Abstract
Purpose: The main purpose of this study was to determine the factors that contributed to the English National Achievement Test (NAT) Performance of the Top Five High Performing Secondary Schools in the Division of Bohol for school years 2009-2010 and 2010-2011.
 Approach/Methodology/Design: It utilized descriptive-correlational research design through survey method.
 Findings: The results of the study revealed that the practices of the teachers on the school factors that affect students’ English NAT performance were having: class size of 31 to 50 students, a student-book ratio of 1:1, monthly supervision of heads, review classes every Saturday and remedial teaching as the need arises. However, there was a significant relationship between all the four teacher factors namely: age, highest educational attainment, length of service and number of relevant seminars; eight of the nine school factors. Teacher’s age, number of relevant seminars attended, conduct of remedial teaching and students’ academic performance are the factors contributing to the students’ English NAT results for school year 2009-2010 while teacher’s number of relevant seminars attended, varying teaching strategies, pairing low performing students with high performing ones and students’ academic performance are the factors contributing to the students’ English NAT results for school year 2010-2011.
 Practical Implications: The results of this studying should be taken into account in order to improve students’ NAT performance in English.
 Originality/value: This research concludes that all the factors are interrelated.
Highlights
Learning English as a second language has already been a major concern in the Philippines due to its advantage towards landing a job in an English speaking country
The data were subjected to statistical treatment using percentage to determine the profile of the teacher-respondents and students, practices of teachers on the school factors that affect English National Achievement Test (NAT) performance, the English NAT results of the sophomore students and the strategies implemented by the top performing secondary schools to improve students’ English NAT performance
Pearson Product- Moment Correlation revealed that eight of the nine school factors namely: class size, number of English textbooks, regular supervision of heads, conducting English review classes, conducting English remedial classes, pairing low performing students with high performing ones, varying teaching strategies and providing instructional materials have high significant relationship with students’ English NAT results since the computed P-values of 0.000, 0.000, 0.000, 0.001, 0.000, 0.000, 0.000, and 0.000 are lower than the 5% and 1% level of significance respectively
Summary
Learning English as a second language has already been a major concern in the Philippines due to its advantage towards landing a job in an English speaking country. Filipino learners of English immerse themselves devotedly in learning English in order to have good performance at their schools. Academic performance of a student depends on the many learning factors: teacher, school and student. Teachers’ characteristics could be one of those factors that affect learning since teachers are the prime movers of the educational wheel and influences much to the learning styles of the students. According to (Nwatah, 2010), school facilities, class size and characteristics may have its contribution to student learning. To ensure that academic performance of students remains optimum, it is imperative that influence of these factors on students’ performance be sort and kept on check. Individuals (students), parents, schools, communities, policy makers and governments should make a concerted effort in harnessing the positive effects of teacher, school and student factors to enhance school performance or institutional quality
Sign-in/Register to view highlights & summary Sign-in/Register to access full text options 
Talk to us
Join us for a 30 min session where you can share your feedback and ask us any queries you have
Schedule a callMore From: Middle Eastern Journal of Research in Education and Social Sciences
Disclaimer: All third-party content on this website/platform is and will remain the property of their respective owners and is provided on "as is" basis without any warranties, express or implied. Use of third-party content does not indicate any affiliation, sponsorship with or endorsement by them. Any references to third-party content is to identify the corresponding services and shall be considered fair use under The CopyrightLaw.
