Relationship between Family Socioeconomic Capabilities and Academic Interest on ABM Students: Analytical Essay

NB: We do not resell your papers. Upon ordering, we do an original paper exclusively for you.

NB: All your data is kept safe from the public.

Background of the study

The study focuses on the relative contribution of the Family Socioeconomic and Academic interest on ABM students. The consumption of a large amount of money on education, and to the social classes have focused on the educators and the problems of the understudies. Meanwhile, how students learning based on family SES are affected.

The purpose of this study to examine the family income, family occupation, and the family population and ability of ABM students. This study aims to know what are the challenges being experienced by the Socioeconomic capabilities and to the ABM students, and what are their ways to survive. Through this study, the government will be more aware of the experiences of the family socioeconomic capabilities.

Statement of the Problem

What are the relationship between family socioeconomic capabilities and academic interest on ABM students?
What is the relationship between Academic Interest on ABM students and family socioeconomic capabilities, parent’s income, parent’s occupation, parent’s schooling?

Hypothesis

H1: There would be a significant relationship between Academic Interest and Family Socioeconomic Capabilities.
H2: There will be no significant difference relationship between Academic Interest and Family Socioeconomic Capabilities.

Scope and Limitations

This study will confine itself to interviewing the Family Socioeconomic Capabilities and Academic interest on ABM students in Digos City, Davao Del Sur. This purposive sampling procedure decreases the generability of findings which could be subject of their interpretation.

Significance of the study

This portion will explain the significance of the study to the following:

Students- The result of the study would be as a source of information for an extensive understanding of the socioeconomic capabilities and academic interest.
School- The school will create a livelihood program that can help to the people.
Government- The outcome would be used as a basis for the authority of what they.

Definition of the terms

The purpose of this study, the following definitions;

Socioeconomic capabilities- The family background of students as estimated by income, occupation, schooling, and population of the parents of the students.
ABM- The accountancy, business, and management academic programs that focused on the foundational concept in Organization management, industry management, financial management, business management, and accounting.
Teachers- Those teachers who have a bachelors degree, and master degree.

Review of related literature

This chapter represents related literature from international and local sources. These resources are integrated with the present finding of the study. The synthesis about SES and Academic, theoretical background, and gap bridged study are included in this chapter. This chapter review of the literature related to those factors will be represented. Also I,t will be emphasis tone studies of students.

Income & Educational

Studies of the relationship between education family income on student learning. ( Scott&Jessica,2017). Studying family income as predictions of scores in students of grades. According to the study of Tariqur ( 2018) that education contributes to income inequality positively.

They originally selected families to cover a variety of educational and income backgrounds, enabling the status of socio-economics to be compared. They divided the family into three groups: lower-income/less-educated, lower-income/ more educated, and higher-income/ more educated. Family patterns and behaviours were examined in terms of their various socio-economic backgrounds and schooling, as well as their parenting styles towards digital media and parental mediation, to explain the results ( Livingstone et al., 2015). Families from the lower background they not involved with the public school system as were their more wealthy peers. Because students from the lower-income were more likely to exhibit the behaviour.

Educational income is in connection with my study. To better understand the objectives of this study, defining the terms is needed so that the concept could be more understandable.

Socioeconomic status & Academic performance

Studies the main factor influencing academic achievement. It was found that the correlation between SES and Academic achievement may vary across different sociocultural. Therefore the author concluded that the residence background of the students. The better academic performance is likely to be up to a part ( Liu et al., 2020).

According to the study of Yen-Teng Lin(2020), that the majorly cited Coleman’s study as the reference for corresponding issues of Chinese version No Child Left Behind Act, that the relevance of this study is it went beyond in the education by accounting for many variables that could be related to academic performance. It will examine the student variables such as; Parents income, Parents education, etc: School variables such as; an average of homework, etc: Teacher variables such as; verbal ability, etc.

The main finding of the study was the importance of the socioeconomic background of the students in determining their academic performance. The school variables assessed in the analysis were the characteristics of the teacher, the verbal abilities of the teacher and his / her family educational history, which had the greatest influence.

Effect of Socioeconomic Status on Academic performance

Socioeconomic status, socioeconomic status, medium and poor to clarify the three families. Most of the three variables can be measured when placing a family or person into one of these clarifications; income, education, and occupation. It is not strange to imagine that the parental socioeconomic base may have a sly effect on the academic performance of school children. Parental status is one of the variables ( Joshi&Wani, 2016).

Parental socioeconomic status not only influences academic achievement but also helps low-background students to complete their high-socio-economic background peers in the same academic performance ( Duan et al., 2018).

The marks on the academic test are not greatly influenced by student assessment of instructions ( Dev&Qayyum, 2017). The attribute is used by many of the studies ‘As a fair proxy for actual grades,’ Anticipated Grade ‘since most student rating forms are completed by students before their final grades are obtained. The degree and direction in which the depending on the teaching background, the connection can differ for any one lesson, teacher, or student.

The better explains the idea behind effect socio-economic on academic performance. This idea is with the study which is why it is significant. Discussing these issues in a form of research is significant and relevant to the study being conducted.

Effects of the Poverty & Strategies for the Poverty

Poverty can be understood as the condition in which people are deprived of a wider array of material and social aspects that are central to life in a particular society (Mendonça dos Santos, 2018). The poor generally lack not only income, but education, health, justice, veneration and other productive resources, and opportunities. Poverty is one of the reasons why young people experience depression and behavioural problems. Poverty increases the risk to students from mental problems. And many parents do not have enough income because they did not finish school so they do not get a good job and enough income. Poverty is a longtime worldwide concern. Essentially, poverty can be understood through multiple social science perspectives.

To reduce poverty in the least developed countries, knowing household subsistence strategies is crucial. This research is an attempt to analyze household livelihood strategies, examine the most lucrative strategy, and describe the variables affecting the choice of better strategies for a household. The major influencing factors on the adoption of higher returning livelihood strategies are land ownership, schooling, agriculture and skill training, access to credit, and proximity to the road and market centre. Improving access to schooling, vocational training, rural credit and rural infrastructure to enable poor households to adopt market-oriented farming and non-farm activities is crucial for poverty reduction.

Theoretical Framework

This study is anchored on the theory of involvement(Astin, 1984 ). The theory of involvement is based on an assumption that the understand how students develop and evolve during their studies. This theory is possible to classify predictive studies in higher education into two groups. The first type of predictive studies, most likely the most popular in high er education, examined academic performance as an ‘input-output’ process, a common approach in the field of education. The second type of higher education predictive studies has examined academic performance as an ‘input-environment-output’ process. This theory illustrates that involvement forms among the certain minority of the context here apply to both the school setting and the policy initiatives at a higher administrative level, while feedbacks relates to the resources available. The process involves curriculum, school, organization, and school environment. Meanwhile, success is typically described in terms of the achievement of students. According to theory, having a part-time job may have a beneficial effect on the retention of students, the explanatory function of works status was generally explored separately from experience. In this regard, the general trend in literature has been to examine the effect of working hours on the academic performance of students(Nonis&Hudson, 2006: Stinebricker, 2003, Rochford et Al., 2009). According to Yanbarisova(2015), Students prefer to work while attending college; it can therefore be argued that not only low SES students would work during their studies.

This theory relates to my study I conduct because it explores the experiences of students. There are students low academic performance at school was observed in whose parents had low income, low levels of education, low status, and family population (Cowan et al., 2012).

Click Here To Order Now!