Academic and non-academic factors as indicators of performance : a proposed total quality management framework / Rey Uriel M. Domalaon. 6

Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2012.;A dissertation presented to the faculty of the Graduate School in partial fulfillment of the requirements for the degree Doctor of Education.;Includes bibliographical references. 56

5

The success of an educational institution is measured by the success of its students. Indeed, high level of student performance manifests the effectiveness of not only instruction but also management. Recent researchers have proved the link among management, instruction and learning. With the other factors intervening performance, the researcher aimed to assess the academic factors, non-academic factors and management practices that are contributory to student performance. Also, the researcher considered the result of National Achievement Test as a standard measure of performance. The study was focused on the performance of the school respondents in the National Achievement Test. and to what extent does the academic factors, non-academic factors, and management practices affect the performance of the students. The study also sought the significant differences among the assessment of the respondents as regards to the academic factors, non-academic factors and management practices. It was also determined in this study the significant relationships among the following factors: Student performance and management practices; academic factors and management practices; and non-academic factors and management practices. The research made use of the descriptive survey method and utilized the research-devised instrument. The items were conceived based on the literature reviewed. The data gathered were tabulated using the computer generated technique of the SPSS and were statistically treated using frequency, percentage, F-test, Anova and Pearson R. The findings show that the academic performance of students from all of the eight schools surveyed was of Average mastery. This yielded an average Mean Percentage Score of 42.19 which was verbally interpreted as Average Mastery. This means that the students have not fully mastered the competencies set by the National Achievement Test. The Academic, Non-academic and Management Practices of the school administrators have a great effect on Students' Performance. As to significant differences among the assessment of the respondents the results indicated that the administrators, teachers and students had the same perspective with regards the effect of academic factors, non-academic factors and management practices to academic performance of the students. Indeed, there was consistency of assessment among the groups of respondents. Significant relationships were found on the three factors: Teaching Patterns and Supervision of Instruction (see Tenet 1); Learning Environment and Management of Resources (see Tenet 2); Learning Environment and Supervision of Instruction (see Tenet 3); and Discipline and Management of People (see Tenet 4). The researcher recommends that students set personal learning goals and strive to achieve them and also do self assessment to identify their areas of improvement; teachers should maintain positive classroom climate including instruction and activities since they have great effect on performance; and administrators, teachers and other school personnel should work together to maintain a relaxed and student centered learning environment and fair school discipline policies to stimulate appropriate student behavior.

5