Asia Pacific Journal of Research Vol: 2.

Issue XXXVII, March 2016

ISSN: 2320-5504, E-ISSN-2347-4793

FACTORS THAT AFFECT THE ACADEMIC PERFORMANCE OF

INDIGENOUS PEOPLE (IP) STUDENTS OF PHILIPPINE NORMAL
UNIVERSITY-NORTH LUZON

OLIVE JOY F. ANDAYA

Faculty, Teacher Development
Philippine Normal University-North Luzon
Alicia, Isabela, Philippines

ABSTRACT

This study attempted to investigate the factors that affect academic performance of indigenous people (IP)
students and to determine the relationship between the students’ performance and the different factors;
individual, instructional, classroom management and evaluation factors. The 26 IP first year students were the
respondents of the study. The descriptive-correlational design was utilized. Data were subjected to statistical
analyses using Pearson Product Moment Correlation coefficient to determine the extent of relationship of the
variables and Multiple regression. Findings showed that 1) performance of the students in HS-GPA and GA is
satisfactory; 2) HS-GPA and GA yielded significant positive correlation; 3) factor that affect performance is
instructional factor (1st in rank) in a large extent; 4) HS-GPA showed low correlation to individual and
instructional factors and negligible correlation to classroom management and evaluation factors; 5) GA yielded
negligible correlation to all the factors; 6) individual and instructional are the factors that greatly affect/influence
academic performance of IP students.

Keywords: indigenous people, academic performance, instruction, classroom management, general ability

Introduction

Student performance is naturally considered a critical aspect for many educators. Performance of students
in any academic task has always been of special interest to the government, educators, parents and society at large.
It has been proven that teachers have an important influence on students’ academic achievement (Andaya, 2014).
Records show that the academic performance of indigenous people are relatively low due to the difficulty
of adopting to the mainstream, since there was no specific design for indigenous peoples education before they
attended to college (NCIP, 2012). IP want to learn other modern sciences but in the context of their own culture

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Asia Pacific Journal of Research Vol: 2. Issue XXXVII, March 2016
ISSN: 2320-5504, E-ISSN-2347-4793
and to their cultural method of teaching and learning. They demand their right to speak their own language since
language cannot be divorced from the struggle for self-determination and ancestral land and domain.
It has been the concern of the educational system to improve the existence of this ethnic groups/people.
The provision of good foundation in education for the Indigenous People is one of the means to uplift their status
in life. Philippine Normal University- North Luzon being designated as the Indigenous Peoples Education Hub
shares the responsibility to secure the future of the IP and their community by providing them quality education to
improve their race. Determining the different factors that affect their learning and performance is a way of
providing them meaningful experiences towards the attainment of quality life and self-realization, hence this
study.

Statement of the Problem

This study attempted to determine the academic performance of freshman IP students and the factors that
affect their performance. The study sought to answer the following specific questions:
1. What is the academic performance of the respondents in their High School Grade
Point Average (HS-GPA) and General Ability (GA)?
2. To what extent do the following factors affect academic performance of the
respondents?
2.1 Individual factors
2.2 Instructional factors
2.3 Classroom management factors
2.4 Assessment factors
3. Is there a significant relationship between the academic performance of respondents
and the factors that affect academic performance?
4. Which of the factors greatly affect academic performance of respondents?

Conceptual Framework
In the process of educating the child, one has to anticipate various problems which call for an intellectual
appraisal; one is economic condition of the student which may affect his/her school performance and social
participation. The impact of educational changes in the social milieu and the roles and ways of acting, personal
habits and needs and the like are factors which tend to influence and facilitate the transformation of individual
learner (Sunglo, 1989).
In the study of Barry (2005), he concluded that a child from a well-educated family with high socio-
economic status is more likely to perform better than a child from an illiterate family. This is because the child
from an educated family has a lot of support such as decent and good living. Parent with higher income could
provide more instructional resources to their children which eventually help them improve their grades. Hence
students from different economic strata manifest different attitudes and academic performance.
Teachers have major effect on student achievement. Teachers quality contributes a lot in the effectiveness
of the school, hence quality instruction produces high achievement Andaya (2014). The quality of learning as
stated by Magbanua (1977) is related to the quality of teaching done by the teacher. Teaching and learning are two
aspects of the process education. A teacher who fails to understand the fundamental principles of teaching and the
nature of learners will find his/her teaching ineffective and the child’s learning retarded. Hence a competent
teacher is expected to contribute a deal toward the success of students in their academic works.
Demographic factors such as gender, parents’ educational attainment and socio-economic status are also
found to be factors in student achievement . Parents’ educational attainment was found to be significant factor in
mathematics achievement (Mangaliman, 2004).
Curriculum, instructional strategies, teachers’ competency, school context, and facilities are other
significant factors in teaching and learning. Designing an instruction based on a curriculum that is in harmony with

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Asia Pacific Journal of Research Vol: 2. Issue XXXVII, March 2016
ISSN: 2320-5504, E-ISSN-2347-4793
instructional design can scaffold students learning and promote their academic achievement. Effective pedagogy
and methods employed by the teacher play a major role in students’ performance. School safety and facilities,
temperature of the class, features of the classroom buildings and crowdedness of school were also reported to
influence the achievement of students. These findings try to imply that attention should be given to school context
and facilities to improve academic performance of students (Andaya, 2014).

Figure 1. Research Paradigm

Factors that Affect Relationship

Academic Performance between
Academic - Individual Factors Academic
Performance of - Instructional Factors Performance and
IP Students - Classroom Management
Factors that
Factors
- Assessment Factors Affect Academic
Performance

The research paradigm of the study is shown in figure 1. The paradigm presents the assumption that
academic performance of the respondents as represented by their high school grade point average and general
ability is related to the factors such as individual, instructional, classroom management and assessment factors.
Methodology
Research Design
This study employed descriptive-correlational methods. Descriptive studies describe a given state of affairs
as fully carefully as possible. Correlational research design involves studying relationship among variables within
a single group and frequently suggests the possibility of cause and effect.The major characteristics of correlational
research is seeking out associations among variables. Its main purpose is to clarify understanding of phenomena
by identifying relationships among variables (Fraenkel and Hyun, 2012).
Respondents
The entire population of freshman IP students is the respondents of the study. There were 26 respondents
who came from the different municipalities or localities of Cagayan, Kalinga, Isabela, Quirino and Mountain
Province.

Research Instrument
To gather the needed data, the reseacher used the Form 137 document. This document provides the high
school grade point average. The Ravens Progressive Matrices (RPM) was used to measure the general ability of
the respondents. The RPM is a standardized test which attempt to represent intellectual functioning within the
context of Spearman’s “g”. The RPM is a test of person’s capacity at the time of the test to comprehend
meaningless figures presented for his observation, to see the relationship, and by so doing, to develop a systematic
method of reasoning. The K-R reliability coefficient of the instrument is .89 which indicates high reliability and
adequacy of the test.
A rating scale on factors that affect the academic performance was constructed by the researcher. The scale
has 45 items divided into four factors: individual factors, instructional factors, classroom management factors, and
assessment factors. To ensure the reliability of the instrument, a try-out test was conducted to freshman junior
BEED students of PNU-NL. The reliability using the Cronbach alpha yielded an r = .797 which indicates high
reliability and adequacy of the instrument.

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Asia Pacific Journal of Research Vol: 2. Issue XXXVII, March 2016
ISSN: 2320-5504, E-ISSN-2347-4793
To interpret the qualitative description of the rating scale of the factors, the table below was used:
Scale Qualitative Description
4.00 - 3.51 Very large extent
3.50 - 2.51 Large extent
2.50 - 1.51 Little extent
1.50 - 1.00 No extent at all

Data Analysis
The data gathered were analyzed using the Statistical Package for Social Sciences (SPSS) software.
Desriptive statistics specifically the mean, standard deviation and percentage; the Pearson Product Moment
Correlation coefficient to determine the extent of relationships of the variables and Multiple regressions were
utilized. For the qualitative description of the HS-GPA of the respondents the range below was used:
Range Qualitative Description
70 and below Poor
80-86 Satisfactory
87-93 Very Satisfactory
94-100 Outstanding

Results and Discussions

1. Academic Performance of Respondents: HS-GPA and GA
Table 1. Academic Performance of the Respondents
Academic Performance Mean SD Description
High Sschool – GPA 85.80 3.44 Satisfactory
General Ability (GA) 84.94 10.18 Satisfactory
 Complete a pattern 93.59 10.69 Outstanding
 Complete an analogy 91.67 12.49 Very Satisfactory
 Systematically alter a pattern 86.37 11.25 Satisfactory
 Introduce a systematic permutations 85.58 12.03 Satisfactory
 Systematically resolve figure into set 67.47 13.29 Poor

In terms of HS-GPA, the computed mean is 85.80 which indicates a satisfactory performance. The standard
deviation of 3.44 shows that the respondents have close agreement in their high school performance.
The general ability is measured by Raven’s Progressive Matrices. The test has five components. Data
reveals a mean of 93.59 in complete a pattern, 91.67 in complete an analogy, 86.37 in systematically alter a
pattern, 85.58 in introduce a systematic permutations, and 67.47 in systematically resolve figure into set. The
over-all mean of 84.94 indicates a satisfactory performance in general ability. The computed SD of 10.18 shows
that the respondents vary in their performance in the test. The result of the study is similar to the investigation
conducted by Andaya( 2013) where freshman students have satisfactory performance in general ability.
2. Extent of Factors that affect Academic Performance
Table 2. Extent of Factors that affect academic performance of respondents
Factors Mean SD Rank Description
Individual factors 2.28 .55 4 Little extent
Instructional factors 2.51 .61 1 Large extent
Classroom Management factors 2.44 .59 3 Little extent
Assessment factors 2.48 .59 2 Little extent
Grand Mean 2.43 .53 Little extent

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Asia Pacific Journal of Research Vol: 2. Issue XXXVII, March 2016
ISSN: 2320-5504, E-ISSN-2347-4793
Table 2 shows the extent of factors that affect academic performance of respondents. Data reveals that
instructional factor ( Mean=2.51) has the highest rank that affects academic performance to a large extent. The
result is supported by the study of Andaya (2014) which revealed that teachers have a major effect on student’s
achievement. She highlighted the role of teacher quality and effectivenss. The findings revealed that for the
students to accomplish learning, teachers should provide meaningful and authentic learning activities to enable
students to construct their knowledge of the subject domain. Also, the study of Barry (2005) and Maximo (2015)
revealed that faculty/teacher is the essential feature in the delivery system of teaching learning process. Teachers
should apply best methods for producing learning and students’ success.
The second in rank is assessment factor (Mean=2.48), 3rd is classroom management factor (Mean=2.44)
th
and 4 individual factor (Mean=2.28.) These results try to indicate that these factors affect academic performance
in a little extent.
The overall mean of 2.43 indicates that the factors affect academic performance in a little extent. The
overall SD of .53 shows that respondents do not vary in their perceptions on the factors that affect their academic
performance.
3.Relationship between academic performance and factors that affect academic
Performance
Table 3. Correlations Between Academic Performance and Factors that Affect Academic
Performance

Individual Instruction Classroom Assessme HS- GA

factors al factors Mgt. nt factors GPA
factors
HS-GPA
(Pearson) .378 -.258 -.077 -.068 1 .601
Correlation Sig. (2- .057 .204 .710 .743 .001*
tailed) 26 26 26 26
N
GA
(Pearson) -.106 .045 .034 .084 .610 1
Correlation Sig. (2- .608 .829 .869 .685 .001*
tailed) 26 26 26 26
N
*Correlation is significant at 0.05 level

The relationship between academic performance and the factors that affect academic performance is shown
in table 3. Data revealed low correlation exist between individual factors ( .378, p=.057) and instructional factors
(-.258, p=.204). The low correlation maybe attributed to the repondents profile. In the survey conducted, data
showed that majority of the respondents’ parents are high school graduates. Research conducted by Bagley (2010)
revealed that parents that have pursued higher forms of education or degrees tend to have children that
demonstrate better performance and achievement over time. The parents with a culture that put more emphasis on
the importance of education is directly correlated with the academic achievement of their child.
Instructional factors show low correlation with academic performance. This result tries to indicate that
there is a little effect of the instructional factors like medium of instruction, teachers’ motivation, teacher’s
competence and the like. Balili (2013) points out that student learn or perhaps more accurately perfer to learn in
different ways. The simple facts that many teachers teach different groups in the same manner, but students’
success varies. One concept that may shed light on difference on students’ success and is being investigated for its
role in academic achievement in general is learning style.
The computed results of the relationship between high school grade point average and general ability
yielded an r= .610, p=.001 shows a moderate high correlation. This result tries to show that there is a significant

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Asia Pacific Journal of Research Vol: 2. Issue XXXVII, March 2016
ISSN: 2320-5504, E-ISSN-2347-4793
relationship between HS-GPA and GA. It indicates further that if students have good performance in high school
they are more likely to have good performance in general ability. The result is similar to Bagley, (2010) where
divergent relationship exist between scholastic achievement and general/mental ability. The scholastic
performance of any group of students indicates that in general, demonstrated success in learning is in direct
proposition to the index of brightness (general ability).
4. Factors that greatly affect academic performance of respondents
The factors that greatly affect the academic performance of the respondents are individual factors and
instructional factors.
Table 4.1 Items in Individual Factors that affect academic performance

Unstandardized Standardized
Model Coefficients Coefficients T Sig.
Beta Std. Beta
Error
Attitude towards their subject/lesson -5.977 2.260 -.504 -2.645 .016
Educational attainment of parents -2.666 1.519 -.287 -1.757 .094
Time spent in studying the lesson 5.222 1.896 .439 2.754 .012
Schedule of the class (time of the day) 7.693 2.564 .602 3.001 .007
Students prior learning -6.410 2.299 -.496 -2.788 .011
Multiple R = .754 F (5, 20) = 5.280
Adjusted R square = .461 p = .003

Table 4 shows the items in the individual factors that have influence to academic performance: attitudes
towards their subjects/lessons; educational attainment of parents; time spent in studying, schedule of class and
student’s prior learning. A multiple R of .754 signifies moderately high correlation. The adjusted R square of .461
suggests that 46.1 % of the variation in the factors that affect academic performance jointly accounted for the
items. The F-ratio for this model, 5.280 with the degrees of freedom of 5 and 20 was found to be significant at
0.05 level.
Table 4.2 Items in Instructional Factor that affect Academic Performance

Unstandardized Standardized
Model Coefficients Coefficients T Sig.
Beta Std. Beta
Error
Lessons relate to real life situations -.1.352 .659 -.368 -.2.052 .054
Giving students an opportunity to -1.986 .896 -.495 -2.217 .039
discover and practice what they have
learned
Meduim of instruction used by the -2.379 .807 -.595 -2.948 .008
teacher
Teaching strategies that arouse 1.643 .820 .472 2.003 .060
students’ interest and challenge them
to learn
Teacher speaks clearly and accurately -1.462 .837 -.437 -1.746 .097
in conveying ideas to students
Enjoyable and productive teaching- 2.950 .749 .946 3.940 .001
learning experience
Multiple R = .775 F (6, 29) = 4.775
Adjusted R square = .474 p = .004

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Asia Pacific Journal of Research Vol: 2. Issue XXXVII, March 2016
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Table 4.2 shows the items that have significant influence on academic performance of respondents to wit:
lessons relate to real life situations (-2.052), giving students an opportunity to discover and practice what they
have learned (-2.217), medium of instruction used by the teacher (-2.948), teaching strategies that arouse students’
interest and challenge them to learn (2.003), teacher speaks clearly and accurately in conveying ideas to students (-
1.746), and enjoyable and productive teaching-learning experience (3.940). The multiple R = .775 signifies
positive moderately high correlation. The adjusted R square of .474 suggests that 47.4 % of the variation in the
academic performance is jointly accounted for by these items. The F ratio of 4.775 indicated to be significant at
0.05 level. The t-test results also show that each of these items significantly account for academic performance.
The study of Bagley (2010) cited that divergent relationship between scholastic achievement and general
ability. Findings showed that scholastic performance of any group of students indicate that in general
demonstrated success in learning is in direct proposition to the index of brightness. General studies and researches
determine the relationship of academic performance to some variables. Typically, study showed that test scores
and academic performance are linked positivley both indirect and direct ways. Some studies shows that high
school effort leads to greater educational values which in term directly affect student performance.
Based on the data presented, it indicates that individual factors and instructional factors are predictors of
academic performance of respondents. This also concludes that academic performance is affected by the student
themselves and the teacher. The teacher who is at the center stage of instruction really play a major role in the
learning of students. The success or failure of students in school and in life greatly lie on the hands of the teachers.
Conclusion
1. The IP student respondents are average student as shown in their satisfactory performance in
the HS-GPA and general ability.
2. As to rank, the most consistent factor that affect academic performance is instructional factors
followed by assessment factors.
3. The different factors affect academic achievement of respondents in a little extent.
4. Individual factors and instructional factors showed low correlation to academic performance
while classroom management and assessment factors showed negligible correlation.
5.The consistent items in the individual factor that affect performance is the educational
attainment of parents; and lessons relate to real life situations and enjoyable and productive
experiences in the instructional factors.
6.Individual and instructional factors greatly influence academic performance of IP student
respondents.
Recommendation
Based on the major findings of the study and conclusions drawn, the recommendations are as follows:
1. Variables like grade/rating in general education courses, professional education courses,
college admission results may be included as input in the academic performance of
respondents.
2. Future researches may venture on the affective-behavioral factors that affect/influence
academic performance of IP students.
3. For a more intensive research, respondents should include Indigenous People students in
higher curriculum year/level.
4. A study on the learning syles and performance of indigenous people students may be
undertaken to determine other factors that affect college peformance.

References
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Asia Pacific Journal of Research Vol: 2. Issue XXXVII, March 2016
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A) Book

1. Fraenkel, W. (2012) How to design and evaluate research in education, McGraw-Hill International Book
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2. Sevilla, C. (1992) An introduction to research methods (Revised edition), Rex Printing Company Inc.,
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B) Journal and Unpublished Thesis and Dissertation

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2. Andaya, O.J.F.et al. (2013) Cognitive structure of freshman entrants of Philippine Normal University-
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3. Balili, Mc Henry, et al. (2013) Indigenous Aeta Magbukin self-identity, social-political structure and self
determination at local level in Curtin University, Austria

4. Barry, J. (2005) The effect of socio-economic status on academic achievement of students of Wichita State
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5. Farooq, M.S. et al. (2011) Factors affecting student’s quality of academic performance: A case of
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6. Mangaliman, R.A. (2004) Factors affecting student’s failures in mathematics, Unpublished Masteral
Thesis, Saint Louis University, Baguio City, Philippines.

7. Maximo, W.F. (2015) Factors that affect pupils’ achievement using mother tongue as a medium of
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8. Sunglo, S. (1979) The relationship between socio-economic status and academic achievement of the
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9. National Commission on Indigenous People (NCIP), 2012

C)World Wide Web page/Electronic mail

1. Bagley, C. (2010) Counter narratives of undocumented Mexico students in the US race ethnicity and
education. Retrieved from Internet on June, 2014

2. http://www.academicachievement.com
3. http://www.factorsaffectingachievement
4. http://indigenousstudents
5. pu.edu.pk/images/journal/PDF-FILES/01-Factor.pdf

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