GRACE PASS Post Test Results as Predictors of Junior High School Students' Mathematics Performance
DOI:
https://doi.org/10.5281/zenodo.22852167Keywords:
GRACE PASS Test, mathematics performance, predictive validity, junior high school, regression analysis, diagnostic assessmentAbstract
This study investigated the extent to which the Mathematics Performance Assessment of Standards and Skills (GRACE PASS) Post-Test results predict the mathematics academic performance of Junior High School students in a selected private secondary school in Lucena City during School Year 2024-2025. A quantitative predictive-correlational design was employed involving 439 students, comprising 235 Grade 7 and 204 Grade 8 learners selected through purposive sampling based on complete GRACE PASS records and quarterly Mathematics grades. GRACE PASS domain scores served as predictor variables, while corresponding quarterly and final Mathematics grades served as criterion variables. Mean, standard deviation, frequency and percentage distribution, item analysis, simple linear regression, multiple linear regression, and Cohen's f² were used. Grade 7 obtained an overall GRACE PASS mean percentage score (MPS) of 43.74%, classified as Approaching Proficiency, while Grade 8 obtained 38.07%, classified as Developing. Geometry was the weakest domain in both grade levels, despite both groups attaining Very Satisfactory academic grades. GRACE PASS total scores were significantly related to Mathematics final grades for Grade 7 (r = .628, p < .001) and Grade 8 (r = .703, p < .001). The total score explained 39.41% of the variance in Grade 7 Mathematics grades (R² = .394, F = 151.560, p < .001, f² = .6502) and 49.45% in Grade 8 (R² = .494, F = 197.542, p < .001, f² = .9763). In multiple regression, Number and Algebra significantly predicted Grade 7 performance (β = .625, p < .001), while Patterns and Algebra (β = .473, p < .001) and Statistics and Probability (β = .344, p < .001) significantly predicted Grade 8 performance. Geometry was not a significant predictor in either grade level. Based on the identified least-mastered competencies, a competency-specific Mathematics Reviewer was developed. The findings support the use of GRACE PASS as a diagnostic and predictive tool for targeted mathematics remediation.
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