Academic Performance of Senior High School Graduates: Implication for Instructional Practices

Abstract

The study determined the level of Academic Performance of Senior High School Graduates in their college admission test results and the level of Performance of students in terms of their grades in the tool subject areas such as Mathematics, English and Science. It also developed a model and intervention program to address the deficiency of students.

Results revealed that that the average performances of the students in the test vary which ranges from moderately satisfactory to highly satisfactory. This means that they were able to somehow acquire the desired learning competencies in various extent.

Specifically, looking at the different subject areas, students’ average performance in Mathematics got the least, that is, moderately satisfactory, while in Science, it is satisfactory and in English, highly satisfactory respectively.  This means that the students were able to acquire the desired learning competencies to a large extent in English and to a significant extent in Science and to a lower extent in Mathematics.

 Generally, the overall academic performance of first year college students is satisfactory with English having the highest average grade and Mathematics the lowest. This result shows that college students have acquired    higher    level   of    competencies   in   English   language   than   in Mathematics and Science which are of the same level that is satisfactory. This means that they were able to acquire desired learning competencies to a significant extent.

Looking at the different subject areas, students’ average grade in Mathematics and Science are Satisfactory, while Highly Satisfactory in English.

The students were able to acquire desired learning competencies to a large extent in English and to a significant extent in Science and Mathematics.  In addition, the standard deviations of the three areas signify that students’ grades in Mathematics is most widespread when compared to their grades in Science and English.

The results reveal that there is a negligible no correlation among the mathematics admission test scores with their academic performance in Mathematics and English. The results seem difficult to believe but this is a reality based from the data gathered from the two universities.

Regression analysis was performed to find out the contribution of the College Admission Test to their academic performance. This clearly indicates that the test in the college admission in mathematics needs to be revisited as it seems it is problematic. Even the Science and English Admission test need to be reviewed as shown by the results in the regression analysis.