Factors Affecting Students' Performance in NAT

Chapter I

INTRODUCTION

Background of the Study The National Achievement Test (NAT) is an examination given annually to assess the competency of both public and private school students. The students’ knowledge and skills are

tested

Science,

in

the

Filipino,

Mathematics,

subjects and

English,

HEKASI Science,

of

Mathematics, for

grade

Filipino,

English,

school and

and

Araling

Panlipunan for high school. The test is administered by the Department

of

Education's National Education Testing

and

Research Center (NETRC). The results are intended to guide the

Department

of

Education

in

its

efforts

towards

the

improvement of the quality of education in public schools and to provide appropriate intervention for the students. A score of 75% and up indicates mastery of the subject and 50% to less than 75%, near mastery; while a score of below 50% indicates low mastery. The NAT results guide decision makers in formulating policies relative to progression and promotion of students, especially in the public school system. These will also

determine the deficiencies of students that need further intervention. According to DepEd Secretary Brother Armin A. Luistro,

NAT is just a part of the report card of DepEd

and the whole education system. Results of this indicator will

help

aimed

them

formulate

improvement

of

the

appropriate education

interventions system.

that

(Philippine

Star, January 07, 2010) Calls for educational reforms to address the needs of students are frequent. Their focus has been primarily on the content -- what students should learn, context -- the circumstances students should be learning in, and outcomes --

the

Important

knowledge

and

changes

have

skills come

students

about

as

should

acquire.

educational

reform

efforts focused on the needs of students. The

researcher

believes

that

the

profile

of

the

students and school climate conditions greatly affect the students’

performance

in

the

National

Achievement

Test.

Students may not only provide a rigid classroom instruction but

the

school

must

provide

them

a

good

physical

environment, physical facilities that is free from risks and a well-sounded classroom instructions. Researchers will examine relationships between several variables demographic

and

students’

profile

those

performance. are

age,

For

gender,

students’

birth

order,

monthly

income

attainment,

of

and

the

average

family, grade

for

parents’ the

educational

last

school

year

attended. Secondly, the researcher will also examine the school climate condition that will carefully examine the school

physical

facilities,

instructional

focus

and

physical environment. Unfortunately, accompanying the calls for reform in school systems is an underlying assumption that the leadership needed to execute these changes will somehow emerge. The

information

attempting

to

will

implement

be

an

useful

educational

to

practitioners

innovation

or

a

system wide change at the school or secondary level. In addition, this information may be useful for professional development. The information might also be useful for the evaluation of school climate condition that may affect the students’ performance. This also helps administrators’ to carefully examine school rules and policies on executing the

designed

addition, Division

curriculum

this of

may

Calapan

help City

for the to

each

learning

secondary focus

also

area.

schools in

the

in

In the

school

climate conditions. Finally, this paper attempts to raise awareness to internal and external stakeholders who wanted to promote educational transformation.

Education importance

of

learning.

student

This

education. learners enough

literature

is

Unlike

has

often

support

usually

pointed

services

true

in

the

in field

to

the

promoting of

basic

tested

in the traditional education delivery, in

attention

national by

achievement

teachers,

must

stakeholders

be

given

and

the

principal itself. Low rating result in NAT is often blamed to the basic education services that were given to them and to the ability of the teachers. This is true in the eight (8) public secondary schools in the Division of Calapan City who could not achieve the 75% passing rate in the consecutive NAT test results for school for numerous years that the NAT was implemented. While

there

are

lots

of

interventions

to

meet

the

national academic standard, best practices to improve NAT performance of second year students in the public secondary schools

in

the

comprehensive

Division

student

of

support

Calapan

City,

system

there

developed

are and

implemented in Calapan City Division. More importantly, the National Achievement Test is not just

a

test

for

students

but

also

for

the

principal

leadership skills that promotes a positive school climate condition

that

can

affect

the

student’s

academic

performance. According to the Second Regional Comparative

and Explanatory Study (SERCE), in order to promote learning among students it is essential to provide a welcoming and warm environment based on mutual respect. In this line, there is a need to evaluate the level of profile of the students and school climate condition to assess the needs of the students. The purpose of this study is to identify the students’ profile in terms of age, gender, family income, parents’ educational attainment, and grades for the last school year attended.

It

also

needs

to

identify

the

school

climate

condition that provides school to understand the working condition and leadership, instructional focus and physical environment. It questions

will

also

investigate

concerning

the

students’

school

climate

perspective, condition

in

response to the result of their National Achievement Test. The

ultimate

goal

of

this

research

is

to

aid

the

Public Secondary Schools in the Division of Calapan City for the improvement of students’ services academic program that would result to the increase of NAT against national standard.

Statement of the Problem

This

study

aimed

to

determine

the

Factors

Related

toStudents’ Performance in the National Achievement Test in the Public Secondary Schools in the Division of Calapan City. Specifically,

it

sought

to

answer

the

following

questions: 1. What is the profile of the respondents in terms of: 1.1

age

1.2

gender

1.3

parents’ educational attainment 1.3.1 mother 1.3.2 father

1.4

monthly income of the family

1.5

average

rating

for

the

last

school

year

attended? 2. What is the extent of the school climate conditions as perceived by student respondents in terms of: 2.1

school facilities

2.2

instructional focus

2.3

physical environment?

3. What is the level of performance of students in the National Achievement Test in the public secondary schools in the Division of Calapan City in:

3.1

English

3.2

Math

3.3

Science

3.4

AP

3.5

Filipino

4. Is there a significant relationship between the profile of the respondents and students’ achievement in NAT in terms of: 4.1

age

4.2

gender

4.3

parents’ educational attainment 4.3.1 mother 4.3.2 father

4.4

monthly income of the family

4.5

average

rating

for

the

last

school

year

attended? 5. Is there a significant relationship between the school climate conditions and students’ performance in NAT as perceived by the student’ respondents in terms of:

5.1

school facilities

5.2

instructional focus

5.3

physical environment?

6. Is there a significant difference in the school climate conditions as perceived by student respondents in terms of: 6.1

school facilities

6.2

instructional focus

6.3

physical environment?

Hypotheses of the Study 1. There

is

no

significant

relationship

between

the

profile of the respondents and students’ achievement in NAT in terms of: 1.1

age

1.2

gender

1.3

parents’ educational attainment 1.3.1 mother 1.3.2 father

1.4

monthly Income of the family

1.5

average

rating

for

the

last

school

year

attended?

2. There is no significant relationship between the school climate

conditions

and

students’

terms of: 2.1

school facilities

performance

in

NAT

in

3.

There

2.2

instructional focus

2.3

physical environment?

is

no

significant

difference

in

the

school

climate conditions as perceived by student respondents in terms of: 3.1

school facilities

3.2

instructional focus

3.3

physical environment?

Significance of the Study Findings

of

this

study

provided

vital

information

regarding the factors affecting the students’ performance in

the

National

Achievement

Test

(NAT)

in

terms

of

students’ profile and school climate condition. The findings of this study will benefit the following: Superintendent. It may help the superintendent to identify the needs of the school and to plan for the support system that the school leaders need to prioritize when it comes to students’ performance. It can also identify the critical gaps and weaknesses of the nine public secondary schools in the division when it comes to students’ learning and school climate conditions. Principal. The result of this study may also serve as framework

for

various

programs

and

strategies

to

be

employed on the school improvement planning. School climate condition assessment may use as data inputs on the reality check

matters

appropriate

of

school

programs

and

academic thrusts

performance.

may

be

Thus,

formulated

and

provided with appropriate budget for the improvement of the students’ performance. It is also possible to have a rigid monitoring of monthly result of students’ mean percentage score

(MPS)

graphical

in

their

chapter

representation

competencies

that

needs

test

to enough

to

be

easily attention

posted

using

identify

the

in

classroom

instruction. With the help of graphs, the principal can help and assist teachers in uplifting the performance of the students. Teachers. The result of this finding is of value to teachers because it will provide an overview of the needs analysis of the school. They may be guided from the level of assistance the school and the principal may need and may help them to work cooperatively in order for them to attain success

in

the

national

achievement

test.

By

means

of

carefully recorded grades of the student, the teacher and principal

can

work

collaboratively

to

identify

the

competencies the students had mastered, not mastered and needs mastery. With this, teachers can be guided to the lesson that he needs to give more emphasis for students.

Students. The improvement of school climate condition will be beneficial for the students. A favorable school climate

condition

improving

their

may

serve

academic

as

students’

performance.

motivation The

in

motivating

factors that will start from the initiative of the school principal may help the students to be more enthusiastic in learning process. Future researchers. This study will help to encourage future researchers to conduct the most vital part of the school progress in terms of academic. The study may propel them to go into related area or they may study further school academic achievement for other perspective. This may also

provide

data

bases

for

further

innovation

of

this

research study.

Scope and Limitations of the Study This study answered the factors related to students’ performance

in

the

national

achievement

test

given

last

school year 2010-2011 in the eight (8) public secondary schools in the Division of Calapan City. The specific

major

task

questions

of

this

presented

research in

the

is

to

answer

statement

of

the the

problem. This is limited to its complete reliance on the self-made questionnaire of the researcher as the primary instrument for answering the factors related to students’ performance

in

National

Achievement

Test

in

terms

of

students’ profile and school climate condition. The

result

of

this

study

will

be

limited

on

the

perception of 276 student respondents from the eight (8) public secondary schools in the Division of Calapan City namely; High

Bucayao

School,

Community

National Ceriaco

Vocational

High

A.

High

School,

Abes School,

Canubing

National Managpi

High

National School,

National

High

School, Mamerta G. Tolentino National High School, Nag-Iba National High School and Pedro V. Panaligan National High School. Jose J. Leido Jr. Memorial National High School will not

be

included

in

the

study

because

it

dominates

the

number of student respondents in this study for, it is the biggest public high school in the Division of Calapan City.

Definition of Terms To facilitate better understanding of this research, the

following

operationally:

terms

were

defined

conceptually

and

Age – refers to the respondents’ age in the public secondary schools in the Division of Calapan City. Average rating – refers to the average rating obtained by the student’ respondents in the last school year attended. Instructional Focus – refers to the classroom instruction offered

and

teachers’

competence

in

the

delivery

of

instruction. Monthly Income – refers to the income or financial status of student respondent’s family that may affect performance in school. Parents’ Educational Attainment – refers to the educational status

of

parents

both

father

and

mother

of

student’

respondents. Physical Environment – building

and

its

refers to the condition of school

surrounding

area,

any

biological

or

chemical agent that is detrimental to health and physical conditions,

such

as

temperature,

noise

and

lighting.

(Source: www. Wikipedia.org) School Climate Condition –

refers to the health of the

learning

it

environment

that

is

a

multi-dimensional

influences to many individuals such as students, parents, school

personnel,

www.wikipedia.org)

and

the

community(source:

School

Facilities

–

refer

to

the

availabilities

of

classrooms and laboratory and other buildings in school for effective classroom instruction.

Theoretical Framework A theory without facts becomes fantasy, uncontrolled imagination,

a

reverie.

Based

on

these

requirements,

several theories are presented. This study can be associated to Social systems model theory (Waller, 1932) according to him every institution is a

system

of

social

interaction;

it

is

organized

whole

comprising of interacting personalities bound together in an organic relationship. Further,

the

school

is

characterized

by

an

interdependence of parts, a clearly defined population, and differentiation from its environment, a complex network of social relationships, and its own unique culture. The model suggests that a school consists of a number of important elements

or

subsystems

that

affect

the

be

patterned

to

organizational

behavior. Also

this

can

also

Social

systems

(Scott, 2003) consist of independent parts, characteristics and

activities

school

consists

that of

contribute a

number

to of

form

the

important

whole. elements

The or

subsystems

that

affect

organizational

behavior.

The

individual or members of an organization have their own individual their

needs,

environment

beliefs and

and

job.

cognitive

Further,

the

perceptions social

of

systems

model gives a dynamic view of the school, with the feedback mechanisms

and

elements

providing

the

action

of

the

components. This

study

is

also

linked

with

invitational

theory

(Myers and Monson, 1992). The main tenant of invitational theory is to revitalize schools and to encourage students to want to go to school. According to the advocates of the theory, there are five factors that affect the appeal of schools; people, places, policies, programs, and processes. Invitational

theory

claims

that

these

five

factors

make

schools more socially appealing and safe. To create a more positive learning environment, school administrators must provide programs which are attractive for

the

students

and

teachers.

Programs,

policies,

curriculum supervision, human resource management, school climate teachers

condition and

must

learners

provide in

order

a for

positive them

to

impact

for

uplift

the

school academic standards. A democratic leadership with an

open

system

to

stakeholders

can

create

an

increased

performance. Furthermore, research from Sternberg (2000) which is Theory of Mental Self-Government emphasized that students' learning and thinking styles (which are usually ignored), together with their ability levels, play an important role in

student

Government

performance. refers

to

an

The

Theory

inventory

of

of

Mental

different

Self-

thinking

styles that gives an indication of people's preference of thinking patterns. Where itself,

the

the

Triarchic

theory

of

Theory

Mental

focuses

on

the

Self-Government

ability

refers

to

different thinking styles which constitutes preference in the use of abilities. According three

kinds

to of

the

Theory

of

intellectual

Intellectual

abilities

Abilities,

exist,

namely

analytical, creative and practical abilities. Measures of abilities whereas

tend all

to

the

focus three

mainly types

on of

analytical abilities

abilities,

need

to

be

regarded as equally important. Research done by Sternberg showed: The more we teach and assess students based on a broader set of abilities,

the

more

racially,

ethnically,

and

socioeconomically

diverse our achievers will be. From

Wikipedia

(2011)

Theory

of

relative

weight

of

Nature and Nurture is a basis of this study about gender influences

of

pupils

on

their

academic

achievement.

The

biological differences between males and females - sexual differences - account for a relatively small part of the actual differences between men and women. Most of these differences are matters not of sex but of

gender

which,

cultivated. justify

unlike

Differences

inequalities

of

sex,

is

gender,

between

socially however,

the

sexes

formed are

used and

and to the

appropriation by males of the major part of power, leisure, time and property.

CONCEPTUAL MODEL Student Performance in the National Achievement Test (NAT): • • • • •

English Math Science AP Filipino

DV

IV

IV 1. Profile of the Respondents 1.1 age

2. School Climate Conditions

1.2 gender 1.3 monthly income of the family

2.1 School Facilities

1.4 educational attainment of parents 1.4.1

2.3 Instructional Focus 2.4 Physical Environment?

father

Figure 1 Figure 1 showed the hypothesized relationship between profile of the respondents and school climate condition to the students’ performance in the National Achievement Test. The

dependent

performance

in

variable

the

consists

National

of

Achievement

the

students’

Test

in

five

learning areas such as English, Science, Math, Filipino and Araling Panlipunan. The

independent

variables

such

as

profile

of

the

respondents which comprises the age, gender, birth order, monthly

income

attainment, attended school

and

and

climate

of

the

average

the

next

family, grade

for

independent

parents’ the

last

variable

educational school

year

consists

of

condition comprises of school facilities,

instructional focus and school physical environment.

The arrows from the two independent variables show the hypothesized relationship between them. The respondents of the

study

are

third

year

students

in

the

nine

public

secondary schools in the Division of Calapan City. The two-tailed arrow in the independent variable which is the school climate conditions will be used to test the hypothesized difference among each variable such as school facilities, instructional focus and physical environment.

Chapter II RELATED LITERATURE AND RELATED STUDIES This

chapter

presented

the

reading

surveyed

on

and

database documents which are significant research materials in this study. The purpose is shown that the content of the subject

matter

in

this

authorities. Local Related Literature

study

are

supported

by

the

From 2006

to

the the

interview Chairman

of

of

Bulatlat

Alliance

Magazine

of

dated

Concerned

June

Teachers

(ACT), Mr. Jerry Tinio said that public school students do poorly in diagnostic and achievement tests. Last June 2002, the overall performance score of Grade IV pupils who took the national diagnostic test (NDT) was 39.99%, while the first year high school students had a lower 28.04 percent. The national achievement test (NAT) given last March 2010

delivered

graders

slightly

school

garnering students

a

better

43.55%,

earned

a

results,

while

the

36.13%.

with first

Despite

the

fourth

year the

high

slight

improvement, the scores are still way below the 75% passing rate, Tinio said. From the article of of Dr. LeopoldoSichon (2006)in his article entitled Our Schools, Our Teachers, our Students vs.

the

National

Achievement

Test

concluded

that

the

plight of the school and students is somewhat murky; the goal

of

having

75

percent

and

above

mastery

levels

in

academic performance in the National Achievement Test does not seem to be in cognizant of the teaching and learning environment that we have. Of course, we do not discount the fact that DepEd is doing what it perceives to be the bestprograms

and

initiatives

had

been

conceptualized

and

implemented

to

answer

the

pressing

need

for

quality

education. Somehow we are doing the best we can to bridge the gap between what we have and what we want for our students. Yet, the effort seems futile due to the fact that we still have to reckon with real problems that confront us the system. These problems are more dominant than achieving higher academic performance alone and we could not just blind ourselves from the fact that when basic needs are not met, all other needs will be just be meaningless. He said that the teachers need greater empowerment. More than just salary increases, educators need the morale boost by knowing that they belong to a truthfully dignified organization mission

whose

statement

philosophical are

in

foundation,

congruence

with

visions its

and

built-in

processes and mechanisms. We need local leaders who can charter our educational direction through open channels of communication and can guide us through well-planned, needsbased

and

competency-based

programs

that

will

hone

teachers’ managerial skills. These teachers will in return become

self-managing,

self-governing

and

self-sustaining

and without further ado, can mutually exchange expertise with peers both conceptual and technical. He

also

said

that

we

need

to

realize

also

the

disparities between our schools, their locations as well as

the diverse clienteles that we serve. Students from rural areas

are

different

Demographic

from

those

characteristics

in

such

the

as

urban

family

areas.

background,

economic status, school distance, family background, etc. should be considered in formulating the testing materials intended to measure students’ academic performance. There and then in his perspective, that we can truly measure the quality of teaching instruction done in our schools. Lastly, he added that everything will ever be a neverending cycle, unless the government can come up with a plan that will finally address these problems especially graft and corruption. From

the

“Restructured whether

in

curriculum

issue Basic

high must

of

De

Education

school be

Guzman

or

(2002)

Curriculum” in

balanced,

the

entitled

stated

elementary

articulate,

that level,

sequential,

integrative and continuous. The issue of too overcrowded curriculum was answered by the implementation of the 2002 Restructured Basic Education Curriculum which offshoot to restructuring education greater

and

the

learning

related

emphasis

on

areas,

skills the

integration

within

learning

the

areas

of

values

learning

areas,

and

integrative

strategies in teaching, increased time task allocation in

major

learning

areas

such

as

English,

Math,

Science,

Filipino and Makabayan. Experts agree that there is no perfect formula for the solution

of

problems

especially

when

they

involve

human

feats. Learners are diverse and the tendency of educators to adopt a one-size-fits-all type of teaching is said to be contributory

to

low

performance

of

students.

Curriculum

must be flexible and must allow teachers to freely innovate as necessity and propriety dictate. From the manual, School Based Teachers Program (2002) in

the

article

effectiveness proper

“Woes

of

if

we

a

teachers

instruction

considered

of

is are

Teacher”

in

delivering

another to

declared

delve

the

that

the

right

and

question

that

must

seriously

into

the

be root

causes of our students’ academic performance. Salary issues had been answered by the government although some of the recommendations

regarding

teachers’

benefits

was

shelved

due to lack of government funds. Strategies for reforms in reference reforms

to in

encouraged development.

teachers

pay

were

implemented

the

processes

of

to

sustain

professional

Principals

were

promotion.

tasked

to

as

well

as

Teachers

were

upgrading

and

revitalize

the

school-based instruction program where teachers were taught

effective managerial and instructional skills through the SBTP (School Based Teachers Program). He added that if salary issues were somehow met, look then at the actual classroom teaching scenario. Imagine the nightmarish teaching condition where a teacher has to teach 60 to 70 students in a class with only a piece of Manila paper as her instructional material. This is happening and a

clear

manifestation

that

the

problem

of

teachers’

effectiveness is also surrounded by so many intertwining factors aside from salary. Salary alone cannot guarantee effective teaching when the daily travails of teachers show work overload beyond human capacity. From the DepEd report (2010) declared that technology has brought us sophisticated learning tools but textbooks remain

to

be

the

most

valuable

learning

reference

of

teachers and students in the classrooms. However, despite government problems,

initiatives observation

to shows

solve that

the

yearly

textbooks

are

textbook always

lacking and some of them are found to be erroneous. In answer to this, DepEd reported a more stringent evaluation process it did since 2005 in textbook procurement project. Their evaluation on the textbooks focuses on determining the

completeness

learning

and

competencies,

sufficiency accuracy

of and

development

of

up-to-datedness’

the of

contents, determining the appropriateness of the materials to

society,

language correct

to

target

used and

to

users

ensure

appropriate

and

that to

the

to

culture

these

are

level

of

and

on

the

grammatically the

students.

Improvement on this aspect is still not fully realized for we know that students still do not have enough textbooks to meet the demands of their studies. The Internet has become an

effective

substitute to information getting, however,

since access to Internet is still limited in many areas of the country, this does not solve the problem yet. As

mentioned

Students:

the

by

Family

Meinardus Level

(2003)

Factors”

entitled

mentioned

that

“Our only

some of the internal and external environments affecting the quality of education we deliver. He also said that do not

forget

the

economic

situation

in

our

country,

the

income that sustains the family, the family structure in itself and many others. Experts agree that the educational condition attributed to the family is beyond all doubt or discussion, as there is an ever-increasing awareness of the importance educational consider

the

parents’

development

family

determining student;

of

the

among

of

background academic these

role their

the

in

most

of

progress

children. important

performance

factors

the

Researchers factor

attained

greatest

and

in

by

the

influence

are

socio economic status and the educational environment in the family. With regard to social class, relevant research tells us that one’s results and expectations for the future are better when one belongs to the social ladder. A student who expects to become a doctor like his parents someday shall perform most likely well than a student who has no clear vision of the future because he/she knows very well that his or her parents could not afford to send him/her to school. Also, influence of the family educational climate is

defined

by

the

amount

and

the

style

of

help

that

children receive from the family; this is determined by elements

of

the

communication

family

and

context,

affective

like

the

relationships,

dynamics

of

attitudes

towards values, expectations, etc. Along these same lines, it

is

also

reported

that

parental

expectations

have

a

notable influence on academic results. It is also noted that there are indirect relationships between performance and the student’s perception of how much importance his or her parents assign to study at home. What

do

we

expect

about

NAT

results

then

after

considering all these factors? As mentioned by Meinardus (2003), public

95

per

schools,

cent

of

therefore

all the

elementary educational

students crisis

attend in

the

Philippines is basically a crisis of public education. The

wealthy can easily send their offspring to private schools, many of which offer first-class education to the privileged class of pupils.

Foreign Related Literature Lent (2000) in his toolkit entitled Improving Academic Achievement

stated

that

students’

achievement

in

basic

education has become an index of child’s future in this highly competitive world. For him, academic achievement has been one of the most important goals of the educational process. It is also a major goal, which every individual is expected to perform in all cultures. Academic achievement is a key mechanism through which adolescents learn about their

talents,

important

part

abilities of

and

competencies

which

are

an

developing career aspirations academic

achievement and career aspirations in adolescence are often correlated. Crow and Crow (2009), defined “Academic achievement as the

extent

to

which

a

learner

is

profiting

from

instructions in a given area of learning i.e., achievement is reflected by the extent to which skill or knowledge has been imparted to him”. Marzano

(2005)

reviewed

in

his

article

entitled

Factors influencing Academic achievement that the factors

like

parent’s

education,

parental

occupation,

type

of

family, family size, ordinal position and even gender and age of the child are found to have their impact on the academic achievement of every student. effect suggest

of

family

that

environment

on

He stated that the

student’s

several

characteristics

(2006)

from

of

achievement

family

life

are

relevant. Cromwell

his

text

titles

Study

habit:

Students’ Role- A question pointed out that the efficient and effective way of learning depends upon the study habits of the students. Study habits are important they influence the

academic

teachers

achievement

must

help

in

of

students.

improving

the

So

parents

study

habits

and of

students. Some investigators have sought to determine what study habits are characteristically used by students when left to work by themselves with little or no direction. Teachers in schools should become facilitators of learning. The

finite

discovered

treasure and

within

nurtured

for

every the

learner purpose

of

should

be

improving

learning effective study skills have to be taught. Study skills involve reference, reading listening, study habits and strategies. Learning improves with planning of where, when

and

how

much

to

study.

Positive

attitude,

proper

physical

condition

and

balanced

emotional

states

are

important factors influencing study habits. From

the

book

of

Singh

(2004)

entitled

Gender

and

Academic achievement declared that the performance of every individual is not equal. There is a lot of variability and dispersion.

The

variability

cannot

be

attributed

to

a

single factor, but it is the outcome of number of factors as

intelligence,

study

habits,

self-concept,

creativity,

aptitude interests, socio economic factors, area etc. Along with

these

gender

of

the

child

is

also

an

influencing

factor on Academic achievement of the child. Singh made a survey

of

achieving

the

study

habits

adolescents

in

of

high,

relation

middle to

and

their

low sex,

intelligence and socio economic status and found that study habits

of

boys

and

girls

differed

significantly

at

different levels of academic achievement. Vijayalaxmi and Natesan (2002) in their article SocioEconomic Status: Factors influencing academic achievement declared that girls had a higher mean academic achievement compared to boys. However, Kaur and Gill (2003) revealed that

achievement

in

English

and

total

achievement

was

independent of sex, but boys scored higher than girls in achievement in Punjabi, Mathematics and Science.

Ahmed

(2008)

Achievement

reported

Motivation

in

that

his

the

review

influence

entitled of

sex

“ on

achievement motivation was found to be statistically nonsignificant. among

He

carried

adolescent

boys

out

that

and

girls

there of

are

differences

various

ordinal

positions. The study was over conducted on sample of one hundred and twenty students belonging to the age group of 13-18

years,

studying

in

co-educated

English

medium

institutions confined to the suburbs of Mumbai city.

Local Related Studies From the study of Galih, (2008) entitled “Extent of Principal

Role

Achievement”

and

School

Structure

in

Students’

mentioned that the principal is central to

the extent of stakeholders’ involvement, the relationships among the principal’s leadership, student achievement, and school effectiveness are more indirect, both in this study and in the literature. He strong

also

found

direct

that

effect

on

the

principal’s

in-school

leadership

processes

and

has only

indirect effects on outcomes. The study also found that principals

have

a

key

role

in

the

success

of

schools

generally and, especially, in student outcomes. This result is

consistent

with

the

later

study

of

he

cited

from

Leithwood

and

Jantzi

which

shows

that

effective

leaders

have a powerful indirect impact on student achievement and school effectiveness. He also cited the study of Heck et al. noted that “Principals do not affect individual students directly as teachers

do

activities

through

of

performance

the

have

classroom Principal

instruction,

directed

trickle-down

effects

at on

but

that

school-level teachers

and

students.” This is also consistent with the findings of Gali that the principal’s leadership has a direct effect on school conditions

such

as

school

goals,

planning,

structure,

climate, and work conditions which in turn show a direct effect

on

classroom

conditions

such

as

instruction,

policies, and procedures. Masi leadership

(2008) style,

commitment secondary

in

of

of

study

entitled

“Relationship

of

school climate, and the organizational

teachers

schools

relationship

his

in

in the

the

Seventh-day

Philippines”

Adventist

explored

the

principals’ leadership style, the school

climate, and the organizational commitment of teachers in Seventh-day Adventist secondary schools in the Philippines. Major findings in this study lead to the following conclusions:

The

principal’s

leadership

style,

school

climate, and the organizational commitment of teachers are interrelated. Teachers perceive higher commitment under a leadership characterized by high consideration, regardless of

the

level

of

initiating

structure.

Teachers’

organizational commitment is positively related to climate openness characterized by supportive principal behavior and teacher

engagement,

frustration. is

Furthermore,

positively

models

intimacy,

of

related

and

low

considerate

to

climate

organizational

levels

of

leadership openness.

commitment,

teacher behavior

Predictive

accounting

for

approximately 25% of the variance, include marital status, consideration climate.

leadership behavior, and aspects of school

Although

quadrants

was

leadership

the

theoretical

upheld

in

behaviors,

the

concept

study,

particularly

of

it the

leadership

appears

that

consideration

dimension, are more useful in relationship to the areas of school climate and organizational commitment. Major implications are that school principals should seek to practice considerate leadership behavior and create an

open

school

climate.

agencies

should

include

School

boards

leadership,

and

school

accrediting climate,

and

teacher commitment surveys as an integral part of school program

evaluation.

It

may

be

of

value

to

conduct

additional studies to examine other theoretical antecedents as well as expected outcomes of organizational commitment. San Antonio (2006) in his study entitled “Effective Participatory School Administration, Leadership, and School Climate

Management:

Does

It

Affect

The

Trust

Levels

of

Stakeholders?” reported on his study that the effectiveness of

participatory

school

administration,

leadership

and

management (PSALM) as perceived by 282 stakeholders in one school division in the Philippines. In his study, he also examined the correlation between the indicators of PSALM effectiveness and the trust levels of the stakeholders. The results

indicate

that

the

stakeholders

found

the

implementation of PSALM through advisory school councils to be

effective.

The

effectiveness

of

implementing

ASC

(Advisory School Council) as perceived by the respondents reinforces the finding that their levels of thrust were also high. Indeed, many factors affect the fostering of thrust in the school. However, this study has shown that, to some degree,

the

satisfaction

adequacy with

the

of

time

for

composition

ASC of

business, the

ASC,

the the

appreciation for the usefulness of committees, the sharing of

information,

the

perceived

influence

on

teaching

and

learning, and the overall satisfaction with the operation

of the ASC significantly related to the trust levels among the stakeholders. It is therefore suggested that school leaders wishing to enhance the levels of trust among the stakeholders in their

schools

representation

should in

appropriately,

endeavor

to

achieve

a

balanced

the school council, utilize committees

share

more

information

with

other

stakeholders, provide adequate time for doing ASC business, and

focus

on

teaching and learning to make the

overall

functioning of ASC highly effective. Benito (2009) in her the study titled “Analysis of the Performance

in

Trigonometry

of

the

First

Year

College

Students of Divine Word College of Viganstated that subject difficulties

exist

because

of

its

complexity

in

using

symbols and in computations. Hence student finds it as a difficult subject it not properly taught. It exists too because they forget previously learned concepts and skills that are needed for the new skills to be learned. So, a student cannot comprehend higher level of mathematics if one did not understand yesterday’s principles and skills learned. With

these

difficulties,

students

always

have

a

negative connotation of the subject matter. These negative attitudes

includes:

fear

of

the

subject,

anxiety

in

learning the subject, meaningless of the subject and its abstraction.

These

lead

to

inability

of

students

to

comprehend the subject which further led to low performance in mathematics. The low performance is true not only of high

school

Achievement from

1993

students.

Tests to

In

(NEAT),

1999,

the

National

administered

science

and

to

Elementary

sixth

mathematics

graders

ranked

the

lowest or second lowest among elementary school academic subjects. According Related

to

the

Factors

Of

study

of

Sophomore

Mathematics

In

Three

Maragondon

District”

investigated

many

(3)

Soriano Students’

National

educational

factors

(2008)

“Teacher-

Achievement

High

Schools

researchers

considered

to

In

affect

In have

student

learning. At the heart of this line of inquiry is the core belief

that

teachers

make

a

difference.

Indeed,

teacher

plays an important role in the intellectual development of the students, using various assessments and teaching styles to

improve

School

students’

subjects’

achievement

test.

performance

performance The

is

results

in

school

subjects.

determined

by

giving

an

of

are

used

to

which

determine their achievement level, strengths and weaknesses in each subject area.

Foreign Related Studies Cash (2008) from the study entitled “Improving Student Achievement Funding”

School

pointed

attendance, found

and

and

out

building

Facilities that

academic

in

school

to

be

a

Time

of

building

achievement

conditions

a

in

New

predictor

Limited

condition, York of

City,

student

attendance and student achievement on standardized tests. These

results

possible

were

reported

factors,

after

including

controlling

for

socioeconomic

other

status,

ethnicity, and teacher quality. (Duran-Narucki, 2008) That poorer

building

attendance

and

condition that

coming

negatively

impacts

to

is

school

student

necessary

to

learning are both logical arguments that continue to be supported by research. The National Summit on School Design (NSSD) reported eight recommendations for school design excellence. These included designs to support a variety of learning styles, and

the

creation

learning

spaces.

of

healthy,

These

comfortable,

recommendations

and

flexible

have

several

implications for changes in the learning environment (NSSD, 2005). While the cumulative effect of the school facility’s condition

has

been

related

to

student

outcomes,

further

research has been done to pinpoint several specific factors that contribute to this overall phenomenon. These specific

factors include lighting, building cleanliness, health and safety, painting, and student and teacher morale From the dissertation of Akbari (2004) titled “Teacher Characteristics Achievement”

as

Predictors

theoretical

declared and

that

there

practical

shift

of

Students’

has

been

of

a

Academic

substantial

emphasis,

mostly

in

mainstream education, towards acknowledging that teachers are

among

the

principal

components

of

any

pedagogical

program. In the past ten years, a burgeoning research base has increasingly shown that teachers are among the most important players influencing student achievement, holding the

key

outcomes. “single

to

sealing

Sanders largest

the

gaps

(1998), factor

for

in

students’

example,

affecting

achievement

states

academic

that

the

growth

of

populations of students is differences in effectiveness of individual classroom teachers. He also believed that the “more can be done to improve education by improving the effectiveness of teachers than by any other single factor.” Along the same lines, Alexander (2005) argues that “few educators, economists, or politicians would argue with the contention that all things being equal, highly qualified teachers

produce

greater

student

comparatively less qualified teachers.”

achievement

than

From the thesis of Steenson (2006) titled “The School Size and Its Relationship to Student Outcomes and School Climate:

A

State-wide

Review

and

explained

Analysis

what

of

size

Eight

should

South

a

Carolina

school

be

to

optimize learning and teaching -- while striving for cost efficiency in operation. At least in South Carolina, after numerous studies, the answer is yet to be found. While on the surface it first appears that, with rare exception, smaller schools don’t produce better results and cost more to operate, closer observation reveals that the issue is much more complex. In South Carolina smaller middle schools appear

to

produce

elementary

and

better

high

student

school

outcomes.

levels,

even

And,

at

where

the

bigger

appears better, there is evidence that results can vary significantly depending upon the children served. Further, poverty has such a dramatic effect on school outcomes in South Carolina that possible influences of other variables such

as

school

size

are

possibly

masked.

Based

on

the

studies to date the only logical conclusion that can be reached is that finding the “ideal” school size is at least elusive, and possibly so complex that an “absolute ideal” does

not

Carolina

exist. studies

However, supply

the

findings

sufficiently

from

the

intriguing

suggest further study of school size is warranted.

South

data

to

Sanders “Beyond

the

Leadership

and

Harvey

School

for

(2002)

Walls:

School-

A

in

their

study

entitled

of

Principal

Collaboration

described

Case

Community

Study

how one urban elementary school in a high-reform district and state has been able to develop strong connections with community

businesses

and

organizations

as

part

of

its

program of school, family, and community partnerships. The case study identifies four factors that allowed the school to build successful bridges to its community. These factors are (1) the school’s commitment to learning; (2)

the

principal’s

support

and

vision

for

community

involvement; (3) the school’s receptivity and openness to community involvement; and (4) the school’s willingness to engage

in

two-way

communication with potential community

partners about their level and kind of involvement. The concluding section of the paper discusses the implications of the study’s findings for school, district, and state educational leaders. The literature and studies reviewed by the researcher will help to understand the interconnection of variables that

may

national

affect

to

achievement

the test.

students’ These

performance

literatures

in

will

the help

explain the research - after all, literature review will show what other researchers have done. The review aims to

show

why

the

research

needs

to

be

carried

out,

how

to

choose certain methodologies or theories to work with and how the present study adds to the research already carried out.

Chapter III RESEARCH METHODOLOGY

This researcher

chapter

presents

employed

by

the

the

methodology

researcher

in

of

analyzing

the and

interpreting the data pertaining to the variables of this study.

Research Design The

researcher

used

the

descriptive-correlational

method of research that seeks the relationships which exist between different factors of students’ performance in the national achievement test in the public secondary schools in the division of Calapan City. The

researcher

also

research

that

aims

to

variables

in

school

used

make

climate

the

comparative

comparisons conditions

method

among such

as

of

different physical

facilities, instructional focus and physical environment. Descriptive recording,

research

analysis

and

involves interpretation

the of

description, the

present

nature, composition or process of phenomenon. It involves some types of comparison or contrasts and may attempt to

discover

a

cause

and

effect

relationship

that

exists

between non-violated variables. Correlational

studies

are

designed

to

estimate

the

extent of which the different variables are related to each other

in

the

population

of

interest.

The

distinguishing

characteristic is the effort to estimate the relationship as distinguished from simple description.

Research Locale This

study

was

conducted

in

the

eight

(8)

public

secondary schools in the Division of Calapan City namely; Bucayao National High School located at Bucayao, Calapan City, Canubing National High School at Canubing, Ceriaco A. Abes National High School at Mahal Na Pangalan, Community Vocational National

High High

School School

at at

Masipit, Parang,

Mamerta Managpi

G.

Tolentino

National

High

School at Managpi, Nag-Iba National High School at Nag Iba I and Pedro V. Panaligan National High School at Comunal.

Respondents of the Study The respondents of this study were the 276 third year students for school year 2011-2012 from public high schools in Calapan City.

The table shows the distribution of the respondents of the study: Table A.Respondents of the study from eight (8) public high schools at Calapan City Division.

HIGH SCHOOL

TOTAL NUMBER OF THIRD YEAR STUDENTS

RESPONDENTS

146

45

115

36

95

30

102

32

82

25

118

37

152 78 888

47 24 276

Managpi National High School Mamerta G. Tolentino National High School Bucayao NHS COMMUNITY VOCATIONAL HS Ceriaco A. Abes MNHS Pedro V. Panaligan MNHS Canubing NHS Nag-Iba NHS TOTAL Sampling Procedure

The respondents were taken from the total population using stratified random sampling at 5% error of tolerance. The sample size was determined with the use of Slovin’s formula:

Where:

n

=

sample population

N

=

total number of population

e2

=

Error

Formula:

n =

N

1 + Ne2 n =

N

1 + Ne2 n =

888

1 + 888 (.05)2 n =

276

The sample population of each school is computed using the stratified proportional sampling.

Research Instrument The

main

constructed

instrument

used

questionnaire

by

in

this

the

study

was

researcher.

the The

questionnaire was divided into two parts; the respondents’ profile and the school climate condition. The first part of the questionnaire asked questions pertaining to the students’ profile such as age, gender, birth

ordinal

position,

monthly

income

of

the

family,

parents’ educational attainment, and average grade for the last school year attended. On school

its

second

climate

part,

condition

respondents which

asked

comprises

about the

their school

facilities, instructional focus and physical environment of the school. The scale used is as follows: 1

-

Poor/ Pre-Basic

2

-

Fair/ Basic

3

-

Good/ Approaching to Proficiency

4

-

Satisfactory/ Proficient

5

-

Excellent/ Above Advanced

Reliability of the Instrument To test the reliability of the instrument, the test retest procedure was used. Ten student respondents who were not included in the study were given the test-retest. After 10 days, the questionnaires were given again to the same respondents. The reliability was computed using Pearson’s r.

Table B. Results of test-retest Variable School Facilities

R-value 0.95

Instructional Focus

0.92

Physical Environment

0.90

Description Very high reliability Very high reliability Very high reliability

Data Gathering Procedure After

finding

out

the

reliability

of

the

research

instrument, the researcher requested permission to conduct the study through request letter and asked approval from the

Schools

public

Division

secondary

Superintendent

school

principals

and in

the the

eight Division

(8) of

Calapan City through letter. After

the

approval

of

the

request,

the

researcher

personally administered the set of questionnaires to the student-respondents.

The

assistance

of

the

teachers

was

requested to assist the researchers in administering the instrument respondents.

to

ensure

the

Direction

full

for

cooperation

answering

the

of

the

test

was

explicitly stated to guide the respondents in answering the test. The researcher saw to it that all instruments was returned completely. After researcher Quantitative

the

retrieval

tabulated and

and

of

the

processed

qualitative

data

questionnaire, the

were

data

analyzed

the

manually. and

the

results were interpreted. Data matrix was based on dummy tables to organize, summarize, and analyze the data how variables differ with each other.

Scoring and Quantification of Data

A 5-point numerical scale with their description was employed as shown below: Table C. Numerical Scale. Numerical Scale 5 4 3 2 1

Statistical Limit 4.21 – 5 3.41 – 4.20 2.61 – 3.40 1.81 – 2.60 1.00 – 1.80

Verbal Description Excellent Satisfactory Good Fair Poor

Statistical Treatment of Data The data gathered from the questionnaire were analyzed and

interpreted

using

descriptive

statistics

such

as

Weighted Mean, Pearson’s r, and Chi Square and ANOVA was used to describe the variables of the stud The following formula was used in this study: 1. Mean X = ∑x / n Where: ∑x is the sum of all the sample observations n is the number of sample observations x is the mean

The formula for mean was used in computation of mean scores

of

students’

performance

conditions and students’ profile. 2. Pearson’s r:

in

school

climate

r =

n∑xy – ( ∑x)(∑y) √ [n(∑x2) – (∑x)2] [ n (∑y2) – (∑y)2]

Where: r is the Pearson’s Product Moment Correlation n is the number of scores x is the first variable y is the second variable ∑ is the sum of scores or the variable ∑x2 is the summation of squared variable x ∑y2 is the summation of squared variable y This formula was used to test the relationship between the students’ performance in NAT in terms of age, monthly income, average grade and the school climate conditions in terms

of

school

facilities,

physical environment. 3.

Chi-square test statistic

X2 = ∑ (O-E2 E

Where: X2 is the chi-square statistic, O is the observed frequency

instructional

focus

and

∑ is the symbol for summation differences of cumulative E is the expected frequency This formula was used to test the relationship between the students’ academic performance and respondents’ profile in terms of gender, parents’ educational attainment to the academic performance of the student’ respondents. 4. One-Way Analysis of Variance (ANOVA) is the statistical procedure that was used to test mean differences between among

three

variables

by

comparing

groups to variability within groups. TSS = Total sum of square SSb= sum of squares of each group SSw = sum of squares within groups dfb = degrees of freedom between groups dfw = degrees of freedom within groups k = number of samples n = total of all scores N = total number of samples ∑Xi = sum of squares in each group X = individual value in all the groups

variability

between

TSS = ∑X2 – (∑X)2 ∑(X1)2 SSb = n1

∑(X2)2 + n2

∑(X)2 N

SSw = TSS – SSb dfb = k – 1 dfw = k (n-1) The formula was used to determine the difference among the

school

environment.

facilities,

instructional

focus

and

physical

Chapter IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This gathered

chapter by

the

presents

the

researcher.

discussion These

are

of

the

data

analyzed

and

interpreted below.

1. Profile of the Respondents 1.1. As

Age shown

on

the

table,

age

ranging

from

14

to

15

dominates the number of respondents, which is 86.59 percent of the respondents of the study. This is attributed to the fact that the right age for third year level is this range. On the other hand, as shown in the same table, it could also be noted that only one or 0.36% falls under the age bracket of 20 and above. This might be because the

respondent’s dropped from school for 2-3 beyond the age required in in Grade I. Considering the age bracket ranging from 12-13, the table

also

reveals

that

only

one

falls

under

it

which

simply means that the respondent enrolled to Grade I, one year ahead of the required age. Table 1.1 Frequency respondents as to age

and

Age 12-13 14-15 16-17 18-19 20 and above TOTAL

percentage

Frequency 1 239 31 4 1 276

distribution

of

Percentage 0.36 86.59 11.23 1.45 0.36 100

1.2 Gender Table

1.2

reveals

that

female

respondents

are

outnumbered males by 58. This might be attributed to the fact that there are really more females than males. Based on the Philippine Demographic Profile (2011) record from www.indexmundi.com/philippines, as to age structure of male and female from 15-65 years old and over, there were 32 980 772 males while female has 33 568 847. Table 1.2 Frequency and respondents’ as to gender Gender Male Female Total

percentage

Frequency 109 167 276

distribution Percentage 39.49 60.51 100

of

1.3

Parent’s educational attainment 1.3.1 Mother As could be gleaned in Table 1.3.1, it could be noted

that 97 or 35.14% of the mothers of the respondents are graduates of high school and only 26 or 9.42 % of them did not finish grade school. This means that mothers of the respondents

could

assist

their

children

in

making

assignments and projects at home. Since, all of them have entered schooling they knew how to read and write. The table also shows that there are only two mother who are doctoral degree holder. It

is

also

revealed

in

the

table

that

all

mother

respondents have attended schooling. Table 1.3.1 Frequency and percentage distribution of Respondents’ as to mother’s educational attainment Mothers’ Educational Attainment Did not finish grade school Graduated from Grade school Did not finish high school Graduated from High School Some College education Technical Vocational

Frequency

Percentage

26

9.42

42

15.22

44

15.94

97

35.14

26

9.42

21

7.61

Bachelors’ Degree

14

5.07

4

1.45

2

0.72

276

100

Master’s Degree Doctorate Degree TOTAL

1.3.2 Father Table

1.3.2

presents

of

respondents

distribution

the as

frequency to

and

fathers’

percentage educational

attainment. It

could

frequency

of

be

noted in table 1.3.2 that the highest

88

or

31.88%

is

obtained

by

those

who

graduated from high school and the lowest which is 35 or 12.68% representing those who did not finish grade school. There were also fathers who gained higher education such as college, master’s

technical-vocational, degree.

This

supports

bachelors’ that

the

degree

fathers

of

and the

respondents have the capability of assisting their children in doing their homework and projects.

Table 1.3.2 Frequency and Percentage distribution Respondents’ as to father’s educational attainment Fathers’ Educational Attainment Did not finish grade school Graduated from Grade school Did not finish high school Graduated from High School Some College education Technical-Vocational Bachelors’ Degree Master’s Degree Doctorate Degree TOTAL

Frequency

Percentage

35

12.68

50

18.12

40

14.49

88

of

31.88

23

8.33

23

8.33

15

5.44

2

0.725

0

0

276

100

1.4 Monthly Income of the family Table 1.4 reveals that most of the respondents came from low-income family as indicated by the frequency of 226 or 81.88% an income of Php 10,000.00 and below. As also shown in the same table, there are only 5 of the respondents or 1.81% have an income of Php 50,000.00

and above. This reveals that most of the parents might have unfixed income just like engaging in buy and sell of farm commodities,

which

are

seasonal;

employed

as

laborer

in

construction and farm works and others. Very few have fixed income like those who are government employee with minimum salaries. Table 1.4 Frequency and percentage respondents’ monthly income of the family Monthly Income of the family 50,001 and above 40,001- 50,0000 30,001 – 40,000 20,001 – 30,000 10,001 – 20,000 10,000 and below TOTAL

1.5

distribution

Frequency

Percentage

5 4 3 8 30 226 276

1.81 1.45 1.09 2.89 13.77 81.88 100

of

Average Rating

Table

1.5

shows

the

frequency

and

percentage

distribution of respondents’ as to average rating for the last school year attended. As presented in the data, there are 124 respondents or 44.93%

who

garnered

80-84

final

average

rating.

While,

there are 21 or 7.61% who gained 90 and above average for the last school year attended. This may attributed that half of them are average students and the rest belongs to

upper ten percent of their class when it comes to academic performance.

Table 1.5 Frequency and percentage distribution of Respondents’ as to average rating for the last school year attended Average Grade 90 and above 85 - 89 80 - 84 75 - 79 75 and below TOTAL

Frequency 21 105 124 26 0 276

Percentage 7.61 38.04 44.93 9.42 0 100

2. School Climate Conditions 2.1 School Facilities It could be noted in table 2.1 that items 1,2, and 5, which states that classroom size is appropriate for the number of students, that the school has a well-equipped laboratory

and

the

school

has

an

adequate

canteen

facilities which has means of 4.11, 3.18 and 3.82 described as satisfactory. Of these 3 items, item 1 gets the highest mean score of 4.11 which pertains to the classroom size that

is

suggests

appropriate that

the

for

the

classroom

number size

of of

students. the

This

respondents

followed the standard measurement of 7 meters x 9 meters. This was according to the Department of Education (DepEd) Order

No.17,

series

2012

stated

that

a

7x9

classroom

dimension

shall

be

adopted

for

public

elementary

and

secondary schools. Library though rated also as satisfactory needs more reference materials for different subjects from year 1 to 4 to be used the respondents. Items 3 and 4 which refer to laboratory and modern equipment or technology for teaching which has the mean scores of 3.07 and 3.38 respectively suggest that there is an

inadequate

facilities

and

equipment

for

teaching

and

learning process. Table 2.1 Mean Extent of Students’ Academic Performance on School Climate Conditions in terms school facilities as perceived by the student- respondents Items

Mean Rank

1.Has classroom size appropriate 4.11 for the number of students 2. Has a well-equipped library 3. Has a well-equipped laboratory 4. Has teaching

updated

technology

5.Has an adequate facilities and services Overall mean

Description

1

Satisfactory

3.68

3

Satisfactory

3.07

5

Good

3.38

4

Good

3.82

2

Satisfactory

in

canteen

3.62 Satisfactory

2.2 Instructional Focus

Table

2.2

presents

the

mean

extent

of

students’

academic performance on school climate conditions in terms of instructional focus in the eight (8) public secondary schools in the Division of Calapan City. The table shows that item number 4 which pertains to teacher uses buddy system and groupings were implemented almost to all schools. It is indicated with the mean score of

4.51

and

can

be

attributed

to

the

common

teaching

strategies used by the teachers among the eight (8) schools in the division. On

the

other

hand,

item

1

teacher

has

varied

instructional materials or visual aids falls in the last rank which has 4.31 mean score. The result suggests that the use of varied instructional materials or visual aids in teaching affects the level of students’ performance in the National Achievement Test (NAT). The table indicates that in all items under the level of students’ academic performance in terms of instructional focus, the student-respondents describe the instructional level as excellent in all aspects with an overall mean of 4.39 percent.

Results imply that for the students to have improved academic

performance,

the

teacher

should

employ

varied

instructional materials or visual aids. Table 2.2 Mean Extent of Students’ Academic Performance on School Climate Conditions in terms Instructional Focus as perceived by the student- respondents Items

Mean Rank Description

1. Teacher has varied instructional materials or 4.31 visual aids

5

Excellent

4.38

3

Excellent

4.40

2

Excellent

4. Teacher uses buddy system and groupings 4.51

1

Excellent

5. Teacher discusses all learning competencies 4.33

4

Excellent

2. Teacher motivates the learners 3. Teacher provides learning activities

varied

4.39

Overall Mean

Excellent

2.3 Physical Environment Table

2.3

presents

the

mean

extent

of

students’

academic performance on school climate conditions in terms of physical environment in the eight (8) public secondary schools in the Division of Calapan City.

Item number 5, school is clean and safe, ranked first among the variables. The mean score of 4.10 described as satisfactory suggests that each school observes cleanliness and

school

safety

that

ensure

continuous

progress

of

students’ academic performance. While item number 1, school is free from noise falls to its last rank as shown by the mean score of 3.68 and also describe as satisfactory. Considering

the

3.92

as

overall

mean

score

for

physical environment described as satisfactory, it implies that physical environment also has an impact to students’ academic performance. Results important performance

imply

that

factor as

one

in of

physical

environment

improving the

measures

is

students’ for

also

an

academic

attainment

of

passing rate in the National Achievement Test. Environment should therefore conducive to learning.

Table 2.3 Mean Extent of Students’ Academic Performance on School Climate Conditions in terms of Physical Environment as perceived by the student- respondents Items 1. School

location

Mean 3.68 is

free

Rank 5

Description Satisfactory

from noise 2. School location is accessible 3. School is away from destructive establishments 4. School buildings have good structure 5. School is clean and safe Overall mean

3.86

4

Satisfactory

4.08

2

Satisfactory

3.89

3

Satisfactory

4.10

1

Satisfactory

3.92

Satisfactory

3.Students’ Academic Performance 3.1 English Table distribution

3.1 of

shows the

the

level

frequency of

and

students’

percentage

performance

in

English. As indicated in the table, there are 97.83 percent that comprised the 270 students who got the grade of 74 and below

which

is

described

as

poor.

Based

on

the

NETRC

description of NAT results ranging from 74 below describes as pre-basic which means that the students’ performance in English is below the basic knowledge to be acquired. It may be attributed to inadequate facilities of school, lack of reading materials and reference materials. It could also be related

to

some

factors

like

parent

or

family

factor,

wherein parents are educationally equipped but not mindful about

the

education

of

their

children.

We

could

also

attribute this to the lack of interest in reading classes and poor study habit. On the other hand, only one student got a 91 and above score for 0.36 percent. This suggests that the respondent is interested in English, with a good study habit and loves reading. Table 3.1 Level of Students Academic Performance in English 91 and above

Frequency 1

Percentage 0.36

Description Above Advanced

86 - 90 81 - 85

0 4

0 1.45

75 - 80 74 and below Total

1 270 276

0.36 97.83 100

Proficient Approaching proficiency Basic Pre-basic

Items

3.2 Mathematics Table

3.2

presents

the

NAT

academic

performance

of

respondents in Mathematics. There are 273 students or 98.91 per cent which comprises the pre-basic performance or below the basic knowledge acquired of the respondents or best described as poor. This could be attributed to the lack of interest

of

student-respondents

equation

and

poor

Also,

peer

performances

solving

Mathematical

study habit when it comes to number.

pressure of

in

could

students

dealing with numbers.

in

also

be

numbers

a and

reason the

in

phobia

low of

Results imply that performance in Math which described as

poor

could

be

credited

to

the

lack

of

interest

of

student-respondents and poor study habit. Table 3.2 Level of Academic Performance in Mathematics Items

Frequency

Percentage

91 and above

0

0

86 - 90 81 - 85

1 2

0.36 0.72

75 - 80 74 and below Total

0 273 276

0 98.91 100

Description Above Advanced Proficient Approaching proficiency Basic Pre-basic

3.3 Science Table 3.3 shows frequency and percentage distribution of the level of students’ academic performance in Science. From 98.19

per

the

table,

cent

or

we

could

also

gleaned

that

almost

271 students belong to the pre-basic

skills of students in Science or with a verbal description as poor; the results may be attributed that most schools has an inadequate laboratory facilities or equipment and modern technology in teaching. Results revealed that poor study habits and lack of interest

of

students

could

be

a

reason

performance in Science measured by NAT.

for

their

low

Table 3.3 Level of Students’ Academic Performance in Science Items

91 and above 86 - 90 81 - 85

Frequency 0 0 0

Percentage 0 0 0

75 - 80 74 and below Total

5 271 276

1.81 98.19 100

Description Above Advanced Proficient Approaching proficiency Basic Pre-basic

3.4 Araling Panlipunan As presented in table 3.4 there are 94.57 percent or 261 students who garnered the 74 below percentage score in NAT

or

belongs

to

the

pre-basic

skills

of

students

in

Araling Panlipunan which best described as poor. Considering the results, this may be attributed to the lack

of

reference

materials

of

students

to

refer

with

during their homework making. Some of the families were not accessible

to

current

events

because

most

of

the

respondents are living in far-flung areas, availability of news dailies and television newscast is not available. Also this could be related to their lack of interest and poor study habit.

Table 3.4 Level of Students’ Academic Performance in Araling Panlipunan Items

91 and above 86 - 90

Frequency 0

Percentage 0

Description Above advanced

2

0.72

proficient

81 - 85

2

0.72

75 - 80 74 and below Total

11 261 276

3.99 94.57 100

Approaching proficiency Basic Pre-basic

3.5 Filipino Table 3.5 presents the level of academic performance of students in Filipino. As

gleaned

from

table

3.5,

71.74

percent

or

198

students belongs to pre-basic or 74 below percentage score in AP NAT result. This could be attributed to the poor reading

habit

subject.

This

and

lack of interest in dealing with the

might

be

because

the

students

are

so

reluctant in answering the test for the reason that the language was easily understood but not analyzed well by student-respondents. Unlike other subjects presented, Filipino gained more above

advanced

students;

there

were

7

students

or

2.54

percent among the respondents who garnered 91 and above percentage score that may be attributed to a good reading habit and careful analysis of the respondents in answering the reading comprehension examinations. Results imply that a poor reading habit could affect the NAT performance in Filipino.

Students’ academic performance in five subjects tested such

as

English,

Math,

Science,

Araling

Panlipunan

and

Filipino in National Achievement Test is best summarized and described as poor due to the lack of interest and poor study

habits.

Teachers

observed

that

students

are

not

mindful in answering the tests because it does not affect their

academic

performance

as

indicated

in

their

report

cards. The results is inconformity with the result of the study of Cromwell (2006) entitled “Study habit: Students’ Role ”which pointed out that the efficient and effective way

of

learning

depends

upon

the

study

habits

of

the

students. Study habits are important as they influence the academic achievement of students. So parents and teachers must help in improving the study habits of students. Some investigators have sought to determine what study habits are characteristically used by students when left to work by

themselves

with

little

or

no

direction.

Teachers

in

schools should become facilitators of learning. The finite treasure

within

every

learner

should

be

discovered

and

nurtured for the purpose of improving learning effective study

skills

have

to

be

taught.

Study

skills

involve

reference, reading listening, study habits and strategies. Learning improves with planning of where, when and how much

to study. Positive attitude, proper physical condition and balanced emotional states are important factors influencing study habit. Table 3.5 Level of Students’ Academic Performance in Filipino Items

91 above 86 - 90 81 - 85

Frequency 7

Percentage 2.54

Description Above Advanced

8 24

2.90 8.70

39 198 276

14.13 71.74 100

Proficient Approaching proficiency Basic Pre-basic

75 - 80 74 below Total

4.Correlation of the respondents’ student’s performance in NAT

age

and

the

level

of

4.1 Age Table 4.1 reveals insignificant relationship between the respondents age and the level of students’ performance in

NAT

in

five

learning

areas

such

as

English,

Math,

Science, Araling Panlipunan and Filipino having a computed r-value

of

-0.0308,

-0.034,

-0.082,

-0,053

and

-0.034

respectively which are lesser than the critical r-value of 0.138. This suggests that the null hypothesis stating that there is no significant relationship between the students’ academic performance in NAT in terms of age is accepted which

means

that

age

does

not

affect

the

level

performance of students in the National Achievement Test.

of

Table 4.1 Correlation of the respondents’ age and the level of students’ performance in the National Achievement Test Variables Age vs. English Age vs. Math Age vs. Science Age vs. AP Age vs. Filipino

Computed r-value -0.0308 -0.034 -0.082 -0.053 -0.034

Critical r- value:

Not Not Not Not Not

Result significant significant significant significant Significant

0.138

4.2 Gender Table 4.2 reveals insignificant relationship between the respondent’s age and the level of students’ performance in

NAT

in

five

learning

areas

such

as

English,

Math,

Science, Araling Panlipunan and Filipino having a computed r-value of 0.34, 0.19, 1.14, 1.62, and 2.33 respectively which are lesser than the critical x2-value of 5.99. This suggests that the null hypothesis stating that there is no significant

relationship

between

the

students’

academic

performance in NAT in terms of gender is accepted which means that gender does not affect the level of performance of students in the National Achievement Test. Table 4.2 Correlation of the respondents’ gender and the level of students’ performance in the National Achievement Test Variables Gender vs. English Gender vs. Math Gender vs. Science Gender vs. AP Gender vs. Filipino

X2crit df

= =

5.99 2

X2 computed 0.34 0.19 1.14 1.62 2.33

Not Not Not Not Not

Result significant significant significant significant significant

α=

5% 4.3 Parents Educational Attainment 4.3.1 Mother, 4.3.2 Father Table 4.3 reveals insignificant relationship between the

respondent’s

level

of

parents

students’

educational

performance

in

attainment

NAT

in

five

and

the

learning

areas such as English, Math, Science, Araling Panlipunan and Filipino having a computed X2-value of 3.10, 2.11, 4.88, 4.82, and 9.69 for mother and 4.93, 1.97, 2.23, 1.90 and 6.62 respectively which are lesser than the critical x2value

of

5.99.

This

means

that

parent's

educational

attainment affects the level of performance of studentsrespondents in NAT in Araling Panlipunan which could be attributed to the language used by the parents where they could express themselves freely using the mother tongue. This means that the null hypothesis stating that there is no significant relationship between the students’ academic performance

in

NAT

in

Araling

Panlipunan

in

terms

of

parents educational attainment is rejected. On the other hand, the null hypothesis stating that there is no significant relationship between the students’ academic

performance

in

NAT

in

terms

of

parents’

educational attainment in subjects English, Math, Science, and

Araling

Panlipunan

is

accepted

which

means

that

parent’s educational attainment of both mother and father do not affect the level of performance of students in the National Achievement Test. The result may be related to the study of Meinardus (2003)

entitled

“Our

Students:

the

Family

Level

Factors

mentioned that the family educational climate is defined by the amount and the style of help that children receive from the family; this is determined by elements of the family context, like the dynamics of communication and affective relationships, attitudes towards values, expectations, etc. Table 4.3 Correlation of the respondents’ parents educational attainment both mother and father and the level of students’ performance in the National Achievement Test X2 computed

Variables Mother’s Educational attainment vs. English Mother’s Educational attainment vs. Math Mother’s Educational attainment vs. Science Mother’s Educational attainment vs. AP Mother’s Educational attainment vs. Filipino

X2crit df α= 5%

= =

Result

3.10

Not significant

2.11

Not significant

4.88

Not significant

4.82

Not significant

9.69

Significant

5.99 2

Variables Father’s Educational attainment vs. English Father’s Educational attainment vs. Math Father’s Educational attainment vs. Science Father’s Educational attainment vs. AP Father’s Educational attainment vs. Filipino

X2 computed

Result

4.93

Not significant

1.97

Not significant

2.23

Not significant

1.90

Not significant

6.62

Significant

4.4 Monthly Income of the family Table 4.4 reveals insignificant relationship between the respondents monthly income and the level of students’ performance in NAT in five learning areas such as English, Math,

Science,

computed

Araling

r-value

of

Panlipunan

-0.007,

and

-0.001,

Filipino 0.014,

having

-0,054

a

and

-0.083 respectively which are lesser than the critical rvalue

of

0.138.

This

suggests

that

the

null

hypothesis

stating that there is no significant relationship between the

students’

academic

performance

in

NAT

in

terms

of

monthly income is accepted which means that monthly income of the family does not affect the level of performance of students in the National Achievement Test. Table 4.4 Correlation of the respondents’ monthly income of the family and the level of students’ performance in the National Achievement Test Variables Monthly Income English Monthly Income Math Monthly Income Science Monthly Income AP Monthly Income Filipino

vs.

Computed r-value -0.007

Result Not significant

vs.

-0.001

Not significant

vs.

0.014

Not significant

vs.

-0.054

Not significant

vs.

-0.083

Not Significant

Critical r- value:

0.138

4.5 Average rating for School Year 2010-2011

Table 4.5 reveals insignificant relationship between the respondents average rating for school year 2010-2011 and

the

level

of

students’

learning

areas

such

as

performance

English,

Math,

in

NAT

Science,

in

five

Araling

Panlipunan and Filipino having a computed r-value of 0.045, 0.010,

0.045,

-0,001

and

-0.006

respectively

which

are

lesser than the critical r-value of 0.138. This suggests that

the

significant

null

hypothesis

relationship

stating

between

the

that

there

students’

is

no

academic

performance in NAT in terms of monthly income is accepted which means that average rating for SY 2010-2011 does not affect the level of performance of students in the National Achievement Test. Table 4.5 Correlation of the respondents’ average rating for school year 2010-2011 and the level of students’ performance in the National Achievement Test Variables Average rating English Average Rating Math Average rating Science Average rating AP Average rating Filipino

Computed r-value

Result

0.045

Not significant

0.010

Not significant

0.045

Not significant

-0.001

Not significant

-0.006

Not Significant

vs. vs. vs. vs. vs.

Critical r-value: 0.138

5.Correlation of the school climate conditions in terms of school facilities 5.1

School Facilities

Table 6.1 presents the summary table between the school climate conditions in terms of school facilities to their NAT results in English, Math, Science, Filipino and Araling Panlipunan using Pearson’s r. In item number 5.1 school facilities shows significant relationship in students’ academic performance in NAT with their

Science,

Filipino

and

Araling

Panlipunan

subjects

which means that the null hypothesis stating that there is no significant relationship between the students’ academic performance in school climate conditions in terms of school facilities

is

unavailability

rejected. of

This

school

may

be

facilities

attributed and

access

to

the

to

new

technology in teaching when it comes to ICT and Science. Lack of interest and poor study habit could be a reason for a low performance in Science achievement test. Results level

of

imply

that

performance

school

of

facilities

students

in

do

affect

Science,

the

Araling

Panlipunan and Filipino.

Table 5.1 Correlation of the school climate conditions in terms of school facilities, and the level of students’ performance in the National Achievement Test Variables School facilities vs. English

Computed r-value

Result

0.123

Not significant

School facilities vs. Math School facilities vs. Science School facilities vs. AP School facilities vs. Filipino

0.051

Not significant

0.188

Significant

0.260

Significant

0.260

Significant

Critical r-value: 0.138

5.2

Instructional Focus

Table 5.2 reveals insignificant relationship between the

respondents’

instructional

focus

and

the

level

of

students’ performance in NAT in five learning areas such as English,

Math,

Science,

Araling

Panlipunan

and

Filipino

having a computed r-value of 0.123, 0.051, 0.188, 0.260 and 0.260 respectively which are lesser than the critical rvalue

of

0.138.

This

suggests

that

the

null

hypothesis

stating that there is no significant relationship between the

students’

academic

performance

instructional

focus

is

instructional

focus

does

accepted not

in

NAT

in

which

affect

the

terms

means

of

that

level

of

performance of students in the National Achievement Test. This may be attributed to the continuous trainings for teachers in the mastery of the delivery of instructions. Table 5.2 Correlation of the school climate conditions in terms of instructional focus and the level of students’ performance in the National Achievement Test Variables Instructional Focus vs. English Instructional Focus

Computed r-value

Result

0.020

Not significant

0.010

Not significant

vs. Math Instructional Focus vs. Science Instructional Focus vs. AP Instructional Focus vs. Filipino

0.29

Not significant

0.101

Not significant

0.082

Not significant

Critical r-value: 0.138

5.3 Physical Environment Table

5.3

presents

the

summary

table

between

the

school climate conditions in terms of physical environment to their NAT results in English, Math, Science, Filipino and Araling Panlipunan using Pearson’s r. Results revealed that a null hypothesis stating that there

is

no

significant

relationship

between

student’s

academic performance in NAT and physical environment has significant rejected;

relationship

with

the

0.176

which

means

r-value

that

that

hypothesis

exceeds

with

is the

critical r-value of 0.138. On

the

insignificant

other

hand,

relationship

the

table

between

the

also

reveals

respondent’s

physical environment and the level of students’ performance in

NAT

in

four

learning

areas

such

as

English,

Math,

Science, and Araling Panlipunan having a computed r-value of 0.016, -0.028, 0.099, and 0.121 respectively which are lesser than the critical r-value of 0.138. This suggests that

the

significant

null

hypothesis

relationship

stating

between

the

that

there

students’

is

no

academic

performance accepted

in

which

NAT

in

means

terms

that

of

physical

physical

environment

environment

does

is not

affect the level of performance of students in the National Achievement Test in four learning areas such as English, Math, Science and Araling Panlipunan. Results suggest that physical environment does affect the students’ performance in Filipino.

Table 5.3 Correlation of the school climate conditions in terms of physical environment and the level of students’ performance in the National Achievement Test Variables Physical Environment vs. English Physical Environment vs. Math Physical Environment vs. Science Physical Environment vs. AP Physical Environment vs. Filipino

Computed r-value

Result

0.016

Not significant

-0.028

Not significant

0.099

Not significant

0.121

Not significant

0.176

Significant

Critical r-value: 0.138

6.Difference among School Climate Conditions in school facilities, instructional focus and environment

terms of physical

Table 6 presents the summary table on one-Way analysis of variance in the extent of difference between the school climate in terms of school facilities, instructional focus and physical environment.

Since the computed f-value exceeded the critical value of 3.01 using the degrees of freedom 2 and 825 at 0.05 level of significance. Therefore, the null hypothesis is rejected.

There

is

a

students’

performance

significant in

NAT

in

difference the

public

on

the

secondary

schools in the division of Calapan City. Results affects

imply

the

results

that of

adequacy their

of

NAT

school

facilities

performance

in

each

school. While in instructional focus, though they described it excellent, there is significant difference when it comes to

classroom

instructions

per

school.

This

may

be

attributed varied instructional materials employ and also they differ from the physical environment.

Table 6 Summary table on One-Way Analysis of Variance in the extent of difference between the school climate conditions as perceived by student respondents in terms of physical facilities, instructional focus and physical environment

ANOVA Source Variation

of

Within Groups

SS 2063.8 91 9604.8 37

Total

11668. 73

Between Groups

df 2 825

827

MS 1031.9 46 11.642 23

F 88.638 17

F crit 3.00 7

Result significa nt

Chapter V SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS This

chapter

important

findings

presents

the

summary

of

the

most

of this research, conclusions arising

from the findings, conclusions arising from the findings and proposed possible recommendations.

SUMMARY OF FINDINGS 1. Frequency and Percentage respondents in terms: 1.1

Distribution

of

student-

Age The age ranging from 14 to 15 dominates the number of

respondents, with 239 respondents, age ranging from 12-13 has only 1, age ranging from 16-17 has 31 respondents, age ranging from 18-19 has 4 respondents and ages ranging from 20 and above has only 1 respondent also. 1.2 Gender There are 109 male respondents and 167 female which comprise the 39.49% and 60.51% respectively.

1.3

Parent’s Educational Attainment 1.3.1 Mothers’ educational attainment There

are

26

mothers

who

did

not

finish

grade

school, 42 graduated from grade school, 44 did not finish high school, 97, graduated from high school, 26 mothers avail some college education, 21 has attained technicalvocational,

14

finished

bachelor’s

degree,

4

master’s

degree and 2 has a doctorate degree. This comprises the 276 respondents according to their mother’s educational attainment. 1.3.2

Father’s educational attainment

For

father’s

fathers

who

educational

did

not

finish

attainment, grade

there

school,

50

are

35

finishes

grade school, 40 did not finish high school, 88 fathers finished

high

school,

23

of

them

avail

some

college

education, same with technical vocational that has 23 respondents, 15 with a bachelor’s degree and two of them has a master’s degree. 1.4

Monthly Income of the Family

There are 226 respondents who has a family income of 10

000

below,

others

with

50

000

and

above

has

5

respondents, 40,000-49 000 has 4, 29 000 – 30 000 has 3 and from 19 000 to 20 000 has 38 respondents. 1.5

Average rating for school year 2010-2011 There

rating,

are

105

124

with

respondents

85-89

who

got

80-84

average

26

got

75-79

and

average,

21

respondents got 90 above average grade for school year 2010-2011. 2. Mean Extent of Students’ Academic Performance on School Climate Conditions in terms of: 2.1 School Facilities The mean extent of students’ academic performance on School Climate Conditions in terms of school facilities has

described

satisfactory

level

as

perceived

by

the

respondents with 3.62 mean percentage score. Item no.1 which classroom has appropriate size for the number of students has 4.11 mean score, item number 2 that pertains to a well-equipped library and laboratory has a mean of 3.68 and 3.07 respectively, while item 4 has

3.38

teaching

mean and

that 3.82

discuss mean

facilities and services.

the

score

technology

for

adequate

used

in

canteen

2.2 Instructional Focus With an overall mean of 3.92 for instructional focus that has a verbal description of satisfactory. . Items 1-5 that pertains to school location that is free

of

noise,

establishments,

accessible,

away

from

destructive

good building structure and clean and

safe has a mean scores of 3.68, 3.86, 4.08, 3.89, and 4.10 which also has a verbal description of satisfactory. 3. Level of Students’ Academic Performance in NAT 3.1 English There students;

are

97.83

students

percent

fall

in

that

comprises

excellent

got

the

only

270 0.36

percent or only 1 respondent attained the 91 above score and

0.36

percent

percent also for the student who got 75-80 and

4

out

of

276

students

or

1.45

percent

garnered 81 – 85 percent. 3.2 Mathematics There were 273 students or 98.91 per cent. There are only 2 respondents who got 81-85 average grades and only 1 obtained 86-90.

3.3

Science It is indicated that almost 98.19 percent or 271

students comprises the 74 below average grade, and five got 86-90 average grade. 3.4

Araling Panlipunan There are 94.57 percent or 261 students garnered

the 74 below percentage score in NAT. 11 respondents who got 75-80 percentage score, 2 of them got 81-85 and 2 for 86-90 average rating for AP. 3.5

Filipino The data presents 71.74 per cent or 198 students

garnered 74 below percentage score; while there were 39 or 14.13 percent got 75-80 percent; 7 students or 2.54 percent among the respondents got 91 and above average; there are 8 students or 2.90 percent got 86-90, and 24 or 8.70 got 81-85 percentage score. 4. Correlation of the respondents’ age, monthly income of the family, average rating and the level of students’ performance in the National Achievement Test

4.1 Age

Data presents the summary between the relationship of the student-respondents age to their NAT results in English, Math, Science, Filipino and Araling Panlipunan with a critical r-value of -0.308,-0.034,-0.082,-0.053 and

-0.034

respectively

which

is

lesser

than

the

critical r-value of 0.138. 4.2 Gender The

data

presents

insignificant

relationship

between the respondent’s age and the level of students’ performance

in

NAT

in

five

learning

areas

such

as

English, Math, Science, Araling Panlipunan and Filipino having a computed r-value of 0.34, 0.19, 1.14, 1.62, and 2.33 respectively which are lesser than the critical x2value of 5.99. 4.3 Parent’s educational attainment Data presents insignificant relationship between the respondent’s parents educational attainment and the level of students’ performance in NAT in five learning areas such as English, Math, Science, Araling Panlipunan and Filipino having a computed X2-value of 3.10, 2.11, 4.88, 4.82, and 9.69 for mother and 4.93, 1.97, 2.23, 1.90 and 6.62 respectively which are lesser than the critical x2-value of 5.99.

4.4 Monthly Income of the Family Data the

presents

respondents

insignificant

monthly

income

relationship and

the

between

level

of

students’ performance in NAT in five learning areas such as

English,

Math,

Science,

Araling

Panlipunan

and

Filipino having a computed r-value of -0.007, -0.001, 0.014, -0,054 and -0.083 respectively which are lesser than the critical r-value of 0.138. 4.5 Average rating for School Year 2010-2011 Data

shows

the

insignificant

relationship

between

the respondents average rating for school year 2010-2011 and the level of students’ performance in NAT in five learning areas such as English, Math, Science, Araling Panlipunan

and

Filipino

having

a

computed

r-value

of

0.045, 0.010, 0.045, -0,001 and -0.006 respectively which are lesser than the critical r-value of 0.138. 5. Correlation of the school climate conditions in terms of school facilities, instructional focus and physical environment and the level of students’ performance in the National Achievement Test

5.1 School facilities The data presents the correlation between the school climate conditions such as school facilities to their NAT performance Araling 0.051,

in

English,

Panlipunan 0.188,

with

0.260

and

Math, a

Science,

critical

0.260

Filipino

r-value

which

only

of

and

0.123,

exceeds

in

Filipino in the critical r-value of 0.138.

5.2 Instructional Focus The data presents the correlation between the school climate conditions such as school facilities to their NAT performance Araling

in

English,

Panlipunan

with

Math, a

Science,

critical

Filipino

r-value

of

and

0.020,

0.010, 0.29, 0.101 and 0.082 which is lesser than in the critical r-value of 0.138.

5.3 Physical Environment The data presents the correlation between the school climate conditions such as physical environment to their NAT performance in English, Math, Science, Filipino and Araling

Panlipunan

with

a

critical

r-value

of

0.016,

-0.028, 0.099, 0.121 and 0.176 which exceeds than in the critical r-value of 0.138.

6.Significant difference in the school climate conditions as perceived by student respondents in terms of physical facilities, instructional focus and physical environment

Results present the significant difference between the school climate conditions and students’ achievement in NAT as

perceived

by

student

respondents

in

terms

of

school

facilities, instructional focus and physical environment. Since the computed f-value exceeded the critical value of 3.01 using the degrees of freedom 2 and 825 at 0.05 level of significance. Therefore, the null hypothesis is rejected.

There

is

students’

performance

a

significant in

NAT

in

difference the

schools in the Division of Calapan City.

CONCLUSIONS

public

on

the

secondary

Based

on

the

findings

of

the

study,

the

following

conclusions are formulated: 1. Age of the respondents is appropriate for third year level; the female outnumbered the male; parents have entered school; they have a low-family income and the respondents got a passing grade for school year 2010-2011, as a second year students. 2. School facilities and learning environment needs enhancement and teacher gives emphasis in the delivery of classroom instruction. 3. Level of performance in National Achievement Test for school year 2010-2011 is best described as prebasic or below 74 percent. 4. Profile of the students in terms of age, gender, monthly income of the family does not affect the students’ performance in NAT. 5. The school climate conditions in terms of school facilities and physical environment affect the students’ performance in NAT. 6. The school climate conditions differ from school to school.

RECOMMENDATIONS

1. Poor

study

habits

and

lack

of

interest

of

the

students should be worked out by the teachers and school heads by providing different activities of their interest that will help them to be developed academically. 2. The faculty members should acquaint the students in taking the NAT. 3. The

competencies

taught

by

the

teachers

should

coincide with the competencies given in the National Achievement Test by having an item analysis of test results. 4. Competencies should be mastered by students through rigid

classroom

instruction;

the

teachers

should

give more emphasis in the conduct of review. 5. Instructional materials or visual aids and review materials

should

different

skill

English,

Math,

be in

improved five

Science,

for

them

to

master

learning

areas

such

Araling

Panlipunan

as and

Filipino. 6. School

heads

should

identify

the

needs

and

assessment of the school that will help to improve NAT performance by carrying out a well-planned work plans.

7. Seminars

and

trainings

should

be

provided

for

teachers to update on the new trends of teaching and learning. 8. Adopt-a-school programs and Brigada Eskwela should be given emphasis by the administrators to be of help in improving the school environment. 9. Instructional

materials

as

well

as

NAT

review

materials should be procured to help students in review. 10.

The NAT result should be included to their report

card

in

order

for

them

answering the test.

BIBLIOGRAPHY

A. Books

to

become

mindful

in

Allen, T. ‘Building Partnership: Lessons from the Specialist Schools Achievement Programme (SSAP). School Leadership and Management,2001. Bandura, A. Self-efficacy: Toward a unifying theory of behavioral change a Psychological Review,2003 Christian, K.; Morrison, F. J.; & Bryant, F. B. (1998). Predicting kindergarten academic skills: Interactions among child care, maternal education, and family literacy environments. Early Childhood Research Quarterly, 13(3), 501–521. De Guzman, A (2002) School-Based Management in Philippine Basic and Higher Education , Center for Educational Research and Development, University of Santo Tomas, Phil. Epstein, J. (2001). School, family, and community partnerships. Boulder: Westview Press. Louis, K., Leithwood, K., et al, ‘Learning from leadership: Investigating the links to improved student learning. New York, NY: The Wallace Foundation, 2010. Meinardus, R (2003)The Crisis of Public Education in the Philippines Business World Internet Edition: June 30, 2003 Morada, C (2010) Textbook Procurement Process Stringent DepEd December 2010 B. Periodicals and Journals

‘DepEd slates National Achievement Test in March’- The Philippine Star, Updated January 07, 2010 Kimiyasu Ishizuka and Yomiuri Shimbun; ‘Achievement test should track academic ability’ April 10, 2007 Leadership. What it is and how it influences pupil learning. London, UK: National College for School Leadership. Sichon, Leopoldo F. PhD , ‘Our Schools, Our Teachers, our Students vs. the National Achievement Test’ 2010

Trina Federis, et al, “Two-shift Classroom Scheme Does Not Solve Education Crisis –” Bulatlat Magazine, June 4-10, 2006 Dimmock, C. & Hattie, J. ‘School principals’ self-efficacy and its measurement in a context of restructuring.School Effectiveness and School Improvement’, 2006. Henderson, A. T. &Mapp, K. L. (2002). A new wave of evidence: The impact of school, family, and community connections on student achievement. Austin, TX: Southwest Educational Development Laboratory.

C. Internet Sites

Human Capital Theory Retrieved at http://www.encyclopedia.com/doc/1O88-Humancapitaltheory.html Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins, D. (2006). Successful school McCormick, M. J. ‘Self-efficacy and leadership effectiveness: Applying social systems theory to leadership.’ Journal of Leadership Studies, 2001. Moreno, G. (2002) "How to solve the text book problem" http://blog.bayanihanbooks.org/how-to-solve-our-textbookproblems.html Public Schools Students NAT Scores Up (Sept. http://www.philstar.com/Article.aspx? articleId=502796&publicationSubCategoryId=473* "Woes of A Teacher" Retrieved http://www.squidoo.com/educ8/Woes of a teacher

2009)

at.

http://www.oppapers.com/essays/Teacher-Related-Factors-OfSophomore-Students-Achievement/571440 http://cnx.org/content/m23100/latest/ http://www.teslej.org/wordpress/issues/volume13/ej52/ej52a2/

http://www.ncef.org/pubs/size_outcomes.pdf

QUESTIONNAIRE Directions: Please read carefully each item. Do not leave any item unanswered. Place a (√) checkmark on the blank corresponding to your answer for needed data with choices. Part I: Student’s Demographic Profile Name: ________________ ____________________ _______________ Last Name

First Name

Middle Name

Age:

__________

Gender:

________ Male

_______ Female

Monthly Income of the Family: ________________ Parent’s educational attainment: Father

Mother

__Did Not Finish Grade School ___Did Not Finish Grade School __Graduated from Grade School ___Graduated from Grade School __Did Not Finish High School

___Did Not Finish High School

__Graduated from High School

___Graduated from High School

__Some College Education

___Some College Education

__Technical/ Vocational

___Technical/ Vocational

__Bachelor's Degree

___Bachelor's Degree

__Master's Degree

___Master's Degree

__Doctorate Degree

___Doctorate Degree

General Average for the last school year attended:_________

II. INSTRUCTION: The following are the factors related to the student’s performance in the National Achievement Test in terms of school climate conditions. Please indicate the level of your agreement or disagreement to the following statement. . Please check (√) on the appropriate box.

Range

Description 5

-

Excellent

4

-

Satisfactory

3

-

Good

2

-

Fair

1

-

Poor

A. School C.Facilities Physical Environment

55

44

33

1. Has classroom size appropriate for the number of students 1. School location is free from noise 2. Has well-equipped 2. a School location library is accessible 3. Has a well-equipped laboratory 3. School is away from destructive establishments 4. Has updated technology in teaching 4. an School buildings has a good 5.Has adequate canteen facilities and structure services 5. School is clean and safe

Mean Extent of Students’ Academic Performance on School Climate Conditions in terms school facilities as perceived by the student- respondents Items 1.Has classroom appropriate for the of students 2. Has library

a

3.

a

Has

size number

Mean

Rank

Description

4.11

1

Satisfactory

3.68

3

Satisfactory

3.07

5

Good

well-equipped well-equipped

22

11

laboratory 4. Has updated technology in teaching

3.38

4

Good

5.Has an adequate canteen facilities and services

3.82

2

Satisfactory

Overall mean

3.62 Satisfactory

Mean Extent of Students’ Academic Performance on School Climate Conditions in terms Instructional Focus as perceived by the student- respondents Items 1. Teacher instructional visual aids

Mean Rank Description

has varied materials or 4.31

2. Teacher motivates the learners 3. Teacher provides learning activities

5

Excellent

4.38

3

Excellent

4.40

2

Excellent

varied

4. Teacher uses buddy system and groupings 4.51

1

Excellent

5. Teacher discusses all learning competencies 4.33

4

Excellent

4.39

Overall Mean

Excellent

Mean Extent of Students’ Academic Performance on School Climate Conditions in terms of Physical Environment as perceived by the student- respondents Items

Mean Rank

6. School location is free from 3.68 noise

5

Satisfactory

4

Satisfactory

2

Satisfactory

3.89

3

Satisfactory

4.10

1

Satisfactory

7. School location is accessible 3.86 8. School is away from destructive establishments 4.08 9. School buildings structure 10.

have

good

School is clean and safe Overall mean

Description

3.92

Satisfactory

CURRICULUM VITAE

Name:

JASMIN G. RAYOS

Age:

31

Date of Birth:

JULY 23, 1980

Place of Birth:

CALAPAN CITY, ORIENTAL MINDORO

Civil Status:

MARRIED

Sex:

FEMALE

Religion:

IGLESIA NI CRISTO

Nationality:

FILIPINO

WORK EXPERIENCE November

2005 – present

Teacher I Division of Calapan City Bucayao National High School

EDUCATION Mindoro State College of Agriculture and Technology (MinSCAT) Alcate, Victoria, Oriental Mindoro Master of Ars in Education Major in Educational Management 2009-2012

Divine Word College of Calapan Calapan City, Oriental Mindoro Bachelor of Secondary Education 1997- 1999, 2003-2005

Good Shepherd Academy Victoria, Oriental Mindoro Secondary Education 1993- 1999 Poblacion I Elementary School Poblacion I, Victoria, Oriental Mindoro Elementary Education 1987-1993

EXAMINATION TAKEN LICENSURE EXAMINATION FOR TEACHERS (LET) Manila, August 2005