ABSTRACT Title : THE ACADEMIC ACHIEVEMENET AND PERFORMANCE LEVEL OF THE GRADE SIX PUPILS IN MEXICO SOUTH DISTRICT

UNDER THE BASIC EDUCATION CURRICULUM. MINA C. PONCE REPUBLIC CENTRAL COLLEGES MASTER STUDIES OF PROFESSIONAL

Author School Degree Adviser Year completed

: : : : :

HONORIO S. DOMINGO PH. D 2009

This study aimed to determine and correlate the academic achievement and the performance levels of the Grade Six Pupils in Mexico South District in school year 2009 2010. The pupils academic achievement was based on their grade point average in the third grading period in English, Math, Science, Filipino and Hekasi; while the performance level was based on the results of the regional achievement test prepared by the Regional Office. The descriptive correlational type of research was utilized. The data needed to answer the specific problems were gathered through the use of a questionnaire and records of pupils grades and performance level in the district and regional levels. Unstructured interviews and observations were conducted to substantiate data gathered from the questionnaire. 74

The data were organized, tallied and tabulated. They were analyzed with the use of frequency distribution, weighted average and Pearson Product-Moment Correlation.

All the 1,735 Grade six pupils and 40 grade six teachers in the District of Mexico were taken as respondents. Thus, the universal sampling technique was used. The study sought to answer the following questions: 1. How may the academic achievement of the Grade Six pupils in the following subject areas be described: 1.1. Math 1.2. English 1.3. Science 1.4. Filipino 1.5. Hekasi 2. What is the performance level of the Grade Six pupils in the following subject areas: 2.1. Math 2.2. English 2.3. Science 2.4. Filipino 2.5. Hekasi

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3. Is there a significant relationship between the academic achievement and the performance level of the Grade Six pupils in the following subject areas: 3.1. Math 3.2. English 3.3. Science 3.4. Filipino 3.5. Hekasi 4. What factors may have affected the academic achievement of the Grade Six pupils as perceived by the teachers? 5. What problems were encountered by the teachers in the

implementation of the BEC? FINDINGS 1. Academic Achievement of the Grade Six Pupils The academic achievement of the Grade Six Pupils in Mathematics revealed that out of the 18 schools , one school got outstanding rating, six schools got good ratings, eight schools got fair ratings, and two schools got poor ratings. In English, three schools obtained good ratings, fourteen schools got fair ratings, and one school got poor rating.

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In Science, two schools got good ratings, eleven schools got fair ratings, four schools got poor ratings, and one school got needs improvement rating. In Filipino, two schools got very good ratings, nine schools got good ratings, and seven schools got fair ratings. In HEKASI, three schools got good ratings, thirteen schools got fair ratings, and two schools got poor ratings. 2. The Performance Level of the Grade Six Pupils Performance level of the Grade Six Pupils in Mathematics showed that out of 18 schools, nine schools got fair ratings, eight schools got poor ratings and one school got needs improvement rating. In English, one school got good rating, thirteen schools got fair rating, three schools got poor ratings, and one school got needs improvement rating. In Science, one school got good rating, eight schools got fair ratings, eight schools got poor ratings, and one school got needs improvement rating. In Filipino, five schools got good ratings and thirteen schools got fair ratings . In Hekasi, one school got good rating, eleven schools got fair ratings, five schools got poor ratings, and one school got needs improvement rating.

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3. Relationship of Academic Achievement and Performance Level of the Grade Six Pupils. 3.1 No significant relationship was found between the academic achievement and performance level of the Grade Six pupils in Math as evidenced by the coefficient correlation of 0.41. 3.2 There was no significant relationship between the academic

achievement and performance level of the Grade Six pupils in English with a coefficient correlation of 0.43. 3.3 There was a high relationship between the academic achievement and performance level of the Grade Six pupils in Science with a coefficient correlation of 0.70. 3.4 There was no significant relationship between the academic

achievement and performance level of the Grade Six pupils in Filipino with a coefficient correlation of 0.22. 3.5 There was no significant relationship between the academic

achievement and performance level of the Grade Six pupils in Hekasi with a coefficient correlation of 0.39. 4. Factors Affecting the Academic Achievement of Grade Six Pupils The factors identified by the respondents that may have affected affect the academic achievement of the Grade Six pupils were 90% on facilities, 87.50% on the teachers, 82.50% on instructional materials, 80% on the economic status of the pupils, 77.50% on administration and

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supervision, 72.50% on the curriculum, 60% on the evaluation, and 52.50% on the environment. 4. Problems Encountered by Teachers Under the Basic Education The problems met by teachers under Basic Education Curriculum were lack of trainings and seminars, rank 1; physical facilities, rank 2; instructional materials, rank 3; teaching strategies, rank 4; evaluation, rank 5; and administration and supervision, rank 6.

Conclusion Based on the findings, the following conclusions were drawn: 1. The academic achievement of the Grade Six pupils in Mexico South District in Mathematics, English, Science, Filipino, and Hekasi is fair. 2. The performance level of the pupils in English, Mathematics and Science is low while their performance level in Filipino and Hekasi is fair. 3. The Grade six pupils scored better in the third periodical test than the Regional Achievement test. 4. The Grade Six Pupils find English, Science, and Mathematics to be difficult. 5. Grade Six teachers in Mexico South District believe that Physical facilities, instructional materials, administration and supervision, and teaching strategies are the factors that have contributed much on the academic achievement of the pupils. 79

Recommendations: In the light of the findings and conclusions drawn, the following are offered as recommendations : 1. The academic achievement of the pupils in every grading period must be utilized by the subject area teachers and the class advisers in diagnosing possible indications of pupils poor performance. This may be the basis in providing remedial classes. This may likewise be a basis for referring the pupils to the guidance counselors in order to determine other factors which may have contributed to such performance. 2. Regional Achievement test results of the pupils should be used by the school administrators, teachers, as well as guidance counselors in assessing learning competencies that may require further improvement through classroom instruction. 3. A review of the performance appraisal for teachers should be undertaken. Pupils academic achievement must be given more weights in giving the performance rating for teachers. 4. The supply of instructional materials should be improved by securing an adequate number of library books and improving the utilization of those that are available. 5. Upgrade the teaching competencies of teachers . Teachers should be encouraged to attend seminars, workshops, conferences, and in-service trainings regarding the curriculum and to allow them to take graduate

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courses and hand in hand giving equitable incentives to all teachers who are willing to acquire continuous education. 6. Improve class instruction through frequent and fruitful classroom observation, post conferences with teachers, and in-service training for teachers. 7. It is the nature of man to expect appreciation and recognition of his good deeds. And so with the teacher. The teacher always looks forward to recognition of his humble contribution to the building of a just and wellordered society. That would effectively improve pupils performance in both the district and regional tests in all the subjects in the Basic Education Curriculum. 8. A replication of this study is recommended to validate the studys findings.

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