School Facilities

Table 6.1 presents the summary table between the school climate conditions in terms of school facilities to their NAT results in English, Math, Science, Filipino and Araling Panlipunan using Pearson’s r.

In item number 5.1 school facilities shows significant relationship in students’ academic performance in NAT with their Science, Filipino and Araling Panlipunan subjects which means that the null hypothesis stating that there is no significant relationship between the students’ academic performance in school climate conditions in terms of school facilities is rejected. This may be attributed to the unavailability of school facilities and access to new technology in teaching when it comes to ICT and Science. Lack of interest and poor study habit could be a reason for a low performance in Science achievement test.

Results imply that school facilities do affect the level of performance of students in Science, Araling Panlipunan and Filipino.

Table 5.1 Correlation of the school climate conditions in terms of school facilities, and the level of students’ performance in the National Achievement Test

Variables Computed r-value Result

School facilities

School facilities

vs. Math 0.051 Not significant

School facilities vs. Science 0.188 Significant School facilities vs. AP 0.260 Significant School facilities vs. Filipino 0.260 Significant Critical r-value: 0.138 5.2 Instructional Focus

Table 5.2 reveals insignificant relationship between the respondents’ instructional focus and the level of students’ performance in NAT in five learning areas such as English, Math, Science, Araling Panlipunan and Filipino having a computed r-value of 0.123, 0.051, 0.188, 0.260 and 0.260 respectively which are lesser than the critical r- value of 0.138. This suggests that the null hypothesis stating that there is no significant relationship between the students’ academic performance in NAT in terms of instructional focus is accepted which means that instructional focus does not affect the level of performance of students in the National Achievement Test.

This may be attributed to the continuous trainings for teachers in the mastery of the delivery of instructions.

Table 5.2 Correlation of the school climate conditions in terms of instructional focus and the level of students’ performance in the National Achievement Test

Variables Computed r-value Result

Instructional Focus

vs. English 0.020 Not significant

vs. Math

Instructional Focus

vs. Science 0.29 Not significant

Instructional Focus

vs. AP 0.101 Not significant

Instructional Focus

vs. Filipino 0.082 Not significant

Critical r-value: 0.138

5.3 Physical Environment

Table 5.3 presents the summary table between the school climate conditions in terms of physical environment to their NAT results in English, Math, Science, Filipino and Araling Panlipunan using Pearson’s r.

Results revealed that a null hypothesis stating that there is no significant relationship between student’s academic performance in NAT and physical environment has significant relationship which means that hypothesis is rejected; with the 0.176 r-value that exceeds with the critical r-value of 0.138.

On the other hand, the table also reveals insignificant relationship between the respondent’s physical environment and the level of students’ performance in NAT in four learning areas such as English, Math, Science, and Araling Panlipunan having a computed r-value of 0.016, -0.028, 0.099, and 0.121 respectively which are lesser than the critical r-value of 0.138. This suggests that the null hypothesis stating that there is no significant relationship between the students’ academic

performance in NAT in terms of physical environment is accepted which means that physical environment does not affect the level of performance of students in the National Achievement Test in four learning areas such as English, Math, Science and Araling Panlipunan.

Results suggest that physical environment does affect the students’ performance in Filipino.

Table 5.3 Correlation of the school climate conditions in terms of physical environment and the level of students’ performance in the National Achievement Test

Variables Computed r-value Result

Physical Environment

vs. English 0.016 Not significant

Physical Environment

vs. Math -0.028 Not significant

Physical Environment

vs. Science 0.099 Not significant

Physical Environment

vs. AP 0.121 Not significant

Physical Environment

vs. Filipino 0.176 Significant

Critical r-value: 0.138

6.Difference among School Climate Conditions in terms of school facilities, instructional focus and physical environment

Table 6 presents the summary table on one-Way analysis of variance in the extent of difference between the school climate in terms of school facilities, instructional focus and physical environment.

Since the computed f-value exceeded the critical value of 3.01 using the degrees of freedom 2 and 825 at 0.05 level of significance. Therefore, the null hypothesis is rejected. There is a significant difference on the students’ performance in NAT in the public secondary schools in the division of Calapan City.

Results imply that adequacy of school facilities affects the results of their NAT performance in each school. While in instructional focus, though they described it excellent, there is significant difference when it comes to classroom instructions per school. This may be attributed varied instructional materials employ and also they differ from the physical environment.

Table 6 Summary table on One-Way Analysis of Variance in the extent of difference between the school climate conditions as perceived by student respondents in terms of physical facilities, instructional focus and physical environment

ANOVA

Source of

Variation SS df MS F F crit Result

Between Groups 2063.891 2 1031.946 88.63817 3.007

significa nt Within Groups 9604.837 825 11.64223

Chapter V