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The Nongraded Instructional System And Learners Academic Achievement

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  • Marion A. Cresencio∗

    (Chief for Research and Accreditation Graduate School Secretary Polytechnic University of the Philippines Graduate School)

Abstract

The Philippines is continuously seeking the best educational system that would provide the needs of the students, the industry, and to meet the international standards in education. Angelicum College is the only nongraded school in the Philippines that offers a unique system of education to its learners. The very purpose of the study was to find out the assessment of the learners on the nongraded instructional system and their level of achievement in Mathematics, Science, and English. The study used the descriptive-correlational method with the survey questionnaire as which has three (3) major indicators: the Teaching/Learning Approach, Role of Facilitators, and Evaluation System. Descriptive statistics such as mean and standard deviation and Pearson Product Moment or Correlation Analysis were also utilized. The learners assessed that the nongraded instructional system in terms of teaching/learning approach, role of facilitator and evaluation system. A 50-item achievement test in Mathematics, Science, and English was administered to the learners. The assessment of learners on the nongraded instructional system shows that they agree with a mean of 4.05 on the teaching/learning approach; 4.15 on the role of facilitators; and 4.02 on the evaluation system, with standard deviations that show homogeneous responses among learners. The learners agree on the importance of the nongraded instructional system which is categorized by teaching/learning approach, role of facilitator, and evaluation system. The level of achievement of learners show a mean of 30.86 in Mathematics; 29.32 in Science; and 34.11 in English, with standard deviations that show variations of scores by about 6 to 9 points. No significant relationship exists between the assessment of the nongraded instructional system and the learners achievement in Mathematics, Science, and English. It is recommended that the curriculum be retained because individualized instruction is efficient and that constant upgrading and evaluation be conducted to identify its strengths and limitations. The administrators may guide in realizing novel activities or programs that might lead to the vision that through the years, the unique system of instruction in the country would somehow influence for higher achievement of the learners in totality

Suggested Citation

  • Marion A. Cresencio∗, 2018. "The Nongraded Instructional System And Learners Academic Achievement," International Journal of Humanities, Arts and Social Sciences, Dr. Mohammad Hamad Al-khresheh, vol. 4(1), pages 33-46.
    • Handle: RePEc:apa:ijhass:2018:p:33-46
    DOI: 10.20469/ijhss.4.10004-1
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    References listed on IDEAS

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    1. Siti Fatimah, A.Z & Norhafizah, M.S & Noryanti. M & Rozieana,K & Hassan, R.G, 2015. "A Study Of Students’ Performance In Calculus And Their Attitudes Toward The Course Using A Tripartite Model," International Journal of Humanities, Arts and Social Sciences, Dr. Mohammad Hamad Al-khresheh, vol. 1(1), pages 30-35.
    2. Suttipong Boonphadung, 2017. "Critical thinking development: A comparison between the efficiency of mixed technique and a series of mini-lecture, KWL/T-P-S and presentation," Journal of Advances in Humanities and Social Sciences, Dr. Yi-Hsing Hsieh, vol. 3(2), pages 95-104.
    3. Valaikorn Charoensuk & Duangta Jaipetch, 2017. "Attitudes toward English: A study of first-year students at King Mongkut’s University of Technology North Bangkok," Journal of Advances in Humanities and Social Sciences, Dr. Yi-Hsing Hsieh, vol. 3(1), pages 42-57.
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