Beruflich Dokumente
Kultur Dokumente
CHAPTER 1
THE PROBLEM
It is the aim of any educational institution all over the world to produce
graduates equipped with both academic and non- academic competence and
students (Astin, 2004). Also, such experiences are deemed to enhance their
philosophy being capitalized is that the goal of education is not only to promote
common good but the individual welfare in its totality as well. (BulSU, 2005)
Believing Nolledo (2000) who posited that it is the right of any student to
the school and henceforth foster their intellectual, cultural, spiritual, and physical
growth and development activities that will promote these areas are deemed
necessary.
with co/extra-curricular activities, these young people capture the opportunity for
become effective coaches and mentors later on. The National Survey of Student
pride to the institution and in the pursuit of academic success and person.
Children are the clients of the school system. They make up the students
triumph in the working world. Non-academic factors also matter. The aptitude,
inclination and skills of the student should be taken into consideration, especially
when they apply for college and choose their career paths. In knowing this, the
3
determine their achievement level, strengths and weaknesses in the key subject
areas.
NCAE is a test or exam that is taken by all the 3rd year or grade
nine students all around the Philippines in both private and public schools in the
Philippines on August 26 every year. The students take the same test at the
same time. NCAE is a paper and pencil test using multiple choices format, on
Clerical Ability on-Verbal Ability, Entrepreneurial skills. There are different parts
more. The test also includes the major subjects like Math, Science, etc. . The
result of the National Career Assessment Examination is used when the 3rd year
or grade nine students go to grade eleven and twelve. The result helps the
4
students decide what course they should get. The NCAE also serves as basis for
program.(http://www.slideshare.net/daniholic/ncae)
At present many students cannot decide on what course they should take,
especially those who cannot make decision by their own. NCAE (National Career
regarding their courses. NCAE can help students on their decision making in
One of the reasons the NCAE was developed was to address the issue of
unemployment due to workers getting mismatched with the wrong careers. The
hope is that, by determining which careers they are ideally suited for, students
can plan a course of study that will give them the skills and education they will
NCAE test results are only one part of the bigger picture in determining
the best career fit for a student. Students shouldn't make major decisions based
on NCAE results alone. Their entire school career as well as their own goals and
Capacity, the potentials and abilities are talking to the assessment made by the
aspects. Next is the stage when an adolescent starts to crystallize and specify
phase. 20 Values (Age 15 or 16): The teenager considers their personal values
and priorities in life, as well as his or her occupational lifestyle. Capacity (Age
13 or 14): The teenager becomes more aware of his or her particular abilities as
he/she relates to potential career. (Age 11 or 12). The child makes more
by their career of choice. Later on his career, Ginzberg (1984) stressed that
“career choice is a lifelong process of decision-making for those who seek major
satisfactions from their work.” According to Ginzberg, the point of his theory is
that people make their career decisions which balance their interests and values
with the opportunities. Choosing a career is one of the most important decisions
Lapus, the NCAE mainly seeks to guide graduating students on what career path
is fitted for them. It is also aimed at determining the best-suited college courses
for the examinees after graduation from high school. When the NCAE was first
introduced and took over the National Career Entrance Examination (NCEE) in
2006, it was mandatory for all graduating students of public high schools to take
Now, even private schools are required to take the examination. It has
been years since the NCAE was implemented but the answer on what is the
Philippine education. Over the decades, Filipinos considered education as the key
to success, or roughly translated the key to a stable job and eventually to the
elevation of their social status. The latter ensures that neither poverty nor
difference in political creed and culture shall pose obstacles to the fulfillment of
The whole facet of the learning process shall ensure the provision of good
the pursuit of the common good, peace and unity, environmental security and
the learner the desirable knowledge and skills, values and attitudes.
In that way, he can effectively use to alleviate poverty and improve the
quality not only of his life, but also to his family, the community and the larger
society.
academic performance or how well a student meets standards set by the local
government and the institution itself. As career competitions grow even fiercer,
7
departments.
performance, and the results in the test like NCAE. Not all students who excel
academically also excel in such examination. It is along these views that this
study is pursued as it examined the relationship between the scores in the NCAE
City.
a. sex,
b. age,
d. occupation of parents,
8
e. type of residency,
f. parental presence,
a. Academics
a.1.English,
a.2.Mathematics, and
a.3.Science?
9
b. Non-Academics
b.2. Journalism,
a. Academic
b. Non-Academic
Research Hypotheses
The following hypotheses will be tested in null form at the 0.05 level of
significance:
profile variables.
The study will focuses in the National Career Assessment Scores of Grade
9 students in Alaminos City during the School Year 2014-2015 and their
academic and non academic performances during the School Year 2015-2016.
Alaminos City National High School, Alos National High School, Cayucay National
High School, Ildefonso Quimson High School, Inerangan National High School,
School,Polo National High School, San Vicente National High School and Telbang
The result of the study serves as the basis for career choice for senior
secondary students which are congruent to their skills. This will help students
determine which courses they should study in college and what sort of career
they are best suited for. Like many standardized tests, the NCAE measures
preferences and entrepreneurial skills. Likewise this study is use predictive guide
which among the different key areas need more attention to improve.
11
program, that is, to equip high school students with technical-vocational skills
that can empower them to find meaningful employment, whether or not they
The DepEd NETRC (National Education Testing and Research Center) can
be benefited in determining the validity and reliability testing to make sure that it
Definition of Terms
operationally.
test aimed to determine the future appropriate course for Grade 9 students.
performance was measured using the average grade of the students - which was
obtained from the students’ permanent record or Form 137. Five classifications
were used as bases for interpretation, namely: Excellent (95 and above), very
good (89-94), Good (83-88), fair (77-82), and needs improvement (71 to 76).
students must participate in and have the benefits towards academic. This
oratorical contest, quiz bees, webpage design and poster making contest.
fall outside the normal curriculum for schools but are still beneficiary for
academics.
parents in a student’s life. In this study, this was classified as: living with both
parents, living with mother alone, living with father alone, and living without
both parents.
mathematics ability.
Chapter 2
This chapter exhibits the related studies and literature concerning the
which will greatly help the researcher in the conceptualization of the present
study.
Related Literature
Baruck (2007) state that the National Career Assessment with replaced the
helps the students, the parents, and their teacher evaluate not only student's
scholastic aptitude but also their career option based on their skills in any field of
interest.
The study determined the main objective of administering the NCAE at assessing
the possible career tracks of each student. This helped the students decide at the
course they would likely to succeed in. Students have a lot of a career option in
their mind. Parents have also career options for their child. But with the results
15
of NCAE, students and parents can better decide on what career path to choose
It is also stated that NCAE can serve as a guide for students in setting
due to the "job skills mismatch" in the country. DepEd Secretary for programs
and project Vilma Labrador emphasize the importance of students and graduates
being able to provide the skills demanded by the market so that they can be
Solmerin (2007) states that in one of his rare press briefings by Lapus said
determine the college course to be taken in account to their ability and the
requirements of the job market. "Job Skill" mismatch is major challenge right no.
is set for test administration to one point eight million (1.8 m) senior high school
clerical ability, non verbal ability, and entrepreneurial skills. Canuel et al (2007),
16
emphasizes in his article that the students need to be efficient with his
It is believed that this would facilitate them in attaining new method that
would benefit them during the examination. The people behind the formation of
this review material exhibited their proficiency and aptitude in the way that they
presented this instructive and enlightening. This review material war pertinent
Each set of question in this review motivates the students to carry on with
elaborates that the accomplishment of every student rests on how will he is able
to draw together all his knowledge be it stored or learned. But still, no matter
how clever or gifted a student is, he needs all support an institution can offer.
Bas &Espinas (2008) believe that NCAE could greatly help them in
becoming what they really wanted in life. Most f them do not have concrete
plans yet on what career they will pursue and in most cases; they enrol in
courses that are presently in demand or get in to the field chosen by parents and
friend. The high school students need guidance to identify their strengths and
talents so they will be places in the field where they may excel and where these
17
undertaken.
Most students fear that the NCAE may become an obstacle to a college
degree. This is not true since there is not law passed providing the exam to this
authority. This study is related to the researchers' topic because it is all about
NCAE and how NCAE helped the students in choosing the right course for them.
However, it is also different in the current study because the later focuses more
It is also stated in Soho (2007) that more than half of the high school
students in the country are fit to enroll in technical-vocational courses that enter
conducted by the DepED. More than 50% of the 1.3 million students who took
NCAE on January 17, 2007 got low score in the general scholastic aptitude test
The result of NCAE on the first and second year of its implementation
Bell Mathew (2005) this issue brief uses national representative data from the
Adult Education for Work-Related Reason Survey of the 2003 National Household
Education Surveys Program (NHES) to examine the reasons that adult participate
Among employed adults, the majority took courses. The likelihood of taking
classes for the selected reasons examined in this in this brief generally varied by
income.
that the students need to be efficient with his knowledge and expertise. Thus the
that this would facilitate them in attaining new methods that would benefit them
The people behind the formation of this new material exhibited their
familiar with. Each set of question in this review motivates the students to carry
prevailing situations or what has been happening. The NCAE is endorsed by the
The people behind the formation of this review material exhibited their
19
proficiency and aptitude in a way that they presented this in structure and
enlightening.
Academic Performance
university.
members of the department are able to produce more effective student learning,
connection with the discipline for larger classes while spending less time doing
this.
20
other factors can be influenced by the performer or by others. The factors that
knowledge, active learning, emotions (both positive and negative), and spiritual
alignment.
people pay attention to and learn from experiences. Examples include observing
and areas for improvements, analyzing and developing identity, and improving
levels of knowledge.
large urban school districts in the United States have substantially lower
factors (Jacob, 2004; Sanbonmatsu et al., 2006). Stanley, Comello, Edwards, and
Marquart (2008) compared the difference between urban and rural school
equip the citizenry with values, skills and knowledge to reshape their society and
his/her capabilities, attitudes and behavior that is acceptable to the society. The
needs of the country as the world changes and spearhead the development of
should not only be based in terms of test and examination results and student
ability to apply what is learnt and the rate at which students move on to higher
institution of learning, but should include other areas such as whether the
assess the teacher’s effectiveness has gained ground. The measure of academic
performance as a symbol of school success can be traced way back from the
Victorian period (Bell, 2013). Since then, academic performance has been used
The ‘good schools’ are acclaimed to be those that are able groom the
students well enough to achieve the set standards. This is measured by use of
factors.
Teachers for years have been regarded as the essential catalysts for
school improvement and school improvement. They are the driving force and
23
main resource in the development and academic growth of students as they are
who fail the examinations are taught by ineffective teachers; on the other hand
expected to help the students to identify and develop their potential. In the early
students’ primary skills necessary for advancement. Teachers play a pivotal role
in helping the students to direct their potential to achieve their destiny. Learners
teachers who aim to “develop learners instead of teaching them, who help their
motivation and interest for life-long learning and urge them to become
skills and attitudes teachers are expected to help the students to identify and
develop their potential. In the early stages of education teachers are charged
24
advancement.
challenges that lie ahead of them. This is anchored in the idea that our world
them, who help their pupils to become independent (learning to learn), who
provide students with motivation and interest for life-long learning and urge
the school has a positive impact on students’ academic performance and the
success of the school (Halsey, 2004; Christie, 2005). Parental involvement boosts
the morale teachers because of the partnership that will have been established
that will attract parents to participate in their children’s learning. Parents should
not only be consulted when there is a fund raising activity, but also for activities
which might not be taken as important. Parents are capable of helping students
and motivational talks. As long as they know that their contribution is recognized
25
and is vital for the achievement of their children, parents will be more than
Parents raised children with the hope of making them better citizens. One
about their children academic performance because the status quo is, good
results means better opportunities for more career choices and white collar jobs.
achievement of learners” (Kimani et al., 2013). It has been said previously that
school leaders, teachers and parents have a critical role in providing quality
education for students. But it can be argued that for quality education to prevail
all education stakeholders should take part in the translation, interpretation and
performance and little is mentioned about how the students themselves have
impact on their own achievements. It should be noted that whatever effort that
teachers exert to enhance students learning, the honors lay with the students. ;
Hence the proverb ‘you can lead a horse to the river but you cannot force it to
26
drink.’ However, there is evidence from research which shows that students can
play a critical role in improving academic performance (Nicholas & Sutton, 2013;
Tella, 2007).
There are several ways in which students can have an impact on their
academic performance. Among others is students study habits. Study habits can
be positive and negative. The negative aspect of students study habits will be
dealt with later in the article. The positive study habit is when students attend to
their school work, read book to search relevant information, schedule time for
doing homework, attend tutorials and ask teachers questions where they do not
After tests have been marked students who work on teachers’ feedback
have high changes of improving their performance. Another is when the students
work in groups when they are given an assignment or topics for discussion. The
intelligent students will help the low achievers to upgrade their grades and
enhance their confidence. In a mixed ability class it has been proven that if
students are not streamed according to the students capability have a higher
each other. Students who value education as a means of obtaining survival skills
normally take learning serious. They do extra work with the assistance of their
There are several factors which can contribute to students’ poor academic
academic performance in schools. Many students enter the classroom not fluent
in the languages of instruction. These languages are used for testing students’
mastery of subject content and used in the examinations. The student might
understand the concepts in their mother but fails to express it in the language of
examinations.
At the end the student is rated a low achiever because of the language
spoken languages. Before they have fully mastered their vernacular languages
they are introduced to two languages which are Setswana and English.
official language. Students are expected to learn Setswana until they finish
university level. These languages are used for testing students’ mastery of
The student might understand the concepts in their mother but fails to
express it in the language of examinations. At the end the student is rated a low
28
some of the ways in which parents groom their children can have a negative
In real life there are parents who are authoritative in terms of school
work is concerned. Parenting styles have been shown by researchers that they
The permissive style is when the strictness over the children has been
lifted. The children have the freedom of choice in their study. Children living
under this style often neglect their studies in favour of immediate and
remembered that if you spare the rod you spoil the child.
The uninvolved style has been revealed as the worst parenting style which
contributes to low students’ performance. Similarly the parents give their children
control over their school work. They do not help children in their homework or
even giving them emotional support when children have personal problems. This
begin make students not ready for tests and examinations. Other related factors
Gottman cited in Verial (2013) believes in the authoritative style as it does less
uninvolved style where parents give their children control over their school work.
They do not help children in their homework or even giving them emotional
Home background and socio-economic status of the students have also been
attributed to students’ academic performance. Yinusa & Basil (2008) suggest that
achievement. Ramsdal, Gioerum & Wynn (2013) attest that lack of academic
the most significant impact on their ability to perform well academically (O’cala,
and skills they will not enjoy the teaching and learning. It has also been
observed that intelligent students normally help the low achievers to upgrade
factors, drugs or alcohol abuse, diet and physical activities (O’cala, 2010;
Radzka, 2010; Boaler, 2008). The above factors are determinant of the students’
the policy makers was chastised by the opposition parties and parents to explain
information given to the public was not convincing. The rift between the ministry
and the teachers unions widen as each party pointed at each for the poor
results. The ministry blamed teachers for their efficiency and incompetence;
while the teachers unions blamed the ministry for teachers’ low morale due to
There were calls for the minister of education to resign for her poor
and five specialists eight week rotations conducted in either the rural clinical
division for rural students or in Brisbane for urban students, all following the
same curriculum and taking the same examinations. From the results no
Related Studies
sample of 149 students from the high school districts in California. Data were
to the sample and grade point average was taken as academic achievement
of Karnataka. The sample comprised of 600 students including 325 boys and 275
32
girls. Academic achievement was taken as the average grades of two previous
years.
academic achievement of boys and girls. But the results indicated a significant
school students of both sexes drawn from ten schools of Ibadan. Data were
achievement. The findings also indicated that girls performed better than boys.
The results revealed that gender play unique role in predicting academic
The results indicated that there was no significant difference between the
The respondents of the study were 300 students in the age range of 12-15 years
of Bhopal.
gender difference in academic achievement, the girls scored higher than boys
significantly.
achievement of 549 African American students attending rural and urban high
schools in North Carolina. The results demonstrated that the female students
attending both the rural and urban high schools had significant higher academic
Results also indicated that rural students performed better than urban
the male and female students‟ academic achievement in the subject of television
on a sample 731 students from urban and rural technical colleges in Delta State
of Nigeria.
than their female counterparts. It was also revealed that urban students
Data were gathered through interview conducted with the students. The
and female students with male students performing better and education of
The sample comprised of 235 standard eight Kenyan pupils from six urban and
rural primary schools from Machakos district. The results indicated a low but
study consisted of 480 boys and girls, drawn from the various private and
government high school of Warangal city in Andhra Pradesh. Data was collected
The result also showed that girls were higher achievers than boys. Singh
and Praveen (2010) studied the relationship of social maturity with academic
400 high school students consisting 200 boys and 200 girls studying in tenth
were taken as the measures of academic achievement. The results indicated that
consisting 150 male and 150 female students of secondary education from
36
The data were collected from a sample of 300 girls selected from nomadic
of the girls.
secondary school students in western Uttar Pradesh in India. 1500 students were
selected as a sample for the study and data was collected through a
For academic performance, Galiher (2006) and Darling (2005), used GPA
performance for the particular semester. Some other researchers used test
results or previous year result since they are studying performance for the
specific subject or year (Hijazi and Naqvi, 2006). Socerdoke (2001) found out
that grades are higher when students have unusually academically strong study
partner.
Many researchers have discussed the different factors that affect the
student academic performance in their research. There are two types of factors
that affect the students ‘academic performance. These are internal and external
classroom factors and these factors strongly affect the students ‘performance.
schedules, class size, English text books, class test results, learning facilities,
role in the class, technology used in the class and exams systems.
problems, work and financial, social and other problems. Research studies shows
gender and age differences, etc. that can affect student performance (Hansen,
38
Joe B., 2000). Harb and El-Shaarawi (2006) found that the most important factor
time and mature students has also risen sharply. The use of information
technology also means that information that used to be obtained from sitting
learning approaches have become the order of the day. (Newman-Ford, Lloyd &
students. Educated parents can provide such an environment that suits best for
achievement (Driessen, Smit & Sleegers, (2005 2001; Hong & Ho, 2005).
Academic failure has been linked with risk behaviors and negative
outcomes such as; substance abuse, delinquency, and emotional and behavioral
problems (Annunziata, Houge, Faw, & Liddle, 2006). Weiss et al. (2006) also
for Learning Outcomes Parenting includes the attitudes, values, and practices
that parents use in raising young children. This category would include nurturing
aided and unaided co-educational high schools. The sample of 240 students was
selected from the schools of Dharwad city in India. Data were collected from
boys and girls. Parental education was also found to have significant and positive
Female students were found to have higher academic achievement than males.
of 388 high school students including 193 male and 195 female students of Abu
Dhabi district in United Arab Emirates. Grade point average was taken as
intelligence. The data were collected from the sample of 635 school children
consisting 304 boys and 331 girls by using Wechsler‟s intelligence scale for
achievement of boys and girls. Waters et al. (2006) determined whether the
Co-Curricular Performance
and characteristics. For the overall development of a child, curriculum is not only
the single criteria. The holistic growth as well as to develop the various facets
These out of class activities affect all domains of life such as cognitive
activities meaning are more focused upon cognitive aspects thereby help in
students to venture into professional fields like fashion, music, painting, art,
acting, photography, printing and many more. That’s why students need co-
modern life. However, co-curricular meaning varies to little bit as per place, time
and space.
same case is also noticed with National Curriculum Framework (NCF) of India.
sports, school bands, student newspaper etc. They may also be classed as
study; activities outside the usual duties of a job, as extra class activities”-
2. “Co curricular activities were mainly organized after school hours and so
were the extracurricular but they are not an integral part of the activities
4. “Various social and other types of activities like literary, dramatic, social
services etc. which attracted the attention of the child were considered as
syllabi. It can be traced into Indian ancient schools, gurukuls, and religious
places. All the Indian scriptures like Mahabharata, Ramayana, Ved, Upnishad,
etc., mentioned about extra-curricular activities. In the ancient times, simple co-
playing, magic, etc. In rest parts of the world, co-curricular programmes were
arts & crafts, and religious ceremonies were given importance. In the dark
history of Europe, extra-curricular activities were also the part and parcel of life.
in developing features like speech fluency and extempore. Such activities are
good platform to excel in acting, singing, speaking, and recitation. Thus, CCA
Co-curricular activities not only make the students active and energetic
knowledge in many domains, which benefits the student as well as the school.
44
leadership.
students. It is depend upon students and teachers how they imbibing these
values for the better education and health of students. Students participate in
activities.
are trained and groomed by these activities. A large part of theoretical works in
discipline like geography, and science can get value added from excursions, tour
students.
http://www.gyanunlimited.com
2. CCA makes you active and energetic thereby help in learning and enable
6. Students, who are good in sports, also have good academic record.
better future.
10. It is a good source of remaining fit and healthy, and provides you a
mental rest.
experiences that complement, in some way, what students are learning in school
separation from academic courses. For example, they are ungraded, they do not
allow students to earn academic credit, they may take place outside of school or
after regular school hours, and they may be operated by outside organizations.
of the school life. The activities sponsored or recognized by a school were not a
students. They get to know different sides of their students other than studies.
Teachers get advantages from them as they could help others with their ideas
Shukla (2003) added that the school ground must be well-situated with
Related Studies
Numerous studies have been conducted concerning the relationship between co-
activities did better academically than students who did not participate” (Marsh &
Kleitman, 2005).
curricular activities and academic performance in student. One study found that
more positive attitudes toward school, and higher academic aspirations” (Darling,
ethnicity were asked in order to take the social factors and influences into
account when calculating the results. The students were also asked what their
The results showed that the students who participated in school-based co-
curricular activities had higher grades, higher academic aspirations, and better
academic attitudes than those who were not involved in co-curricular activities at
all.
The researcher uses similar study to the above mentioned related studies
and literature. However, the researcher uses NCAE scores and academic and
Alaminos City. The profile of the respondents is test whether it has a significantly
difference with the above mention variables: NCAE, academic and non-academic
performance.
Conceptual Framework
The dependent variables of the study include the profile of the Grade 9
students which includes the following: sex, age, and monthly family income,
NCAE scores has significant difference across profile variables and NCAE scores
Study Paradigm
Student’s Profile
1. Sex,
2. Age,
3. Monthly family
NCAE scores Performance in
income,
academic and non-
4. Occupation of (As per official
academic
parents, classifications)
5. Type of
residency,
6. Parental
presence,
7. Availability of IT
materials at home
8. First preference
academic strand.
Chapter 3
RESEARCH DESIGN
This chapter will present the method of research used in carrying out the
study on the National Career Assessment Examination Scores and Academic and
This chapter contains the research design, subjects of the study, and the
instruments in gathering data and the procedures and statistical treatment that
Research Design
The researcher will employ the Descriptive Method and the Correlation
type of is study to get accurate results for this study. The researchers will make
use of surveys to find out the most prevalent results of the study.
the relationship between two variables namely the NCAE Achievement and
the Divison of Alaminos City. The sample will be drawn from 8 Public Secondary
Schools. The Slovin’s Formula will be used to compute for the sample and
53
Slovin’s Formula
N
n
1 Ne 2 where: n = sample size
N=population size
% = n
N
Table 1
Distribution of Respondent
The main instrument for data gathering that will be used in this study is
student’s profile which includes the: age, family income, occupation of parents,
Each student’s name will be written on a piece of paper and placed inside
a container. The container will be then thoroughly shaken and the slips of paper
will be picked out until the desired number of respondents will be reached.
Secondary Schools to conduct the study at the school and allow the researcher
to seek the cooperation of the teachers and section advisers of the grade 10
The researcher also asked the permission of the Principal to allow the
Questionnaire and for the researcher to secure the NCAE results of the student-
sets of respondents will be properly oriented before they will be set to the tasks.
Each item will be explained for further understanding. Then all data will be
the GSA and Academic Stand the following will be used : PR 99+ Excellent(E), PR
For the TVA subtest the level of 76%- 100% High Preference (HP),51%-
respondents’ grade point average (GPA) for SY 2015-2016, the following rating
4 89 - 94 Very Good
3 83 – 88 Good
2 77– 82 Fair
1 71 - 76 Needs Improvement
For the non-academic performance the following level will be used: 5-Very
To test the significant difference in the NCAE scores across the profile
variables, t-test for independent samples and ANNOVA were approach will be
use.
57
Chapter 4
interpreted in response to the queries in this study. The gathered data were
The profile of Grade 9 students in Alaminos City Division along with their
sex, age, monthly family income, and occupation of parents, types of residency,
Table 1
Respondents’ Profile
terms of sex, majority (67.52%) of the respondents are female and (32.48%)
are male.
In terms of age, it can be noted from table 1, that (29.30%) are 15 years
old, (56.69%) are 16 years old and (14.01 %) are 17 years old.
parents, majority of the parent’s income is Php.10, 000 and less with a
percentage of (74.84 %), (19.11%) for monthly income of 10,001 - 20,000 and
In was also noted in table 1, the employment status of the parents of the
respondents’ it was presented that (32.80%) are not employed, (35.03%) are
home are the following: TV and Radio (64.97 %), TV Radio Computer (17.20 %),
Table 2
Table 2, shows that scores student in the NCAE subtest General Scholastic
and mathematical ability. The following descriptive equivalent were use the of
99 and Excellent 99+-100. However the students were able to obtain the
following: 0.00% for scientific ability, 0.32% for reading comprehension, 1.27%
“Poor”. For “Below Average” with the scores of 3-14 the following results were
obtained.
60
The lowest average grade obtained by the student-respondents was 75 while the
highest average grade was 92. With a mean rating of 82.76, it can be deduced
that the academic performance of the 3rd year students of General Emilio
2004; Hulya, 2004, Abar, Carter, & Winsler, 2008; Curcio, Ferrara, & De
Gennaro, 2006; Schlee, Mullis, & Shriner, 2008); these are behavior, age,
intervening variables included in this study. As such, these variables may have
Table 3
Performance of the Students in the Technical Vocational Aptitude
Reading
Scientific Comprehensio Verbal Mathematical
Score
Ability n Ability Ability
f % f % f % f %
Poor (1 - 2) 0 0.00 1 0.32 4 1.27 62 19.75
Below Average 14 4.46 29 9.24 33 10.5 133 42.36
(3-14) 1
Low Average (15 127 40.45 153 48.73 105 33.4 70 22.29
- 50) 4
Average (51 - 116 36.94 77 24.52 131 41.7 25 7.96
85) 2
Above Average 24 7.64 42 13.38 35 11.1 17 5.41
(86 - 97) 5
Very High (98 - 26 8.28 10 3.18 6 1.91 7 2.23
99)
Excellent (99+ - 7 2.23 2 0.64 0 0.00 0 0.00
100)
Mean 45.10 40.59 42.81 48.17
Std. Deviation 28.43 32.24 34.01 28.06
Skewness 0.57 0.47 0.33 0.02
Table 4
Academic Performance of the Students
Level f %
English
Needs improvement 4 1.27
Fair 27 8.60
Good 149 47.45
Very good 105 33.44
Excellent 29 9.24
62
Math
Needs improvement 3 0.96
Fair 28 8.92
Good 143 45.54
Very good 96 30.57
Excellent 44 14.01
Science
Needs improvement 6 1.91
Fair 38 12.10
Good 126 40.13
Very good 96 30.57
Excellent 48 15.29
Table 5
Participation to Non-Academic Activities of the Students
Activity f %
Investigatory Project
Participative 233 74.20
Non-participative 81 25.80
Journalism
Participative 221 70.38
63
Non-participative 93 29.62
Oratorical Contest
Participative 269 85.67
Non-participative 45 14.33
MTAP
Participative 260 82.80
Non-participative 54 17.20
Webpage Design
Participative 275 87.58
Non-participative 39 12.42
Poster Making Contest
Participative 238 75.80
Non-participative 76 24.20
Table 13
Differences in the Extents of Use of Innovative Teaching Strategies as a Whole
by the Science Teachers Across their Age
Independent Test Statistics Value F Sig.
Variable
Age Pillai's Trace 0.076 1.292 0.221
Wilks' Lambda 0.925 1.288 0.223
Hotelling's Trace 0.080 1.284 0.225
Roy's Largest Root 0.053 1.732 0.115
across their ages. This was shown by the computed p-value of 0.223 for the
Wilks’ Lambda.
Table 14
Differences in the Extents of Use of Individual Innovative Teaching
Strategies by the Science Teachers Across their Age
Strategy df F Sig.
Oral Learning 201 2.942 0.055
Demonstration Learning 201 1.486 0.229
Cooperative Learning 201 2.493 0.085
Discovery Learning 201 1.301 0.275
Practical Works Learning 201 1.986 0.140
Technology-based Learning 201 4.284 0.015
strategies, it was found however that significant differences exist on the extent
(p=0.015). Post hoc analysis showed that the extent of utilization of technology-
based learning of the Science teachers who belong to the age bracket 21 – 40
was greater and significantly different as compared to the teachers who belong
65
to the age bracket 41 to 60 but comparable with the teachers who belong to the
learning strategies than middle adult teachers. This could be explained by the
fact that the younger generations are more techno savvies than the older
generations.
Across Age
Table 6
Differences in the Students’ Performance in NCAE across their Age
Independent Test Statistics Value F Sig.
Variable
Age Pillai's Trace 0.104 2.816 0.001**
Wilks' Lambda 0.897 2.857 0.001**
Hotelling's Trace 0.114 2.896 0.001**
Roy's Largest Root 0.102 5.232 0.000**
Table 7
Differences in the Students’ Performance in NCAE Areas across their Age
Area F Sig.
Scientific Ability 7.94 0.000
Reading Comprehension 9.21 0.000
Verbal Ability 10.00 0.000
Mathematical Ability 1.52 0.219
Clerical Ability 4.14 0.017
66
Across Sex
Table 8
Differences in the Students’ Performance in NCAE across their Sex
Mean Sig.
Differenc (2-
Area Sex N Mean e t df tailed)
Scientific Ability Male 102 51.82 -5.11 -1.58 312 0.116
Femal 212 56.93
e
Reading Male 102 41.37 -10.78 -3.21 312 0.001
Comprehension
Femal 212 52.16
e
Verbal Ability Male 102 50.47 -4.53 -1.36 312 0.174
Femal 212 55.00
e
Mathematical Male 102 39.94 -6.15 -1.71 312 0.089
Ability
Femal 212 46.09
e
67
Table 9
Differences in the Students’ Performance in NCAE across their
Monthly Family Income
Table 10
68
Area df F Sig.
Scientific Ability 313 5.024 0.007
Reading Comprehension 313 4.753 0.009
Verbal Ability 313 3.561 0.030
Mathematical Ability 313 0.784 0.458
Clerical Ability 313 8.824 0.000
Visual Manipulative Skill 313 8.490 0.000
Table 11
Differences in the Students’ Performance in NCAE across their
Parents Occupation
Table 12
69
Area df F Sig.
Scientific Ability 313 2.0470 0.1073
Reading Comprehension 313 2.6250 0.0506
Verbal Ability 313 5.9393 0.0006
Mathematical Ability 313 0.0747 0.9736
Clerical Ability 313 1.8330 0.1411
Visual Manipulative Skill 313 3.1303 0.0260
Table 13
Differences in the Students’ Performance in NCAE across their
Place of Residence
Table 14
Differences in the Students’ Performance in NCAE Areas across their
Place of Residence
Area df F Sig.
Scientific Ability 313 1.1888 0.2764
Reading Comprehension 313 0.0852 0.7706
Verbal Ability 313 3.1728 0.0758
Mathematical Ability 313 0.0067 0.9348
Clerical Ability 313 0.3226 0.5704
Visual Manipulative Skill 313 0.0439 0.8343
Table 15
Differences in the Students’ Performance in NCAE across their
Parental Presence
Table 16
Differences in the Students’ Performance in NCAE Areas across their
71
Parental Presence
Area df F Sig.
Scientific Ability 313 1.1104 0.3516
Reading Comprehension 313 1.0629 0.3750
Verbal Ability 313 1.2379 0.2947
Mathematical Ability 313 0.1612 0.9578
Clerical Ability 313 1.3000 0.2700
Visual Manipulative Skill 313 0.4303 0.7868
Table 17
Differences in the Students’ Performance in NCAE across their
Availability of IT Equipment at Home
Table 16
Differences in the Students’ Performance in NCAE Areas across their
Availability of IT Equipment at Home
72
Area df F Sig.
Scientific Ability 313 2.694 0.069
Reading Comprehension 313 3.107 0.046
Verbal Ability 313 5.152 0.006
Mathematical Ability 313 0.901 0.407
Clerical Ability 313 5.721 0.004
Visual Manipulative Skill 313 11.323 0.000
Table 17
Relationship Between the Academic Performance and the NCAE Performance
Investigatory Project
NCAE Area Value df Asymp. Sig. (2-
sided)
Scientific Ability 8.09 5 0.151
Reading Comprehension 13.65 6 0.034
Verbal Ability 7.07 5 0.216
Mathematical Ability 7.91 5 0.161
Clerical Ability 3.82 5 0.576
Visual Manipulative Skill 2.57 4 0.633
Journalism
NCAE Area Value df Asymp. Sig. (2-
sided)
Scientific Ability 31.01 5 0.000
Reading Comprehension 33.98 6 0.000
Verbal Ability 27.71 5 0.000
Mathematical Ability 21.43 5 0.001
Clerical Ability 22.33 5 0.000
Visual Manipulative Skill 15.09 4 0.005
Oratorical Contest
NCAE Area Value df Asymp. Sig. (2-
sided)
Scientific Ability 2.48 5 0.779
Reading Comprehension 2.80 6 0.833
Verbal Ability 7.75 5 0.170
Mathematical Ability 1.35 5 0.930
Clerical Ability 8.47 5 0.132
Visual Manipulative Skill 2.83 4 0.586
MTAP
NCAE Area Value df Asymp. Sig. (2-
sided)
Scientific Ability 4.47 5 0.484
74
Webpage Design
NCAE Area Value df Asymp. Sig. (2-
sided)
Scientific Ability 2.78 5 0.733
Reading Comprehension 7.14 6 0.308
Verbal Ability 6.40 5 0.269
Mathematical Ability 1.63 5 0.898
Clerical Ability 7.45 5 0.189
Visual Manipulative Skill 6.08 4 0.193
BIBLIOGRAPHY
Journals
Online Resources
(http://www.slideshare.net/daniholic/ncae)
(www.slideshare.net/xDpauwaw/thesis-full)
https://prezi.com/exydfaksbvqw/analysis-of-the-national-career-assessment-
examination-ncae/
http://www.ehow.com/facts_7484533_importance-national-career-assessment-
examination.html
(http://www.journalofbusiness.org/index.php/GJMBR/article/viewFile/721/651)
Unpublished Articles
Bransford, J. D., Brown, A. L., Cocking, & R. R., (Eds.). (2000). How people
learn: Brain, mind, experience, and school. Washington DC: National Academy
Press.
Caine, R. N., Caine, G., McClintic, C., & Klimek, K. (2005). 12 Brain/mind learning
Tomlinson, C.A., Kaplan, S. N., Renzulli, J. S., Purcell, J., Leppien, J., & Burns, D.
(2002). The parallel curriculum: A design to develop high potential and challenge
Pellegrino, J., Chudowsky, N., & Glaser, R. (Eds.). (2001 ). Knowing what
APPENDICES
78
APPENDIXA
Department of Education
Region 1
Division of City Schools
Alaminos City Pangasinan
February 22, 2016
Sir,
In view of this, May I ask permission from your good office to conduct the
said study among the teachers and students in 8 Public Secondary Schools in the
City.
Earnestly hoping that this request merit your favorable response. Thank
you very much and God bless.
MICHELLE L.
Noted:
NAVARRO
Researcher
Approved:
(SGD)DR. DANILO C. SISON CESO VI
Schools Division Superintendent
Office of the Schools Division
APENDIX BAlaminos City
Superintendent
79
APENDIX B
condition that classes will not be disrupted during its conduct, that no money and
school facilities will be used for the purpose and result of the study be submitted
to this office.
APENDIX C
selected as one of the respondents for the study and the information you will
give will be treated with utmost confidentiality and used purely for academic
purposes. The findings and recommendations from this study are likely to benefit
Thank you.
Yours Sincerely,
MICHELLE L. NAVARRO
Researcher
81
APENDIX D
Dear Teachers,
fulfillment of the requirements for the degree Master of Arts in Education Major
Thank you very much for your cooperation and full support. May
Yours Sincerely,
MICHELLE L. NAVARRO
Researcher
82
APENDIX E
QUESTIONNAIRE
Name: _________________________________________________
Grade& Section:__________________________________________
School:__________________________________________________
check on items with choices and supply the data on a blank without choices.
1. Student’s Profile
Sex: Male_______
Female_______
Age: _______
Parents’ Occupation:
_____Not Employed
_____Self-employed
_____ Employed
____OFW
Types of Residency
_____ Barangay
83
Parental Presence
Direction: Kindly write your NCAE percentile scores in the following NCAE
subtests.
a. English _____
b. Mathematics _____
c. Science _____
B. Non-Academics
Total_____
___