SENIOR HIGH SCHOOL ACADEMIC PROGRESSION

IN MATHEMATICS

JULIE ANN S. MIRABUENO

Graduate School

BICOL UNIVERSITY

Legaspi City

JULY 2018
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CHAPTER I

THE PROBLEM

Introduction

Education is the key to elevate the social status of the people, to lessen poverty

incidence and to contribute effectively to the economic and social development of society.

Also, it serves as a fundamental link in attaining national progress. (The Philippine

Statistical Yearbook, 2017). The Enhanced Basic Education Act of 2013 or Republic Act

No. 10533 is the boldest move made by the government in the history of the Philippine

educational system. (DepEd: K-12 Conference, 2017), many view this by thinking that it

is just an additional two (2) years in secondary education.

R.A. No. 10533 encompasses the kindergarten program, elementary education and

secondary education from junior high school to the additional two (2) years of education

in senior high school. Also, the programs for Alternative Learning System (ALS) and

education for those with special needs were strengthened. One of the major development

is the use of the native language in teaching the first three years in elementary education or

the use of mother tongue as medium of instruction. Considering Filipinos have many

dialects in every region or even province. Use of mother tongue is deemed to help the

learning tasks in grade one to three and gradually be introduced in the use of Filipino and

English as medium of learning and teaching. But why do we need to do these?

In accordance with the pertinent provisions of Enhanced Basic Education Act of

2013, all these aim to develop productive and responsible citizens equipped with the

essential competencies, skills and values for life-long-learning and consequently for
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employment. The government can achieve this by giving every student the opportunity to

access quality education that is globally competitive. One way of achieving global

competitiveness is by improving the high school education preparatory to college by

addressing future problems of job mismatch of graduates. Nowadays, technical and

vocational courses are introduced in senior high school as a response to the increased need

in this field. Likewise, making education learner- oriented through a program that can

effectively respond to students’ need by realizing their cognitive and cultural capacity,

maximizing the diversity of learners through the improvement of instruction and using the

appropriate language for teaching is another way to achieve the national educational

system’s goal.

The country has taken huge steps towards the attainment of quality education. In

fact, on the K-12 transition period many questions surfaced. Many were asking, how is it

possible? Are we ready for the additional two years in basic education? If in 2013 there

was insufficiency in classrooms, learning materials, and even teachers, what will happen if

there will be an additional two years in secondary education? How will the colleges and

universities adjust?

However, as the K-12 program was implemented there were progressive

improvements in the educational system based from the 2016 DepEd Reports which

affirmed an increase in the classroom-to-students ratio i.e. in elementary, from 1:39 (2009)

to 1:34 (2014) and in secondary from 1:54 (2009) to 1:48 (2014). Also, an improved

teacher-to-students ratio was evident. In 2009, in the elementary a ratio of 1:36 and in

secondary 1: 38 were recorded. Meanwhile, it is reported that in 2014 elementary already

had 1:33 teacher-to-student ratio while the secondary had 1:25. In addition, teachers were
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also sent to trainings to upgrade their pedagogical skills in terms of content standards of

the new curriculum. On the other hand, as a response to the affected college instructors,

CHED also maintains a program that provides scholarship for those qualified college

faculty. (Andaya, 2016).

One of the indicators of students learning is the student performance assessment.

Several assessment tools are administered by the Department of Education to evaluate the

students’ performance. One of these is the National Career Assessment Examination

(NCAE) or simply Career Assessment. NCAE, an aptitude test geared toward providing

information through test results for self-assessment, career awareness and career guidance

of junior high school students. Specifically, the objectives are: 1) to assess the skills of

Grade 9 students planning to proceed to senior HS, toward providing relevant information

on their skills, abilities and readiness for academic and non-academic courses; and 2) to

provide information that will help high school students make wise career decision. The

domains in NCAE for Grade nine students consists of: 1). General Scholastic Aptitude

(GSA) which includes Scientific Ability (SA), Reading Comprehension (RC), Verbal

Ability (VA), Mathematical Ability (MA), and Logical Reasoning Ability (LRA); and 2)

Occupational Interest Inventory for Students in Secondary Schools (OIISSS). Based on the

results of the NCAE over the years, majority of high school graduates have inclinations

toward technical-vocational (tech-voc). (NETRC, 2016).

The National Achievement Test (NAT), an Exit Assessment, is a Philippine- made

standardized test designed to determine pupils/ students’ achievement level, strengths and

weaknesses in five curricular subject areas at the end of the school year. NAT administered

to Grades 6, 10 and 12. Its results is utilized to: a) determine if learners are meeting the
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learning standards, b) help provide information to improve instructional practices, c)

assess/evaluate effectiveness and efficiency of education service delivery using learning

outcomes as indicators, and d) provide empirical information as bases for curriculum,

learning delivery, assessment and policy reviews, and policy formulation. These includes

the subjects Mathematics, English, Science, Filipino and Araling Panlipunan.

"Classroom assessment information should be the basis for important classroom

processes and outcomes: students study and work patterns, students understanding of what

they are learning, and teachers instructional and grading decisions. Attention to principles

of assessment quality, especially validity and reliability, increases confidence in the quality

of assessment information." (BrookHart, 2004)

The researcher will use NCAE and NAT as assessment tools of the DedpEd in

determining the academic progression of Senior High School students in Mathematics from

Grade 9 to Grade 11. The study will focus on the graduates on Senior High School SY

2018-2019. They will be the study units of the research since they are the class that

completed the examinations on 2017-2018 NAT for Grade 10. Also, the performance in

NCAE, and Grade 10 GWA will be tracked to be able to analyze the said result. Finally,

based from the results, possible implications in improving the Senior High School program

will be developed.

Statement of the Problem

This study aims to determine the academic progression in Mathematics of Senior

High School under K-12 curriculum from Grade 9 to Grade 11 of the Pamplona District,

Camarines Sur. Specifically, it shall seek answers to the following questions:

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1. What is the performance of the Senior High School students in Pamplona,

Camarines Sur in Mathematics in NCAE (Grade 9 SY 2015-2016), NAT (Grade

10 SY 2016-2017) and academic performance of Grade 11 (SY 2017-2018)?

2. What are the significant relationships between the Senior High School

academic performance of Grade 11 SY 2017-2018 in Mathematics with NCAE

(Grade 9 SY 2015-2016), NAT (Grade 10 SY 2016-2017) and logical skills?

3. What are the implied enhancements to Senior High School Mathematics

implementation in public schools?

Scope and Delimitation of the Study

This study will focus on determining and analyzing the academic progression in

Mathematics learning of students and its implication on the improvement of the Senior

High Schools’ Mathematics.

The researcher will utilize the results of the National Career Assessment

Examination (NCAE) for Grade 9 SY 2015-2016 specifically the subjects under the

General Scholastic Aptitude (GSA) specifically Mathematical Ability (MA). Also,

National Achievement Test (NAT) for Grade 10 will be included as one of the bases of

students’ performance but it will only cover Mathematics. Furthermore, all the data will be

treated as possible explanatory variables for Senior High School students the academic

rating in Mathematics 11 SY 2017-2018.

This research will tap Senior High School Students as units of study. The units of

the study will be identified from grade twelve students of Pamplona District, Province of

Camarines Sur. The population frame consists of six (6) schools of Pamplona District,
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namely: Pamplona National High School, Ramon B. Felipe Sr. National High School, Del

Rosario National High School, Don Mariano Veneracion National High School, Maura N.

Sibulo High School and Cagbibi High School. The study will not include grade eleven

students though they are in senior high school because NAT for Grade 10 SY 2017-2018

have not been released yet. The data sources in the study for the NCAE for Grade 9, NAT

for Grade 10 and academic rating in Mathematics 11 are the same study units. Moreover,

the NAT results will be called from the data of the Division Office of Camarines Sur. And

its rating will be in school-based therefore the researcher will not consider the individual

rating of students. However, NCAE result and academic rating in Mathematics are

individualized.
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Table 1

NUMBER of ENROLLEES in GRADE 12

PAMPLONA SCHOOLS DISTRICT (MARCH 2018)

STRAND

SCHOOL TVL TOTAL

GAS
HE CSS HORTI AUTO

Cagbibi NHS 26 - - - - 26

Del Rosario NHS 9 - - - - 9

Maura N. Sibulo NHS 27 17 35 79

Pamplona NHS 66 39 43 18 77 243

Ramon Felipe NHS 16 - 35 - - 51

Don Mariano C. Veneracion NHS 25 14 36 75

TOTAL 169 70 149 18 77 483

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Figure 1. PAMPLONA SCHOOLS DISTRICT MAP, CAMARINES SUR

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Significance of the Study

The target beneficiaries of this study are high school teachers and students. Results

of these study will enable them to decide on the future innovations and development on the

educational system specifically in the Pamplona District, Camarines Sur.

High School Teachers. Through this study, educators can be assisted to internalize

and to determine possible factors that influence the academic progress of the students in

mathematics. Consequently, the study can be an instrument for the junior high school

teachers as well as senior high school educators in improving or innovating in their

teaching strategies to meet the demands of 21st century learners and the standards set by

the department.

Senior High School Students. Students will benefit from effective and learner-

centered program and activities which will help them gain mastery in Mathematics. Thus,

it will actively promote learning and better performance in the subject by Senior High

School.

School Administrators. The study can be an instrument for creating an

enhancement program or activities in mathematics that will best address the needs of the

learners. It can guide in decisions on how to achieve the desired levels of performance in

the Senior High School specifically in Mathematics.

DepEd. This study will support the DepEd’s vision to continuously improve itself

to better serve its stakeholders with students as end beneficiary.

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REFERENCES

The Philippine Statistical Yearbook. (2017). Quezon City, Philippines: Philippine

Statistics Authority. Retrieved from
https://psa.gov.ph/sites/default/files/PSY_2017_Jan%2016%202018.pdf
Department of Education. DepEd Order No. 43 S. 2013: Implementing Rules and
Regulations of Republic Act No. 10533. September 24, 2013.
Andaya, J. 2016. The K to 12 Curriculum and its Support System. [powerpoint slides].
Retrieved from
http://www.deped.gov.ph/sites/default/files/page/2016/J.Andaya%20Education%2
0Summit.pdf
Department of Education. DepEd Order No. 55 S. 2016: Policy Guidelines on the
National Assessment of the Student Learning for the K to 12 Basic Education
Program. June 30, 2016.
Brookhart, S. M. (2004). Assessment theory for college classrooms. Wiley Digital
Archieves, 5-14.
Google Map Data (2014).
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CHAPTER 2

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter will present the review of related literature and studies that the

researcher used as guide in developing deep understanding of the proposed study.

Paradigms for theoretical and conceptual framework that the study will be anchored on and

a basis for a system analysis are also presented in this section. Operational definitions of

important terms that the research will use are defined as well.

Related Literature

Mathematical literacy is one of the fundamental objectives of mathematics in basic

education. Numeracy skills must be taught for the young people to develop their

mathematical skills, knowledge and competencies for more complex level in higher

mathematics. (UNESCO, (2012)). However, in this fast changing world and rapid

technological advancement, it will also require higher level of understanding of the

mathematical concepts and ideas. Moreover, the goal of mathematics education is to

empower and develop critical and analytical thinking skills among all Filipino students.

Critical and analytical thinking require skills in: Problem Solving, Communicating

Mathematically, Reasoning and Making Mathematical Connections. (SEI-DOST &

MATHTED, 2011).

Assessment being one of the essential elements in mathematics education, either

formative or summative assessments. Formative assessment serves as guide in the learning

process while summative assessment gives us an idea on the mastered and least mastered
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competencies. Therefore, assessment must combine internal, external, quantitative and

qualitative factors and decide on the use of the effective teaching methods and tools.

(UNESCO, 2012).

Viewing the international trend in mathematics assessment, PISA or Programme

for International Student Assessment conducts assessment to 15- year- old students

focusing on reading, mathematics, science and problem-solving on Operation for

Economic Cooperation and Development (OECD) countries. PISA 2009 results revealed

that in the mathematics assessment, Korea topped of the other OECD countries, while in

the PISA 2012 Mathematics Assessment, Shanghai China scored the highest. However, in

the latest PISA 2015, Singapore scored the highest in mathematics. (OECD, (2010, 2013,

2016), PISA 2009, 2012 and 2015). However, Philippines is not a member of OECD

countries therefore Filipino students’ did not participate.

Top performing countries and their educational systems are internationally

recognized. Korean Educational System applied the Seventh Curriculum enacted in 1998

and was revised on 2009 and 2012. It consists of 10 years primary education, 2 years for

the student’s future study or career path. (Clark, 2013). On the other hand educational

system in China, Basic Education Reform was implemented. It covers six years of primary

school and three to four years junior high school, which is compulsory. However senior

secondary education takes three years subdivided into five types namely: general senior

secondary, technical or specialized secondary, adult secondary, vocational secondary and

crafts schools. (OECD, 2016),Moreover, Singapore being one of the countries with strong

educational system is now focusing on the Student-Centric and Values-Driven Holistic

Education emphasizing the development of values. Singaporean educational system

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encompasses the primary school (6 years), secondary school (4-5 years) and post-

secondary. It also aims to help learners in discovering their own talents, to make the best

of their talents, and realize their full potential and to develop a passion for lifelong learning.

(Ministry of Education: Singapore, 2018).

Conversely, Philippines National Achievement Test specifically in mathematics

shows that in 2012-2015 the following mean percentage score is: 46.83, 51.94 and 47.37.

(The Philippine Statistical Yearbook, 2017). This is way too far from the 75 target mean

percentage score for the NAT. Therefore, to attain the Philippine EFA 2015 goals, the

country’s vision of inclusive growth and development entails investment in human capital,

particularly through the provision of quality basic education, competitive technical

vocational skills training, and relevant and responsive higher education, there is a need to

increase efforts to improve graduates’ competence. (Education for All, 2015). The

Philippines’ recent education reform, the K to 12 Program under the Enhance Basic

Education Act of 2013, sought to improve the quality of education. To be at par with the

12-year basic education standard in Asia. (Macha, et.al, 2018).

The Senior High School refers to the last two years of the K to 12 Basic Education

Program which is Grade 11 and 12. Students are required to go through a core curriculum

and subjects under a track of their choice. This curriculum aims to produce graduates

depicting the following characteristics: 1) holistically developed; 2) equipped with 21st

century skills (i.e., learning and innovation skills, life and career skills, communication

skills, and information media and technology skills); and 3) prepared for the future, be it

in pursuit of higher education or acquisition of middle-level skills, or geared towards

employment or entrepreneurship. (DepEd: SHS Manual Vol.1, 2016).

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Senior High School covers eight (8) learning areas as part of its core curriculum,

and adds specific tracks (similar to college courses) based on four (4) disciplines: a)

Academic (which includes Business, Science & Engineering, Humanities & Social

Science, and a General Academic strand), b) Technical-Vocational-Livelihood (with

highly specialized subjects with TESDA qualifications), c) Sports and d) Arts & Design.

However, the above mentioned learning areas or specialization is determined as the

students will undergo assessments to determine their strengths and interests. These will

include an aptitude test, a career assessment exam, and an occupational interest inventory

for high schools. Career advocacy activities will also be conducted to help guide students

in choosing their specialization or track. (DepEd: FAQ, 2016).

DepEd Order No. 55, s. 2016, Policy Guidelines on the National Assessment of

Student Learning for the K to 12 Basic Education Program, states that assessment is the

process of measuring learners’ progress in the attainment of learning standards and 21st-

century skills. The results of the various forms of assessment shall be used to quantify

judgments on learners’ academic performance. The national assessment of student learning

is an integral part of DepEd’s assessment framework. It aims to: a) monitor the Philippine

education system and schools for public accountability, b) assess the effectiveness and

efficiency of the delivery of education services using learning outcomes as indicators, c)

provide information that will guide decisions on instructional practices, d) determine if

learners are meeting the learning standards of the curriculum, e) measure students’ aptitude

and occupational interest for career guidance, and f) assess prior learning for placement,

accreditation and equivalency. (DO No. 55, S. 2016).

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DepEd annually conducts the Career Assessments also called the National Career

Assessment Evaluation (NCAE) to guide the conduct of career guidance at the school level

and to ensure the development of skills and competencies required in the world of work,

DepEd shall conduct a career assessment to Grade 9 students. Additionally, the specific

objectives of Career Assessment are the following: 1) to provide guidance to individual

learners for their future educational and career choices, and 2) to provide a basis for

profiling learners’ aptitude in the four Senior High School tracks. Furthermore, Career

Assessment covers the following domains: a) General Scholastic Aptitude (GSA) is the

average of the standard scores in these areas: Scientific Ability, Reading Comprehension,

Verbal Ability, Mathematical Ability, and Logical Reasoning Ability, b) Occupational

Interest Inventory (OII) is an inventory/checklist of occupational interests which provides

an assessment on inclinations/preferences for comprehensive career guidance. A profile

chart of the student’s occupational inclinations and preferences through the identified

cluster occupations is provided, and c) Aptitude for Senior High School (SHS) Tracks

measures the innate ability or potential of a student to succeed in the SHS tracks, namely:

(1) Academic, which includes Humanities and Social Sciences (HUMSS), Science,

Technology, Engineering and Math (STEM) and Accountancy, Business and Management

(ABM); (2) Technical Vocational-Livelihood; (3) Sports; and (4) Arts and Design. (DO

No. 55 S. 2016).

A number of researchers conducted on the NCAE performance of students revealed

(Ferrer and Dela Cruz, 2017) a significant correlations of the students’ performance in

Science, Mathematics and English which were found consistent from NCAE to Grades 10

and 11. This indicates that: (1) proper career assessment conducted guided the learners
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in choosing the academic track where they have better aptitude or potential; (2) a sensible

screening criteria set in selecting students

to be admitted in the STEM track; and (3) an evidence of quantified judgments on the

learners’ academic achievements per grade level as a product of the design of the spiral

curriculum.

Also, Laurzano (2014) focused on the relationship of career preference and

academic performance of the Grade 9 students and found that subjects such as Filipino,

Araling Panlipunan, Edukasyon sa Pagpapakatao and Technology and Livelihood

Education have relationship on the career preference of students on senior high school

tracks and strand. This was identified using Pearson-Product Moment Correlation. Based

from the result, there is no significant difference between students’ career preference and

parents preferred career for their child which means that parents agree on the track and

strand their children wanted to pursue.

Pascual (2014) exposed that the availability of work after college is the first

consideration of students in choosing a course in college. Most of the students prefer to

take scientific related field courses, or the “popular courses” for Filipinos. The least

preferred course are in the Agricultural field. The Brainard’s Occupational Preference

Inventory (BOPI) results showed that most student-respondents are suited to take

professional courses. Students’ preferred course is related to their BOPI result as well as to

their father’s occupation. Other factors such as mother’s occupation, monthly family

income, students’ sibling position and students’ third year general average grades are not

related to the students’ preferred course in college to their BOPI results. BOPI results are

significantly related to the students’ elective course grades. Abarro (2016) concluded that
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most of the Grade 9 students selected Career Tracks and Strands are Accountancy,

Business and Management (ABM), and Technical Vocational Livelihood (TVL) track.

Moreover, there is a significant association between the career track choices and profile of

the students in terms of sex, average family income, occupation of the head of the family,

school preference and average scholastic rating in Grade 8 and no significant association

between the career track choices and the highest educational attainment of the head of the

family and person influential in the choice of career track.

Another assessment tool in determining students’ performance based on the DO

No. 55, S.2016 or the Policy Guidelines on the National Assessment of Student Learning

for the K to 12 Basic Education Program is the Exit Assessments or commonly known as

Achievement Test. The test shall cover 21st-century Skills (Information, Media and

Technology Skills, Learning and Innovation Skills, Communication Skills, and Life and

Career Skills) using learning areas as content (English, Science, Mathematics, Filipino and

Araling Panlipunan). The results shall be utilized to: a) determine if learners are meeting

the learning standards, b) help provide information to improve instructional practices, c)

assess/evaluate effectiveness and efficiency of education service delivery using learning

outcomes as indicators and d) provide empirical information as bases for curriculum,

learning delivery, assessment and policy reviews, and policy formulation. (DO No. 55,

S.2016).

The performance of the country's public high school students in the NAT has been

on the decline and are significantly lower than the scores of public elementary students.

DepEd data showed that the average NAT score of public high school students for School

Year 2011 to 2012 was significantly lower at 48.9% compared to the elementary students'
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66.79%. This trend has been apparent for the past 5 years. DepEd data showed that public

high school students posted an average score of: 48.9% (SY 2011 to 2012) , 47.92% (SY

2010 to 2011), 45.56% (SY 2009 to 2010), 46.71% (SY 2008 to 2009) and 49.26% (SY

2007 to 2008). The average NAT scores of public elementary students were: 66.79%

(SY 2011 to 2012), 68.15% (SY 2010 to 2011), 68.01% (SY 2009 to 2010), 65.55% (SY

2008 to 2009) and 64.81% (SY 2007 to 2008). (Ordinario, 2013).

Several researchers focusing on the analysis of Achievement Test were noted.

Morana, Edano and Punzalan (2017) found no significant difference in the NAT, RAT, and

DAT results when grouped according to age and sex of students respectively on the study

on the achievement test and academic performance in Mathematics of second year high

school students in Zambales Philippines as it employed a descriptive research design. There

was no significant relationship between academic performance and the NAT, RAT, and

DAT results respectively. It is recommended that an assessment of students’ strengths and

weakness in the different test areas should be conducted. The teachers should provide

intensive and rigorous coaching to students with low academic performance in

Mathematics before the National, Regional and Division Achievement Tests.

Magulod (2017) revealed that the level of school effectiveness of both private and

public elementary schools was excellent. However, test of difference showed that public

schools exhibited stronger home-school relations than the private schools. In terms of the

level of school performance, public schools perform better than the private schools for the

past three years. Significantly, there exists a strong positive relationship between school

effectiveness and school performance. The factorial analysis revealed that among all the

correlates of school effectiveness, school leadership competency and professional

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collaboration influenced the performance of both schools. Recommendations of the study

can help the government and school officials to plan appropriate strategies in improving

the quality of schools effectiveness.

Moreover, Saija (2012) analyzed the mathematical disposition and its correlation

with mathematical achievement of Senior High School thru Spearman rank correlation and

t-test. Saija found that there is a positive and significant correlation between mathematical

disposition and mathematics achievement of students. This study is similar to the proposed

study in its uses of Senior High School Mathematics Achievement as one of its variables.

Also, the proposed study involves correlation.

Kortez et.al. (2016) attempted to predict the freshman grade point average from

College Admissions Test scores and State High School test scores and based from their

findings there is no substantial effect on the over- and under prediction of freshman grade

point average for students classified by race-ethnicity or poverty.

Related Studies

Several studies attempted to determine and analyze students’ performance in

Mathematics. Callo (1997) and Martinez (1997) studied the correlation of National

Secondary Assessment Test (NSAT) results with the academic performance of the students

and the pre-test and posttest, respectively. The researcher concluded that the NSAT result

and the students’ academic performance were significantly correlated to each other. This

study is similar to the proposed study in a way that it will also compare the students’

academic performance with the assessment result. A descriptive –correlational and

descriptive- inferential methods were used in their study.

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Cadag (2013) analyzed the performance of the Third Year of NCAE in the Division

of Sorsogon (2011-2012) thru a Chi-square test and found that there is no significant

relationship between occupational fields of interest of students based on NCAE results and

their personal career preferences.

One study by Javier (2011) identified the least mastered competencies of the

underperforming high school students in the National Achievement Test (NAT) which is a

basis in developing a remediation material for the students of Manito, Albay. The

researcher utilized the quantitative design utilizing data from DepEd Office Albay

Division. Moreover, the study found out that most of the competencies in the NAT were

not met by the students. It was recommended that the students’ be given more exercises in

the said topics. As a product of the researchers’ study an instructional material for

remediation had been developed to enhance the students’ performance in NAT.

Abonal et.al (2016) conducted a study on students’ performance in NAT of

CBSUA- Pili in the SY 2011- 2012 and SY 2012- 2013. It used the descriptive –

comparative method. The researchers analyzed and compared the data of two different

school years. Findings of the study revealed a significant difference in the NAT results for

the SY 2011- 2012 and SY 2012- 2013. According to the study there is a need to develop

an enhancement program and conduct review sessions for the NAT.

Likewise, on the study on the analysis on the achievement test in Mathematics of

class 1993-1994 of San Ramon High School, Bula, Camarines Sur (Tating, 1994) using

descriptive method of research, the researcher showed no significant difference in the first

year and second year while a notable significant difference between the achievement test

results and the final ratings in the third and fourth year. Also, in terms of the performance
 22

in the achievement test, it was concluded in the said study that there is no significant

difference in the first and second year while it was noted that in third and fourth year there

is a significant difference. Moreover, there is no significant difference in the achievement

level in Mathematics from first year to fourth year.

Another study focused on the National Elementary Achievement Test of the

students in Libmanan, Camarines Sur. Miraña (1997) determined the achievement level

and passing percentage and if there is a significant difference. Results of this study, there

is no significant difference in the achievement level and the passing percentage in the

subjects. The researcher’s study, the variables being compared are the level of achievement

in NEAT and the passing percentage of each subject areas. While in the study of Albo et.al.

(2015), the researchers determine the proficiency level of fourth year students with or

without an enhancement. Also, they looked into the factors on the proficiency level of the

fourth year students adopting the descriptive-comparative and correlational methods of

research. The researchers established that there is no significant difference between the

proficiency levels of those section with enhancement and without enhancement. Then, the

factors contributory to the proficiency level of fourth year students of Baao National High

School are home –related and student- related factors.

According to Lerio (2016) there is a positive correlation between English and

Mathematics performance. Also, there is a significant differences in the performance in

English and Mathematics between actual achievement and standard based assessment.

Additionally, a study of Alcantara (1995) in the Analysis of the Mathematics Performance

of the Sophomore High School Students of the Division of Camarines Sur concluded that

the Mathematics performance of the sophomore high school students was below the mean
 23

but closely related to the type of school and educational district. The researcher found out

as well that there is no significant difference in the Mathematics performance among

students based on the type of school and educational district employing the descriptive

analytical survey method of research.

Legaspi, et.al (2014) studied the performance of Grade 6 pupils in Mathematics in

Victory Village ES Legaspi City and found that students had low performance in NAT.

Thus, review sessions, workshop related to Mathematics, concrete materials instead of

abstract/ theory and self-learning kits are needed to improve the students’ performance.

While Lasona (2014) in his study on the “Performance of the Fourth Year High School of

Dinapa National HS in 2003-2014 NAT”, found that there is no significant difference

between the performance of students in Math, English and Science.

Furthermore, Cortezano (1998) revealed that there is no significant difference in

the academic performance of high students between graduates of the old and new curricula

in secondary education in the researcher’s study on the analysis of mathematics

performance of engineering students who were graduates of the old and new secondary

education curricula. Likewise, the study showed that there were significant differences in

the Mathematics performance of engineering students who graduated under the old and

new secondary for the following areas of academic performance; 1) NCEE/ NSAT, 2)

College Geometry, 3) Trigonometry, 4) integral Calculus, and 5) Differential Equations.

However, high school rating is the only area found to be non-significant. He used the

descriptive- inferential method of research.

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Similar to the proposed study, a research done by Yanzon (2012) conducted in

Pamplona, one of the districts of Camarines Sur. He looked into the competencies of

Mathematics IV students using descriptive method.

Synthesis of the Study

The review of related literature and studies cited in the previous section focused on

students’ performance in Mathematics academically based on NAT and NCAE results. In

developing the present study the researcher will be guided with the method used and the

expected output.

Based on the foregoing review, the research done by Ferrer and Dela Cruz (2017),

Laurazano (2014), and Pascual (2014) focused on the analysis of NCAE results as one of

the study variables. However, they differ on the other variables used such as the academic

performance in the subjects and factors affecting their career preferences. On the other

hand, Callo (1997) and Martinez (1997) both gave emphasis on the analysis of NSAT and

the student’s academic performance based on final rating and pretest and post-test. Cadag

(2013) focused on the NCAE and its relationship with occupational interests.

The studies of Moraña (2017), Magulod (2017), Javier (2011), Abonal (2016),

Tating (1994), Miraña (1997), Albo (2015), Lerio (2016), Alcantara (1995), Elep (2011),

Legazpi, et.al. (2014) and Lasona (2014) focused their research on the analysis of NAT

results with other variables like academic performance, passing percentage, standard based

assessment, type of school and district. Moreover, Cortezano (1998) stressed the

effectiveness of changing curriculum while Yanzon (2012) highlighted students’

competencies.
 25

In terms of the method used by the researchers, a descriptive method was used by

Ferrer and Dela Cruz (2017), Moraña (2017) and Yanzon (2012). While a descriptive

correlational research method was employed by Magulod (2017), Callo (1997), Cadag

(2013), Tating (1994), and Yanzon (2012). Albo (2015) and Lerio (2016) both adopted the

descriptive- comparative- correlational research in their studies. In addition, Martinez

(1997) and Cortezano (1998) used descriptive- inferential method. Elep (2013) used

descriptive-evaluative research in her study.

The reviewed related literature and studies recorded varied results. In finding the

correlation between variables of their studies, the researcher noted comparable findings

like the study of Ferrer and Dela Cruz (2017), Callo (1997), Martinez (1997), Miraña

(1997), and Lerio (2016), which studies revealed significant correlations between the

student’s academic performance and their NCAE, NSAT, pretest and post-test, passing

percentage and standard based assessment. These researchers had similar findings.

Likewise, a significant difference in the study of Abonal (2016) is revealed in

comparing students’ performance in NAT in two (2) successive school years. On the other

hand, Tating (1994) found out that there is no significant difference among the NAT result

of students’ in a given school year. Thus, Abonal (2016) and Tating (1994) showed

contradictory findings. Similarly, in the studies of Alcantara (1995) and Cortezano (1998)

bear no significant difference in the Mathematics academic performance and the type of

school and having changes in the curriculum. Also, Cadag (2013) found that there is no

significant relationship between the occupational fields of interest and the students’

personal career preferences.

 26

Gap Bridged by the Study

This study will focus on the academic progression in Mathematics of Senior High

School under K-12 curriculum. It will try to research on the correlation between the

students’ performance in NCAE, NAT and their Senior High School academic

performance in the said subject.

From the reviewed related literature and studies, no study had been conducted yet

that will use the same variables that the researcher will use. Specifically, in trying to look

if there is a correlation in the successive year of assessing the same population, which is

the Senior High School students by means of their NCAE result in Grade 9, followed by

their NAT result in Grade 10 and the academic performance appeared on their final rating

in Grade 11. Also, in case of finding that there exist a correlation in the variables of the

study, the least mastered competencies will be utilize to serves as a guide in the plan for an

enhancement in improving students’ performance.

Theoretical Framework

This study will be anchored on the following theories: Theory of Learning, Theory

of Performance and Reinforcement Theory. The Theory of Learning (Bruner, 1961)

believes that cognitive development is a continuous process and is a gradual development

of cognitive skills. Bruner explained that subjects must be taught in gradually increasing

difficulty. Ideas must be presented in simplified level first before presenting more complex

information. Also, Bruner proposed that students must construct their own knowledge also

known as discovery learning and teachers will facilitates the learning process. This theory

will be vital in the study since the researcher will track the performance of students in a

given period of time. Students are expected to have gradual increase of learning.
 27

Theory of Dynamic System (Thelen, 2005) states that development is dynamic, and

development in a certain part of the system may affect the whole system. Also, a change

in characteristics or attributes is a product of the history of the past or a reflection of the

whole history because they are all part of the whole system. Patterns change when the

system becomes unstable due to internal or external elements disrupting its coherence. This

theory further supports the study since learning can be dynamic and varies in every set of

learner’s environment. This theory, supports and guides the learning process as

intervention begins action on one part of the whole system and eventually it produce effect

to the whole system of education.

The Reinforcement theory states that a particular aptitude test or proficiency that

needs attention to a given group of learners can be improved through positive

reinforcement. Positive reinforcement is defined as an offering of desired effects of a given

reinforcement method with the intention of increasing the aptitude or proficiency of a

particular group. Applying the Law of effect in this study, the focus is to make an

enhancement on students’ learning to achieve proficiency in Mathematics.

 28

Theory of
Learning
Gradual
Development of
Cognitive Skills

Dynamic
System Theory
Systems is in
continuously
changing state of
development
feeding on interest Reinforcement
and external stumuli Theory
To effect positive change
meaningful motivation for
change must be supplied

MATHEMATICS
ENHANCEMENT
PROGRAM
Projected Outcome of
Educational Development

Figure 1. Theoretical Paradigm

 29

Conceptual Framework

The conceptual model as shown in Figure 2 presents the system of analysis to be

followed by this research observing the Theoretical Paradigm in Figure 1. It will include

the input, process and output.

The input will involve the independent variables which are the NCAE results of the

students in Mathematics in Grade 9 and the students’ NAT result in Grade 10 Mathematics.

Then, in this study both assessment results in Mathematics will be projected to the Senior

High School academic performance in Mathematics. Thus, final rating in Mathematics will

be considered as key concept in this study.

The process phase of the study consists of the development of enhancements in

teaching- learning Mathematics. This will be based on the analysis of the NCAE, NAT and

academic performance of students in Mathematics. Also, an analysis of the least mastered

competencies will be a guide in developing an effective enhancement for the subject that

best suits the needs of the learners.

The output will be interventions to effect positive changes in students’ proficiency

in Mathematics of the Senior High School students in the district of Pamplona, Division of

Camarines Sur.
 30

INPUT
Grade 10 NAT & Grade
9 NCAE Results

Competency and
Perfomance Analysis
PROCESS

Teaching and Learning

Interventions of the
OUTPUT Enhancement of SHS
Mathematics

Figure 2. Conceptual Paradigm

 31

Research Hypothesis

This study on the academic progression in Mathematics of Senior High School

under K-12 curriculum from Grade 9 to Grade 11 of Pamplona District, Camarines Sur is

anchored with the following hypotheses:

There is a significant relationships between the Senior High School academic

performances of Grade 11 SY 2017-2018 in Mathematics with NCAE for Grade 9 SY

2015-2016.

There is a significant relationships between the Senior High School academic

performances of Grade 11 SY 2017-2018 in Mathematics with NAT for Grade 10 SY 2016-

2017.

There is a significant relationship between Senior High School academic

performances of Grade 11 SY 2017-2018 with the logical skills.

Definition of Terms

The following terms are operationally defined for the reader to further understand

this study:

Academic Progression. This refers to the progress of students’ performance in

mathematics in three successive years from Grade 9 to Grade 11 that the study will be

focusing on.

Senior High School. This refers to the group of randomly selected grade twelve

(12) students in the district of Pamplona, Division of Camarines Sur.

NCAE Performance. This is the result of National Career Assessment

Examination (NCAE) of randomly identified Grade 9 students in Mathematics during SY

 32

2015-2016. Also, this will be taken from the National Examination and Testing Research

Center (NETRC) or in the records of the Division of Camarines Sur.

NAT Performance is the result of National Achievement Test (NAT) of randomly

identified Grade 10 students in Mathematics from SY 2016-2017. Also, this will be taken

from the National Examination and Testing Research Center (NETRC) or in the records of

the Division of Camarines Sur.

Academic Performance refers to the final rating in Mathematics 11 of the

randomly identified Senior High School students of Pamplona District, Camarines Sur.

Enhancement in Mathematics will be an instructional material or review material

that intended as learning- teaching intervention for use in improving SHS students’

performance in Mathematics.
 33

REFERENCES

UNESCO. (2012). Challenges in Basic Mathematics Education. Paris, France: UNESCO.

SEI-DOST, & MATHTED. (2011). Mathematics Framework for Philippine Education.
Manila, Philippines: SEI-DOST & MATHTED.
OECD (2010), PISA 2009 Results: Executive Summary.
OECD (2014), PISA 2012 Results in Focus.
OECD (2016), PISA 2015 Results in Focus.
Clark, N. (2013). Education in South Korea. New York, USA: World Education News and
Reviews.
OECD (2016), PISA 2015 Results in Focus.
Ministry of Education: Singapore. (2018, February 28). Retrieved from Ministry of
Education [SG]: https://www.moe.gov.sg/education/education-system
The Philippine Statistical Yearbook. (2017). Quezon City, Philippines: Philippine Statistics
Authority.
Education for All 2015 National Review Report: Philippines. Retrieved from
http://unesdoc.unesco.org/images/0023/002303/230331e.pdf
Macha, W., Mackie, C., & Magaziner , J. (2018). Education in the Philippines. New York,
USA: World Education News and Reviews.
Department of Education. Senior High School Manual Vol. 1 p. 2, 2016. Retrieved from
http://www.deped.gov.ph/sites/default/files/page/2016/SHS%20Manual%20Vol.%2
01.pdf
Department of Education. Senior High School: Frequently Ask Questions. 2016.
Retrieved from
http://www.deped.gov.ph/k-to-12/faq/senior-high-school
Department of Education. DepEd Order No. 55, S. 2016. Policy Guidelines on the National
Assessment of Student Learning for the K to 12 Basic Education Program.
Ferrer, F. P., & Dela Cruz, R. J. (2017). Correlation of Students' Performance in National
Career Assessment Examination and Academic Subjects. People: International
Journal on Sciences, 532-541.
Laurzano, A. M. (2014). Retrieved from
http://www.deped.gov.ph/sites/default/files/page/2016/24Division%20of%20%20
Tarlac%20%28Annie%20Michelle%20Fuentes%20Laurzano%29%202014.pdf
Pascual, N. T. (2014). Factors Affecting High School Students’ Career. International
Journal of Sciences:, Volume 16, No 1, pp 1-14.
Abarro, J. O. (2016). Factors Affecting Career Track and Strand Choices of Antipolo and
Rizal, Philippines. International Journal of Scientific and Research Publications,
Volume 6, Issue 6.
Department of Education. DepEd Order No. 55, S. 2016. Policy Guidelines on the National
Assessment of Student Learning for the K to 12 Basic Education Program.
Ordinario, C. U. (2013). 'Low NAT scores may worsen under K to 12'. Rappler. Retrived
from https://www.rappler.com/nation/24205-low-nat-scores-may-worsen-under-
k-12
 34

Morana , M. M., Edano, D. C., & Punzalan , E. D. (2017). Achievement Test and Academic
Perfromance in Mathematics of Second Year High School Students in the Division
of Zambales . International Journal of Development Research , 11272-11277.
Magulod Jr., G. C. (2017). Factors of School Effectiveness and Performance of Selected
Public and Private Elementary Schools: Implications on Educational Planning in
the Philippines. Asia Pacific Journal of Multidisciplinary Research, 73-83.
Saija, L. M. (2012). Analyzing the Mathematical Disposition and its Correlation with the
Mathematics Achievementof Abstract Senior High School. Mathematics Education
Study Program of STKIP Siliwangi, 148-152. Retrieved from
https://doaj.org/article/17e50594b9f2498cadce05630b122cee
Koretz, D., Yu, C., Mbekeani, P. P., Langi, M., Dhaliwal, T., & Braslow, D. (2016).
Predicting Freshman Grade Point Average From College Admissions Test Scores
and State High School Test Scores. SAGE Publishing. Retrieved from
http://journals.sagepub.com/doi/abs/10.1177/2332858416670601
Callo, A. A. (1997). Correlation of National Sacondary Achievement Test (NSAT) Results
with Academic Performance of Students in Simeon Tycangco Memorial High
School, Ragay, Camarines Sur. NCF- NAGA: Unpublished Master’s Thesis.
Martinez, D. J. (1997). Analysis of Pretest, Post-test and the 1995 National Secondary
Assessment Test. NCF- NAGA: Unublished Master's Thesis.
Cadag, R. V. (2013). An Analysis of the Performance of Third Year Students in the
National Career Assessment Examination (NCAE) in the Division of Sorsogon SY
2011-2012. Bicol College-Daraga, Albay: Unpublished Dissertation.

Javier, M. C. (2011). Mathematics Performance of High School Stuents in Manito, Albay.

BU- Legaspi City: Unpublished Master's Thesis.
Abonal, S. O., Amparo, G. C., Belega, E. O., Ganalon, A. B., & Notorio, A. C. (2016).
National Achievement Test Result of Fourth Year High School Students of CBSUA-
Pili. CBSUA- Pili, Camarines Sur: Unpublished Undergraduate Thesis.
Tating, L. D. (1994). Analysis of the Achievement in Mathematics of Class 1993-1994 in
San Ramon High School, Bula, Camarines Sur. NCF- NAGA: Unpublished
Master's Thesis.
Mirana, J. L. (1997). Trend Analysis on National Elementary Achievement Test Result.
UNC- Naga City: Unpublished Master's Thesis.
Albo, D. B., Besinal, M. A., Nazareno, N. R., & Pasaiz, R. B. (2015). Proficiency Level
Enhancement in Science among Fourth Year Students of Baao National High
School. CBSUA- Pili, Camarines Sur: Unpublished Undergarduate Thesis.
Lerio, S. A. (2016). English and Mathematics Performance of High School Seniors. UNC-
NAGA: Unpublished Master's Thesis.
 35

Alcantara, E. F. (1995). Analysis of the Mathematics Performance of the Sophomore High

School Students in the Division of Camarines Sur. UNC- Naga City: Unpublished
Master's Thesis.
Legazpi, C. M., Lovendino , S. M., & Nuas, I. O. (2014). Performance of Grade Six
Pupils in Mathematics in Victory Village ES, Legazpi City. Bicol College-Daraga,
Albay: Unpublished Action Research.
Lasona, B. A. (2014). Performance of the Fourth Year HS students of DInapa NHS in
2009-2014 National Achievement Test. Bicol College-Daraga, Albay:
Unpublished Action Research.
Cortezano, R. N. (1998). Analysis in the Mathematics Performance of Engineering
Students who were Graduates of New and Old Secondary Education Curriculum.
NCF- Naga City: Unpublished Master's Thesis.
Yanzon, R. C. (2012). Competencies in Mathematics IV Students in Pamplona District,
Division of Camarines Sur. BU- Legaspi City: Unpublished Master's Thesis.
 36

CHAPTER 3

RESEARCH METHODOLOGY

This chapter presents the research design and methodology to be employed in this

study. It includes the research methods, sources of data, respondents of the study,

instruments that the study will be using, data collection procedure and statistical treatment

to be used in generating the bases for the research results.

Research Methods

The study will employ a descriptive and inferential methods of research. It will

consider secondary and primary data analyses. It will deal on gathering of facts and

information required in the study.

Sources of Data

The study will utilize primary and secondary sources of data. The researcher will

be using the NCAE result in Grade 9 of SY 2015-2016 and NAT result in Grade 10 SY

2016-2017 of the respondents in Mathematics. These will be retrieved from the records in

the Division of Camarines Sur for the Pamplona District. However, if there will be

unavailability of the data required in the study, the researcher will ask a request of these

data in the National Examination and Testing Research Center (NETRC) of DepEd.

Another source of data for the academic performance of the students in

Mathematics or simply the final rating of the students in Grade 11 Senior High School,

which is the average of the first semester and second semester of academic year 2017-2018
 37

appeared in the Form 138. The researcher will request these from the respective Senior

High Schools in Pamplona.

Respondents

The study will utilize the data from the Senior High School of the district of

Pamplona, under the division of Camarines Sur. They will be the Grade 12 students of SY

2018-2019. Since these students are those who have taken the NCAE and NAT during their

Grade 9 and Grade 10 levels, respectively.

This research will utilize backward purposive sampling after randomly identifying

the respondents. These students should not be a transferee, not a repeater nor balik- aral,

and should be a regular Senior High School student to assure validity of the data. It will be

coming from the six (6) Grade 12 Senior High Schools in Pamplona district namely:

Cagbibi High School with twenty six (26) enrollees, Del Rosario National High School

with nine (9) students, Don Mariano C. Veneracion National High School with seventy

five (75) students, Maura N. Sibulo National High School having (79) students, Ramon B.

Felipe Sr. National High School with fifty one (51) students and Pamplona National High

School having two hundred forty three (243) students. A total of four hundred eighty three

Grade 12 SHS students of the Pamplona District, Division of Camarines Sur.

Research Instrument

The study will use a research instrument on the determination of stuents’ logical

skills.

Data Collection Procedure

Since the study depends on mostly secondary sources of data, the researcher will

prepare letters of request addressed to the Superintendent of the Division of Camarines Sur
 38

to access the Records Section office and ask permission to retrieve records of the NCAE

and NAT results of the needed data in the schools of Pamplona District and requesting for

the conduct of study in the said district with specific randomly identified students as study

wants. Subsequently, the researcher will inform the respective schools in Pamplona, thru

their principals, of the said study.

Statistical Treatment

The statistical tool that the researcher will use in interpreting and analyzing the data

will include the following:

In determining students’ academic performance in Mathematics and the least

mastered competencies the researcher will employ the following statistical methods: a) the

simple mean, (b) percentage and (c) frequency count.

In determining the relationships of the students’ performance and NCAE result and

NAT result the researcher will use Pearson r product moment of correlation (Bluman,

2007). When appropriate statistical cluster analysis application will be used for integrating

the results of this study.

Furthermore, in determining the least mastered competencies, the researcher will

use average mean, performance level, and ranking. Also, it will be guided by the rating

scale to characterize the performance of the Senior HS students in the NAT result using

the DepEd students’ performance cut-off.

Logical skills will be measured using ratings in the researcher-made problem

solving test.
 39

REFERENCE

Bluman, A. G. (2007). Elementary Statistics: A Step by Step Approach (Seventh Edition).

New York City: McGraw Hill Higher Education.