Cognitive and Non-Cognitive Factors as Predictors of Academic Performance in Earth and Life Science among Selected Grade 11 Students of Governor Juanito Reyes Remulla Senior High School

Abstract

INTRODUCTION

Education regularly develops excellent, empirical-based innovations. In our program, we witnessed varying levels of success with an assessment innovation. In this study, we explored the Cognitive and non-cognitive factors as predictors of academic performance in the earth and life science among Grade 11 students of Governor Juanito Reyes Remulla Senior High School. It presented the cognitive factors, non-cognitive factors, their relationship and its implication to the academic performance in the earth and life science. The cognitive factors included entrance examination grades, elementary general weighted average, grades in English and in Mathematics.

Non-Cognitive factors consist of gender, parents’ educational attainment, type of school and program, economic status, and learners’ attitude.

METHODS

This study used the descriptive co-relational survey in determining the performance of Grade 11 students in relation to the three independent variables, namely: cognitive, non-cognitive factors, and their implications. The trial testing of the research tool was conducted among selected Grade 11 students of Governor Juanito Reyes Remulla Senior High School to find the reliability of the tool. The samples of this study were the randomly selected grade 11 students of the school. The statistical tools used were percentage, frequency, mean, standard deviation, and rubrics.

RESULTS

Selected Grade 11 students perceived substantial problems in their academic performance in the earth and life science. The cognitive and non-cognitive predictors stemmed predominantly from: 1. The higher the grade in the NCAE, the better they perform well. Their quarterly performance in senior high school that was better due to the fact that they obtained high ratings in their general weighted average in Grade 10, and 2. As revealed by their average grade in Mathematics and English, students attune their ability to read, analyze, and solve problems quantitatively. The value was seen from the economic status of their family and to the educational attainment of the parents.

DISCUSSIONS

The results demonstrated the need for schools to recognize the differentiated ability and interest of the students to identify and eventually provide their needs. While utilizing the correct standardized entrance examinations and formulation of school policies in admission, these will classify the student's abilities and skills and provide for their individual differences.KEYWORDS: