The Relationship of English AQT to English Academic Performance of Ateneo de Davao Fourth Year High School Students of Batch 2012-2013

AUTHOR/S: Camila V. Samblaceño, Maria Chona L. Zafra

DATE COMPLETED: August 31, 2013



              This study aimed to investigate the relationship between English Entrance Test result and the English Academic Performance of students who have finished the four-year English program of the Ateneo De Davao High School. The result of the investigation will be used to further strengthen intervention especially for below average performers.

             The entrance test tool used in this study is the set of items in the Otis-Lennon School Ability Test (Verbal Reasoning and Verbal Comprehension) and the Stanford Achievement Test (Reading and Language). The average of the English final grades from first year to fourth year was placed alongside the result of the respondents’ entrance test. Pearson r was then used to establish the relationship between entrance test result and academic performance.

             In this study, there are 27 respondents who are below average performers. The result shows that they need intervention only in the first year level. In the subsequent year levels, they are able to manage and pass English. The data also imply that respondents generally perform in English because they are capable right from the very start.  As students advance in year level, they generally perform better as shown by the highest percentage of Advanced level of performance (31.3%) in the fourth year level.

            Since p-value is .000 which is < .001, therefore, there is a strong positive relationship between English AQT and English Academic Performance evident in the r-value of .645.

              R-value of .645 means that the relationship is strong. The r-value also implies that 41% of the relationship is attributed to other factors not measured in this study.

             Because the result shows that the respondents are largely middle average performers which means that they are capable of achieving more than what they already can, strategies in teaching must aim for the development of even higher order thinking skills to increase the student’s potentials. There is also a need to strengthen alignment of educational objectives and curriculum in English with AQT to further investigate on the alignment between what’s tested and what’s taught. It is also imperative to use the results of students’ AQT for initial interventions and adjustments in instructional strategies and to maximize learning opportunities and challenge every student, including the gifted.

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