National Achievement Test Research Articles

Teachers’ Job Satisfaction and School Academic Achievement

The study analyzed the relationship between teachers’ job satisfaction and academic achievement in the elementary schools in Leyte Division, Philippines. The study adopted a descriptive research design. It utilized the job satisfaction survey questionnaire and the National Achievement Test results. The statistical tools included the weighted mean and Pearson correlation coefficient. It was revealed that teachers were satisfied with their job assignments. Whereas, academic achievement showed an average mean percentage score (MPS), indicating an achievement that is moving towards mastery. Moreover, it was disclosed that there was no significant relationship between teachers’ job satisfaction and school academic achievement. To enhance the level of teachers’ job satisfaction and further improve school academic achievement, school administrators may consider strategic initiatives that support teachers’ career development. Thus, it is suggested that school heads should look into the personal and professional well-being of teachers. Future studies, including additional variables such as teachers’ information and communication technology (ICT) literacy skills and ICT facilities, should correlate it with school achievement.

Assessment of Variance in Learning Competencies among Seven Elementary Schools: Implications for NAT Results and Academic Performance

Understanding the variance in learning competencies among elementary schools is crucial for informing teaching practices and educational policies. Preserving national standards while supplementing them with a comprehensive framework, including 21st-century learning skills, supports students' holistic development. This study aims to identify key factors influencing academic performance, informing targeted interventions to ensure a high-quality education for all students. This research analyzes Grade Six students' learning competencies in Baclayon District for the School Years 2013-2014 and 2014-2015, focusing on NAT results in Filipino. Seven elementary schools participated, and statistical analysis assesses the correlation between teaching materials, methods, and language used in teaching and students' academic performance in Filipino. The study analyzes the performance of Grade Six students in the National Achievement Test (NAT) in Filipino over two school years across seven elementary schools in Baclayon District. Significant differences between students' proficiency in Filipino and their NAT results were found in most schools, indicating a decline in performance from 2013-2014 to 2014-2015. However, no significant variances in learning competencies were observed across schools and years, despite variations in mean scores. The mean scores decreased across all low-performing schools in Baclayon District in the School Year 2014-2015, with six out of seven schools scoring below the 75% passing rate. This decline highlights the need for curriculum review and teacher training, particularly in comprehension and critical thinking. Targeted interventions are urgently required to address the decline in academic outcomes, especially in the Filipino subject.

Challenges in Instructional Supervision: A Phenomenological Study of Master Teachers in Cabuyao

This study explored the lived experiences of master teachers in the City Schools Division of Cabuyao, focusing on the challenges they encountered in instructional supervision. The research aimed to identify specific issues faced by master teachers and propose solutions to enhance teacher effectiveness and professional growth. A phenomenological qualitative research approach was employed, utilizing homogenous purposeful sampling. Ten master teachers who supervised schools with low National Achievement Test results in 2021-2022 participated in the study. Data were analyzed using Interpretative Phenomenological Analysis, generating key themes from the participants' experiences. The analysis revealed three major themes: Time Management and Issues with Lesson Exemplars, Incorrect Classroom Management Practices and Pedagogical Approaches, Addressing Negative Feedback from Teachers, and Lack of Awareness of New Strategies. These themes highlighted challenges such as time management, classroom procedures, pedagogical approaches, and managing teachers’ reactions to feedback. The study suggested that school heads and master teachers should focus on enhancing teacher effectiveness, fostering professional growth, and addressing strengths and shortcomings identified during supervision. Emphasis was placed on developing teaching skills through self-awareness and positive behavior reinforcement. The importance of fostering reflection and generating improvement ideas without judgment was also highlighted. Based on the findings, a program for master teachers and teachers was proposed to address the critical needs of effective supervision in educational settings, aiming to support consistent improvements and a more effective teaching approach.

Financial management competence of school heads and performance of schools in Leyte division

The study investigates the financial management competence of elementary school heads and the performance of schools in Leyte Division. The research involved 70 school heads and 369 teachers involved in the School Financial Task Force for the 2016-2017 school year. The findings revealed that most school heads are middle-aged with low family income and lack training in school financial management. They manage various financial resources, with small enrollment and teacher populations. In terms of budgeting, accounting, procurement, and asset management, most school heads are competent, but few are less competent. Family income and number of trainings attended are related to asset management competence. The National Achievement Test results are average, and school performance is not related to the financial management competence of school heads. The study recommends that school heads attend training and seminars related to school financial management, involving school planning teams and community involvement. Effective management of school financial resources is crucial for financing all school activities.

Level of Technological Implementation in Science Instruction to Enhance National Achievement Test (NAT) Performance in Butuan City Division, Philippines

The study probed the integration of technology in Science instruction in relation to the students’ performance in National Achievement Test (NAT) results. It utilized a researcher-made questionnaire to obtain the data. The respondents of the study were the upper and lower 30% performing schools in the National Achievement Test (NAT) for the aforementioned school years. Results of the study revealed that the available technological resources for use in Science instruction in Butuan City Division for the upper 30% were printer, desktop computer, and Internet connection while for the lower 30% were desktop computer, printer, and speaker; that the level of technological skills of both the 30% school-respondents were rated expert in creating a presentation, using social networks, and their knowledge to operate computer. For the level of implementation in Technology-Assisted Science instruction the respondents were rated occasionally. On the other hand, data revealed that the relationship between the level of technological skills of the teachers, school’s implementation in Technology-Assisted Science instruction, and the performance in Science NAT between the upper and lower 30% school-respondents was significant. In conclusion, school-participants considered lack of computer sets as the major challenge they faced upon the implementation of Technology-Assisted Science instruction.

Otis-Lennon School Ability Test, Association of Benedictine Schools Achievement Test, and National Achievement Test as Correlates of Academic Performance

Believing that students take several tests whose results help describe these learners, the researcher measured the correlation between the academic performance (AP) and Otis-Lennon School Ability Test (OLSAT), AP and Association of Benedictine Schools Achievement Test (ABSAT), and AP and National Achievement Test (NAT), OLSAT and ABSAT, OLSAT and NAT, and ABSAT and NAT scores of the grade 6 students of a private school in Angeles City. This is a descriptive correlational study. Using frequency and percentage, the researcher described the results of the given standardized tests and the pupils’ academic performance using general weighted average. Using descriptive statistics, the researcher learned that participants had average performance in AP and the specified tests. Using Pearson r, the researcher learned that all variables registered positive results, particularly average performance. Thus, the study arrived at significant relationships between participants’ academic performance and the named tests. The study also revealed significant relationships between participants’ AP and the tests, between OLSAT and NAT, between ABSAT and OLSAT, and between ABSAT and NAT. The study implies that the school must maintain its good teaching and learning practices and innovate to capitalize and improve general performance.

Mismatch of Teachers' Qualifications and Subjects Taught: Effects on Students' National Achievement Test

Mismatch of Teachers' Qualifications and Subjects Taught: Effects on Students' National Achievement Test

Grade 11 Students’ Multiple Intelligences: Inputs Towards Developing and Evaluating Technologically-Mediated Learning Materials on Discourse Development Patterns

Learners around the world possess varying degrees of intelligence. With that, teachers should be aware of the multiple intelligence of the learners to consider them when preparing teaching materials or classroom activities. This is to aid the deteriorating performance of the learners specifically in language learning. As seen in the results of international assessments or even in national achievement tests, learners showed that they were not able to master the required competencies and one of the reasons is the ability to comprehend. This study aimed to determine the extent of use of the multiple intelligences of the Grade 11 students of Cainta Senior High School in the Division of Rizal which served as inputs in developing and evaluating technologically-mediated learning materials on discourse development patterns during the school year 2020-2021. With two groups of respondents, the students and the teachers, the developed material based on the multiple intelligence of the learners was evaluated in terms of authenticity, automaticity, clarity, comprehensibility, meaningfulness, and technicality. Using t-test, the gathered data was treated. The results revealed that there is no significant difference between the evaluation of students and teacher respondents whom both said that the technologically-mediated language learning material is very highly acceptable for teaching and learning the different discourse development patterns using the students’ multiple intelligences.

IMPROVING THE LEAST MASTERED COMPETENCIES ON NUMBER AND NUMBER SENSE OF GRADE 7 LEARNERS

Monitoring the quality of Mathematics education and taking actions to address its challenges is one of the many ways in attaining a countrys growth and development. The national mean percentage score (MPS) of Filipino learners in the National Achievement Test (NAT) for Grade 6 and Year IV along Mathematics subtest is still not yet at 75% passing rate. Thus, the study identified the proficiency level of the Grade 7 learners least mastered competencies along topics in Numbers and Number Sense with an end view of improving their proficiency levels. A one group pretest-posttest design type of research using a test instrument with a computed reliability coefficient of 0.83 was utilized. Moreover, the developed lessons on Number and Number Sense served as the intervention in improving the competencies of the respondents. Generally, there were significant increases on the proficiency level of the students after the implementation of the lessons, however, the fact that the learners were still low proficient on conceptual understanding and procedural skills along the identified competencies is undeniable. Hence, continuous monitoring of the learners focusing on the identified competencies maybe considered as part of the pre-evaluation of teachers to their grade 7 classes to integrate reinforcement in the improvement of the learners proficiency in the identified least mastered competencies.

TEACHER PERFORMANCE IN LARGE SCALE ASSESSMENT AT SCHOOL LEVEL EDUCATION

Assessment is an educational tool that aims is to monitor and improve quality education and thus, It can be a key factor in transforming schools into places of quality learning for all students. To identify why students performed below the average, the teaching quality is one of the key components in this regard. The present study is aimed to determine the teacher performance in different content domains of mathematics at the school level. For this purpose, the achievement test 2016 which was conducted at the national level is used as a research instrument. The study included school teachers of Islamabad and Azad Jammu & Kashmir which participated in National Achievement Test (NAT) 2016. Data was gathered from National Education Assessment System (NEAS) after seeking permission from the Ministry of Federal Education and Professional Training (MOFE&PT). The collected data was analyzed by Percentage. Result of the study showed the teachers performed average in NAT 2016. Another very concerning finding is that the AJK teachers were not well prepared to teach several mathematics topics such as measurement, multiples, and numbers as they have basic content knowledge comparatively to Islamabad teachers who were quite adequately prepared to teach all topics as they have the proficient knowledge level. Results are discussed and recommendations for teachers and policy making are offered. Keyword: Assessment, Large-Scale Assessment, Teacher Performance, National Achievement test

PROFILE VARIABLES OF HIGH AND LOW PERFORMING SCHOOLS: DISCRIMINATING FACTORS OF MATHEMATICS PERFORMANCE

The study aimed to identify profile variables that can discriminate the high-performing schools and low-performing schools based on the Mathematics test of the National Achievement Test results. Ten high schools each from high and low Mathematics performance groups were the study areas. Purposive sampling was considered in the study; all the principals and teachers from the high and low-performing schools were taken as principal- and teacher-respondents; simple random sampling was performed to identify student-respondents from the classes of each teacher-respondents. The researcher personally conducted the study using the three validated questionnaires to the 10 principals, 24 Mathematics teachers, and 500 students from the schools with high mathematics performance, and 10 principals, 41 Mathematics teachers, and 589 students from the schools with low Mathematics performance. The data gathered were analyzed using the pairwise correlation before the discriminant analysis of the SPSS. The analysis identified 18 out of 49 variables that could discriminate between the two groups of schools. Principals played big roles to attain and maintain the schools’ high Mathematics performance. Teachers’ number of training, attainment of Master’s degrees, class size, and the provisions for Mathematics textbooks, Activity Sheets, and a functional library were associated with schools’ high Mathematics performance. Educators and administrators could adopt the established discriminant function to identify the weaknesses of their schools’ mathematics programs and to have scientific-based decisions and interventions. This study did not only establish how the identified variables were related to students’ Mathematics performance, but it also showed how the influence of these variables to discriminate the high from low performing schools.

Sistem Pendukung Keputusan Penerimaan Peserta Didik Baru dan Pemilihan Jurusan dengan Metode AHP dan SAW

The activity of admitting new students (PPDB) is an administrative process that is repeated every year. This activity is the starting point for the process of finding quality resources according to the criteria of each school. Selection is done manually, such as using spreadsheets or number processing, causing problems, including the length of the selection process. This study develops a PPDB selection system that facilitates the process of accepting new students. The development of this research uses Javascript Node JS, React JS framework, MySQL database from Xampp, and visual studio code editor. The system was built using two methods, namely Analytical Hierarchy Process (AHP) and Simple Additive Weighting (SAW). AHP is used to select prospective students, while SAW is used as a way to map the majors of each prospective student. The input criteria are National Achievement Test (NUN), School Achievement Test (NUS), Academic Potential Test (TPA), entry path, and major interest. Research has succeeded in building an application that produces rankings and majors that are 100% the same as the calculation simulations carried out manually. The test was carried out with a black box test with 100% valid results. The results of the selection were then tested using the alpha test and beta test. Respondents gave responses strongly agree 83% and agree 17%, while the responses do not know/undecided, disagree, and strongly disagree each 0%.

Improved Conceptual Understanding in Learning Biology through Local-ized and Contextualized Learning Activities

Nowadays, a relatively large number of high school students have poor learning performance in Science which affects their academic performance and even the school National Achievement Test (NAT) result. This study determined the effectiveness of the localized and contextualized learning activities in improving the conceptual understanding of tenth-grade students in learning Biology for the Third Quarter of the School Year 2019-2020. The study was conducted using the pretest-posttest quasi-experimental design involving sixty (60) student-participants in a public secondary school in the Division of Surigao del Sur, Mindanao, Philippines. This study employed an intact group sampling technique in selecting the participants into two groups, the control group (conventional learning material/learning activity sheets) and the treatment group (localized and contextualized learning activities). The findings of the study revealed that the post-test mean score of the treatment group is greater than the post-test result of the control group. Also, there was a significant difference in the conceptual understanding of the students in the control group and treatment group. It shows that localized and contextualized learning activities promote a better understanding of the lesson. Hence, future study is suggested to develop and produce localized and contextualized instructional materials such as modules and worksheets for other learning competencies in Science.

School head leadership qualities and school performance in the Pacific towns of Northern Samar

A correlational research design was employed to determine the relationship between the leadership qualities of school heads and the school performance in the 2019 National Achievement Test in the pacific towns of Northern Samar. The data were analyzed using frequency counts, percentage, mode, and Spearman rho correlation test at a .05 level of significance. Findings showed that the majority of the respondents are aged 30-34 years old, female, with at most ten years in the profession, hold a master's degree, have attended 11-20 seminars and conferences, and possess a very satisfactory level of leadership qualities in terms of challenging the people, inspiring people, enabling others to act, modeling the way, and encouraging people. Most schools in the pacific towns of Northern Samar scored average mastery in the national achievement test. However, no significant relationship was established between the leadership qualities of school heads and school performance on the national achievement test. Hence, local training workshops should be designed and conducted on the awareness of the leadership qualities of the school heads and teachers.

Delving into the physical education teachers’ teaching performance as a factor of students’ academic achievement

The success of teaching is largely dependent on teachers’ performance. It defines and shapes the success of a school and determines the quality of services and outputs of the school can provide and produce. This is the reason that school principals promote and maintain high level of teaching performance among their teachers (Garton, et al., 2000). In the teaching – learning process, the teacher and student are the important figures. The interactions of these individuals in the classroom complete the education process in a given time. In other words, the link is evident between the teacher and the student – the amount of efforts a teacher exerts will tantamount to the student learning. This study focused on the performance in the National Achievement Test (NAT) of selected Physical Education teachers of the secondary schools in the Division of Zamboanga City where their teaching performance was gauged using the survey questionnaires while the academic performance of the 372 students was analyzed through the result of their National Achievement Test.

Improving student achievement through professional cultures of teaching in Flanders

AbstractStudent performance in general subjects such as language and mathematical skills is poor in secondary vocational education. A professional culture of teaching—including recruitment of well qualified teachers, effective teacher collaboration and effective teaching practice—could be the key to success. To what extent is there a professional culture of teaching in vocational education? Do differences in the professional culture of teaching affect student achievement? National achievement tests on functional language skills, mathematical skills and information processing were administered to third grade students (N = 3,381) in 116 secondary schools offering vocational education across Flanders. Their teachers (N = 184) completed an online questionnaire about their collaboration and teaching practice. We found evidence that teacher collaboration and effective teaching practices are strongly correlated. Positive correlations were found between combinations of characteristics of a professional culture of teaching and student achievement. However, in many schools a professional culture of teaching is not yet a reality. Our findings demonstrate a need for continually providing support within a professional culture of teaching to prevent teachers from leaving. Improving professional growth for teachers and their teaching teams is also needed, as well as a shift in education policies to support these needs.

Learning Outcomes between Sixth-Graders in Multigrade Classes and Monograde Classes

Filipino students' scores and performances in international tests such as the Program for International Student Assessment (PISA) indicate the country's performance in Science, Mathematics, and reading which is linked to the level of students’ critical thinking. Interrelated to this, the National Achievement Test found that pupils in Gingoog City Division are quite poorly whose learning outcomes are influenced by its schooling: rural and urban. The Philippines is a country that is composed of many multigrade schools as an alternative to monograde schools. With this, researchers disclose the level of critical thinking as learning outcomes of Grade 6 students in multigrade and monograde classes and figure out if multigrade education is a factor to consider. The study used a causal-comparative design of research and cluster sampling, consisting of four multigrade Grade 6 classes with 44 total respondents and two monograde schools with 46 total respondents in the same district of Gingoog City. For the analysis of data, frequency and percentage were utilized to measure the students' reading critical thinking in multigrade and monograde classes respectively, and Mann-Whitney test was performed to determine the significant difference between the critical thinking levels of both groups. Findings revealed that there is no significant difference in students’ achievement between multigrade and monograde courses. In terms of critical thinking, students in the monograde classroom performed fairly better than the students in the monograde classroom despite of the same quality of instruction. Multigrade education has no impact on critical thinking outcomes. Thus, it is recommended that multigrade implementation be continued as a viable learning alternative to the standard monograde classroom.

Management of School-Community Partnership: Basis for Teacher Enhancement Program

This study aimed to determine the practices and challenges in managing school-community partnerships in East Butuan District II elementary schools. The participants of the study were the Elementary School Teachers and School heads of East Butuan District II. Complete Enumeration is used in the study. The tested variables were practices of elementary schools, challenges in forging a school-community partnership, and the extent of school-community partnership.
 The findings reveal that the practices of elementary schools in the district showed a moderate level of manifestation except for participation in the athletic meet and preparation for the national achievement test (3.80), indicating a high level of manifestation. Similarly, the challenges forging school-community partnerships have moderate manifestation.
 On the other hand, the majority revealed either a moderate or low extent of school-community partnerships. This suggests that elementary schools in the East Butuan District II still want to manage school-community partnerships. It is interesting to note that practices and challenges significantly influence the extent of school-community partnership; a higher manifestation of practices but a lower manifestation of challenges implies a greater extent of school-community partnership.

Competencies of Basic Education Teachers and Performance of Learners in 2017-2018 National Achievement Test in the Philippines

Competencies of Basic Education Teachers and Performance of Learners in 2017-2018 National Achievement Test in the Philippines. Objectives: The study determined the competencies of teachers and performance of learners in 2017-2018 National Achievement Test. It identified the influence of teachers’ competencies on performance of learners. Methods: It employed descriptive-correlational and explanatory designs and it involved three divisions in Northern Mindanao region, Philippines. Findings: The Grade 10 and 6 teachers have possessed very satisfactory competencies across areas, while the Grade 10 and Grade 6 learners had a low mastery and very low mastery, respectively. Furthermore, there was no significant relationship between the competencies of teachers and the performance of learners, while their competencies did not significantly influence the performance of learners. Conclusion: Teachers were deemed competent in all areas and learners had not acquired most of the competency standards of the curricula. Hence, no matter how competent teachers are, this would not contribute significantly to improving the performance of learners in the National Achievement Test. Thus, competencies of teachers cannot determine the performance of learners. Keywords: competencies of teachers, performance of learners, National Achievement Test Abstrak: Kompetensi Guru Sekolah Dasar dan Kinerja Peserta Didik pada Ujian Nasional 2017-2018 di Filipina. Tujuan: Penelitian ini menentukan kompetensi guru dan kinerja peserta didik dalam Ujian Nasional 2017-2018. Hal ini mengidentifikasi pengaruh kompetensi guru terhadap kinerja peserta didik. Metode: Penelitian ini menggunakan desain deskriptif-korelasi dan eksplanatori dan melibatkan tiga divisi di wilayah Mindanao Utara, Filipina. Temuan: Guru kelas 10 dan 6 memiliki kompetensi yang sangat memuaskan di berbagai bidang, sedangkan siswa kelas 10 dan kelas 6 masing-masing memiliki ketuntasan yang rendah dan ketuntasan yang sangat rendah. Selanjutnya tidak terdapat hubungan yang signifikan antara kompetensi guru dengan kinerja peserta didik, sedangkan kompetensi guru tidak berpengaruh signifikan terhadap kinerja peserta didik. Kesimpulan: Guru dianggap kompeten di semua bidang dan peserta didik belum menguasai sebagian besar standar kompetensi kurikulum. Oleh karena itu, betapapun kompetennya guru, hal ini tidak akan memberikan kontribusi yang signifikan terhadap peningkatan kinerja peserta didik dalam Ujian Prestasi Nasional. Dengan demikian, kompetensi guru tidak dapat menentukan kinerja peserta didik. Kata kunci: kompetensi guru, kinerja peserta didik, ujian nasional. DOI: http://dx.doi.org/10.23960/jpp.v12.i2.202212

Longitudinal Effects of Perceived Parental Overprotection on Korean Male Adolescents’ Academic Achievement

This study aimed to investigate the trajectories of academic achievement of male Korean high school students over a period of 3 years and the effects of perceived parental overprotection. 539 Participants completed the Korean Version of the Parental Bonding Instrument at the beginning of the study, and their language and mathematics scores from the National Achievement Test were recorded every semester for 3 years (n=494 for language and n=493 for mathematics). Latent growth curve models, latent class growth analysis, and multinomial logistic regression analysis were conducted to evaluate the longitudinal data. The results showed an overall decline in academic scores in both subjects; in addition, three latent classes for language scores and four latent classes for mathematics scores were identified. For language, higher maternal overprotection was negatively associated only with Time 1 scores, collected at the beginning of the first year of high school, while higher paternal overprotection was negatively associated with Time 1 scores, as well as changes over time. Higher maternal or paternal overprotection increased the possibility of having lower language scores at Time 1. For mathematics, only higher paternal overprotection was negatively associated with Time 1 scores and changed over time, in addition to increased chances of having lower mathematics scores at Time 1. The results indicate that parental overprotection, especially that of the father, negatively affected male high school students’ academic achievement, suggesting a new perspective of interpreting fathers’ role in sons’ academic achievement in Korean culture, in which mothers’ roles have been emphasized.