Socio-Economic Status and Educational Accessibilities: Improving the Learning Poverty of the Students

Abstract

The purpose of this study is to improve the learning poverty of the students from different socio-economic status to have educational access in Universidad de Zamboanga Senior High School. Specifically, this study sought to answer the following questions: What is the economic status to the students, what is the educational accessibility of the students towards improving learning poverty, and is there a significant influence between the socio-economic status on the educational accessibility to improve learning poverty among students of social science education? This study utilized a quantitative-correlational research design and a survey method, and utilized a self-administered survey questionnaire, which is aimed the educational accessibility of the students towards improving learning poverty in social science education at Universidad de Zamboanga Senior High School. This study utilized different statistical tool techniques, including Simple Random Sampling, Frequency count and percentage, Weighted Mean, One-way Analysis of Variance (ANOVA). Based on the findings, highest number of frequency was from the students that came from a family with a Socio-Economic Status of Lower Middle which ranges from 21, 194 - 43, 825php, followed by those who came from Middle which ranges from 43, 825 – 76, 669php. Then from the Low Income but not Poor with 9,520 – 21, 194php, and lastly, from the Upper Middle class that has a 76, 669 – 131, 484php socio-economic status. This implies that majority of the respondence came from the Lower Middle class. Based from the findings on the educational accessibility of the student, it implies that socio-economic status does not hinder the student’s educational accessibility in improving the learning poverty of the students in social science education. Lastly, the findings reveal There is no significant influence between socio-economic status and educational accessibility in improving the learning poverty of the students in social science education.