Division Assessment Test in Relation to the Academic Performance of the High School Students in Mathematics in San Isidro National High School, Tagbilaran City: Proposed Improvement Measures

Lorna  Lumayog,

Division Assessment Test in Relation to the Academic Performance of the High School Students in Mathematics in San Isidro National High School, Tagbilaran City: Proposed Improvement Measures

Discipline: Education

Abstract:

Education is crucial for Filipinos, offering a path to a better future. Despite challenges, the Philippine Department of Education (DepEd) strives to deliver quality education, emphasizing the importance of assessments like the Division Achievement Test (DAT) in measuring student learning. This study analyzes the DAT results and academic performance in Mathematics of high school students at San Isidro National High School, Tagbilaran City. The research aimed to evaluate the correlation between DAT results and academic performance and to propose measures for improvement. Data was collected from 319 students across grades 7 to 10, utilizing documentary analysis of final ratings in Mathematics and DAT results. Findings revealed that Grade 7 students had a mean DAT score of 62.69%, indicating a need for improvement. In contrast, their academic performance was rated as satisfactory, with a mean score of 80.34%. The study also showed that San Isidro National High School ranked third among seven public high schools in Tagbilaran City. Analysis indicated a significant correlation between DAT results and academic performance, with higher academic achievers also performing well on the DAT. There was no significant difference between male and female students' DAT results, but females outperformed males in academic performance. These findings highlight the need for targeted interventions, such as remediation sessions and peer tutoring, to enhance student performance. Recommendations include close monitoring of students with low DAT scores, conducting item analysis after summative tests, and promoting the use of learning modules and resources. The study underscores the importance of continuous assessment and support to improve educational outcomes for Filipino students.

References:

Bloom, B. S. (1956). The 1955 normative study of the tests of general educational development. The School Review, 64(3), 110-124.
Brown, G. T., & Hirschfeld, G. H. (2007). Students' conceptions of assessment and mathematics: Self-regulation raises achievement. Australian Journal of Educational & Developmental Psychology, 7, 63-74.
Brown, G. T., & Hirschfeld, G. H. (2008). Students’ conceptions of assessment: Links to outcomes. Assessment in Education: Principles, Policy & Practice, 15(1), 3-17.
Department of Education. (2003, October 27). DM 417, s. 2003 – SY 2003-2004 regional and nationals schools press conferences. https://www.deped.gov.ph/2003/10/27/october-27-2003-dm-417-s-2003-sy-2003-2004-regional-and-nationals-chools-press-conferences/
Department of Education. (2005, February 8). DO 5, s. 2005 – Student assessments at the national and division levels of basic education. https://www.deped.gov.ph/2005/02/08/do-5-s-2005-student-assessments-at-the-national-and-division-levels-of-basic-education/
Farmer, T. W., Clemmer, J. T., Leung, M. C., Goforth, J. B., Thompson, J. H., Keagy, K., & Boucher, S. (2005). Strength-based assessment of rural African American early adolescents: Characteristics of students in high and low groups on the behavioral and emotional rating scale. Journal of Child and Family Studies, 14, 57-69.
Kolawole, E. B. (2008). Effects of competitive and cooperative learning strategies on academic performance of Nigerian students in mathematics. Educational Research and Reviews, 3(1), 33.
Mahoney, J. L., Cairns, B. D., & Farmer, T. W. (2003). Promoting interpersonal competence and educational success through extracurricular activity participation. Journal of Educational Psychology, 95(2), 409.
Mbugua, N. S., Ndirangu, M., & Mbugua, S. Z. (2012). Factors influencing students’ academic performance in secondary schools in Kenya. International Journal of Education, 4(1), 73-91.
Mbugua, S. W. (2016). School factors influencing implementation of strengthening mathematics and science education principles in teaching of science in public primary schools in Nyandarua West Sub-county, Kenya (Doctoral dissertation, University of Nairobi).
Ndirangu, M., & Udoto, M. O. (2011). Quality of learning facilities and learning environment: Challenges for teaching and learning in Kenya's public universities. Quality Assurance in Education, 19(3), 208-223.
Newmann, F. M., Bryk, A. S., & Nagaoka, J. K. (2001). Improving Chicago’s schools. Authentic Intellectual.
Segers, J. (2003). Functionals of clusters of extremes. Advances in Applied Probability, 35(4), 1028-1045.
Wenglinsky, H. (2002). The link between teacher classroom practices and student academic performance. Education Policy Analysis Archives, 10, 12-12.
Wenglinsky, H. (2005). Using technology wisely: The keys to success in schools. Teachers College Press.