Presentation on theme: "Intensive Review Among Grade Six Pupils of the School of the Morning Star Its Impact to the National Achievement Test for school year 2009- 2010."— Presentation transcript:
Intensive Review Among Grade Six Pupils of the School of the Morning Star Its Impact to the National Achievement Test for school year
The National Achievement Test is an act created by the Department of education to assure the quality of education in basic level in both private and public schools. Through this the performance of pupils and basically with the school will be evaluated. Most of the schools are preparing hard before this kind of test arrives. They even conduct reviews in order to maximize the possibility of getting higher scores. In the School of the Morning Star the teacher does not have enough time conduct reviews on the subjects each day. As result the school is introducing review classes during Saturdays which is done by all teachers of the School of the Morning Star. The review is compulsory to the pupils but there are some pupils who cannot have reviews. In some instances review can’t assure a child to get high score in the exam. There might be questions that they have not met yet or some existing factors. There are some pupils whose age is not suitable for grade six however, they were accepted due to their potentials when they were in grade one. Perhaps age might be one another factor that causes the rate of scores of the pupils. Introduction
The National Achievement Tests (NAT) are aimed in assessing the abilities and skills of graduating high school students to assess their knowledge and capabilities in five (5) disciplines such as English, Filipino, Science, Mathematics and HEKASI(Social Studies). The Division and Regional Achievement Tests are derivatives of the NAT. Background of the Study This study aims to look into students' problems. To be able to relate themselves harmoniously to the environment, individuals should see through themselves and know their self-adjustments. Hence, there is a need to determine students' problem, so that favorable adjustments could be facilitated. An awareness of the problems affecting students’ reactions can enable teachers, parents, and peers to understand them better. Furthermore, certain measures based on facts can be adopted to solve students' problems. Students may be given more attention and motivation thus enhancing their academic performance.
Conceptual Framework The study is anchored on several theories, one of which pertains to generation of knowledge. Constructivism, proposed by Jean Piaget, is a theory of knowledge (epistemology), that argues that humans generate knowledge and meaning from an interaction between their experiences and their ideas. During infancy, it is an interaction between their experiences and their reflexes or behavior-patterns. Piaget's theory of constructivist learning has had wide ranging impact on learning theories and teaching methods in education and is an underlying theme of many education reform movements.
Social constructivism encourages the learner to arrive at his or her version of the truth, influenced by his or her background, culture or embedded worldview (Wertsch, 1997). The learner as a constituent of a particular culture take over historical developments and symbol systems, including reason, and arithmetical systems, and these are learned throughout the learner's entire life cycle. This also emphasizes the significance of the nature of the learner's social interaction with knowledgeable members of the society. Without the social communication with other more conversant people, it is impracticable to obtain social meaning of vital symbol systems and learn how to make use of them. Young children increase their thinking abilities by acting with other children together, adults and the natural world. From the social constructivist perspective, it is thus important to consider the background and culture of the learner during the learning process, as this setting also helps to mold the knowledge and truth that the learner creates and discovers in the learning process.
As for the conceptual framework, the researcher utilized the independent-dependent variable model used in behavioral sciences. The terms "dependent variable" and "independent variable" are used in similar but subtly different ways in statistics and social sciences as part of the standard terminology in those subjects. They are used to distinguish between two types of quantities being considered, separating them into those available at the start of a process and those being created by it, where the latter (dependent variables) are dependent on the former (independent variables). The study’s variables are further taken into account by the researcher by analyzing them correlatively in an independent-dependent variable fashion. In this manner, the researcher is able to determine the extent as to how the independent variables affected the academic performance as far as the national achievement test is concerned.
Statement of the Problem This study Wwas conducted to determine the impact of the intensive review on the NAT Performance of Grade six Pupils of the School of the Morning Star school year specifically one that sought to answer the following questions: 1. What is the NAT performance of pupils who undergone review? 2. What is the NAT performance of pupils who did not undergo review? 3. Which age bracket performed better in the NAT?
REVIEW OF RELATED LITERATURE AND STUDIES Various studies and literature were reviewed by the researcher to be able to gain insight about the particular area of research. This study was thoroughly undertaken for the purpose of determining the performance of Grade Six Pupils in their NAT review. The financial and moral support of the family also have positive effects on the students' grades in school. Students who are financially supported by parents promptly prepare their projects and assignments. Financial problems oftentimes hinder students to prepare projects and other requirement thus affecting academic performance in school. This may even lead to discouragement and loss of interest in their studies. Paulson (1994) found that parental involvement was more strongly correlated with achievement than parenting type. Studies have been done looking at involvement and parenting types. Authoritativeness was correlated with higher levels of involvement and encouragement of academic success.
PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA
Table 1 shows the pupils who undergone review Legend: 1-Pupils who Undergone Review 2-Pupils who did not Undergo Review
The table shows that the pupils who undergone review before taking the National Achievement Test performed well in Filipino, Mathematics, Science except English. The mean of pupils who undergone review in the four subjects show that they got an edge over those who did not undergo review. The distribution of scores of pupils who undergone review in Filipino, Science is less dispersed. In some other subjects who are not mentioned the distribution of scores is more dispersed than the score of pupils who did not undergo review despite of their big mean value. In looking at the p- value of Filipino, it shows that there is no significant difference among the variables.
In other words the hypothesis says that review caused the pupils in getting higher scores in the National Achievement Test is likely to be true. In Math, Science and Hekasi, the p–value also are higher than.05 which simply means that the same with Filipino the variables have no significant difference. Thus, it proves that review helped the pupils in earning higher scores. However in English, the p – value lower than.05 which simply means that there is a significant difference with the variables. This simply means that the pre-existing hypothesis is unlikely to be true.
Age BracketxSDP- VALUEDESCRIPTION Filipino Not Significant Math Not Significant English Not Significant Science Not Significant Hekasi Not Significant Table 2 shows the relation of age towards the scores of pupils Legend: 1-Children aging 13 and above 2-Children aging 12 3-Children aging 11 and below
Table 2 shows the relation of age towards the scores of pupils considering that are grade six pupils which are supposedly in grade five with their present age. In the five subjects of the National Achievement Test, the age bracket 1 which compose of pupils aging 13 and above got highest scores compared to other age bracket. This may be the result of the theory of readiness by Edward Lee Thorndike which says; “When someone is ready to perform an act to do so is satisfying. The pupils aging 12 got higher scores in Filipino, English, Science, and Hekasi compared to the third bracket of age.
In Mathematics the bracket 3 got higher scores than age bracket 2. In terms of the distribution of scores, age bracket 2 has less dispersed scores compared to other age bracket. Age bracket 1 might get the highest mean but the scores of the pupils are highly dispersed in four subjects. In looking at the p-value of the variables, it shows that the p-value is higher than 0.05 which simply means that there is no significant difference between variables. In other words age has something to do with the performance of the pupils in their National Achievement test. Our p-value are high, thus our hypothesis is likely to be true.
SUMMARY OF FINDINGS AND CONCLUSIONS: The purpose of the study was to determine the Performance of pupils who undergone review and to those who did not have review in the National Achievement Test of the School of the Morning Star, Poblacion, Valencia City, SY Specifically, the study is sought to answer this question:
Findings: What is the NAT performance of pupils who undergone review? The study showed that pupils who undergone review performed better in most of the subjects in National Achievement Test. This is due to the refreshment given to them in some lessons that were previously tackled in the class. They got high scores except in English because this subject somewhat contains items that are in need to analyse and comprehend just like selection and short story analysis.
What is the NAT performance of pupils who did not undergo review? The performance of pupils who did not undergo review in the National Achievement Test is low compared to those who undergone review. This due to the reason that not everything discussed in the classroom will be stored in the long term memory, thus review is necessary.
Which age bracket performed better in the NAT? The age bracket 1, which is composed of pupils aging 13 and above performed better in the National Achievement Test. This is due to the edge of experience towards others and the condition of being ready to learn because of an exact age which supported by the theory of Thorndike.
Conclusion: The pupils who undergone review performed better in the National Achievement Test compared to those who did not undergo review. The pupils who did not undergo review got low score in the National Achievement Test compared to those who undergone review. Age of the pupils matters in their of achieving scores in the National Achievement Test.