Academic Performance Of Grade Research Articles

Reciprocal Relationships Between Parental Involvement and Academic Performance in Early Adolescence: A Two-Year Longitudinal Study in China.

Previous literature has focused on the overall influence of parental involvement on adolescents' academic performance, while less attention has been accorded to the reciprocal relationships between different forms of parental involvement and academic performance across gender. The present study examined the reciprocal associations between different forms of parental involvement and adolescents' academic performance using nationally representative data. A total of 9449 Chinese adolescents (47.82% girls, Mage = 13.21, SD = 0.65, 91.20% Han Ethnicity) have participated in the two-year and two-wave longitudinal study. Cross-lagged model results indicated reciprocal associations between parent-reported involvement and academic performance. Autonomy-supportive parental involvement in Grade 7 was positively associated with better academic performance in Grade 8, while behavioral control was negatively associated with later academic performance. Parental socialization practices vary by adolescent's gender. Compared with girls, boys experienced increased parental behavioral control in response to better academic performance. The findings reflect the persistence of stereotypical gender expectations and gender socialization in contemporary China.

Sleep Habits and Academic Performance of Grade 3 Learners

This study explores the critical relationship between sleep habits and academic performance among Grade 3 learners. With a sample of 100 students, a descriptive correlational research design was employed to investigate various dimensions of sleep habits, including sleep duration, quality, onset latency, efficiency, and continuity. The results revealed that Grade 3 learners exhibited very extensive sleep habits, particularly in terms of sleep duration and quality. Moreover, the study identified specific sleep habit indicators, such as sleep efficiency and continuity, which significantly influenced academic performance. Notably, a significant positive correlation (R = 0.709) between sleep habits and academic performance was observed, underscoring the pivotal role of sleep in students' educational achievements. This study underscores the critical influence of specific sleep habit indicators, particularly sleep efficiency and continuity, on academic performance, highlighting the undeniable significance of sleep in the educational achievements of students. These findings provide valuable insights for educators, parents, and policymakers, emphasizing the need to prioritize strategies that promote healthy sleep habits among young learners. By integrating sleep education into the curriculum and fostering a conducive sleep environment, stakeholders can contribute to enhancing both the well-being and academic success of Grade 3 learners.

Intelligence Quotient and Academic Performance of Grade 7 Students: A Correlation Study

Cognitive intelligence, often quantified as intelligence quotient (IQ), encompasses a range of mental capabilities including reasoning, problem-solving, and abstract thinking, which are critical for academic success. This study investigates the intricate relationship between IQ and academic performance, particularly among Grade 7 students in the School Year 2023-2024. Utilizing a quantitative descriptive research design, the study analyzed the academic records and admission test results of 199 students, employing the OLSAT Level F as a standardized measure of cognitive ability. The findings indicate a concerning trend, with a majority of students scoring below average on the OLSAT, highlighting significant areas for academic improvement. Furthermore, a notable correlation was observed between school type, general academic averages, and academic awards with OLSAT scores, suggesting that the educational environment and recognition of achievements significantly influence student performance. Interestingly, no significant differences in academic outcomes based on gender were found, emphasizing the need for equitable educational opportunities. The study recommends targeted interventions to support students struggling academically, focusing on enhancing critical thinking and problem-solving skills. Additionally, a comprehensive review of educational policies and practices is necessary to foster a nurturing learning environment for all students. By addressing these areas, educators and policymakers can work towards improving academic outcomes and ensuring that all students reach their full potential.

Peer Tutoring Approach and Academic Performance of Pupils: An Experimental Study

This study examined the effectiveness of peer tutoring on the academic performance of Grade 2 pupils at Gabi Central Elementary School in Gabi, Compostela, Davao de Oro, for the school year 2023-2024. Utilizing a quasi-experimental one-group pre-test post-test design, the research focused on pupils who underwent a structured peer tutoring intervention in English. Initial assessments indicated a low proficiency level categorized as "Did Not Meet Expectation." Post-intervention, there was a significant improvement in proficiency, achieving a "Very Satisfactory" performance nearing the "Mastery Level." The statistical analysis revealed a significant difference in the academic performance of pupils before and after the intervention, underscoring the positive impact of peer tutoring. This improvement highlights the potential of peer tutoring to address learning deficiencies, foster engagement, and enhance academic outcomes among young learners. The study underscored the importance of adopting collaborative learning strategies to support diverse educational needs. The findings suggest that peer tutoring is an effective educational approach, benefiting both tutors and tutees by enhancing understanding, promoting active learning, and building a supportive classroom environment. This research contributes to the body of knowledge advocating for peer tutoring as a valuable tool in educational settings, particularly in regions with limited access to additional academic support at home. The study recommends further exploration of peer tutoring's long-term benefits and its application in other academic disciplines to generalize its efficacy.

Environmental Literacy and Academic Performance of Grade 5 Learners

This study investigated the relationship between environmental literacy and academic performance among Grade 5 learners. Employing a descriptive correlational research design, the research aimed to determine the extent of environmental literacy in five dimensions: knowledge of environmental concepts, awareness of environmental issues, attitudes towards the environment, environmental behavior, and civic engagement. Additionally, it assessed the academic performance of learners in Health, Science, and Araling Panlipunan. The study involved purposive sampling of Grade 5 students from Paquibato District, with data collected through adapted questionnaires. The findings revealed that environmental literacy, particularly in knowledge of environmental concepts, attitudes towards the environment, and environmental behavior, significantly affects academic performance. A high degree of relationship was observed between overall environmental literacy and academic performance, indicating that enhanced environmental literacy correlates with better academic outcomes. The study emphasized the importance of integrating environmental education across various subjects and levels, highlighting its role not only in fostering environmental awareness and responsibility but also in enhancing academic achievement. These insights are crucial for educational stakeholders in formulating strategies to incorporate environmental literacy effectively in the curriculum.

Post-Pandemic Assessment of Fundamental Reading, Writing and Arithmetic Skills of Grade 5 Learners

This study investigated the proficiency in fundamental reading, writing and arithmetic skills of grade 5 learners in Davao Region, Philippines during a post-pandemic assessment conducted in April 2024. A quantitative descriptive design was used, utilizing data from 195 grade 5 learners randomly selected by DepEd – Bureau of Education Assessment (DepEd - BEA) from six school divisions. Validated test questions aligned with the K to 12 curriculum and Southeast Asia-Primary Learning Metrics (SEA-PLM) Band of specification were utilized for reading, writing, and arithmetic assessments. Point-by-serial analysis confirmed acceptable internal consistency for reading (0.32) and arithmetic (0.30) skills tests. Results revealed low proficiency in both reading (mean score = 18.13%, overall proficiency = 37.15%) and arithmetic (mean score = 5.45%, overall proficiency = 34.50%). Writing analysis showed 65% of students scoring in Band 2, which revealed limited writing skills with fragmented ideas and vocabulary. Run-on sentences and dangling modifiers suggest a lack of focus on coherence and correctness. While the pandemic introduced unprecedented challenges, the study revealed that it does not solely account for the decrease in the academic performance of grade 5 learners. These findings highlighted the need to strengthen intervention programs in reading, writing, and arithmetic across all key stages of the K to 12 curriculums. Implementing a wider variety of assessment formats beyond multiple-choice questions may also be beneficial. This study contributes to the growing body of research on the pandemic's effect on educational attainment and underscores the importance of evidence-based interventions to support student recovery.

PROFICIENCY AND ACADEMIC PERFORMANCE OF GRADE 7 LEARNERS IN ENGLISH AS A SECOND LANGUAGE

The purpose of this study is to analyze the English as a Second Language (ESL) proficiency and academic performance of Grade 7 students at Monico Rarama National High School in San Pedro, Roxas, Isabela. In this study, a descriptive correlational method was used to examine the relationships between ESL proficiency levels, academic performance, ESL learning activities, and literacy challenges. Data were collected from 81 Grade 7 learners through structured questionnaires. Frequency count and percentage distribution, weighted mean, and Pearson-r correlation were used to analyze the data. Results show that students demonstrated proficiency in listening, speaking, reading, writing, and viewing skills, with varying levels of academic performance. Academic performance was not significantly correlated with diverse ESL learning activities, while it was significantly correlated with proficiency levels across communication skills. Further, the respondents stated that they had trouble completing ESL literacy tasks which served as a challenge among them. Thus, it is recommended intervention programs and personalized approaches should be implemented to address these challenges. Implementing these recommendations can lead to improved learning outcomes and overall proficiency in English among Grade 7 ESL learners. Further, educators, policymakers, and curriculum developers can use the findings to optimize ESL learning strategies and support student success.

Project CLMM (Contextualized Learning Materials in Mathematics) its Effect on the Academic Performance of Grade 7 Students

This study investigates the effects of Contextualized Learning Materials in Mathematics (CLMM) on the academic performance of Grade 7 students. The researchers found that students who used CLMM materials had significantly higher achievement scores than those who did not. These findings suggest that CLMM can be an effective tool for improving student learning outcomes in mathematics.

Analysis of the Relationship between Attitude, Learning Motivation, and Learning Strategies with Academic Performance of Grade 9 Junior High School Students in Banten Province

This study aims to analyze the influence of attitudes, motivations and learning strategies on the academic achievement of 8th grade students in the Serang District, Tangerang District and Pandeglang District. The study uses a quantitative approach with a survey method involving samples of eighth grade students from several schools in the three districts. Data collected through questionnaires that evaluate attitude variables, motivation, learning strategy and academic achievement. Results of data analysis using descriptive statistical techniques and double regression analysis showed a significant positive influence of attitudes, motivations and learning strategies on academic performance of 8th grade students. Implications of these findings suggest that applying learning strategies that address these aspects can improve students' academic achievement. Therefore, it is recommended that schools and teachers pay more attention and develop these factors in order to improve the quality of education in the region. This research can be a basis for further research in an effort to improve the quality of education at the level of SMEs, especially in Serang District, Tangerang District and Pandeglang District.

Educational screen time and the academic performance of grade 6 students in Bubukal Elementary School, Sta. Cruz, Laguna

Educational screen time and the academic performance of grade 6 students in Bubukal Elementary School, Sta. Cruz, Laguna

Reading Level Vis-À-Vis Academic Performance in English of Grade 6 Learners in Subic District

This study was conducted to determine the Reading Level and Academic Performance of Grade 6 Learners in Subic District. The unit of analysis of the study was the 30 grade six Teachers of the said school who serve as respondents. This study focuses on the Reading Comprehension Level and Academic Performance of Grade 6 students in Subic District. The descriptive correlational research method was used in this study. To obtain the needed data the researchers administered a survey questionnaire to identify the challenges and strategies of Teachers in Teaching Reading which consisted of 30 items and collect the Academic Performance in 1st – 4th Quarter grades and Final average in English Subject. Aside from that the researcher collects the Philippine Informal Reading Inventory or Phil-IRI result of Grade 6 Students in School Year 2021-2022.The data were tabulated, analyzed and interpreted. The statistical tools employed in this study were the percentage, weighted mean and pearson (r).
 Based on the Findings, the researcher concluded the following: A typical teacher in the Grade 6 level in Subic district schools is a female mid-adult, married, has been in service to the Department of Education for at least half a decade with a general elementary education degree. The level of competencies that pupils have in letter recognition, fluency, vocabulary and comprehension; The teachers-respondents agreed that in the use of teaching reading strategies they have procedures and challenges encountered that they have remedies or strategies to address the challenges. There is a correlation between the learner’s learning competencies and teachers’ challenges and there is a significant relationship between reading level and academic performance in English of grade 6 Learners in selected schools of Subic District, Division of Zambales.

Assessment of Educational Digital Game-Based Learning and Academic Performance of Grade Six Pupils

Digital games have surpassed the movie box office and are making their way to revolutionize the contemporary teaching methods of today’s classrooms. Educators, parents, and policymakers are debating its effect on the students, and more researchers are offshooting to prove its effectiveness and suitability for the recent digital natives. This study, therefore, found empirical evidence underpinning the efficacy of Educational Digital Game Learning on the learners’ academic performance, specifically in English concepts, using a quasi-experimental control group and descriptive design. Two classes of grade VI students were involved and labeled as the control and experimental group. During the study, the researcher used a validated test instrument. The researcher also filmed how EDGBL was conducted in the classroom and recorded interviews with experienced students. Frequency counts, percentages, weighted mean, and t-tests for independent samples were used to investigate the aims and establish the results. The findings revealed that students who underwent Educational Digital Game-Based Learning had improved their academic performance in learning English concepts. It was also found that those students who were exposed to EDGBL developed more positive habits in learning English. In contrast, those exposed to the traditional method tended to misbehave and have a monotonous learning environment. Moreover, conducting EDGBL as a method requires teachers to have practical facilitating skills to maintain solid work coordination throughout the implementation of EDGBL.

The Mediating Role of Science Motivation in the Relationship between Computer Literacy and Academic Performance of Grade 6 Learners

In the current digital era, education research is increasingly focusing on the correlation between computer literacy, science motivation, and academic achievement. Thus, this quantitative research aimed to determine the mediating role of science motivation on the relationship between computer literacy and the academic performance of Grade 6 learners during the academic year 2023-2024. Modified and adapted survey questionnaires from the Department of Education Computerization Program (DCP), Cagayan State University – Andrews Campus, and Glynn (2011), using a 5-point Likert scale, were employed for data collection. Analysis involved mean, two-way ANOVA, and path analysis. Results showed that the Grade 6 learners exhibited a high level of computer literacy in terms of computer integration (mean=3.78). The academic performance of Grade 6 learners indicated a very high level in terms of student-related factors (mean=4.3). Concurrently, Grade six learners are often more extrinsically motivated (mean=4.09). Significant indirect relationship was shown between computer literacy and academic performance through science motivation. Significant direct relationship was also shown between computer literacy and academic performance. The total effect estimates of 0.531 (SE = 0.0804, Z = 6.61, p < 0.001) suggests that there is a significant overall relationship between computer literacy and academic performance, regardless of the mediating effect of science motivation. Recommendations can be made for future researches as to longitudinal study, qualitiative researches, and intervention studies.

Language Learning Strategies and Motivation As Determinants of the English Academic Performance of Grade 10 Students

The academic performance in English is essential to students' overall learning outcomes. This study aimed to determine the relationship between language learning strategies, motivation, and English academic performance among Grade 10 students. A descriptive-correlational design was employed, and participants were selected through stratified random sampling from three schools in Tagum City. The mean was used to describe the students' level. The statistical tools used included the mean, standard deviation, and Pearson-r correlation coefficient. The study found that Grade 10 students exhibited a high level of language learning strategies, suggesting that these strategies helped students become more effective learners and fostered more efficient development of their mastery of the target language. Additionally, students demonstrated a high level of motivation, indicating frequent motivation in learning. The study also revealed a satisfactory level of English academic performance, suggesting that there are still areas needing improvement. Furthermore, the two independent variables were significantly correlated with the English academic performance of Grade 10 students.

Academic Performance of Grade 9 Students in San Guillermo National High School, San Marcelino Zambales using Teacher Coaching in Modular Learning Approach

This study assessed the level of effectiveness of teacher coaching in the modular learning modality as an approach to improve academic performance of Grade 9 students in San Guillermo National High School, San Marcelino, Division of Zambales during S.Y. 2021-2022. Teacher coaching, unlike any conventional or cognitive models, delivers feedback at the point of instruction. Whether it’s changing classroom culture or improving instructional strategy, we see results in as little as one week. The present study focused on the academic performance of the students prior to, and after implementing Teacher Coaching in the Modular Learning Modality. This study utilized the experimental research design from the sample of fifty (50) Grade 9 student-respondents. Findings revealed that the academic performance of the grade 9 students before the implementation of Teacher Coaching resulted to a descriptive equivalent of Did Not Meet Expectation, while the academic performance of the same group of students after the implementation of Teacher Coaching was Satisfactory. The t-test result found a highly significant difference on the pre-test and post-test performances of the students learning through the use of teacher coaching in the modular learning modality. These results show how the academic performance of the grade 9 students were improved using teacher coaching. The acceptability and usefulness of using teacher coaching in the modular leaning modality were very evident as shown in the results. This study suggested that for better understanding and comprehension, the use of teacher coaching in Filipino is highly encouraged; that the teachers are encouraged to provide more reading activities to students written in Filipino and be provided with dictionaries and meaning for Filipino words beyond comprehension and for better understanding; to conduct an in- service capability program in order to enhance the competence of teachers in using teacher coaching as an intervention program to improve student academic performance.

Digital Skills: Academic Performance and Attitude towards Science of the STE Learners in Subic National High School in the New Normal

The study aimed to determine the effectiveness of digital skills in enhancing the academic performance and attitudes towards Science of the Grade 9 and 10 STE Learners in Subic National High School in the New Normal. The study utilized the descriptive correlational method and pre-experimental research with a survey questionnaire, instrument was conducted during the second grading period of the school year 2021-2022. The grade 9 and 10 STE Learners who chose online classes mode of learning delivery modality for the school year 2021-2022 of Subic National High School were the respondents. The data was obtained using an attitudinal test questionnaire, the validated teacher-made test, and the digital skills questionnaire. The findings and conclusions of the study will be as follows. The level of digital skills in Grade 10 STE learners was higher in all categorical areas compared to Grade 9 STE Learners; The level of academic performance in Grade 9 STE learners had outperformed Grade 10 STE learners in Science subjects: The level of attitude towards science of Grade 10 STE Learners the change in attitude was higher than the level of Grade 9 STE Learners in the New Normal; There was a significant difference among the digital skills, academic performance, and attitude towards science of Grade 9 and 10 Ste Learners when grouped according to the profile variables, thus the null hypothesis was rejected. The study recommended that Parents should seriously look into their children’s academic performance while using gadgets in the digital mode of learning in their studies to obtain higher results in academic performance.

Time Management Skills and Academic Performance of Grade 9 Students

Time Management Skills and Academic Performance of Grade 9 Students

Social - Emotional Competence and Academic Performance of Grade 6 Learners

Social - Emotional Competence and Academic Performance of Grade 6 Learners

Parents’ Preparedness in Facilitating Learning and Academic Performance in Grade 9 Science

New reality of the education process demands for collaboration between mentors and parents or guardians in guiding the learners to master lessons, obtain knowledge, and master competencies, especially in Science. This study utilized descriptive correlational research design to analyze the preparedness of parents as facilitator of learning in Grade 9 Science and its relationship in academic performance of learners. The study was implemented in a large public secondary school. Level of preparedness of parents was determined through a researcher-developed survey questionnaire while the academic performance was the learners’ first quarter grade in Science 9. After the answering of survey, results were subjected to appropriate statistical analysis. The numerical data gathered from the instruments were subjected to specific descriptive and inferential statistical treatment. Significant differences were found on the parents’ level of preparedness as well as students’ academic performance when grouped according to socio-economic status and educational attainment. Parents and guardians’ preparedness affects academic performance in Grade 9 Science. They are most likely to be supportive on the education of their learners in terms of physical and emotional domains of readiness as they have obtained high results on the survey given to them.

Parental Involvement and Mathematics Academic Performance of Grade 2 Learners

Parental Involvement and Mathematics Academic Performance of Grade 2 Learners