Translating learning outcomes into school policies and curriculum enrichment / Rosalinda Torres-Taunan. 6

Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2007.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration. 56

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SUMMARY: This is a descriptive study of the performance level of the Grade III-VI pupils in English, Science and Mathematics in the Final Achievement Tests for SY 2004-2005 and 2005-2006 in the Division of City Schools, Manila. The contents of the achievement tests were item analyzed to ascertain the indices of difficulty and to identify the skills least mastered. Results revealed that: The Grade V pupils performed poorly in the three subject areas, SY 2005-2006 as compared to their performance in SY 2004-2005. Science obtained the highest mean average of 30.80 followed closely by Mathematics at 29.54 and English at 29.45, SY 2005-2006. The three subject areas in the four grade levels (Grade III, IV, V, VI) had an average score of 29.30 or MPS of 58.60, way below the 75% criterion level of mastery. In SY 2004-2005, Mathematics obtained the lowest mean, 24.69 while Science got the highest average score in both school years with 30.11 from Grade III-VI and 30.80, Grade III-VI, SY 2005-2006. Although Science was the top performer among the 3 subjects, the MPS was only 60.22 and 61.60 respectively, still below the 75% passing mark set by DepEd. The Grade III examinees performed poorly in Mathematics during the 2 years period (MPS 35.44, SY 2004-2005 and 53.66, SY 2005-2006). English had the most skills least mastered ranging from 68% to 96%. The test in English, Grade III-VI, SY 2004-2005 was moderately difficult but in SY 2005-2006, Grade IV and V were moderately difficult but easy for Grade III and VI. The index of difficulty in Mathematics differed from easy (Grade V and VI) to moderately difficult (Grade IV) to difficult Grade III, SY 2004-2005. In Science, the number of items which reached 75% and above level of mastery ranged from 5 items to 15 items only out of 50-item test. Fifteen items in Science Grade VI, SY 2005-2006 were mastered, 36 items least mastered although some items were nearing mastery. On the basis of the findings, the following conclusions were drawn: The Grade V pupils performed poorly in the three subject areas in English Science and Mathematics as compared to their performance in the previous year. In SY 2005-2006, there was an improvement in the performance of the pupils with an average mean or 20.30 or MPS of 58.60 as compared to their previous performance in 2004-2005 with an average mean of 29.89 or MPS of 53.78. In other words, the increment in SY 2005-2006 was 4.82% over the SY 2004-2005. English has the most number of skills least mastered ranging from 68% to 96%. Science obtained the highest mean average in both school years. During the SY 2005-2006, English in Grade VI was considered easy by 74% of the examinees and 64% by the Grade III. The test in English Grade IV seemed to be most difficult among the grades tested in English. Although Science was considered easy as shown in the index of difficulty only 12 items reached the 75% and above criterion level of mastery in Grade IV while in Grade III, 5 items were mastered although 62% of the test was easy. In Mathematics, Grade III SY 2004-2005, not a single item was mastered. Although the test in Mathematics ranged from easy to moderately difficult only few items ranging from 3 - 14 were mastered. A significant number of items were least mastered. In capsule form, the achievement levels of Grade III to VI in English, Science and Mathematics differed from Grade to Grade and from one subject to another. The lowest performance of Grade III was in Mathematics and for Grade IV, V, VI, English. The test items in English, Science and Mathematics for the two school years differed from easy, moderately difficult, and difficult in index number and percent. Based on the conclusions drawn from the findings, of the study and in view of the pupils level of performance which was below the standard set at 75% mean percentage score (MPS) by DepEd, it is recommend that: 1. The poor performance of the pupils could be attributed to too difficult test items. A careful look at the quality of the test is suggested such that the items follow the normal curve. One policy that may be formulated in test construction is to have 1% difficult, 1% very easy and the rest of the items, easy. 2. The mean percentage score set by DepEd at 75% be revisited. 3. The data arrived at, in this study, may be relevant to the Division of City Schools, Manila as baseline data. 4. The identified least mastered skills as reflected in the indices of difficulty should be given priority. This may be the basis for curriculum enrichment in the different subject areas. Teachers with expertise in the three subject areas may be tapped to prepare practice exercises in each of the skills least mastered. 5. Practice exercises prepared be multiplied and distributed to all schools for ready use. 6. In the case of inability to access good books and workbooks, it should be made a policy that each pupil be given a set of textbooks and workbooks. The textbooks to be prepared must include easier or simpler methods of teaching skills least mastered. 7. Another reason for poor performance may be due to big class size. Therefore, it is recommended that a reduction of class size be adopted as a DepEd policy. 8. Division tests should be prepared by experienced and good teachers as well as Master Teachers in Manila's public elementary schools. They may be involved in the preparation of test item banks for the different subject areas during Summer Institute.

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