Assessment of the Existing Monitoring System for Grade 10 At-Risk Students in Banilad National High School

Abstract

INTRODUCTION

As an educational institution, Banilad National High School gears toward the upliftment of scholastic performance of all its students. Through a monitoring system, students are identified on their being at risk for having low academic performance, misbehavior and poor attendance. What triggers the researcher to focus on assessing this system is the persisting problems on low academic performance in almost all grading periods for particular students; the existence of physical and emotional rifts among students and even with school personnel; and the unreasonable absences from classes. The researcher has taken into consideration how this monitoring system is implemented at all cost. There may have been some loopholes that affect its veracity. Proposed additional means of monitoring will be initiated to outwit the fallback.

METHODS

A teacher-student assessment usually used in Grade 10 at-risk students was evaluated and ranked according to its sufficiency in attaining students' data; accuracy in determining students' status; timeliness in updating students' progress; and limitations in describing students' skills. A self-constructed questionnaire was used. Through the weighted mean, all results were ranked accordingly.

RESULTS

Statistically, the use of the existing monitoring system did not post a perfect rating on the account of its purpose. Although the class record still holds the best source of data in terms of: (1) attaining a mostly sufficient data; (2) mostly accurate student's status; (3) most timely for student's progress; and (4) had the slight limitation in describing student's skills. The student's logbook showed the most limited source in all of the aspects stated.

DISCUSSIONS

The limited manifestation gathered in the existing monitoring system triggers the researcher to further exert other means to monitor the academic performance, behavior, and attendance of the at-risk students. The loopholes become the triggering factors for the researcher to come up with additional links to these sources of data. These additional links include the participation of class officers and peers in the assessment of progress for students at risk. Their roles will primarily be the source of "free-wall conversation" which is adamant for posting regular communication and feedback.