PREDICTORS OF ACADEMIC PERFORMANCE INSCIENCE AND MATHEMATICS OF SPECIAL SCIENCESTUDENTS IN TACLOBAN CITY DIVISION: INPUTS TO ADMISSION POLICIES

Abstract

MELINDA P. SEVERINO, Holy Infant College, Tacloban City PREDICTORS OF ACADEMIC PERFORMANCE IN SCIENCE AND MATHEMATICS OF SPECIAL SCIENCE STUDENTS IN TACLOBAN CITY DIVISION: INPUTS TO ADMISSION POLICIES Adviser: LILIA P. ADRALES, Ed. D. This descriptive-correlational study identified the correlates of academic Achievement in Science and Mathematics of special science students in Tacloban City Division during the school year 2015-2016 as basis for drawing conclusions and inputs to the admission policies of special science classes. Specifically, it determined the demographic profiles in terms of age, gender, level of education of parents, occupation of parents, and average family income; student-related factors such as attitude towards the subject, level of motivation, and previous academic performance in English, Science and Math; instructional factors to include teaching competence, and adequacy of instructional materials and facilities; level of academic performance in Science and Math; and relationships between the academic performance and the identified factors. The study advanced and tested the hypothesis that there are no xvsignificant relationships between the academic performance in Science and Mathematics and the following: demographic factors, student-related factors, and instructional factors. The study was conducted in Tacloban City Division, specifically in the following regular high schools offering special science classes: Cirilo Roy Montejo National High School, Marasbaras National High School, and Tacloban City National High School. It involved 273 students from Grades 8, 9 and 10. The descriptive-correlation method was employed. A researcher-made questionnaire was used to gather the data, and were statistically treated using the following: percentage, weighted mean, arithmetic mean and Pearson r. The following are positive correlates of the academic performance of the students in Mathematics: age, education of mother, previous academic performance in English, Science and Math, adequacy of instructional materials, and adequacy of facilities. It is further concluded that students performance in Math can be enhanced with experience (age), higher educational attainment of parents, adequate instructional materials and facilities, and good foundation in English, Math, and Science. The following are positive correlates of students’ academic performance in Science: age, education of mother, level of motivation, previous performance in English, Science and Math, adequacy of instructional materials in Science and adequacy of facilities. However, the following were negatively associated with academic performance in Science: occupation of mother and family income. Furthermore, it can be concluded that proficiency in English is a very important factor that would affect students’ performance in Science and Mathematics. Also, the results of the study confirms and re-establishes the interrelatedness of these disciplines: English, Science and Mathematics. That is, performance in Science depends on the ability of the students to perform well in English and Mathematics; while English is also very important factor in high achievement in Mathematics. Thus, it i s recommended that in the selection of entrants for special classes, the following showed be given premium: previous grades (prior knowledge) in English, Science and Mathematics, and age or maturity of the students, which implies strict implementation of the DepEd Order about age of enrollees.