Factors related to academic achievement of students at Greene Academy high school and the implications to the guidance program

This study aims to determine the factors related to academic achievement of Greene Academy High School students of low socio-economic status and its implications to the development of a guidance and counseling program. The subjects of the study were 224 high school students, belonging to the low socio-economic group, enrolled at Greene Academy of San Vicente, Makilala, North Cotobato during the school year 1975-76. To gather the necessary data, the following instruments were used : Survey Questionnaire on Student Problems, Survey of Study Habits and Attitudes (SSHA), High School Personality Questionnaire, Student Questionnaire on Expressed Career Aspiration, and the Student\u27s Permanent Records (Form 137-A). The Pearson r product moment correlation, Contingency Coefficient, and chi-square were the statistical techniques employed to determine the degree and significance of relationships between variables. Findings of the study showed that the students of Greene Academy with low socio-economic status were most bothered by school work and learning situations difficulties in understanding what they read and lack of knowledge on effective methods of study, vocational and educational plans, finances for education, and personal-social problems. Also, the students investigated had poor study habits and attitudes. Findings indicated that majority of the students preferred to take up vocational or technical courses after high school. Factors that were significantly related with the academic achievement of students with low socio-economic status at Greene Academy indicated that : a) Students with good study habits and attitudes tended to obtain higher academic ratings b) Students who were likely to have better academic performance were more intelligent, serious, conscientious, shy, tender-minded, self-assured, and self-disciplined and c) Students with more definite career aspiration tended to perform better academically. Implications, such as the organization of a formal guidance program, were drawn from the above findings