Teaching Performance, Learning Resources and National Achievement Test (NAT) Performance of Complete Elementary Schools of Rizal District, Division of Kalinga

Abstract

The quantitative-descriptive design principally investigated the
relationship between the teaching competence, learning resources and
the NAT Performance of the complete elementary schools in the District
of Rizal, Division of Kalinga with the involvement of the 79 teacherparticipants
of the said district. The primary instrument used was the
Competency Based Performance: Appraisal System for Teachers (CB-Past).
Frequency and percentage, weighted mean and ANOVA were employed
for data analysis. Results revealed that majority of the school-participants
have “less adequate” learning resources. This implies that there are more
schools in the district that have limited learning resource materials.
Schools do utilize whatever available learning resource materials they
have. The teacher-participants have “very satisfactory” performance. This
is an evidence that the participants had performed and discharged well
their duties in their respective schools. There is an increasing trend in the
overall NAT performance of the entire district, although there are some
schools which recorded slight decrease from the SY 2013-2014 results
to those in SY 2014-2015. ANOVA test revealed whether the pupils are
taught in multi-grade or mono-grade level, their NAT performance is not
affected. ANOVA test showed that the adequacy of learning resources,
teacher training, school type and class have no significant impact on
students’ academic performance in terms of the National Achievement
Test. The performance of teachers in class poses impact on students’
achievement in terms of the National Achievement Test as evidenced by
the increasing rating of the teachers, at the same time, increasing mean
scores of students per school.