Correlates of Academic Performance of the Multigrade Schools in Hilongos South District
DOI:
https://doi.org/10.5281/zenodo.18172967Keywords:
academic performance, multigrade classes, teacher skills, learning environment, stakeholder profiles, educational correlatesAbstract
This study aimed to determine the correlates of academic performance among multigrade schools in Hilongos South District, Leyte, Philippines. Utilizing a descriptive survey research design, it investigated the relationship between school performance and the profiles of key stakeholders: teachers (n=29), learners (n=282), and parents (n=282). Data were collected through questionnaires assessing teacher skills and learning environment, learner behavior and profiles, and parenting skills, alongside academic records. Results indicated that stakeholders had generally favorable profiles, with teachers demonstrating high skill levels and parents reporting adequate parenting competencies. However, correlational analyses yielded unexpected findings. Notably, teachers' in-service training, teaching skills, and the learning environment showed significant negative correlations with academic performance. Only the age of learners showed a significant positive correlation. Other factors, including parents' educational attainment, income, parenting skills, and learners’ nutritional status and behavior, showed no significant relationship with academic outcomes. These counterintuitive results suggest potential issues in the consistency of academic assessment or grading practices within the multigrade context, rather than a direct negative impact of teacher competencies. The study recommends that district administration ensure a balanced distribution of professional development, design strategies to effectively translate teaching skills into measurable academic gains, reconfigure learning environments to meet diverse needs, and develop inclusive programs that engage all learners and parents, regardless of age.
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