Factoring The Economic Condition of The Learner

VISION
CNSC as a Premier Higher Education Institution in the Bicol Region.

Republic of the Philippines MISSION
CAMARINES NORTE STATE COLLEGE The Camarines Norte State College shall provide higher and advanced
COLLEGE OF EDUCATION studies in the fields of education, arts and sciences, economics, health,
engineering, management, finance, accounting, business and public
ABAÑO CAMPUS administration fisheries, agriculture, natural resources development and
Daet, Camarines Norte management and ladderized courses. It shall also respond to research,
extension and production services adherent to progressive leadership
towards sustainable development.
Presenter: Zairah T. Paragas Block: 4A
Janine Cuba
Date of Presentation:
Topic: Factoring the Economic Condition of the Learner
Objectives:
1. Identify the main factor that affects the economic conditions of the
learner.
2. Distinguish the intervening factors of poverty.
3. Explain how poverty affects the learners.
Introduction:
As a teacher, we must be responsive to the needs of

our students. The learners have different needs and
problems that might affect their mental and thinking skills. As
an educator we must, we must be aware of the learner’s life
situation that will affect their ability to learn and academic
achievement. There are many factors that may affect the
learning ability of the students among those is their economic
condition.
VISION
Discussion:
Main heading: Poverty Influences Learning
Sub-heading: Intervening Factors of Poverty
Poverty is main factor that affects the learners. It continues to be pervasive in

the Philippines. The poverty incidence among households increased from 24.4% in
2003 to 26.9% in 2006 and the number of poor families increased from 4.0 million in
2003 to 4.7 million in 2006. The headcount index increased from 30.0% in 2003 to
32.9% in 2006 and the number of poor people increased from 23.8 million in 2003 to
27.6 million in 2006. It should also be noted that poverty incidence and magnitude do
not necessarily coincide. According to the 2006 poverty data, Mindanao has the
highest poverty incidence at 38.8% but Luzon has the highest number of poor
families, with almost 2 million families (42.4% of the total). Improvements were only
recorded for the upper middle-income classes. The same conditions continue to
plague the country. The wealth of the country is still concentrated in very few
families. According to figures of DepEd and to National Statistical Coordinator Board
in the Philippines, 1 out 6 Filipino kids will not attend school. Further, only 7 out of 10
will complete Elementary School, of those 7 kids only 4 will complete high school
and those 4 will afford to enroll in university. The number of “stay outs” is a cause for
concern. In the ‘80s, UNICEF estimated that 1.35 million Filipino children were out of
school. Government statistics were higher for that period (about 3.8 million youth
from 7-24 years’ age bracket were estimated to be out of school in 1988). The 1980
census reported that the number of illiterates in the 10-75 years’ age group is about
5.8 million. Thus, the rate in learnings or being literate is in hands of having enough
source of income to enrolled in good school or even in public school but what
happens to those can’t afford this?
There are poverty-related factors that intervene in students' ability to learn

include health and well-being, limited literacy and language development, access to
material resources, and level of mobility. The health and well-being of a child is
interrelated in poverty. For instance, substandard housing, inadequate medical care,
and poor nutrition can affect the rate of childhood disease, premature births, and low
birth weights, all of which affect a child's physical and cognitive development. Such
factors influence students' ability to benefit from schooling. Living in daily economic
hardship can also adversely affect students' mental health (Winters & Cowie, 2009),
self-efficacy (Conrath, 1988, 2001), self-image (Ciaccio, 2000a, 2000b), and
motivation to do well in school (Beegle, 2006). The second factor is the child’s
language and literacy development; Children who live in poverty often come to
VISION
school behind their more affluent peers in terms of literacy and language
development. In Educating the Other America, Susan Neuman (2008) states that more
than 50 years of research indicate that "children who are poor hear a smaller number
of words with more limited syntactic complexity and fewer conversation-eliciting
questions, making it difficult for them to quickly acquire new words and to
discriminate among words" (p. 5). A significant body of literature also points to
differences in access to reading materials by students from low-income families in
comparison to their more affluent peers (Allington & McGill-Franzen, 2008). The third
factor is the material resources; Poverty often places constraints on the family's
ability to provide other material resources for their children as well. For example,
they may have limited access to high-quality day care, limited access to before- or
after-school care, and limited physical space in their homes to create private or quiet
environments conducive to study. They may not own a computer or have the fiscal
resources necessary to complete out-of-class projects. The next is the mobility of the
Filipino family -- the ability to provide stable housing. Students often move from one
location to another because their parents are in search of work or are dealing with
other issues that require them to move. Frequent moves almost always have a
negative academic and social impact on students. Much is known about the far-
reaching influences of poverty on a student's learning.
An understanding of these factors provides invaluable knowledge to

educators in their efforts to support and teach students who live in poverty. In high-
poverty, high-performing schools, this knowledge do not result in lowered
expectations for students living in poverty. To the contrary, it leads to empathy and
an understanding of the differentiation, scaffolding, and support that students may
need to meet high expectations. Like high-poverty, high-performing schools, any
school that enrolls students who live in poverty should seek to acquire as much
understanding as possible about the life circumstances of their students. When
children and adolescents know that their teachers care about them and are trying
their best to relate to the realities of their lives, they become far more inclined to trust
and actively engage in learning.
Furthermore, Children living in poverty tend to be exposed to more stress,

more intense & longer lasting stress that negatively impact attention, focus,
cognition, IQ and social skills. Children living in poverty also tend to hear less
reciprocal conversations, are engaged in conversation with less complex vocabulary
and less sentence structure, and are read to less frequently than their peers not
living in poverty.
VISION
Any curriculum design ignores these daunting statistics about Filipino families
is not likely to meet its targets. Experience has already revealed this. Despite the
tremendous massive funding for PRODED, the same problems in the educational
sector still plague the educational sector today. A most likely reason for this
unfortunate situation is the failure of curriculum planners to adequately consider
socio-economic variables in the curriculum equation.
Activity 1.1
Express your insight about how the economic condition of the

student affects his/her learning ability by using graphic organizer below.
How the economic

conditon affects
the students
learning ability?
VISION
Points to remember:
 The economic conditions of the learners affect their learning

ability because of poverty many are deprived in attaining good
education.
 There are poverty-related factors that intervene in students'
ability to learn include health and well-being, limited literacy and
language development, access to material resources, and level
of mobility.
 The curriculum design ignores these daunting statistics about
Filipino families is not likely to meet its and the reason of this
unfortunate situation is the failure of curriculum planners to
adequately consider socio-economic variables in the curriculum
equation.
References:
https://grapeseedus.com/how-poverty-affects-education-children/
https://www.adb.org/sites/default/files/publication/27529/poverty-philippines-
causes-constraints-opportunities.pdf
https://www.edutopia.org/blog/how-does-poverty-influence-learning-william-
parrett-kathleen-
budge?fbclid=IwAR2w2FtKUlNOldV7QpOnqBWrPWF1TsDzMcGSzBYBZw_HYA7o
LnjNu3JxfI8

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VISION

CNSC as a Premier Higher Education Institution in the Bicol Region.

Presenter: Zairah T. Paragas Block: 4A

Topic: Factoring the Economic Condition of the Learner

As a teacher, we must be responsive to the needs of

Main heading: Poverty Influences Learning

Sub-heading: Intervening Factors of Poverty

Poverty is main factor that affects the learners. It continues to be pervasive in

There are poverty-related factors that intervene in students' ability to learn

An understanding of these factors provides invaluable knowledge to

Furthermore, Children living in poverty tend to be exposed to more stress,

Express your insight about how the economic condition of the

How the economic

 The economic conditions of the learners affect their learning

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