Students Learning Practices and Performance in the National Achievement Test

Le résumé fourni par la source

Students’ learning practices are vital in shaping their academic performance, especially in standardized assessments such as the National Achievement Test. This study aimed to examine the connection between students’ learning practices and their academic performance in the National Achievement Test among Grade 10 learners in Kibawe East District, Division of Bukidnon. It explored how students’ personal, family, school, and environmental learning practices influence their performance in English, Mathematics, and Science. The investigation also sought to describe the students’ profiles, determine their learning practices, assess their National Achievement Test results, identify correlations between the two variables, and test for significant differences in performance based on demographic and attitudinal characteristics. A descriptive-correlational research design was employed, involving 168 Grade 10 students from public secondary schools in Kibawe East District, who were selected through universal sampling. Data were collected using a validated researcher-made questionnaire and analyzed through descriptive and inferential statistics, including correlation and analysis of variance, to examine the relationships and differences among variables. Findings revealed that students generally demonstrated favorable learning practices, with family support being the most evident, followed by school-related practices, while environmental support was least observed. Students achieved a nearly proficient level in English, Mathematics, and Science. Results showed a significant positive relationship between learning practices and National Achievement Test performance. Significant differences in achievement were also found based on sex, family status, parental education, and attitude toward core subjects, with learners who had supportive families, effective study habits, and positive attitudes performing better. The study concluded that academic success is greatly shaped by effective learning practices, especially those reinforced by family and school environments. It is recommended that school leaders enhance home-school partnerships, promote self-regulated learning, and expand community-based support to improve students’ academic engagement and national test performance.

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