Pracres Group 4 Final

NUMERICAL GRADING SYSTEMS’ EFFECT ON STUDENTS
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HOLY ANGEL UNIVERSITY
TurnItIn Certification
ii
APPROVAL SHEET
This research entitled, “NUMERICAL GRADING SYSTEM AND ITS EFFECTS

ON THE GRADE 12 STEM STUDENTS’ PERFORMANCE OF HAU,” prepared and
submitted by Michelle Bianca Patrice D. Cruz, Kelvin John C. Lozano, Jomail Aris A.
Meneses, Ivanne Dewin Marlou S. Ocampo, Ralph Gabriel Pamintuan & Cheska Gwen V.
Velasquez in partial fulfillment of the requirements for the Senior High School program, has
been examined and is recommended for acceptance and approval for oral examination.
__________________________________________
MR. KEVIN H. GOMEZ
Research Adviser
ORAL EXAMINATION
Approved by the Committee of Oral Examiner on February 27, 2020.
_______________________________
MR. KEVIN H. GOMEZ
Panelist
APPROVAL
Accepted and approved in partial fulfillment of the requirements

for Senior High School program.
___________________________________
MS. GLORIA A. MIRANDA
Coordinator
SHS Humanities and Social Sciences
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Acknowledgment
First, the researchers would like to thank God for his unending grace that he has given
for the researchers in the creation of this research paper, without God, the researcher would
not have the strength to continue. This research paper would not have been possible without
the help of our dearest teacher, Mr. Kevin Gomez. He never let the researchers work without
his guidance and his unending patience. He discusses properly all the lessons for the
researches to learn the process of doing a research paper. The researchers would like to thank
him for giving them an opportunity in conducting their research and doing his very best for
the researchers to present their research as clearly as possible. The researchers would like to
thank the grade 12 STEM students for sharing their knowledge to answer each question and
for participating in the survey. The time that they spare to the researchers to give information
has been appreciated by the researchers. To the parents, who understood the researchers for
not having time for them because they need to finish their papers on time, and they would
like to thank their parents for the love and guidance they provided in whatever they do.
Lastly, the researchers would like to express their sincere gratitude to our Almighty God, for
all the blessings and passion He gave to them while doing their research and to finish it
successfully.
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Table of Contents
TurnItIn Certification ………………………………………………………………... i
Approval Sheet ………………………………………………………………………. ii
Acknowledgment ……………………………………………………………………. iii
Table of Contents ……………………………………………………………………. iv
List of Tables and Figures …………………………………………………………… vi
Title Page …………………………………………………………………………….. 1
Abstract ……………………………………………………………………………… 2
Introduction ………………………………………………………………………… 3
Background of the Study………………………………………………………. 3
Review of literature and studies……………………………………………….. 5
Theoretical framework……………………………………………………….... 11
Statement of the Problem……………………………………………………… 12
Conceptual framework………………………………………………………… 12
Scope and Delimitation………………………………………………………... 13
Significance of the Study……………………………………………………… 14
Method ……………………………………………………………………………….. 16
Participants…………………………………………………………………….. 16
Research Design……………………………………………………………….. 17
Instrument……………………………………………………………………... 18
Procedure………………………………………………………………………. 18
v
Data Analysis………………………………………………………………. 19
Results and Discussion …………………………………………………………… 21
Summary of Findings………………………………………………………. 27
Conclusions………………………………………………………………… 30
Recommendations…………………………………………………………. 30
References ……………………………………………………………………….... 33
Appendices ………………………………………………………………………... 37
A. Letter for Instrument Validation………………………………………. 37
B. Letter of Consent for Data Collection…………………………………. 38
C. Instrument……………………………………………………………… 39
D. Sample of an Answered
Instrument……………………………………………………………… 42
E. Documentation…………………………………………………………. 53
vi
List of Tables and Figures
Table 1 – Weighted means of the Academic performance and the numerical grade of the
participants ……………………………………………………………………………… 21
Table 2 – Weighted means of the comparison between Academic performance and the high
and low numerical grade of the participants…………………………………………….. 22
Table 3 – Pearson Correlation for Psychological effect………………………………… 24
Table 4 – Pearson Correlation for Social effect ………………………………………… 25
Table 5 – Pearson Correlation for Physiological effects………………………………… 26
Figure 1 – Research Paradigm about Numerical grading system and its effects on the Grade
12 STEM students’ performance of HAU ……………………………………………… 12

NUMERICAL GRADING SYSTEMS’ EFFECT ON STUDENTS 1
Numerical Grading System and its Effects on the Grade 12 STEM Students’
Performance of HAU
Michelle Bianca Patrice D. Cruz
Kelvin John C. Lozano
Jomail Aris A. Meneses
Ivanne Dewin Marlou S. Ocampo
Ralph Gabriel Pamintuan
Cheska Gwen V. Velasquez
12 - Benjamin
Authors’ Note
Correspondence concerning this article should be addressed to Michelle Bianca Patrice
D. Cruz, Kelvin John C. Lozano, Jomail Aris A. Meneses, Ivanne Dewin Marlou S. Ocampo,
Ralph Gabriel Pamintuan, Cheska Gwen V. Velasquez, Senior High School, STEM, Basic
Education Department, Holy Angel University, #1 Holy Angel Avenue, Sto. Rosario, Angeles
City, 2009, Philippines, Email: Kelvinjohnlozano73@gmail.com

Abstract
This research analyzes the numerical grading system and its academic effects on the grade 12
STEM students of Holy Angel University and how it affects their daily lives in school in
terms of psychological effects, social effects, and the physiological effects. The data
acquisition involves the 210 grade 12 STEM students ranging from over 16 sections of the
grade 12 STEM using survey questionnaire. The researchers analyzed the results of the
survey questionnaire regarding the academic effects of the numerical grading system through
the use of descriptive and inferential statistics in which the researcher weigh the responses of
the respondents and correlates the numerical grade in terms of the psychological effects,
social effects and its physiological effects on the grade 12 STEM students and all the results
were interpreted and explained it with the use of related research and related literature.
Overall, based from the result the researchers concluded that the numerical gradings have a
correlation in terms of its psychological effects, social effects, and its physiological effects
on the grade 12 STEM students and it has different effects on the academic performance on
the grade 12 STEM students of Holy angel University.
Keywords: Numerical Grading, Academic Performance, Psychological Effects, Social
Effects, Physiological Effects, Comparison, Correlation

Numerical Grading System and its Effects on the Grade 12 STEM Students’
Performance of HAU
“Too many people overvalue what they are not and undervalue what they are.” – Malcolm
S. Forbes
This new system of education usually provides guidance for instructors and
administrators to use grades in student assessment. In a specific system, the grading system
throughout education is used to assess a student's educational performance which depends
entirely on the points alone. Some of the main purposes of instilling the grade in the students
are to provide input on their achievement and progress to be used for specific administrative
purposes, and to provide direction to the students about their potential course work. There are
many reasons why grades affect the learning progress and overall performance of the
students. This made the researchers to conduct a study about the numerical grading system
and its possible effects on the students’ academic performances.
Holy Angel University is one of the private schools in Angeles City, Pampanga where
the Basic Education Department offers STEM strand as one of its curriculums in Senior High
School.
The science, technology, engineering and mathematics’ (STEM) students focus and
specialize in the discipline of science, technology, engineering, and mathematics. The STEM
topic integrates these into a coherent curriculum model focused on experiences in the real -
world situations (O’Callaghan, 2017).
In the Philippines, the standard – competency based grading system uses a numerical
grading system which is used mostly in primary and secondary schools partnered with the
Department of Education (DepED) in the Philippines to assess the academic performance of

the students based on their performance in their exam, written works, and their performance
tasks. The minimum grade that is required to pass a specific subject is 60, which transmuted
to 75 with the use of the transmutation table (Galangue, 2015).
The academic performance measures how well the students have performed various
activities and quizzes that are set for them by the criteria set by the standards of their teachers
or instructors. The areas where the achievements and the failures in students’ academic life
are needed to be evaluated to provide improvement and make use of the learning process
provided by the curriculum. It is the constant standard which the students held (Bell, 2018).
According to Eldridge (2015), a research on 209 students in seventh to ninth grade in
public secondary schools in Switzerland, were done to determine the academic motivation
inside the class based on the grades given by the instructors. The group of students is divided
into 3 class to assess the effectiveness of giving out high, standard, in which it has a strict
grading policy in which getting a low grade is common, or ungraded work. The result of the
studies based on the observation is that students that received higher and unmarked grades
generally has higher level of interest and academic motivation inside the classroom, whereas
the student received “standard” grade has a worst overall performance in class.
For this research to be conducted, the researchers aim to determine the numerical
grading system and its effects on grade 12 STEM students’ academic performance of HAU.
For that reason, the outcome of this research is that the researchers will be able to acquire
data of motivation and the response of students to acquire the expected grades of the quizzes,
written works and performance tasks that were done inside and outside the classroom.
The general purpose of this study is to examine the numerical grading system and its
effects on the grade 12 STEM students’ academic performance of HAU and to compare the
difference to students who acquired the low numerical grades to students that achieved a high
numerical grade. The outcome of the research findings will help the researchers to be able to
know the psychological effects, social effects, effects on academic performance, and the
physiological effects on the performance of the students.
In studying for the discovered adverse impact of intrinsic motivation on acquiring
marks, there has been an observed link between the grading orientation and learning
orientation of students. A significant loss of interest in the pursuit of education has been
noted because of academic marks. As any negative feedback to the students will affect how
students think to the point they would think less. Students passion for the pursuit of
knowledge were affected as the effect of the impact of academic learnings and teachings
process from the academic marks (Ala, 2018).
To add to that, according to Edsys (2019), there are various positive impacts of grades
on student such as, this helps students to develop themselves, allows students to repair and
work hard to achieve a goal. Some of grades are good for students as it allows them to
improve. It tells patents about their children’s progress and performance at work. It helps the
parents to take care of them. This also gives the students a more strategic mentality and a
sense of rivalry. Flaringly lower grades, high quality students will not take risk or creative
tasks and choose tasks that are below their skills. This stops them learning or during new
things. Some negative grade effects are causing disparity among students, for instance. Many
students prefer assignments much less than their desire to get higher grades. They will not try
their best on a certain job to be imaginative or innovative. This discourages students from
earning poor grades at school and makes them feel less than their peers and discouraged.
There is a distinction between high school students and lower grades, which creates a
mentality of superiority and inferiority.
Additionally, there has been an adverse negative impact to the mental health of
students. Low grades are stressed over by the students in higher education as it affects the
career path and their financial status. As they feel no sense of control over their achievement
in academics as they did not meet the expectations of the instructors on what they are
assigned in work for. Even the most optimal grading system would not eradicate student
anxiety, but an improved system would be ideal for students to help them in in their sense as
they get a better control at directing over their educational lives, a clearer picture of
requirements of the teachers, more flexibility and ability, and a more detailed handling of
what they can and cannot do at acceptable grades (Reis, 2015).
To support the previous statement, according to Muñoz & Guskey (2015), every
educational system nearly has a foundational element like evaluating and reporting.
Evaluating represents to educator’s assessment, developmental or summative of student’s
performance. Detailing the manner which the aftereffect of those assessments is conveyed to
students, guardians or others. Due to their fundamental nature teachers must guarantee that
evaluating and detailing constantly meet the criteria for legitimacy and dependability. What's
more, considering their essential correspondence reason, teachers should guarantee also that
grading and detailing are important, precise and reasonable.
Despite recent theoretical work, the impacts of higher standards are a little empirical.
This paper uses information from the high school and beyond to estimate the effect of grade
on student performance, educational achievement and business income. It not only
understands how grading expectations affect average performance but also how they depend
on the distribution by rate and race/ ethnicity of education gains. Higher standards boost test
scores throughout the distribution of achievement, but the rise is the lowest to the highest
distribution of the test score. Moreover, no positive effects were observed with higher
standards on the employment and within the Hispanic high school graduates (Betts &
Grogger, 2016).
According to Marbouti, Diefes-Dux & Madhavan (2016), utilizing predictive
displaying strategies, it is conceivable to distinguish at risk students early and to inform both
teachers and students. While a few university have begun to utilize the standard based to
evaluate, which has instructive favorable circumstances over regular score-based reviewing,
in risk forecast models have not been adjusted to receive the rewards of measures based
reviewing in courses that use this evaluating. In this research, the researchers contrast
predictive strategies with recognize in risk students in a course that pre-owned norms-based
evaluating. Just in-semester execution information that were accessible to the course teachers
were utilized in the forecast strategies. While recognizing in risk students, it is critical to
limit false negative (i.e., type II) mistake while not expanding false positive (i.e., type I)
blunder fundamentally. To build the generalizability of the models and precision of the
expectations, the researchers utilized an element choice technique to diminish the quantity of
factors utilized in each model. The Naive Bayes Classifier model and an Ensemble model
utilizing an arrangement of models (i.e., Support Vector Machine, K-Nearest Neighbors, and
Naive Bayes Classifier) had the best outcomes among the seven tried demonstrating
strategies.
According to the study entitled Failure of a numerical quality assessment scale to
identify potential risk of bias in a systematic review: a comparison study by O' Connor et. al.
(2015), Evaluating the primary studies from methodological quality it is an important
systematic review from a component. To comprehend in evaluating methodological quality
by a systematic review which is utilized a domain - based system (United States Preventative
Services Task Force (USPSTF)). In utilizing to assess the included studies and comparisons
that created between quality levels assigned using the methods differently by normally used
numerical rating scale (Downs and Black). To examine an exercise intervention for chronic
musculoskeletal pain which were included in the review. The tools were utilized to evaluate
the twenty random and quasi randomized controlled trials. In utilizing intraclass correlation
coefficient (ICC) were fount out by inter rater reliability and by ranking of agreement, in
computing the two-group standardized mean difference (SMP). In which the impact of
quality on pooled affect size was tested, in this model, utilization of a numerical rating scale
neglected to distinguish knowledge at an extended risk of predisposition and could have
conceivably prompted uncertain evaluations of treatment impact. Although depend on the
few included investigations inside a current orderly survey. The researchers found the are
based framework gave an increasingly organized system by which subjective options
concerning by and large quality could be created and was helpful for determining potential
sources of bias in the accessible proof.
Additionally, as stated by the study entitled Low Academic Achievement: Causes and
Results by Zoubi (2015), this study aims to define the perspective of the, teacher, students
and parents from the factors and outcomes of the low academic achievement and providing
new ways to alleviate this problem. The findings indicate that there are flaws present related
to the academic achievement of the students. The study links some factors affecting how
students were affected by a low academic achievement. Excess pressure on the student to
acquire high grades in examinations were also linked to the tensions and fear present in the
student should he fail to acquire the expected grade by the parents and has been link to many
of the academic failure of the student.
To add to that, according to the study entitled Underinvestment in Education: The
Effects of Grades on Student Motivation and Performance by Aslfallah (2017), this paper
Explores the Student’s motivation and performance impact of grades. The study was
conducted in a randomized field trial of 372 six grades in Sweden where students complete a
math test with the ability to win a reward if they perform properly. Students in treatment 1
and treatment 2 were told that their previous grade would also influence their chances of
winning the award in addition to their results while students in the control group were not.
The results show a negative causal effect of grade on the motivation and performance of the
students. The negative effect of grades often varies in the distribution of grades, where
students with lower grades are more negatively affected.
Furthermore, as mentioned by the study entitled Effects of Grading on Student
Learning and Alternative Assessment Strategies by Krawczyk (2017), The usage of grading
system has been a part of the norms of teaching that its value or legitimacy is not challenged
by many individuals, teachers and learners alike. It is customary to use ratings to measure
ability, development, and commitment, align learners to their peers, and assess educators and
schools ' success or failure. Numerous student studies at different educational grades, in
different subjects and over different time periods show that the general effect of grading is to
replace internal motivation with external motivation. With the introduction of the grades, the
students are more focused on being graded by the accomplishment of certain task rather than
self interest in learning the subject. Leading to reduced motivation and less efforted exerted
accomplishing a low - points or non – graded works, and more focused on the grade –
intensive works. Such attention change distracts learners from the true value of the learning
process and distorts academic goals.
To add to that, according to the study entitled The impact of grades on student
motivation. Active Learning in Higher Education by Chamberlin et. Al. (2018), while
research has examined how student participation and motivation influence pedagogical
activities and narrative input in classes, questions remain about the effect of grading systems
on academic motivation. There, the researchers compared the motivation of students
receiving multi interval grades to students evaluated with pass/fail and narrative evaluation of
course. The researchers have measured academic motivation with different grading systems
at institutions. Grades have not increased academic motivation. Instead, grades raised
uncertainty and difficult courses were avoided.
Although there are similar studies that were conducted by the researchers from the
other countries, it has been noted that the variables used by the researchers from other studies
are different and it has been noted that the increased in the stress level of students can lead to
students pressuring themselves in acquiring higher mark and thus creating uncertainty for
themselves. Another note from the motivation is that decrease in motivation can lead to an
inefficient work as having a decrease in self - motivation in a workplace can distract a person
from actually accomplishing the goals that the person is trying to achieve as it distracts that
person from focusing on the goal and instead focuses on how that person increases his or her
self – worth. Although the grades may cause an uncertainty among students themselves in
these studies, it has been noted that the grading system serves its purpose on the academic
settings.
This study is tied down to the hypothesis of Watson and Skinner (1912). The
behavioral psychology theory depends on the possibility that learning dependent on the
possibility that all behaviors are obtained through conditionings. Conditioning happens
through cooperation with the environment. Behaviorists accept that human reactions to
environmental stimuli shapes the human’s activity. As indicated by this article, behavior can
be examined in a deliberate and recognizable way regardless of internal mental states.
As indicated by this theory, there are 2 kinds of conditionings, the first is the classical
conditioning. It is a strategy regularly utilized in conduct preparing in which an impartial
improvement is combined with a normally happening stimulus. In the long run, the neutral
stimuli come to summon indistinguishable reactions from the naturally happening stimulus
introducing itself. The second is operant conditioning. It is a technique for discovering that
happens through reinforcement and punishments. Through operant conditioning, an
affiliation is made between a conduct and a ramification for the conduct. At the point when
an alluring outcome follows an action, the conduct turns out to be bound to happen again.
Responses followed by adverse outcome, on the other hand, becomes less likely to happen
again in the future.
With all of this concluded, the theory concludes that there is a reinforcement of
behavior through rewards and punishments. With the consequence of getting a low grade as a
result from a poor performance, the student could reinforce the idea that students would not
repeat the same mistake again, however this is not the case. As the finding of skinner
concluded that repeated punishments could lead to the same outcome repeatedly.
Psychologist expresses that compensating individuals for working admirably will offer
impetus to endeavor and work harder than previously.

Input Process Output
Data of the grade 12

• Statistical average of
STEM of HAU through:
the students affected
by the numerical
• Effect of school
grading system
academic performance Collection of data of the
of grade 12 STEM grade 12 STEM students of
• Comparison of
students of Holy Angel HAU through:
students acquiring
University
low numerical grades
• Survey/Questionnaires and acquiring high
• Difference between
numerical grades
students acquiring low
numerical grades and
• Effects of numerical
acquiring high
grading system
numerical grades Analysis of data through:
through
• Numerical average • Statistical Analysis a. Physiological
grade of grade 12
b. Psychological
STEM students of c. Social
HAU
Figure 1. Research Paradigm about Numerical grading system and its effects on the Grade
12 STEM students’ performance of HAU
This figure talks about how the researcher inputs the various data from the major and
sub-variables of the study to synthesize and analyze the data to create a conclusion and
numerical average with the use of statistical analysis.
This descriptive comparative study aims to assess the effects of numerical grading
system and relate their effects on the academic performance of the grade 12 STEM students
at HAU for the academic year of 2019 – 2020. In this study, the academic performance
pertains to the students’ academic performance in measuring how well the students have
performed various activities and quizzes that are set for them by the criteria set by the
standards of their teachers. Numerical grades pertain to the grading system used by the HAU
as its main criteria of assessing the academic performance of grade 12 STEM students of
HAU for the end of each quarterly period.
Specifically, the researchers aim to determine the answer to these research questions
1. How does the numerical grading system affects the school academic performance
of grade 12 STEM students of Holy Angel University?
2. How different is the academic performance of students received the low numerical
grades compared to the students that received high numerical grade of grade 12 STEM
students in HAU?
3. What relationships are observed from the numerical grading system among the
following variables:
A. Psychological Effects
B. Social Effects
C. Physiological Effects
This study focused on the effects of the numerical grading system on the performance
of grade 12 STEM students of Holy Angel University for the school year 2019 – 2020.
In this study, the student’s academic performance refers to the motivation and the
response of the students to acquire the expected grades of the quizzes, written works, and
performance tasks that were done inside and outside the classroom. The academic
performance of students was limited only to their average grade in 1st Semester. The average
grade in 1st semester is chosen as the semester has already ended and the numerical averages
of the students are already final, as it cannot be altered by any means.

Due to the time constraint of the researchers, the researcher chose to utilize the online
survey questionnaires as the online survey questionnaires lets the researchers save time and
money in order to accomplish the said research on time.
The answers of the students were gathered and analyzed to determine the effects of
the numerical grading system and its effect on grade 12 STEM Students’ performance of
HAU.
The study aims to give knowledge and information regarding the numerical grading
system and its effect on grade 12 STEM Students and does not intend to give answers and
solutions to the flaws regarding the use of a numerical grading system for senior high school
STEM students.
The study involved the grade 12 STEM Students of HAU as the chosen locale
because of their focus on academics. The study would be conducted at HAU due to its
proximity and the number of students and is categorized as a private institution.
The study aims to establish an understanding on the numerical grading system in
Holy Angel University with the help of grade 12 STEM students of HAU. The results of the
study will be of great benefit of the following:
To the students, the result of the study may serve as a knowledge and guide on how
numerical grading system affects the performance of students in their daily lives.
To the teachers, this study may help and serve as a lesson on what advantages or
flaws that it may bring to the grade 12 STEM students to be taught in their class. They may
also be encouraged to create a solution or new methods for the students and teachers as well.
To the administrators, this study may help implement a new or improving the
methods of assessing the performance of the students at the end of each quarter period. They
may also help developing a program to improve the grading system of the school.
To the future researchers, this research can help future researchers to find new ways
and new methods. They may also benefit this research by serving as a guide and may be used
as a related study for their research. This can be also improved upon it to test out more
methods that can be a help in the numerical grading system.

Method
Participants
The researchers chose the grade 12 students of Holy Angel University taking the
STEM strand. This was practical to the researchers since they belong to this strand, they
would have no difficulty in communicating to other students, and they are taking the same set
of subjects. The grade 12 STEM strand has a total population of 720 students. Thus, the
sampling method was applied to come up with an acceptable number of samples. The
researchers used the Calmorin's formula with a derived margin of error of 0.01. The
researchers arrived at the sample size of 210. To choose the final 210 samples, cluster
sampling was applied to give all elements a chance to be included in the sample.
Since the total population of grade 12 STEM students of holy angel university is 720.
It was large; thus, the sampling method was applied to come up with an acceptable number
of samples. The researchers arrived at the sample sizes of 210. To choose the final 210
samples, cluster sampling was applied to give all elements a chance to be included in the
sample. If there are 16 section in STEM strand, each cluster must have 13 samples to
complete the total statistics of 210.
The researchers chose to utilize the probability sampling in which the cluster
sampling was used to acquire the actual participants of the study. The cluster sampling was
utilized to acquire the participants in which the grade 12 STEM students are spread out from
each sections, in which the STEM strand consists of 16 sections that in which the other use
sampling method would be more time consuming. The cluster sampling also suits the
research in order to acquire the different representative of each section.

First, the researcher would acquire the number of populations of the intended target of
research by acquiring the number of sections of the grade 12 STEM students. Second, the
researchers would then acquire the sample size from the population using the formula of the
Calmorin's formula, then acquire the representative of each section by dividing the number of
section to the number of the sample size to complete the total number of the sample size.
Then third, the researchers would carry out the handling out of the survey questionnaires.
As for the qualifying criteria for selecting the sample, the participants should be grade
12 STEM students of holy angel university for the school year 2019-2020. There are 16
sections in grade 12 STEM. By using the Calmorin's formula, the researcher will get 13
participants per section. The participants must be willing to participate and has knowledge in
the numerical grading system and its effect to the performance of each students. As a student,
a prior knowledge and experience in numerical grading system and its effect to the students
itself.
Research Design
This study used the survey approach of conducting a research, specifically it utilized
the descriptive comparative research design. The researchers’ purpose is to discover how the
numerical grading system affect the performance of the grade 12 STEM students of HAU
and whether they would have a difference between students achieving high numerical grades
to students achieving low numerical grades.
The descriptive research as involves the current status of the subject of the study. This
method of research is designed to gather information in condition existing at a period.
Similarly, a descriptive analysis approach is used to identify and investigate cause for
phenomena the essence of a situation as it occurs at the time of study. As for the comparative
research, according to Richardson (2018), The data is collected mainly through observations
in comparative research, with the purpose of identifying similarities and differences that
relate to the circumstances of the two groups.
Instrument
The researchers made a multiple - choice type of questionnaire consisting a series of
questions which provides respondents with multiple answers option primarily. Multiple
choice questions can have a single select or multi select answer option. The respondents are
expected to select one or more than one option from the questions for the purpose of
gathering data from the respondents regarding of the effects of numerical grading system on
grade 12 STEM students at HAU. With the usage of the multiple – choice type of
questionnaire, the researchers would be able to determine the different effects whether be
positive or negative, that the numerical grading system does to the academic performance,
psychological effects, social effects, and the physiological effects of the students. The
researchers would be able to determine the answers of the research questions through the in –
depth analyzation and the use of statistical treatment to be able to acquire the answers of the
research questions.
Procedure
To determine the participants, cluster probability sampling was the process used to
the sample and serve as the respondents in this research. The following are the steps in
selecting the sample,

First, determine the population which is related to the topic of researchers. In this
research, the researchers studied the numerical grading system and its effects to the students’
performances. Then the population were the grade 12 STEM students of HAU. Second, the
researchers won’t be able to survey each of the individual students per section in the STEM
strand, but with the use of cluster sampling method, the study selected thirteen grade 12
STEM students which are practical for the researchers to visit. The researchers asked for the
consent of the participants before conduction the interview and their names were listed. The
researchers conducted the survey by a questionnaire for the response of the respondents of
the questions regarding numerical grading system.
Data Analysis
To answer the statement of the problems, the following statistical methods would be
used by the researchers to be able to process the data:
Descriptive Statistics
Percentage. The percentage is used to acquire the proportion of the entire
respondents.
Percentage (%) = F/N X 100
Where: F – Frequency of response
N – Number of Respondents
Weighted Mean. The weighted mean is a kind of mean that was calculated with the
multiplication of the probability that is associated with the outcome which is associated with
its quantitative outcome and summing it all together. It is used to weight the responses of the
respondents.
∑𝑓𝑥
WM = 𝑁
Where: WM – Weighted mean
∑𝑓𝑥 – Sum of the weight frequency
N – Sample Size
Inferential Statistics
Pearson product – moment coefficient of correlation. According to Glen (2020),
the use of the Correlation coefficients is mostly used in the field of statistics to measure how
strong the relationships are between the two variables being observed. This statistical
treatment will be used to examine the relationship of the numerical grades among the
Psychological effects, social effects and its academic effectiveness.
𝑛(𝛴𝑥𝑦) − (𝛴𝑥)(𝛴𝑦)
𝑟=
√(𝑁𝛴𝑥 2 − (𝛴𝑥)2 )(𝑁𝛴𝑦 2 − (𝛴𝑦)2 )
Where:
𝑁 = Number of respondents
𝛴𝑥𝑦 = Sum of the products of paired scores
𝛴𝑥 = Sum of x scores
𝛴𝑦 = Sum of y scores
𝛴𝑥 2 = Sum of squared x scores
𝛴𝑦 2 = Sum of squared y scores

Results
Table 1.
Weighted means of the Academic performance and the numerical grade of the participants
Indicators Weighted Mean Verbal

Interpretation
1. Numerical Grade 3.30 Satisfactory
2. Focus on class discussions 3.60 Satisfactory
3. Participation in class 3.70 Satisfactory
4. Focus studying alone 3.70 Satisfactory
5. School Motivation 3.70 Satisfactory
Legends
Weighted Means :
5.00 - Very Good
4.99 to 4.00 –Good
3.99 to 3.00 – Satisfactory
2.99 to 2.00 – Fair
1.99 – 1.00 – Poor
The table shows that most of the Grade 12 STEM students of HAU’s indicator in
participation in class, focus in studying alone, and school motivation, were among the highest
with 3.70 score of Weighted mean. The indicator of focus in class discussion were the second
highest with the score of 3.60 while the numerical grades of Grade 12 STEM students were
the lowest with the score of 3.30. Despite the low numerical grade, students still have a high
academic performance in both classroom -based activities and home study. All the weighted
mean acquired the verbal interpretation of satisfactory.

This result of the findings in the study can be connected to the study of Edsys (2019),
in which he stated that Some of grades are good for students as it allows them to improve. It
tells patents about their children’s progress and performance at work. It helps the parents to
take care of them. This also gives the students a more strategic mentality and a sense of
rivalry. In this study, the students are trying hard to achieve better mark.
Table 2.
Weighted means of the comparison between Academic performance and the high and low
numerical grade of the participants
Indicators Academic Verbal

Performance Interpretation
Weighted Mean
High Numerical Grades 3.30 Satisfactory
Medium Numerical Grades 3.60 Satisfactory
Low Numerical Grades 3.70 Satisfactory
Legends:
Weighted Means :
5.00 - Very Good
4.99 to 4.00 –Good
3.99 to 3.00 – Satisfactory
2.99 to 2.00 – Fair
1.99 – 1.00 – Poor
The table shows that most of the Grade 12 STEM students of HAU’s indicator in
terms of the numerical grades have a varying difference in their academic performance
weighted mean. For the High numerical grades, the weighted mean is standing at 3.30 while
for the medium numerical grades, its standing at 3.60 and for the low numerical grades, its
standing at 3.7. The High numerical grades got the lowest of academic performance weighted
mean while the low numerical grades got the highest in the academic performance. All the
indicators acquired the verbal interpretation of satisfactory.
This finding in the study can be linked with the study of Edsys (2019), in which it
stated that Flaringly lower grades, high quality students will not take risk or creative tasks
and choose tasks that are below their skills. This stops them learning or during new things.
Some negative grade effects are causing disparity among students, for instance. Many
students prefer assignments much less than their desire to get higher grades. They will not try
their best on a certain job to be imaginative or innovative. This discourages students from
earning poor grades at school and makes them feel less than their peers and discouraged.
There is a distinction between high school students and lower grades, which creates a
mentality of superiority and inferiority.

Table 3.
Pearson Correlation for Psychological effect
Psychological Effects r P
Happiness 0.3565 0.1753
Sadness 0.2093 0.4366
Fear 0.0697 0.7975
Anger -0.1482 0.5844
Surprised 0.4739 0.0637
Legend:
r = Pearson Product Moment coefficient of Correlation P = Probability
This table shows that the relationship of each of Psychological effect of the grade 12
STEM students to numerical grading system has a weak correlation with one another with the
anger being a negative in correlation. The happiness shows a weak positive correlation with a
score of 0.3565 and the sadness show a weak positive correlation with a score of 0.2093 and
the fear shows a weak positive correlation with a score of 0.0697 and the anger shows a weak
negative correlation with a score of -0.1482 and lastly, the surprised with a weak positive
correlation with a score of 0.4739 with the significance level of 0.05.
The result of the study is connected to the findings of the study entitled Low
Academic Achievement: Causes and Results by Zoubi (2015), in a way that some of the
effects are different, while the fear factor may be connected in this finding in which it
indicate that there are flaws present related to the academic achievement of the students. The
study links some factors affecting how students were affected by a low academic
achievement. Excess pressure on the student to acquire high grades in examinations were
also linked to the tensions and fear present in the student should he fail to acquire the
expected grade by the parents and has been link to many of the academic failure of the
student.
Table 4.
Pearson Correlation for Social effect
Social Effect r P
Social Life 0.1851 0.4925
Legend:
r = Pearson Product – Moment coefficient of Correlation
P = Probability
This table shows that the relationship of Social effect of the grade 12 STEM students
to numerical grading system has a weak correlation with one another. The Social effects on
the students shows a result of a weak positive correlation with a score of 0.1851 and a
probability score of 0.4925 with the significance level of 0.05.
The result can be connected in a study according to Penn State (2016), For students to
excel academically, meaningful social, behavioral, and emotional interactions are needed.
Working with peers makes children become more socially competent and perform well in
education. Well performing at school is closely linked to one's interactions with peers.
Table 5.
Pearson Correlation for Physiological effects
Physiological effects r P
Stress Level 0.5295 0.0349
Legend:
r = Pearson Product –
Moment coefficient of
Correlation
P = Probability
This table shows that the relationship of Physiological effects of the grade 12 STEM
students to numerical grading system has a weak correlation with one another. The Social
effects on the students shows a result of a weak positive correlation with a score of 0.5295
and a probability score of 0.0349 with the significance level of 0.05.
The result of this study can be connected to the study of Reis (2015), in which there
has been an adverse negative impact to the mental health of students. Low grades are stressed
over by the students in higher education as it affects the career path and their financial status.
As they feel no sense of control over their achievement in academics as they did not meet the
expectations of the instructors on what they are assigned in work for.

Discussion
The overall purpose of this study is to examine the numerical grading system and its
effects on the grade 12 STEM students’ academic performance of HAU and to compare the
difference to students who acquired the low numerical grades to students that achieved a high
numerical grade. The result was used to answer the question of the research.
In line with the statement of the problem and the research problem, there is a
significant relationship between the Psychological effects, Social effects, Physiological
effects, academic performance and the numerical grading system was pursued.
In this study, the student’s academic performance refers to the motivation and the
response of the students to acquire the expected grades of the quizzes, written works, and
performance tasks that were done inside and outside the classroom.
In this study, the academic performance was measured in which according to Bell
(2018), academic performance measures how well the students have performed various
activities and quizzes that are set for them by the criteria set by the standards of their teachers
or instructors. The areas where the achievements and the failures in students’ academic life
are needed to be evaluated to provide improvement and make use of the learning process
provided by the curriculum.
The numerical grading system’s effectiveness was then divided up to 3 aspect of
effectiveness, the Psychological effects, the Social Effects, and the Physiological effects.
A validated questionnaire was used to serve as the main instrument of the study. It
was used by the full extent by the researcher in order to acquire the effectiveness of the
numerical grading systems and its comparison to each other.

The Descriptive statistic were fully also used by the researchers, in which it includes
frequency distribution, percentages, and mean were fully used to measure and tally the
responses made by the respondents. The Inferential statistics were also used by the researcher
such as the Pearson product – moment coefficient of correlation in order to measure the
relationship of the numerical grading system with the psychological effects, social effects,
and the physiological effects. The data were analyzed and synthesized to come up with the
result and conclusion.
Based on the results of the statistical analysis, the findings are summarized as
follows:
Numerical Grading System and Academic Performance
Grade 12 STEM students’ indications are in participation in class, focus in studying
alone, and school motivation, were among the highest with 3.70 score of Weighted mean.
The indicator of focus in class discussion were the second highest with the score of 3.60
while the numerical grades of Grade 12 STEM students were the lowest with the score of
3.30. Despite the low numerical grade, students still have a high academic performance in
both classroom -based activities and home study. All the weighted mean acquired the verbal
interpretation of satisfactory. All this indicates that there is link in achieving a numerical
grade to the academic performance in which the numerical grade - based system affects how
a student performs academically.
Difference in the academic performance
The numerical grades have a varying difference in their academic performance
weighted mean. For the High numerical grades, the weighted mean is standing at 3.30 while
for the medium numerical grades, its standing at 3.60 and for the low numerical grades, its
standing at 3.7. The High numerical grades got the lowest of academic performance weighted
mean while the low numerical grades got the highest in the academic performance. All the
indicators acquired the verbal interpretation of satisfactory, in which the student with high
numerical grade have a chance to not perform well in the academic settings while those
students who achieved low numerical grade had a link that their academic performance
increased.
Relationships observed from the numerical grading
Psychological effects. The relationship of each of Psychological effect of the grade 12
STEM students to numerical grading system has a weak correlation with one another with the
anger being a negative in correlation. The happiness shows a weak positive correlation with a
score of 0.3565 and the sadness show a weak positive correlation with a score of 0.2093 and
the fear shows a weak positive correlation with a score of 0.0697 and the anger shows a weak
negative correlation with a score of -0.1482 and lastly, the surprised with a weak positive
correlation with a score of 0.4739 with the significance level of 0.05.
Social Effects. The relationship of Social effect of the grade 12 STEM students to
numerical grading system has a weak correlation with one another. The Social effects on the
students shows a result of a weak positive correlation with a score of 0.1851 and a
probability score of 0.4925 with the significance level of 0.05.
Physiological effects. The relationship of Physiological effects of the grade 12 STEM
students to numerical grading system has a weak correlation with one another. The Social
effects on the students shows a result of a weak positive correlation with a score of 0.5295
and a probability score of 0.0349 with the significance level of 0.05.
Based from the result of the study there is a significant effect of the numerical
grading system on the psychological, social, physiological aspects and academic performance
of a student. Grade 12 STEM students in Holy Angel University performed various activities,
quizzes and tasks that are set for them by a certain criteria set by the teachers in the
relationship of each of psychological effect of the grade 12 STEM students to numerical
grading system appeared that among all of the students are stressed after viewing their
average grades and they are able to focus on class discussion after seeing their grades. The
relationship of social life in the grade 12 STEM students to numerical grading system
appeared in weak positive correlation. However, on the psychological effects, the stress level
of the students appeared had a weak positive correlation after seeing their grades. Most of the
grade 12 STEM students of HAU’s indicator were among the highest score are in
participation in class focus in studying alone and school motivation. Lastly most of the grade
12 STEM students of HAU’s indicator in terms of the numerical grades have a varying
difference in their academic performance weighted mean.
This study hopes to establish an understanding on the numerical grading system in
Angeles city with the help of the Grade 12 Senior High School STEM students at Holy Angel
University. The results of the study will be a great benefit to the following:
To the future researchers, the ideas presented may be need as a reference data in
conducting new research or in testify the validity as other related studies/findings. This study
will also serve as the cross reference that they will give them an overview or background on
the numerical grading and its effects on grade 12 STEM students’ performance of HAU.
To the students, the result of the study can offer a knowledge regarding on the
numerical grading system and its effects in the performance of a student. This study can also
help the students to become aware of its various causes and effects to the execution of an
action among the students.
To the teachers, not only in holy angel university but also to every teacher in every
school, the results will provide them information about the numerical grading system and its
effects to students. This study will help them identify how their grades affects the students.
The results can also help them find the right learning style for students who are having matter
of difficulty and to establish what motivates them.
The researcher of this study may recommend the participants to be divided based on
the achievement of that participant and based on how high the numerical grades that the
participants get in the end of their quarterly assessment. The participants of the study should
be more focused on the specialty of their strand. The researchers also recommend using an
interview method in their instruments in order to acquire more depth in their answers and the
effects of the numerical grades in their academic performance. The researchers also
recommend the participant to be in lower grade level students in order to identify and acquire
an accurate representation of the effects of the numerical grade in lower grade levels. Lastly,
the researchers recommends to acquire more question of the effects that can occur to their
everyday lives and how they can implement that kind of question in either their survey
questionnaires or in the interview method in their instruments in order to acquire more depth
and more possibilities that have an effect in their academic performance and/or in their
everyday lives.
References
Academic Journals
Aslfallah, A. (2019). Underinvestment in Education: The Effects of Grades on Student
Motivation and Performance. Stockholm School of Economics - Department of
Economics. Retrieved from
https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3315021
Chamberlin, K., Yasué, M. & Chiang, I. A. (2018). The impact of grades on student
motivation. Active Learning in Higher Education. Retrieved from
https://www.researchgate.net/publication/329918541_The_impact_of_grades_on_stu
dent_motivation
Marbouti, F., Diefes-Dux, H. A. & Madhavan, K. (2016). Models for early prediction of at-
risk students in a course using standards-based grading. Computers & Education, 103,
1-15. Retrieved from
https://www.sciencedirect.com/science/article/pii/S0360131516301634?fbclid=IwAR
1-wYZPdSdXUCp8jF81qIyCziRq1gwTypkqfrWpDdQk94QJs79aZQKUmsI
O’Connor, S. R., Tully, M. A., Ryan, B., Bradley, J. M., Baxter, G. D. & McDonough, S. M.
(2015). Failure of a numerical quality assessment scale to identify potential risk of
bias in a systematic review: a comparison study. BMC Research Notes, 8(224).
Retrieved from https://bmcresnotes.biomedcentral.com/articles/10.1186/s13104-015-
1181-1?fbclid=IwAR2nbN6uyMYjpL6a0nHpJCN9REDdDN-
Zev4XYneZqUNnTO7wMQV4VPYncgE
Zoubi, S. A. (2015). Low Academic Achievement: Causes and Results. Theory and Practice
in Language Studies, 5(11), 2262-2268. doi: http://dx.doi.org/10.17507/tpls.0511.09
Websites
Ala, B. (2018). The Effects of Grades on Students. Retrieved from https://bohatala.com/the-
effects-of-grades-on-students/
Bell, M. J. (2018). Define Academic Performance. Retrieved from
https://www.theclassroom.com/define-academic-performance-4740750.html
Betts, J. R., & Grogger, J. (2016). The impact of grading standards on student achievement,
educational attainment and entry-level earnings. Retrieved from
https://pofs.semanticscholar.org/ab69/385938366fff4d78f2334866b45cbe666766.pdf
Edsys, I. (2019). Grades and Students: Psychological Effects of Grades on Students.
Retrieved from https://www.edsys.in/grades-students-psychological-
effects/?fbclid=IwAR2yHNqa2KUxWKWM0_lygQCq-
yCJ7eDTYkPi4GDwIU3wCgGyyAe7k7dR2xQ
Eldridge, G. (2015). How Do Grades Impact Intrinsic Motivation? Retrieved from
https://www.tieonline.com/article/1688/how-do-grades-impact-intrinsic-motivation-
Galangue, G. (2015). DepEd order # 8, s.,2015. Retrieved from
https://www.slideshare.net/gildagalangue/deped-order-8-s-2015
Glen, S. (2020). Linear Regression: Simple Steps, Video. Find Equation, Coefficient, Slope.
Retrieved from https://www.statisticshowto.datasciencecentral.com/probability-and-
statistics/regression-analysis/find-a-linear-regression-equation/
Richardson, H. (2018). Characteristics of a Comparative Research Design. Retrieved from
https://classroom.synonym.com/characteristics-comparative-research-design-
8274567.html
Krawczyk, R. M. (2017). Effects of Grading on Student Learning and Alternative Assessment
Strategies. Retrieved from
https://sophia.stkate.edu/cgi/viewcontent.cgi?article=1219&context=maed
McLeod, S. (2018). Skinner - Operant Conditioning. Retrieved from
https://www.simplypsychology.org/operant-conditioning.html
Muñoz, M. & Guskey, T. (2015). Standards - Based Grading and Reporting will Improve
Education. Retrieved from
https://Journals.sagepub.com/doi/abs/10.1177/003172/7155790113
O’Callaghan, C. (2017). What is STEM? Retrieved from
https://www.topuniversities.com/courses/engineering/what-stem
Penn State (2016). Social Life and Academic Success. Retrieved from
https://sites.psu.edu/aspsy/2016/10/30/social-life-and-academic-success/
Reis, R. (2015). The Need for a New Grading System. Retrieved from
https://tomprof.stanford.edu/posting/1443
Sudhakar, J. (2018). EDUCATORS MUST LEARN HOW TO TEACH! Retrieved from
https://www.linkedin.com/pulse/educators-must-learn-how-teach-ms-jemi-sudhakar
Appendices
Appendix A.
Appendix B.
February 3 - 7, 2020
Academic Community
Holy Angel University
Greetings!
We the Grade 12, Science, Technology, Engineering, and Mathematics Strand students
would kindly like to ask for your assistance and approval to entrust to us the permission to
conduct our study. We ensure you that the information will be handled with the utmost
confidentiality and it will only be used for research purposes. This is for the completion of our
study entitled: “Numerical Grading System and its Effects on the Grade 12 STEM Students’
Performance of HAU”. Our study aims to determine the numerical grading system and its
effects on the Grade 12 STEM Students of Holy Angel University. Your assistance will be
highly appreciated.
We are looking forward on your response about this matter. Thank you and God bless!
Respectfully yours,
Cruz, Michelle Bianca Patrice D.

Lozano, Kelvin John C.
Meneses, Jomail Aris A.
Ocampo, Ivanne Dewin Marlou S.
Pamintuan, Ralph Gabriel
Velasquez, Cheska Gwen V.
Noted by:
Mr. Kevin H. Gomez

Practical Research Teacher
Appendix C.
Appendix D.
Appendix E.
Curriculum Vitae
Name: Cruz, Michelle Bianca Patrice D.
Age: 18
Birthday: December 07, 2001
Address: Purok #4 #146 Suclaban Mexico, Pampanga
Sex: Female
Contact Number: 09568926538
Email Address: michelle0788cruz@gmail.com
Educational Background:
Elementary:
Achievers Special Education Center
Pulungbulu Angeles, Pampanga
S.Y. 2008-2014
Secondary:
Junior High School
RCC Colegio De San Rafael
Baliti, City of San Fernando Pampanga
S.Y. 2014-2018
Senior High School
#1 Holy Angel Avenue Angeles City
S.Y. 2018-2020
Curriculum Vitae
Name: Lozano, Kelvin John C.
Age: 18
Birthday: October 25, 2001
Address: #030 M. Henson Ave. Fatima Village, Sta. Cruz, Porac, Pampanga
Sex: Male
Email Address: kelvinjohnlozano73@gmail.com
Elementary:
Sto. Rosario Elementary School
Miranda St, Angeles, 2009 Pampanga
S.Y. 2008-2014
Secondary:
Junior High School
S.Y. 2014-2018
Senior High School
S.Y. 2018-2020
Curriculum Vitae
Name: Meneses, Jomaihl Ariz M.
Age: 17
Birthday: November 04, 2002
Address: Blk 8 Lot 19 Villa Barcelona Ph1 Sindalan CSFP
Sex: Male
Email Address: jom_meneses@yahoo.com
Elementary:
NASAH MONTESSORI CENTER FOR LEARNING INC.
S.Y. 2008-2014
Secondary:
Junior High School
NASAH MONTESSORI CENTER FOR LEARNING INC.
S.Y. 2014-2018
Senior High School
S.Y. 2018-2020
Curriculum Vitae
Name: Ocampo, Ivanne Dewin Marlou S.
Age: 17
Address: Blk 41 Lot 17 Fiesta Communities Brgy. Tabun Angeles City, Pampanga
Sex: Female
Contact number: 09434981872
Email address: ivannedmocampo@gmail.com
Elementary:
S.Y. 2008-2014
Secondary:
Junior High School
S.Y. 2014-2018
Senior High School
S.Y. 2018-2020
Curriculum Vitae
Name: Pamintuan, Ralph Gabriel
Age: 18
Address: 404 Aguinaldo St. Purok 3 Brgy Manibaug Libutad, Porac
Sex: Male
Email Address: ralphpamintuan31@gmail.com
Elementary:
S.Y. 2008-2014
Achievers Special Education Center
Secondary:
Junior High School
Angeles City Science High School
S.Y. 2014-2018
Senior High School
S.Y. 2018-2020
Curriculum Vitae
Name: Velasquez, Cheska Gwen V.
Age: 17
Birthday: April 02, 2002
Address: Lot 5-6, Blk. 14-15, Florida Residence, Brgy. Saguin, CSFP
Sex: Female
Email Address: cheskagwenv@gmail.com
Elementary:
S.Y. 2008-2014
Secondary:
Junior High School
S.Y. 2014-2018
Senior High School
S.Y. 2018-2020

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NUMERICAL GRADING SYSTEMS’ EFFECT ON STUDENTS

This research entitled, “NUMERICAL GRADING SYSTEM AND ITS EFFECTS

Approved by the Committee of Oral Examiner on February 27, 2020.

Accepted and approved in partial fulfillment of the requirements

TurnItIn Certification ………………………………………………………………... i

Approval Sheet ………………………………………………………………………. ii

Acknowledgment ……………………………………………………………………. iii

Table of Contents ……………………………………………………………………. iv

List of Tables and Figures …………………………………………………………… vi

Title Page …………………………………………………………………………….. 1

Background of the Study………………………………………………………. 3

Review of literature and studies……………………………………………….. 5

Statement of the Problem……………………………………………………… 12

Scope and Delimitation………………………………………………………... 13

Significance of the Study……………………………………………………… 14

Results and Discussion …………………………………………………………… 21

A. Letter for Instrument Validation………………………………………. 37

B. Letter of Consent for Data Collection…………………………………. 38

List of Tables and Figures

and low numerical grade of the participants…………………………………………….. 22

Table 3 – Pearson Correlation for Psychological effect………………………………… 24

Table 4 – Pearson Correlation for Social effect ………………………………………… 25

Table 5 – Pearson Correlation for Physiological effects………………………………… 26

12 STEM students’ performance of HAU ……………………………………………… 12

Michelle Bianca Patrice D. Cruz

Kelvin John C. Lozano

Jomail Aris A. Meneses

Ivanne Dewin Marlou S. Ocampo

Ralph Gabriel Pamintuan

Cheska Gwen V. Velasquez

Correspondence concerning this article should be addressed to Michelle Bianca Patrice

City, 2009, Philippines, Email: Kelvinjohnlozano73@gmail.com

Keywords: Numerical Grading, Academic Performance, Psychological Effects, Social

Effects, Physiological Effects, Comparison, Correlation

throughout education is used to assess a student's educational performance which depends

and its possible effects on the students’ academic performances.

world situations (O’Callaghan, 2017).

Department of Education (DepED) in the Philippines to assess the academic performance of

to 75 with the use of the transmutation table (Galangue, 2015).

According to Eldridge (2015), a research on 209 students in seventh to ninth grade in

physiological effects on the performance of the students.

In studying for the discovered adverse impact of intrinsic motivation on acquiring

process from the academic marks (Ala, 2018).

mentality of superiority and inferiority.

what they can and cannot do at acceptable grades (Reis, 2015).

Evaluating represents to educator’s assessment, developmental or summative of student’s

grading and detailing are important, precise and reasonable.

on student performance, educational achievement and business income. It not only

According to Marbouti, Diefes-Dux & Madhavan (2016), utilizing predictive

According to the study entitled Failure of a numerical quality assessment scale to

(2015), Evaluating the primary studies from methodological quality it is an important

systematic review from a component. To comprehend in evaluating methodological quality

neglected to distinguish knowledge at an extended risk of predisposition and could have

conceivably prompted uncertain evaluations of treatment impact. Although depend on the

based framework gave an increasingly organized system by which subjective options

sources of bias in the accessible proof.

of the academic failure of the student.

To add to that, according to the study entitled Underinvestment in Education: The