Assesing Learning Achievement Nationwide

The National Educational Testing and Research Centre (NETRC) assumes the lead role in the field of educational measurement, evaluation and research as a means of providing information necessary to improve the state of the education system. Among the tests that are annually developed are the National College Entrance Examination (NCEE), the National Technical and Vocational Examination (NTVE), and the Philippine Educational Placement Test (PEPT), the latter for drop-outs desiring to be re-admitted into the formal system. The Centre, in collaboration with the Civil Service Commission, annually develops the test for the Philippine Board Examination for Teachers (PBET). The Centre also develops the National Elementary Achievement Test (NEAT) and the National Secondary Achievement Test (NSAT).                

Achievement levels in elementary and secondary education still fall below standards. In 1988, achievement scores of elementary pupils stood at only 55.2% against a standard of 75%. Results of the NEAT reflect national mean scores below the target mean score. The lowest scores were registered in language/reading, science and mathematics. It was further revealed that only 29% or 38 of 131 competencies/skills were learned by the children. The problem of poor quality has been traced to a number of causes which include socio-economic factors, teacher-related factors, inadequate learning materials, and the short and congested school curriculum, among others.               

Based on the NEAT scores, there was an increase in the percentage of elementary pupils who mastered basic competencies in reading/writing and in mathematics between 1995 and 1998. During the same period, there was a decrease in the percentage mastering basic competencies in life skills/others.

Nationwide, the percentage of pupils mastering reading/writing increased from 59.0% in 1995 to 61.6% in 1998. Males and females had essentially the same rate of increase between 1995 and 1998. There was practically no improvement in the urban areas; in contrast, there was a significant improvement in the rural areas. In terms of the percentage of pupils mastering reading/writing, the urban areas nevertheless had an edge over the rural areas in 1995 (urban: 64.2%; rural: 51.7%) and in 1998 (urban: 64.5%; rural: 57.7%).

Nationwide, the percentage of pupils mastering mathematics increased from 67.7% in 1995 to 78.2% in 1998. Males and females had essentially the same rate of increase between 1995 and 1998. The rural areas experienced a higher increase (76.3% in 1998 vs. 63.1% in 1995) than the urban areas (79.7% in 1998 vs. 71.0% in 1995). In terms of the percentage of students mastering mathematics, the urban areas nevertheless had an edge over the rural areas in 1995 (urban: 71.0%; rural: 63.1%) and in 1998 (urban: 79.7%; rural: 76.3%).

Nationwide, the percentage of pupils mastering competency in life skills decreased from 61.7% in 1995 to 60.9% in 1998. Test scores from the science and HEKASI (geography, history and civics) were used to form the measure for life skills, these subjects being the closest proxy available in the NEAT. There was no change in male performance between 1995 and 1998; however, female performance deteriorated, causing the overall decrease in life skills competency among pupils. Nonetheless, the percentage of females (66.5% in 1995 and 60.9% in 1998) was greater than that of the males (56.7% for both 1995 and 1998) during both years. While urban performance declined (67.2% in 1995 vs. 64.9% in 1998), the rural areas experienced a slight increase (55.6% in 1998 vs. 54.5% in 1995). In terms of the percentage of students mastering life skills, the urban areas nevertheless had an edge over the rural areas in 1995 (urban: 67.2%; rural: 54.5%) and in 1998 (urban: 64.9%; rural: 55.6%). The decreased level of performance in life skills has been attributed by the DECS to the inadequacy of inputs to support the component subjects, particularly science (DECS, 1999).