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T. Mariño, Nucleilee
- Validity and Reliability Analyses of School Achievement Test in Disaster Readiness and Risk Reduction for Senior High School
Authors
1 Dela Paz National High School Faculty, Master Teacher II, Department of Education – Antipolo City, PH
2 De La Salle-College of Saint Benilde, Manila, PH
Source
Artificial Intelligent Systems and Machine Learning, Vol 12, No 3 (2020), Pagination: 39-44Abstract
This study was anchored from Item-Response Theory, which conducted an item analysis on the developed School Achievement Test (SAT) in Disaster Readiness and Risk Reduction for Senior High School learners. The study that employed descriptive-comparative research design utilized twenty-four Grade 12 learners taking up General Academic Strand (GAS) of Batch 2020 who took the subject during the second semester of the past school year, 2018-2019.
The researcher created 120-item test based on the desired learning competencies of the subject Disaster Readiness and Risk Reduction, a special core subject in the Senior High School Curriculum. The questions were subjected to validity and reliability analyses using different statistical formula: Mean, Standard Deviation, Standard Error of the Mean (SEM), Upper-Lower Formula, and Split-half reliability.
As a result of the analyses, the test obtained 72.58 mean score and 3.64 standard error measurement, and would expect 95% test takers test score to vary from 68.94 to 76.22 score. Also, an acceptable 0.818 reliability coefficient was obtained based on the reliability analysis. The item analysis result reveals that 51 items have difficulty index in the range of 0.3 to 0.7 and 69 items have discrimination index of greater than 0.2. In finality, 42 items should be retained, 27 items should be revised, and 51 items to be rejected.
Based on the results and conclusions drawn from the study, it is suggested that a more comprehensive validation process may be applied to further validate the developed SAT like item-bias analysis. Also, it is proposed that policies and standards regarding test construction and validation be implemented to produce valid, reliable and bias-free test items, which will serve as item banks.Keywords
Disaster Readiness and Risk Reduction, School Achievement Test, Test Reliability, Test Validity
- Online Teaching-Learning Readiness of Dela Paz National High School
Authors
1 Dela Paz National High School Faculty, Master Teacher II, Department of Education – Antipolo City, PH
2 De La Salle-College of Saint Benilde, Manila, PH
Source
Artificial Intelligent Systems and Machine Learning, Vol 12, No 3 (2020), Pagination: 45-54Abstract
The present world is calling for an immediate large-scale transformation in educational process impacted by the pandemic COVID-19. Many institutions concluded to online learning as an instant remedy to keep educating learners outside school. Despite the advantages learners can gain from this method, it cannot be denied that numerous studies have revealed problems associated with low levels of preparedness and capabilities of learners exposed to online learning, resulting to high drop outs. Relatively, this study explored on learners’ readiness to Online Teaching and Learning (OTL) of Dela Paz National High School in Antipolo City, Philippines. The survey determines level of readiness in terms of technology accessibility, technological confidence, support, and training, and attitude of learners towards success of OTL as adapted from a survey questionnaire, which was further developed electronically, validated and tested for usability by IT and content experts.
Seventy-four respondents were randomly selected from the population of Junior and Senior High School learners of Dela Paz National High School enrolled during school year 2019-2020. Data was collected and subjected to statistical analysis for interpretation.
The responses imply that both levels of learners are ready to be engaged in online teaching-learning as they have access to gadgets with internet connection. In terms of confidence, skills, and social support, the results give an impression of positive readiness level to online education, however, it was noted that in terms of trainings, they have to be provided with intervention strategies to prepare them for using LMS. For assessing learners’ attitude, the two-group respondents manifested confidence towards successful OTL sharing the same perception on study habits, abilities, motivation and usefulness, except for time management. This can be attributed to the difference on the number of tasks needed to be accomplished by the learners at home, school, etc.
The researcher recommends that the specifics pointed in the results obtained be used by school administrators and teachers for planning and management of OTL.Keywords
Learner’s Attitude Towards Successful Online Teaching-Learning, Online Teaching-Learning, Online Teaching-Learning Readiness, Technology Accessibility- Results-Based Science Curriculum Supervision in Dela Paz National High School
Authors
1 Dela Paz National High School, Antipolo City, PH
2 De La Salle-College of Saint Benilde, Manila, PH
Source
Data Mining and Knowledge Engineering, Vol 11, No 12 (2019), Pagination: 210-215Abstract
The main objective of this study was to assess the implementation of Science curriculum in Dela Paz National High School considering the performances of learners and Science teachers. The study utilized a research design including descriptive methods of research, survey, documentary analysis and focused group discussion in gathering the needed data.
The learner’s performance reflected in the Science School Achievement Test’s Mean Performance Scores of Grade 7, 8, 9, and 10 during school year 2018-2019 are still far from the required standard for scientific knowledge and skills that could have been learned and developed, enhanced, and retained in the classroom. Also, Science curriculum implementation serves its purpose as viewed by the respondents during lesson execution however some points addressing adequate time of delivering the content, training of teachers to improve learner’s performance, and additional learning materials and facilities can still be considered by curriculum planners for its improvement. Furthermore, teacher’s performance influence the attainment of the science curriculum objectives more than learner’s performance, while others are not a variable to performances of learners and teachers.