National Achievement Test (NAT) Results and Academic Performance: A Comparative Analysis of Filipino Proficiency across Two Academic Years
DOI:
https://doi.org/10.53555/eijhss.v9i2.193Keywords:
NAT, academic performance, learning competencies, Deped, FilipinoAbstract
This study thoroughly examines the academic performance and NAT outcomes of sixth-grade students across seven elementary schools in Baclayon, Bohol, during 2013-2014 and 2014-2015. It aims to identify correlations between academic performance and NAT results, specifically in the Filipino subject. Using documentary analysis, the research explores students' learning competencies and provides insights into school performance in Baclayon, a historically significant town with a diverse economic landscape and notable tourist attractions. The focus is on NAT results in the Filipino subject for Grade Six students in seven elementary schools, employing a collaborative approach for data collection and analysis. The findings unveiled intriguing insights, indicating that while School I consistently demonstrated high mean scores and mean performance scores across the two academic years, enrollment fluctuations were observed, notably in School V. Further analysis delineated proficiency levels in the Filipino subject, highlighting areas of strength and potential improvement. The correlation analysis between academic performance and NAT results in the Filipino subject yielded nuanced outcomes, elucidating the multifaceted dynamics at play in educational settings. These findings illuminate pathways for enhancing educational strategies and outcomes in Baclayon's elementary schools, contributing to broader discussions on educational reform and improvement. In 2013-2014 and 2014-2015, Schools I, II, and IV had high enrollment, while VII, VI, III, and VII had low enrollment. Despite good performance in Filipino, NAT results didn't align in Baclayon's elementary schools. This hints that the NAT might not reflect Filipino proficiency accurately. High-enrollment schools likely have effective strategies, while low-performing ones may need to boost enrollment and academics.
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