Factors Affecting Students Performance in NAT

Chapter I
INTRODUCTION
Background of the Study

The National Achievement Test (NAT) is an examination
given annually to assess the competency of both public and
private school students. The students knowledge and skills
are tested in the subjects of Mathematics, English, Science,
Filipino, and HEKASI for grade school and Mathematics,
English, Science, Filipino, and Araling Panlipunan for high
school. The test is administered by the Department of
Education's National Education Testing and Research Center
(NETRC). The results are intended to guide the Department of
Education in its efforts towards the improvement of the
quality of education in public schools and to provide
appropriate intervention for the students. A score of 75%
and up indicates mastery of the subject and 50% to less than
75%, near mastery; while a score of below 50% indicates low
mastery.
The NAT results guide decision makers in formulating
policies relative to progression and promotion of students,
especially in the public school system. These will also
determine the deficiencies of students that need further
intervention. According to DepEd Secretary Brother Armin A.
Luistro, NAT is just a part of the report card of DepEd and

the whole education system. Results of this indicator will
help them formulate appropriate interventions that aimed
improvement of the education system. (Philippine Star,
January 07, 2010)

Calls for educational reforms to address the needs of
students are frequent. Their focus has been primarily on the
content -- what students should learn, context -- the
circumstances students should be learning in, and outcomes
-- the knowledge and skills students should acquire.
Important changes have come about as educational reform
efforts focused on the needs of students.

The researcher believes that the profile of the
students and school climate conditions greatly affect the
students performance in the National Achievement Test.
Students may not only provide a rigid classroom instruction
but the school must provide them a good physical
environment, physical facilities that is free from risks and
a well-sounded classroom instructions.

Researchers will examine relationships between several
variables and students performance. For students
demographic profile those are age, gender, birth order,
monthly income of the family, parents educational
attainment, and average grade for the last school year
attended. Secondly, the researcher will also examine the
school climate condition that will carefully examine the

school physical facilities, instructional focus and physical
environment. Unfortunately, accompanying the calls for
reform in school systems is an underlying assumption that
the leadership needed to execute these changes will somehow
emerge.
The information will be useful to practitioners
attempting to implement an educational innovation or a
system wide change at the school or secondary level. In
addition, this information may be useful for professional
development. The information might also be useful for the
evaluation of school climate condition that may affect the
students performance. This also helps administrators to
carefully examine school rules and policies on executing the
designed curriculum for each learning area. In addition,
this may help the secondary schools in the Division of
Calapan City to focus also in the school climate conditions.
Finally, this paper attempts to raise awareness to internal
and external stakeholders who wanted to promote educational
transformation.
Education literature has often pointed to the
importance of student support services in promoting
learning. This is usually true in the field of basic
education. Unlike in the traditional education delivery,
learners tested in national achievement must be given enough
attention by teachers, stakeholders and the principal

itself. Low rating result in NAT is often blamed to the
basic education services that were given to them and to the
ability of the teachers.

This is true in the eight (8) public secondary schools
in the Division of Calapan City who could not achieve the
75% passing rate in the consecutive NAT test results for
school for numerous years that the NAT was implemented.

While there are lots of interventions to meet the
national academic standard, best practices to improve NAT
performance of second year students in the public secondary
schools in the Division of Calapan City, there are
comprehensive student support system developed and
implemented in Calapan City Division.

More importantly, the National Achievement Test is not
just a test for students but also for the principal
leadership skills that promotes a positive school climate
condition that can affect the students academic
performance. According to the Second Regional Comparative
and Explanatory Study (SERCE), in order to promote learning
among students it is essential to provide a welcoming and
warm environment based on mutual respect. In this line,
there is a need to evaluate the level of profile of the
students and school climate condition to assess the needs of
the students.
The purpose of this study is to identify the students
profile in terms of age, gender, family income, parents

educational attainment, and grades for the last school year
attended. It also needs to identify the school climate
condition that provides school to understand the working
condition and leadership, instructional focus and physical
environment.
It will also investigate students perspective,
questions concerning the school climate condition in
response to the result of their National Achievement Test.

The ultimate goal of this research is to aid the Public
Secondary Schools in the Division of Calapan City for the
improvement of students services academic program that
would result to the increase of NAT against national
standard.
Statement of the Problem

This study aimed to determine the Factors Related
toStudents Performance in the National Achievement Test in
the Public Secondary Schools in the Division of Calapan
City.
Specifically, it sought to answer the following
questions:
1. What is the profile of the respondents in terms of:
1.1 age
1.2 gender
1.3 parents educational attainment
1.3.1 mother
1.3.2 father
1.4 monthly income of the family
1.5 average rating for the last school year
attended?
2. What is the extent of the school climate conditions as
perceived by student respondents in terms of:

2.1 school facilities
2.2 instructional focus
2.3 physical environment?
3. What is the level of performance of students in the
National Achievement Test in the public secondary schools
in the Division of Calapan City in:

3.1 English
3.2 Math
3.3 Science
3.4 AP
3.5 Filipino
4. Is there a significant relationship between the profile
of the respondents and students achievement in NAT in
terms of:
4.1 age
4.2 gender
4.3.1 mother
4.3.2 father
attended?
5. Is there a significant relationship between the school
climate conditions and students performance in NAT as
perceived by the student respondents in terms of:

6. Is there a significant difference in the school climate
conditions as perceived by student respondents in terms
of:
Hypotheses of the Study

1. There is no significant relationship between the
profile of the respondents and students achievement in
NAT in terms of:

1.1 age
1.2 gender
1.3.1 mother
1.3.2 father
1.4 monthly Income of the family
attended?
2. There is no significant relationship between the school
climate conditions and students performance in NAT in terms
of:
3. There is no significant difference in the school
climate conditions as perceived by student respondents in
terms of:
Significance of the Study

Findings of this study provided vital information
regarding the factors affecting the students performance in
the National Achievement Test (NAT) in terms of students
profile and school climate condition.

The findings of this study will benefit the following:
Superintendent. It may help the superintendent to identify
the needs of the school and to plan for the support system
that the school leaders need to prioritize when it comes to
students performance. It can also identify the critical
gaps and weaknesses of the nine public secondary schools in
the division when it comes to students learning and school
climate conditions.
Principal. The result of this study may also serve as
framework for various programs and strategies to be employed
on the school improvement planning. School climate condition
assessment may use as data inputs on the reality check
matters of school academic performance. Thus, appropriate
programs and thrusts may be formulated and provided with
appropriate budget for the improvement of the students
performance. It is also possible to have a rigid monitoring
of monthly result of students mean percentage score (MPS)
in their chapter test to be posted using graphical
representation to easily identify the competencies that
needs enough attention in classroom instruction. With the
help of graphs, the principal can help and assist teachers
in uplifting the performance of the students.

Teachers. The result of this finding is of value to
teachers because it will provide an overview of the needs
analysis of the school. They may be guided from the level of
assistance the school and the principal may need and may
help them to work cooperatively in order for them to attain
success in the national achievement test. By means of

carefully recorded grades of the student, the teacher and
principal can work collaboratively to identify the
competencies the students had mastered, not mastered and
needs mastery. With this, teachers can be guided to the
lesson that he needs to give more emphasis for students.

Students. The improvement of school climate condition
will be beneficial for the students. A favorable school
climate condition may serve as students motivation in
improving their academic performance. The motivating factors
that will start from the initiative of the school principal
may help the students to be more enthusiastic in learning
process.
Future researchers. This study will help to encourage
future researchers to conduct the most vital part of the
school progress in terms of academic. The study may propel
them to go into related area or they may study further
school academic achievement for other perspective. This may
also provide data bases for further innovation of this
research study.
Scope and Limitations of the Study

This study answered the factors related to students
performance in the national achievement test given last
school year 2010-2011 in the eight (8) public secondary
schools in the Division of Calapan City.

The major task of this research is to answer the
specific questions presented in the statement of the
problem. This is limited to its complete reliance on the
self-made questionnaire of the researcher as the primary
instrument for answering the factors related to students
performance in National Achievement Test in terms of
students profile and school climate condition.

The result of this study will be limited on the
perception of 276 student respondents from the eight (8)
public secondary schools in the Division of Calapan City
namely; Bucayao National High School, Canubing National High
School, Ceriaco A. Abes National High School, Community
Vocational High School, Managpi National High School,
Mamerta G. Tolentino National High School, Nag-Iba National
High School and Pedro V. Panaligan National High School.

Jose J. Leido Jr. Memorial National High School will
not be included in the study because it dominates the number
of student respondents in this study for, it is the biggest
public high school in the Division of Calapan City.
Definition of Terms
To facilitate better understanding of this research,
the following terms were defined conceptually and
operationally:
Age refers to the respondents age in the public secondary

Average rating refers to the average rating obtained by
the student respondents in the last school year attended.

Instructional Focus refers to the classroom instruction
offered and teachers competence in the delivery of
instruction.
Monthly Income refers to the income or financial status of
student respondents family that may affect performance in
school.
Parents Educational Attainment refers to the educational
status of parents both father and mother of student
respondents.
Physical Environment refers to the condition of school
building and its surrounding area, any biological or
chemical agent that is detrimental to health and physical
conditions, such as temperature, noise and lighting.
(Source: www. Wikipedia.org)

School Climate Condition refers to the health of the
learning environment that it is a multi-dimensional
influences to many individuals such as students, parents,
school personnel, and the community(source:
www.wikipedia.org)
School Facilities refer to the availabilities of
classrooms and laboratory and other buildings in school for
effective classroom instruction.
Theoretical Framework
A theory without facts becomes fantasy, uncontrolled
imagination, a reverie. Based on these requirements, several
theories are presented.

This study can be associated to Social systems model
theory (Waller, 1932) according to him every institution is
a system of social interaction; it is organized whole
comprising of interacting personalities bound together in an
organic relationship.
Further, the school is characterized by an
interdependence of parts, a clearly defined population, and
differentiation from its environment, a complex network of
social relationships, and its own unique culture. The model
suggests that a school consists of a number of important
elements or subsystems that affect the organizational
behavior.
Also this can also be patterned to Social systems
(Scott, 2003) consist of independent parts, characteristics
and activities that contribute to form the whole. The school
consists of a number of important elements or subsystems
that affect organizational behavior. The individual or
members of an organization have their own individual needs,
beliefs and cognitive perceptions of their environment and
job. Further, the social systems model gives a dynamic view
of the school, with the feedback mechanisms and elements
providing the action of the components.

This study is also linked with invitational theory
(Myers and Monson, 1992). The main tenant of invitational
theory is to revitalize schools and to encourage students to
want to go to school. According to the advocates of the
theory, there are five factors that affect the appeal of
schools; people, places, policies, programs, and processes.

Invitational theory claims that these five factors make
schools more socially appealing and safe.

To create a more positive learning environment, school
administrators must provide programs which are attractive
for the students and teachers. Programs, policies,
curriculum supervision, human resource management, school
climate condition must provide a positive impact for
teachers and learners in order for them to uplift the school
academic standards. A democratic leadership with an open
system to stakeholders can create an increased performance.

Furthermore, research from Sternberg (2000) which is
Theory of Mental Self-Government emphasized that students'
learning and thinking styles (which are usually ignored),
together with their ability levels, play an important role
in student performance. The Theory of Mental Self-Government
refers to an inventory of different thinking styles that
gives an indication of people's preference of thinking
patterns.
Where the Triarchic Theory focuses on the ability
itself, the theory of Mental Self-Government refers to

different thinking styles which constitutes preference in
the use of abilities.

According to the Theory of Intellectual Abilities,
three kinds of intellectual abilities exist, namely
analytical, creative and practical abilities. Measures of
abilities tend to focus mainly on analytical abilities,
whereas all the three types of abilities need to be regarded
as equally important.
Research done by Sternberg showed: The more we teach
and assess students based on a broader set of abilities, the
more racially, ethnically, and socioeconomically diverse our
achievers will be.

From Wikipedia (2011) Theory of relative weight of
Nature and Nurture is a basis of this study about gender
influences of pupils on their academic achievement. The
biological differences between males and females - sexual
differences - account for a relatively small part of the
actual differences between men and women.

Most of these differences are matters not of sex but of
gender which, unlike sex, is socially formed and cultivated.
Differences of gender, however, are used to justify
inequalities between the sexes and the appropriation by
males of the major part of power, leisure, time and
property.
CONCEPTUAL MODEL
Student Performance in the National
Achievement Test (NAT):
English
Math
Science
AP
IV Filipino IV DV
1. Profile of the Respondents
1.1 age 2. School Climate Conditions
1.2 gender
2.1 School Facilities
1.4 educational attainment of
2.3 Instructional Focus
parents Figure 1
1.4.1
2.4 Physical Environment?
father 1 showed the hypothesized relationship between
Figure
1.4.2 mother
1.5 Average of
profile gradethe
for therespondents
last and school climate condition to
school year attended
the students performance in the National Achievement Test.
The dependent variable consists of the students
performance in the National Achievement Test in five
learning areas such as English, Science, Math, Filipino and
Araling Panlipunan.
The independent variables such as profile of the
respondents which comprises the age, gender, birth order,
monthly income of the family, parents educational
attainment, and average grade for the last school year
attended and the next independent variable consists of
school climate condition comprises of school facilities,
instructional focus and school physical environment.

The arrows from the two independent variables show the
hypothesized relationship between them. The respondents of
the study are third year students in the nine public
secondary schools in the Division of Calapan City.

The two-tailed arrow in the independent variable which
is the school climate conditions will be used to test the
hypothesized difference among each variable such as school
facilities, instructional focus and physical environment.
Chapter II
RELATED LITERATURE AND RELATED STUDIES
This chapter presented the reading surveyed on and
database documents which are significant research materials
in this study. The purpose is shown that the content of the
subject matter in this study are supported by the
authorities.
Local Related Literature
From the interview of Bulatlat Magazine dated June 2006
to the Chairman of Alliance of Concerned Teachers (ACT), Mr.
Jerry Tinio said that public school students do poorly in
diagnostic and achievement tests. Last June 2002, the
overall performance score of Grade IV pupils who took the
national diagnostic test (NDT) was 39.99%, while the first
year high school students had a lower 28.04 percent.

The national achievement test (NAT) given last March
2010 delivered slightly better results, with the fourth
graders garnering a 43.55%, while the first year high school
students earned a 36.13%. Despite the slight improvement,

the scores are still way below the 75% passing rate, Tinio
said.
From the article of of Dr. LeopoldoSichon (2006)in his
article entitled Our Schools, Our Teachers, our Students vs.
the National Achievement Test concluded that the plight of
the school and students is somewhat murky; the goal of
having 75 percent and above mastery levels in academic
performance in the National Achievement Test does not seem
to be in cognizant of the teaching and learning environment
that we have. Of course, we do not discount the fact that
DepEd is doing what it perceives to be the best- programs
and initiatives had been conceptualized and implemented to
answer the pressing need for quality education. Somehow we
are doing the best we can to bridge the gap between what we
have and what we want for our students. Yet, the effort
seems futile due to the fact that we still have to reckon
with real problems that confront us the system. These
problems are more dominant than achieving higher academic
performance alone and we could not just blind ourselves from
the fact that when basic needs are not met, all other needs
will be just be meaningless.

He said that the teachers need greater empowerment.
More than just salary increases, educators need the morale
boost by knowing that they belong to a truthfully dignified
organization whose philosophical foundation, visions and

mission statement are in congruence with its built-in
processes and mechanisms. We need local leaders who can
charter our educational direction through open channels of
communication and can guide us through well-planned, needs-
based and competency-based programs that will hone teachers
managerial skills. These teachers will in return become
self-managing, self-governing and self-sustaining and
without further ado, can mutually exchange expertise with
peers both conceptual and technical.

He also said that we need to realize also the
disparities between our schools, their locations as well as
the diverse clienteles that we serve. Students from rural
areas are different from those in the urban areas.
Demographic characteristics such as family background,
economic status, school distance, family background, etc.
should be considered in formulating the testing materials
intended to measure students academic performance. There
and then in his perspective, that we can truly measure the
quality of teaching instruction done in our schools.

Lastly, he added that everything will ever be a never-
ending cycle, unless the government can come up with a plan
that will finally address these problems especially graft
and corruption.
From the issue of De Guzman (2002) entitled
Restructured Basic Education Curriculum stated that

whether in high school or in the elementary level,
curriculum must be balanced, articulate, sequential,
integrative and continuous. The issue of too overcrowded
curriculum was answered by the implementation of the 2002
Restructured Basic Education Curriculum which offshoot to
restructuring the learning areas, integration of values
education and related skills within the learning areas,
greater emphasis on the learning areas and integrative
strategies in teaching, increased time task allocation in
major learning areas such as English, Math, Science,
Filipino and Makabayan.

Experts agree that there is no perfect formula for the
solution of problems especially when they involve human
feats. Learners are diverse and the tendency of educators to
adopt a one-size-fits-all type of teaching is said to be
contributory to low performance of students. Curriculum must
be flexible and must allow teachers to freely innovate as
necessity and propriety dictate.

From the manual, School Based Teachers Program (2002)
in the article Woes of a Teacher declared that the
effectiveness of teachers in delivering the right and proper
instruction is another question that must be considered if
we are to delve seriously into the root causes of our
students academic performance. Salary issues had been
answered by the government although some of the

recommendations regarding teachers benefits was shelved due
to lack of government funds. Strategies for reforms in
reference to teachers pay were implemented as well as
reforms in the processes of promotion. Teachers were
encouraged to sustain professional upgrading and
development. Principals were tasked to revitalize the
school-based instruction program where teachers were taught
effective managerial and instructional skills through the
SBTP (School Based Teachers Program).

He added that if salary issues were somehow met, look
then at the actual classroom teaching scenario. Imagine the
nightmarish teaching condition where a teacher has to teach
60 to 70 students in a class with only a piece of Manila
paper as her instructional material. This is happening and a
clear manifestation that the problem of teachers
effectiveness is also surrounded by so many intertwining
factors aside from salary. Salary alone cannot guarantee
effective teaching when the daily travails of teachers show
work overload beyond human capacity.

From the DepEd report (2010) declared that technology
has brought us sophisticated learning tools but textbooks
remain to be the most valuable learning reference of
teachers and students in the classrooms. However, despite
government initiatives to solve the yearly textbook
problems, observation shows that textbooks are always

lacking and some of them are found to be erroneous. In
answer to this, DepEd reported a more stringent evaluation
process it did since 2005 in textbook procurement project.
Their evaluation on the textbooks focuses on determining the
completeness and sufficiency of development of the learning
competencies, accuracy and up-to-datedness of contents,
determining the appropriateness of the materials to society,
to target users and to culture and on the language used to
ensure that these are grammatically correct and appropriate
to the level of the students. Improvement on this aspect is
still not fully realized for we know that students still do
not have enough textbooks to meet the demands of their
studies. The Internet has become an effective substitute to
information getting, however, since access to Internet is
still limited in many areas of the country, this does not
solve the problem yet.

As mentioned by Meinardus (2003) entitled Our
Students: the Family Level Factors mentioned that only some
of the internal and external environments affecting the
quality of education we deliver. He also said that do not
forget the economic situation in our country, the income
that sustains the family, the family structure in itself and
many others. Experts agree that the educational condition
attributed to the family is beyond all doubt or discussion,

as there is an ever-increasing awareness of the importance
of the parents role in the progress and educational
development of their children. Researchers consider family
background the most important factor in determining the
academic performance attained by the student; among these
factors of greatest influence are socio economic status and
the educational environment in the family. With regard to
social class, relevant research tells us that ones results
and expectations for the future are better when one belongs
to the social ladder. A student who expects to become a
doctor like his parents someday shall perform most likely
well than a student who has no clear vision of the future
because he/she knows very well that his or her parents could
not afford to send him/her to school. Also, influence of the
family educational climate is defined by the amount and the
style of help that children receive from the family; this is
determined by elements of the family context, like the
dynamics of communication and affective relationships,
attitudes towards values, expectations, etc. Along these
same lines, it is also reported that parental expectations
have a notable influence on academic results. It is also
noted that there are indirect relationships between
performance and the students perception of how much
importance his or her parents assign to study at home.

What do we expect about NAT results then after
considering all these factors? As mentioned by Meinardus
(2003), 95 per cent of all elementary students attend public
schools, therefore the educational crisis in the Philippines
is basically a crisis of public education. The wealthy can
easily send their offspring to private schools, many of
which offer first-class education to the privileged class of
pupils.
Foreign Related Literature

Lent (2000) in his toolkit entitled Improving Academic
Achievement stated that students achievement in basic
education has become an index of childs future in this
highly competitive world. For him, academic achievement has
been one of the most important goals of the educational
process. It is also a major goal, which every individual is
expected to perform in all cultures. Academic achievement is
a key mechanism through which adolescents learn about their
talents, abilities and competencies which are an important
part of developing career aspirations academic achievement
and career aspirations in adolescence are often correlated.

Crow and Crow (2009), defined Academic achievement as
the extent to which a learner is profiting from instructions
in a given area of learning i.e., achievement is reflected
by the extent to which skill or knowledge has been imparted
to him.
Marzano (2005) reviewed in his article entitled Factors
influencing Academic achievement that the factors like
parents education, parental occupation, type of family,
family size, ordinal position and even gender and age of the
child are found to have their impact on the academic
achievement of every student. He stated that the effect of
family environment on students achievement suggest that
several characteristics of family life are relevant.

Cromwell (2006) from his text titles Study habit:
Students Role- A question pointed out that the efficient
and effective way of learning depends upon the study habits
of the students. Study habits are important they influence
the academic achievement of students. So parents and
teachers must help in improving the study habits of
students. Some investigators have sought to determine what
study habits are characteristically used by students when
left to work by themselves with little or no direction.
Teachers in schools should become facilitators of learning.
The finite treasure within every learner should be
discovered and nurtured for the purpose of improving
learning effective study skills have to be taught. Study
skills involve reference, reading listening, study habits
and strategies. Learning improves with planning of where,
when and how much to study. Positive attitude, proper

physical condition and balanced emotional states are
important factors influencing study habits.

From the book of Singh (2004) entitled Gender and
Academic achievement declared that the performance of every
individual is not equal. There is a lot of variability and
dispersion. The variability cannot be attributed to a single
factor, but it is the outcome of number of factors as
intelligence, study habits, self-concept, creativity,
aptitude interests, socio economic factors, area etc. Along
with these gender of the child is also an influencing factor
on Academic achievement of the child. Singh made a survey of
the study habits of high, middle and low achieving
adolescents in relation to their sex, intelligence and socio
economic status and found that study habits of boys and
girls differed significantly at different levels of academic
achievement.
Vijayalaxmi and Natesan (2002) in their article Socio-
Economic Status: Factors influencing academic achievement
declared that girls had a higher mean academic achievement
compared to boys. However, Kaur and Gill (2003) revealed
that achievement in English and total achievement was
independent of sex, but boys scored higher than girls in
achievement in Punjabi, Mathematics and Science.

Ahmed (2008) reported in his review entitled
Achievement Motivation that the influence of sex on

achievement motivation was found to be statistically non-
significant. He carried out that there are differences among
adolescent boys and girls of various ordinal positions. The
study was over conducted on sample of one hundred and twenty
students belonging to the age group of 13-18 years, studying
in co-educated English medium institutions confined to the
suburbs of Mumbai city.
Local Related Studies

From the study of Galih, (2008) entitled Extent of
Principal Role and School Structure in Students
Achievement mentioned that the principal is central to the
extent of stakeholders involvement, the relationships among
the principals leadership, student achievement, and school
effectiveness are more indirect, both in this study and in
the literature.
He also found that the principals leadership has
strong direct effect on in-school processes and only
indirect effects on outcomes. The study also found that
principals have a key role in the success of schools
generally and, especially, in student outcomes. This result
is consistent with the later study of he cited from
Leithwood and Jantzi which shows that effective leaders have
a powerful indirect impact on student achievement and school
effectiveness.
He also cited the study of Heck et al. noted that
Principals do not affect individual students directly as
teachers do through classroom instruction, but that
activities of the Principal directed at school-level
performance have trickle-down effects on teachers and
students.
This is also consistent with the findings of Gali that
the principals leadership has a direct effect on school
conditions such as school goals, planning, structure,
climate, and work conditions which in turn show a direct
effect on classroom conditions such as instruction,
policies, and procedures.

Masi (2008) in his study entitled Relationship of
leadership style, school climate, and the organizational
commitment of teachers in the Seventh-day Adventist
secondary schools in the Philippines explored the
relationship of principals leadership style, the school
climate, and the organizational commitment of teachers in
Seventh-day Adventist secondary schools in the Philippines.

Major findings in this study lead to the following
conclusions: The principals leadership style, school
climate, and the organizational commitment of teachers are
interrelated. Teachers perceive higher commitment under a
leadership characterized by high consideration, regardless
of the level of initiating structure. Teachers

organizational commitment is positively related to climate
openness characterized by supportive principal behavior and
teacher engagement, intimacy, and low levels of teacher
frustration. Furthermore, considerate leadership behavior is
positively related to climate openness. Predictive models of
organizational commitment, accounting for approximately 25%
of the variance, include marital status, consideration
leadership behavior, and aspects of school climate. Although
the theoretical concept of leadership quadrants was upheld
in the study, it appears that leadership behaviors,
particularly the consideration dimension, are more useful in
relationship to the areas of school climate and
organizational commitment.
Major implications are that school principals should
seek to practice considerate leadership behavior and create
an open school climate. School boards and accrediting
agencies should include leadership, school climate, and
teacher commitment surveys as an integral part of school
program evaluation. It may be of value to conduct additional
studies to examine other theoretical antecedents as well as
expected outcomes of organizational commitment.

San Antonio (2006) in his study entitled Effective
Participatory School Administration, Leadership, and School
Climate Management: Does It Affect The Trust Levels of
Stakeholders? reported on his study that the effectiveness

of participatory school administration, leadership and
management (PSALM) as perceived by 282 stakeholders in one
school division in the Philippines. In his study, he also
examined the correlation between the indicators of PSALM
effectiveness and the trust levels of the stakeholders. The
results indicate that the stakeholders found the
implementation of PSALM through advisory school councils to
be effective. The effectiveness of implementing ASC
(Advisory School Council) as perceived by the respondents
reinforces the finding that their levels of thrust were also
high.
Indeed, many factors affect the fostering of thrust in
the school. However, this study has shown that, to some
degree, the adequacy of time for ASC business, the
satisfaction with the composition of the ASC, the
appreciation for the usefulness of committees, the sharing
of information, the perceived influence on teaching and
learning, and the overall satisfaction with the operation of
the ASC significantly related to the trust levels among the
stakeholders.
It is therefore suggested that school leaders wishing
to enhance the levels of trust among the stakeholders in
their schools should endeavor to achieve a balanced
representation in the school council, utilize committees

appropriately, share more information with other
stakeholders, provide adequate time for doing ASC business,
and focus on teaching and learning to make the overall
functioning of ASC highly effective.
Benito (2009) in her the study titled Analysis of the
Performance in Trigonometry of the First Year College
Students of Divine Word College of Viganstated that subject
difficulties exist because of its complexity in using
symbols and in computations. Hence student finds it as a
difficult subject it not properly taught. It exists too
because they forget previously learned concepts and skills
that are needed for the new skills to be learned. So, a
student cannot comprehend higher level of mathematics if one
did not understand yesterdays principles and skills
learned.
With these difficulties, students always have a
negative connotation of the subject matter. These negative
attitudes includes: fear of the subject, anxiety in learning
the subject, meaningless of the subject and its abstraction.
These lead to inability of students to comprehend the
subject which further led to low performance in mathematics.
The low performance is true not only of high school
students. In the National Elementary Achievement Tests
(NEAT), administered to sixth graders from 1993 to 1999,

science and mathematics ranked the lowest or second lowest
among elementary school academic subjects.

According to the study of Soriano (2008) Teacher-
Related Factors Of Sophomore Students Achievement In
Mathematics In Three (3) National High Schools In Maragondon
District educational researchers have investigated many
factors considered to affect student learning. At the heart
of this line of inquiry is the core belief that teachers
make a difference. Indeed, teacher plays an important role
in the intellectual development of the students, using
various assessments and teaching styles to improve students
performance in school subjects.
School subjects performance is determined by giving an
achievement test. The results of which are used to determine
their achievement level, strengths and weaknesses in each
subject area.
Foreign Related Studies

Cash (2008) from the study entitled Improving Student
Achievement and School Facilities in a Time of Limited
Funding pointed out that school building condition,
attendance, and academic achievement in New York City, found
building conditions to be a predictor of student attendance
and student achievement on standardized tests. These results
were reported after controlling for other possible factors,
including socioeconomic status, ethnicity, and teacher

quality. (Duran-Narucki, 2008) That poorer building
condition negatively impacts student attendance and that
coming to school is necessary to learning are both logical
arguments that continue to be supported by research.

The National Summit on School Design (NSSD) reported
eight recommendations for school design excellence. These
included designs to support a variety of learning styles,
and the creation of healthy, comfortable, and flexible
learning spaces. These recommendations have several
implications for changes in the learning environment (NSSD,
2005). While the cumulative effect of the school facilitys
condition has been related to student outcomes, further
research has been done to pinpoint several specific factors
that contribute to this overall phenomenon. These specific
factors include lighting, building cleanliness, health and
safety, painting, and student and teacher morale

From the dissertation of Akbari (2004) titled Teacher
Characteristics as Predictors of Students Academic
Achievement declared that there has been a substantial
theoretical and practical shift of emphasis, mostly in
mainstream education, towards acknowledging that teachers
are among the principal components of any pedagogical
program. In the past ten years, a burgeoning research base
has increasingly shown that teachers are among the most
important players influencing student achievement, holding

the key to sealing the gaps in students achievement
outcomes. Sanders (1998), for example, states that the
single largest factor affecting academic growth of
populations of students is differences in effectiveness of
individual classroom teachers. He also believed that the
more can be done to improve education by improving the
effectiveness of teachers than by any other single factor.
Along the same lines, Alexander (2005) argues that few
educators, economists, or politicians would argue with the
contention that all things being equal, highly qualified
teachers produce greater student achievement than
comparatively less qualified teachers.

From the thesis of Steenson (2006) titled The School
Size and Its Relationship to Student Outcomes and School
Climate: A Review and Analysis of Eight South Carolina
State-wide explained what size should a school be to
optimize learning and teaching -- while striving for cost
efficiency in operation. At least in South Carolina, after
numerous studies, the answer is yet to be found. While on
the surface it first appears that, with rare exception,
smaller schools dont produce better results and cost more
to operate, closer observation reveals that the issue is
much more complex. In South Carolina smaller middle schools
appear to produce better student outcomes. And, at the

elementary and high school levels, even where bigger appears
better, there is evidence that results can vary
significantly depending upon the children served. Further,
poverty has such a dramatic effect on school outcomes in
South Carolina that possible influences of other variables
such as school size are possibly masked. Based on the
studies to date the only logical conclusion that can be
reached is that finding the ideal school size is at least
elusive, and possibly so complex that an absolute ideal
does not exist. However, the findings from the South
Carolina studies supply sufficiently intriguing data to
suggest further study of school size is warranted.

Sanders and Harvey (2002) in their study entitled
Beyond the School Walls: A Case Study of Principal
Leadership for School- Community Collaboration described how
one urban elementary school in a high-reform district and
state has been able to develop strong connections with
community businesses and organizations as part of its
program of school, family, and community partnerships.

The case study identifies four factors that allowed the
school to build successful bridges to its community. These
factors are (1) the schools commitment to learning; (2) the
principals support and vision for community involvement;
(3) the schools receptivity and openness to community
involvement; and (4) the schools willingness to engage in

two-way communication with potential community partners
about their level and kind of involvement. The concluding
section of the paper discusses the implications of the
studys findings for school, district, and state educational
leaders.
The literature and studies reviewed by the researcher
will help to understand the interconnection of variables
that may affect to the students performance in the national
achievement test. These literatures will help explain the
research - after all, literature review will show what other
researchers have done. The review aims to show why the
research needs to be carried out, how to choose certain
methodologies or theories to work with and how the present
study adds to the research already carried out.

Chapter III
RESEARCH METHODOLOGY
This chapter presents the methodology of the researcher
employed by the researcher in analyzing and interpreting the
data pertaining to the variables of this study.
Research Design
The researcher used the descriptive-correlational
method of research that seeks the relationships which exist
between different factors of students performance in the
national achievement test in the public secondary schools in
the division of Calapan City.

The researcher also used the comparative method of
research that aims to make comparisons among different
variables in school climate conditions such as physical

Descriptive research involves the description,
recording, analysis and interpretation of the present
nature, composition or process of phenomenon. It involves
some types of comparison or contrasts and may attempt to
discover a cause and effect relationship that exists between
non-violated variables.
Correlational studies are designed to estimate the
extent of which the different variables are related to each
other in the population of interest. The distinguishing
characteristic is the effort to estimate the relationship as
distinguished from simple description.

Research Locale
This study was conducted in the eight (8) public
secondary schools in the Division of Calapan City namely;
Bucayao National High School located at Bucayao, Calapan
City, Canubing National High School at Canubing, Ceriaco A.
Abes National High School at Mahal Na Pangalan, Community
Vocational High School at Masipit, Mamerta G. Tolentino
National High School at Parang, Managpi National High School
at Managpi, Nag-Iba National High School at Nag Iba I and
Pedro V. Panaligan National High School at Comunal.
Respondents of the Study

The respondents of this study were the 276 third year
students for school year 2011-2012 from public high schools
in Calapan City.
The table shows the distribution of the respondents of
the study:
Table A.Respondents of the study from eight (8) public high

schools at Calapan City Division.
TOTAL NUMBER OF
HIGH SCHOOL THIRD YEAR RESPONDENTS
STUDENTS
Managpi National
146 45
High School
Mamerta G.
Tolentino National 115 36
High School
Bucayao NHS 95 30
COMMUNITY
102 32
VOCATIONAL HS
Ceriaco A. Abes
82 25
MNHS
Pedro V. Panaligan 118 37
MNHS
Canubing NHS 152 47
Nag-Iba NHS 78 24
TOTAL 888 276
Sampling Procedure
The respondents were taken from the total population
using stratified random sampling at 5% error of tolerance.
The sample size was determined with the use of Slovins
formula:
Where: n = sample population

N = total number of population
e2 = Error
Formula: n = N
1 + Ne2
n = N
1 + Ne2
n = 888
1 + 888 (.05)2
n = 276
The sample population of each school is computed using
the stratified proportional sampling.
Research Instrument
The main instrument used in this study was the
constructed questionnaire by the researcher. The
questionnaire was divided into two parts; the respondents
profile and the school climate condition.

The first part of the questionnaire asked questions
pertaining to the students profile such as age, gender,
birth ordinal position, monthly income of the family,
parents educational attainment, and average grade for the
last school year attended.

On its second part, respondents asked about their
school climate condition which comprises the school
facilities, instructional focus and physical environment of
the school.
The scale used is as follows:
1 - Poor/ Pre-Basic
2 - Fair/ Basic
3 - Good/ Approaching to Proficiency
4 - Satisfactory/ Proficient
5 - Excellent/ Above Advanced
Reliability of the Instrument

To test the reliability of the instrument, the test
retest procedure was used. Ten student respondents who were
not included in the study were given the test-retest. After
10 days, the questionnaires were given again to the same
respondents. The reliability was computed using Pearsons r.
Table B. Results of test-retest
Variable R-value Description

School Facilities 0.95 Very high
reliability
Instructional Focus 0.92 Very high
reliability
Physical 0.90 Very high
Environment reliability
Data Gathering Procedure

After finding out the reliability of the research
instrument, the researcher requested permission to conduct
the study through request letter and asked approval from the
Schools Division Superintendent and the eight (8) public

secondary school principals in the Division of Calapan City
through letter.
After the approval of the request, the researcher
personally administered the set of questionnaires to the
student-respondents. The assistance of the teachers was
requested to assist the researchers in administering the
instrument to ensure the full cooperation of the
respondents. Direction for answering the test was explicitly
stated to guide the respondents in answering the test. The
researcher saw to it that all instruments was returned
completely.
After the retrieval of the questionnaire, the
researcher tabulated and processed the data manually.
Quantitative and qualitative data were analyzed and the
results were interpreted. Data matrix was based on dummy
tables to organize, summarize, and analyze the data how
variables differ with each other.
Scoring and Quantification of Data

A 5-point numerical scale with their description was
employed as shown below:

Table C. Numerical Scale.
Numerical Scale Statistical Limit Verbal Description

5 4.21 5 Excellent
4 3.41 4.20 Satisfactory
3 2.61 3.40 Good
2 1.81 2.60 Fair
1 1.00 1.80 Poor
Statistical Treatment of Data

The data gathered from the questionnaire were analyzed
and interpreted using descriptive statistics such as
Weighted Mean, Pearsons r, and Chi Square and ANOVA was
used to describe the variables of the stud

The following formula was used in this study:
1. Mean
X = x / n
Where:
x is the sum of all the sample observations
n is the number of sample observations
x is the mean
The formula for mean was used in computation of mean
scores of students performance in school climate conditions
and students profile.

2. Pearsons r:
r = nxy ( x)(y)
[n(x2) (x)2] [ n (y2) (y)2]
Where:
r is the Pearsons Product Moment Correlation
n is the number of scores
x is the first variable
y is the second variable
is the sum of scores or the variable
x2 is the summation of squared variable x
y2 is the summation of squared variable y
This formula was used to test the relationship between
the students performance in NAT in terms of age, monthly
income, average grade and the school climate conditions in
terms of school facilities, instructional focus and physical
environment.
3. Chi-square test statistic
X2 = (O-E2
E
Where:
X2 is the chi-square statistic,
O is the observed frequency
is the symbol for summation differences of cumulative
E is the expected frequency
This formula was used to test the relationship between
the students academic performance and respondents profile
in terms of gender, parents educational attainment to the
academic performance of the student respondents.

4. One-Way Analysis of Variance (ANOVA) is the statistical
procedure that was used to test mean differences between
among three variables by comparing variability between
groups to variability within groups.
TSS = Total sum of square
SSb= sum of squares of each group
SSw = sum of squares within groups
dfb = degrees of freedom between groups
dfw = degrees of freedom within groups
k = number of samples
n = total of all scores
N = total number of samples
Xi = sum of squares in each group
X = individual value in all the groups
TSS = X2 (X)2
(X1)2 (X2)2 (X)2
SSb = +
n1 n2 N
SSw = TSS SSb
dfb = k 1
dfw = k (n-1)
The formula was used to determine the difference among
the school facilities, instructional focus and physical
environment.
Chapter IV
PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA
This chapter presents the discussion of the data
gathered by the researcher. These are analyzed and
interpreted below.
1. Profile of the Respondents

1.1. Age
As shown on the table, age ranging from 14 to 15
dominates the number of respondents, which is 86.59 percent
of the respondents of the study. This is attributed to the
fact that the right age for third year level is this range.
On the other hand, as shown in the same table, it could
also be noted that only one or 0.36% falls under the age
bracket of 20 and above. This might be because the
respondents dropped from school for 2-3 beyond the age
required in in Grade I.
Considering the age bracket ranging from 12-13, the
table also reveals that only one falls under it which simply
means that the respondent enrolled to Grade I, one year
ahead of the required age.

Table 1.1 Frequency and percentage distribution of
respondents as to age
Age Frequency Percentage

12-13 1 0.36
14-15 239 86.59
16-17 31 11.23
18-19 4 1.45
20 and above 1 0.36
TOTAL 276 100
1.2 Gender
Table 1.2 reveals that female respondents are
outnumbered males by 58. This might be attributed to the
fact that there are really more females than males. Based on
the Philippine Demographic Profile (2011) record from
www.indexmundi.com/philippines, as to age structure of male
and female from 15-65 years old and over, there were 32 980
772 males while female has 33 568 847.
Table 1.2 Frequency and percentage distribution of respondents as to gender
Gender Frequency Percentage

Male 109 39.49
Female 167 60.51
Total 276 100
1.3 Parents educational attainment

1.3.1 Mother
As could be gleaned in Table 1.3.1, it could be noted
that 97 or 35.14% of the mothers of the respondents are
graduates of high school and only 26 or 9.42 % of them did
not finish grade school. This means that mothers of the

respondents could assist their children in making
assignments and projects at home. Since, all of them have
entered schooling they knew how to read and write.
The table also shows that there are only two mother who
are doctoral degree holder.
It is also revealed in the table that all mother
respondents have attended schooling.
Table 1.3.1 Frequency and percentage distribution of

Respondents as to mothers educational attainment
Mothers Educational
Frequency Percentage
Attainment
Did not finish grade
26 9.42
school
Graduated from Grade
42 15.22
school
Did not finish high
44 15.94
school
Graduated from High
97 35.14
School
Some College
26 9.42
education
7.61
Technical Vocational 21
Bachelors Degree
14 5.07
Masters Degree
4 1.45
Doctorate Degree
2 0.72
TOTAL
276 100
1.3.2 Father
Table 1.3.2 presents the frequency and percentage
distribution of respondents as to fathers educational
attainment.
It could be noted in table 1.3.2 that the highest
frequency of 88 or 31.88% is obtained by those who graduated
from high school and the lowest which is 35 or 12.68%
representing those who did not finish grade school. There
were also fathers who gained higher education such as
college, technical-vocational, bachelors degree and
masters degree. This supports that the fathers of the
respondents have the capability of assisting their children
in doing their homework and projects.
Table 1.3.2 Frequency and Percentage distribution of Respondents as to fathers

educational attainment
Fathers Educational
Frequency Percentage
Attainment
Did not finish grade
35 12.68
school
Graduated from Grade
50 18.12
school
Did not finish high
40 14.49
school
31.88
Graduated from High
88
School
Some College
education 23 8.33
Technical-Vocational
23 8.33
Bachelors Degree
15 5.44
Masters Degree
2 0.725
Doctorate Degree
0 0
TOTAL
276 100
1.4 Monthly Income of the family
Table 1.4 reveals that most of the respondents came
from low-income family as indicated by the frequency of 226
or 81.88% an income of Php 10,000.00 and below.
As also shown in the same table, there are only 5 of
the respondents or 1.81% have an income of Php 50,000.00 and
above. This reveals that most of the parents might have
unfixed income just like engaging in buy and sell of farm
commodities, which are seasonal; employed as laborer in
construction and farm works and others. Very few have fixed
income like those who are government employee with minimum
salaries.
Table 1.4 Frequency and percentage distribution of respondents monthly income of the
family
Monthly Income of Frequency Percentage

the family
50,001 and above 5 1.81
40,001- 50,0000 4 1.45
30,001 40,000 3 1.09
20,001 30,000 8 2.89
10,001 20,000 30 13.77
10,000 and below 226 81.88
TOTAL 276 100
1.5 Average Rating
Table 1.5 shows the frequency and percentage
distribution of respondents as to average rating for the
last school year attended.
As presented in the data, there are 124 respondents or
44.93% who garnered 80-84 final average rating. While, there
are 21 or 7.61% who gained 90 and above average for the last
school year attended. This may attributed that half of them
are average students and the rest belongs to upper ten
percent of their class when it comes to academic
performance.
Table 1.5 Frequency and percentage distribution of

Respondents as to average rating for the last school year
attended
Average Grade Frequency Percentage

90 and above 21 7.61
85 - 89 105 38.04
80 - 84 124 44.93
75 - 79 26 9.42
75 and below 0 0
TOTAL 276 100
2. School Climate Conditions
It could be noted in table 2.1 that items 1,2, and 5,
which states that classroom size is appropriate for the
number of students, that the school has a well-equipped
laboratory and the school has an adequate canteen
facilities which has means of 4.11, 3.18 and 3.82 described
as satisfactory. Of these 3 items, item 1 gets the highest
mean score of 4.11 which pertains to the classroom size that
is appropriate for the number of students. This suggests
that the classroom size of the respondents followed the
standard measurement of 7 meters x 9 meters. This was
according to the Department of Education (DepEd) Order
No.17, series 2012 stated that a 7x9 classroom dimension
shall be adopted for public elementary and secondary
schools.
Library though rated also as satisfactory needs more
reference materials for different subjects from year 1 to 4
to be used the respondents.
Items 3 and 4 which refer to laboratory and modern
equipment or technology for teaching which has the mean
scores of 3.07 and 3.38 respectively suggest that there is

an inadequate facilities and equipment for teaching and
learning process.
Table 2.1 Mean Extent of Students Academic Performance on

School Climate Conditions in terms school facilities as
perceived by the student- respondents
Items Mean Rank Description
1.Has classroom size appropriate

4.11 1 Satisfactory
for the number of students
2. Has a well-equipped library

3.68 3 Satisfactory
3. Has a well-equipped laboratory
3.07 5 Good
4. Has updated technology in
teaching 3.38 4 Good
5.Has an adequate canteen

facilities and services 3.82 2 Satisfactory
Overall mean 3.62

Satisfactory
Table 2.2 presents the mean extent of students
academic performance on school climate conditions in terms
of instructional focus in the eight (8) public secondary
The table shows that item number 4 which pertains to
teacher uses buddy system and groupings were implemented
almost to all schools. It is indicated with the mean score
of 4.51 and can be attributed to the common teaching

strategies used by the teachers among the eight (8) schools
in the division.
On the other hand, item 1 teacher has varied
instructional materials or visual aids falls in the last
rank which has 4.31 mean score. The result suggests that the
use of varied instructional materials or visual aids in
teaching affects the level of students performance in the
National Achievement Test (NAT).
The table indicates that in all items under the level
of students academic performance in terms of instructional
focus, the student-respondents describe the instructional
level as excellent in all aspects with an overall mean of
4.39 percent.
Results imply that for the students to have improved
academic performance, the teacher should employ varied
instructional materials or visual aids.

School Climate Conditions in terms Instructional Focus as
1. Teacher has varied

instructional materials or 4.31 5 Excellent
visual aids
2. Teacher motivates the learners 4.38 3 Excellent

3. Teacher provides varied
learning activities 4.40 2 Excellent
4. Teacher uses buddy system and

groupings 4.51 1 Excellent
5. Teacher discusses all learning

competencies 4.33 4 Excellent
Overall Mean 4.39

Excellent
2.3 Physical Environment
Table 2.3 presents the mean extent of students
academic performance on school climate conditions in terms
of physical environment in the eight (8) public secondary
Item number 5, school is clean and safe, ranked first
among the variables. The mean score of 4.10 described as
satisfactory suggests that each school observes cleanliness
and school safety that ensure continuous progress of
students academic performance.
While item number 1, school is free from noise falls to
its last rank as shown by the mean score of 3.68 and also
describe as satisfactory.
Considering the 3.92 as overall mean score for physical
environment described as satisfactory, it implies that

physical environment also has an impact to students
academic performance.
Results imply that physical environment is also an
important factor in improving students academic performance
as one of the measures for attainment of passing rate in the
National Achievement Test. Environment should therefore
conducive to learning.

School Climate Conditions in terms of Physical Environment
as perceived by the student- respondents
1. School location is free

3.68 5 Satisfactory
from noise
2. School location is
3.86 4 Satisfactory
accessible
3. School is away from
destructive establishments 4.08 2 Satisfactory
4. School buildings have good

structure 3.89 3 Satisfactory
5. School is clean and safe

4.10 1 Satisfactory
Overall mean 3.92 Satisfactory
3.Students Academic Performance
3.1 English
Table 3.1 shows the frequency and percentage
distribution of the level of students performance in
English. As indicated in the table, there are 97.83 percent
that comprised the 270 students who got the grade of 74 and
below which is described as poor. Based on the NETRC
description of NAT results ranging from 74 below describes
as pre-basic which means that the students performance in
English is below the basic knowledge to be acquired. It may
be attributed to inadequate facilities of school, lack of
reading materials and reference materials. It could also be
related to some factors like parent or family factor,
wherein parents are educationally equipped but not mindful
about the education of their children. We could also
attribute this to the lack of interest in reading classes
and poor study habit.
On the other hand, only one student got a 91 and above
score for 0.36 percent. This suggests that the respondent is
interested in English, with a good study habit and loves
reading.
Table 3.1 Level of Students Academic Performance in English
Items Frequency Percentage Description

91 and above 1 0.36 Above
Advanced
86 - 90 0 0 Proficient
81 - 85 4 1.45 Approaching
proficiency
75 - 80 1 0.36 Basic
74 and below 270 97.83 Pre-basic
Total 276 100
3.2 Mathematics
Table 3.2 presents the NAT academic performance of
respondents in Mathematics. There are 273 students or 98.91
per cent which comprises the pre-basic performance or below
the basic knowledge acquired of the respondents or best
described as poor. This could be attributed to the lack of
interest of student-respondents in solving Mathematical
equation and poor study habit when it comes to number. Also,
peer pressure could also be a reason in low performances of
students in numbers and the phobia of dealing with numbers.
Results imply that performance in Math which described
as poor could be credited to the lack of interest of
student-respondents and poor study habit.
Table 3.2 Level of Academic Performance in Mathematics

91 and above 0 0 Above
Advanced
86 - 90 1 0.36 Proficient
proficiency
75 - 80 0 0 Basic
Total 276 100
3.3 Science
Table 3.3 shows frequency and percentage distribution
of the level of students academic performance in Science.
From the table, we could also gleaned that almost 98.19
per cent or 271 students belong to the pre-basic skills of
students in Science or with a verbal description as poor;
the results may be attributed that most schools has an
inadequate laboratory facilities or equipment and modern
technology in teaching.
Results revealed that poor study habits and lack of
interest of students could be a reason for their low
performance in Science measured by NAT.
Table 3.3 Level of Students Academic Performance in Science

91 and above 0 0 Above Advanced
86 - 90 0 0 Proficient
81 - 85 0 0 Approaching
proficiency
75 - 80 5 1.81 Basic
Total 276 100
3.4 Araling Panlipunan
As presented in table 3.4 there are 94.57 percent or
261 students who garnered the 74 below percentage score in

NAT or belongs to the pre-basic skills of students in
Araling Panlipunan which best described as poor.
Considering the results, this may be attributed to the
lack of reference materials of students to refer with during
their homework making. Some of the families were not
accessible to current events because most of the respondents
are living in far-flung areas, availability of news dailies
and television newscast is not available. Also this could be
related to their lack of interest and poor study habit.
Table 3.4 Level of Students Academic Performance in Araling

Panlipunan

91 and above 0 0 Above advanced
86 - 90 2 0.72 proficient
proficiency
75 - 80 11 3.99 Basic
Total 276 100
3.5 Filipino
Table 3.5 presents the level of academic performance of
students in Filipino.
As gleaned from table 3.5, 71.74 percent or 198
students belongs to pre-basic or 74 below percentage score
in AP NAT result. This could be attributed to the poor
reading habit and lack of interest in dealing with the

subject. This might be because the students are so reluctant
in answering the test for the reason that the language was
easily understood but not analyzed well by student-
respondents.
Unlike other subjects presented, Filipino gained more
above advanced students; there were 7 students or 2.54
percent among the respondents who garnered 91 and above
percentage score that may be attributed to a good reading
habit and careful analysis of the respondents in answering
the reading comprehension examinations. Results imply that a
poor reading habit could affect the NAT performance in
Filipino.
Students academic performance in five subjects tested
such as English, Math, Science, Araling Panlipunan and
Filipino in National Achievement Test is best summarized and
described as poor due to the lack of interest and poor study
habits. Teachers observed that students are not mindful in
answering the tests because it does not affect their
academic performance as indicated in their report cards.
The results is inconformity with the result of the
study of Cromwell (2006) entitled Study habit: Students
Role which pointed out that the efficient and effective way
of learning depends upon the study habits of the students.
Study habits are important as they influence the academic

achievement of students. So parents and teachers must help
in improving the study habits of students. Some
investigators have sought to determine what study habits are
characteristically used by students when left to work by
themselves with little or no direction. Teachers in schools
should become facilitators of learning. The finite treasure
within every learner should be discovered and nurtured for
the purpose of improving learning effective study skills
have to be taught. Study skills involve reference, reading
listening, study habits and strategies. Learning improves
with planning of where, when and how much to study. Positive
attitude, proper physical condition and balanced emotional
states are important factors influencing study habit.
Table 3.5 Level of Students Academic Performance in

Filipino

91 above 7 2.54 Above Advanced
86 - 90 8 2.90 Proficient
proficiency
75 - 80 39 14.13 Basic
74 below 198 71.74 Pre-basic
Total 276 100
4.Correlation of the respondents age and the level of

students performance in NAT
4.1 Age
Table 4.1 reveals insignificant relationship between
the respondents age and the level of students performance
in NAT in five learning areas such as English, Math,
Science, Araling Panlipunan and Filipino having a computed
r-value of -0.0308, -0.034, -0.082, -0,053 and -0.034
respectively which are lesser than the critical r-value of
0.138. This suggests that the null hypothesis stating that
there is no significant relationship between the students
academic performance in NAT in terms of age is accepted
which means that age does not affect the level of
performance of students in the National Achievement Test.

Table 4.1 Correlation of the respondents age and the level
of students performance in the National Achievement Test
Variables Computed r-value Result

Age vs. English -0.0308 Not significant
Age vs. Math -0.034 Not significant
Age vs. Science -0.082 Not significant
Age vs. AP -0.053 Not significant
Age vs. Filipino -0.034 Not Significant
Critical r- value: 0.138
4.2 Gender
the respondents age and the level of students performance
in NAT in five learning areas such as English, Math,
Science, Araling Panlipunan and Filipino having a computed
r-value of 0.34, 0.19, 1.14, 1.62, and 2.33 respectively
which are lesser than the critical x 2-value of 5.99. This

suggests that the null hypothesis stating that there is no
significant relationship between the students academic
performance in NAT in terms of gender is accepted which
means that gender does not affect the level of performance
of students in the National Achievement Test.
Table 4.2 Correlation of the respondents gender and the level of students performance
in the National Achievement Test
Variables X2 computed Result

Gender vs. English 0.34 Not significant
Gender vs. Math 0.19 Not significant
Gender vs. Science 1.14 Not significant
Gender vs. AP 1.62 Not significant
Gender vs. Filipino 2.33 Not significant
X2crit = 5.99
df = 2
= 5%
4.3 Parents Educational Attainment
4.3.1 Mother, 4.3.2 Father
the respondents parents educational attainment and the
level of students performance in NAT in five learning areas
Filipino having a computed X2-value of 3.10, 2.11, 4.88,
4.82, and 9.69 for mother and 4.93, 1.97, 2.23, 1.90 and
6.62 respectively which are lesser than the critical x 2-
value of 5.99. This means that parent's educational
attainment affects the level of performance of students-
respondents in NAT in Araling Panlipunan which could be
attributed to the language used by the parents where they

could express themselves freely using the mother tongue.
This means that the null hypothesis stating that there is no
significant relationship between the students academic
performance in NAT in Araling Panlipunan in terms of parents
educational attainment is rejected.

On the other hand, the null hypothesis stating that
academic performance in NAT in terms of parents educational
attainment in subjects English, Math, Science, and Araling
Panlipunan is accepted which means that parents educational
attainment of both mother and father do not affect the level
of performance of students in the National Achievement Test.

The result may be related to the study of Meinardus
(2003) entitled Our Students: the Family Level Factors
mentioned that the family educational climate is defined by
the amount and the style of help that children receive from
the family; this is determined by elements of the family
context, like the dynamics of communication and affective
relationships, attitudes towards values, expectations, etc.

Table 4.3 Correlation of the respondents parents
educational attainment both mother and father and the level
of students performance in the National Achievement Test
Variables X2 Result Variables X2 Result

computed computed
Mothers Fathers
Educational Not Educational Not
3.10 4.93
attainment significant attainment significant
vs. English vs. English
Mothers 2.11 Not Fathers 1.97 Not
Educational significant Educational significant
attainment attainment
vs. Math vs. Math
Mothers Fathers
4.88 2.23
vs. Science vs. Science
Mothers Fathers
4.82 1.90
vs. AP vs. AP
Mothers Fathers
Educational Educational
attainment 9.69 Significant attainment 6.62 Significant
vs. vs.
Filipino Filipino
X2crit = 5.99
df = 2
= 5%
4.4 Monthly Income of the family

the respondents monthly income and the level of students
performance in NAT in five learning areas such as English,
Math, Science, Araling Panlipunan and Filipino having a
computed r-value of -0.007, -0.001, 0.014, -0,054 and -0.083
respectively which are lesser than the critical r-value of
0.138. This suggests that the null hypothesis stating that
academic performance in NAT in terms of monthly income is
accepted which means that monthly income of the family does
not affect the level of performance of students in the
National Achievement Test.
Table 4.4 Correlation of the respondents monthly income of the family and the level of
students performance in the National Achievement Test

Monthly Income vs. -0.007 Not significant
English
Math
Monthly Income vs. 0.014 Not significant
Science
AP
Monthly Income vs. -0.083 Not Significant
Filipino
Critical r- value: 0.138
4.5 Average rating for School Year 2010-2011

the respondents average rating for school year 2010-2011 and
the level of students performance in NAT in five learning
areas such as English, Math, Science, Araling Panlipunan and
Filipino having a computed r-value of 0.045, 0.010, 0.045,
-0,001 and -0.006 respectively which are lesser than the
critical r-value of 0.138. This suggests that the null
hypothesis stating that there is no significant relationship
between the students academic performance in NAT in terms
of monthly income is accepted which means that average
rating for SY 2010-2011 does not affect the level of
performance of students in the National Achievement Test.
Table 4.5 Correlation of the respondents average rating for school year 2010-2011 and
the level of students performance in the National Achievement Test

Average rating vs.
0.045 Not significant
English
Average Rating vs.
Math
Average rating vs.
Science
Average rating vs.
-0.001 Not significant
AP
Average rating vs.
-0.006 Not Significant
Filipino
Critical r-value: 0.138
5.Correlation of the school climate conditions in terms of

school facilities
Table 6.1 presents the summary table between the school
climate conditions in terms of school facilities to their
NAT results in English, Math, Science, Filipino and Araling
Panlipunan using Pearsons r.

In item number 5.1 school facilities shows significant
relationship in students academic performance in NAT with
their Science, Filipino and Araling Panlipunan subjects
which means that the null hypothesis stating that there is
no significant relationship between the students academic
performance in school climate conditions in terms of school
facilities is rejected. This may be attributed to the
unavailability of school facilities and access to new
technology in teaching when it comes to ICT and Science.
Lack of interest and poor study habit could be a reason for
a low performance in Science achievement test.

Results imply that school facilities do affect the
level of performance of students in Science, Araling
Panlipunan and Filipino.
Table 5.1 Correlation of the school climate conditions in terms of school facilities, and
School facilities
vs. English
School facilities
vs. Math
School facilities
0.188 Significant
vs. Science
School facilities
0.260 Significant
vs. AP
School facilities
0.260 Significant
vs. Filipino

the respondents instructional focus and the level of
students performance in NAT in five learning areas such as
English, Math, Science, Araling Panlipunan and Filipino
having a computed r-value of 0.123, 0.051, 0.188, 0.260 and
0.260 respectively which are lesser than the critical r-
value of 0.138. This suggests that the null hypothesis
stating that there is no significant relationship between
the students academic performance in NAT in terms of
instructional focus is accepted which means that
instructional focus does not affect the level of performance
of students in the National Achievement Test.

This may be attributed to the continuous trainings for
teachers in the mastery of the delivery of instructions.
Table 5.2 Correlation of the school climate conditions in terms of instructional focus and

Instructional Focus
vs. English
Instructional Focus 0.010 Not significant
vs. Math
Instructional Focus
vs. Science
Instructional Focus
vs. AP
Instructional Focus
vs. Filipino
Table 5.3 presents the summary table between the school
climate conditions in terms of physical environment to their
NAT results in English, Math, Science, Filipino and Araling
Panlipunan using Pearsons r.

Results revealed that a null hypothesis stating that
there is no significant relationship between students
academic performance in NAT and physical environment has
significant relationship which means that hypothesis is
rejected; with the 0.176 r-value that exceeds with the
critical r-value of 0.138.

On the other hand, the table also reveals insignificant
relationship between the respondents physical environment
and the level of students performance in NAT in four
learning areas such as English, Math, Science, and Araling
Panlipunan having a computed r-value of 0.016, -0.028,
0.099, and 0.121 respectively which are lesser than the
critical r-value of 0.138. This suggests that the null
hypothesis stating that there is no significant relationship
between the students academic performance in NAT in terms
of physical environment is accepted which means that

physical environment does not affect the level of
performance of students in the National Achievement Test in
four learning areas such as English, Math, Science and
Araling Panlipunan.
Results suggest that physical environment does affect
the students performance in Filipino.
Table 5.3 Correlation of the school climate conditions in terms of physical environment
and the level of students performance in the National Achievement Test

Physical Environment
vs. English
-0.028 Not significant
vs. Math
vs. Science
vs. AP
0.176 Significant
vs. Filipino
6.Difference among School Climate Conditions in terms of

school facilities, instructional focus and physical
environment
Table 6 presents the summary table on one-Way analysis
of variance in the extent of difference between the school
climate in terms of school facilities, instructional focus
and physical environment.
Since the computed f-value exceeded the critical value
of 3.01 using the degrees of freedom 2 and 825 at 0.05 level
of significance. Therefore, the null hypothesis is rejected.
There is a significant difference on the students

performance in NAT in the public secondary schools in the
division of Calapan City.
Results imply that adequacy of school facilities
affects the results of their NAT performance in each school.
While in instructional focus, though they described it
excellent, there is significant difference when it comes to
classroom instructions per school. This may be attributed
varied instructional materials employ and also they differ
from the physical environment.
Table 6 Summary table on One-Way Analysis of Variance in the

extent of difference between the school climate conditions as perceived by student
respondents in terms of physical facilities, instructional focus and physical environment
ANOVA
Source of Variation SS df MS F F crit Result
1031.94 88.6381
Between Groups 2063.891 2 6 7 3.007
11.6422
Within Groups 9604.837 825 3 significant
Total 11668.73 827
Chapter V
SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS
This chapter presents the summary of the most important
findings of this research, conclusions arising from the
findings, conclusions arising from the findings and proposed
possible recommendations.
SUMMARY OF FINDINGS
1. Frequency and Percentage Distribution of student-

respondents in terms:
1.1 Age
The age ranging from 14 to 15 dominates the number of
respondents, with 239 respondents, age ranging from 12-13
has only 1, age ranging from 16-17 has 31 respondents, age
ranging from 18-19 has 4 respondents and ages ranging from
20 and above has only 1 respondent also.
1.2 Gender
There are 109 male respondents and 167 female which
comprise the 39.49% and 60.51% respectively.
1.3 Parents Educational Attainment

1.3.1 Mothers educational attainment
There are 26 mothers who did not finish grade
school, 42 graduated from grade school, 44 did not finish
high school, 97, graduated from high school, 26 mothers
avail some college education, 21 has attained technical-
vocational, 14 finished bachelors degree, 4 masters
degree and 2 has a doctorate degree. This comprises the
276 respondents according to their mothers educational
attainment.
1.3.2 Fathers educational attainment
For fathers educational attainment, there are 35
fathers who did not finish grade school, 50 finishes
grade school, 40 did not finish high school, 88 fathers
finished high school, 23 of them avail some college
education, same with technical vocational that has 23
respondents, 15 with a bachelors degree and two of them
has a masters degree.
1.4 Monthly Income of the Family
There are 226 respondents who has a family income of 10
000 below, others with 50 000 and above has 5
respondents, 40,000-49 000 has 4, 29 000 30 000 has 3
and from 19 000 to 20 000 has 38 respondents.
1.5 Average rating for school year 2010-2011

There are 124 respondents who got 80-84 average
rating, 105 with 85-89 average, 26 got 75-79 and 21
respondents got 90 above average grade for school year
2010-2011.
2. Mean Extent of Students Academic Performance on School

Climate Conditions in terms of:
The mean extent of students academic performance on
School Climate Conditions in terms of school facilities
has described satisfactory level as perceived by the
respondents with 3.62 mean percentage score.
Item no.1 which classroom has appropriate size for the
number of students has 4.11 mean score, item number 2
that pertains to a well-equipped library and laboratory
has a mean of 3.68 and 3.07 respectively, while item 4
has 3.38 mean that discuss the technology used in
teaching and 3.82 mean score for adequate canteen
facilities and services.
With an overall mean of 3.92 for instructional focus
that has a verbal description of satisfactory. .

Items 1-5 that pertains to school location that is
free of noise, accessible, away from destructive
establishments, good building structure and clean and
safe has a mean scores of 3.68, 3.86, 4.08, 3.89, and
4.10 which also has a verbal description of satisfactory.
3. Level of Students Academic Performance in NAT

3.1 English
There are 97.83 percent that comprises the 270
students; students fall in excellent got only 0.36
percent or only 1 respondent attained the 91 above score
and 0.36 percent also for the student who got 75-80
percent and 4 out of 276 students or 1.45 percent
garnered 81 85 percent.
3.2 Mathematics
There were 273 students or 98.91 per cent. There are
only 2 respondents who got 81-85 average grades and only
1 obtained 86-90.
3.3 Science
It is indicated that almost 98.19 percent or 271
students comprises the 74 below average grade, and five
got 86-90 average grade.
3.4 Araling Panlipunan

There are 94.57 percent or 261 students garnered the
74 below percentage score in NAT. 11 respondents who got
75-80 percentage score, 2 of them got 81-85 and 2 for 86-
90 average rating for AP.
3.5 Filipino
The data presents 71.74 per cent or 198 students
garnered 74 below percentage score; while there were 39
or 14.13 percent got 75-80 percent; 7 students or 2.54
percent among the respondents got 91 and above average;
there are 8 students or 2.90 percent got 86-90, and 24 or
8.70 got 81-85 percentage score.
4. Correlation of the respondents age, monthly income of

the family, average rating and the level of students
performance in the National Achievement Test
4.1 Age
Data presents the summary between the relationship
of the student-respondents age to their NAT results in
English, Math, Science, Filipino and Araling Panlipunan
with a critical r-value of -0.308,-0.034,-0.082,-0.053
and -0.034 respectively which is lesser than the critical
r-value of 0.138.
4.2 Gender
The data presents insignificant relationship
between the respondents age and the level of students

performance in NAT in five learning areas such as
having a computed r-value of 0.34, 0.19, 1.14, 1.62, and
value of 5.99.
4.3 Parents educational attainment
Data presents insignificant relationship between the
respondents parents educational attainment and the level
of students performance in NAT in five learning areas
Filipino having a computed X2-value of 3.10, 2.11, 4.88,
4.82, and 9.69 for mother and 4.93, 1.97, 2.23, 1.90 and
value of 5.99.
4.4 Monthly Income of the Family
Data presents insignificant relationship between
the respondents monthly income and the level of students
performance in NAT in five learning areas such as
having a computed r-value of -0.007, -0.001, 0.014,

-0,054 and -0.083 respectively which are lesser than the
4.5 Average rating for School Year 2010-2011
Data shows the insignificant relationship between
the respondents average rating for school year 2010-2011
and the level of students performance in NAT in five
learning areas such as English, Math, Science, Araling
Panlipunan and Filipino having a computed r-value of
0.045, 0.010, 0.045, -0,001 and -0.006 respectively which
are lesser than the critical r-value of 0.138.
5. Correlation of the school climate conditions in terms

of school facilities, instructional focus and physical
environment and the level of students performance in
the National Achievement Test
5.1 School facilities
The data presents the correlation between the school
climate conditions such as school facilities to their NAT
performance in English, Math, Science, Filipino and
Araling Panlipunan with a critical r-value of 0.123,
0.051, 0.188, 0.260 and 0.260 which only exceeds in
Filipino in the critical r-value of 0.138.

climate conditions such as school facilities to their NAT
performance in English, Math, Science, Filipino and
0.010, 0.29, 0.101 and 0.082 which is lesser than in the
climate conditions such as physical environment to their
NAT performance in English, Math, Science, Filipino and
-0.028, 0.099, 0.121 and 0.176 which exceeds than in the

6.Significant difference in the school climate conditions as
perceived by student respondents in terms of physical
facilities, instructional focus and physical environment
Results present the significant difference between the
school climate conditions and students achievement in NAT
as perceived by student respondents in terms of school
Since the computed f-value exceeded the critical value
of 3.01 using the degrees of freedom 2 and 825 at 0.05 level

of significance. Therefore, the null hypothesis is rejected.
There is a significant difference on the students
performance in NAT in the public secondary schools in the
Division of Calapan City.
CONCLUSIONS
Based on the findings of the study, the following
conclusions are formulated:
1. Age of the respondents is appropriate for third year

level; the female outnumbered the male; parents have
entered school; they have a low-family income and
the respondents got a passing grade for school year
2010-2011, as a second year students.
2. School facilities and learning environment needs

enhancement and teacher gives emphasis in the
delivery of classroom instruction.
3. Level of performance in National Achievement Test
for school year 2010-2011 is best described as pre-
basic or below 74 percent.
4. Profile of the students in terms of age, gender,

monthly income of the family does not affect the
students performance in NAT.
5. The school climate conditions in terms of school

facilities and physical environment affect the
students performance in NAT.
6. The school climate conditions differ from school to

school.
RECOMMENDATIONS
1. Poor study habits and lack of interest of the
students should be worked out by the teachers and
school heads by providing different activities of
their interest that will help them to be developed
academically.
2. The faculty members should acquaint the students in
taking the NAT.

3. The competencies taught by the teachers should
coincide with the competencies given in the National
Achievement Test by having an item analysis of test
results.
4. Competencies should be mastered by students through
rigid classroom instruction; the teachers should
give more emphasis in the conduct of review.

5. Instructional materials or visual aids and review
materials should be improved for them to master
different skill in five learning areas such as
English, Math, Science, Araling Panlipunan and
Filipino.
6. School heads should identify the needs and
assessment of the school that will help to improve
NAT performance by carrying out a well-planned work
plans.
7. Seminars and trainings should be provided for
teachers to update on the new trends of teaching and
learning.
8. Adopt-a-school programs and Brigada Eskwela should
be given emphasis by the administrators to be of
help in improving the school environment.

9. Instructional materials as well as NAT review
materials should be procured to help students in
review.
10. The NAT result should be included to their report
card in order for them to become mindful in
answering the test.

BIBLIOGRAPHY
A. Books
Allen, T. Building Partnership: Lessons from the Specialist

Schools Achievement Programme (SSAP). School Leadership and
Management,2001.
Bandura, A. Self-efficacy: Toward a unifying theory of

behavioral change a Psychological Review,2003
Christian, K.; Morrison, F. J.; & Bryant, F. B. (1998).

Predicting kindergarten academic skills: Interactions among
child care, maternal education, and family literacy
environments. Early Childhood Research Quarterly, 13(3),
501521.
De Guzman, A (2002) School-Based Management in Philippine

Basic and Higher Education , Center for Educational Research
and Development, University of Santo Tomas, Phil.
Epstein, J. (2001). School, family, and community

partnerships. Boulder: Westview Press.
Louis, K., Leithwood, K., et al, Learning from leadership:

Investigating the links to improved student learning. New
York, NY: The Wallace Foundation, 2010.
Meinardus, R (2003)The Crisis of Public Education in the

Philippines Business World Internet Edition: June 30, 2003
Morada, C (2010) Textbook Procurement Process Stringent -

DepEd December 2010
B. Periodicals and Journals

DepEd slates National Achievement Test in March- The
Philippine Star, Updated January 07, 2010
Kimiyasu Ishizuka and Yomiuri Shimbun; Achievement test

should track academic ability April 10, 2007
Leadership. What it is and how it influences pupil learning.

London, UK: National College for School Leadership.
Sichon, Leopoldo F. PhD , Our Schools, Our Teachers, our

Students vs. the National Achievement Test 2010
Trina Federis, et al, Two-shift Classroom Scheme Does Not

Solve Education Crisis Bulatlat Magazine, June 4-10, 2006
Dimmock, C. & Hattie, J. School principals self-efficacy

and its measurement in a context of restructuring.School
Effectiveness and School Improvement, 2006.
Henderson, A. T. &Mapp, K. L. (2002). A new wave of

evidence: The impact of school, family, and community
connections on student achievement. Austin, TX: Southwest
Educational Development Laboratory.
C. Internet Sites
Human Capital Theory Retrieved at

http://www.encyclopedia.com/doc/1O88-Humancapitaltheory.html
Leithwood, K., Day, C., Sammons, P., Harris, A., & Hopkins,
D. (2006). Successful school
McCormick, M. J. Self-efficacy and leadership

effectiveness: Applying social systems theory to
leadership. Journal of Leadership Studies, 2001.
Moreno, G. (2002) "How to solve the text book problem"

http://blog.bayanihanbooks.org/how-to-solve-our-textbook-
problems.html
Public Schools Students NAT Scores Up (Sept. 2009)

http://www.philstar.com/Article.aspx?
articleId=502796&publicationSubCategoryId=473*
"Woes of A Teacher" Retrieved at.
http://www.squidoo.com/educ8/Woes of a teacher
http://www.oppapers.com/essays/Teacher-Related-Factors-Of-
Sophomore-Students-Achievement/571440
http://cnx.org/content/m23100/latest/
http://www.tesl-
ej.org/wordpress/issues/volume13/ej52/ej52a2/
http://www.ncef.org/pubs/size_outcomes.pdf
QUESTIONNAIRE
Directions: Please read carefully each item. Do not leave
any item unanswered. Place a () checkmark on
the blank corresponding to your answer for
needed data with choices.
Part I: Students Demographic Profile
Name: ________________ ____________________ _______________
Last Name First Name Middle Name

Age: __________
Gender: ________ Male _______ Female
Monthly Income of the Family: ________________
Parents educational attainment:
Father Mother
__Did Not Finish Grade School ___Did Not Finish Grade School
__Graduated from Grade School ___Graduated from Grade School
__Did Not Finish High School ___Did Not Finish High School
__Graduated from High School ___Graduated from High School
__Some College Education ___Some College Education
__Technical/ Vocational ___Technical/ Vocational
__Bachelor's Degree ___Bachelor's Degree
__Master's Degree ___Master's Degree
__Doctorate Degree ___Doctorate Degree
General Average for the last school year attended:_________
II. INSTRUCTION: The following are the factors related to

the students performance in the National Achievement Test
in terms of school climate conditions.
Please indicate the level of your agreement or disagreement

to the following statement. . Please check () on the
appropriate box.
Range Description
5 - Excellent
4 - Satisfactory
3 - Good
2 - Fair
1 - Poor
A. School Facilities 5 4 3 2 1
1. Has classroom size appropriate for the

number of students
2. Has a well-equipped library
3. Has a well-equipped laboratory
4. Has updated technology in teaching
5.Has an adequate canteen facilities and

services
B. Instructional Focus 5 4 3 2 1
1. Teacher has varied instructional

materials or visual aids
2. Teacher motivates the learners
3. Teacher provides varied learning

activities

groupings
5. Teacher discusses all learning

competencies
C. Physical Environment 5 4 3 2 1
1. School location is free from noise
2. School location is accessible
3. School is away from destructive

establishments
4. School buildings has a good structure

Mean Extent of Students Academic Performance on School
Climate Conditions in terms school facilities as perceived
by the student- respondents
1.Has classroom size

appropriate for the number 4.11 1 Satisfactory
of students
2. Has a well-equipped
library 3.68 3 Satisfactory
3. Has a well-equipped
laboratory 3.07 5 Good
4. Has updated technology in

teaching 3.38 4 Good
5.Has an adequate canteen

facilities and services 3.82 2 Satisfactory
Overall mean 3.62

Satisfactory
Climate Conditions in terms Instructional Focus as perceived
by the student- respondents
6. Teacher has varied

instructional materials or 4.31 5 Excellent
visual aids
7. Teacher motivates the learners

4.38 3 Excellent
8. Teacher provides varied
learning activities 4.40 2 Excellent

groupings 4.51 1 Excellent
10. Teacher discusses all

learning competencies 4.33 4 Excellent
Overall Mean 4.39

Excellent

Climate Conditions in terms of Physical Environment as

11. School location is free
3.68 5 Satisfactory
from noise
12. School location is

3.86 4 Satisfactory
accessible
13. School is away from
destructive establishments 4.08 2 Satisfactory
14. School buildings have

good structure 3.89 3 Satisfactory

4.10 1 Satisfactory
Overall mean 3.92 Satisfactory
CURRICULUM VITAE
Name: JASMIN G. RAYOS

Age: 31
Date of Birth: JULY 23, 1980
Place of Birth: CALAPAN CITY, ORIENTAL MINDORO
Civil Status: MARRIED
Sex: FEMALE
Religion: IGLESIA NI CRISTO
Nationality: FILIPINO
WORK EXPERIENCE
November 2005 present Teacher I

Division of Calapan City
Bucayao National High School
EDUCATION
Mindoro State College of Agriculture and
Technology (MinSCAT)
Alcate, Victoria, Oriental Mindoro
Master of Ars in Education
Major in Educational Management
2009-2012
Divine Word College of Calapan

Calapan City, Oriental Mindoro
Bachelor of Secondary Education
1997- 1999, 2003-2005
Good Shepherd Academy

Victoria, Oriental Mindoro
Secondary Education
1993- 1999
Poblacion I Elementary School

Poblacion I, Victoria, Oriental Mindoro
Elementary Education
1987-1993
EXAMINATION TAKEN
LICENSURE EXAMINATION FOR TEACHERS (LET)

Manila, August 2005

Factors Affecting Students Performance in NAT

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Chapter I

Background of the Study

given annually to assess the competency of both public and

private school students. The students knowledge and skills

are tested in the subjects of Mathematics, English, Science,

Filipino, and HEKASI for grade school and Mathematics,

English, Science, Filipino, and Araling Panlipunan for high

school. The test is administered by the Department of

Education's National Education Testing and Research Center

(NETRC). The results are intended to guide the Department of

Education in its efforts towards the improvement of the

quality of education in public schools and to provide

appropriate intervention for the students. A score of 75%

and up indicates mastery of the subject and 50% to less than

75%, near mastery; while a score of below 50% indicates low

policies relative to progression and promotion of students,

especially in the public school system. These will also

determine the deficiencies of students that need further

intervention. According to DepEd Secretary Brother Armin A.

Luistro, NAT is just a part of the report card of DepEd and

help them formulate appropriate interventions that aimed

improvement of the education system. (Philippine Star,

January 07, 2010)

students are frequent. Their focus has been primarily on the

content -- what students should learn, context -- the

circumstances students should be learning in, and outcomes

-- the knowledge and skills students should acquire.

Important changes have come about as educational reform

efforts focused on the needs of students.

students and school climate conditions greatly affect the

students performance in the National Achievement Test.

Students may not only provide a rigid classroom instruction

but the school must provide them a good physical

environment, physical facilities that is free from risks and

a well-sounded classroom instructions.

variables and students performance. For students

demographic profile those are age, gender, birth order,

monthly income of the family, parents educational

attainment, and average grade for the last school year

attended. Secondly, the researcher will also examine the

school climate condition that will carefully examine the

environment. Unfortunately, accompanying the calls for

reform in school systems is an underlying assumption that

the leadership needed to execute these changes will somehow

attempting to implement an educational innovation or a

system wide change at the school or secondary level. In

addition, this information may be useful for professional

development. The information might also be useful for the

evaluation of school climate condition that may affect the

students performance. This also helps administrators to

carefully examine school rules and policies on executing the

designed curriculum for each learning area. In addition,

this may help the secondary schools in the Division of

Calapan City to focus also in the school climate conditions.

Finally, this paper attempts to raise awareness to internal

and external stakeholders who wanted to promote educational

importance of student support services in promoting

learning. This is usually true in the field of basic

education. Unlike in the traditional education delivery,

learners tested in national achievement must be given enough

attention by teachers, stakeholders and the principal

basic education services that were given to them and to the

ability of the teachers.