ACKNOWLEDGEMENTS

I thank Vincent Lominoque for his support, guidance, and encouragement throughout

this process. His easygoing nature and extensive knowledge of education made this

process, about which I was apprehensive, worthwhile and rewarding. Also, my

gratitude to Dr. Sheila Trajera for her direction and assistance during this process of

my study and as my first professor in the master’s program. Her dedication to

education, vast knowledge of education law, and enthusiasm for preparing students to

be administrators have been an inspiration to me in my educational journey.

To my students at Colonel Griffin NHS- Marcelo Annex especially to my participants

in my study, thank you for continually inspiring me to be a better person, a better

teacher, and a more caring individual. You have made me laugh, think deeply, and left

me awed at your talent. I am grateful that I have the opportunity to teach such

amazing young men and women every day.

To my friend and colleague, Arlene S. Garferio, thank you for inspiring me to

complete my master’s degree. Your support, honesty, leadership and steadfast

friendship have been a great encouragement to me throughout this process.

 ABSTRACT

This study examine academic performance of Grade 10 tardy students in Colonel

Griffin National High School – Marcelo Annex at Brgy. Marcelo, Calatrava, Negros

Occidental. The primary aim of the study is to determine the academic performance

among Grade 10 tardy students after remediation.

The researchers submit a letter of permission that will be given to the office of

Col. Griffin National High School prior to the conduct of study. Purposive sampling

technique is applied and ten students were chosen for the intervention which is

remediation.Researcher will distribute the pre-test questionnaires to all participants

and remediation is made to tardy students during 4:00 – 5:00 pm everyday from

March 4,2019-March 15,2019.

After appropriate interval of time they were given the same set of test as of the pre-

test. Test scores is computed and tabulated to determine the mean difference between pre-test

and post-test of tardy students after intervention. Whatever the outcome of the test it will be

the basis of discussion whether there is a significant difference on the academic

performance of tardy students..

The results will reveal a significant change in the students’ academic performance.

These findings highlight the the academic performance among Grade 10 tardy

students after remediation.