Predictors of Academic Performance Among Senior High School Learners: Basis for An Academic Support Program

Authors

Josephine R. Aporbo

Abstract

This study investigated the predictors of academic performance among senior high school learners at Tabo-o Integrated School and Jimenez National Comprehensive High School, focusing on student-, family-, and schoolrelated factors. Using a descriptive-correlational design, data were analyzed through weighted mean, standard deviation, test of difference, and Pearson correlation. Results showed that most learners achieved Outstanding performance based on their GWA. Student-related factors, particularly study habits, motivation, self-efficacy, and engagement—were positively correlated with performance, with study habits as the strongest predictor. Family-related factors such as parental support and home learning environment also showed significant influence, while family income was not significant. Teacher support emerged as a key school-related predictor, whereas learning resources had moderate impact. No significant differences were found across demographic variables. The study concludes that academic success is shaped by non-financial factors and recommends strengthened school-family collaboration and equitable learning support programs.

Keywords

academic motivation, academic performance, learning resources, parental support, teacher support