International Journal of Research and Innovation in Social Science (IJRISS) | Volume V, Issue VI, June 2021 | ISSN 2454–6186

Exploring The Factors Influencing the Performance in Biology of Senior High School Students at University of Mindanao, Philippines

Jovany Gleen L. Allawan
Graduate, MST Biology, UM-Panabo College, Philippines

Abstract. This study used a sequential exploratory strategy of a mixed-method research design aimed to explore the factors and this also aimed to determine the extent of relationship between these factors and performance of Senior High School students in biology. Factor analysis was employed to develop the instrument derived from the interview of the informants for data analysis. The predictor variables were tested whether these predict the performance of student in Biology. Result revealed five factors namely: teaching approach, student-related factors, teaching strategy, teacher’s motivation, and learning resources. The respondent’ mean level of agreement of these factors have an agree qualitative description which means it is oftentimes true for them. Students’ performance in biology was also determine. Grade 11 have a very satisfactory rating while Grade 12 obtain an outstanding qualitative description. Using Spearman’s rho correlation, all factors are not significantly correlated with the students’ performance in biology.

Keywords: factors of performance; senior high school students in Biology; performance in Biology; sequential exploratory research; Davao del Norte

Background of the Study

Biology always plays a vital component to one’s education. It is a key element student need to learn and master in order to cope with the complexity of other disciplines in the Senior High School curriculum. However, recent standing of Biology proficiency among Filipinos is deteriorating and at par compared to neighboring ASEAN countries (Afe, 2001).
Knowing that teachers are known to have an essential influence on the academic success of students, they also play a critical role in educational success because they are highly responsible for interpreting educational policies and principles into practical actions during interaction with students. Learning and teaching depend mainly on teachers, no wonder an effective teacher was intellectualized as one who yields desired results in the course of his teaching duties (Uchefuna, 2001). Moreover, the effect of teacher effectiveness on student learning results as reflected in the academic success of students has been the subject of numerous research (Schacter and Thum, 2004; Adediwura and Tayo, 2007; Adu and Olatundum, 2007). One study suggests that effective teaching is an important predictor of the performance of students. Effective teachers should therefore produce students with higher academic skills (Ajao, 2001).