PREDICTORS IN LAPG RESULTS OF THE

SCHOOLS DIVISION OF QUIRINO:

AN ANALYSIS
Proponent:
Sonia C. Pagbilao, Ph. D.
Public Schools District Supervisor
Contact # 09272075865

Co-Proponent:
Orlando E. Manuel, Ph. D., CESO VI
Schools Division Superintendent
Telefax (078) 305-2425

BACKGROUND OF THE STUDY:

LAPG Results for School Year 2014-2015 is
60.11% MPS in the three languages tested.
Only 9 out of 169 schools who took the LAPG,
obtained 75% and above mean percentage score. The 160
schools are considered as low-performing.
Mother Tongue has the MPS of 65.11 while
Filipino has 64.05 and the lowest is English which is 51.18.

OBJECTIVE:

To determine the predictors that

influence the low performance in
English of the grade III pupils of the
Schools Division of Quirino for
School Year 2014-2015 in the
Language Assessment for Primary
Grade (LAPG).

SOURCE OF DATA

160 low performing public

elementary schools of the
Schools Division of Quirino
covering the grade III pupils,
grade III teachers who took the
Teachers English Proficiency
Test (TEPT) and the School
Heads.

GATHERING OF DATA
Purposive sampling technique was used
A Survey Questionnaire was used to get data
on the Reading Performance Level of the
grade three pupils, Print-rich Environment of
the schools, Frequency of Classroom
Supervision and SBM Level of Practice.
Secondary data was also used from the
results of the 2014-2015 LAPG and TEPT
results (Teachers English Proficiency Test) of
the grade III teachers.

ANALYSIS OF DATA

Descriptive-predictive research
design was used.
Mean, SD and Frequency count were
used in determining the school
profile of the respondents in terms
of:
Reading Performance of the grade 3
pupils
Print-rich Environment
Teachers English Proficiency Level
Frequency of Classroom Supervision by
the School Heads
School-Based Management Level of
Practice

ANALYSIS OF DATA
The mean and SD were used in
determining the percentage score in
English in the LAPG for the Schools
Division of Quirino for School Year 20142015.
Linear Regression was also used in
determining the predictors that
significantly influence the LAPG result.
The prediction model was used to
determine and explain the low
performance in LAPG.
Y = BO+ B1X1 + B2X2 + B3X3+ B4X4+ bnxn

FINDINGS & CONCLUSION

The reading level of the grade

3 pupils is Frustration.
Frequency of Classroom
Supervision is Seldom.
SBM Level of practice is Level
1.
These 3 are all insignificant.

FINDINGS & CONCLUSION

Only Print-rich Environment of the
school which is described as
Inadequate with a
(Beta = 15.016; p <.000).
Teachers English Proficiency Level
described as Moderate with a (Beta
= .164; p <.015)
are significantly influencing the
performance of the respondents to the
Ambatchew
Morrow & Weinstein (1986)
LAPG. (2010)
Related Studies:
Neuman & Roskos (1997)

Harmer (2003) & Mosha (2004)

McEwan (2000)
Quist (2000)

FINDINGS & CONCLUSION

The LAPG MPS in English of

the Grade 3 pupils obtained
a (M=49.63; SD=10.22) with
a descriptive interpretation
of Average Mastery which
indicates the need to
improve the literacy
domains in English.

FINDINGS & CONCLUSION

The performance in LAPG can be

predicted by the model:
Y = B O+ B 2 X 2 + B 3 X 3
Where:
Y= School Performance in LAPG + B 0 =
Constant (35.671) + B2= Print-rich
Environment (15.016) (0) + B3=
Teachers English Proficiency (.164) (2)

Interpretation:
B2=15.016; for every one unit increase of
improvement of Print-rich environment, there is a
15.016 increase in the performance of the pupils in
the LAPG holding other factors constant.
The more print-rich environment the pupils have,
the higher they perform in literacy.
B3=.164 for every one unit increase of Teachers
Proficiency in English, there is 10.64 increase in the
performance of the pupils in LAPG holding other
factors constant.
Likewise, the higher the proficiency in English of the
teachers, the better the pupils learn from them and
the higher they perform in English.

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RECOMMENDATIONS

Enhancement of Literacy Program

utilizing the Explicit Teaching to
master the domains of literacy
Make every K to Grade 3 classroom a
print-rich environment through the
Search for Best Print-rich Classroom.
School Heads should include in their
SIP/AIP the procurement of reading
materials and multimedia equipment.
Conduct of the School Learning
Action Cell Sessions (SLACS) on the
preparation of literacy materials

RECOMMENDATIONS
Enhance the English proficiency of the
teachers through the utilization of the 7020-10 Learning Model
Practice the use of English language
especially in their conversation.
Periodic monitoring of the school head and
district supervisor in the practice of the
language
Intensify classroom supervision to improve
the teachers competence in teaching.
Increase the level of practice in SBM to
improve school performance and students
higher achievement

DISSEMINATION/ADVOCACY
The result of the study was presented during
the ff:
Division MANCOM, District Summit and
Conferences/Meetings to provide the school
heads, and teachers the salient
information/data on the predictors of LAPG
to enlighten them on the present status of
the 160 low-performing schools and to
serve as primary basis for a plan of action
for improvement.
Another study shall be conducted to
improve the English Proficiency of teachers
using the 70-20-10 Model to know if it is an
appropriate intervention for them.

Thank You!