Effects of Grade Valued More Than Learning on Academic Performance of Selected Grade 11 Students in Humanities and Social Sciences Strand at Bestlink College of the Philippines
Keywords:grade valued more, learning, academic performance, mental, social, emotional, written works, performance tasks, quarterly assessments
This study talks about the positive and negative mental, social, and emotional effects of valuing grades more than learning on the academic performance of students in termsof written works, performance tasks, and quarterly assessments. This study was conducted due to the problems that the new generation is facing nowadays, that is, the existing dilemma of students whether to value grades more than learning. Some students donot base their self-worth on academic achievement, not even in the form of grades and to remind themselves that the journey is more important than the destination. This is not to say that grades are not important, but learning through studying can result in good grades that the students deserve. The method used here was a quantitative comparative-descriptive type of research. The techniques used are availability and systematic sampling. The respondents of the study were 96 Grade 11 students (48 males and 48 females) from different sections in the Humanities and Social Sciences Strand at Bestlink College of the Philippines. Male respondents agreed on mental effects and strongly agreed on social and emotional effects of valuing grades more than learning, thereby indicating further that these factors greatly influence their academic performance. Female respondents strongly agreed on mental, social, and emotional effects, as well as other influences of valuing grades more than learning toward their academic performance. Male and female respondents strongly agreed on the given recommendations to solve the issue. The results of this study showed that despite negative effects on male and female respondents, they still strongly agreed on the positive effects on them.The effects on female respondents are balanced because they both strongly agreed on the positive and negative effects of thegrade being valued more than learning on their academic performance. Meanwhile, the effects on male respondents are imbalanced because they strongly agreed on positive effects and only agreed on the negative effects. Male and female respondents strongly agreed that the mental, social, and emotional effects of thegrade being valued more than learning are factors that affect their academic performance. Lastly, the recommendations given in this study are deemed significant to have positive effects on academic performance. Thus, students are advised to follow suit.