Predictors of National Achievement Test VI: the Case of Maddela District II, Division of Quirino

Abstract

INTRODUCTION

Out of 17 complete elementary schools in Maddela District II, 9 schools didn't meet the Department of Education standard MPS of 75 in NAT VI. The result was disquieting and need immediate intervention to increase performance. This study was conducted to identify the predictors that influence the performance of the 9 identified Low Performing Schools and determine the prediction model that can explain the performance of the pupils.

METHODS

The researcher made use of descriptive-predictive research design which was directed on describing and predicting the predictors. Mean and SD, Multiple Linear Regression and MLR Model Building were used in the data analysis.

RESULTS

There were only 2 predictors that significantly influenced the pupils' performance of the 9 identified low performing schools for SY 2014-2015. Among the 4 predictors, only the Educational Attainment of Parents and Frequency of Classroom Supervision of school heads significantly influenced the performance of pupils as entailed in its p-values which were lesser than .05. The test of the influence of the predictors to the NAT6 of the 9 identified low performing schools displayed an F-Value of 13.382 with a p-value of .000 which is significant indicating a model fit.

DISCUSSIONS

The study exposed that the higher the parent educational attainment the higher the performance of their children and if school heads increase the frequency of classroom supervision at least once a week, the performance of the pupils will increase. In achieving a systematic mastery of learning, school heads and teachers shall create a mechanism to encourage parents to give full support in their children's education and enhance parents' involvement in school operation. Encourage parents to enroll in the Alternative Learning System for skills development which helps improve their status of living and learn basic education for a better understanding of the curriculum. Capacitate teachers through intensified classroom supervision to enhance teacher's performance in the delivery of instruction. Craft localized policy on classroom supervision and implementing guidelines for school heads and supervisors for intensified classroom supervision with appropriate supervisory tools in consonance with the K to 12 Basic Education Reform Agenda and RPMS.