Socio-Economic, Academic, and Support Factors in Relation to the Academic Performance of on-Probation Students

Abstract

In higher education, academic probation is a serious issue that often results from the complex interactions of several different causes. This quantitative research evaluates the social, academic, and support aspects related to students being placed on probation and their academic performance level. The study involved 69 undergraduate students through purposive sampling who were on academic probation at one of the institutions in Ozamiz City. The researchers used the descriptive-correlational research design, Family Affluence Scale Learning, Study Strategies Inventory, and the Social Support Questionnaire were instruments used in the study. Mean, standard deviation, frequency, Percentage, and Pearson Product-Moment Correlation Coefficient were the statistical tools used. The results indicate that work and academic responsibilities, classroom involvement, teaching effectiveness, and support factors have significantly impacted students on probation. These students consistently exhibit poor academic performance, with the greatest difficulties arising in General Education, followed by Major subjects, and then Professional Education. The connection between socioeconomic factors and academic performance was generally found to be insignificant. Additionally, there was no significant relationship between socioeconomic factors and support factors, nor between academic and support factors.