CAREER ASSESSMENT EXAMINATION AND ACADEMIC RATING OF STEM

STUDENTS AT BAGUMBAYAN NATIONAL HIGH SCHOOL

SY 2019-20: AN ASSESSMENT

A Research Paper
Presented to the Faculty of the
Senior High School
BAGUMBAYAN NATIONAL HIGH SCHOOL

In Partial Fulfillment for the Requirements

For the Strand/Track:
SCIENCE, TECHNOLOGY, ENGINEERING, AND MATHEMATICS

Submitted by:

Maria Cristina Morano

Vincent Lloyd Canta
Hedan Bodonal
Naia de Pedro

Submitted to:
Mr. Vicente C. Delgado
Teacher II

MARCH 2020
 Republic of the Philippines
Department of Education
National Capital Region
Division of Taguig City and Pateros
BAGUMBAYAN NATIONAL HIGH SCHOOL
M. L. Quezon St., Bagumbayan, Taguig City
Senior High School Department

APPROVAL SHEET

In partial fulfillment of the requirements for the Senior High School Track, Science,

Technology, Engineering, and Mathematics, this Research entitled “Correlation Of Grade 12

Stem Students’ Performance In National Career Assessment Examination And Academic

Subjects At Bagumbayan National High School”, was prepared and submitted to the faculty of

Bagumbayan National High School, Senior High School Department, Bagumbayan, Taguig City.

_________________________________
VICENTE G. DELGADO, LPT,MPA
Teacher – Inquiries, Investigations and Immersion
 ACKNOWLEDGMENT

First and the foremost, we would like to offer our sincere gratitude to our research

adviser, Mr. Vicente C. Delgado for his immense and unwavering teaching and guiding to

accomplish this research.

We also profoundly acknowledge our parents for their unwavering support in our study in

terms of financial and moral support which really helps us to make this study a successful one.

Last, but not the least we gratefully acknowledge and thank God for giving us

knowledge, wisdom and strength to accomplish the study conducted

 Dedication

We dedicated this study to individuals who are interested to read this research, to the

students who will take Senior High School for choosing their strands, to all the teachers for

knowing where subjects to focus to, and for the Philippines educational officials to make a better

plan for students in their school life for high chance of success.
 Abstract

This study aims to determine whether National Career Assessment Examination result
(Scientific Ability, Mathematical Ability, Reading Comprehension, and Verbal Ability) is relevant
to academic subjects (Science, Mathematics, and English related subjects) in succeeding levels
in Bagumbayan National High School.

The total population was 82 students from Grade 12, STEM A and STEM B. using
Slovin’s formula, the samples were determined. The total respondents were 65 students, 30
STEM students from section A and 35 STEM students from section B. Researchers measured
the relationship using Pearson r moment of correlation where, the data was collected through
letter of permission from principal to ask authorized personnel to give NCAE result and grades
in English, Mathematics, and Science related subjects from grades 10 to 12 of Grade 12 STEM
students.

Pearson r moment of correlation showed that; (1) the science subject; the NCAE &
Grade 10 and NCAE & Grade 12, (2) the English subject; NCAE & Grade 12, further revealed
that there is a significant relationship in these variable while, (1) The science subject; NCAE &
Grade 11, (2) the Mathematics subject; NCAE & Grade 10, and NCAE & Grade 11, (3) the
English subject; NCAE & Grade 10, and NCAE & Grade 11, further revealed that there is no
significant relationship in these variables. Researches arrived at a conclusion that even got low
grades in NCAE, they still performed well and had high grades in academic subjects at
succeeding level.

Statistical Treatment reveals NCAE does not have a relationship mostly at academic
subjects in succeeding level. Researchers came up with these recommendations; (1)
Researchers should have to investigate to know the factors affecting in having a low score in
NCAE, (2) Teachers should review where subjects students having hard time., (3) Department
of Education - National Education Testing and Research Center (DepEd NETRC) should have
to improve the system of taking the test or improve the quality of test, to make the test relevant
in succeeding level/choose strands, (4) Researcher should have to imply this study with all
strands, and (5) Next researcher might include Non-Academic Subjects to their variable in this
study, for making optimum test guide to students’ career.
Keywords: Correlation, Students’ Performance, Career Examination Assessment, Academic
Subjects, STEM students

TABLE OF CONTENTS

Title Page i

Approval Sheet ii

Acknowledgement iii

Dedication iv

Abstract v

Table of Contents vi

Appendix viii

List of Tables ix

List of Figures ix

Chapter 1. THE PROBLEM AND ITS BACKGROUND

Introduction 1

Theoretical Framework 3

Conceptual Framework 5

Statement of the Problem 6

Hypothesis 7

Significance of the Study 7

Scope and Delimitation 7

Definition of Terms 8

Acronyms 8

Chapter 2. REVIEW OF RELATED LITERATURE

Foreign Literature 10

Foreign Study 13

Local Literature 18 vi

Local Study 22

Synthesis 28

Chapter 3. RESEARCH METHODOLOGY

Research Objective 29

Research Design 30

Respondents and Its Population 32

Sampling Technique 32

Data Gathering Procedure 33

Statistical Treatment of Data 34

Chapter 4. PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

Weighted Mean in Different Subject Area 35

Hypothesis Testing 39

Chapter 5. SUMMARY, CONCLUSION AND RECOMMENDATION

Summary 41

Summary of Findings 42

Conclusion 43

Recommendations 44

References 45

Appendix

Letter of Permit for NCAE results in 2016-2017 49

Letter of Permit for Form 137 of Grade 12 STEM students 50
Data Collected 51
Validation Letter 53
Curriculum Vitae of Researcher 54
 LIST OF TABLES

Table Page
1 Respondent’s total Population 32
2 Distribution of Sample respondents 33
1.1 Weighted Mean of Grade 10 Academic Subjects’ Grade of Grade 35
12 STEM Students

1.2 Weighted Mean of Grade 10 Academic Subjects’ Grade of Grade 12 STEM 36

Students
1.3 Weighted Mean of Grade 11 Academic Subjects’ Grades of Grade 12 STEM 37
Students
1.4 Grade 12 STEM Students’ First Semester Academic Subjects’ 38
Grade Weighted Mean
2 Determining the significant relationship of Grade 12 STEM 39
student’s Performance in NCAE and Academic Subjects.

viii

LIST OF FIGURES

Figure Page
1 Conceptual Paradigm 5
2 Coorelation Formula 34
3 Critical value of r table

Chapter 1

Problem and Its Background

Introduction
 Educational institution all over the world to has a unified aim to produce graduates

equipped with both academic and non-academic competence and well-rounded personality. This

aim is realized in complementing academic activities with co and extra-curricular undertakings

that widen the horizon of students (Astin, 2004).

K-12 program was signed by former President Aquino turning Republic Act (RA) 10533

into law last May 15, 2013. It aims to maintain the highest quality of education by regulating and

monitoring the flow of high school graduates to courses where they have better aptitude or

potential (Escudero,2016).

In relation to K-12, National Career Assessment Examination (NCAE) which is taken by

grade 9 students in both private and public high schools operating DepEd permits is supported by

Education Secretary Leonor Briones pursuant to DepEd Order. National Career Assessment

Examination (NCAE)’s purpose is to help students to decide on what course will be taken soon

and to assess knowledge to where track each belongs in order to prepare students in the future

jobs.

Nowadays many students cannot decide on what course they should take especially those

who cannot make decision by their own. NCAE (National Career Assessment Examination)

assists the compatibility of the skills of the students regarding their courses. NCAE can help

students on their decision making in taking courses. (www.slideshare.net/xDpauwaw/thesis-full).

The National Career Assessment Examination is an annual examination administered to

public school student throughout the country to determine their achievement level strengths and

weaknesses in the key subject areas

 On the Senate bill No. 2091 signed by Senator Francis G. Escudero National Career

Assessment Examination (NCAE) will act as an instrument La maintain a viable balance among

the number of white collar employees, skilled manpower and entrepreneurs through a provision

of career direction to secondary graduates.

Merlina Hernando-Malipot published a journal under Manila Bulletin that for K to 12

Program, the NCAE aims to determine the learner’s aptitude and occupational interest on any of

the Senior High School (SHS) tracks. Occupational interest is the learner’s preference in specific

vocations and career categories. As per DepEd, the exam also aims to guide the conduct of career

guidance at the school level and to ensure the development of skills and competencies required

for the world of work and career choices.

According to the former Department of Education Secretary Mr. Jesli A. Lapus the

NCAE mainly seeks to guide graduating students on what career path is fitted for them. It is also

aimed at determining the best-suited college courses for the examinees after graduation from

high school. When the NCAE was first introduced and took over the National Career Entrance

Examination (NCEE) in 2016, it became mandatory for all graduating students of public high

schools to take it but not for private schools.

Now, even private schools are required to take the examination. It has been years since

the NCAE was implemented but the answer on what is the relevancy of the NCAE to the

academic performance of the graduating student still remains unsatisfactory.

This study will mainly conducted if there is a relevancy of taking the NCAE on

Academic performance of Grade 12 STEM students, from the day they take the exam on the

academic performance in succeeding grade levels

Theoretical Framework

Mark Anthony Llego defines NCAE in his journal as an aptitude test geared toward

providing information through test results for self-assessment, career awareness and career

guidance of junior high school students of the K to 12 Basic Education Program (BEP). On the

journal published by Lissabeth Ross, the purpose of the NCAE is to help students determine

which courses they should study in college and what sort of career they are best suited for. Like

many standardized tests, the NCAE measures students' general scholastic knowledge.

According to Santos (2017), NCAE is also to provide basis for profiling learner’s

aptitude in the four SHS tracks such as Academic, Technical-Vocational-Livelihood, Sports, and

Arts and Design. Under the Academic track are the following strands: Accountancy, Business

and Management (ABM); Science, Technology, Engineering and Mathematics (STEM), and

Humanities and Social Sciences (HUMSS).

Ever since that the K to 12 was implemented here in the Philippines, many Filipinos

experts thought that if the practiced NCAE was relevant in academic performance of students in

succeeding grade level, as more on the new Grade level here in the Philippines. Flordeliza P.

Ferrer and Roberto J. Dela Cruz also aims to determine if the students’ performance in the

National Career Assessment Examination (NCAE) is significantly correlated to their academic

performance in the succeeding grade levels.

The study through statistical findings shows that the learners got the highest grade in

Science both in NCAE and Grade 10, while English in Grade 11. Significant positive

correlations of the students’ performance were consistently observed in the three academic areas

and in the three grade levels.

 Also coincide investigation had been conducted to determine student's academic

performance, occupational interest and aptitude in the National Career Assessment Examination

(NCAE) and ascertain predictors of their performance by Denis Abao Tan and Carmela Llagas

Balasico through Correlation showed that creativity was not associated with student's academic

performance while the rest such as, general scholastic aptitude (science ability, reading

comprehension, verbal ability and mathematical ability), technical-vocational ability (clerical

skill and visual manipulative skill), non-verbal ability, logical reasoning ability, and

entrepreneurial skill (planning and decision making, budgeting, marketing and forecasting) were

positively correlated to student's performance. Stepwise linear regression analysis indicated that

mathematical ability, verbal ability and logical reasoning ability were predictors of student's

academic performance

With these evidences, researchers will figure out if the case scenario happened in students

in other school will result the same on the student’s here in the Bagumbayan National High

School. This investigation might help teachers and education organization to enhance or change

the educational system which is more befitting in student’s learning.

Conceptual Framework
 This conceptual paradigm sought to determine if the NCAE results plays role in selecting

strands of learner in Bagumbayan National High School.

1. What is the
scores of the students in
the following Academic
NCAE subtest?
1.1 Scientific
Ability

1.2 Mathematical
Ability and;
1.3 Reading Data Gathering
Comprehension  Guides Learners for
Analysis of Data
choosing Tracks
 Determining the
Statement of the Problem

The study’s focus were National Career Assessment Examination Scores and Academic

Performance of Grade 12 STEM students at Bagumbayan National High School (BNHS).

Specifically, it would sough to answer the following questions:

1. What were the scores of the students in the following academic NCAE subtest?

1.1 Scientific Ability

1.2 Mathematical Ability and;

1.3 Reading Comprehension

2. What were the grades of the respondents in Academic subjects (Science, Mathematics

and English) following Grade level?

1.1 Grade 10

1.2 Grade 11

1.3 Grade 12

3. Was there a significant relationship between NCAE scores between respondents’

Academic Performance?

Research Hypothesis

The following hypothesis would be tested in null form at the 0.05 level of significance:
 H0. There is no significant relationship in the NCAE scores between Academic

Performance in different grade levels.

Scope and Delimitation of the Study

The study would focus in the taken National Career Assessment Examination Scores of

Grade 9 students in Bagumbayan National High School (BNHS) during the School Year 2016 –

2017 and their academic performance during the succeeding school years.

This study was also about the relationship of NCAE scores between Academic

performance of the respondents.

The study will be delimited on academic subjects only, also this will not include personal

background of the respondents nor their demographic profile.

Significance of the Study

The result of the study serves as the basis for career choice for senior high school

students which are congruent to their skills. This will help students determine which courses

they should study in college and what sort of career they are best suited for. This study is use

predictive guide for the choice of the academic strand.

This study will also give valuable information to secondary teachers as to which among

the different key areas need more attention to improve.

The DepEd NETRC (National Education Testing and Research Center) can use this study

to determine the validity and reliability testing to make sure that it really measures what it seeks

to measure.
Definition of Terms

For the purpose of clarification the following terms are defined operationally.

Academic performance- refers to the accomplishments or production of the

pupils/students in the schoolwork in subjects Math, Science, and English.

Department of Education – Agency which focuses on educational system in the

Philippines.

National Career Assessment Examination (NCAE) - this refers to a test aimed to

determine the future appropriate course for Grade 9 students.

Acronym

BNHS – Bagumbayan National High School

DepEd – Department of Education

DepED NETRC - Department of Education - National Education Testing and Research

Center

NCAE - National Career Assessment Examination

SHS – Senior High School

STEM – Science, Technology, Engineering and Mathematics

 Chapter 2

Review of Related Literature

Foreign Literature

The literature entitled Improving Academic Performance among Native American

Students: A Review of the Research Literature by Demmert, William G., Jr shows literature

review examines research-based information on educational approaches and programs associated

with improving the academic performance of Native American students. A search reviewed

ERIC's over 8,000 documents on American Indian education, as well as master's and doctoral

dissertations and other sources of research on the education of Native Americans. Selected

research reports and articles were organized into the following categories: early childhood

environment and experiences; Native language and cultural programs; teachers, instruction, and

curriculum; community and parental influences on academic performance; student

characteristics; economic and social factors; and factors leading to success in college or college

completion. The status of research and major research findings are reviewed for each of these

categories; brief summaries of research findings with citations are included following the review

of each category. Also included are an annotated bibliography of more than 100 research reports,

journal articles, and dissertations, most published after 1985; and a bibliography of 23 additional

references to other literature reviews and non-Native studies.

 On the website http://www.counseling.org, written in the Article 1 entitled Career

Assessment With International Students: International Student Card Sort (ISCS) written by

Harue Ishi et,al. they concluded that International students play an important cultural and

economic role in higher education; however, limited attention has been given to their career

development. The ISCS assessment, presented in this paper, was developed to facilitate

international students’ career transitions by integrating Super’s career archway with culture-

specific variables. Utilizing the ISCS during career counseling can strengthen students’self-

concept while assisting them with successful career transitions. Moreover, it provides an impetus

for exploration of the many variables impacting career development of international students. As

a new assessment instrument, the next research step for the ISCS is to further validate the

instrument with a wide range of international students.

On the published journal of Monika Monika entitled THE EFFECTIVENESS OF

CAREER GUIDANCE PROGRAM FOR PSYCHOLOGY STUDENTS states that making a

career decision is a complex process. Although some people make decision easily, others face

difficulties in making their career decision. Therefore, identifying their difficulties in career

decision-making process is an essential step to provide students’ needs in their career planning.

According to Gati, Krausz, and Osipow (1996), the proposed taxonomy of career decision-

making difficulties was developed through interaction and sequential interplay between

theoretical considerations and empirical testing. Specifically, in the proposed taxonomy the

difficulties are divided into three major categories. The first major category is Lack of Readiness.

Then the second and the third major categories are Lack of Information and Inconsistent

Information. The participants of this study were 95 psychology students divided in two groups

(experimental and control groups). The aim of this study is to describe career decision-making in
psychology students and to determine the difference of career decision-making difficulties in

students with different semesters. The result of this study shows that The Career Guidance

Program is effective for decreasing difficulties of career decision-making (lack of information,

inconsistent information, and total difficulty), but less effective to decrease the lack of readiness.

The literature review published by Nguyen Thuy Van named Career Guidance in

Secondary Schools - A literature Review and Strategic Solutions for Vietnamese Rural Areas

sought the paper to reviews the role of career guidance and counseling at schools across the

globe. The aim of this paper is to overview the career guidance in schools through literature

review in order to have perspective of this field, and it further tries to find orientation solutions to

rural Vietnamese contexts. Developing social economic in rural areas by moving from

agricultural field to industrial aspects, the suitable solution by enhancing quality of education in

career value based on students interests, abilities and passion, with more students to switch over

to vocational education for their future career opportunities. It will not only decrease the number

of undergraduate’s unemployment rate, as indicated by the statement, “excess of higher

education degrees but lack of skilled workers” but also provide enough skilled workers for

several projects ventured by foreign companies in rural Vietnam. This paper explores the

existing literature and analyzes various works done on the importance of establishing career

guidance at schools and finds that Vietnam is still deprived of the true spirit of career guidance

and lack of vigorous research. While comparing the context of Vietnam with other countries, it

may be inferred that career guidance has not yet been paid proper and adequate attention; hence

career guidance has not yielded the desired objectives. The current study recommends that

willing and motivated staff should be recruited and be given professional training and special

courses so that the desired goals and objectives may be achieved. Because the key differences
between guidance systems in different countries are related to experiences of economic

development, to political system, to social and cultural factors, to education and training system,

and to professional and organizational structures.

In recent years, various forms of career guidance and career counseling have become

more prominent and better serviced in most universities throughout the world. Such services are

obviously to the benefit of the students themselves and for society. After an initially slow start,

researchers and practitioners in China have now begun to focus on the localization of guidance

and counselling theory and strategies in order to match more exactly actual employment

situations in different regions of the country. This should result in a service that meets students'

needs more effectively. Using mainly core literature examining the context of career guidance

and counseling in China from 2001 to the present, this paper elaborates on the current situation

and summarizes the progress that has been made. The authors detail the content, implementation,

problems that exist, and ways of improving projects of this kind in Chinese universities.

Conclusions and suggestions for further research on career guidance and counseling are

provided.

Local Literature

On the website https://www.deped.gov.ph/2016/06/30/do-55-s-2016-policy-guidelines-

on-the-national-assessment-of-student-learning-for-the-k-to-12-basic-education-program/

published that DO 55, S. 2016 – POLICY GUIDELINES ON THE NATIONAL ASSESSMENT

OF STUDENT LEARNING FOR THE K TO 12 BASIC EDUCATION PROGRAM on June 30,

2016 which indicates Policy Guidelines on the National Assessment of Student Learning for the

K to 12 Basic Education Program a letter/memorandum to Undersecretaries, Regional

Directors, Bureau Directors, Directors of Services, Centers and Heads of Units, Regional

Directors, Schools Division Superintendents, Heads, Public and Private Elementary and

Secondary Schools. All Others Concerned (1) The Department of Education (DepEd) is adopting

the enclosed Policy Guidelines on the National Assessment of Student Learning for the K to 12

Basic Education Program. (2) Assessment is the process of measuring learners’ progress in the

attainment of learning standards and 21st-century skills. The results of the various forms of

assessment shall be used to quantify judgments on learners’ academic performance. (3) The

national assessment of student learning is an integral part of DepEd’s assessment framework. It

aims to: (a) monitor the Philippine education system and schools for public accountability; (b)

assess the effectiveness and efficiency of the delivery of education services using learning

outcomes as indicators; (c) provide information that will guide decisions on instructional

practices; (d) determine if learners are meeting the learning standards of the curriculum; (e)

measure students’ aptitude and occupational interest for career guidance; and (f) assess prior

learning for placement, accreditation and equivalency. (4) Based on the aforementioned

rationale of national assessment of student learning, DepEd will conduct the following

assessments through the Bureau of Education Assessment: (a) Early Language, Literacy, and

Numeracy Assessment to be administered at the end of Grade 3 as a key stage assessment to

determine if students are meeting the learning standards in early language, literacy, and

numeracy; (b) Exit Assessments to be administered in Grade 6, Grade 10 and Grade 12 to

determine if learners are meeting the learning standards of the Elementary, Junior High School

and Senior High School curriculum; (c) Career Assessment to be administered in Grade 9 to

determine learners’ aptitudes and occupational interests for career guidance; (d) Accreditation

and Equivalency Assessment to be taken by out-of-school youth and adults to certify completion
of elementary and secondary education; and (e) Grade Level Placement Assessment for learners

in special circumstances specified in Section 6 to determine their appropriate grade level in the

formal system. (5) This DepEd Order covers the target clientele, purpose, design, test

administration procedures, and utilization of results of each assessment tool administered to

learners under the Philippine education system. (6) Effective School Year (SY) 2016-2017, the

Policy Guidelines on the National Assessment of Student Learning for the K to 12 Basic

Education Program shall be implemented in public and private elementary and secondary schools

nationwide. (7) These guidelines will remain in force and in effect until SY 2023-2024, which is

when the first K to 12 cohort completes Grade 12, unless sooner repealed, amended, or

rescinded. All existing Orders and Memoranda on student learning assessment that are

inconsistent with this Order are rescinded. (8) Immediate dissemination of and strict compliance

with this Order is directed. Signed by (Sgd)BR. ARMIN A. LUISTRO FSC, A Department of

Education-Secretary. Reference: DepEd Order No. 8, s. 2015 which is to be indicated in the

Perpetual Index under the following subjects: assessment, basic education, elementary education,

learners, policy, rules and regulations, schools, secondary education, strand: curriculum and

instruction, students

On a journal published entitled Development of a Senior High School Career Decision

Tool Based on Social Cognitive Career Theory by Geleena Gestiada et, al. The implementation

of the additional two years in the Philippine high school system began in the school year 2016-

2017 as part of the K to 12 program of the Department of Education. The two years of senior

high school is envisioned to provide ample time to acquire sufficient knowledge mastery of skills

that will prepare students for higher education and future employment. As part of the program,

students are set to choose one career track from ten academic strands. With several factors to
consider, it may be difficult for a student to select a career path. This study aims to create a tool

that will guide students in choosing a particular career track using social cognitive career theory

(SCCT) and analytic hierarchy process (AHP). SCCT was used to identify the factors to be

considered in career decision making, whereas AHP was used to rank the tracks according to

these factors. Pilot testing was done to more than 150 Grade 10 students to evaluate the tool.

The Philippine educational system has been undergoing innovative transformation and

restructuring to improve the quality of education and quality of graduates in the elementary,

secondary and tertiary levels as means to promote national development and global

competitiveness. Present condition indicates that a small percentage of college graduates

successfully find appropriate employment perfectly suited for their respective courses. This has

resulted to unemployment and over supply of college graduates in white collar jobs and

shortages in skilled manpower. Moreover, recent results of professional examinations

consistently yielded small percentage of successful examinees. This is further aggravated by the

continuous exodus and migration of our professionals seeking employment and high paying jobs

in other countries. To address this pressing and urgent predicament, there is a need to

institutionalize a mechanism which will check, screen and monitor the flow ( secondary

graduates to post-secondary learning institutions to promote national development and global

competitiveness. In this light, the National Career Assessment Examination (NCAE) will act as

an instrument La maintain a viable balance among the number of white collar employees, skilled

manpower and entrepreneurs through a provision of career direction to secondary graduates.

The bill shall provide a redirection of skills development program in the tertiary level

specifically aimed at harmonizing and matching the supply coming from posL-secondary

institution with that of the demand of the country's employment market. It shall address the
evident need to institutionalize a career direction program for secondary graduates which would

assess the individual's potential to; enter a four-year degree program, take technical/vocational

course or embark into entrepreneurship. Finally, it shall answer the pressing and apparent need to

prepare high school graduates for national development and global competitiveness.

Standardized tests for college-bound students assess your students' ability to learn and

measure how much knowledge and skills they have acquired in their years of scholastic study. In

other countries, there are various standardized tests which measure students' verbal, mechanical,

and derical abilities, creativity, and abstract reasoning. Some well-known tests in the U.S. are the

California Achievement Tests (CAT), the Stanford Achievement Test (SAT), the Iowa Test of

Basic Skills (ITBS), and the Stanford-Binet Intelligence Scale.'

In our country, part of the thrusts of the Technical-Vocational (Tech-Voc) Program of the

Department of Education is the administration of the National Career Assessment Examination

(NCAE) for fourth year students of public and private high schools.

The NCAE, which replaced the National College Entrance Examination (NCEE), was

first implemented in January 2007. Unlike NCEE, the NCAE focuses more on the technical and

vocational capabilities and entrepreneurial skills of students. The exam helps the students and

their parents and teachers evaluate not only the students' scholastic aptitude but also their career

options based on their skills in any field of interest. Because of its scholastic and tech-voc test

components, the NCAE can also serve as a guide for students in setting their goals for college.

The NCAE also aims to address the problems of unemployment due to the lobs-skills

mismatch" in the country. In a press release. DepEd Undersecretary for Programs and Projects

Vilma Labrador emphasized the importance of students and graduates being able to provide the
skills demanded by the market so that they can be employed, regardless of their education

background.

Foreign Studies

On Claudia Crişan study entitled A Need Assessment on Students’ Career Guidance tells

that the present study consists of a needs assessment on students career guidance and career

counseling programs in the university. The research is based on a survey developed on a sample

of 130 students from the College of Political, Administrative and Communication Science,

Babes-Bolyai University Cluj-Napoca. The collected data has been both qualitative and

quantitative. The students have been inquired about their professional path, about their career

decisions, personal and professional values, abilities and competencies, intentions for the future

etc. The most relevant results of the study show that: students are poorly informed about job

opportunities, their expectations for the future are not connected with their own knowledge and

abilities, they do not have a coherent career plan and encounter major barriers in the career

decision process. The results are important for career counsellors as they can be used in the

development of career guidance programs in the university environment

On the research entitled Broadening the Definition of College and Career Readiness: A

Holistic Approach By Krista Mattern and J. Gambrell said that Moving forward, the ACT goal

in establishing a holistic approach to CCR is to better assist students and adults in identifying and

navigating potential barriers at key transition points throughout the K– Career continuum. ACT

is developing an expanded framework that has been empirically tested and includes knowledge

and skills related to success in education and in the workplace. This expanded framework

includes skills in at least four domains: • Core academic skills in mathematics, science, and
English language arts (ELA) based on an expanded definition of the skills and mapped to

learning progressions from kindergarten through career (K–Career). • Cross-cutting capabilities

such as critical thinking and collaborative problem solving, and information and technology

skills. • Behavioral skills related to success in education and the workforce, such as

dependability, working effectively with others, adapting, and managing stress. • Education and

career skills needed to successfully navigate educational and career paths, including self-

knowledge of abilities, likes and dislikes, values, etc., knowledge about majors and occupations,

and a variety of skills related to educational and career exploration, planning, and decision

making. Each of these skills will be clearly articulated at important transition points throughout

the K–Career continuum. The ultimate goal in developing a more holistic view of CCR is to

provide individuals with feedback that is more personalized and developmentally appropriate

and to offer insights in the form of actionable information, empowering students to reach their

full potential.

Way back 2010, ZHAO Xiao-Yun and GUO Cheng on their study named Review and

Commentary on Foreign Studies of Career Adaptability says that Career adaptability refers to

individuals’ abilities to keep balance with the changes of career roles, and is viewed as a key

ability for one’s career success in the rapidly changing modern society. It has become a new

theoretic growing point in the foreign field of career psychology in recent years. Based on the

related summary of the foreign studies on career adaptability, this article reviews the studies of

the origins, conceptual connotation, theoretical construction and empirical studies of career

adaptability so that its abundant theoretical connotation and practical value can be realized and

understood. Finally, the article gives some suggestions for future research, that is, the studies on

career adaptability should keep focusing on the enrichment and perfection of its theoretical
construction, the cultural compatibility of the concept and its application in the practice of career

counseling; besides, further research on those who have career difficulties is needed.

The study of Performance Assessments of Career Development: ERIC Digest by

Hutchinson, Nancy L on 1998 says that As career development becomes established in Canadian

secondary schools, the pressure increases to use performance assessments to demonstrate both

the effectiveness of programs and the soundness of instructional decisions. This digest examines

issues surrounding performance assessments of career development programs. Performance

assessments can be implemented in different ways: student performances can be judged against a

set of criteria or can be evaluated by individuals other than the students' teachers, and portfolios

of student work can be used to assess their understanding. Some career development programs

like "Pathways" have built in performance assessments, such as application forms, simulated

interviews, and other measures. Critics of such programs claim that performance assessments are

too task specific, emphasizing one area rather than evaluating skills that support a wide range of

performances. While proponents of performance assessments admit that they emphasize validity

over reliability, recent studies have indicated that such assessments may offer useful information.

But widespread implementation of performance assessments requires that counselors undertake a

number of goals. They must articulate the desired outcomes of career development, state the

specific requirements of performances, develop tests of performances so that they demonstrate

learning, and educate others so that everyone can work together. (RJM)

The recent study of College and Career Readiness Assessment: Validation of the Key

Cognitive Strategies Framework by Lombardi A, et.al. on 2012 states that In this study, the

authors examined the psychometric properties of the key cognitive strategies (KCS) within the

CollegeCareerReady™ School Diagnostic, a self-report measure of critical thinking skills

intended for high school students. Using a cross-validation approach, an exploratory factor

analysis was conducted with a randomly selected portion of the sample (n = 516) and resulted in

five reliable factors: (a) problem formulation, (b) research, (c) interpretation, (d) communication,

and (e) precision/accuracy. A confirmatory factor analysis was conducted with the remaining

sample (n = 808). Goodness-of-fit indices indicated acceptable model fit. The five-factor solution

is consistent with earlier validity studies of the KCS framework. Implications for use by high

school personnel in evaluation of instructional programs and as a value-added assessment are

discussed.

Local Studies

A coincide study of Flordeliza P. Ferrer and Roberto J. DelaCruz entitled Correlation Of

Stem Students’ Performance In The National Career Assessment Examination And Academic

Subjects which aims to determine if the students’ performance in the National Career

Assessment Examination (NCAE) is significantly correlated to their academic performance in

the succeeding grade levels. NCAE is a career direction program through an aptitude test

administered to students. The academic subjects considered in the study include Science,

Mathematics and English; while the grade levels take account of Grade 9 (through NCAE

results), and Grades 10 and 11. The researchers employed the purposive sampling, taking into

consideration the selection of students who qualified in the required cut-off score/grade for

admission in the academic track of Science, Technology, Engineering and Mathematics (STEM).

The statistical findings revealed that the learners got the highest grade in Science both in NCAE

and Grade 10, while English in Grade 11. Significant positive correlations of the students’

performance were consistently observed in the three academic areas and in the three grade levels.

This pattern is indicative of: (1) a proper career assessment conducted that guide the learners in
choosing the academic track where they have better aptitude or potential; (2) a sensible screening

criteria set in selecting students to be admitted in the STEM track; and (3) an evidence of

quantified judgments on the learners’ academic achievements per grade level as a product of the

design of the spiral curriculum.

M V Pagudpud et, al states in their study entitled “Mining the National Career

Assessment Examination Result” states that using Clustering Algorithm Education is an essential

process today which elicits authorities to discover and establish innovative strategies for

educational improvement. This study applied data mining using clustering technique for

knowledge extraction from the National Career Assessment Examination (NCAE) result in the

Division of Quirino. The NCAE is an examination given to all grade 9 students in the Philippines

to assess their aptitudes in the different domains. Clustering the students is helpful in identifying

students’ learning considerations. With the use of the RapidMiner tool, clustering algorithms

such as Density-Based Spatial Clustering of Applications with Noise (DBSCAN), k-means, k-

medoid, expectation maximization clustering, and support vector clustering algorithms were

analyzed. The silhouette indexes of the said clustering algorithms were compared, and the result

showed that the k-means algorithm with k = 3 and silhouette index equal to 0.196 is the most

appropriate clustering algorithm to group the students. Three groups were formed having 477

students in the determined group (cluster 0), 310 proficient students (cluster 1) and 396

developing students (cluster 2). The data mining technique used in this study is essential in

extracting useful information from the NCAE result to better understand the abilities of students

which in turn is a good basis for adopting teaching strategies.

The study Determining Grade 10 Students of Molugan National High School to Enroll in

Accountancy, Business and Management Based on National Career Assessment Examination

and Academic Performance conducted by Michael Lloyd A. Bation, and Cheryll M. Sabaldana

shows that this study was conducted to determine the readiness of grade 10 students of Molugan

National High School to enroll in the Accountancy, Business and Management strand of the

Senior High School curriculum. It made use of descriptive method of research using secondary

data: the National Career Assessment Examination (NCAE) result from National Education

Testing and Research Center and the Academic Performance of the student-respondents. It was

conducted among 28 students during the second semester of school year 2015 – 2016. As a

whole, most of the respondents are not ready for the ABM strand in senior high school. From the

result of their NCAE and academic achievement, four out of the twenty eight student-

respondents are ready. Also, there is no significant relationship between the student’s academic

performance and the National Career Assessment Examination results. The areas of

competencies taught in some academic subjects like Math and TLE does not meet with the areas

of competencies in the NCAE. It is recommended that teachers will give priority to school

activities that will lead individual learners to be ready on the track they would choose on their

senior high school program and teachers would enhance the positive attitudes displayed by

students towards it.

On the study entitled STUDENTS’ ACADEMIC PERFORMANCE, APTITUDE AND

OCCUPATIONAL INTEREST IN THE NATIONAL CAREER ASSESSMENT

EXAMINATION conducted by Denis Abao Tan and Carmela Llagas Balasico shows An

investigation had been conducted to determine student’s academic performance, occupational

interest and aptitude in the National Career Assessment Examination (NCAE) and ascertain

predictors of their performance. This endeavor was put in place by the administration to have a

research-based Senior High School curriculum that fits students need in Central Mindanao
Laboratory High School. Results of NCAE from the Department of Education and grades of

students from the laboratory high school records-in-charge were collected, coded, analyzed and

interpreted. Data gathered within the three school year period became bases of the results of this

research endeavor. Descriptive statistics showed that based on the NCAE results, students had

better general scholastic aptitude but poor entrepreneurial skill. Occupational interests of

students were so varied ranging from highly preferred to least preferred. Career in the sciences

was moderately preferred by the students. Most of the students had no highly preferred

occupation. Correlation showed that creativity was not associated with student’s academic

performance while the rest such as, general scholastic aptitude (science ability, reading

comprehension, verbal ability and mathematical ability), technical-vocational ability (clerical

skill and visual manipulative skill), non-verbal ability, logical reasoning ability, and

entrepreneurial skill (planning and decision making, budgeting, marketing and forecasting) were

positively correlated to student’s performance. Stepwise linear regression analysis indicated that

mathematical ability, verbal ability and logical reasoning ability were predictors of student’s

academic performance.

A coincide study of Joseline Santos entiled Predictive Validity of National Career

Assessment Exam (NCAE): Input for Policy Formulation which focuses on their study is to

assess the academic performance of Senior Hi gh School students based on their chosen strand.

The Department of Education in the Philippines prepares students in making a great choice in

their career as early as Grade 9. DepEd administers yearly to the Grade 9 students the NCAE.

The examination basically aims to determine the learner’s aptitude and occupational interest on

any of the Senior High School (SHS) tracks. The exam also aims to guide the conduct of career
guidance at the school level and to ensure the development of skills and competencies required

for the world of work and career choices.

The result of this study will give way to the formulation of new policies on how

admission to Senior High School can be made more effective. Specifically, the study sought

answers to the following questions: 1) What is the academic performance of the students in their

chosen strand?; 2) What is the result of students' NCAE?; 3) Is there a significant relationship

between the academic performance of students’ chosen strand and the result of their NCAE?; 4)

What action plan may be proposed to structure the program of the Senior High School in

accepting students in each track and strand? This study used a descriptive method of research.

The Pearson’s Product Moment Coefficient of Correlation were used to test whether significant

relationship exists between the two variables. The respondents of the study are the one hundred

eighty four Grade 11 students of the BulSU Lab High for school year 2016-2017. All students of

Grade 11 of the SHS Program demonstrated a moderate aptitude in their NCAE. Of the three

strands, both the HUMSS and STEM showed a significant result while the ABM showed

otherwise. The researcher devised a proposed policy for the admission of Grade 11 students in

the SHS Program of BulSU giving consideration to the result of the NCAE Career Inventory.

On another study of Judilyn G. Buraga and Dr. Rosalia T.Caballero entitled Effectiveness

of the Career Guidance Program and the employability of the Graduates of Isabela State

University during the School Year 2010-2015 states that the career and placement unit in school

is one of the services embodied in the guidance program that prepares the students for their

future careers. The career counselors implement career services to help students determine their

interests in the field of work and showcase their strengths and capabilities.
 The study aimed at identifying the career guidance program that attributed to the

employability of the graduates of Isabela State University. The study analyzed the effectiveness

and the extent of the relationship of the career guidance program to the employability of the

graduates. It utilized a convenience sampling technique. Moreover, the questionnaire used was

patterned in ASCA National Standards for career development. The CHED questionnaire for

tracer studies was utilized to trace the employability of graduates. The study included 1,169

respondents from Angadanan, Cabagan and Cauayan campuses. The statistical tools used are

Frequency, Percentage, Mean, Pearson-r, Eta Coefficient, Chi-Square, F-ratio and one-way

ANOVA. Results showed that there is significant difference in the effectiveness of the career

guidance program among the three campuses and their employability., Significant difference was

also found among the three campuses on the employability of their graduates such as waiting

time for the first job, employment status, gross monthly income, present occupation, and place of

work. But, there was no significant correlation found in the number of jobs since graduation,

nature of work, number of employees in present company and length of service in each job. The

correlation on the effectiveness and extent of career guidance program to employability of

graduates is significant at 0.05 level. Thus, the career guidance program of the Isabela State

University has contributed effectively to the employability of their graduates

Synthesis of the Study

This study correlates with the above studies and literature of both foreign and local

domains by the aim it is trying to achieve, and the topic it is dealing with. Philippines had

already the National Career Assessment Examination which helps students in career choice for
college. Other countries also had this kind of career assessment. Then, lately Philippine

administered to establish the K to 12 system here in our country. Despite of this, Many still got a

lot of questions that if the NCAE does really affect or relevant to Academic performance of the

respondents (STEM Students). Most of the literature and studies shown above have the same

variables that this study has, but the term was changed because of topography. Yet, this study

stills answer the relevancy of NCAE to Academic Performance here in the Philippines.

Chapter 3

Methodology

This chapter is composed of all the methods that were used to gather all the data and

information’s that was necessary to this study. Also, it contains the methods and the importance

of the researcher and the informants. Furthermore has all the data, the criteria in selecting our

participant, the analysis of data and the components of the trustworthiness in finishing this study

and the ethnical consideration in order to ensure that our study is guided by the principles.

Research Objectives
 A research study designed to know if National Career Assessment Examination is related

to STEM Students. The study had the following general and specific objectives:

General objective:

To know if the National Career Assessment Examination is relevant to academic

performance in different grade levels.

Specific objectives:

To know if the scores of the National Career Assessment Examination of Grade 12

STEM students has a relationship of their chosen track.

To make a basis for career choice for senior secondary students which are congruent to

their skill.

This will help students determine which courses they should study in college and what

sort of career they are best suited for.

This study will also give valuable information to secondary teachers as to which among

the different key areas need more attention to improve.

The DepEd NETRC (National Education Testing and Research Center) can use this study

to determine the validity and reliability testing of NCAE.

Research Design

Descriptive research design was chosen for this study to properly handle the objective of

the researchers which is to analyze, assess, and answer whether there is correlation of Grade 12
STEM student’s performance in NCAE examination to Academic subject in succeeding grade

levels.

Descriptive research design is a valid method for researching specific subjects and as a

precursor to more quantitative studies. Whilst there are some valid concerns about the statistical

validity, as long as the limitations are understood by the researcher, this type of study is an

invaluable scientific tool. Whilst the results are always open to question and to different

interpretations, there is no doubt that they are preferable to performing no research at all

(Shuttleworth, 2008).Descriptive research is a study of status and is widely used in education,

nutrition, epidemiology, and the behavioral sciences. Its value is based on the premise that

problems can be solved and practices improved through observation, analysis, and description.

The most common descriptive research method is the survey, which includes questionnaires,

personal interviews, phone surveys, and normative surveys. Developmental research is also

descriptive. Through cross-sectional and longitudinal studies, researchers investigate the

interaction of diet (e.g., fat and its sources, fiber and its sources, etc.) and life styles (e.g.,

smoking, alcohol drinking, etc.) and of disease (e.g., cancer, coronary heart disease)

development. Observational research and correlational studies constitute other forms of

descriptive research. Correlational studies determine and analyze relationships between variables

as well as generate predictions. Descriptive research generates data, both qualitative and

quantitative, that define the state of nature at a point in time (Koh E.T. & Owen W.L., 2000).

Descriptive research is a study of status and is widely used in education, nutrition,

epidemiology, and the behavioral sciences. Its value is based on the premise that problems can

be solved and practices improved through observation, analysis, and description. The most

common descriptive research method is the survey, which includes questionnaires, personal
interviews, phone surveys, and normative surveys. Developmental research is also descriptive.

Through cross-sectional and longitudinal studies, researchers investigate the interaction of diet

(e.g., fat and its sources, fiber and its sources, etc.) and life styles (e.g., smoking, alcohol

drinking, etc.) and of disease (e.g., cancer, coronary heart disease) development. Observational

research and correlational studies constitute other forms of descriptive research. Correlational

studies determine and analyze relationships between variables as well as generate predictions.

Descriptive research generates data, both qualitative and quantitative, that define the state of

nature at a point in time. (Eunsook T. KohWillis L. Owen.)

Respondents and its Population

The data collected through school authorities were the National Examination Career

Assessment results and average in Science, Mathematics and English related subjects in Grade

10, 11 and first semester grade of the Bagumbayan National High School Grade 12 STEM

Students. In section A, there were total of 36 students, while in section B there are 42 students.

This made a total of 78 of the population size.

Sampling Methods

This research was conducted to Senior High School of Bagumbayan National High

School. The sample were drawn from Grade 12 STEM students. The Slovin’s Formula was used

to compute for the sample and stratified random sampling employed in selecting the student-

respondents who became the subject of the study.

Slovin’s Formula

N
n=
1+ Ne 2 where: n = sample size
 N=population size

e = marginal error 1 = constant

Table 1
Total Population
Grade 12 STEM Sections Grade 12 Population
Grade 12 STEM A 36

Grade 12 STEM B 42

Total 78

n=

n = 65.2719665

Computation for sample per class: Where; n=total class population

78 n= Total sample Size
% 2= n n
1 + 78(0.05) N N=Total population

Table 2
Distribution of the respondents

Total Number of Sample Size Grade 12 STEM A Grade 12 STEM B

65 30 35

Data Gathering Procedure

The following instruments were utilized to gather data from the samples: (1) National

Career Assessment Examination (NCAE), an aptitude test administered to Grade 9 which

provides relevant information on the learners’ skills, abilities and readiness for academic and

non-academic courses and other information that help high school students make wise career

decision; (2) Form 137, Permanent Record, which had the learner's profile and historical

academic record. It had the general average of the students in different grade level.

To do so, we asked the principal of Bagumbayan National High School Gil M. Teodoro

Ph.D. a permission to gather these student’s vital information in Guidance Counselor and to the

registrar of the school.

Statistical Treatment of Data

The researchers employed the following statistical tools: (1) the simple mean, to describe

the average performance of the learners; (2) the Pearson r product moment of correlation, to

determine the relationships of the students’ performance in the academic areas and grade levels;

Figure 2. Correlation Formula

 and (3) Critical value of r table, to determine whether the computed correlations are

significant or not considering the 95% confidence level.

Figure 3. Critical Value of r table

 Chapter 4

PRESENTATION, ANALYSIS OF DATA AND INTERPRETATION OF

FINDINGS

This chapter presents the necessary gathered data, analyzed, and interpreted in

response to the queries in this study. The gathered data were organized, tabulated, statistically

treated, and analyzed.

1. Weighted Mean in Different Subject Area

Table 1.1 Weighted Mean of NCAE Results of Grade 12 Students

NCAE Scores Mean Subject Related Grand Mean

Scientific Ability 70.48035714 Science 70.48035714
Reading
Comprehension 66.03443223 English 67.33388278
Verbal Ability 68.63333333
Mathematical Ability 71.94345238 Mathematics 71.94345238

The table above shows that Grade 12 students at Bagumbayan National High School had

a highest mean score in Mathematical Ability related to subject Mathematics (71.94) where the

students’ quantitative abilities and computational skills were assess, particularly on working with

numbers, perceiving relationship between two quantities and solving arithmetic problems

(NETRC, 2014). Mathematical Ability was followed by Scientific Ability related to subject

Science (70.48) where their scientific abilities were assessed together with their skills to adopt
scientific methods, procedures and processes in constructing knowledge and solving

experimental or real-life problems (NETRC, 2014). Third of the greatest mean score are related

to English with a grand mean of 67.33 from; Verbal Ability (68.63) and Reading Comprehension

(66.03) where assessment was made to measure the individual’s ability to understand what has

been stated directly; to analyze, interpret, and criticize what has been read; to recognize

reasonable application of principles or opinions expressed by the author; and to measure the

assertive ability of a person in view of grammatical rules and logical arrangement of ideas

(NETRC, 2014).

Table 1.2 Weighted Mean of Grade 10 Academic Subjects’ Grade of Grade 12 STEM
Students

Grade 10 Academic Subjects Mean

Math 87.32083333
Science 89.76666667
English 88.93452381

Unlike

with the NCAE, Grade 12 STEM Students highest average grade in academic subject was

Science (89.77), wherein this subject allows students to explore their world and discover new

things. It is also an active subject, containing activities such as hands-on labs and experiments

(Singh, A. et. al, 2017). English was the second highest average grade (88.93), which enables the

pupils to communicate with others on personal, social, literary and interdisciplinary topics. The

subject shall help build up general language proficiency through listening, speaking, reading and

writing, and provide the opportunity to acquire information and specialized knowledge through

the English language (Utdannings-direktoratet, 2017.) While Mathematics got the lowest average

grade (87.32), which provides an effective way of building mental discipline and encourages
understanding the contents of other school subjects such as science, social studies, and even

music and art. (Park ,K. et. al, 2019.)

Table 1.3 Weighted Mean of Grade 11 Academic Subjects’ Grades of Grade 12

STEM Students

Grade 11 Academic subjects Mean Subject Related Grand Mean

Chemistry 1 90.33988095
Chemistry 2 88.76130952 Science 89.73551587
Earth Science 90.10535714
Basic Calculus 83.59866071
General Mathematics 88.13452381
Math 86.19047619
Pre-Calculus 87.24642857
Statistics 85.04484127
EAPP 90.8077381
English 91.55297619
Reading & Writing 92.29821429

English was the highest among the academic subjects with a mean of 91.55 from; English

for Academic Purposes Program (EAPP) (90.81) where provide language instruction for

academic study in American universities. Language skills addressed include: listening

comprehension, fluency development, oral intelligibility, reading, grammar, writing, and

vocabulary development (University of Delaware, 2017) and Reading and Writing (92.30)

which are problem-solving activities designed to help students move from simply knowing a fact

to understanding a fact's significance. Helping students make that leap — from knowing to

understanding — represents the very heart of the educational enterprise (Sarah O'Brien Mackey,

2005.) Then Science subjects gets a second highest mean which was 89.76 from; Chemistry 1

(90.34), Chemistry 2 (88.76) where provides students a broad foundation in chemistry that

stresses scientific reasoning and analytical problem solving with a molecular perspective, skills
required to succeed in graduate school, the chemical industry or professional school, to expose

the students to a breadth of experimental techniques using modern instrumentation, and Earth

Science (90.11) In this subject, they learned about the topics on volcanoes and earthquakes and

that these occur in the same places in the world and are related to plate boundaries (K to 12

Science Curriculum Guide, 2016.) Lastly the subject mathematics which obtained a mean of

86.19 from; Basic Calculus (83.60), Pre Calculus (87.25), the students must know how to find

the mean and variance of a random variable, to apply sampling techniques and distributions, to

estimate population mean and proportion, to perform hypothesis testing on population mean and

proportion, and to perform correlation and regression analyses on real-life problems., General

Mathematics (88.13), where accurately construct mathematical models to represent real-life

situations using functions, formulate and solve real-life problems involving rational functions,

and apply the concepts of inverse functions, exponential functions, and logarithmic functions to

formulate and solve real-life problems with precision and accuracy., and Statistics and

Probability (85.04) the students must know how to find the mean and variance of a random

variable, to apply sampling techniques and distributions, to estimate population mean and

proportion, to perform hypothesis testing on population mean and proportion, and to perform

correlation and regression analyses on real-life problems. (K to 12 Mathematics Curriculum

Guide, 2016.)

Grade 12 Academic Subjects Mean Subject Related Grand Mean

21st CEN. 91.9202381 English 91.9202381
PHYSICS 1 90.075
Science 91.07983059
BIOLOGY 1 92.08466117
Table 1.4 Grade 12 STEM Students’ First Semester Academic Subjects’ Grade
Weighted Mean
 The Table above shows that the English Subject or the 21st Century Literature scores a

mean of 91.92, where in this subject aims for the demonstration of communicative competence

was discussed through individual’s understanding of literature and other text types for a deeper

appreciation of World Literature, including Philippine Literature (K to 12 English Curriculum

Guide, 2016). While the Science Subjects had a mean of 91.08 from; Physics 1 (90.08) which

tackles about Mechanics of particles, rigid bodies, and fluids; waves; and heat and

thermodynamics using the methods and concepts of algebra, geometry, trigonometry, graphical

analysis, and basic calculus., and Biology 1, designed to enhance the understanding of the

principles and concepts in the study of biology, particularly life processes at the cellular and

molecular levels. It also covers the transformation of energy in organisms (K to 12 Science

Curriculum Guide, 2016.)

2. Hypothesis Testing

Pearson r moment of correlation will be used if there is a significant relationship between

the two variables, at 95% confidence level.

Table 2: Determining the significant relationship of Grade 12 STEM student’s

Performance in NCAE and Academic Subjects

Subject Subject Area Df P-value Computed r value Decision

NCAE & Grade 10 0.316811459 Reject
Science NCAE & Grade 11 0.158482026 Accept
NCAE & Grade 12 0.31740019 Reject
NCAE & Grade 10 0.291687743 Accept
Math 63 0.25
NCAE & Grade 11 0.322261224 Accept
NCAE & Grade 10 0.492286603 Accept
English NCAE & Grade 11 0.36569964 Accept
NCAE & Grade 12 0.110342348 Reject
 Those findings were found vary with the results of this study which was supported by the

correlations of the performance in the subject areas by grade level ranging from 0.11034 to

0.49228 (Table 2). The computed r values have different remarks as they were equated into the

P-value. In Science, the subject area NCAE and Grade 11 exhibits that the computed r value was

less than (0.1585) to P-value (0.250) henceforth, the null hypothesis was accepted. Meanwhile,

the subject area; NCAE & Grade 10, and NCAE & Grade 12 showed a greater value than the P-

value these resulted a rejection of Null Hypothesis. In subject Mathematics, the computed r value

exhibits a greater value than the P-value so that, the null hypothesis are accepted. Lastly, in the

subject English, The subject Area NCAE & Grade 12 gives a lesser value than the P-value, a

rejection of null hypothesis. Then the remaining Subject Area; NCAE & Grade 10, and NCAE &

Grade 11 reveal a value greater than the P-Value, These results of an accepted null hypothesis.

The results of an acceptance and rejection of the null hypothesis, was determined through

95% level of confidence and 0.25 P-value. In the Table above, (1) the science subject; the NCAE

& Grade 10 and NCAE & Grade 12, (2) the English subject; NCAE & Grade 12, further revealed

that there was a significant relationship in these variable while, (1) The science subject; NCAE &

Grade 11, (2) the Mathematics subject; NCAE & Grade 10, and NCAE & Grade 11, (3) the

English subject; NCAE & Grade 10, and NCAE & Grade 11, further revealed that there is no

significant relationship in these variables.

 Chapter 5

Summary, Conclusion, and Recommendation

This chapter includes the summary of the research study, presentation of the findings,

drawing of conclusion and recommendation of the researchers.

Summary

The researchers’ rationale was to know if respondents performance on National Career

Assessment Examination was relevant to the academic performance in the succeeding grade

level. To do so, the researchers aimed to answer the following:

1. What is the scores of the students in the following Academic NCAE subtest?

1.1 Scientific Ability

1.2 Mathematical Ability and;

1.3 Reading Comprehension

2. What are the grades of Academic subjects of the respondents in following Grade

level ?

1.1 Grade 10

1.2 Grade 11
 1.3 Grade 12

3. Is there a significant relationship between NCAE scores between respondents’

Academic Performance?

In accordance to that, the researchers formulated with these hypothesis:

H0. There is no significant relationship in the NCAE scores between Academic

Performance in different grade levels.

Findings

1. Table 1.1: Weighted Mean of Grade 10 Academic Subjects’ Grade of Grade 12

STEM Students

The weighted mean of NCAE scores of the Grade 12 STEM students revealed that the

Mathematics (71.94) got the highest percentile rank secondly, the Science (70.48), while the

English which had a grand mean of 67.33 from; Reading Comprehension (66.03) and Verbal

Ability (68.63)

2. Table 1.2: Weighted Mean of Grade 10 Academic Subjects’ Grade of Grade 12

STEM Students

In the succeeding Grade level, Grade 12 STEM Students’ got the highest

percentile rank in Science 89.77 then the English which got an average of 88.93 and then

lastly the mathematics which had the lowest percentile rank of 87.32

3. Table 1.3: Weighted Mean of Grade 11 Academic Subjects’ Grades of Grade 12

STEM Students

In the Grade 11 school year of Grade 12 STEM students got the highest grand

mean in English (91.55) from; EAPP (90.80) and Reading and Writing (92.30), followed
 by the grand mean of Sciences (89.74) from; Chemistry 1 (90.40), Chemistry 2 (88.76),

and Earth Science (90.11) Lastly, the Mathematics with a grand mean of (86.19) from;

Basic Calculus (83.60), General Mathematics (88.13), Pre-Calculus (87.25), and

Statistics and Probability ( 85.04)

4. Table 1.4: Grade 12 STEM Students’ First Semester Academic Subjects’ Grade

Weighted Mean

In the first semester of the present school year of Grade12 STEM students

revealed that the English had the highest average of (91.92) then, by the Sciences which

had sßa grand mean of (91.07) from; Physics 1 (90.075) and Biology (92.08).

5. Table 2: Determining the significant relationship of Grade 12 STEM student’s

Performance in NCAE and Academic Subjects.

(1) the science subject; the NCAE & Grade 10 and NCAE & Grade 12, (2) the English

subject; NCAE & Grade 12, further revealed that there was a significant relationship in these

variable while, (1) The science subject; NCAE & Grade 11, (2) the Mathematics subject; NCAE

& Grade 10, and NCAE & Grade 11, (3) the English subject; NCAE & Grade 10, and NCAE &

Grade 11, further revealed that there was mo significant relationship in these variables.

Conclusion

The study focused on the Correlation of Grade 12 STEM students’ performance in National

Career Assessment Examination and Academic subjects at Bagumbayan National High School

The Grade 12 STEM students at Bagumbayan National High School highest average score in

NCAE is Mathematics. Dissimilar from the NCAE result, in their Grade 10 school year shows that the

Science was the top average. In Grade 11 school year, English had the peak average of all academic

subjects. While, in their first semester in present school year English had greater mean than the science.
 The data obtained was tested by Pearson r moment of correlation, shows that the (1) science

subject; the NCAE & Grade 10 and NCAE & Grade 12, (2) the English subject; NCAE & Grade 12,

further revealed that there was a significant relationship in these variable while, (1) The science subject;

NCAE & Grade 11, (2) the Mathematics subject; NCAE & Grade 10, and NCAE & Grade 11, (3) the

English subject; NCAE & Grade 10, and NCAE & Grade 11, further revealed that there was no

significant relationship in these variables.

After conducting all the tests, the statistical treatment revealed that NCAE did not had a

relationship mostly at academic subjects in succeeding level. Researches also arrived at a conclusion that

even got low grades in NCAE, they still performed well and had high grades.

Recommendations

Upon the findings of the current study the following recommendations are given:

1. Researchers should conduct a study to know the factors affecting in having a low score in NCAE

or the acceptance of taking NCAE seriously by the students

2. Teachers should review where subjects students having hard time.

3. Department of Education - National Education Testing and Research Center (DepEd

NETRC) should have to improve the system of taking the test or improve the quality of

test, to make the test relevant in succeeding level/choose strands

4. Researcher should have to imply this study to all strands.

5. Lastly, Next researcher might include Non-Academic Subjects to their variable in this

study.
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December 12, 2019

To:

GIL M. TEODORO Ph. D

Principal III

Thru: MARIA ANTONIA B. CABITE

Greetings!

We are writing to ask your permission to get the following information: average grades in Math,
Science, English(Grade 10), Chemistry 1, Chemistry 2, Earth Science 1, Earth Science 2,
General Mathematics, Pre-Calculus, Basic Calculus, Statistics and Probability, Oral
Communication, English for Academic Purposes Program (EAPP), Reading and Writing
(Grade11), 21st Century Literature, Physics 1, and Biology 1 of STEM 12 School Year 2019-
2020 for our research entitled Correlation of Grade 12 STEM Students’ Performance in National
Career Assessment Examination and Academic Subjects at Bagumbayan National High School.
Thank you and God bless!

VINCENT LLOYD M. CANTA MARIA CRISTINA MORANO

NAIA M. DE PEDRO HEDAN G. BODONAL

Mr. VICENTE G. DELGADO LPT, MD.

Inquiry, Investigation and Immersion Adviser