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Relevant bibliographies by topics / Academic achievement - Philippines

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Academic literature on the topic 'Academic achievement - Philippines'

Author: Grafiati

Published: 4 June 2021

Last updated: 16 February 2022

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Journal articles on the topic "Academic achievement - Philippines"

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Calaguas, Glenn M. "The Link between Academic Achievement and Academic Expectations Stress." Journal of Education and Vocational Research 1, no. 3 (June 15, 2011): 106–11. http://dx.doi.org/10.22610/jevr.v1i3.16.

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Academic achievements as reflected in the General Weighted Averages (GWAs) of 412 high school students from a state college in the Philippines were correlated with their scores in the Academic Expectations Stress Inventory (AESI). This was done to see if link exists between GWAs and AESI scores. GWA is the average of grades in all subjects taken, whether passed or failed and serves as an indicator of studentsâ€™ academic achievement in a given school year. It is reflected in the report cards of high school students. On the other hand, AESI is a nine-item inventory with two domains: expectations of teachers/parents and expectations of self. Statistical analyses showed that there are positive significant relationships between GWAs and scores in the AESI and are significant at the 0.01 and 0.05 levels.

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Chen, Bing. "English Proficiency and Academic Achievement in the Philippines ESL Contexts." Asia-Pacific Journal of Humanities and Social Sciences 01, no. 02 (August 25, 2021): 035–47. http://dx.doi.org/10.53789/j.1653-0465.2021.0102.004.

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3

Bernardo, Allan B. I. "Filipino Students' Reported Parental Socialization of Academic Achievement by Socioeconomic Group." Psychological Reports 105, no. 2 (October 2009): 427–36. http://dx.doi.org/10.2466/pr0.105.2.427-436.

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Academic achievement of students differs by socioeconomic group. Parents' socialization of academic achievement in their children was explored in self-reports of 241 students from two socioeconomic status (SES) groups in the Philippines, using a scale developed by Bempechat, et al. Students in the upper SES group had higher achievement than their peers in the middle SES group, but had lower scores on most dimensions of parental socialization of academic achievement. Regression analyses indicate that reported parental attempts to encourage more effort to achieve was associated with lower achievement in students with upper SES.

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Amanonce, Jay-cen Tamayo, and Ariel Macarubbo Maramag. "Licensure examination performance and academic achievement of teacher education graduates." International Journal of Evaluation and Research in Education (IJERE) 9, no. 3 (September 1, 2020): 510. http://dx.doi.org/10.11591/ijere.v9i3.20614.

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Teacher education institutions (TEIs) in the Philippines establish their brand of educational quality through their graduates’ performance in the Licensure Examination for Teachers (LET). It is, therefore, necessary for TEIs to align instructional delivery with the competencies in the LET. Thus, this study was undertaken to correlate academic achievement and licensure examination performance of teacher education graduates. Academic achievement is the graduates’ grade weighted average in college and pre-board examination results. The respondents were 1,017 graduates of Bachelor of Secondary Education and Bachelor of Elementary Education in a state university in Cagayan Province, Philippines. The study revealed a significant and strong correlation between the graduates’ grade weighted average in college and LET performance. This is an indication of the effective evaluation procedure of the university since the teachers’ assessment concurs with the graduates’ performance in the LET. A significant relationship was also established between the graduates’ performance in the pre board examination and LET albeit with a weak correlation. This study recommends the development of mechanisms in improving the conduct of pre-board examination review programs in the university. Further validation of the assessment tools used in the pre-board examination is likewise suggested.

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Ancho, Inero. "Quality Assurance And The Philippine Education System: Inputs From Future Filipino School Leaders." Jurnal Penjaminan Mutu 5, no. 2 (September 11, 2019): 197. http://dx.doi.org/10.25078/jpm.v5i2.850.

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<table><tbody><tr><td><div><p class="s7"><span class="s10">This study involves future education leaders and managers in the Philippines and their conceptual understanding of “quality” in the context of education, the streams of teaching and learning to be specific. Respondents were enrolled in a graduate program in a teacher education institution based in Manila, Philippines and were asked the following: (1) concepts identified with quality; (2) conceptual understanding of quality assurance; (3) quality assurance mechanisms employed in the Philippine education syst</span><span class="s10">em; and (4</span><span class="s10">) proposed quality assurance mechanisms to uplift the academic achievement of Filipino students. It has been revealed that while future education leaders and managers possess sufficient ideas and knowledge about quality assurance, it is still vital to provide them with technical know-how and discourses on the theoretical-practical connection of quality and students’ academic achievement. Quality assurance mechanisms being implemented are considered to be effective in the Philippine education system. </span></p><div><span class="s10"><br /></span></div></div></td></tr></tbody></table>

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Datu, Jesus Alfonso D., and Allan B. I. Bernardo. "The Blessings of Social-Oriented Virtues: Interpersonal Character Strengths Are Linked to Increased Life Satisfaction and Academic Success Among Filipino High School Students." Social Psychological and Personality Science 11, no. 7 (April 7, 2020): 983–90. http://dx.doi.org/10.1177/1948550620906294.

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Some studies have shown that character strengths positively predicted optimal performance and well-being in Western, educated, industrialized, rich, and democratic (WEIRD) societies which may hold limited generalizability to individuals in non-WEIRD contexts. This prospective study examined the association of selected interpersonal character strengths (i.e., fairness, teamwork, leadership, forgiveness, and kindness) with life satisfaction, teacher-reported academic engagement, Mathematics achievement, English achievement, and overall academic achievement among Filipino high school students enrolled in a public high school in the Philippines ( M age = 14.33). There was a 2-month interval between Time 1 and Time 2 data collection. Results indicate that whereas fairness and kindness demonstrated stronger magnitudes of associations with subsequent life satisfaction, academic engagement, and achievement, teamwork and forgiveness had positive and moderate intensity of relationships to such outcomes. Compared to other interpersonal strengths, leadership showed weaker correlations with life satisfaction and achievement outcomes. Results allude to the benefits associated with interpersonal positive virtues in a non-WEIRD context.

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Labad, Velma, Juse Lyn Hiponia, and Bonifacio Gabales. "Preservice Teachers Entry Credentials, SATT Performance and Academic Achievement: A Discriminant Analysis." Southeastern Philippines Journal of Research and Development 24, no. 2 (September 23, 2019): 21–44. http://dx.doi.org/10.53899/spjrd.v24i2.18.

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This study ascertains the discriminant model that could best explain preservice teachers academic achievement. Using the University of Southeastern Philippines Admission Test (USePAT) and Standardized Admission Test for Teachers (SATT) results as predictor variables, a descriptive-discriminant research design was used involving 771 preservice teachers in a span of 3 school years. Variables entered in the discriminant model were numerical, verbal (SATT constructs), abstract, and general information (USePAT constructs). It is recommended that the University should revisit the USePAT to determine other measures as entry requirements in lieu of the ratings in the content subjects “ English, Math and Science - as these did not figure into the discriminant model.

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Arenas, Joel, and Yiu Kwong Man. "Academic Achievement and Life Satisfaction of Students in Mathematics in Positive Education Intervention." International Journal of Social Sciences and Humanities Invention 7, no. 04 (April 22, 2020): 5910–18. http://dx.doi.org/10.18535/ijsshi/v7i04.04.

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Positive education takes the study of happiness and wellbeing to inspire and help learners, schools and societies to progress. This study investigated the significant differences in the means of the pretest and posttest of students’ academic achievement and their life satisfaction in Mathematics. The relationship of students’ academic achievement and their life satisfaction in Mathematics was also measured. A total of one hundred twenty students (60 in the experimental group and 60 in the control group) from the two secondary schools in Maguindanao, Philippines living in a hostile environment were chosen and involved in the study. Results showed that there is a significant difference in the means of the pretest and posttest results of academic achievement of students in Mathematics both in the control and experimental group. The means of the pretest and posttest results of students’ life satisfaction in Mathematic were only significant in the experimental group of one school. Furthermore, there is no significant relationship between the academic achievement of students and their life satisfaction in Mathematics. The practical implication of the findings suggests that positive education intervention is also an effective strategy to improve academic achievement. Life satisfaction on the other hand is subjective and perceived differently by the learners.

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Zhang, Li-Fang, and Allan B. I. Bernardo. "Validity of the Learning Process Questionnaire with Students of Lower Academic Attainment." Psychological Reports 87, no. 1 (August 2000): 284–90. http://dx.doi.org/10.2466/pr0.2000.87.1.284.

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The Learning Process Questionnaire was administered to 692 secondary school students (308 boys, 380 girls, and 4 unspecified) in the Philippines. The ages of the participants ranged from 14 to 22 years, with an average of 15 yr. An exploratory factor-analysis procedure was conducted for the entire sample, for the lower achievers ( n = 333), and for higher achievers ( n = 359). The factor structure of the Learning Process Questionnaire was uninterpretable with data obtained from students of lower academic achievement.

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Cahapay, Michael B. "Attitudes toward Mother Tongue and Academic Performance: Evidence from Monolingual Context in the Southern Philippines." International Journal of Language Teaching and Education 4, no. 1 (July 31, 2020): 1–12. http://dx.doi.org/10.22437/ijolte.v4i1.9174.

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The influence of language attitude on the academic achievement of young children in the monolingual context has not been explored. Thus, this research ascertained the degree of relationship between attitudes toward the mother tongue and the academic performance of the learners. It entailed correlation research design. The respondents were 20 Grade II pupils in a rural public school considered as monolingual in the southern Philippines. The data gathered were treated using frequency distribution, weighted mean, percentage rate, and Pearson Product Moment Correlation Coefficient. It was found out that there is a significant relationship between attitudes toward the mother tongue and the academic performance of learners. Amid the vast body of diverse researches in the area of language education, the present study weaves pieces of evidence that attitudes of learners toward mother tongue are associated with their academic performance in the context of a monolingual environment. It is suggested that such a conclusion should be further tested in other contexts.

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Dissertations / Theses on the topic "Academic achievement - Philippines"

1

Lòpez, Muriel del Castillo. "Academic achievement in Filipino children." CSUSB ScholarWorks, 1994. https://scholarworks.lib.csusb.edu/etd-project/890.

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龔仁崇 and Ronnel Bornasal King. "Studying for the sake of others : the role of social goals on engagement and well-being." Thesis, The University of Hong Kong (Pokfulam, Hong Kong), 2012. http://hdl.handle.net/10722/193013.

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Students pursue different goals in school, which have been shown to influence a variety of educational outcomes. The achievement goal framework which focuses on mastery and performance goals is currently the most dominant paradigm for the examination of students‘ goals in the school setting. Numerous studies have shown the different consequences associated with the pursuit of mastery and performance goals. However, a limitation of achievement goal theory is its neglect of social goals which pertain to social reasons for studying. This is surprising given the importance of interpersonal relationships for adolescent students. Moreover, from a cross-cultural perspective, social goals seem to be even more salient for students from collectivist cultures due to the greater importance of the relational fabric in such societies. Therefore, the general aim of this study was to investigate the types, the structure, and the consequences of social goals in a collectivist cultural context. Five inter-related studies were conducted with Filipino secondary school students. Study 1 was a qualitative study which aimed to assess the different types of goals that students pursued. Results indicated that most of the goals pertained to social goals, and only a minority of these referred to the more commonly-researched achievement goals. Studies 2 and 3 aimed to examine the cross-cultural applicability of the 2 x 2 achievement goal model and the hierarchical and multidimensional model of social goals respectively in the Philippine setting. The 2 x 2 achievement goal model posits a distinction between four types of achievement goals: mastery-approach, mastery-avoidance, performance-approach, and performance avoidance, while the hierarchical and multidimensional model of social goals construes social goals as a higher-order construct underpinned by five specific types of social goals: social affiliation, social approval, social concern, social responsibility, and social status. Results of these two studies indicated that these models were both applicable to Filipino students. As such, they were used in the subsequent studies. The aim of Study 4 was to test the relationships among achievement goals, social goals, academic engagement, and achievement. A longitudinal design was adopted and results indicated that social goals were the most salient positive predictors of academic engagement. They were also negative predictors of academic disengagement. Engagement and disengagement, in turn, mediated the impact of goals on subsequent academic achievement. Study 5 examined the relationships among achievement goals, social goals, and well-being. A longitudinal design was adopted, and results showed that mastery-approach and social goals were the most beneficial for well-being. Taken together, these studies showed the importance of investigating social goals alongside the oft-examined achievement goals given their greater salience and their causal dominance over achievement goals in predicting both achievement-related and broader well-being outcomes. Theoretical and practical implications, as well as directions for future research are discussed.
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Books on the topic "Academic achievement - Philippines"

1

Jimenez, Emmanuel. Student performance and school costs in the Philippines' high schools. [Washington, D.C.]: International Bank for Reconstruction and Development, 1988.

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Book chapters on the topic "Academic achievement - Philippines"

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Alampay, Liane Peña, and Aileen S. Garcia. "Education and Parenting in the Philippines." In School Systems, Parent Behavior, and Academic Achievement, 79–94. Cham: Springer International Publishing, 2019. http://dx.doi.org/10.1007/978-3-030-28277-6_7.

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Conference papers on the topic "Academic achievement - Philippines"

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"Perceived Factors Affecting Students’ Academic Achievement in Secondary Schools in Bongao District." In Jan. 29-30, 2019 Cebu (Philippines). Emirates Research Publishing, 2019. http://dx.doi.org/10.17758/erpub3.ea01191014.

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Diana, Rosanna A. "Academic Achievement and Athletic Performance of Freshmen Athletes in the Special Program for Sports of the Philippine Normal University Academic Year 2013–2014." In 2nd International Conference on Sports Science, Health and Physical Education. SCITEPRESS - Science and Technology Publications, 2017. http://dx.doi.org/10.5220/0007060803410348.

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