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

Science.2 Science 6.1 Math 6.6. nothing among the areas of level of implementation have significant effect in the performance of students in either math. or CSAT . Which among the different areas of level of implementation have significant effect in the performance of students in 6.3 CSAT Using the Multiple Regression (Stepwise Method).

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