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ACADEMIC PERFORMANCE PROFILE OF PCC STUDENTS FOR

Q1 SY 2013-2014: A BASIS FOR INTERVENTION PROGRAMS


A Report by the Guidance Offices of the Grade School,
General High School, Business High School Departments
and the Office of the VP for Academics and Research
INTRODUCTION
Every student brings into the world his/her individuality and
uniqueness shaped through the years of schooling. As an educational
institution promoting academic excellence, PCC recognizes individual
differences in satiating the needs of every student. Student academic
performance is closely monitored to identify early intervention programs
for students whose performance is likely to lead to academic failure. It is
a process where a student's success in school is measured to determine
how they stand up to others in the same areas. It is also an outcome
of education the extent to which a student, teacher or institution has
achieved their educational goals.
In the past, academic performance was often measured more by
ear than today. Teachers' observations made up the bulk of the
assessment, and today's summation, or numerical, method of
determining how well a student is performing is a fairly recent invention.
Grading systems came into existence. Different teachers valued different
aspects of learning more highly than others, and although some
standardization was attempted in order to make the system fairer, the
problem continued.
In 2003, the Trends in International Mathematics and Science
Study (TIMSS) compared students academic achievement across
countries. Notably, students from Canada, United States, Hong Kong
and Australia scored significantly higher than the international average,
whereas, students from Egypt, Indonesia and the Philippines scored
significantly below the international average. This finding has been
strengthened by the results of the government initiated assessment
National Achievement Test (NAT). The Philippine Daily Inquirer, in its
September 2011 issue reported that according to the Department of
Education (DepEd), almost two-thirds of the countrys high schools faired
poorly in SY 2009-2010 with 67.10 percent of these schools obtaining
below average scores.
Moreover, in 2006, the National Statistical Coordination Board
(NCSB) revealed that the quality of basic education in the country
remains to be poor. It highlighted that Grade 6 pupils averaged an overall achievement rate of 58.7% which is equivalent to near mastery level,
while fourth year students faired lower at 46.8%, which is considered on
the low mastery level.

Averaging the results of the NAT in Grade 3 on a fiver-year


period covering SY 2007-2008 to SY 2011-2012 reveals that among the
subject areas covered, Mathematics obtained the highest mean
percentage score of 62.9%, while Science registering the relatively
lowest mean rating with 57.4%. However, in Grade 6, Filipino registered
the highest mean percentage score among the five subject areas
registering an average of 71.95%, while Science registered the relatively
lowest mean percentage score at 59.66%. In addition, for school years
2004-2005, 2005-2006 and 2011-2012, fourth year students, Araling
Panlipunan registered the highest mean percentage score of 50.62%,
while Science obtained the relatively lowest rating at 39.33%.
The quality of students performance remains to be the top
priority of every academic institution.
Aside from the National
Achievement Test administered by the government, private schools seek
the help of privately operated organizations such as the Center for
Educational Measurement (CEM). According to its official website, CEM
achievement tests are designed to measure academic ability and
achievement of students in English, Reading/Pagbasa, Mathematics,
Science and Filipino.
One of the most important roles of the teachers in the classroom
is to objectively assess student learning. Huba and Freed (2000) defined
assessment as a systematic process of gathering, interpreting, and acting
upon data related to student learning and experience for the purpose of
developing a deep understanding of what students know, understand,
and can do with their knowledge as a result of their educational
experience; the process culminates when assessment results are used to
improve subsequent learning. However, according to Allen (2010) the
most fundamental measurement principle related to meaningful
assessment and grading is the principle of validity. Validity refers to the
degree to which a test measures what is supposed to measure.
According to Onn (2005), a test may be reliable but not necessarily valid,
but a highly valid test is usually reliable. In 2004, the Department of
Education issued performance-based grading system, which necessitates
the use of rubrics and portfolios and other alternative methods of student
assessment. The grading system includes components such as periodic
test, quizzes, unit test, participation, projects, assignment and behavior.
The link of assessment and instruction was clearly stated by Villanueva
(2007) in his presentation which states that better assessment means
better teaching.
Better teaching means better learning and better
learning means better opportunities for better life.
Utilizing the students grades in the first quarter, the researchers
sought to identify students who performed below the prescribed
standards and identify which learning areas the four academic
departments should give focus to in terms of intervention and
remediation programs.

Qualitative Interpretation of Academic Performance


A.

For K+12 Curriculum


Table 1.1
Qualitative Rating of the Academic Performance
for K+12 Curriculum S.Y. 2013-2014
Grade Range

Verbal Interpretation

90 and above

Advanced (A)

85-90
80-84

Proficient (P)
Approaching Proficiency (AP)

75-79
74 below

Developing (D)
Beginning (B)

Table 1.1 shows the qualitative interpretation of the academic


performance of the as recommended by the Department of Education in
relation to the K-12 curriculum. A more elaborated interpretation of
the qualitative ratings is as follows:

Advanced The student at this level exceeds the core


requirements in terms of knowledge, skills and understandings, and can
transfer them automatically and flexibly through authentic performance
tasks.

Proficient The student at this level has developed the


fundamental knowledge and skills and core understandings, and can
transfer them independently through authentic performance tasks.

Approaching Proficiency The student at this level


has developed the fundamental knowledge and skills and core
understanding and, with little guidance from the teacher and/or with
some assistance from peers, can transfer these understandings through
authentic performance tasks.

Developing The student at this level possesses the


minimum knowledge and skills and core understandings, but needs help
throughout the performance of authentic tasks.

Beginning The student at this level struggles with


his/her understanding; prerequisite and fundamental knowledge and/or
skills have not been acquired or developed adequately to aid
understanding.

B. For Basic Education Curriculum


Table 1.2
Qualitative Rating of the Academic Performance
for S.Y. 2013-2014 (for Basic Education Curriculum)
Grade Range

Verbal Interpretation

97-100
91-96
85-90
80-84
76-79
74-75

Excellent (E)
Very Good (VG)
Average (A)
Satisfactory (S)
Unsatisfactory (US)
Conditional C

Table 1.2 illustrates the verbal interpretation of the academic


performance according to their grades in line with the Basic Education
Curriculum. A more detailed interpretation per grade range is as follows:

Excellent The student at this level exceeds the


subjects requirement in terms of knowledge and mastery of skills.

Very Good The student at this level performed above


average in terms of complying with the subjects requirements in terms
of the knowledge and skills.

Average The student at this level has met the


requirements of the subject and mastered the basic knowledge and skills
taught in the classroom.

Satisfactory The student at this level has met the


requirements of the subject in terms of basic knowledge and skills with
little guidance of the teacher and/or peers.

Unsatisfactory The student at this level meet the


requirements of a subject but acquired minimum knowledge and skills.

Conditional The student at this level struggles to meet


the subjects requirements in terms of knowledge and skills.

Fail The student at this level did not meet the


minimum requirement for a subject in terms of knowledge and skills.

DATA PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA


Table 2
Population Profile of Students
Across Academic Departments
Academic
Department

Grade/
Year Level

Grade School

Kinder
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6

Number
of
Students
109
304
353
370
408
451
456

Grade 7

0457

Grade 8
Third Year
Fourth Year

354
422
561

Grade 7

104

Grade 8
Third Year
Fourth Year

231
131
74

General
High School

Business
High School

Total

Percentage

Table 4
Profile of 1st Quarter Grades per Subject in Grade 1 (N=304)
2451

51.22
Subjects

1794

Christian
Living
English
Math.
Science
Filipino
AP
Mean

34.79

540
4,785

11.29
100

Table 2 shows that of the 4,785 students, 2,451 or 51.22% were


from the Grade School Department and 1,794 or 34.79% were students
enrolled in the General High School. Moreover, 737 or 13.35% were
enrollees from the College Department and 540 or 11.298% was from
the Business High School.

Advanced
(91 above)

Proficient
(85-90)

Approaching
Proficiency
(80-84)

Developing
(75-79)

Advanced
(91 above)

Proficient
(85-90)

Approaching
Proficiency
(80-84)

Developing
(75-79)

Beginning
(74 below)

86

28.29

159

52.30

52

17.11

1.97

0.33

81
74
80
84
89
82.33

26.64
24.34
26.32
27.63
29.28
27.08

119
103
140
126
137
130.67

39.14
33.88
46.05
41.45
45.07
42.98

70
83
61
60
55
63.50

23.03
27.30
20.07
19.74
18.09
20.89

22
32
21
24
21
21

7.24
10.53
6.91
7.89
6.91
6.91

12
12
2
10
2
6.50

3.95
3.95
0.66
3.29
0.66
2.14

Significantly, nearly an average of half of the Grade 1 students


obtained grades ranging from 80-84 which are considered as proficient.
There was an average 6.50 pupils who obtained grades ranging from 74
and below. There were 12 students who obtained grades ranging from
74 and below, 12 in English, 12 in Mathematics, 10 in Filipino, 2 in
Science and 2 in Araling Panlipunan.

Table 3
Profile of 1st Quarter Grades per Subject in Kinder (N=109)
Subject
s

Table 3 shows that the greatest number of pupils in kinder


obtained grades ranging from 85-90 which are considered proficient.
This means that majority of them have developed the fundamental
knowledge and skills and cores understandings, and can transfer them
independently through authentic performance tasks. On the other hand,
an average of barely 0.43 students obtained grades below 74 which fell
on the beginning level, which means that at this level, pupils struggled
with their understanding; pre-requisite and fundamental knowledge
and/or skills have not been acquired or developed adequately to aid
understanding. Moreover, there was 1 student who obtained a 74 and
below grade in English; 1 in Filipino and 1 in Araling Panlipunan.

Table 5
Profile of 1st Quarter Grades per Subject in Grade 2 (N=353)

Beginning
(74 below)

Christian
Living

30

27.52

46

42.20

29

26.61

3.67

--

English

30

27.52

37

33.94

26

23.85

15

13.76

0.92

Math.

31

28.44

45

41.28

31

28.44

1.83

--

Science

39

35.78

54

49.54

14

12.84

1.83

-0.92

Filipino

23

21.10

47

43.12

27

24.77

11

10.09

Conduct

--

43

39.45

63

57.80

2.75

--

AP

20

18.35

45

41.28

37

33.94

5.50

0.92

Mean

24.71

26.45

45.29

41.54

32.43

29.75

6.14

5.63

0.43

0.92

Subjects
Christian
Living
English
Math.
Science
Filipino
AP
Mean

Advanced
(91 above)
f

161
82
71
112
113
145
114

Proficient
(85-90)

Approaching
Proficiency
(80-84)
F
%

45.61

162

45.89

27

23.23
20.11
31.73
32.01
41.08
32.30

197
166
191
146
161
170.5

55.81
47.03
54.11
41.36
45.61
48.30

55
69
40
64
37
48.67

Developing
(75-79)

Beginning
(74 below)

7.65

0.85

--

15.58
19.55
11.33
18.13
10.48
13.79

16
23
9
26
8
14.17

4.53
6.52
2.55
7.37
2.27
4.02

3
24
1
4
2
5.67

0.85
6.80
0.28
1.13
0.57
1.93

It can be seen from Table 5 that the most number of Grade 2


students obtained grades ranging from 85-90. There was an average of
5.67 students who obtained grades ranging from74 and below, 24 of
them were obtained in Mathematics, 4 in Filipino, 3 in English, 2 in
Araling Panlipunan and 1 in Science.

average of 4.3 students who got grades ranging from 70-73 which is
considered a failing mark. There were 20 students who obtained failing
grades in Mathematics; 13 in English and 1 in Science.
Table 8
Profile of 1st Quarter Grades per Subject in Grade 5 (N=451)

Table 6
Profile of 1st Quarter Grades per Subject in Grade 3 (N=370)
Subjects
Excellent
(97 100)

Subjects

F
Christian
Living

English

Math

Science

Filipino

Makabayan

Mean

Very Good
(91 96)

%
-

Average
(85 - 90)

28

7.57

213

Satisfactory
(80 - 84)

57.57

Unsatisfac
tory (76 - 79)

110

29.73

Conditional
(74 - 75)

Fail
(70 - 73)

19

5.14

--

%
--

--

174

38.58

230

51

47

10.42

--

--

--

English

--

20

4.43

159

35.25

188

41.69

67

14.86

14

3.10

0.67

Math

--

30

6.65

93

20.62

149

33.04

115

25.50

45

9.98

19

4.21

155

41.89

145

39.19

46

12.43

2.43

10

2.70

42.16

114

30.81

44

11.89

12

3.24

0.27

25

6.76

223

60.27

100

27.03

19

5.14

--

--

Makabayan

--

--

21

5.68

181

48.92

112

30.27

33

8.92

16

4.32

1.89

HEKASI

--

12

2.66

1.08

135

36.49

191

51.62

34

9.19

1.62

--

128.7

34.8

32.5

8.8

7.7

1.62

Science

--

21

4.66

183

40.58

169

37.47

62

13.75

2.00

1.55

Filipino

--

19

4.21

181

40.13

183

40.58

56

12.42

2.00

0.67

11

2.44

176

39.02

256

56.76

1.77

--

175

38.80

198

43.90

61

13.56

0.67

0.44

EPP

--

--

286

63.41

152

33.70

12

2.66

0.22

--

Mean

--

--

34.5

10.2

164.7

36.5

157.7

35

78.6

20

11.1

2.8
2

4.2

1.5

The most number of students in Grade 5 obtained average


grades which ranged from 85-90. An average of 11 students obtained
conditional grades with 45 students obtaining conditional grades in
Mathematics; 14 obtained in English; 9 in Science and Filipino,
respectively, 8 in MAKABAYAN; 3 in HEKASI and 1 and EPP. Moreover,
an average of 4.2 students obtained failing grades which ranged from 7073. A total of 19 students obtained failing marks in Mathematics; 7 in
Science; 3 in English and 2 in HEKASI.
Table 9
Profile of 1st Quarter Grades per Subject in Grade 6 (N=456)

Excellent
(97 100)
F
%

--

79

19.4

253

62

73

17.9

0.5

0.25

--

0
0
0
0
0
0
0
--

---------

11
22
1
10
15
21
54
26.6

2.70
5.39
0.25
2.45
3.68
5.15
13.2
6.50

134
101
126
216
240
193
234
187

32.8
24.8
30.9
53
58.8
47.3
57.3
45.9

153
133
207
139
125
146
93
134

37.5
32.6
50.7
34
30.6
35.8
22.8
32.8

77
102
68
34
28
46
24
47.6

18.9
25
16.7
8.33
6.86
11.3
5.9
11.7

20
30
5
9
0
2
3
8.8

4.90
7.35
1.23
2.21
-0.5
0.74
2.1

13
20
1
0
0
0
0
4.3

3.19
4.90
0.25
----1

Very Good
(91 96)

Average
(85 - 90)

Satisfactory (80 84)

Unsatisfactory
(76 - 79)

Conditional
(74 - 75)

Fail
(70 - 73)

156

47.9

Conditional
(74 - 75)

1.35

177.2

Unsatisfactory
(76 - 79)

11.62

5.68

Satisfactory (80
- 84)

21

Average
(85 - 90)

Christian
Living

Table 7
Profile of 1st Quarter Grades per Subject in Grade 4 (N=408)

Christian
Living
English
Math
Science
Filipino
Makabayan
HEKASI
EPP
Mean

Very Good
(91 96)

43

Table 6 shows that an average of 177.2 of Grade 3 students


obtained grades ranging from 80-84 which were considered as average.
There was an average of 7.7 who achieved conditional marks with grades
ranging from 74-75 with 16 obtained in Filipino; 12 in Mathematics, 9 in
English, 6 in MAKABAYAN; and 3 in Science. There was an average of 3
students who obtained failing marks, with 10 of them in English; 7 in
Filipino; and 1 in Mathematics.

Subjects

Excellent
(97 - 100)

Fail
(70 - 73)

There was an average of 187 pupils in Grade 4 who obtained


grades ranging from 80-84.
An average of 8.8 students obtained
conditional grades ranging from 74-75. There were 30 students who
obtained conditional grades in Mathematics; 20 in English; 9 in Filipino; 5
in Science; 3 in EPP and 1 in Christian Living. Moreover, there was an

Subjects
Christian
Living
English
Math
Science
Filipino
Makabayan
HEKASI
EPP
Mean

Excellent
(97 - 100)
F
%

Very Good
(91 96)
%

Average
(85 - 90)
%

Satisfactory
(80 - 84)
%

Unsatisfactory
(76 - 79)
F
%

Conditional
(74 - 75)
F
%

Fail
(70 - 73)
f
%

--

164

35.96

243

53.29

46

10.09

0.66

--

--

0
0
0
0
0
0
0
--

---------

15
39
20
5
49
60
53
50.6

3.29
8.55
4.39
1.10
10.75
13.16
11.62
11.1

193
154
185
152
301
257
261
218.2

42.32
33.77
40.57
33.33
66.01
56.36
57.24
47.9

161
153
172
188
100
118
128
133.2

35.31
33.55
37.72
41.23
21.93
25.88
28.07
29.2

65
65
59
89
6
20
14
40.1

14.25
14.25
12.94
19.52
1.32
4.39
3.07
8.80

16
21
14
18
0
1
0
8.75

3.51
4.61
3.07
3.95
-0.22
-3.07

6
24
6
4
0
0
0
5

1.32
5.26
1.32
0.88
---2.20

An average of 218 students obtained grades ranging from 85-90.


Moreover, an average of 8.75 students obtained conditional marks which
ranged from 74-75. The most number of pupils obtaining conditional
grades were seen in Mathematics with 21; 18 students in Filipino; 16 in
English; 14 in Science and 1 in HEKASI. Furthermore, an average of
3.07 students attained failing grades with majority or 24 of them

obtained in Mathematics; 6 in English and Science, respectively and 4 in


Filipino.
Table 10
Profile of 1st Quarter Grades per Subject in Grade 7
(GHS) (N=457)
Subjects
English
Filipino
Math
Science
AP
MAPEH
TLE
Computer
Religion
ESP
Mean

Advanced
(91 above)
f
46
37
38
33
60
11
143
112
62
152
69.4

%
10.07
8.10
8.32
7.22
13.13
2.41
31.29
24.51
13.57
33.36
15.2

Proficient
(85-90)
f
130
157
61
95
102
234
207
163
175
197
152.1

%
28.45
34.35
13.35
20.79
22.32
51.20
45.30
35.67
38.29
43.11
33.3

Approaching
Proficiency
(80-84)
F
%
148
32.39
197
43.11
131
28.67
164
35.89
133
29.10
157
34.35
54
11.82
114
24.95
128
28.01
58
12.69
128.4
28.1

Developing
(75-79)
f
84
8
144
107
115
8
6
21
45
1
53.9

%
18.38
1.75
31.51
23.41
25.16
1.75
1.31
4.60
9.85
0.22
11.8

Table 12
Profile of 1st Quarter Grades per Subject in Third Year
(GHS) (N=561)
Subjects

Beginning
(74 below)
f
3
1
37
14
1
1
1
1
1
2
6.2

%
0.66
0.22
8.10
3.06
0.22
0.22
0.22
0.22
0.22
0.44
1.4

It can be seen in Table 10 that majority or an average of 152.1


students in Grade 7 obtained proficient marks ranging from 85-90.
There was an average of 6.2 students who obtained ranging from 74below. The most number of students obtaining grades below 74 was
seen in Mathematics with 37 students; 14 in Science; 3 in English; 2 in
ESP and 1 student each for Filipino, Araling Panlipunan, MAPEH, TLE,
Computer and Religion.

English
Filipino
Math
Science
AP
MAPEH
TLE
Computer
Religion
Trigonometry
Mean

English
Filipino
Math
Science
AP
MAPEH
TLE
Computer
Religion
ESP
Mean

F
29
7
19
23
45
1
162
13
46
104
44.9

%
8.19
1.98
5.37
6.50
12.71
0.28
45.76
3.67
12.99
29.38
12.7

Proficient
(85-90)
F
154
134
73
88
95
191
138
105
146
185
130.9

%
43.50
37.85
20.62
24.86
26.84
53.95
38.98
29.66
41.24
52.26
36.9

Approaching
Proficiency
(80-84)
F
%
115
32.49
194
54.80
120
33.90
132
37.29
96
27.12
160
45.20
41
11.58
184
51.98
124
35.03
63
17.80
122.9
34.7

Developing
(75-79)
f
46
19
128
97
117
2
12
51
40
1
51.3

%
12.99
5.37
36.16
27.40
33.05
0.56
3.39
14.41
11.30
0.28
14.5

Beginning
(74 below)
f
10
0
14
14
1
0
1
1
8
0
4.9

%
2.82
-3.95
3.95
0.28
-0.28
0.28
2.26
-1.9

Table 11 reveals that the greatest number or an average of 130.9


students in Grade 8 obtained average grades which ranged from 85-90.
Moreover, an average of 4.9 students obtained grades ranging from 74
and below. There were 14 students who obtained grades below 74
respectively in Mathematics and Science; 10 in English; 8 in Religion and
1 apiece in Araling Panlipunan, TLE, and Computer.

Average
(85 - 90)
f
%
133
23.71
79
14.08
74
13.19
123
21.93
130
23.17
218
38.86
140
24.96
128
22.82
162
28.88
87
15.51
127.4
22.7

Satisfactory
(80 - 84)
f
%
143
25.49
139
24.78
109
19.43
108
19.25
161
28.7
41
7.31
83
14.8
152
27.09
70
12.48
142
25.31
115
20.5

Unsatisfactory
(76 - 79)
f
%
63
11.23
97
17.29
88
15.69
75
13.37
56
9.98
1
0.18
56
9.98
60
10.7
23
4.10
67
11.9
58.6
10.45

Conditional
(74 - 75)
f
%
22
5.21
81
19.19
84
19.91
42
9.95
24
5.69
0
-89
21.09
42
9.95
3
0.71
41
9.72
42.8
11.27

Fail
(70 - 73)
f
%
6
1.07
2
0.36
18
3.21
4
0.71
1
0.18
0
-0
-6
1.07
1
0.18
6
1.07
4.4
0.78

Table 13
Profile of 1st Quarter Grades per Subject in Fourth Year
(GHS) (N=561)
Subjects

Advanced
(91 above)

Very Good
(91 96)
f
%
39
6.95
8
1.43
31
5.53
52
9.27
32
5.70
143
25.5
38
6.77
18
3.21
141
25.13
52
9.27
55.4
9.88

Table 12 suggests that majority or an average of 127.4 students


third year obtained average grades which ranging from 85-90. There
was an average of 42.8 who obtained unconditional grades which ranged
from 74-75. Moreover, 89 students obtained conditional grades in TLE;
84 in Mathematics; 81 in Filipino; 42 apiece in Science and Computer; 41
in Trigonometry; 24 in Araling Panlipunan; 22 in English; and 3 in
Religion. An average of 4.4 students obtained failing grades ranging
from 70-73 with 18 of the third year students obtaining these grades in
Mathematics; 6 in English, Computer and Trigonometry, respectively; 2
in Filipino; and 1 respectively in Araling Panlipunan and Religion.

Table 11
Profile of 1st Quarter Grades per Subject in Grade 8
(GHS) (N=354)
Subjects

Excellent
(97 - 100)
F
%
0
-0
-2
0.36
2
0.36
1
0.18
3
0.53
0
-0
-6
1.07
11
1.96
2.5
0.45

English
Filipino
Math
Science
AP
MAPEH
TLE
Computer
Religion
Mean

Excellent
(97 - 100)
F
%
0
-0
-5
0.89
0
-1
0.18
3
0.53
11
1.96
1
0.18
1
0.18
2.44
0.65

Very Good
(91 96)
F
%
64
11.41
13
2.32
65
11.59
38
6.77
60
10.70
169
30.12
139
24.78
56
9.98
83
14.80
76.33
13.61

Average
(85 - 90)
F
%
195
34.76
238
42.42
133
23.71
200
35.65
182
32.44
280
49.91
207
36.90
153
27.27
203
36.19
199
35.47

Satisfactory (80
- 84)
F
%
180
32.09
222
39.57
163
29.06
225
40.11
176
31.37
95
16.93
135
24.06
188
33.51
161
28.70
171.6
30.6

Unsatisfactory
(76 - 79)
f
%
89
15.86
77
13.73
114
20.32
76
13.55
90
16.04
14
2.50
49
8.73
113
20.14
82
14.62
78.2
13.9

Conditional
(74 - 75)
F
%
28
4.99
9
1.60
70
12.48
18
3.21
47
8.38
0
-18
3.21
47
8.38
28
4.99
29.4
5.91

Fail
(70 - 73)
F
%
5
0.89
2
0.36
8
1.43
4
0.71
5
0.89
0
-2
0.36
3
0.53
3
0.53
3.56
0.71

Table 13 reveals that an average of 199 of fourth year students


obtained grades ranging from 85-90 which is considered average.
Moreover, an average of 29.4 obtained conditional grades which ranged
from 74-75. There were 70 students who obtained conditional grades in
Mathematics; 47 in Araling Panlipunan and Computer, respectively; 28
apiece in English and Religion; 18 respectively in Science and TLE and 9
in Filipino. There was an average of 3.56 students who obtained failing
grade which ranged from 70-73. The most number of which were grades
obtained in Mathematics, English, Araling Panlipunan, Science, Computer,
Religion, and Filipino.

Table 14
Profile of 1st Quarter Grades per Subject in Grade 7
(BHS) (N=104)
Excellent
(97 - 100)

Subjects

Very Good
(91 96)

Average
(85 - 90)

Satisfactory
(80 - 84)

Unsatisfactory
(76 - 79)

Conditional
(74 - 75)

Fail
(70 - 73)

English

--

6.73

42

40.38

45

43.27

8.65

0.96

--

Filipino

--

5.77

68

65.38

28

26.92

--

--

--

Math

--

13

12.50

36

34.62

26

25.00

14

13.46

15

14.42

--

Science

--

4.81

42

40.38

42

40.38

10

9.62

4.81

--

AP

--

2.88

38

36.54

55

52.88

7.69

--

--

MAPEH

78

75

26

25

--

--

--

--

---

TLE

--

22

21.15

66

63.46

16

15.38

--

--

Computer

--

3.85

64

61.54

36

34.62

--

--

--

Religion

--

27

25.96

38

36.54

31

29.81

7.69

--

--

--

12

11.54

53

50.96

33

31.73

5.77

--

--

--

1.92

14

13.46

83

79.81

4.81

--

--

7.09

75

11.5

11.10

41.9

44.3

35.9

37.9

5.45

8.24

1.91

6.73

--

Business
English
Business
Math
Mean

Table 14 shows the frequency and percentage distribution of


Grade 7 students of the Business High School. Majority or an average of
41.9 students obtained grades ranging from 85-90. An average of 1.91
student obtained conditional grades ranging from 74-75 with 15 students
obtaining such grades in Mathematics; 5 in Science and 1 in English.
Notably, no student in Grade obtained failing grades.
Profile of 1st

Subjects

Excellent
(97 - 100)

Table 15
Quarter Grades per Subject in Grade 8
(BHS) (N=231)

Very Good
(91 96)

Average
(85 - 90)

Satisfactory
(80 - 84)

Unsatisfactory
(76 - 79)

Conditional
(74 - 75)

Fail
(70 - 73)

English

--

24

10.39

94

40.69

82

35.50

30

12.99

0.43

--

Filipino

--

25

10.82

125

54.11

72

31.17

3.90

--

--

Math

0.43

14

6.06

44

19.05

57

24.68

56

24.24

59

5.54

--

Science

--

27

11.69

61

26.41

76

32.90

47

20.35

20

8.66

--

AP

2.60

62

26.84

96

41.56

53

22.94

12

5.19

0.87

--

MAPEH

54

23.38

95

41.13

71

30.74

11

4.76

--

--

--

TLE

--

23

9.96

71

30.74

11

4.76

--

--

--

Computer

--

28

12.12

122

52.81

57

24.68

23

9.96

0.43

--

Religion

--

39

16.88

102

44.16

74

32.03

16

6.93

--

--

Business
English

--

2.16

38

16.45

147

63.64

41

17.75

--

--

Business
Math

0.43

23

9.96

52

22.51

56

24.24

57

24.68

42

18.18

--

Mean

5.64

6.71

33.18

14.36

79.6

34.5

63.3

27.4

26.4

14

11.3

5.69

--

--

It can be seen in table 15 that the most number or an average of


79.6 students obtained grades ranging from 85-90 while an average of
11.3 students obtained conditional grades which ranged from 74-75 with
59 students obtaining such grades in Math; 42 in Business Math; 20 in
Science; 2 in Araling Panlipunan; and 1 apiece in English and Computer.
Significantly, there were no students who obtained failing grades in
Grade 8 of the Business High School.
Table 16
Profile of 1st Quarter Grades per Subject in Third Year
(BHS) (N=131)
Subjects

Excellent
(97 - 100)

Very Good
(91 96)

Average
(85 - 90)

Satisfactory
(80 - 84)

Unsatisfactory
(76 - 79)

Conditional
(74 - 75)

Fail
(70 - 73)

English

--

5.34

54

41.22

32

24.43

29

22.14

6.87

%
--

Filipino

--

19

14.50

62

47.33

41

31.30

6.87

--

--

Math

--

11

8.40

36

27.48

36

27.48

29

22.14

19

14.50

19

14.5

Science

--

17

12.98

52

39.69

47

35.88

15

11.45

--

--

AP

--

6.87

49

37.40

64

48.85

6.87

--

--

MAPEH

--

128

97.71

2.29

--

--

--

--

TLE

0.76

34

25.95

37

28.24

44

33.59

14

10.69

0.76

--

Computer

--

26

19.85

37

28.24

26

19.85

28

21.37

14

10.69

--

Religion

--

44

33.59

53

40.46

25

19.08

6.87

--

--

Business
English

--

21

16.03

50

38.17

44

33.59

13

9.92

2.29

2.3

Business
Math

--

40

30.53

51

38.93

35

26.72

3.82

--

--

Mean

0.09

0.76

32.36

24.7

44

33.6

35.8

30

14.5

12.2

4.2

7.02

8.4

Table 16 reveals that majority or an average of 44 students


obtained grades ranging from 85-90. Moreover, an average of 4.18
obtained conditional grades with 19 students obtaining such grade in
Mathematics; 14 in Computer; 9 in English; and 3 in Business English.
There was an average of 2 students who obtained failing grades with 19
students obtaining this in Math and 3 in Business English.

Table 17
Profile of 1st Quarter Grades per Subject in Fourth Year
(BHS) (N=74)
Subjects

Excellent
(97 - 100)

Very Good
(91 96)

Average
(85 - 90)

Satisfactory
(80 - 84)

Unsatisfactory
(76 - 79)

Conditional
(74 - 75)

Fail
(70 - 73)

English

--

6.76

33

44.59

26

35.14

6.76

6.76

--

Filipino

1.35

28

37.84

39

52.70

8.11

--

--

--

Math

2.70

28

37.84

15

20.27

12

16.22

10

13.51

9.5

--

Science

--

19

25.68

27

36.49

22

29.73

5.41

2.70

---

AP

--

13

17.57

44

59.46

17

22.97

---

--

MAPEH

--

74

100

--

--

--

--

--

TLE

2.70

42

56.76

24

32.43

8.11

--

--

--

Computer

--

10

13.51

43

58.11

18

24.32

4.05

--

--

Religion

1.35

27

36.49

28

37.84

15

20.27

2.70

--

--

Business
English

--

18

24.32

50

67.57

8.11

--

--

--

Business
Math

0.7

2.03

26.4

35.68

30.3

45.5

12.8

19.2

2.4

6.50

1.4

6.31

--

Mean

0.7

2.03

26.4

35.68

30.3

45.5

12.8

19.2

2.4

6.50

1.4

6.31

--

Table 17 shows that most number of students, an average of


30.3 of them obtained average grades ranging from 85-90. Moreover, an
average of 1.4 students obtained conditional grades with 7 of them
obtaining such grade in Science; 5 in English and 4 in Science.
Table 18
Frequency of Students
Who Obtained Grades 74 and Below in Kinder, Grades 1, 2 and 3
(Beginning) and 75 and Below in Grades 4, 5 and 6
(Conditional and Failed) Grade School Department
Grade/Year
Level

Math

English

Filipino

Science

Kinder
Grade 1
Grade 2
Grade 3
Grade 4
Grade 5
Grade 6
Total

0
12
24
13
50
13
45
157

0
12
3
19
23
64
22
143

1
10
4
23
9
8
12
67

0
2
1
3
6
12
20
44

EPP

AP/
Makabayan

CL

HEKASI

Total

----3
22
0
25

1
2
6
6
0
5
0
20

0
1
0
0
1
17
0
19

----2
1
1
4

2
39
38
64
94
142
100
479

Table 18 shows that the most number of grade school pupils


obtained beginning, conditional and failing grades in Mathematics with
157 pupils. There were 143 pupils who obtained such grades in English;
67 in Filipino and 44 in Science. There were only 4 students who
obtained conditional, beginning and failing grades in HEKASI.

Table 19
Frequency of Students
Who Obtained Grades 74 and Below in Grades 7 and 8 in Grades 7
and 8 (Beginning) and 75 and Below in 3rd and 4th Year Levels
(Conditional and Failed) General High School
Grade/Year
Level

Math

TLE

Comp

Sci

ESP

Fil

Eng

AP

Rel

MAPEH

Total

Grade 7
Grade 8
3rd Year
4th Year
Total

37
14
102
78
231

1
1
89
20
111

1
1
48
50
100

14
14
46
22
96

2
0
47
47
96

1
0
83
11
95

3
10
28
33
74

1
1
25
42
69

1
8
4
31
44

1
0
0
0
1

62
49
472
334
917

Consistent with the grade school, the most number of students


who obtained beginning, conditional and failing grades in general high
school were common in Mathematics.
Moreover, there were 111
students who obtained the same marks in TLE; 100 in Computer; and 96
in Science. There was only 1 student who obtained the same grades in
MAPEH.
Table 20
Frequency of Students
Who Obtained Grades 74 and Below in Grades 7 and 8 in Grades 7
and 8 (Beginning) and 75 and Below in 3rd and 4th Year Levels
(Conditional and Failed) Business High School
Grade/Year
Level

Math

Bus
Math

Comp

Eng

Sci

Bus
Eng

AP

TLE

Fil

MAPEH

Rel

Total

Grade 7

59

Grade 8

38

42

20

124

14

3rd Year

68

38

14

68

4th Year

14

23

Total

149

42

28

24

24

12

283

Table 20 shows that there were 149 students in the business high
school who obtained beginning, conditional and failing grades in Math.
There was a total of 42 students who achieved beginning, conditional and
failing grades in Business Math; 28 in Computer; 24 in English and
Science, respectively.

Table 21
Over-all Ranking of
Subjects with the Most Number of Students
With Beginning, Conditional and Failing Grades
Subjects
Mathematics
English
Science
Filipino
Computer
TLE/HEKASI
Araling Panlipunan
CL/Religion

Grade
School
157
143
44
67
4
20
19

General
High
School
231
74
96
95
100
111
69
44

Business
High
School
149
24
24
0
28
2
2
0

2.
There was a total of 241 students who obtained relatively
low grades in English with 143 students from the Grade School; 74 from
the General High School and 24 from the Business High School.

Total

%**

Rank

537
241
164
162
128
117
91
63

11.2
5
3.4
3.4
2.7
2.4
1.9
1.3

1
2
3
4
5
6
7
8

Table 21 reveals that among the subject areas, Mathematics


ranked first in terms of the number of students who obtained grades
which are considered beginners, conditional and failing.
Moreover,
English ranked second registering a total of 241 students with Science
coming in next with 164 students obtaining marks lower than the set
standards. Computer subject registered fifth among the subject areas
listed. However, it is to be noted that Computer is not a subject
concretely specified in grade school curriculum but is integrated in EPP
specifically offered to grades 4, 5 and 6. This is an indication that when
Computer will be offered as a subject in the grade school, the probability
of a possible increase in the number of students obtaining relatively
lower marks is expected.
Moreover, the least number of students obtaining relatively low
grades was noteworthy in Christian Living/Religious Education area. This
is an indication of the schools effectiveness of its implementation of
religion being the core of the curriculum, and that students are able to
instill the basic principles of the Christian faith.
Notably, the subjects whom the students performed poorly are
included in the five learning areas which are considered as tool subjects
by the Revised Basic Education Curriculum (RBEC). The equipping of an
individual with the knowledge he/she will need to function smoothly and
effectively in this increasingly technological society.
SUMMARY OF FINDINGS
The following are the significant findings of this study:
1. Notably, the most number of students whose grades are below
the set standards were seen in Mathematics with 192 pupils registering
such mark; 231 from the General High School; and 149 from the
Business High School.

3.
Moreover, there were a total of 154 students who
registered beginning, conditional and failing marks. This includes 44
pupils from the Grade School; 96 from the General High School and 24
from the Business High School, making Science the third among the
subjects which the students obtained relatively low ratings.
4.
A total of 162 students achieved below standard marks in
Filipino: 67 pupils in the Grade School; 95 in the General High School and
notably no one got beginning, conditional and failing grades in the
Business High School.
5.
Christian Living/Religion registered the relatively lowest
student who obtained marks below the set standards.
CONCLUSIONS
With the findings, the researchers draw the following conclusions
and recommendations:
Significantly, more than 10% of the total number of students
from the Grade School, General High School and Business High School
obtained relatively low grades in Mathematics. Moreover, Mathematics
was seen to be the subject the four academic departments obtained
relatively low ratings. This is an indication that this problem already
occurred in the pupils early years in the grade school and persisted in his
high school years and may continue in the latter part of the persons
professional life. If this is a gauge of the effectiveness of the intervention
programs provided to the academically challenged students of the four
academic departments, with this finding, the effectiveness of such
programs is to a limited extent.
Noteworthy in this study is the inclusion of the four tool subjects
which majority of the students found difficulty attaining mastery as
shown in their first periodic grades. English, which ranked second among
the subjects listed, involves basic concepts of reading and comprehension
which is significantly related to analysis, a basic principle in Mathematics.
Therefore, a link in the reading comprehension and mathematical abilities
may be considered.
Science heavily utilizes Mathematics. Math is used in almost
advanced calculations of other branches of Science such as Physics,
Chemistry and Computer Science. According to Gurganus (2010), both
subject areas rely on a similar problem-solving approach and tools such

as observation, comparison, measurement and communication are


extremely utilized.
Although, Filipino, as a language is considered as the students
mother tongue, Filipino, as a subject was noted to be one of the subjects,
which the students achieved relatively low ratings. It is important that
as Filipinos, learning the basics of the Filipino language is essential as
grammatical rules are applied to it.
RECOMMENDATIONS
With the above findings and conclusions, the researchers offer
the following recommendations:
1.
It is recommended that the four academic departments
continue on with the existing intervention programs such as Peer
Tutoring and other Remedial Programs in subject areas which the student
found difficult to tackle.
2.
Moreover, the school takes into consideration utilization
of much easier, non-conventional techniques in teaching Math such as
Kumon and Korean Math.
3.
The school strengthens the Reading Program as this may
draw a correlation between students academic performance in Math and
reading comprehension.
4.
A follow-up study may be undertaken comparing the first
quarter grades from the second quarter grades to determine if number of
failures changed through monitoring and intervention programs
employed.
5.
A correlation study be undertaken taking into
consideration the ratings obtained in the CEM tests and the quarterly
grades.