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Abstract

The purpose of this research was to determine the perception and attitude
of students towards National Achievement Test in science that will serve as basis in
designing NAT enhancement program. A 17-item survey questionnaire was given to
each of the 164 respondents whose responses using were gathered and treated uing
descriptive statistics. It was found out that the students had good knowledge of
assessing their scientific abilities. Students also demonstrated positive attitudes towards
NAT. It was also found out that the attitude towards NAT in science does not significantly
differ between male and female students. On these bases, a comprehensive NAT
enhancement program has to be made.
Introduction
Our educational system is anchored on student-centered practices
and policies. One policy is the conduct of National Achievement Test (NAT) at the end of
school year to determine students achievement level, strengths, and weaknesses in
English, Filipino, Math, Science, and Araling Panlipunan. Tampakan National High
School attained an MPS of 67%, and 64% in science which is lower by 8% compared to
72% in 2013.
Perceptions and attitudes of students are positively correlated to
academic performances by regulating their own learning; and motivation, and academic
accomplishments.
A study has to be done on students, perception and attitude towards
NAT that will serve as basis in designing schools NAT enhancement program.
Research Questions
1.

What is the perception of students towards NAT with respect to:


a. National Science Curriculum
b. Test items
c. Test information

2.

What is the attitude of students toward NAT with respect to:


a. Male
b. Female

3.
Is there any significant difference between the attitude of male and female
students towards NAT?

Conceptual Framework

Input
*Students
perceptions
towards NAT

Process

Output

*Perceptions and
attitudes survey.

*Appropriate and
Competent
Enhancement
Program for

*Students
Attitudes towards
NAT
*Male
*Female

Research Design

This study used descriptive research design. A questionnaire was given to


each of the 164 respondents who were chosen randomly.
The data gathered were analyzed using central tendency measures and ttest.
Results and Discussion
I. Perception of Students on the National Achievement Test in Science
Perceptions of

Weighted Mean

Description

students
A. National Curriculum

2.04

Agree

in Science
B. Test Items
C. Test Information

1.87
2.39

Agree
Agree

II. Attitudes of Students towards NAT


Attitude
My teacher taught me
well so to be prepared
always.
My family and friends

Male
1.51

Female
2.04

2.13

1.76

would want me to do well


in NAT.
I have good feelings
towards NAT.
I try hard to do well in
NAT no matter how
difficult will it be.
I try to do my best in
school.
I would enjoy taking NAT

2.06

2.07

1.68

1.60

1.47

1.33

1.54

1.92

III. Significant Difference in the Attitude of Students with Respect to Gender.

Attitude
Male vs.
Female

T-value
-0.4075

T-critical
2.5706

P-value
0.7005

Remarks
Not Significant

Conclusions
1. The students perceived to have good knowledge in science;
2. Students perceived that NAT test items were relatively reflected well of what they
aimed to assess;
3. Students perceived to have less knowledge of assessing their scientific abilities.
This may be due to the shortage of information given to students;
4. Generally, both male and females and demonstrated positive attitude towards
National Achievement Test (NAT) particularly in science; and
5. Both male and female students have the same attitudes towards.
Recommendations
A comprehensive NAT Enhancement Program should be designed that:
1. will share and emphasize learning goals and performance goal as well;
2. will give emphasis of developing students on the aspects of national curriculum, test
items, and test information;

3. will provide students information as to the criteria they will be assessed and what they
will be assessed at; and
4. will cultivate self-regulation and positive feelings of the students toward NAT.
References
Benito, N.V., Director III, (2011). National Achievement Test: , National Education and
Testing Center , 2011
Harlen W, Deakin Crick R, (2002). A Systematic Review of the Impact of Summative
Assessment and Tests on Students Motivation for Learning (EPPI-Centre Review,
version 1.1*). In: Research Evidence in Education Library. Issue 1. London: EPPICentre, Social Science Research Unit, Institute of Education.
Neathery. M.F.(n.d.) Elementary and Secondary Students, Perceptions Toward Science:
Correlations with Gender, Ethnicity, Ability, Grade, and Science Achievement.
Southwestern Oklahoma State University. Department of Chemistry/Science Education.
Noble, J.P., Roberts, W.L., and Sawyer, R.L, (2006). Student Achievement, Behavior
Perceptions, and Other Factors Affecting ACT Scores. ACT Research Report Series.
Osborne, J. ,Simon ,S. and Collins, S,(2003). Attitudes Towards Science: A Review of
the Literature and its Implications.