STUDENT’S

PERSONAL
CHALLENGES
AND ITS
IMPACT ON
THEIR
ACADEMIC
Researchers
PERFORMANCE
Antolo, Rubie Rose L.
D a g o y, C a r m e l a J .
Hangca, Raimett
Siarai G.
L i m a n , Fr a n c i s D a v e C .
Timonan, Maricris O. METRO DUMAGUETE
COLLEGE
The school of choice
November 12, 2024
Theoretical Framework
Maslow’s Hierarchy of Needs Theory
(Student’s Hierarchy of Needs)

Personal Challenges as Manifestations to Student’s

Academic Performances Obstacles, Influences, and
Barriers.
Figure 1. Diagram of the Theoretical Framework of the Study based on
Maslow’s Hierarchy of Needs Theory

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 Conceptual Framework
Primary Independent Variable

 Personal Challenges Dependent Variable

 Family Problems
 Academic
 Financial Problems
Performance

 Demographic

Secondary Independent Variable

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 Respondents
Course Population Sample

BTVTED 9 7

BSTM 44 33

BSIT 34 25

BSCS 12 9

BSBA – MM 19 14

BSBA – FM 28 21

Total 146 109

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 1. THE PERCEIVED PERSONAL CHALLENGES ENCOUNTERED BY THE STUDENTS
Table 1.1 Perceived Personal Challenges Encountered by the Students in terms of Social Media Utilization

Social Media Utilization Verbal Description

1. I believe that using social media is an effective tool for learning because it
provides easy access to a wide range of information. 4.16 Often
2. I feel that using social media will help me learn more about my class
because I can find helpful resources, discuss topics with classmates, and stay 4.25 Always
updated on important information easily.
3. I feel that using social media will enhance my overall learning experience
because it makes learning more interactive, provides quick access to helpful
content, and allows me to connect with others who can support my studies. 4.05 Often

4. I believe that using social media will improve students' satisfaction with
collaborative learning because it makes it easier to communicate, share ideas, 4 Often
and work together on projects anytime and from anywhere.
5. I believe that social media provides useful resources for my studies because
it offers access to educational content, and study materials that can help me 4.10 Often
better understand my subjects.
Composite 4.11 Often

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 Table 1.1 reveals that students generally perceive social media as a
beneficial tool for enhancing their learning experiences. The highest
mean score of 4.25 indicates that students believe social media helps
them access resources, engage in discussions, and stay informed about
class-related information, which they value highly. Other statements
also reflect a positive sentiment, with composite scores averaging
around 4.11, suggesting that students often feel social media enhances
interactivity and satisfaction in collaborative learning environments.

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 Table 1.2 Perceived Personal Challenges Encountered by the Students in terms of Financial Concerns

Financial Concerns Verbal Description

1. I'm experiencing stress from balancing my academic
responsibilities with the need to earn money, which negatively 3.47 Often
impacts my grades.
2. I'm dealing with the pressure of supporting my family
financially while also trying to succeed academically. 2.97 Sometimes
3. I'm often anxious about meeting my financial obligations, which
affects my overall mental well-being and academic focus. 3.14 Sometimes

4. I'm working to fund my finances, which has reduced my study

time and made it harder to focus and manage my academic 2.87 Sometimes
workload.
5. I'm finding it hard to purchase the latest technology/software
and project required for my courses, affecting my ability to 3.09 Sometimes
complete assignments.
Composite 3.11 Sometimes

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 Table 1.2 shows that financial concerns among students are
highlighted, with a composite mean score of 3.11 indicating that
these issues are frequently felt. Students report experiencing stress
from juggling academic responsibilities with the need to earn money,
which negatively impacts their grades (mean of 3.47). Additionally,
the pressure to support their families and meet financial obligations
contributes to anxiety and distractions, with lower scores suggesting
these concerns are sometimes felt rather than often.
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 Table 1.3 Perceived Personal Challenges Encountered by the Students in terms of Academic
Concerns
Academic Concern Verbal Description
1. I'm struggling to balance my schoolwork with extracurricular
activities, leading to increased stress and lower performance. 3.03 Sometimes

2. I'm experiencing anxiety before tests, which causes me to forget

what I’ve studied and perform poorly. 3.10 Sometimes
3. I'm feeling pressured to achieve high grades, which is making me
feel burned out and less motivated. 3.54 Often
4. I'm dealing with constant pressure to perform well from my
parents and teachers, which makes studying feel like a burden. 3.26 Sometimes

5. I'm unable to focus during study sessions because my mind is

constantly occupied with worries about my academic 3.38 Sometimes
performance.
Composite 3.26 Sometimes

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 Table 1.3 addresses academic concerns, showing a composite
score of 3.26, which indicates that students occasionally struggle with
balancing schoolwork and extracurricular activities. The data
suggests that while many students feel pressure to achieve high
grades (mean of 3.54), this pressure leads to anxiety and burnout. The
varied responses indicate that while some academic pressures are
consistently experienced, others are less frequent.

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 Table 1.4 Perceived Personal Challenges Encountered by the Students in terms of Family
Concerns
Family Concerns Verbal Description
1. I'm struggling to concentrate on my studies because of conflicts
and arguments at home. 2.74 Sometimes
2. I'm often distracted in class thinking about the financial problems
my family is facing. 3.07 Sometimes
3. I'm feeling emotionally drained by the tension at home, and it’s
affecting my motivation to do well in school. 2.85 Sometimes
4. I'm experiencing the effects of not having parental support and
guidance, which is impacting my academic decisions and 2.50 Rarely
performance.
5. I'm struggling with motivation because the instability at home
makes it difficult to see the importance of academic success. 2.52 Rarely

Composite 2.74 Sometimes

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 Table 1.4 shows family concerns are examined with a composite
score of 2.74, indicating that these issues are sometimes present in
students' lives. Conflicts at home and financial problems distract
students from their studies (mean scores of 2.74 and 3.07 respectively),
but the impact of parental support appears less significant, as indicated
by lower scores on related statements.

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 Table 1.5 Perceived Personal Challenges Encountered by the Students in terms of Suicidal
Ideation

Suicidal Ideation Verbal

Description
1. I have experienced thoughts of wanting to end my life
due to stress related to academic performance. 2.32 Rarely
2. The thought of suicide has crossed my mind when facing
overwhelming challenges in my studies. 2.08 Rarely
3. I have thought about ending my life because I feel Rarely
hopeless about my academic future. 2.16
4. I have imagined what it would be like to no longer exist Rarely
because of the challenges I face in my studies. 2.28
5. I have had moments where I felt like giving up on life Rarely
because of difficulties in my academic pursuits. 2.42
Composite 2.25 Rarely

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 Table 1.5 presents findings on suicidal ideation among
students, revealing a composite mean score of 2.25, suggesting
these thoughts are rarely experienced. The individual
statements indicate that while some students have fleeting
thoughts about ending their lives due to academic stress,
these feelings do not appear to be pervasive or frequent.

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 2. Extent of Students’ Personal Challenges affecting their Academic Performance
Table 2.1 Extent of Students’ Personal Challenges affecting their Academic Performance in terms of
Performance Task
Verbal Description
Performance Task
1. I am balancing personal issues with academic responsibilities
often leads to a decline in my performance. 3.16 Sometimes

2. I find it difficult to perform well academically when dealing with

significant personal challenges. 3.27 Sometimes
3. I am managing personal difficulties negatively affects my
productivity and efficiency in completing academic assignments. 3.19 Sometimes

4. I find it hard to engage effectively in academic activities when

confronted with personal difficulties. 3.21 Sometimes
5. I’m dealing with personal issues often leads to a decline in the
quality of my academic work. 3.05 Sometimes
Composite 3.17 Sometimes

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 Table 2.1 discusses performance tasks, showing a
composite mean score of 3.17, indicating that personal
issues sometimes hinder academic performance. Students
report difficulties in maintaining productivity and focus
when dealing with personal challenges, suggesting a
moderate impact on their academic responsibilities.

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 Table 2.2 Extent of Students’ Personal Challenges affecting their Academic Performance in terms
of Written Task
Verbal
Written Task
Description
1. Balancing personal issues with written assignments
often leads to a decline in my performance. 2.97 Sometimes
2. I struggle to maintain consistent quality in my written
work when facing personal challenges. 2.97 Sometimes
3. My academic performance in written tasks is
significantly impacted when I am dealing with personal 2.98 Sometimes
challenges.
4. I find it hard to engage creatively and analytically in
writing when confronted with personal difficulties. 3.06 Sometimes
5. When facing personal challenges, I struggle to maintain
the same level of clarity and precision in my writing. 3.21 Sometimes
Composite 3.04 Sometimes

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 Table 2.2 reveals that the impact of personal challenges on
written tasks is assessed with a composite score of 3.04,
indicating that students sometimes struggle to maintain quality
in their written work due to personal difficulties. The data
highlights consistent challenges in engaging creatively and
analytically when faced with such issues.

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 Table 2.3 Extent of Students’ Personal Challenges affecting their Academic Performance in
terms of Major Examination
Major Examination Verbal Description
1. I find it difficult to retain information and recall concepts during
major exams when dealing with significant personal challenges. 3.38 Sometimes

2. I experience a lack of motivation to study effectively for major exams

when I'm facing significant personal difficulties. 3.28 Sometimes

3. I find it difficult to concentrate and stay focused on exam material

when personal difficulties are weighing heavily on my mind. 3.5 Often

4. I've observed that my performance in major exams tends to suffer in

terms of accuracy and thoroughness when I'm dealing with personal 3.39 Sometimes
hardships.
5. I find it challenging to maintain the same level of academic
performance during major exams when I'm dealing with personal 3.39 Sometimes
issues.
Composite 3.39 Sometimes

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 Table 2.3 focuses on major examinations, revealing a
composite mean score of 3.39, suggesting that personal
difficulties significantly affect students' exam performance
occasionally. Students report challenges in retaining
information and maintaining motivation during study periods
when personal issues weigh heavily on their minds.

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 3. Relationship between the Students’ Perceived Personal Challenges and the Extent
affecting their Academic Performance
Table 3.1 Relationship between the Students’ Social Media Utilization and the Extent affecting
their Academic Performance

Variables Correlated Pearson r p-value Decision Remark

Social Media Utilization
Performance Task Not
0.111 0.250 Failed to Reject Ho1
Significant
Written Task 0.217 Failed to Reject Ho1 Not
0.119 Significant
Major Examination 0.504 Failed to Reject Ho1 Not
-0.065 Significant

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 Table 3.1 explores correlations between social media
utilization and academic performance tasks, yielding non-
significant results across all measures (Pearson r values
between -0.065 and 0.119). This suggests that social media use
does not significantly influence performance task, written
tasks or major examinations.

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 Table 3.2 Relationship between the Students’ Financial Concerns and the Extent
affecting their Academic Performance

Variables Correlated Pearson r p-value Decision Remark

Financial Concerns
Performance Task 0.478 0.000 Reject Ho1 Significant
Written Task 0.429 0.000 Reject Ho1 Significant
Major Examination 0.443 0.000 Reject Ho1 Significant

Table 3.2 shows that financial concerns show significant positive

correlations with performance tasks (Pearson r = 0.478) and written tasks
(0.429), indicating that financial stress adversely affects academic performance
significantly across all measured areas.
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 Table 3.3 Relationship between the Students’ Academic Concerns and the Extent
affecting their Academic Performance

Variables Correlated Pearson r p-value Decision Remark

Academic Concerns
Performance Task 0.509 0.000 Reject Ho1 Significant
Written Task 0.513 0.000 Reject Ho1 Significant
Major Examination 0.635 0.000 Reject Ho1 Significant
Table 3.3 indicates strong positive correlations between academic concerns
and performance tasks (Pearson r = 0.509), suggesting that increased academic
anxiety correlates with decreased performance in both written tasks and major
examinations.
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 Table 3.4 Relationship between the Students’ Family Concerns and the Extent
affecting their Academic Performance
Variables Correlated Pearson r p-value Decision Remark
Family Concerns
Performance Task 0.676 0.000 Reject Ho1 Significant
Written Task 0.597 0.000 Reject Ho1 Significant
Major Examination 0.614 0.000 Reject Ho1 Significant

Table 3.4 highlights family concerns with even stronger correlations than academic
concerns (Pearson r = 0.676), demonstrating that family-related stressors have a significant
negative impact on all aspects of academic performance measured.

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 Table 3.5 Relationship between the Students’ Suicidal Ideation and the Extent
affecting their Academic Performance
Variables Correlated Pearson r p-value Decision Remark
Suicidal Ideation
Performance Task 0.470 0.000 Reject Ho1 Significant
Written Task 0.394 0.000 Reject Ho1 Significant
Major Examination 0.452 0.000 Reject Ho1 Significant
Table 3.5 shows significant correlations between suicidal ideation and academic
performance tasks (Pearson r = 0.470), emphasizing the serious implications personal
mental health issues can have on students' overall academic success across various
assessments.

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 CONCLUSIONS

1. The data indicates that students perceive social media as an

effective tool for enhancing their learning experiences. With a
composite mean score of 4.11, students frequently acknowledge
the benefits of social media in accessing resources, engaging in
discussions, and improving collaborative learning. This suggests
that, despite potential distractions, social media can play a
significant role in educational contexts.
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2. Financial stress is a prevalent issue among students, with a
composite mean score of 3.11 indicating that these concerns often
hinder academic performance. Students report challenges in
balancing work and study, which negatively impacts their grades and
overall mental well-being. This highlights the need for institutions to
address financial pressures to support student success.

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3. The findings reveal that academic pressures contribute
significantly to student anxiety and burnout, as evidenced by
a mean score of 3.54 regarding pressure to achieve high
grades. Such pressures can lead to decreased motivation and
increased stress levels, underscoring the importance of
mental health support for students facing these challenges.

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4. Family-related concerns have a moderate impact on students'
academic performance, with a composite mean score of 2.74
indicating that these issues are sometimes present but not
overwhelmingly detrimental. Conflicts at home and financial
distractions are noted, but the lack of parental support appears to have
a lesser effect on academic outcomes.

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5. The data shows that thoughts of suicidal ideation related to
academic stress are rarely experienced among students, with a
composite mean score of 2.25. While some students may encounter
fleeting thoughts during overwhelming situations, these feelings do
not seem to be widespread, suggesting that while mental health
issues are important, they may not be as pervasive as other personal
challenges.

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6. Personal challenges moderately affect academic performance
across various tasks, with a composite mean score of 3.17 for
performance tasks. Students report difficulties in maintaining
productivity and focus when dealing with personal issues, indicating
that addressing these challenges could improve academic outcomes.

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7. The analysis reveals that personal challenges significantly affect the
quality of written assignments, with a composite score of 3.04 indicating
that students sometimes struggle to maintain clarity and creativity in their
writing due to external pressures.
8. Personal difficulties also impact performance in major examinations,
with a composite mean score of 3.39 suggesting that students find
it challenging to concentrate and retain information during tests
when facing significant personal challenges.
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9. The relationship between social media utilization and academic performance
is found to be non-significant across various tasks (Pearson r values between -
0.065 and 0.119). This indicates that while social media is frequently used by
students, it does not have a substantial impact on their academic outcomes.

10. Overall, the findings suggest that institutions should enhance support
systems for students dealing with financial pressures, academic stress, and
personal challenges to foster better learning environments and improve overall
student well-being and performance.

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 RECOMMENDATIONS
1. Institutions should provide training on effective social media use for
educational purposes to maximize its benefits while minimizing distractions.
2. Develop more robust financial aid programs and resources to alleviate the
financial burdens faced by students, helping them focus more on their studies.
3. Increase access to mental health resources and counseling services to support
students dealing with stress and anxiety related to academic pressures.
4. Implement academic support services such as tutoring and study groups to
assist students struggling with balancing their academic workload.

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 RECOMMENDATIONS
5. Encourage parental involvement through workshops that educate
families on supporting their children's educational journeys without
adding undue pressure.
6. Faculty should conduct regular check-ins with students regarding their
workload and personal challenges to identify those needing additional support
early on.
7. Offer workshops focused on stress management techniques tailored for students
facing high academic expectations.

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 RECOMMENDATIONS
8. Consider flexible curriculum options that allow students to manage their
workload better while addressing personal challenges they may face.
9. Foster collaborative learning environments where students can share
experiences and support each other academically and emotionally.
10. Establish feedback mechanisms where students can voice their concerns
regarding academic pressures and personal challenges, allowing institutions to
adapt their support systems accordingly.

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End of presentation

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