Effects of Academic Ranking to Students Social Interaction

CHAPTER 1

THE PROBLEM AND ITS SETTING

1. Background of the Study

Social interactions are considered to greatly affect students’ academic performance. Most of the students have experienced being separated into sections whereas it is already part of the curriculum to divide students according to their academic rankings. Student-sectioning is one of the common practices of both public and private schools. Coordinators and Administrators usually settle on which student-sectioning arrangement will be followed, either homogeneous or heterogeneous. Homogeneous sectioning primarily consists of students having most likely similar level of critical thinking and credentials in learning. In contrast, heterogeneous sectioning is basically composed of students with different ability levels and interests.

This correlational concept assesses the relationship between students who have motivational aspect, high academic performance and self-regulated learning and students who have low self-efficacy, learning strategy and intrinsic value in social interaction. The possible future effect of students’ differences in academic performance may engage in dramatically adjusting social interaction to meet the standards of the high skilled and intelligent students.

Researchers were driven to pursue this study because of curiosity. Mainly, they want to know deeply the possible positive effects of academic rankings on relationship with peers, reduction of anxiety, behavior in school, increase of self-esteem as learners and future aspirations. But these ideas were contradicted by people who measure the students self efficiency, intelligence and capabilities before socializing with them.

1. Statement of the Problem

This study aims to determine the effects of academic ranking towards students’ social interaction. Specifically, this study sought to answer the following questions:

1. What is the profile of the student respondents in terms of:

1.  Age
2.  Gender
3.  Program
4.  General Weighted Average

1. How does academic ranking affect students in terms of:

1. Social needs
2. Academic needs
3. Self-concept

1. What are the contributions of academic ranking to the achievements and failures of the students?
2. How will academic performance influence the way students interact with other people?

1. Significance of the Study

This study will benefit the following:

1)        Students

By reading and understanding this research, they will have a clearer understanding as to why there is an unavoidable division among students when it comes to academic performances and social interaction.

2)        Teachers and School Administrators

Although not all, most teachers and school administrators tend to prioritize students who excel in academic rankings. As this will help these professionals change their conception of giving high value on individuals based on his/her grades, it will greatly affect the perspectives of students as well. This should remind them that grades do not measure the capabilities of the students.

3)        Parents

This study can be a basis for parents to understanding their children more. There are tendencies wherein the child will be emotionally bothered by his/her experiences in school, and would rather keep it to himself than tell his/her parents about it. It will be easier for them to respond accordingly to the actions of their children.

4)        Field of Sociology of Education

This study serves as a contribution to the works of recent researchers. It can be a form of additional information to the ongoing debate as to how students should be grouped accordingly. This work is also a manifestation that Sociology has the capacity to explain certain behaviors of students in school.

5)        Future Researchers

This study can provide baseline information on the status of students regarding student-sectioning. It can be a guide for them in looking for ways on improving the social interaction among students.

1. Scope and Limitations

This research gave emphasis on significant effect caused by rank based student sectioning. It concentrated not on the labels of individuals but on the labels of large groupings and how they could possibly affect the aspiration and motivation for academic achievement, academic and social self-concept, and social interactions of students belonging to those sections.

Although with great importance, the researchers have not given too much emphasis on factors other than labeling created by student-sectioning, such as the effects of economic and psychological background of each students which could have affected his/her functioning as a student academically and socially.

Results of this study apply to the college students of Adamson University but could also be found relevant by students who are enrolled in schools that are in-practice of homogeneous, or a mixture of homogeneous-heterogeneous, student-sectioning.

1. Definition of Terms

Academic Rank- the hierarchical ranking of students based on their overall grades or academic performance.

Correlation- the degree and type of relationship between two or more people, things, parts, etc.

Heterogeneous- consisting of dissimilar or diverse components or constituents:  mixed

Heterogeneous Sectioning- involves the creation of sections with students having, aside from diverse backgrounds, varied abilities and capabilities in learning, with different inclinations.

Homogeneous- made up of the same kind of people or things.

Homogeneous Sectioning- or ability grouping, basically implies the creation of sections with students having similar mental abilities in learning.

Self-concept- it is a term used to refer to how someone perceives themselves to be.

Social interaction- the way people talk to and interact with one another.

Sociology- the study of the structure, functions and development of human society.

CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

        This chapter presents foreign and local literature and studies to gain a clearer perspective of the topic under investigation.