July 20, There is information to be gained from data.
From previous studies conducted regarding the effectiveness of achievement or assessment tests to effectively measure the level of student achievement and proficiency of students, the determinants can be categorized into three namely, school-related attributes, teacher attributes and student traits.
This study focuses on the school-related attributes to be able to determine to what extent do the school-related attributes affect the achievement scores. Given the data from the Department of Education-National Capital Region Division, the researchers selected the following independent variables: After doing OLS regression, these are the findings.
Only three independent school-related variables were found to be significant namely: Total Number of Grade Six Classes, high income class of the city where the school is located and a large number of shifts in the public elementary school. With an education, one can develop and nurture his or her skills and attain the highest potential.
The Philippine government aims to uphold and instill this high regard to education to Filipinos, even at an early age, through the Department of Education. It is an essential ingredient towards global competitiveness, especially for developing countries. And this is what the Philippines needs, a knowledge-driven society that would lead to economic prosperity and stability.
Hence, it is a Factors affecting national achievement test that quality education is given to every Filipino student, specifically during the most crucial years of learning: Elementary education is the foundation of learning.
Because, it is during a child's first six years in school that he or she learns to read, write and also, to solve numbers. The National Achievement Test is a gauge to measure the performance of grade school students in various areas of learning Mathematics, English, Science, Filipino and Hekasi.
It does not only reflect the level of proficiency and understanding of the students, but it may also serve as an indication if there is an increase or decrease in the quality of education NSO Philippine Yearbook, Furthermore, these account for the possible determinants that may affect student achievement such as school resources like desks and tables, student rates and teacher attributes Schiefelbein, This is a wake-up call to the government to review its policies and to determine the problems that have caused these alarming facts.
According to Schiefelbeinthere are three categories of possible determinants of student achievement based on previous studies, namely, student attributes, school attributes and teacher traits.
From this, the researchers want to determine to what extent school-related attributes affect the National Achievement Test NAT scores of Grade Six public school students for the academic year The researchers sought to answer the following question: What are the significant school-related factors that possibly affect the NAT scores of Grade 6 students from public elementary schools in the National Capital Region using the data from school year S.
It is difficult and costly for the parents to invest on the best education possible for their child. And the fact that nowadays, good education is received from high- paying private and exclusive schools, when not all can afford to pay the tuition.
If the public elementary school students were not receiving quality education in their first six years of learning, what will they get if the years in elementary school were extended given the same situation?
It may just be a waste of time, money and effort to parents, students, public elementary schools and the government alike. Given these, the paper aims i to determine the various school-related factors that may significantly affect the NAT scores of Grade 6 pupils from elementary schools, ii to assess the contribution of the included school-related determinants factors of student achievement test scores that are found to be significant, iii to give constructive insights that may aid policy makers in future decisions regarding the educational system and iv to determine what extent do school-related attributes affect student achievement.
Review of Related Literature Several books, journals and theses have already discussed the possible determinants of student achievement.
For years, it has been an interest to experts in fields such as educational psychology, behavioral science and also economics. Also, it was stated in the article that the residents are aware of the wide disparities across schools in both student achievement and school resources.
This means, that public schools in California are not given equal share of school resources from the Californian government. Thus, this may result to difference in student achievement scores.
A study was thus conducted by Julian Betts and company to examine inequalities in school resources, to explore trends in achievement, and to provide detailed statistical estimates of the school and classroom factors that most influence student achievement. The study defined school resources in terms of class size and teacher training teacher experience, certifications and highest academic degree.
One meaningful result is the time a student spent in school proves to explain student achievement more rather than the school resources.
Another factor found to contribute to gains in student achievement is class size. Also, it was observed that economically disadvantaged students exhibit lower scholastic achievement than those who study in affluent schools.
The study found that teacher training can make a difference but it will not affect the levels of student achievement that much. Another thing to be considered is the allotted budget per school. Budget deficits may cause highly experienced teachers to leave their profession, thus, affecting the student achievement in the upper year levels as mentioned earlier.
In the The Determinants of School Achievement:Jan 07, · Factors Affecting Students' Performance in NAT Uploaded by Jasmin Goot Rayos Chapter I INTRODUCTION Background of the Study The National Achievement Test (NAT) is an examination given annually to assess the competency of both public and private school students.5/5(87).
The National Achievement Test (NAT) is administered by the Department of Education though the National Educational Testing and Research Center (NETRC) which heads on research and assessment of the education provided for our youth, specifically in the Basic Education. An Analysis of Factors Affecting Pupils’ Science Achievement in Italy Fabio Alivernini, National Institute for the Educational Evaluation of Instruction and Training (INVALSI), Italy, [email protected] Laura Palmerio, National Institute for the Educational Evaluation of Instruction and Training (INVALSI), Italy.
To cite this study: Nicolas-Victorino, Anastacia (). "Factors affecting the national achievement test of selected second year high school students in Santa Maria, Bulacan." Unpublished Master's thesis, Open University of the Factors affecting the National Achievement Test performance of selected second year high school students in Santa.
To cite this study: Nicolas-Victorino, Anastacia (). "Factors affecting the national achievement test of selected second year high school students in Santa Maria, Bulacan." Unpublished Master's thesis, Open University of the Factors affecting the National Achievement Test performance of selected second year high school students in Santa. To cite this study: Nicolas-Victorino, Anastacia (). "Factors affecting the national achievement test of selected second year high school students in Santa Maria, Bulacan." Unpublished Master's thesis, Open University of the Factors affecting the National Achievement Test performance of selected second year high school students in Santa. Factors Affecting the National Achievement Test Performance in Language, Mathematics and Science of the Top Performing Junior High Schools in Region VII (Selected Field Divisions of the.
regarding the factors affecting the students’ performance in the National Achievement Test (NAT) in terms of students’ profile and school climate condition. The findings of 5/5(87). This guide is designed to help NEA members lead a discussion with other educators and community members that will identify the specific factors contributing to local achievement gaps in schools, school districts, and communities.