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 in the subjects and HEKASI Science, of Mathematics, for grade English, and

Science,

Filipino,

school and

Mathematics,

English,

Filipino,

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 aimed help them formulate of the appropriate education interventions system. that

improvement

(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 knowledge changes and have skills come students as should acquire. reform

Important

about

educational

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 those performance. are age, For students order,

profile

gender,

birth

monthly

income and

of

the

family, grade for

parents the last

educational school year

attainment,

average

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 attempting information to will an be useful to practitioners or a

implement

educational

innovation

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 this of curriculum may help City for the to each learning area. in In the

addition, Division

secondary focus also

schools in the

Calapan

school

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

Education importance learning. education. learners enough of This

literature student is

has

often

pointed in field

to

the

support true

services in the

promoting of basic

usually

Unlike tested

in the traditional education delivery, in national by achievement must be and given the

attention

teachers,

stakeholders

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 Division of Calapan system City, there are and

comprehensive

student

support

developed

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 students 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 the school students climate perspective, condition in

concerning

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, questions: 1. What is the profile of the respondents in terms of: 1.1 1.2 1.3 age gender parents educational attainment 1.3.1 mother 1.3.2 father 1.4 1.5 monthly income of the family average attended? 2. What is the extent of the school climate conditions as perceived by student respondents in terms of: 2.1 2.2 2.3 school facilities instructional focus physical environment? rating for the last school year it sought to answer the following

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 3.2 3.3 3.4 3.5

English Math Science AP Filipino

4. Is there a significant relationship between the profile of the respondents and students achievement in NAT in terms of: 4.1 4.2 4.3 age gender parents educational attainment 4.3.1 mother 4.3.2 father 4.4 4.5 monthly income of the family average 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: rating for the last school year

5.1 5.2 5.3

school facilities instructional focus physical environment?

6. Is there a significant difference in the school climate conditions as perceived by student respondents in terms of: 6.1 6.2 6.3 school facilities instructional focus 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 1.2 1.3 age gender parents educational attainment 1.3.1 mother 1.3.2 father 1.4 1.5 monthly Income of the family average attended? rating for the last school year

2. There is no significant relationship between the school climate conditions and students performance in NAT in

terms of: 2.1 school facilities

2.2 2.3 3. There is

instructional focus physical environment? no significant difference in the school

climate conditions as perceived by student respondents in terms of: 3.1 3.2 3.3 school facilities instructional focus 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 of school and academic thrusts may performance. be Thus, and

appropriate

programs

formulated

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) in their chapter to enough test to be posted identify in using the

graphical competencies

representation that needs

easily attention

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 their may serve as students motivation The in

improving

academic

performance.

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 of this research in the is to answer of the the

questions

presented

statement

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 National Ceriaco A. High School, Canubing High National School, High

School,

Abes School,

National Managpi

Community

Vocational

High

National

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 terms were defined conceptually and

operationally:

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 respondents 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 area, any biological or

surrounding

chemical agent that is detrimental to health and physical conditions, such as temperature, noise and lighting.

(Source: www. Wikipedia.org) School Climate Condition learning environment that refers to the health of the it is a multi-dimensional

influences to many individuals such as students, parents, school personnel, and the community(source:

www.wikipedia.org)

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 behavior. Also this can also be patterned to Social systems or subsystems that affect the organizational

(Scott, 2003) consist of independent parts, characteristics and activities consists that of contribute a number to of form the whole. elements The or

school

important

subsystems

that

affect

organizational

behavior.

The

individual or members of an organization have their own individual their needs, beliefs and job. and cognitive the perceptions social of

environment

Further,

systems

model gives a dynamic view of the school, with the feedback mechanisms components. This study is also linked with invitational theory and elements providing the action of the

(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 in provide order a for positive them to impact uplift for the

learners

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 performance. refers to an The Theory of of Mental Self-

Government

inventory

different

thinking

styles that gives an indication of people's preference of thinking patterns. Where itself, the the Triarchic of Theory focuses on the ability to

theory

Mental

Self-Government

refers

different thinking styles which constitutes preference in the use of abilities. According three kinds to of the Theory of Intellectual Abilities, namely

intellectual

abilities

exist,

analytical, creative and practical abilities. Measures of abilities whereas tend all to focus three mainly types on of analytical abilities abilities, to be

the

need

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, unlike of sex, is socially however, sexes formed are used and and to the

cultivated. justify

Differences

gender,

inequalities

between

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 1. Profile of the Respondents 1.1 age 1.2 gender 1.3 monthly income of the family 1.4 educational attainment of parents 1.4.1 father

IV

2. School Climate Conditions

2.1 School Facilities 2.3 Instructional Focus 2.4 Physical Environment?

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 in the variable National consists of the Test students in five

performance

Achievement

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 and of the family, grade for parents the last educational school year of

attainment, attended school

average next

and

the

independent

variable

consists

climate

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 study are supported by the

authorities. Local Related Literature

From 2006 to

the the

interview Chairman of

of

Bulatlat of

Magazine

dated

June

Alliance

Concerned

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 slightly a better results, the with first the fourth high

graders school

garnering students

43.55%, a

while

year the

earned

36.13%.

Despite

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 philosophical are in foundation, with visions its and

statement

congruence

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 from those such in as the urban areas.

Demographic

characteristics

family

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 issue Basic high must of De Guzman (2002) entitled that level,

Restructured whether in

Education or

Curriculum in the

stated

school be

elementary

curriculum

balanced,

articulate,

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 areas, integration the of values areas,

related on

skills the

within

learning and

emphasis

learning

areas

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 of Woes of a in Teacher declared the that into that right must the the and be root

effectiveness proper

teachers is are

delivering question seriously

instruction if we

another to delve

considered

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 teachers the to pay were of implemented promotion. as well as

processes sustain

Teachers upgrading revitalize

were and the

encouraged development.

professional were tasked to

Principals

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 are textbook always

textbooks

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 and sufficiency accuracy of and development of the of

learning

competencies,

up-to-datedness

contents, determining the appropriateness of the materials to society, to target to users and to these level culture are of and on the

language correct

used and

ensure

that to the

grammatically the students.

appropriate

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 Students: mentioned the by Meinardus Level (2003) entitled that Our only

Family

Factors

mentioned

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 of the parents of role their the in the progress and

development

children. important

Researchers factor by in the are

family the

background academic these

most

determining student;

performance of

attained

among

factors

greatest

influence

socio economic status and the educational environment in the family. With regard to social class, relevant research tells us that ones 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 and family context, like the dynamics of

communication

affective

relationships,

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 students 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 cent of all the elementary educational students crisis attend in the

schools,

therefore

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 childs 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, part abilities of and competencies which are an

important

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

parents

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 environment on He stated that the achievement life are

students of

that

several

characteristics

family

relevant. Cromwell (2006) from 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 must achievement help in of students. the So study parents habits and of

teachers

improving

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 and within for every the learner purpose of should be

discovered

nurtured

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 the study habits in of high, middle to and low sex,

achieving

adolescents

relation

their

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 Achievement

(2008)

reported that

in the

his

review

entitled of sex

on

Motivation

influence

achievement motivation was found to be statistically nonsignificant. among He carried boys out and that girls there of are differences ordinal

adolescent

various

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 Achievement Role and School Structure in Students

mentioned that the principal is central to

the extent of stakeholders involvement, the relationships among the principals leadership, student achievement, and school effectiveness are more indirect, both in this study and in the literature. He strong also direct found that on the principals leadership and has only

effect

in-school

processes

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 activities performance students. This is also consistent with the findings of Gali that the principals leadership has a direct effect on school conditions such as school goals, planning, structure, do of through the classroom Principal instruction, at on but that

directed effects

school-level teachers and

have

trickle-down

climate, and work conditions which in turn show a direct effect on classroom conditions such as instruction,

policies, and procedures. Masi leadership commitment secondary (2008) style, of in his study entitled Relationship of

school climate, and the organizational in the the Seventh-day Adventist the

teachers in

schools of

Philippines

explored

relationship

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 principals 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, intimacy, and low levels of teacher behavior

frustration. is

Furthermore, related

considerate climate

leadership openness.

positively of

to

Predictive for

models

organizational

commitment,

accounting

approximately 25% of the variance, include marital status, consideration climate. quadrants leadership leadership behavior, and aspects of school the theoretical in the concept it the of leadership that

Although was

upheld

study,

appears

behaviors,

particularly

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 should climate. include School boards and accrediting climate, and

agencies

leadership,

school

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 adequacy with the of time for ASC of business, the ASC, the the

satisfaction

composition

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 should in endeavor to achieve a balanced

representation appropriately,

the school council, utilize committees more information with other

share

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 yesterdays 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 students. (NEAT), In the National to Elementary graders the

Achievement from 1993

Tests to

administered and

sixth

1999,

science

mathematics

ranked

lowest or second lowest among elementary school academic subjects. According Related to the Of study of Soriano Students (2008) TeacherIn In have student

Factors In

Sophomore (3)

Achievement Schools

Mathematics Maragondon investigated

Three

National

High

District many

educational considered

researchers to affect

factors

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 students performance is in school by are subjects. giving used an to

School

subjects test.

performance The

determined of which

achievement

results

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

Foreign Related Studies Cash (2008) from the study entitled Improving Student Achievement Funding and School out Facilities that in a Time of Limited

pointed and

school

building in New

condition, York of City,

attendance, found

academic conditions

achievement to be a

building

predictor

student

attendance and student achievement on standardized tests. These results were reported after controlling socioeconomic for other

possible

factors,

including

status,

ethnicity, and teacher quality. (Duran-Narucki, 2008) That poorer building and condition that coming negatively to school impacts is student to

attendance

necessary

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 spaces. of healthy, comfortable, and have flexible several

learning

These

recommendations

implications for changes in the learning environment (NSSD, 2005). While the cumulative effect of the school facilitys 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 theoretical as Predictors that there shift of has of Students been a Academic

declared and

substantial mostly in

practical

emphasis,

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 to sealing the gaps for in students achievement that growth the of

outcomes. single

Sanders largest

(1998), factor

example,

states

affecting

academic

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 achievement than

comparatively less qualified teachers.

From the thesis of Steenson (2006) titled The School Size and Its Relationship to Student Outcomes and School Climate: A Review and Analysis size of Eight a South Carolina be to

State-wide

explained

what

should

school

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 dont 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 and better student outcomes. even And, where at the

elementary

high

school

levels,

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 exist. studies However, supply the findings from the South to

Carolina

sufficiently

intriguing

data

suggest further study of school size is warranted.

Sanders Beyond the

and

Harvey

(2002) A

in Case

their Study

study of

entitled Principal described

School

Walls:

Leadership

for

School-

Community

Collaboration

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 schools commitment to learning; (2) the principals support and vision for community

involvement; (3) the schools receptivity and openness to community involvement; and (4) the schools 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 studys 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 affect to the test. students These performance in the help

national

achievement

literatures

will

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 employed

presents by the

the

methodology in

of

the and

researcher

analyzing

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 research variables researcher that in aims school also to used the comparative among such as method of

make

comparisons conditions

different physical

climate

facilities, instructional focus and physical environment. Descriptive recording, research and involves interpretation the of description, the present

analysis

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

discover

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 High

National

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 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

TOTAL NUMBER OF THIRD YEAR STUDENTS 146 115 95 102 82 118 152 78 888

RESPONDENTS 45 36 30 32 25 37 47 24 276

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 Slovins formula:

Where:

n N e2

= = =

sample population total number of population Error

Formula:

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 instrument questionnaire used by in this study was the The

constructed

the

researcher.

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 part, respondents which asked about the their school

climate

condition

comprises

facilities, instructional focus and physical environment of the school. The scale used is as follows: 1 2 3 4 5 Poor/ Pre-Basic Fair/ Basic Good/ Approaching to Proficiency Satisfactory/ Proficient 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 Pearsons r.

Table B. Results of test-retest Variable School Facilities Instructional Focus Physical Environment R-value 0.95 0.92 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 Division Superintendent principals and in the the eight Division (8) of

public

secondary

school

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 Direction the for full cooperation the of test the was

answering

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 and of the questionnaire, the data the

tabulated and

processed data

manually. and the

qualitative

were

analyzed

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, Pearsons 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 in school climate

conditions and students profile. 2. Pearsons r:

r =

nxy ( x)(y) [n(x2) (x)2] [ n (y2) (y)2]

Where: r is the Pearsons 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, instructional focus and

physical environment. 3. Chi-square test statistic

X2 = (O-E2 E

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

 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 variability between

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

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 facilities, instructional focus and physical

environment.

Chapter IV PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This gathered

chapter by the

presents

the

discussion These are

of

the

data and

researcher.

analyzed

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

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

and

percentage

distribution
Percentage 0.36 86.59 11.23 1.45 0.36 100

of

Frequency 1 239 31 4 1 276

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

distribution
Percentage 39.49 60.51 100

of

Frequency 109 167 276

1.3

Parents 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 mothers 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 26 42 44 97 26 21 Percentage 9.42 15.22 15.94 35.14 9.42 7.61

Bachelors Degree Masters Degree Doctorate Degree TOTAL

14 4 2 276

5.07 1.45 0.72 100

1.3.2 Father Table distribution attainment. It could of be 88 noted in table 1.3.2 that the highest or 31.88% is obtained by those who 1.3.2 of presents respondents the as frequency to and percentage educational

fathers

frequency

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, masters technical-vocational, degree. This supports bachelors that the degree of and the

fathers

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 fathers 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 Masters Degree Doctorate Degree TOTAL Frequency 35 50 40 88 23 23 15 2 0 276 Percentage 12.68 18.12 14.49 31.88

of

8.33 8.33 5.44 0.725 0 100

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 Frequency 5 4 3 8 30 226 276

distribution
Percentage 1.81 1.45 1.09 2.89 13.77 81.88 100

of

1.5

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 appropriate that the for the number size of of students. the This

suggests

classroom

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 3 5 4 2 Description Satisfactory Satisfactory Good Good Satisfactory

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 in 3.38 canteen 3.82 3.62 3.68 3.07

5.Has an adequate facilities and services Overall mean 2.2 Instructional Focus

Satisfactory

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 5 Excellent

1. Teacher has varied instructional materials or 4.31 visual aids 2. Teacher motivates the learners 3. Teacher provides learning activities varied 4.40 4.38

3 2 1 4

Excellent Excellent Excellent Excellent

4. Teacher uses buddy system and groupings 4.51 5. Teacher discusses all learning competencies 4.33
Overall Mean

4.39 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 factor as one that in of physical environment students for is also an

improving the measures

academic of

attainment

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 is free Mean 3.68 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.Students Academic Performance 3.1 English Table distribution 3.1 of shows the the of frequency students and percentage in 3.86 4.08 3.89 4.10 3.92 4 2 3 1 Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory

level

performance

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
Items

91 and above 86 - 90 81 - 85 75 - 80 74 and below Total

Frequency 1
0 4 1 270 276

Percentage 0.36
0 1.45 0.36 97.83 100

Description Above Advanced

Proficient Approaching proficiency Basic Pre-basic

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 equation Also, of and student-respondents poor in solving Mathematical

study habit when it comes to number. could in also be a and reason the in low of

peer

pressure of

performances

students

numbers

phobia

dealing with numbers.

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
0 1 2 0 273 276

Percentage
0 0.36 0.72 0 98.91 100

91 and above 86 - 90 81 - 85 75 - 80 74 and below Total

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 cent table, 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 for their low

performance in Science measured by NAT.

Table 3.3 Level of Students Academic Performance in Science

Items

91 and above 86 - 90 81 - 85 75 - 80 74 and below Total

Frequency 0 0 0 5 271 276

Percentage 0 0 0 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
2

Percentage 0
0.72

Description Above advanced

proficient

81 - 85 75 - 80 74 and below Total 3.5 Filipino

2 11 261 276

0.72 3.99 94.57 100

Approaching proficiency Basic Pre-basic

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 subject. habit This and lack of interest in dealing with the be because the students are so

might

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 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 academic performance as indicated in their report

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 75 - 80 74 below Total

Frequency 7
8 24 39 198 276

Percentage 2.54
2.90 8.70 14.13 71.74 100

Description Above Advanced

Proficient Approaching proficiency Basic Pre-basic

4.Correlation of the respondents students performance in NAT 4.1 Age

age

and

the

level

of

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 of

performance of students in the National Achievement Test.

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 Result significant significant significant significant Significant

Not Not Not Not Not

Critical r- value: 4.2 Gender

0.138

Table 4.2 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 0.34, 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 X2 computed 0.34 0.19 1.14 1.62 2.33 Not Not Not Not Not Result significant significant significant significant significant

X2crit df

= =

5.99 2

5% 4.3 Parents Educational Attainment 4.3.1 Mother, 4.3.2 Father Table 4.3 reveals insignificant relationship between the respondents of parents educational in attainment in five and the

level

students

performance

NAT

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

parents 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
Variables
Mothers Educational attainment vs. English Mothers Educational attainment vs. Math Mothers Educational attainment vs. Science Mothers Educational attainment vs. AP Mothers Educational attainment vs. Filipino

X2 computed
3.10

Result
Not significant Not significant Not significant Not significant

Variables
Fathers Educational attainment vs. English Fathers Educational attainment vs. Math Fathers Educational attainment vs. Science Fathers Educational attainment vs. AP Fathers Educational attainment vs. Filipino

X2 computed
4.93

Result
Not significant Not significant Not significant Not significant

2.11

1.97

4.88

2.23

4.82

1.90

9.69

Significant

6.62

Significant

X2crit df = 5%

= =

5.99 2

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, Araling of Panlipunan and Filipino 0.014, having a

computed

r-value

-0.007,

-0.001,

-0,054

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. vs. vs. vs. vs. Computed r-value -0.007 -0.001 0.014 -0.054 -0.083 Result Not significant Not significant Not significant Not significant 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 areas of students as performance Math, in NAT in five

learning

such

English,

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. This suggests that the null hypothesis stating the that there is no

significant

relationship

between

students

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 vs. vs. vs. vs. vs. 0.045 0.010 0.045 -0.001 -0.006 Result Not significant Not significant Not significant Not significant Not Significant

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 Pearsons 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 rejected. of school This may be attributed and access to to the new

unavailability

facilities

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 school facilities in do affect the

performance

of

students

Science,

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 0.123 Result Not significant

School facilities vs. Math School facilities vs. Science School facilities vs. AP School facilities vs. Filipino
Critical r-value: 0.138

0.051 0.188 0.260 0.260

Not significant Significant Significant Significant

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 focus focus performance is does accepted not in NAT in terms of

instructional instructional

which the

means level

that of

affect

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 0.020 0.010 Result Not significant Not significant

vs. Math Instructional Focus vs. Science Instructional Focus vs. AP Instructional Focus vs. Filipino
Critical r-value: 0.138

0.29 0.101 0.082

Not significant Not significant Not significant

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 Pearsons r. Results revealed that a null hypothesis stating that there is no significant relationship between students

academic performance in NAT and physical environment has significant rejected; relationship the 0.176 which means that hypothesis with is the

with

r-value

that

exceeds

critical r-value of 0.138. On the other hand, the table the also reveals

insignificant

relationship

between

respondents

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 null hypothesis stating the that there is no

significant

relationship

between

students

academic

performance accepted

in

NAT

in

terms

of

physical

environment does

is not

which

means

that

physical

environment

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
Critical r-value: 0.138

Computed r-value 0.016 -0.028 0.099 0.121 0.176

Result Not significant Not significant Not significant Not significant Significant

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. students There is a in significant NAT in difference the public on the

performance

secondary

schools in the division of Calapan City. Results affects the imply results that of adequacy their NAT of school facilities in each

performance

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 SS 2063.8 91 9604.8 37 df 2 825 MS 1031.9 46 11.642 23 F 88.638 17

Between Groups Within Groups

F crit 3.00 7

Result significa nt

Total

11668. 73

827

Chapter V SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS This important chapter 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 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. Distribution of student-

1.3

Parents 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 bachelors degree, 4 masters

degree and 2 has a doctorate degree. This comprises the 276 respondents according to their mothers educational attainment. 1.3.2 For fathers Fathers educational attainment fathers who did educational not finish attainment, grade there 50 are 35

school,

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 bachelors degree and two of them has a masters 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, 105 are 124 respondents average, who 26 got got 80-84 75-79 average and 21

with

85-89

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 mean and that 3.82 discuss mean the technology adequate used in

teaching

score

for

canteen

facilities and services.

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, accessible, away from destructive

establishments,

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 percent in that comprises got the 270 0.36

students

fall

excellent

only

percent or only 1 respondent attained the 91 above score and 0.36 percent also for the student who got 75-80 and 4 out of 276 students or 1.45 percent

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 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 0.34, 0.19, 1.14, 1.62, and 2.33 respectively which are lesser than the critical x2value of 5.99. 4.3 Parents educational attainment Data presents insignificant relationship between the respondents 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 insignificant income relationship and the between of

respondents

monthly

level

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, with and Math, a Science, Filipino of and

Panlipunan 0.188,

critical

r-value only

0.123, in

0.260

0.260

which

exceeds

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, with Math, a Science, Filipino of and

Panlipunan

critical

r-value

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. students There is a in significant NAT in difference the public on the

performance

secondary

schools in the Division of Calapan City.

CONCLUSIONS

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 different English, Filipino. 6. School heads should identify the needs and should skill Math, be in improved five for them areas to master as and

learning Araling

such

Science,

Panlipunan

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 in order for them to become mindful in

card

answering the test.

BIBLIOGRAPHY

A. Books

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), 501521. 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: Students Demographic Profile Name: ________________ ____________________ _______________ Last Name First Name Middle Name

Age: Gender:

__________ ________ Male _______ Female

Monthly Income of the Family: ________________ Parents 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 __Graduated from High School __Some College Education __Technical/ Vocational __Bachelor's Degree __Master's Degree __Doctorate Degree ___Did Not Finish High School ___Graduated from High School ___Some College Education ___Technical/ Vocational ___Bachelor's Degree ___Master's Degree ___Doctorate Degree

General Average for the last school year attended:_________

II. INSTRUCTION: The following are the factors related to the students 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 5 4 3 2 -

Description Excellent Satisfactory Good Fair

Poor

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

5 5

4 4

3 3

2 2

1 1

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 3. Has a a size number Mean 4.11 Rank 1 Description Satisfactory

well-equipped 3.68 well-equipped 3.07 3 5 Satisfactory Good

laboratory 4. Has updated technology in teaching 5.Has an adequate canteen facilities and services Overall mean 3.38 3.82 3.62 Satisfactory 4 2 Good 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 5 Excellent

has varied materials or 4.31

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

4.38 4.40

3 2

Excellent Excellent

4. Teacher uses buddy system and groupings 4.51 5. Teacher discusses all learning competencies 4.33
Overall Mean

1 4

Excellent Excellent

4.39 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 5 4 2 3 1 Description Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory Satisfactory

6. School location is free from 3.68 noise 7. School location is accessible 3.86 8. School is away from destructive establishments 4.08 9. School buildings structure 10. have good 3.89 4.10 3.92

School is clean and safe Overall mean

CURRICULUM VITAE

Name: Age: Date of Birth: Place of Birth: Civil Status: Sex:

JASMIN G. RAYOS 31 JULY 23, 1980 CALAPAN CITY, ORIENTAL MINDORO MARRIED FEMALE

Religion: Nationality:

IGLESIA NI CRISTO FILIPINO

WORK EXPERIENCE November EDUCATION Mindoro State College of Agriculture and Technology (MinSCAT) Alcate, Victoria, Oriental Mindoro Master of Ars in Education Major in Educational Management 2009-2012 2005 present Teacher I Division of Calapan City Bucayao National High School

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