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Abstract
This correlational study examines the potential impact of family income classification on students' academic performance. By analyzing 35 samples of grade 12 students from Maguikay High School and their academic performance which is the 1st quarter average grade school year 2022-2023 gathered from their class adviser, in conjunction with information on family income obtained through the survey, the study aims to ascertain whether there exists a significant correlation between family income and academic achievement. Results show that the family income classification of the respondents is a low-income class (but not poor), the academic performance is very satisfactory and there is no significant relationship between the two variables. The findings indicate that students do not see the status of their family income as an obstacle to getting exceptional academic achievement. The fact that a student is economically disadvantaged does not automatically mean they will perform poorly academically. The research findings have the potential to inform educational policymakers and practitioners on the role of family income in maintaining students' academic outcomes, thus enriching targeted interventions aimed at promoting inclusivity and equity within the educational system. However, this correlational study precludes the establishment of causation, suggesting the need for future research with longitudinal approaches and consideration of other pertinent factors to fully comprehend the complexities of this relationship.
