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Factors that Affect the Learning Capacity of the Two Sections of Third Year Basic Education Curriculum Students in Panabo National High School S.Y. 2013-2014

Siew Lian C. Lee
Researcher

Engr. Gerson D. Dumpasan
Research Adviser

S.Y. 2013-2014
ABSTRACT

This study assessed the factors that affect the Learning Capacity or the Academic Performances of First Two Sections of Third Year Basic Education Curriculum Students in Panabo National High School S.Y. 2013-2014.
This study examined the influence of School Facilities, Teaching Efficiency of Teachers, and Gender in the Academic Performance of students. The questionnaires are the main data gathering instrument and the records of grades of Third Year students.
The respondents of this study were the selected students of the two sections of Third Year BEC namely, III-Amethyst and III-Beryl.
This study answered the questions based on the respondents’ perception towards the condition and adequacy of the facilities in terms of library, laboratory and classroom, comfort rooms, gymnasium and canteens and the significant relationship of these facilities and academic performances of students. Also, the students perception in the Teaching Efficiency and attitude of their Teachers and the significant relationship of their level of perception and their Academic Performances. The significant difference of the Academic Performance of students having more Textbooks and students having fewer amount of Textbooks.

ACKNOWLEDGEMENT

A major research project like this is never the work of anyone alone. The contributions of many different people, in their different ways, have made this possible. The Researcher would like to extend her gratitude especially to the following.
First and foremost, to God who gave them guidance and knowledge all over her study and for providing her strength for the triumph of her study.
To her parents who gave their ceaseless support, both financially and emotionally the whole time. In particular, the patience and understanding is greatly appreciated.
To Engr. Gerson D. Dumpasan, LRC-SSC Administrator for giving his guidance, as well as his advice throughout the research project. Indeed, without his guidance, the researcher would not be able to put the topic together.
To the advisers of Third Year Amethyst, and Beryl I would like to thank you, for without you this study will not be made.
To the respondents of these certain research paper, thank you very much.
And also, to her fellow researcher that gave her support in doing the paper.

Thank you and may God sanctify us all.
-The Researcher
Table of Contents
Abstract 1
Acknowledgment 2

Chapter 1 THE PROBLEM AND ITS SETTING
1.1 Background of the Study
1.2 Statement of the Problem
1.3 Theoretical Framework
1.4 Significance of the Study
1.5 Definition of Terms
1.6 Conceptual Framework

Chapter 2 REVIEW OF RELATED LITERATURE

2.1 History of Library

Chapter 3 RESEARCH METHODOLOGY AND PROCEDURE

3.1 Research Methodology 3.2 Research Environment 3.3 Description of Respondents 3.4 Research Instrument 3.5 Sampling Technique 3.6 Research Procedures 3.7 Statistical Treatment

Chapter 4 PRESENTATION, INTERPRETATION, AND ANALYSIS OF
DATA

4.1 Sub-problem No. 1
4.2 Sub-problem No. 2
4.3 Sub-problem No. 3
4.4 Sub-problem No. 4

Chapter 5 SUMMARIES, FINDINGS, CONCLUSION AND RECOMMENDATIONS

5.1 Summary
5.2 Findings
5.3 Conclusion
5.4 Recommendations

APPENDICES

Appendix A Letter to the Adviser
Appendix B Questionnaire

Chapter 1
THE PROBLEM AND ITS SETTING

Background of the Study
Academic performance is said to be one of the crucial areas of a learner’s life. Multiple factors arise when it comes to academic performance of a learner. The No Child Left Behind Act (2001) is the latest federal approach in the improvement and closing of gaps in student academic performance. Traditionally, high schools have received much of the attention in the discussion of school reform. This is possibly due to the sequential proximity that high schools have to the world of higher education or the world of work. Universities and employers are claiming billions of dollars in expenses to remediate high school graduates (Fiske, 1991).
This study examined and identified the factors that affect the Academic Performance of the Two Sections of Third Year BEC students.
Good facilities appear to be an important precondition for student learning. Thus there are a lot of studies that showed the impact of School Facilities towards students’ performances.
Teaching Efficiency of the Teachers would mainly affect students learning capacity. Effective teaching involves acquiring relevant knowledge about students and using that knowledge to inform our course design and classroom teaching.
A textbook or course book is a manual of instruction in any branch of study. Textbooks are produced according to the demands of educational institutions. This raises the issue of whether textbook availability is truly a significant input or merely an alternative for other variables that distinguish more effective schools from less effective ones.
This research would enable students, teachers, parents and even other people in the society to better understand the effect of these factors to the learning of Third Year Basic Education Curriculum students and to strengthen the capability of students to gain higher learning.
Statement of the Problem
This study seeks to determine the factors that affect the Learning Capacity of the two sections of Third Year Basic Education Curriculum students in Panabo National High School.
In addition, this study intends to answer the following question:
1. What is the level of perception of the two sections of Third Year BEC students towards Panabo National High School Facilities?
2. What is the Academic Performance of the two sections of Third Year BEC students of Panabo National High School S.Y. 2013-2014?
3. Is there a significant relationship between the level of perception towards PNHS Facilities and the Academic Performance of the two sections of Third Year BEC students?
4. What is the perception of Third Year students towards the Teaching Efficiency of their teachers?
5. What is the Academic Performance of the two sections of Third Year BEC students of Panabo National High School S.Y. 2013-2014?
6. Is there a significant relationship between the students’ perception towards Teaching Efficiency and attitude of their corresponding teachers and the Academic Performance of the two sections of Third Year BEC students?
7. What is the Academic Performance of students having more Textbooks?
8. What is the Academic Performance of students having fewer amount of Textbooks?
9. Is there a significant difference between the Third Year students having more Textbooks and the students having incomplete amount of Textbooks in their Academic Performances?
Hypothesis:
1. Not to be hypothesized.
2. Not to be hypothesized.
3. Ho: There is no significant relationship between the level of perception towards PNHS Facilities and the Academic Performance of the two sections of Third Year BEC students. H1: There is a significant relationship between the level of perception towards PNHS Facilities and the Academic Performance of the two sections of Third Year BEC students.
4. Not to be hypothesized.
5. Not to be hypothesized.
6. Ho: There is no significant relationship between students’ perception towards the Teaching Efficiency of their corresponding teachers and the Academic Performance of the two sections of Third Year BEC students.
H1: There is a significant relationship between students’ perception towards the Teaching Efficiency of their corresponding teachers and the Academic Performance of the two sections of Third Year BEC students.
7. Not to be hypothesized.
8. Not to be hypothesized.
9. Ho: There is no significant relationship between Third Year students having more Textbooks and the students having fewer amount of Textbooks in their Academic Performances.
H1: There is a significant relationship between Third Year students having more Textbooks and the students having fewer amount of Textbooks in their Academic Performances.

Theoretical Framework:
There are a lot of factors that affects the Academic Performances or the Learning Capacity of students; hence the researcher only chose those that are commonly encountered by students. In trying to understand the various theories of learning and their implications for education, it is helpful to realize that the term “learning” means different things to different people and is used somewhat differently in different theories.
. In educational institutions, success is measured by academic performance, or how well a student meets standards set out by local government and the institution itself. Theoretically, according to Maicibi (2005:169), a good environment should be provided by the home if our children in school must learn, if the school administration must be successful and if the school must develop. Maani (1990) observes that pupils’ success at schools is closely related to their home backgrounds. First, the relationship that exists between factors and students’ academic performance, which is the basis of this study, is examined. A study of the District of Columbia school system found, that students' standardized achievement scores were lower in schools with poor building conditions. Students in school buildings in poor condition had achievement that was 6% below schools in fair condition and 11% below schools in excellent condition.
Many people emphasize the importance of good teachers, and many local, state, and federal policies are designed to promote teacher quality. Research using student scores on standardized tests confirms the common perception that some teachers are more effective than others and also reveals that being taught by an effective teacher has important consequences for student achievement. Effective teachers are best identified by their performance, not by their background or experience.
Despite common perceptions, effective teachers cannot reliably be identified based on where they went to school, whether they're licensed, or (after the first few years) how long they've taught. The best way to assess teachers' effectiveness is to look at their on-the-job performance, including what they do in the classroom and how much progress their students make on achievement tests. This has led to more policies that require evaluating teachers' on-the-job performance, based in part on evidence about their students' learning.
Textbooks, on the other hand, appear to be an effective and rather inexpensive means to improve cognitive development and educational achievement. The availability of textbooks among classmates may affect one’s own learning through a variety of channels. The conventional peer effects argument asserts that students with books learn faster and that these more knowledgeable peers are then beneficial for one’s own learning because of enhanced motivation or competition or sharing of knowledge. This peer effect should increase with the share of classmates having books, and this increase could be more or less than proportional depending on whether homogeneous or heterogeneous classes provide a more efficient learning environment (Hoxby 2000). In addition, there may be more direct channels through which one’s classmates’ textbooks can become effective.

Significance of the Study:

This study intends to help students, teachers, parents and the society to be aware of the certain aspects that could affect students learning.
Students’ perception of the School Facilities could serve as basis for its future development or enhancement. While students perception towards the Teaching Efficiency of their teachers can also help in building up a good relationship between teachers and students. In this study you can also determine whether the textbooks that are provided to each student are functional, and whether unequal distribution of textbooks affects the performance of students. This study will serve as the basis for future plans of action by the school administrators with regards to school facilities, students’ perception of the Teaching Efficiency of teachers, and the distribution of textbooks to the students. Furthermore, this study will serve as a guide for future studies of the same nature if ever the existing problem has penetrated in this case will exist in the future.

Definition of Terms:

Academic Performance - is the outcome of education; the extent to which a student, teacher or institution has achieved their educational goals. Academic performance is commonly measured by examinations or continuous assessment but there is no general agreement on how it is best tested or which aspects are most important procedural knowledge such as skills or declarative knowledge such as facts.
Efficiency - The ratio of the effective output to the total input in any system.
Learning Capacity - Learning capacity refers to the way that individuals (and organizations as groups of individuals) are able to recognize, absorb and use knowledge. It matters because it is the basis of improving operational efficiency, stimulating innovation and increasing organizational agility. Knowledge is both the input and output of learning so the knowledge that flows around an organisation stimulates, provides the material for, and transfers the benefits of learning. Therefore, increasing learning capacity means both increasing knowledge flows and getting better at the process of learning itself.
Perception – View or opinion.
School Facilities - The school facility consists of not only the physical structure and the variety of building systems, such as mechanical, plumbing, electrical and power, telecommunications, security, and fire suppression systems. The facility also includes furnishings, materials and supplies, equipment and information technology, as well as various aspects of the building grounds, namely, athletic fields, playgrounds, areas for outdoor learning, and vehicular access and parking.

Conceptual Framework:

Dependent Variable Independent Variable

Chapter 2 REVIEW OF RELATED LITERATURE

History of Library
This chapter contains the review of related literature regarding the factors that affects the learning capacity of students.
. Learning is one of the most important activities in which humans engage. Without learning, there can be no capacity development. Learning is the ability to acquire new knowledge and skills. It enables individuals, organizations and higher level human systems adapt, self-renew and respond to sudden changes and crises It is at the very core of the educational process, although most of what people learn occurs outside of school. For thousands of years, philosophers and psychologists have sought to understand the nature of learning, how it occurs, and how one person can influence the learning of another person through teaching and similar endeavors. Various theories of learning have been suggested, and these theories differ for a variety of reasons. Essay explores how campus, teaching, and learning complement each other. Discussion is based on the Lodi Unified School District, in California's Central Valley, design of a new STEM [Science, Technology, Engineering, and Mathematics] Academy for the district. The campus is intended to enhance learning, to be a teacher itself, and to support a unique curriculum organized around major themes of green technology.
Acute disparities in the access of public school students to adequate facilities, coupled with the compelling evidence of how poor quality school facilities are implicated in lower student achievement, make it imperative that any inquiry into the nature of inequity of education in the United States include an understanding of the conditions, design, utilization and location of public school facilities. In the attached paper, we provide background on the role and impact of school facility condition and recommendations to the U.S. Department of Education Excellence and Equity Commission. We are joined in expressing our concern about inequity in facility conditions by: Center for Cities and Schools, UC Berkeley, California; National Clearinghouse for Educational Facilities, Washington, DC; Innovative School Facilities, Portland, Oregon; Public Education Network, Washington, DC; Healthy Schools Network, New York; Designs for Change, Chicago, Illinois; and the ACLU of Maryland, Baltimore, Maryland. Recent research suggests that a school’s physical environment also can play a major role in academic performance. Leaky roofs; problems with heating, ventilation and air conditioning systems, known as HVAC systems; insufficient cleaning or excessive use of cleaning chemicals; and other maintenance issues can trigger a host of health problems including asthma and allergies that increase absenteeism and reduce academic performance. Research links key environmental factors to health outcomes and students’ ability to perform. Improvements in school environmental quality can enhance academic performance, as well as teacher and staff productivity and retention.
Many factors contribute to a student's academic performance, including individual characteristics and family and neighborhood experiences. But research suggests that, among school-related factors, teachers matter most. When it comes to student performance on reading and math tests, a teacher is estimated to have two to three times the impact of any other school factor, including services, facilities, and even leadership. Teacher assessments accordingly are thought to act as operational definitions of achievement for students. If assessments are the vehicle by which students understand achievement goals, then the more clearly they are stated in behavioral terms, the more accurately they will be understood by each student and the greater the consistency of those understandings among groups of students (Wiggins, 1998). These concepts suggest that assessments may be utilized as a mechanism of instruction. In their synthesis of research into formative assessment interventions, Black and Wiliam (1998) concluded that effective assessments are indivisible from instruction. They also may influence student motivation (Brookhart, 1997).
Based on their analysis of existing data and experimental studies, the World Bank researchers are concluding that textbooks make more of an impact on student achievement than other inputs. Yet their research methodology was based on the availability of textbooks in the classroom and rarely established links between availability and use. This is especially interesting, because the two studies is which use is examined reveal a wide gap between the availability of textbooks and their use by teachers and students. This raises the issue (which we do not explore) of whether textbook availability is truly a significant input or merely a proxy for other variables that distinguish more effective schools from less effective ones. The policy implication of the World Bank research is that limited resources should go to textbooks prior to other inputs, such as teacher training. Research in the United States, where resources for schools are not as scarce and the issue of prioritizing inputs is less critical, also leads us to rethink assumptions about the value of textbooks in the classroom.

Chapter 3 RESEARCH METHODOLOGY AND PROCEDURE

Research Methodology
This study was conducted at Panabo National High School. The researchers assessed the selected students of the two sections of Third Year Basic Education Curriculum School Year 2013-2014. The total number of respondents is indicated and represented in Table 1.

Research Environment
The study was conducted at Panabo National High School, specifically the three sections of 3rd year BEC. The respondents of the study are the selected students if Third Year Amethyst, Beryl, and Diamond.

Description of Respondents (Table 1)
Section
Sample
Amethyst
39
Beryl
40 Total: 79

Research Instruments
This study is conducted by using questionnaire method. The researcher-made questionnaires were distributed to the selected Third Year BEC students. Questionnaires were filled up by the names and section of students that is used as moderator variable. This questionnaires made use of the Likert Chart or Rating Scale in which 5 (Outstanding) has the highest description rating, followed by 4 (Very Satisfactory), 3 (Satisfactory), 2 (Fair), and 1 (Poor).
Criterion Continuum Average Weighted Mean Equivalent
4.50 - 5.0
>
Outstanding
3.50 - 4.49
>
Very Satisfactory
2.50 - 3.49
>
Satisfactory
1.50 - 2.49
>
Fair
1.00 - 1.49
>
Poor

Sampling Technique
Probability sampling in which every individual in the population is known and each has a certain probability of being selected. A random process decides the sample based on each individual’s probability.

Research Procedure
This study was conducted at Panabo National High School. Questionnaires were made and distributed by the researcher to the selected students of Third Year Amethyst and Beryl. Second part is the items concerning the Factors that affect the Academic Performance of students, namely; School Facilities, Teaching Efficiency and Attitude of Teachers and lastly the Distribution of Textbooks. First part of the questionnaire was made up of Rating scale in which the researcher list down the different kinds of School Facilities, namely; the classroom, laboratories, School’s Gymnasium, Field, Lunch Counter, Comfort Rooms, and Canteens. The ratings of these facilities were identified by the Likert Scale in which 5 has the highest rate of satisfaction followed by 4, 3, 2 and1. Second part is the rating scale of the perception of students in the teaching efficiency and attitude of their Teachers. And also in terms of textbooks, the researcher asked questions about the distribution of textbooks in their class, and how many textbooks’ did they have. In order to determine their perception about the said variables, Likert Chart was used to determine whether these variables really affect students Academic performances. After the filling up of the questionnaire the researcher tallied and computed the Mean of each factors. And computed the Average Weighted Mean to identify the level of perception towards School Facilities and Teaching Efficiency and Attitude of Teachers. Then the results were subjected to the different Statistical Tools namely; Pearson r and Z-Test.

Statistical Treatment
The data gathered in this certain study were tallied and was subjected to the following statistical tool:
Average Weighted Mean – To know the level of perception of students towards school facilities and the Teaching Efficiency and attitude of their teachers.
Pearson r – To know whether there is a significant relationship between students’ perception in school facilities and their Academic Performances. To know whether there is a significant relationship between students’ perception in the teaching efficiency and attitude of their teachers and their Academic Performances.
Z-Test – Is used to know whether there is a significant difference in the Academic performances of students having more textbooks than those who are not.

Chapter 4 PRESENTAION, INTERPRETATION AND ANALYSIS OF DATA

Sub-Problem No. 1
(Level of perception towards PNHS Facilities)

Therefore the level of perception of students towards Panabo National High School Facilities results to 3.78 and this rating corresponds to the equivalent of Very Satisfactory.

Sub-Problem No. 2
(Academic Performances of the two sections of Third Year BEC students of Panabo National High School S.Y. 2013-2014)

No.
Academic Performances
1
92
2
90
3
91
4
90
5
91
6
91
7
91
8
92
9
92
10
89
11
88
12
92
13
90
14
90
15
90
16
89
17
91
18
89
19
91
20
89
21
89
22
92
23
92
24
89
25
90
26
91
27
92
28
90
29
89
30
91
31
90
32
89
33
91
34
90
35
89
36
88
37
90
38
90
39
91
40
88
41
88
42
89
43
89
44
89
45
88
46
87
47
87
48
88
49
88
50
88
51
87
52
88
53
87
54
87
55
87
56
89
57
87
58
88
59
88
60
86
61
87
62
87
63
89
64
88
65
89
66
88
67
89
68
89
69
89
70
88
71
90
72
88
73
86
74
88
75
86
76
87
77
89
78
87
79
87

Sub-Problem No. 3
(Relationship between the level of perception towards PNHS Facilities and the Academic Performance of the two sections of Third Year BEC students) X
Y
No.
School Facilities
Academic Performances
1
4.29
92
2
3.43
90
3
4.23
91
4
3.29
90
5
3.71
91
6
4
91
7
2.57
91
8
3.57
92
9
4.43
92
10
3.43
89
11
3.29
88
12
3.43
92
13
3.43
90
14
4.43
90
15
3
90
16
4.14
89
17
3.57
91
18
3.43
89
19
4.14
91
20
3.43
89
21
4.14
89
22
4.14
92
23
4.14
92
24
3.14
89
25
3.57
90
26
3.14
91
27
3.14
92
28
3.14
90
29
3.43
89
30
3.57
91
31
3.57
90
32
3.29
89
33
4.57
91
34
3.71
90
35
3.57
89
36
4.43
88
37
4
90
38
3.86
90
39
4.14
91
40
3.29
88
41
3.29
88
42
4.7
89
43
4.7
89
44
4
89
45
4.57
88
46
3.86
87
47
4.7
87
48
4.29
88
49
4.29
88
50
4
88
51
4.29
87
52
3.71
88
53
4.14
87
54
3.57
87
55
3.86
87
56
3.43
89
57
3.86
87
58
3.57
88
59
4
88
60
3.29
86
61
3.86
87
62
3.86
87
63
4
89
64
3.43
88
65
3.86
89
66
3.86
88
67
4.29
89
68
3.14
89
69
4.14
89
70
3.86
88
71
4.14
90
72
4.14
88
73
3.29
86
74
3.86
88
75
3.14
86
76
3.14
87
77
3.43
89
78
4.14
87
79
3.43
87

Pearson r

Computed r = 0.01201
Table Value r = 0.232

Since the computed value is less than the table value, there is no significant relationship between the perception towards PNHS Facilities and the Academic Performance of the two sections of Third Year BEC students . Therefore the Null Hypothesis is accepted.

Sub-Problem No. 4

(Level of Perception towards Teaching Efficiency and Attitude of Teachers)
Factor
AW Mean
Equivalent
Perception on the Teaching Efficiency and Attitude of Teachers
4.2
Very Satisfactory

Therefore the level of perception of students towards the Teaching Efficiency and Attitude of Teachers results to 4.2 and this rating corresponds to the equivalent of Very Satisfactory.

Sub-Problem No. 5
(Academic Performances of the two sections of Third Year BEC students of Panabo National High School S.Y. 2013-2014)

No.
Academic Performances
1
92
2
90
3
91
4
90
5
91
6
91
7
91
8
92
9
92
10
89
11
88
12
92
13
90
14
90
15
90
16
89
17
91
18
89
19
91
20
89
21
89
22
92
23
92
24
89
25
90
26
91
27
92
28
90
29
89
30
91
31
90
32
89
33
91
34
90
35
89
36
88
37
90
38
90
39
91
40
88
41
88
42
89
43
89
44
89
45
88
46
87
47
87
48
88
49
88
50
88
51
87
52
88
53
87
54
87
55
87
56
89
57
87
58
88
59
88
60
86
61
87
62
87
63
89
64
88
65
89
66
88
67
89
68
89
69
89
70
88
71
90
72
88
73
86
74
88
75
86
76
87
77
89
78
87
79
87

Sub-Problem No. 6
(Relationship between the students’ level of perception towards Teaching Efficiency and attitude of their corresponding teachers and the Academic Performance of the two sections of Third Year BEC students.) X
Y
No.
Teaching Efficiency & Attitude
Academic Performances
1
4
92
2
4
90
3
4
91
4
3.4
90
5
4.6
91
6
5
91
7
3.8
91
8
4.8
92
9
4.4
92
10
4.8
89
11
4.4
88
12
4.8
92
13
4
90
14
5
90
15
3.8
90
16
4.2
89
17
3.4
91
18
4.8
89
19
5
91
20
4.2
89
21
4.8
89
22
4.2
92
23
4.2
92
24
4
89
25
3.6
90
26
3.6
91
27
3.8
92
28
3.6
90
29
4
89
30
4.6
91
31
4
90
32
4
89
33
4
91
34
4.2
90
35
4.6
89
36
4.6
88
37
4
90
38
4.8
90
39
4.2
91
40
3.6
88
41
3.6
88
42
5
89
43
5
89
44
4.4
89
45
4.8
88
46
4
87
47
4.6
87
48
4.2
88
49
5
88
50
4.2
88
51
4.8
87
52
4.6
88
53
4
87
54
3.8
87
55
4
87
56
4
89
57
4
87
58
4.2
88
59
4.6
88
60
4.2
86
61
4
87
62
4
87
63
4
89
64
4
88
65
4
89
66
4
88
67
4.2
89
68
4.4
89
69
4.2
89
70
4.2
88
71
4.2
90
72
4.2
88
73
3.6
86
74
3.6
88
75
4.2
86
76
3.2
87
77
3.6
89
78
4.2
87
79
4
87

Pearson r
Computed r = 0.1057
Table Value r = 0.232

Since the computed value is less than the table value, there is no significant relationship between the perception towards Teaching Efficiency and the Academic Performance of the two sections of Third Year BEC students . Therefore the Null Hypothesis is accepted.

Sub-Problem No. 7

(Academic Performance of Students having more Textbooks)

Academic Performances of Students Having More Textbooks
1
92
2
90
3
91
4
90
5
91
6
91
7
91
8
92
9
92
10
89
11
88
12
92
13
90
14
90
15
90
16
89
17
91
18
89
19
91
20
89
21
89
22
92
23
92
24
89
25
90
26
91
27
92
28
90
29
89
30
91
31
90
32
89
33
91
34
90
35
89
36
88
37
90
38
90
39
91
40
88
41
88
42
88
43
87
44
87
45
89
46
88
47
89
48
88
49
88
50
89
51
90
52
88
53
87
54
87

Sub-Problem No. 8
(Academic Performance of Students having fewer Textbooks)

Academic Performances of Students Having Fewer Textbooks
1
88
2
89
3
89
4
89
5
88
6
87
7
87
8
88
9
88
10
87
11
87
12
87
13
88
14
86
15
87
16
87
17
89
18
89
19
89
20
88
21
86
22
88
23
86
24
89
25
87

Sub-Problem No. 9
(Difference between the Third Year students having more Textbooks and the students having incomplete amount of Textbooks in their Academic Performances) Academic Performances of Students Having More Textbooks
Academic Performances of Students Having Fewer Amount of Textbooks

1
92
88
2
90
89
3
91
89
4
90
89
5
91
88
6
91
87
7
91
87
8
92
88
9
92
88
10
89
87
11
88
87
12
92
87
13
90
88
14
90
86
15
90
87
16
89
87
17
91
89
18
89
89
19
91
89
20
89
88
21
89
86
22
92
88
23
92
86
24
89
89
25
90
87
26
91 27
92

28
90

29
89

30
91

31
90

32
89

33
91

34
90

35
89

36
88

37
90

38
90

39
91

40
88

41
88

42
88

43
87

44
87

45
89

46
88

47
89

48
88

49
88

50
89

51
90

52
88

53
87

54
87

Z-Test
Z Computed = 6.77
Z Table Value = +1.960 & -1.960

Since the Z Computed = 6.77 is located outside of the area of acception this means that the null hypothesis is Rejected. Therefore in this study there is a significant difference between the Third Year students having more Textbooks and the students having incomplete amount of Textbooks in their Academic Performances.

Chapter 5 SUMMARIES, FINDINGS, CONCLUSION AND RECOMMENDATIONS

Summary
The schools exist because of the students. The quality of the student's performance depends on the quality of the school in terms of availability of required and adequate factors.
This study examined and identified the factors that affect the Academic Performance of the Three Sections of Third Year BEC students. This study assessed the factors that affect the Learning Capacity or the Academic Performances of First Three Sections of Third Year Basic Education Curriculum Students in Panabo National High School S.Y. 2013-2014.
This study examined the influence of School Facilities, Teaching Efficiency of Teachers, and Gender in the Academic Performance of students. The questionnaires are the main data gathering instrument and the records of grades of Third Year students.
The respondents of this study were the selected students of the two sections of Third Year BEC namely, III-Amethyst and III-Beryl. The data being collected were tallied, tabulated, and analyzed suitably. Then the data’s were subjected to the different statistical tools.

Findings
This study showed that:

1. The level of perception of students towards Panabo National High School Facilities results to 3.78 and this rating corresponds to the equivalent of Very Satisfactory.
2. The level of perception of students towards the Teaching Efficiency and Attitude of Teachers results to 4.2 and this rating corresponds to the equivalent of Very Satisfactory.
3. Academic Performances of students having more textbooks has greater means than those having fewer amount of textbooks.
4. There is no significant relationship between the perception towards Teaching Efficiency and the Academic Performance of the two sections of Third Year BEC students. Therefore the Null Hypothesis is accepted.

5. There is no significant relationship between the perception towards Teaching Efficiency and the Academic Performance of the two sections of Third Year BEC students . Therefore the Null Hypothesis is accepted.

6. There is a significant difference between the Third Year students having more Textbooks and the students having incomplete amount of Textbooks in their Academic Performances.
Conclusion

Therefore in this study the School Facilities and Teachers Efficiency and Attitude do not affect the students Academic Performances. This shows that the perception of students towards the school facilities and Teaching Efficiency and Attitude of their Teachers has no relationship to their Academic Performances which is represented by their Grades at the 1st and 2nd grading periods.
While Third Year students having more Textbooks and the students having incomplete amount of Textbooks differ in their Academic Performances.
This means that Textbooks can affect students Academic Performance.
Literacy researchers Richard T. and Jo Anne L. Vacca point out that many textbooks are characterized as "a mile wide and an inch deep." Because textbooks are tasked with surveying broad subject areas, such as biology or world history, the balance of coverage often falls to covering a range of topics rather than delving deeply into any single subject. As Vacca and Vacca point out, shallow coverage promotes the attitude that learning is about mastering facts rather than developing skills as critical readers and thinkers.

Recommendations

This study shows that there is a strong significant difference between the Third Year students having more Textbooks and the students having incomplete amount of Textbooks in their Academic Performances.
For students to develop these skills, teachers must reach beyond the textbook, providing students with opportunities to question and analyze in-depth texts in their content area.

APPENDICES
Appendix A Letter to the Adviser

March 3, 2014
Dear Mrs. Nida Pudpud,

I would like to ask permission that the researcher is conducting a study on “Factors that Affect the Learning Capacity of the Three Sections of Third Year Basic Education Curriculum Students in Panabo National High School S.Y. 2013-2014 ”. I would like to ask for the average 1st and 2nd quarter grades of your students. In connection with this the researcher constructed a questionnaire to gather information for the study. The participation of your students in the study by way of answering this is very vital. Without it, the study will not be complete as it should be. Thank you very much for your very kind response to my request and if you are interested I will supply you with the results of my study.

Very sincerely yours,
Siew Lian Colis Lee III-Alexandrite
The Researcher
Approved by:
MRS. NIDA PUDPUD
III- Amethyst

March 3, 2014
Dear Mrs. Josefina Momprio,

I would like to ask permission that the researcher is conducting a study on “Factors that Affect the Learning Capacity of the Three Sections of Third Year Basic Education Curriculum Students in Panabo National High School S.Y. 2013-2014 ”. I would like to ask for the average 1st and 2nd quarter grades of your students. In connection with this the researcher constructed a questionnaire to gather information for the study. The participation of your students in the study by way of answering this is very vital. Without it, the study will not be complete as it should be. Thank you very much for your very kind response to my request and if you are interested I will supply you with the results of my study.

Very sincerely yours,
Siew Lian Colis Lee III-Alexandrite
The Researcher

Approved by:
MRS. JOSEFINA MOMPRIO
III- Beryl

Appendix B Questionnaire

Factors that Affect the Learning Capacity of the Three Sections of Third Year Basic Education Curriculum Students in Panabo National High School S.Y. 2013-2014
Name:___________________________Section:_______________Gender:________

(In Terms Of School Facilities)
Instruction: Rate the following Facilities based on the Scale given below.
5 – Outstanding
4 – Very satisfactory
3 – Satisfactory
2 – Fair
1 – Poor
Facilities
5
4
3
2
1
Classroom

Laboratories

Gymnasium

Field

Comfort Rooms

(In Terms Of Teaching Efficiency and Attitude of Teachers)
Instruction: Rate the following variables based on the Scale given below.
5 – Outstanding
4 – Very satisfactory
3 – Satisfactory
2 – Fair
1 – Poor

(In Terms Of Distribution of Textbooks)
Instruction: Answer The Following Questions Honestly.
1. Are the textbooks in your classroom equally distributed? __________
2. Do you have complete textbooks?____________
3. How many textbooks did you received?__________
4. What is your general average on the 1st 1and 2nd Grading Periods?_________