et. al, (2000) , The Universal Declaration of Human

Rights has stated that: “Now, therefore the general assembly proclaims this

universal declaration of human rights as a common standard of achievement for

all peoples and all nations, to the end that every individual and every organ of

society, keeping this Declaration constantly in mind, shall strive by teaching and

education to promote respect for these rights and freedoms and by progressive

measures, national and international, to secure their universal and effective

12
recognition and observance, both among the peoples of Member States

themselves and among the peoples of territories under their jurisdiction.

According to Wilson (2002), stated that educational institutions in areas of

high poverty have tried to meet the needs of their students by establishing

programs that attend to their basic needs in order to establish an environment

for successful learning to take place.

As cited in Wadsworth, Raviv, Reinhard, Wolff, Santiago, & Einhorn

(2008), that the Effects of Poverty on Student Behavior Wadsworth and

Achenbach have suggested that students having grown up living in persistent

poverty will suffer detrimentally in their physical, psychological, and educational

health. Low achievement in schools due to factors such as poverty has been

linked as an indicator to crime and violence among adolescents. There are many

stressors poverty creates such as economic strain, family conflict, frequent

moves, transitions, exposure to discrimination, and other traumatic events that

can have an adverse effect on students’ behavior. The poverty-related stress

students experience can lead to truancy and deviant behavior.

As cited in Pharrington & Lober (2000), iIn Lipsey and Derzon’s meta-

analysis, it was found that a major factor contributing to juvenile violence was

associated with low socioeconomic status and family poverty. Poverty has been

linked to psychological behavior problems such as hyperactivity, impulsivity, and

attention problems which have led to low achievement in school and crime.

13
 Murphy & Tobin (2006), stated that the Effects of Poverty on Student

Performance Poverty has an adverse effect on student performance and studies

have shown that students in poverty are below grade level at much higher rates

and that they generally have poor or average grades. These educational deficits

provide a serious handicap for students in poverty. It is suggested that there are

several factors involved that play a part in students’ performance as follows:

health and nutrition, vocabulary, effort, hope-and-growth mind-set, cognition,

relationships, and distress.

According to Pungello, Iruka, Dotterer, Mills-Koonce, & Reznick

(2009), the research of Butterworth, Olesen, and Leach as cited in Jenson,

(2013), students in poverty are more likely to be exposed to food with little to no

nutritional value which effects cognitive functioning which, in turn, has adverse

effects on academic achievement. Limited vocabulary also affects academic

ability and exposure to language is less likely in low socioeconomic cases.

The research of Butterworth, Olesen, and Leach (as cited in Jenson,

2013), has indicated that students failure to achieve academically due to low

socioeconomic status is correlated with depressive symptoms.

14
Pedagogical Implications for Teachers of Students in Poverty

According to Rosenshine (2012), the pedagogical implications for

teachers of students in poverty have been related to the implementation of

varied instructional strategies designed to ensure that students are able to

efficiently acquire, rehearse, and connect knowledge. Successful instructional

principles include frequent review sessions, division of material in small steps,

modeling, constant assessment, scaffolding, independent practice, and numerous

questions which demand a response from students. Students in poverty may

have limited access to technology, resources, and required school materials. This

deficit must not be overlooked and attention should not be draw to it so as to

place even more stress on the students.

According to Gorski (2013), enhancing family involvement and focusing

on strengths are vital for enhancing the success of students in poverty, as well

as exposing the students to rigorous curriculum that demands higher order

thinking. Research has shown that students exposed to curriculum that is

learner-centered are less likely to fall into truancy than those exposed to lower-

order instructional strategies. Students in poverty who are viewed as having

intellectual deficiencies based solely on socioeconomic status are less likely to

succeed in school. Unbiased instructional support is necessary in order to

enhance the likelihood of increased student performance.

15
The Problem

The main focus of this study is to find out the Adverse Effect Of Poverty In

Relation To Education of the Senior High Students In St. Elijah Christian Institute

of Technology Foundation Inc.

Statement of the Problem

This study is to determine the Adverse Effect Of Poverty In Relation To

Education of the Senior High Students In St. Elijah Christian Institute of

Technology Foundation Inc. Further, the study aimed to answer the following

specific question:

1. What are the profile of the students in term of:

1.1 Age;

1.2 Gender;

1.3 Parent’s Civil Status;

1.4 Socio-Economic Status;

1.5 Academic Performances;

1.6 Religion Background;

2. What are the factors of poverty?

2.1 Parent’s Educational Background;
2.2 Family Background;

3. What are the possible effects of poverty in relation to education?

3.1 Poor health or nutrition deficiency is seen among people due to

illiteracy;

16
 3.2 Lack of education causes gender inequality;
3.3 Parents are unemployed;
3.4 Mental Illness;
3.5 Overpopulation;
3.6 Low Income;
3.7 Vices;

Significance Of The Study

This study would be regarded necessary to the following:

Students -The students will give awareness about the adverse effect of poverty

in relation to education.

Future Researcher -The study will benefits and help the future researcher as

their guide. They can also open a development of this study to gain some ideas.

Scope and Limitation -This survey was conducted among the Senior High

Students of St. Elijah Christian Institute Of Technology.

17
 It focuses on The Adverse Effect of Poverty In Relation To Education of the

Senior High Students of St. Elijah Christian Institute of Technology Foundation

Inc.

Research Design and Methodology

Research Design

This research used a descriptive method. The descriptive method of a study is

an example of individual units of students, such as creating research based

questions and methods for improving the number and accuracy of responses to

surveys. The survey methodology includes instruments or procedures that ask

one or more questions.

Flow of the Study

This flow shows the data from the survey questionnaires. Some of which

includes the personal data of the respondents, the Adverse Effect of Poverty In

Relation To Education of the Senior High Students of St. Elijah Christian Institute

of Technology Foundation Inc. that corresponds to our research problem.

18
 This flow shows the students’ answers. This gathers questions through survey

questionnaires, representing distribution lists showing the percentage and the

frequency of the answer, which the study has been provided the interpretations

that allow researcher’s conclusions and the answers of questions.

Flow Of The Study

Input Output
Adverse Effect Of

Poverty In

Relation To Orientation about

the Awareness of
Education of the Proces
Senior High s Poverty In

Students of St. Percentile Relation To

Scale
Elijah Christian Education
P=(f/N)x100
Institute of

Technology
19
Foundation Inc.
Figure 2

20
 Environment

Figure 3

The Spot Map of the Cebu, Philippines

Legend: Location of the study

(Cebuano: Sugbu) is a province of the Philippines located in the Central

Visayas (Region VII) region, and consists of a main island and 167 surroundings

islands and islet. Its capital is Cebu City, the oldest city and first capital of the

21
Philippines, which is politically independent from the provincial government. The

Cebu Metropolitan Area formed by seven neighboring cities (Carcar City, Cebu

City, Danao City, Lapu-lapu City, Naga City, and Talisay City) and eight other

local governments units. Mactan, Cebu International Airport, located on Mactan

Island, is the second busiest airport in the Philippines.

Figure 4

The Spot Map of the Carcar City, Cebu, Philippines

Legend: Location of the study

The City of Carcar is 40.5 kilometers southeast of Cebu City. It’s boundaries

are the municipality of San Francisco in the north, the municipality of Sibonga in

the South, the Bohol strait in the east and the municipalities of Alunginsan and

22
Barili in the west. Carcar City has a population of 119,664 people. The Heritage

City of Cebu, Carcar is home to various Spanish to American period structures.

Carcar is administratively subdivided in 15 barangays namely Bolinawan,

Buenavista, Calidngan, Can- asujan, Guadalupe, Liburon, Napo, Ocaña, Perrelos,

Poblacion 1, Poblacion 2, Poblacion 3, Tuyom, Valencia, and Valladolid.

Figure 5

The Spot Map of the Carcar City, Cebu, Philippines

Legend: Location of the study

23
 The transformative learning experience at St. Elijah Christian Institute of

Technology Foundation Inc. is to help the students grow both in and out of the

classroom. Established in 2004, this school is located in Ocaña, Carcar City, Cebu

and reflects the vibrant energy of the area. Our passionate and skilled teachers

are here to help our students make an impact on world and it has now more 500

students.

Respondents

The respondents of this study were the Senior High Students specifically

the 4-P’s members of St. Elijah Christian Institute Of Technology Foundation Inc.

Research Instruments

To determine the adverse effect of poverty in relation to education of the

Senior High Students of St. Elijah Christian Institute of Technology Foundation

Inc. The researchers use a survey or questionnaire provided to respondents with

Three categories:

1. What are the profile of the students in term of:

1.1 Age;

1.2 Gender;

1.3 Parent’s Civil Status;

1.4 Socio-Economic Status;

24
 1.5 Academic Performances;

1.6 Religion Background;

2. What are the factors of poverty?

2.1 Parent’s Educational Background;
2.2 Family Background;

3. What are the possible effects of poverty in relation to education?

3.1 Poor health or nutrition deficiency is seen among people due to

illiteracy;
3.2 Lack of education causes gender inequality;
3.3 Parents are unemployed;
3.4 Mental Illness;
3.5 Overpopulation;
3.6 Low Income;
3.7 Vices;

25
 Procedure for Data Gathering

The researchers made a survey at Saint Elijah Christian Institute of

Technology Incorporated to the Senior High Students. The researcher uses the

questionnaire to give the respondents the opportunity to answer questions.

The following are the steps in gathering data of this research.

Preliminary Preparation: In this process, researchers asked the

respondents to allow them to answer the survey questionnaire to give

clarification of the research. In this step, the respondents have given their

answers and were given the assurance that their answers are for academic

purposes only and it is to remain to be confidential.

Administration and Collection of Data: In this step, researchers took the

process of a research paper which includes: organizing the data, interpreting the

data and analyzing the data which lead to a synthesis that answer the questions.

Analysis and Interpretation: In this process, researchers have established

the data they collected through distribution lists to qualify the data and this

distribution, showing percentage and the frequency of data.

26
Statistical Treatment of Data

After retrieval of questionnaire the researchers tabulated the data then

process the data using percentile rank and finally interpret the data.

In order to clarify the questions included in this research. The researchers

used Statistical Formula.

1. PERCENTAGE. Simple Percentage was used to determine the profile of

respondents.

Formula:

Total = Frequency x 100

Total Number of the Respondents

27
 Definition of Terms

Poverty is the scarcity or the lack of a certain (variant) amount of material

possessions or money. Poverty is a multifaceted concept, which may

include social, economic, and political elements. Absolute poverty, extreme

poverty, or destitution refers to the complete lack of the means necessary to

meet basic personal needs such as food, clothing and shelter.

Education is the process of facilitating learning, or the acquisition

of knowledge, skills, values, beliefs, and habits. Educational methods

include storytelling, discussion, teaching, training, and directed research.

Nuclear family is a family group consisting of two parents and their children

one or more. It is in contrast to a single-parent family, to the larger extended

family, and to a family with more than two parents. Nuclear families typically

center on a married couple; the nuclear family may have any number of children.

Childhood is the age span ranging from birth to adolescence. According

to Piaget's theory of cognitive development, childhood consists of two stages:

preoperational stage and concrete operational stage.

28
Income is the consumption and savings opportunity gained by an entity within

a specified timeframe, which is generally expressed in monetary terms. However,

for households and individuals, "income is the sum of all the wages, salaries,

profits, interest payments, rents, and other forms of earnings received in a given

period of time."

Performance is completion of a task with application of knowledge, skills and

abilities. In work place, performance or job performance means good ranking

with the hypothesized conception of requirements of a task role,

whereas citizenship performance means a set of individual activity/contribution

prosaically organizational behavior that supports the organizational culture.

Knowledge is a familiarity, awareness, or understanding of someone or

something, such as facts, information, descriptions, or skills, which is acquired

through experience or education by perceiving, discovering, or learning.

CHAPTER 2

29
 Presentation, Analysis and Interpretation of Data

This chapter presents, analyzes and interprets the profile of the Senior High

Students in St. Elijah Christian Institute of Technology Foundation Inc.

Part I

30
 PERSONAL PROFILE OF THE RESPONDENTS

Table 1

The Profile of the Respondents as to Age:

N=30

Respondent Frequency Percentage

16-17 years old 22 73.33%

18-19 years old 7 23.33%

20 years old and 1 3.33%

above
Total 30 100%

This table shows that 22 or 73.33 % of the respondents were 16-17 years old

and 7 or 23.33 % were 18-19 years old. And 1 or 3.33 % were 20 years old

above.
The result shows that most of the respondents were 16-17 years old.

Table 2

The Profile of the Respondents as to Gender:

N= 30

31
Gender Frequency Percentage
Male 8 26.67%
Female 22 73.33%
Total 30 100%

This table shows that 8 or 26.67 % of the respondents were male and 22 or

73.33 % were female.

The result shows that most of the respondents were female .

Table 3

The Profile of the Respondents as to Parent’s Civil Status:

N=30

Parent’s Civil Status Frequency Percentage

Single 16 53.33%
Separated 0 0%
Married 14 46.67%

32
Widowed 0 0%
Total 30 100%

This table shows that 16 or 53.33 % of the respondents whose parents are

single, and 14 or 46.67 % of the respondents whose parents are married.

The result shows that most of the respondent’s parents were single.

Table 4

The Profile of the Respondents as to Academic Performances:

N=30

Academic Frequency Percentage

Performances
Outstanding 9 30%
Very Satisfactory 7 23.33%
Satisfactory 13 43.33%
Fairly Satisfactory 0 0%
Did not meet 1 3.33%

33
expectation
Total 30 100%

This table shows that 9 or 30 % of the respondents academic performance

were outstanding, 7 or 23.33 % of the respondents academic performance were

in very satisfactory, 13 or 43.33 % of the respondents academic performance

were in satisfactory, and 1 or 3.33 % of the respondent’s academic performance

were in did not meet expectation.

The result shows that most of the respondent’s academic performances were

in satisfactory.

Table 6

The Profile of the Respondents as to Religion Background:

N=30

Religion Background Frequency Percentage

Roman Catholic 25 83.33%
Protestant 5 16.67%

Christianity
Iglesia ni Cristo 0 0%
Total 30 100%

This table show 25 or 83.33 % of the respondent’s religion background are

Roman Catholic and 5 or 16.67 % of the respondent’s religion background are

Protestant Christianity.

34
 The result shows that most of the respondent’s religion backgrounds were

Roman Catholic.

Part 2

Table 1

The Family Background of the Students as to Father’s Educational

Background:

N=30

1.4 Socio-Economic Frequency Percentage

Status
2,000-3,000 a month 20 66.67%
4,000-5,000 a month 6 20%
6,000 above a month 4 13.33%

Total 30 100%

This table shows 20 or 66.67 % of the respondents whose socio-economic

status were 2,000-3,000 a month, 6 or 20 % of the respondents whose socio-

35
economic were 4,000-5,000 a month and 4 or 13.33 & whose socio-economic

status were 6,000 above a month.

The result shows that most of the respondent’s socio-economic status were

2,000-3,000 a month.

Part 2

Table 2

The Family Background of the Students as to Father’s Educational

Background:

N=30

Father’s Educational Frequency Percentage

Background
Elementary Level 5 16.67%
Elementary Graduate 3 10%
High School Level 15 50%

High School Graduate 4 13.33%

College Level 1 3.33%
College Graduate 2 6.67%
Total 30 100%

This table shows 5 or 16.67 % of the respondent’s father educational

background were elementary level, 3 or 10 % of the respondent’s father

educational background were elementary graduate, 15 or 50 % of the

respondent’s father educational background were high school level, 4 or 13.33

36
% of the respondent’s father educational background were high school graduate,

1 or 3.33 % of the respondent’s father educational background were college

level and 2 or 6.67 % of the respondent’s father educational background were

college graduate.

The result shows that most of the respondent’s father educational

background were high school level.

37
 Table 3

The Family Background of the Students as to Mother’s Educational

Background:

N=30

Mother’s Educational Frequency Percentage

Background
Elementary Level 5 16.67%
Elementary Graduate 6 20%
High School Level 3 10%
High School Graduate 10 33.33%
College Level 2 6.67%
College Graduate 4 13.33%
Total 30 100%

This table shows 5 or 16.67 % of the respondent’s mother educational

background were elementary level, 6 or 20 % were elementary graduates, 3 or

10 % of the respondent’s mother educational background were high school level,

10 or 33.33 % of the respondent’s mother educational background were high

school graduates, 2 or 6.67 % of the respondent’s mother educational

background were college level and 4 or13.33 % of the respondent’s mother

educational background were college graduates

The result shows that most of the respondent’s mother educational

backgrounds were high school graduates.

38
 Table 3

The Family Background of the Students:

N=30

39
Family Background Frequency Percentage
Nuclear Family 24 80%
Single-Parent Family 5 16.67%
Cross-Generational 0 0%

Family
Adoptive Family 0 0%
Never Married Family 1 3.33%
Blended Family 0 0%
Grandparents as 0 0%

parents
Same-sex Parents 0 0%
Family
Total 30 100%

This table shows that 24 or 80 % of the respondent’s family background

were nuclear family, 5 or 16.67 % of the respondent’s family background were

single-parent family, 1 or 3.33 % of the respondent’s family background were

never married family.

The result shows that most of the respondent’s family backgrounds were

Nuclear Family.

Part 3

Table 1

The Adverse Effect of Poverty to the Student’s Education:

N=30

What are the Adverse Frequency Percentage

Effect of Poverty to

the Respondent’s

40
Education?
Poor health or 2 6.67%

nutrition deficiency is

seen among people

due to illiteracy
Lack of education 4 13.33%

causes gender

inequality
Parents are 4 13.33%

unemployed
Mental illness 0 0%
Overpopulation 1 3.33%
Low income 19 63.33%

Vices 0 0%

Total 30 100%

This table shows 2 or 6.67 % of the respondents has Poor health or nutrition

deficiency is seen among people due to illiteracy, 4 or 13.33 % of the

respondents has Lack of education causes gender inequality, 4 or 13.33 % of the

respondent’s parents are unemployed, 1 or 3.33 % of the respondents had

experienced overpopulation and 19 or 63.33 of the respondent’s parents had

experienced low income.

The result shows that most of the respondents have low income.

41
 SUMMARY, FINDINGS, CONCLUSION, AND RECOMMENDATIONS

This chapter presents the summary, findings, conclusions and recommendations

of the research study “The Adverse Effect of Poverty in Relation to Education of

the Senior High Students of St. Elijah Christian Institute of Technology

Foundation Inc.”

SUMMARY

The purpose of this study was to determine the number of

respondents due to The Adverse Effect of Poverty in Relation to Education of the

Senior High Students of St. Elijah Christian Institute of Technology Foundation

Inc.

42
 Most of the respondents belonged to the Age of 16-17 years old and most of

them were Female. Base on the Parent’s Civil Status most of the respondent’s

parents were Single. The respondent’s Socio-Economic status was poor 3,000 per

month. Most of the respondent’s Academic Performances were Satisfactory, and

most of them were Roman Catholic. Based on the Respondent’s Family

Background most fathers were High School Levels. Most mothers of the

respondents were High School Graduates. And most of the respondent’s family

backgrounds were Nuclear Family. Based on the adverse effect of poverty to the

respondent’s education most of the respondent choose the Low Income problem.

MAJOR FINDINGS

1. The Profile of the Respondents

1.1 Age

This table shows that 22 or 73.33 % of the respondents were 16-17 years old

and 7 or 23.33 % were 18-19 years old. And 1 or 3.33 % were 20 years old

above.
The result shows that most of the respondents were 16-17 years old.

1.2 Gender

This table shows that 8 or 26.67 % of the respondents were male and 22 or

73.33 % were female.

The result shows that most of the respondents were female .

1.3 Parent’s Civil Status

43
 This table shows that 16 or 53.33 % of the respondents whose parents are

single, and 14 or 46.67 % of the respondents whose parents are married.

The result shows that most of the respondent’s parents were single.

1.4 Socio-Economic

This table shows 20 or 66.67 % of the respondents whose socio-economic

status were 2,000-3,000 a month, 6 or 20 % of the respondents whose socio-

economic were 4,000-5,000 a month and 4 or 13.33 & whose socio-economic

status were 6,000 above a month.

The result shows that most of the respondent’s socio-economic status were

2,000-3,000 a month.

1.5 Academic Performances

This table shows that 9 or 30 % of the respondents academic performance

were outstanding, 7 or 23.33 % of the respondents academic performance were

in very satisfactory, 13 or 43.33 % of the respondents academic performance

were in satisfactory, and 1 or 3.33 % of the respondent’s academic performance

were in did not meet expectation.

The result shows that most of the respondent’s academic performances were

in satisfactory.

1.6 Religion Background

This table show 25 or 83.33 % of the respondent’s religion background are

Roman Catholic and 5 or 16.67 % of the respondent’s religion background are

Protestant Christianity.

44
 The result shows that most of the respondent’s religion backgrounds were

Roman Catholic.

II. The Family Background of the Respondents

1.2.1 Father’s Educational Background

This table shows 5 or 16.67 % of the respondent’s father educational

background were elementary level, 3 or 10 % of the respondent’s father

educational background were elementary graduate, 15 or 50 % of the

respondent’s father educational background were high school level, 4 or 13.33

% of the respondent’s father educational background were high school graduate,

1 or 3.33 % of the respondent’s father educational background were college

level and 2 or 6.67 % of the respondent’s father educational background were

college graduate.

The result shows that most of the respondent’s father educational

backgrounds were high school level.

1.2.2 Mother’s Educational Background

This table shows 5 or 16.67 % of the respondent’s mother educational

background were elementary level, 6 or 20 % were elementary graduates, 3 or

10 % of the respondent’s mother educational background were high school level,

10 or 33.33 % of the respondent’s mother educational background were high

school graduates, 2 or 6.67 % of the respondent’s mother educational

background were college level and 4 or13.33 % of the respondent’s mother

educational background were college graduates

45
 The result shows that most of the respondent’s mother educational

backgrounds were high school graduates.

1.2.3 Family Background

This table shows that 24 or 80 % of the respondent’s family background were

nuclear family, 5 or 16.67 % of the respondent’s family background were single-

parent family, 1 or 3.33 % of the respondent’s family background were never

married family.

The result shows that most of the respondent’s family backgrounds were

Nuclear Family.

III. The Adverse Effect of Poverty in Student’s Education

This table shows 2 or 6.67 % of the respondents has Poor health or

nutrition deficiency is seen among people due to illiteracy, 4 or 13.33 % of the

respondents has Lack of education causes gender inequality, 4 or 13.33 % of the

respondent’s parents are unemployed, 1 or 3.33 % of the respondents had

experienced overpopulation and 19 or 63.33 of the respondent’s parents had

experienced low income.

The result shows that most of the respondents have Low Income.

46
CONCLUSION

Based on the findings, the following conclusions are drawn.

 It is recommended that religion background can’t determine one’s life

situation.

 Poverty isn’t a hindrance to success

 It is recommended that poverty is a motivation not a hindrance in

achieving one’s success in life.

47
RECOMMENDATION

 It is recommended that students must work hard in order to achieve high

grades.

 Strong implementation of poverty awareness in poor populated areas.

 It is also recommended Teachers must consider those students who are

poor.

48
WEBLIOGRAPHY

https://www.google.com.ph/search?
biw=1360&bih=613&ei=fVpxW9DRGIP0rAGMx6v4Cg&q=+poverty+to+educatio
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ab.3..0i7i30k1l2j0j0i7i30k1j0i8i30k1l6.461595.461595.0.461854.1.1.0.0.0.0.131.1
31.0j1.1.0....0...1c.1.64.psy-ab..0.1.131....0.wWkhvk9DtTw

https://www.childfund.org/poverty-and-education/]

https://www.ncbi.nlm.nih.gov/pmc/articles/PMC2528798/

https://publications.iiep.unesco.org/Poverty-and-education

https://www.scilearn.com/blog/ten-facts-about-how-poverty-impacts-
education

https://www.compassion.com/poverty/education.htm

https://www.fresnostate.edu/chhs/ccassc/documents/ccassc-poverty-
education-and-poverty-fast-facts.pdf

49
 https://www.google.com.ph/search?
q=poverty+in+education+articles&sa=X&ved=0ahUKEwiwtsrs6OncAhUIbysKHX
XqDEsQ1QIImQEoBA&biw=1360&bih=613

https://www.google.com.ph/search?
q=poverty+in+education+articles&sa=X&ved=0ahUKEwiwtsrs6OncAhUIbysKHX
XqDEsQ1QIImQEoBA&biw=1360&bih=613

https://www.edweek.org/ew/articles/2016/05/11/student-poverty-isnt-an-
excuse-its-a.html

https://www.sciencedirect.com/science/article/pii/S0191491X0800031X

APPENDICES
50
APPENDEX A.

September 1, 2018

Dr. Marlyn B. Cedeño

School Principal

St. Elijah Christian Institute of Technology Foundation Incorporated

Ocaña, Carcar City, Cebu

Dear Madame:

We are a group of grade 12 kings students from SECITFI, presently

enrolled in Practical Research 1.

51
As part of the course requirement, we conduct a study of “The
Adverse Effect of Poverty in Relation to Education of the Senior
High Students in Saint Elijah Christian Institute of Technology
Foundation Inc.”.

With this, we humbly ask for your permission to allow us to

distribute questionnaire to the students of section kings. We assure
you that whatever data and information gathered during the
conduct of the study will be treated with utmost confidentiality.

Your support and cooperation in our endeavor for a successful

outcome of our project is highly appreciated.

Sincerely yours,

Marjie Mejasco

Rose Venus Mejasco

Nyzelle Jane Navares

Yuke Baba

Rolfneir Emnace

Joshua Dayangco

Ariel Vince Jheu Nator

The Researchers

52
Noted by:

Ms. GRACE LYN F. CABALLERO

Adviser

Approved by:

Dr. MARLYN B. CEDEÑO

School head

APPENDEX B.

QUESTIONNAIRE OF DEGREE OF MOTIVATION

Part I. What are the profiles of the respondents in terms of:

1.1 Age
1.1.1 16-17 years old
1.1.2 18-19 years old
1.1.3 20 years old
1.2 Gender
1.2.1 Male
1.2.2 Female
1.3 Parent’s Civil Status
1.3.1 Single
1.3.2 Separated
1.3.3 Married
1.3.4 Widowed
1.4 Academic Performances
Outstanding

53
 Very Satisfactory
Satisfactory
Fairly Satisfied
Did Not Meet Expectation
1.5 Religion Background
Roman Catholic
Protestant Christianity
Iglesia ni Cristo

II. What are the factors causing Poverty of the Respondents

2.1 Family Background

2.1.2 Socio-Economic Studies

2,000-3,000 a month

4,000-5,000 a month

6,000 above a month

2.1.1 Parent’s Educational Background

Father
Elementary Level
Elementary Graduate
High school Level
High School Graduate
College Level
College Graduate

54
 Mother
Elementary Level
Elementary Graduate
High School Level
High School Graduate
College Level
College Graduate
2.1.2 Family Background
Nuclear Family
Single-Parent Family
Cross-Generational Family
Adoptive/Foster Family
Never-Married Family
Blended Family
Grandparents as Parents

Same-sex Parents Family

2. What are the Adverse Effect of Poverty to the respondent’s Education?

Poor health or nutrition deficiency is seen among people due to

illiteracy
Lack of education causes gender inequality
Parent’s are unemployed
Mental Illness
Overpopulation
Low Income
Vices

55
CURRICULUM VITAE

56
Researcher 1

Personal Data

Name : Yuke Baba

Age : 17

Gender : Male

Date of Birth : April 11,2001

Civil Status : Single

Address : Abugon, Sibonga, Cebu

PARENTS

Mother : Jenny Mae Baba

Father : Gerald Baba

Educational Attainment

Elementary : Saint Elijah Christian International School Inc.

Junior High School : Saint Elijah Christian International School Inc.

Senior High School : Saint Elijah Christian Institute of Technology

Foundation Inc.

57
Researcher 2

Personal Data

Name : Joshua Dayangco

Age : 18

Gender : Male

Date of Birth : September 9,2000

Civil Status : Single

Address : Puesto Napo Carcar City, Cebu

PARENTS

Mother : Lorena Dayangco

Father : Edwin Dayangco

Educational Attainment

Elementary : Puesto Elementary School

Junior High School : Saint Elijah Christian International School Inc.

Senior High School : Saint Elijah Christian Institute of Technology

Foundation Inc.

58
Researcher 3

Personal Data

Name : Rolfneir Emnace

Age : 19

Gender : Male

Date of Birth : June,21, 1999

Civil Status : Single

Address : Dam Poblacion 1, Carcar City, Cebu

PARENTS

Mother : Florabelle Emnace

Father : Rene Emnace

Educational Attainment

Elementary : Upland Elementary School

Junior High School : Saint Elijah Christian International School Inc.

Senior High School : Saint Elijah Christian Institute of Technology

Foundation Inc.

59
Researcher 4

Personal Data

Name : Marjie Laquinon Mejasco

Age : 18

Gender : Female

Date of Birth : August 10, 2000

Civil Status : Single

Address : Abugon, Sibonga, Cebu

PARENTS

Mother : Jenny G. Laquinon

Father : Marcillino T. Mejasco

Educational Attainment

Elementary : University of Southern Philippines Foundation

Junior High School : University of Southern Philippines Foundation

Senior High School : Saint Elijah Christian Institute of Technology

Foundation Inc.

60
Researcher 5

Personal Data

Name : Rose Venus Mejasco

Age : 20

Gender : Female

Date of Birth : December 1, 1997

Civil Status : Single

Address : Abugon, Sibonga, Cebu

PARENTS

Mother : Berhida Torremocha

Father : Faustino Mejasco

Educational Attainment

Elementary : Tuburan National High School

Junior High School : Tuburan National High School

Senior Highschool : Saint Elijah Christian Institute of Technology

Foundation Inc.

61
Researcher 6

Personal Data

Name : Ariel Vince Jheu Nator

Age : 18

Gender : Male

Date of Birth : April 23,2000

Civil Status : Single

Address : Ocaña, Carcar City, Cebu

PARENTS

Mother : Maria Lourdes Nator

Father : Mario Ariel Nator

Educational Attainment

Elementary : Ocaña Central Elementary School

Junior High School : Saint Elijah Christian International School Inc.

Senior High School : Saint Elijah Christian Institute of Technology

Foundation Inc.

62
Researcher 7

Personal Data

Name : Nyzelle Jane Navares

Age : 17

Gender : Female

Date of Birth : November 18, 2000

Civil Status : Single

Address : Ocaña, Carcar City, Cebu

PARENTS

Mother : Roselyn Navares

Father : Harley Navares

Educational Attainment

Elementary : Ocaña Central Elementary School

Junior High School : Saint Elijah Christian International School Inc.

Senior High School : Ocaña, Carcar City, Cebu

63
64