5. Is there a significant relationship among the different areas of level of implementation and students performance in 5.1 Math 5.

2 Science 5.3CSAT 5.3

Cor relations Curric ulum Design 1 . 60 .733** .000 60 .477** .000 60 -.098 .454 60 .000 .999 60 -.145 .268 60 Instruc tional Program .733** .000 60 1 . 60 .553** .000 60 -.159 .226 60 -.101 .443 60 -.173 .187 60 Instruc tional Perf ormance Perf ormance Perf ormance Support in Math in Sc ience in CSAT .477** -.098 .000 -.145 .000 .454 .999 .268 60 60 60 60 .553** -.159 -.101 -.173 .000 .226 .443 .187 60 60 60 60 1 -.064 -.043 .000 . .626 .745 .998 60 60 60 60 -.064 1 .401** .833** .626 . .001 .000 60 60 60 60 -.043 .401** 1 .690** .745 .001 . .000 60 60 60 60 .000 .833** .690** 1 .998 .000 .000 . 60 60 60 60

Curric ulum Des ign

Instruc tional Program

Instruc tional Support

Perf ormance in Math

Perf ormance in Science

Perf ormance in CSAT

Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N Pearson Correlation Sig. (2-tailed) N

**. Correlation is s ignif icant at the 0.01 lev el (2-tailed).

Results of correlation tests reveal that nothing among the three different areas of level of implementation have significant relationships to

students performance either in Math, Science,o r CSAT

6. Which among the different areas of level of implementation have significant effect in the performance of students in

6.1 Math 6.2 Science 6.3 CSAT

Using the Multiple Regression (Stepwise Method), nothing among the areas of level of implementation have significant effect in the performance of students in either math, Science, or CSAT