Attitude and Academic Performance of Selected Junior High School Students in Filipino Subject

Abstract

INTRODUCTION

The strength of the nation depends on the kind of education the students get, the knowledge to advance it, the skills upgraded and the values embedded in the heart and mind. Filipino instruction is one of the most developed core subjects and it has much to do with it. It contributes precisely to most of the phases of modern civilization. Likewise, it is a discipline that plays a very important role in changing society in general, and the students' daily lives in particular.

METHODS

To obtain the necessary facts and figures regarding the students' attitudes and achievement levels in Filipino, the researcher utilized the descriptive-normative method. This method is deemed appropriate because the study involved a survey and description of existing facts and conditions in the schools as well as the analysis, interpretation, and information from the collected data. A total of 100 junior high school students were involved in the study belonging both to homogeneous and heterogeneous classes. The data and information were classified, systematically organized and subjected to statistical treatments such as the frequency count, percentage, mean, t-test and Pearson product moment of correlation.

RESULTS

The respondents, regardless of age, gender and type of class have similar attitudes towards Filipino instruction. The respondents performed a very satisfactory academic performance in Filipino. A significant difference was noted on the level of academic performance of the respondents in Filipino when grouped according to age. A negligible non-significant relationship exists between negative attitude and overall attitude towards Filipino instruction and the level of academic performance of the students.

DISCUSSIONS

The teacher should plan and implement student activities that will enhance student awareness and competencies in Filipino instruction such as academic, speech, writing and other output-based competitions. School heads should conduct in-service training for Filipino teachers highlighting innovative and constructively aligned teaching strategies and methodology aimed at enhancing the delivery of Filipino instruction. They should develop learning and instructional materials to supplement the delivery of Filipino instruction and conduct periodic program evaluation on the delivery of Filipino instruction to identify gaps and develop strategies to improve the identified problems. They should also conduct a further study to determine the factors affecting the attitude of students towards Filipino instruction.