Factors of Performance of Secondary Schools in Science, Mathematics and English

Abstract

This sequential exploratory mixed methods research aimed to describe which among the demographics, school profile, teacher factor, student factor, learning resources and classroom management, management and governance, family background and parental involvement significantly influenced and predicted the performance of the secondary schools in Science, Mathematics and English in Davao del Sur Division and thereafter to develop empirical models. The instrument used was developed through the responses of the KII informants, concepts of Creswell, and factor analyses. Using complete enumeration, the researcher selected 68 teachers and principals as respondents. Findings revealed that educational attainment, school based management, field of specialization significantly predicted competition; school type, teachers’ attitude and motivation, class size were linked with NAT results in Science; school type, length of service, teachers’ attitude and motivation, principal’s projects and programs, and school size were associated with NAT results in Mathematics; school type, teachers’ attitude and motivation, and classroom management positively correlated with NAT results in English; and school type, teacher’s attitude and motivation, family background and parental involvement, and length of service significantly linked with NAT results in Science, Mathematics and English. The empirical models adopted were: (1) YCompetition = -5.028 + 2.472*Educational Attainment + 1.514*School Based Management – 1.531*Field of Specialization, (2) YNATScience = 7.814 – 32.872*School Type + 13.007*Teacher’s Attitude and Motivation + 14.318*Class Size, (3) YNATMathematics = 74.026 – 28.828*School Type + 5.381* Length of Service + 9.523* Teacher’s Attitude and Motivation – 6.782* Principal’s Projects and Programs – 4.935* School Size, (4) YNATEnglish = 52.674 – 18.505* School Type + 11.362* Teacher’s Attitude and Motivation – 6.518* Classroom Management, and (5) YNATAverage = 60.645 – 26.052*School Type + 8.362* Teacher’s Attitude and Motivation – 4.902* Family Background and Parental Involvement + 4.158* Length of Service.

Effectiveness of Team Assisted Individualization as a Teaching Approach

“…Several studies in the Philippines had cited the concerning mathematics proficiency of secondary school students (i.e. Alcantara & Abanador, 2018;Pascual & San Pedro, 2018;Galigao, 2021;Ha, 2011;Magayon & Tan, 2016;Garinganao & Bearneza, 2021;Cabuquin & Abocejo, 2023;Flores, 2019;Santos et al, 2022;Guinocor et al, 2020;Pagaran et al, 2022;Igarashi & Suryadarma, 2023;Balanquit & Ballado, 2023;Lapinid et al, 2022;Callaman & Itaas, 2020;Pecjo, 2023;Cabrella & Junsay, 2019;Valderama, 2022 ). In fact, Bernardo (2020) also cited the Netherlands-based research that Filipinos fared worst among fifty-eight countries in an assessment for Grade 4 students.…”