Academic Performance in Elementary Education Aligned with K-12 Curriculum in Nag-Iba Elementary School

Abstract

INTRODUCTION

This study aimed to develop intervention programs that can increase the academic performance of pupils in Nag-iba Elementary School aligned with the K-12 curriculum. To serve its purpose, the study focused on seventeen (17) teacher-respondents from the Nag-iba Elementary School. Due to the limited time available for the survey and data gathering, the researcher conducted a study in the school where the researcher is currently employed.

METHODS

The focus of this study is to determine the consolidation activities in the implementation of the K-12 curriculum. Thus, the researcher employed the descriptive method of research. It is thought to be the most suitable for the purpose for it showed the current condition of the subjects under this study by describing their responses.

RESULTS

The results of the study showed that most of the teacher-respondents are in their middle age, teaching all subjects with more than two years of service. The pupils’ factors are evidently related to their academic performance on subjects aligned with the K-12 curriculum. The intervention activities may be used in to enhance the academic performance of elementary pupils in Nag-iba Elementary School.

DISCUSSIONS

The proposed intervention activities aimed to develop the Academic Performance of Elementary Pupils Aligned to K-12 curriculum included continuous training and seminar group games, online activities, and science learning areas.