An Analysis of Selected Performance Indicators Between Male and Female Learners Achievement:

Basis for Enhancement of Projects and Interventions for the Three Years Cycle of E-SIP 2019-2022

OLIVER RYAN A. NOFUENTE

Teacher I, Cabay National High School

HERMINIA R. LARDIZABAL
Teacher III, Cabay National High School

CLARISSA C. REYES
Teacher I, Cabay National High School

ARIEL C. DEL MUNDO

Principal I, Cabay National High School

ABSTRACT

PURPOSE. This action research will limit itself with the Selected Performance Indicators Between Male and Female Learners
Achievement. The researchers compare the Performance of Cabay National High School in Enrolment, Number of dropouts,
Academic Achievement and level of Progress in three consecutive years by grade level and by gender. The result of the study
will serve as Basis for Enhancement of Projects and Interventions for the Three Years Cycle of E-SIP 2019-2022

DESIGN/METHODOLOGY/APPROACH. This study used descriptive and systematic random sampling method. In descriptive
method, study focuses at the present condition. The study also used experimental method to test the level of significance. The
Performance of Cabay National High School in Enrolment, Number of dropout, Academic Achievement and level of Progress in
three consecutive years were analyzed by gender. Statistical tools such as percentage rating, mean, and standard deviation. In
addition to the academic performance was measured through the general average (GA) in all subject areas as reflected on
their school report card, moreover, z-test for two sample mean used to test the level of significance.

FINDINGS. The number learners Dropping out in three consecutive year revealed that male in all grade level gives high
number of learners dropping out and among grade level Grade 7 contributed high percent of learners dropping out. In terms of
academic performance in three consecutive years by gender in all grade level majority of male are in the satisfactory level (80-
84) while the female with 46.45 are in the very satisfactory (85-89) based on their General Average (GA). As the measure of
variability of the (GA) of Male and Female, Female group are more homogeneous compare to male group.
To have an in-depth analysis, z-test was used. The test for two samples is applied, the z-test for a two samples is used to
find out if there is a significant difference between the two populations by comparing the sample mean of the population. The
critical value of 1.645 at 0.05 level of significance was used. The result revealed that there is significant difference between the
male and female Academic performance of Grade7 to Grade 10, SY 2018-2019 based, on their general average(GA).

Keywords: Male and Female Learners Achievement

 INTRODUCTION

Education is a powerful driver of development and one of the strongest instruments for improving gender equality,
peace, and stability. It is fundamental to development and growth for every individual. As the world becomes more and more
competitive, quality of performance has become the key factor for personal progress. Different factors affect the academic
performance of students. These include individual and household characteristics such as motivation from the family and
environment provided to student at home, student's ability and the quality of secondary education obtained. Along with other
factors, gender of students may also be an important factor in determining student's academic performance. Gender issues are
currently a matter of high concern worldwide, especially among academics and policy formulators.
A study by Pillow (2008) states that gender differences among students affects one’s cognitive and non-cognitive
skills. The driving forces of the gender gap cited a similar gender effect across different groups of children. Particularly, a
difference is expected to be seen among children who started their educational process with a delay and those who did not as
well as children who have repeated grades and those who have not. With these problems, students tend drop out from school.
The researchers conducted this study to depict the picture and resolve the conflict of between male and female
students in terms of academic performance. This may also form the basis for paying much attention with the weaker group in
order to improve their academic performance. The study may be helpful for policy-makers to design and implement policies.
In the Philippines, women are more progressive in schooling than men while also earning lower labor-market wages.
An earlier study by Yamauchi and Marites Tiongco of De La Salle University found that girls there tend to receive more
schooling than boys, yet still receive lower wages when they enter the labor market. That study suggested that parents’
understanding of gender wage inequities could motivate them to invest more effort in their daughters’ educations, in hopes of
boosting future incomes. Part of this may be self-interest as daughters often play an important role in supporting parents later
in life thus, investing in a daughter’s education could ensure a source of income for parents themselves. The researchers found
evidence that this pattern is particularly strong among poorer families.
In 2014, the Functional Literacy, Education and Mass Media Survey (FLEMMS) shows that the basic literacy rate of
Filipinos is 95.6% and the functional literacy rate is 86.4 percent. The literacy rate is higher among 15 to 24 years old or the
adolescents. Both basic and functional literacy rates are higher among female adolescents compared to their male
counterparts. The basic literacy rate and functional literacy rate of female adolescents are 98.5% and 94%, respectively. On
the other hand, the basic literacy rate and functional literacy rate of male adolescents are 97% and 88.7%, respectively.
With these literatures and gaps, the researchers want to identify the academic performance of male and female
students of Cabay National High School in terms of enrolment, dropout rate and academic performance and level of progress.
This research aims to presents the Cabay National High School Enrolment, Number of dropout, Number of Promoted
and Academic Achievement and level of Progress by gender in three years.
1. What is the performance of Male and Female Learners by Grade level in three consecutive years in terms of:
a) Enrolment
b) Number of learners Dropping-out
c) Learners Academic Performance and Level of Progress
2. Is there a significant difference between the male and female Academic performance of Grade 7, SY 2018-2019?
3. Is there a significant difference between the male and female Academic performance of Grade 8, SY 2018-2019?
4. Is there a significant difference between the male and female Academic performance of Grade 9, SY 2018-2019?
5. Is there a significant difference between the male and female Academic performance of Grade 10, SY 2018-2019?

RESEARCH DESIGN
This study used descriptive and systematic random sampling method. In descriptive method, study focuses at the
present condition. The study also used experimental method to test the level of significance.
The Performance of Cabay National High School in Enrolment, Number of dropout, Academic Achievement and level of
Progress in three consecutive years were analyzed by gender. In addition to the academic performance was measured through
the general average (GA) in all subject areas as reflected on their school report card, moreover data used to test the level of
significance.
The researchers used systematically and randomly sampling technique. To identify the respondents, ten (10) learners
in each three sections by grade level were selected based on the alphabetical list from SF5 SY2018-2019.The first ten learners
in each section from grade7 to grade 10 were selected due to the accessibility of the data need by the researchers.
Table 1, The table below summarized the number of respondents in the study
Grade level M F T
Grade 7 30 30 60
Grade 8 30 30 60
Grade 9 30 30 60
Grade 10 30 30 60
Total 120 120 240
RESULTS AND DISCUSSION
Table 2. School Enrolment in three consecutive years by gender and grade level
KPI's SY 2016-2017 SY 2017-2018 SY 2018-2019
Grade level M F T M F T M F T
Grade 7 48 58 106 48 53 101 59 54 113
Grade 8 69 59 128 48 49 97 39 54 93
Grade 9 48 49 97 57 45 102 51 50 101
Grade 10 37 57 94 45 42 87 58 43 101
Total 202 223 425 198 189 387 207 201 408
Percentage 47.53 52.47 100 51.16 48.84 100 50.73 49.26 100
s % % % % % % % % %
Table 2 shows the enrolment in three consecutive years by gender and grade level. The trend of the school enrolment was
fluctuating. The number of male and female is not significantly different to one another.
Table 3. Number of learners Dropping-out in three consecutive years by gender and grade level
KPI's
SY 2016-2017 SY 2017-2018 SY 2018-2019

Grade level M F T M F T M F T

Grade 7 2 3 5 2 1 3 1 1 1

Grade 8 4 2 6 1 0 1 3 0 3

Grade 9 1 2 3 1 0 1 2 0 2

Grade 10 1 0 1 2 0 2 1 1 2

Total 8 7 15 6 1 7 7 2 9

Dropout rate 3.96 3.14 3.53 3.03 0.53% 1.81 3.38 1% 2.21%

Percentage of Dropout
53.33% 47.67% 100% 85.71% 14.28% 100% 77.78% 22.23% 100%
by Gender
Table 3 presented the learners dropping out in three consecutive years by gender and grade level. The number of learners
dropping-out from year one to year three revealed that the male mostly gives high percentage of dropping-out 53.33%, 85.71% and
77.78% respectively and among grade level grade 7 and grade 8 contributed a significant number of learners dropping-out.

Table 4. Learners Academic Performance and Level of Progress in three consecutive years by gender and grade level
2016-2017(year 1) SY 2017-2018 (year 2) SY 2018-2019 (year 3)
Learning
Progress M F T M F T M F T
And
No No No No
Achievement % % % % No. % No. %
. . . .
Did not meet
Expectation 1 0.52% 1 47.39% 2 0 0% 0 0% 0 1 0.5% 0 0% 1

Fairly
Satisfactory 53 27.75% 5 2.40% 58 66 34.92% 5 2.66% 71 50 24.75% 13 6.40% 63
(75-79)
Satisfactory
101 52.88% 56 26.54% 157 76 40.21% 66 35.10% 142 81 40.01% 46 22.66% 127
(80-84)
Very
Satisfactory 27 14.13% 98 46.45% 125 36 19.04% 72 38.30% 108 56 28% 80 39.41% 136
(85-89)
Outstanding
(90-100) 9 4.71`% 51 24.17% 60 11 5.82% 45 23.94% 56 14 6.93% 64 31.53% 78

Total 191 47.51% 211 52.49% 402 189 50.13% 188 49.87% 377 202 49.88% 203 50.12% 405
Source: Summarized Report on Promotion and Learning Progress & Achievement SY 2016-2017 to SY 2018-2019

As presented in table 4, in year 1 majority of male with 52.88% are in the satisfactory level (80-84) based on their general
average while the female with 46.45% are in the Very satisfactory (85-89) on their general average. In year 2 and year 3 majority of
male and female learners are fall in the same level which majority of male are in the Satisfactory level with grade bracket of 80-84.,
while majority of female are in the very satisfactory with grade bracket of 85- 89. This implied that the majority of female learners
performed well academically in three consecutive years.
This table presented that the mean value of the data is significant when the value is higher. It shows that the Female group
has a higher mean which is 86 compared to 82.50 in grade 7, 83.83 to 82.27 in while grade 8,86.67 to 83.33 in grade 9 and 89.57 to
84.33. It also observed that the difference in mean score in all grade level was favorable with the female group with the total difference
of 13.64 in all grade level. In terms of variability the Female a significantly has a low computed standard deviation, meaning that the
female group are more homogeneous compare to the male group.
Table 5. Comparison of the Male and Female Mean and Standard Deviation by of the General Average grade level SY 2018-2019
Grade Mean SD
level M F Difference M F
Grade 7 82.50 86 -3.5 4.19 3.75
Grade 8 82.27 83.83 -1.56 4.14 3.64
Grade 9 83.33 86.67 -3.34 3.55 3.88
 Table 6. z-test of Difference between Male and Female Grade 7
Grade SD Computed Critical Decision Impression
level t-value Value at 0.05 level
of
M F significance

Grade 7 4.19 3.75 - 3.41 1.645 Rejected Significant

H0
To have an in-depth analysis z-test, was used. The test for a two samples is applied The z-test for a two samples is used to
find out if there is a significant difference between the two populations by comparing the sample mean of the population. The critical
value of 1.645 at 0.05 level of significance was used. The result revealed that there is significant difference between the male and
female Academic performance of Grade 7, SY 2018-2019 based, on their general weighted average
Table 7. z-test of Difference between Male and Female Grade 8
Grade SD Computed Critical Decision Impression at
level t-value Value 0.05 level of
M F significance

Grade 8 4.14 3.64 - 1.5 1.645 Rejected H0 0.5

To have an in-depth analysis z-test, was used. The test for a two samples is applied The z-test for two samples is used to find out
if there is a significant difference between the two populations by comparing the sample mean of the population. The critical value of
1.645 at 0.05 level of significance was used. The result revealed that there is significant difference between the male and female
Academic performance of Grade 8, SY 2018-2019 based, on their general average
Table 8. z-test of Difference between Male and Female Grade 9
Grade SD Compute Critical Decision Impression
level d t-value Value at 0.05 level
M F of
significance
Grade 9 3.55 3.88 - 3.48 1.645 Rejected H0 0.5

To have an in-depth analysis z-test, was used. The test for two samples is applied The z-test for a two samples is used to find
out if there is a significant difference between the two populations by comparing the sample mean of the population. The critical value of
1.645 at 0.05 level of significance was used. The result revealed that there is significant difference between the male and female
Academic performance of Grade 9, SY 2018-2019 based, on their general average
Table 8. z-test of Difference between Male and Female Grade 10
Grade SD Computed Critical Decision Impression at
level t-value Value 0.05 level of
M F significance
Grade 10 3.62 3.83 - 5.46 1.645 Rejected H0 0.5

To have an in-depth analysis, z-test was used. The test for two samples is applied The z-test for a two samples is used to find
out if there is a significant difference between the two populations by comparing the sample mean of the population. The critical value of
1.645 at 0.05 level of significance was used. The result revealed that there is significant difference between the male and female
Academic performance of Grade 10, SY 2018-2019 based, on their general average.
The results revealed that there is a significant difference in the performance of male and female learners of Cabay National
High School from Grade 7 to Grade 10. However, there is no significant difference in the enrolment of male and female. It was
supported by the Nokpedia 2017 wherein the rate of drop out was higher among male students than female.

CONCLUSIONS
Based on the findings of the study, the researcher arrived at the following conclusions.
1. The school enrolment in three consecutive years was fluctuating. The number of male and female is not quite different in all
grade level.
2. The number of learners dropping-out from year 1 to year 3 revealed that there are more male learners dropping out in all
grade level but among grade level, grade 7 and grade 8 contributed significant numbers of learners dropping out
3. Majority of male learners from year 1 to year 3 are in the Satisfactory level with grade bracket of 80-84., while majority of
female are in the very satisfactory with grade bracket of 85- 89 and it implies that the majority of female learners are performed
well academically in three consecutive years compared to the male learners.
4. The mean value of the female group in all grade level are significantly higher compare to the male group and female group is
more homogenous.
5. The result revealed that there is significant difference between the male and female Academic performance of Grade 7 to 10,
SY 2018-2019 based, on their general average.
LIST OF REFERENCES
Samira Abdullahi & Ado Abdu Bichi, GENDER ISSUE IN STUDENTS’ ACADEMIC ACHIEVEMENT IN ENGLISH LANGUAGE,Faculty of Education,
Northwest University,

E. D. Nakpodia, An Analysis of Dropout Rate among Secondary School Student in Delta State, Nigeria (1999-2005)
https://www.rappler.com/thought-leaders/94801-boys-underperforming-school
State Test Score Trends Through 2007-08, Part 5 Are There Differences in Achievement Between Boys and Girls?
https://files.eric.ed.gov/fulltext/ED509023.pdf
Richard Buddin Gender Gaps in High School GPA and ACT Scores, Grade Point Average and ACT Test Score by Subject and Gender
www.act.org/research-policy
https://news.abs-cbn.com/news/12/19/,18/philippines-is-worlds-8th-best-in-gender-equality-top-in-asia-report

https://www150.statcan.gc.ca/n1/pub/81-004-x/200410/7423-eng.htm
https://www.rappler.com/thought-leaders/94801-boys-underperforming-school
https://files.eric.ed.gov/fulltext/ED509023.pdf
https://www.academia.edu/15513903/GENDER_ISSUE_IN_STUDENTS_ACADEMIC_ACHIEVEMENT_IN_ENGLISH_LANGUAGE
 Project BUILD: Increasing Stakeholders’ Support, Participation and Satisfaction in Cabay
National High School’s Brigada Eskwela Program Implementation

ARIEL C. DEL MUNDO

Principal I, Cabay National High School

OLIVER RYAN A. NOFUENTE

Teacher I, Cabay National High School

HERMINIA R. LARDIZABAL
Teacher III, Cabay National High School

The implementation of distance learning for the school years 2020-2022 encountered different struggles such as preparation of
modules, delivery of equipment to students and continuing to guide them while they study and answer their tasks in their homes. On a
positive note, although many problems were experienced, all of them were eased by cooperation and solidarity from different stakeholders.
Parents did not get tired of getting their children's modules, regardless of the heat of the sun and rain. They were very patient as well in
helping and guiding their children who struggle to read and write. A lot of individuals and organizations also gave voluntary donations such
as papers, printer ink, alcohol face masks and other equipment to close the gap of financial limitations. Aside from the financial help, there
were also stakeholders who took the time and effort to maintain the cleanliness of the school. These help from private individuals,
organizations, local government units and administrative branches supported the mission and vision of the beloved school – to strengthen
students’ potential growth by fostering a holistically healthy learning environment for students with the help of community and actively-
engaged stakeholders..

This goal requires not only time, but also dedication and hardwork. Even with the limited of budget of the Department of
Education, the school cannot compromise the proper maintenance, repair, and building of different facilities to make learning accessible for
all. In line with this, Brigada Eskwela is an annual nationwide program of the department of Education before the school years starts. It
intends to have the school ready for teachers and students as school opens. It also seeks to restore the bayanihan spirit among Filipinos by
mobilizing the participation of community education stakeholders. Education serves various sectors of society, which is why it encourages
all stakeholders to contribute in any way they can.

Cabay National High School upholds the same value of community and partnership-building. The school experienced the same struggles
but through determination and commitment for learning, the continuous search and improvement of processes and ways on how to surpass
those problems became part of the mission. Strengthening the spirit of Bayanihan or Volunteerism in CNHS ignited the implementation of
PROJECT BUILD (Build Unity Intensifying Linkages and Development) aiming to have a strong and harmonious relationships with our
stakeholders. The school believes that through full support and cooperation from different individuals and groups, implementation of
projects for the welfare of the school and individual learners is possible.

School Brigada Eskwela Implementation Program 2021 became the starting point even though the program has started since 2003. From
that time, we have received continuous support and donations which intensified and built more connections to our stakeholders while
shaping a better learning environment for the students. Through Project BUILD, the school find ways on how to cope up with the challenges
in the implementation of Face-to-Face Learning for the school year 2022-2023. The support and cooperation with the stakeholders served
as the weapons to make teaching and learning in Cabay National High School more conducive and fun.

Research Design
This study is a combination of descriptive and quantitative in nature. In descriptive method, the study focused on determining the
stakeholders’ support and participation in Cabay NHS’s BE implementation through Project BUILD. The researchers in this study also
gathered quantitative data by evaluating the feedback and insights of the stakeholders regarding the Cabay NHS’s BE implementation
through Project BUILD.

Research Locale
This study was conducted at Cabay National High School located at Barangay Cabay, Tiaong Quezon. Cabay National High
School is one of the (4) secondary schools in Tiaong District II, Division of Quezon.
Research Population and Sampling
The researchers used systematically and randomly sampling techniques to gather quantitative data. The respondents of this
study are the selected one hundred (100) stakeholders including parents, local government officials, alumni, and volunteers of Cabay NHS’s
Brigada Eskwela 2022. The CNHS stakeholders were chosen as the respondent because the researchers wanted to know the implications
of Project BUILD in community-building and student welfare and development. The researchers also used random sampling to ensure an
equal consideration of each type of respondents.

Research Population and Sampling

The researchers used systematically and randomly sampling techniques to gather quantitative data. The respondents of this study
are the selected one hundred (100) stakeholders including parents, local government officials, alumni, and volunteers of Cabay NHS’s
Brigada Eskwela 2022. The CNHS stakeholders were chosen as the respondent because the researchers wanted to know the implications
of Project BUILD in community-building and student welfare and development. The researchers also used random sampling to ensure an
equal consideration of each type of respondents.

Ethical Consideration

Beforehand, the researchers sought approval from all concerned people. The confidentiality of research participants is of utmost
important. All personal information, data, and responses collected during this research study will be treated with strict confidentiality and
handled in accordance with applicable data protection laws and regulations.

Research Instrumentation

The researchers created a 20-item survey questionnaire to determine the stakeholders’ feedback in Cabay NHS’s BE implementation
through Project BUILD. The survey is divided into four parts: Project Implementation, Fund Utilization, Physical Outcome of the Project, and
Governance Transparency. Each part consists of 5 statements that determine the respondent’s level of agreement with the success of
project implementation.

Gathering Procedure

This study was conducted through the following steps. To determine the stakeholders’ support and participation in Cabay NHS’s BE
implementation, the researchers consolidated the data regarding the number of school partners, donations received, and volunteer services.
After the characterization of existing data, the researcher disseminated the survey-questionnaire among one hundred (100) respondents to
find out the CNHS stakeholders’ feedback in terms of project implementation, fund utilization, physical outcome of the project, and
governance transparency.

The researchers counted how many answered in each degree to create a frequency distribution table and computed the weighted
mean using the formula:

Xw =
∑ fx (number of respondents)X (corresponding number ¿each answer )
∑f (number of respondents)
The obtained weighted mean was analyzed by determining the competent interpretation based on its descriptive rating. The class
interval is obtained by the formula:

Allen K., Kern M. L., Vella-Brodrick D., Hattie J., & Waters L. (2018). What schools need to know about fostering a school belonging: a
meta-analysis. Educ. Psychol. Rev. 30 1–34. 10.1007/s10648-016-9389-8
Carvalho, S., Rossiter, J., Angrist, N., Hares, S., & Silverman, R. (2020). Planning for school reopening and recovery after COVID-19.
Center for Global Development. https://journals.plos.org/plosone/article?id=10.1371/journal.pone.0248925
Chu P., Saucier D. A., & Hafner E. (2010). Meta-analysis of the relationships between social support and well-being in children and
adolescents. J. Soc. Clin. Psychol. 29 624–645. 10.1521/jscp.2010.29.6.624
De Torres, P. (2021). Active engagement of stakeholders during the pandemic: Basis for creating flexible learning environment for students.
International Journal of Innovative Science and Research Technology, 6(2), 466-476.
https://ijisrt.com/assets/upload/files/IJISRT21FEB288.pdf
Drolet M., Arcand I., Ducharme D., & Leblanc R. (2013). The sense of school belonging and implementation of a prevention program:
toward healthier interpersonal relationships among early adolescents. Child. Adolesc. Soc Work J. 30 535–551. 10.1007/s10560-013-0305-
5
Muryanti, E., Jaya, I., Wati, M. E., Zagoto, M. M., & Boriboon, G. (2022). The implementation of school policies learning from home during
Covid 19 pandemic at Preschool and Primary School in Duri Indonesia. Advances in Social Science, Education and Humanities Research.
https://doi.org/10.2991/assehr.k.220602.006
Rothschild, L. (2021, January 1). Engaging stakeholders during COVID-19. University Business. Retrieved March 16, 2023, from
https://universitybusiness.com/engaging-stakeholders-during-covid-19/.
Zullig K. J., Huebner E. S., & Patton J. M. (2011). Relationships among school climate domains and school satisfaction. Psychol. Sch. 48
133–145. 10.1002/pits.20532
 An Analysis of Selected Performance Indicators Between Male and Female Learners
Achievement: Basis for Enhancement of Projects and Interventions for the Three Years
Cycle of E-SIP 2019-2022

I. INTRODUCTION

Education is a powerful driver of development and one of the strongest instruments for

improving gender equality, peace, and stability. It is fundamental to development and growth for

every individual. As the world becomes more and more competitive, quality of performance has

become the key factor for personal progress. Different factors affect the academic performance of

students. These include individual and household characteristics such as motivation from the

family and environment provided to student at home, student's ability and the quality of secondary

education obtained. Along with other factors, gender of students may also be an important factor

in determining student's academic performance. Gender issues are currently a matter of high

concern worldwide, especially among academics and policy formulators.

A study by Pillow (2008) states that gender differences among students affects one’s

cognitive and non-cognitive skills. The driving forces of the gender gap cited a similar gender

effect across different groups of children. Particularly, a difference is expected to be seen among

children who started their educational process with a delay and those who did not as well as

children who have repeated grades and those who have not. With these problems, students tend

drop out from school.

 The researchers conducted this study to depict the picture and resolve the conflict of

between male and female students in terms of academic performance. This may also form the

basis for paying much attention with the weaker group in order to improve their academic

performance. The study may be helpful for policy-makers to design and implement policies.

In the Philippines, women are more progressive in schooling than men while also earning

lower labor-market wages. An earlier study by Yamauchi and Marites Tiongco of De La Salle

University found that girls there tend to receive more schooling than boys, yet still receive lower

wages when they enter the labor market. That study suggested that parents’ understanding of

gender wage inequities could motivate them to invest more effort in their daughters’ educations, in

hopes of boosting future incomes. Part of this may be self-interest as daughters often play an

important role in supporting parents later in life thus, investing in a daughter’s education could

ensure a source of income for parents themselves. The researchers found evidence that this

pattern is particularly strong among poorer families.

In 2014, the Functional Literacy, Education and Mass Media Survey (FLEMMS) shows that

the basic literacy rate of Filipinos is 95.6% and the functional literacy rate is 86.4 percent. The

literacy rate is higher among 15 to 24 years old or the adolescents. Both basic and functional

literacy rates are higher among female adolescents compared to their male counterparts. The

basic literacy rate and functional literacy rate of female adolescents are 98.5% and 94%,

respectively. On the other hand, the basic literacy rate and functional literacy rate of male

adolescents are 97% and 88.7%, respectively.

With these literatures and gaps, the researchers want to identify the academic performance

of male and female students of Cabay National High School in terms of enrolment, dropout rate

and academic performance and level of progress.

This research aims to presents the Cabay National High School Enrolment, Number of
dropout, Number of Promoted and Academic Achievement and level of Progress by gender in
three years.
 1. What is the performance of Male and Female Learners by Grade level in three consecutive
years in terms of:
a. Enrolment
b. Number of learners Dropping-out
c. Learners Academic Performance and Level of Progress
2. Is there a significant difference between the male and female Academic performance of
Grade 7, SY 2018-2019?
3. Is there a significant difference between the male and female Academic performance of
Grade 8, SY 2018-2019?
4. Is there a significant difference between the male and female Academic performance of
Grade 9, SY 2018-2019?
5. Is there a significant difference between the male and female Academic performance of
Grade 10, SY 2018-2019?

Hypotheses

Based on the specific problems formulated, the following null hypotheses were established:

1. There is no significant difference between the Male and Female Academic Performance of
Grade 7, SY 2018-2019.

2. There is no significant difference between the Male and Female Academic Performance of Grade
8, SY 2018-2019.
3. There is no significant difference between the Male and Female Academic Performance of Grade
9, SY 2018-2019.
4. There is no significant difference between the Male and Female Academic Performance of
Grade 10, SY 2018-2019.

II. BRIEF REVIEW OF RELATED LITERATURE AND STUDIES

Education is very important in the life of every individual. Its aim is to develop every learner to
become better and productive member of the society in the near future. It also provides a wide range of
opportunity to discover the capabilities and use them to build a better society regardless of gender.
Based on ABSCBN news, the Philippines remains as one of the most gender equal countries
worldwide with equal opportunities on political and economic leadership for men and women, a World
Economic Forum (WEF) report showed. In terms of educational attainment, the Philippines ranked first,
meaning it has fully closed the gender gap, along with Canada, France, and New Zealand among others.

In addition to this the evidence suggests that more young men than women are experiencing
difficulties with school. Young men, particularly male dropouts, appear to be less engaged in school and
they continue to drop out of high school before completing the requirements for graduation at a higher rate
than girls. Young men rated their problem-solving, math and computer skills as stronger than young
women, but their assessments of reading and writing were weaker than those of women. This is consistent
with the results of standardized tests that show higher literacy scores for girls compared to boys. Finally,
girls are more likely than boys to go on to post-secondary education; in all but a handful of fields, women
outnumber men in university enrolment; and university graduation rates are higher for women than for men.
The PISA assessments carried out in 2000 focused especially on reading and writing literacy, including a
more limited number of questions relating to skills in mathematics and science. The 2000 PISA found little
difference along gender lines in math and science. New results, based on the 2003 PISA assessments, will
become available later in 2004. This time, PISA focuses especially on skills in mathematics. Analysis of
those results will shed further light on whether a gender gap is evident in this field. Science will be the focus
of the PISA assessments in 2006.

It is best stated here that the outperform boys in practically all measures of education
performance in the Philippines. From dropout, to graduation rates, to achievement tests, boys are
underperforming. While many countries in the world need to bring more girls to school, in our country it
seems, we need to figure out how to keep boys in school and how to motivate them to complete their
education.
It is stated that there is great significant in the performance of boys and girls the evidence is
overwhelming. Boys are less likely to be in school than girls: among boys aged 6-11 the out-of-school rate
is 7.47%; for girls it is 5.57% in 2013.Boys drop out at a higher rate than girls from primary school onwards.
In secondary school, the dropout rates of boys are twice that of girls’. Girls scored higher than boys in every
single subject on the National Achievement Test for grade 6 students in at least the past 10 years.
Functional literacy rate among boys 10-15 years old in 2008 was 7.5 percentage points lower (55.5%) than
that of girls (63%).
Cohort survival rate is the percentage of entrants into primary or secondary school who
complete the cycle. In 2013, the high school cohort survival rate of boys was 72.36%, while for girls, the
rate was 81.83%. In primary school, the cohort survival rate was 75.14% (for boys) and 82.19% (for
girls).The APIS 2011 results suggest that for every 80 men, there are 100 women attending college or post-
college schooling. The chronic underperformance of boys is a problem that needs government attention.
Having a society with generations of under-educated boys means large economic costs, as well as
potentially dangerous social imbalances that could be harmful for women, (FLEMMS 2014)
It was found in the study that the students dropping out of school was a common phenomenon in
all the State’s secondary schools. The rate of dropouts was higher among male students than female
students. (Nakpodia 2017) An Analysis of Dropout Rate among Secondary School Student in Delta State,
Nigeria (1999-2005
Female students who graduated from high school in 2013 averaged higher grades than their
male counterparts in all subjects, but male graduates earned higher scores on the math and science
sections of the ACT. (Buddin 2014)
This study considered gender difference in students‟ academic achievement in English
language in senior secondary schools in Kano state Nigeria. Based on the findings, it is revealed that, in all
the academic achievement of the students in English is little below average as measured by the mean
scores of the students in their academic performance in English language. The analysis based on gender
difference revealed that the females had a higher mean score compared to males in their academic
achievement in English. This gives an indication that the females performed better than males in English
Language. Thus the hypothesis 1which stated that, no significant gender difference in students‟ academic
achievement in English is rejected; this finding is consistent with that of Karthikeya and Nirmala (2012)
whose findings revealed that, girls performed better than boys in their academic achievement in English.
The findings are also in agreement with that of Younger, Warrington and Williams (1999), Ching (2011) and
Agarwal (1983) whose studies revealed that gender difference exist and that females performed better than
male students in English and reading ability. Further findings based on location of the school in both urban
and rural school females showed higher academic achievement in English language than males. A
significant gender difference exists between males and females in their academic achievement in English
language with respect to the schools’ location. Thus, the hypothesis 2, there is no significant gender
difference in the academic achievement in English with respect to school location is rejected. This finding is
also in agreement with that of Karthigeyan and Nirmala (2012) whose findings revealed that, the academic
performance of girls is higher than boys with respect to Locality.

Overall results showed that students perform below average and a significant gender
difference exists in English performance, significant gender difference was also observed with respect to
school location; Females performed above average in both urban and rural schools while males performed
below average. It was recommended that English teachers should regularly test students on the various
English concepts and feedback provided should be used to prepare them for credible performance
in English at both internal and external examinations. The studies considered gender difference in
students‟ academic achievement in English language in senior secondary schools in Kano state Nigeria.
Based on the findings, it is revealed that, in all the academic achievement of the students in English is little
below average as measured by the mean scores of the students in their academic performance in English
language. The analysis based on gender difference revealed that the females had a higher mean score
compared to males in their academic achievement in English. This gives an indication that the females
performed better than males in English Language. Thus the hypothesis 1which stated that, no significant
gender difference in students‟ academic achievement in English is rejected (Abdullahi & Abdu Bichi 2015)

III. SCOPE AND LIMITATIONS

This action research will limit itself with the Selected Performance Indicators Between
Male and Female Learners Achievement. The researchers compare the Performance of Cabay
National High School in Enrolment, Number of dropout, Academic Achievement and level of
Progress in three consecutive years by grade level and by gender. In addition, the mean through
the general weighted average (GWA) in all subject areas as reflected on their school report card of
30 learners in each grade level by gender were used to assess the if there is a significant
difference between male and female academic performance by grade level.

The research objectives (1) To determine the performance of male and female leaners
in all grade level of junior high school in selected school performance indicators such as
enrolment, Number of learners dropping out and academic performance in three consecutive
years. (2) To Compare the Academic performance of male and female learners by grade level in
three consecutive years as reflected to the SF 6. (3) To determine if there is a significant
difference between male and female learner’s Academic performance as reflected to SF 5 by
grade level using the z-test for two mean sample. The result of the study will serve as Basis for
Enhancement of Projects and Interventions for the Three Years Cycle of E-SIP 2019-2022
 Since the study need the Performance indicators such as dropout rate, enrolment, for SY
2018-2019 and the GWA of the 240 learners, the research runs to June up to the end of march to
complete the necessary data need by the researchers.

CONCEPTUAL FRAMEWORK

The Performance Indicators Between Male and Female Learners Achievement: Basis for
Enhancement of Projects and Interventions for the Three Years Cycle of E-SIP 2019-2022. was
significant to follow the conceptual framework of IPO or Input and Output framework which will be
the basis of implementation of the intervention program.
The research paradigm that guided this study is shown in this figure

Current State
IPO
INPUT PROCESS OUTPUT

Enrolment Consolidated Enrolment, Analysis of Consolidated

Number of learners dropping
out and Academic level of
progress (SF6) in for three
Number of Dropout consecutive years by grade
level and gender
Enrolment,
Number of learners
dropping out and Academic
level of progress (SF6) in
for three consecutive years
by grade level and gender

School Report Card Mean/Mean Percentage

Score Significant differences of
male and female
SF 5 and SF 6 performance. The mean of
30 selected learners both
Computed Standard
from male and female by
Deviation
grade level. Computed
variability and analysis of
z-test for two sample
Computed z-test for two mean.
sample mean
Proposed/Enhanced
Intervention Program for
 the Three Years Cycle of
E-SIP 2019-2022.

Figure 1. Conceptual Paradigm

INPUT- are the tools to materialized the intervention program
PROCESS – includes the Consolidated Enrolment, Number of learners dropping out and Academic level
of progress (SF6) in for three consecutive years by grade level and gender
OUTPUT- Analysis of Consolidated Enrolment, Number of learners dropping out and Academic level of
progress (SF6) in for three consecutive years by grade level and gender

III. METHODOLOGY

Research Design

This study used descriptive and systematic random sampling method. In descriptive
method, study focuses at the present condition. The study also used experimental method to test
the level of significance.

The Performance of Cabay National High School in Enrolment, Number of dropout,

Academic Achievement and level of Progress in three consecutive years were analyzed by
gender. In addition to the academic performance was measured through the general average (GA)
in all subject areas as reflected on their school report card, moreover data used to test the level of
significance.

Population and Sampling

The researchers used systematically and randomly sampling technique. To identify the
respondents, ten (10) learners in each three sections by grade level were selected based on the
alphabetical list from SF5 SY2018-2019.The first ten learners in each section from grade7 to
grade 10 were selected due to the accessibility of the data need by the researchers.

Table 1, The table below summarized the number of respondents in the study

Grade level M F T
Grade 7 30 30 60
Grade 8 30 30 60
Grade 9 30 30 60
Grade 10 30 30 60
 Total 120 120 240
Data Gathering Procedure

With the permission given by the principal, the researchers started conducting collecting
data. The data used in this study were collected from the different school forms such as, SF 1, SF
2, SF 5, part of SBM the data from SMEPA presentation in different quarter and the E-SIP school
report card from three consecutive years. The number of dropout and enrolment was based from
SF 1` and other LIS generated data through the help and coordination of ICT school coordinator.
For academic level of progress, data from filed SF6 were collected including the number of
learners in male and female. The SF 5 of all three section in all grade level, were subjected to
systematic random sampling to get the 30 respondent in each grade level. The mean of 30
selected learners both from male and female was computed to determine the variability and
analysis of t-test for a two sample mean. Information from E-SIP from 2016 – 2019 served also as
the basis of the validity and congruency of data.

Statistical Treatment of Data

In order to interpret the data, the following grading scale with corresponding description
was utilized:
Did not meet Expectation 74- below

Fairly Satisfactory 75-79

Satisfactory 80-84

Very Satisfactory 85-89

Outstanding 90-100

Source: DepEd Summarized Report on Promotion and Learning Progress and Achievement (SF 6)

To analyze the gather data, this study used the following statistical treatment below

A. Percentage
P = (F/N) 100
Where f = the frequency
N = total number of respondents
P = Percentage

B. Mean Percentage Score

∼
x Where; x = mean
MPS=( )(100)
n
 n = total number of items

C. z- test for two sample mean

Where:

= the mean of sample 1

= the mean of sample 2

= the variance of sample 1

= the variance of sample 2

= size of sample 1

= size of sample 2

IV. RESULTS AND DISCUSSION

Table 2. School Enrolment in three consecutive years by gender and grade level

KPI's SY 2016-2017 SY 2017-2018 SY 2018-2019

Grade level M F T M F T M F T
Grade 7 48 58 106 48 53 101 59 54 113
Grade 8 69 59 128 48 49 97 39 54 93
 Grade 9 48 49 97 57 45 102 51 50 101
Grade 10 37 57 94 45 42 87 58 43 101
Total 202 223 425 198 189 387 207 201 408
Percentage 47.53 52.47 100 51.16 48.84 100 50.73 49.26 100
s % % % % % % % % %

Table 1 shows the enrolment in three consecutive years by gender and grade level. The trend of
the school enrolment was fluctuating. The number of male and female is not significantly different to one
another.

Table 3. Number of learners Dropping-out in three consecutive years by gender and grade
level

Table 2 presented the learners dropping out in three consecutive years by gender and grade
level. The number of learners dropping-out from year one to year three revealed that the male mostly gives
high percentage of dropping-out 53.33%, 85.71% and 77.78% respectively and among grade level grade 7
and grade 8 contributed a significant number of learners dropping-out.

Table 4. Learners Academic Performance and Level of Progress in three consecutive years
by
KPI's SY 2016-2017 SY 2017-2018 SY 2018-2019

Grade level M F T M F T M F T

Grade 7 2 3 5 2 1 3 1 1 1

Grade 8 4 2 6 1 0 1 3 0 3

Grade 9 1 2 3 1 0 1 2 0 2

Grade 10 1 0 1 2 0 2 1 1 2

Total 8 7 15 6 1 7 7 2 9

Dropout rate 3.96 3.14 3.53 3.03 0.53% 1.81 3.38 1% 2.21%

Percentage of
Dropout by 53.33% 47.67% 100% 85.71% 14.28% 100% 77.78% 22.23% 100%
Gender

gender and grade level

2016-2017(year 1) SY 2017-2018 (year 2) SY 2018-2019 (year 3)
Learning
Progress M F T M F T M F T
And
Achievement No. % No. % No. % No. % No. % No. %

Did not meet 1 0.52% 1 47.39% 2 0 0% 0 0% 0 1 0.5% 0 0% 1

Expectation
Fairly 53 27.75% 5 2.40% 58 66 34.92% 5 2.66% 71 50 24.75% 13 6.40% 63
Satisfactory
(75-79)
Satisfactory 101 52.88% 56 26.54% 157 76 40.21% 66 35.10% 142 81 40.01% 46 22.66% 127
(80-84)
Very 27 14.13% 98 46.45% 125 36 19.04% 72 38.30% 108 56 28% 80 39.41% 136
Satisfactory
(85-89)

Outstanding 9 4.71`% 51 24.17% 60 11 5.82% 45 23.94% 56 14 6.93% 64 31.53% 78

(90-100)
Total 191 47.51% 211 52.49% 402 189 50.13% 188 49.87 377 202 49.88% 203 50.12% 405
%

Source: Summarized Report on Promotion and Learning Progress & Achievement SY 2016-2017 to SY 2018-2019

As presented in table 4, in year 1 majority of male with 52.88% are in the satisfactory
level (80-84) based on their general average while the female with 46.45% are in the Very
satisfactory (85-89) on their general average. In year 2 and year 3 majority of male and female
learners are fall in the same level which majority of male are in the Satisfactory level with grade
bracket of 80-84., while majority of female are in the very satisfactory with grade bracket of 85- 89.
This implied that the majority of female learners performed well academically in three consecutive
years.

Table 5. Comparison of the Male and Female Mean and Standard Deviation by of the
General Average grade level SY 2018-2019

Grade Mean SD
level
M F Difference M F

Grade 7 82.50 86 -3.5 4.19 3.75

Grade 8 82.27 83.83 -1.56 4.14 3.64

Grade 9 83.33 86.67 -3.34 3.55 3.88

Grade 10 84.33 89.57 -5.24 3.62 3.83

This table presented that the mean value of the data is significant when the value is higher.
It shows that the Female group has a higher mean which is 86 compared to 82.50 in grade 7,
83.83 to 82.27 in while grade 8,86.67 to 83.33 in grade 9 and 89.57 to 84.33. It also observed that
the difference in mean score in all grade level was favorable with the female group with the total
difference of 13.64 in all grade level. In terms of variability the Female a significantly has a low
computed standard deviation, meaning that the female group are more homogeneous compare to
the male group.

Table 6. z-test of Difference between Male and Female Grade 7

Grade SD Computed Critical Value Decision Impression at

level t-value 0.05 level of
M F significance

Grade 7 4.19 3.75 - 3.41 1.645 Rejected H0 Significant

To have an in-depth analysis z-test, was used. The test for a two samples is applied The z-
test for a two samples is used to find out if there is a significant difference between the two
populations by comparing the sample mean of the population. The critical value of 1.645 at 0.05
level of significance was used. The result revealed that there is significant difference between the
male and female Academic performance of Grade 7, SY 2018-2019 based, on their general
weighted average

Table 7. z-test of Difference between Male and Female Grade 8

Grade SD Computed Critical Value Decision Impression at

level t-value 0.05 level of
M F significance

Grade 8 4.14 3.64 - 1.5 1.645 Rejected H0 0.5

To have an in-depth analysis z-test, was used. The test for a two samples is applied The z-
test for two samples is used to find out if there is a significant difference between the two
populations by comparing the sample mean of the population. The critical value of 1.645 at 0.05
level of significance was used. The result revealed that there is significant difference between the
male and female Academic performance of Grade 8, SY 2018-2019 based, on their general
average

Table 8. z-test of Difference between Male and Female Grade 9

Grade SD Computed Critical Value Decision Impression at

level t-value 0.05 level of
M F significance

Grade 9 3.55 3.88 - 3.48 1.645 Rejected H0 0.5

To have an in-depth analysis z-test, was used. The test for two samples is applied The z-
test for a two samples is used to find out if there is a significant difference between the two
populations by comparing the sample mean of the population. The critical value of 1.645 at 0.05
level of significance was used. The result revealed that there is significant difference between the
male and female Academic performance of Grade 9, SY 2018-2019 based, on their general
average

Table 8. z-test of Difference between Male and Female Grade 10

Grade SD Computed Critical Value Decision Impression at

level t-value 0.05 level of
M F significance

Grade 3.62 3.83 - 5.46 1.645 Rejected H0 0.5

10
 To have an in-depth analysis, z-test was used. The test for two samples is applied The z-
test for a two samples is used to find out if there is a significant difference between the two
populations by comparing the sample mean of the population. The critical value of 1.645 at 0.05
level of significance was used. The result revealed that there is significant difference between the
male and female Academic performance of Grade 10, SY 2018-2019 based, on their general
average.

The results revealed that there is a significant difference in the performance of male and
female learners of Cabay National High School from Grade 7 to Grade 10. However, there is no
significant difference in the enrolment of male and female. It was supported by the Nokpedia 2017
wherein the rate of drop out was higher among male students than female.

V.CONCLUSIONS

Based on the findings of the study, the researcher arrived at the following
conclusions.

1. The school enrolment in three consecutive years was fluctuating. The number of male and
female is not quite different in all grade level.
2. The number of learners dropping-out from year 1 to year 3 revealed that there are more
male learners dropping out in all grade level but among grade level, grade 7 and grade 8
contributed significant numbers of learners dropping out
3. Majority of male learners from year 1 to year 3 are in the Satisfactory level with grade
bracket of 80-84., while majority of female are in the very satisfactory with grade bracket of
85- 89 and it implies that the majority of female learners are performed well academically in
three consecutive years compared to the male learners.
4. The mean value of the female group in all grade level are significantly higher compare to
the male group and female group is more homogenous.
5. The result revealed that there is significant difference between the male and female
Academic performance of Grade 7 to 10, SY 2018-2019 based, on their general weighted
average.

VI. RECOMMENDATIONS

Based on the findings and conclusion of this study are hereby recommended:

1. Strengthen different interventions programs to eliminate school dropouts as the continuous

Improvement Program (CIP) the Cabay NHS AIMS Progress (action to Intensify and
Monitor Students Progress).
2. Provide financial assistance for the learners to cater some of their financial needs in
support to the Learners.
3. Create more intensive programs to increase learners interest in continuing of their studies.
 4. Provide special remedial teaching schedule for male learners will uplift their potentials and
abilities.
5. Perform different learning activities prepared by teachers to improve the performance of
both male and female learners

LIST OF REFERENCES
Samira Abdullahi & Ado Abdu Bichi, GENDER ISSUE IN STUDENTS’ ACADEMIC ACHIEVEMENT IN
ENGLISH LANGUAGE,Faculty of Education, Northwest University,

E. D. Nakpodia, An Analysis of Dropout Rate among Secondary School Student in Delta State, Nigeria
(1999-2005)

https://www.rappler.com/thought-leaders/94801-boys-underperforming-school
State Test Score Trends Through 2007-08, Part 5 Are There Differences in Achievement Between Boys
and Girls? https://files.eric.ed.gov/fulltext/ED509023.pdf
Richard Buddin Gender Gaps in High School GPA and ACT Scores, Grade Point Average and ACT Test
Score by Subject and Gender
www.act.org/research-policy
https://news.abs-cbn.com/news/12/19/,18/philippines-is-worlds-8th-best-in-gender-equality-top-in-asia-
report

https://www150.statcan.gc.ca/n1/pub/81-004-x/200410/7423-eng.htm
https://www.rappler.com/thought-leaders/94801-boys-underperforming-school
https://files.eric.ed.gov/fulltext/ED509023.pdf
https://www.academia.edu/15513903/
GENDER_ISSUE_IN_STUDENTS_ACADEMIC_ACHIEVEMENT_IN_ENGLISH_LANGUAGE
 VII. APPENDICES

RESEARCH TIMELINE

Task Nov Dec Jan Feb Mar

2nd

2nd
3rd

3rd

3rd
4th

4th

4th
1st

1st

1st

1st

1st
. Ask permission to the
chool head to conduct a
esearch on the academic ♥
erformance of male
nd Female students.
. Gather the necessary
ocuments such as SF1. ♥ ♥ ♥
F2, SF5.
. Ask for technical
ssistance with the
IS/ICT Coordinator for ♥ ♥ ♥
he congruency and
alidation of data
ssessment of the
ollowing data for male
nd female students for
hree consecutive years. ♥ ♥
 Enrolment
 Dropped Out
 Academic and
Level of progress
Drafting of chapter 1 and ♥ ♥
of the research.
onvene a research ♥ ♥ ♥ ♥ ♥ ♥
methodology to be used.
eviewed SF5 from Grade
– 10 and crop the GWA
f the 30 selected
earners from three ♥ ♥ ♥ ♥
ections in every grade
evel both male and
emale.
Writing of discussion and ♥ ♥
nalysis of data gathered.

Project CAKE, (CABAYAN ALUMNI KAAGAPAY SA EDUKASYON

ROOT CAUSES POSSIBLE SOLUTIONS

 Decrease of enrolment of incoming Grade 7
 Continuous problem on dropped out rate
and absenteeism
 Poor Academic Performance
 Increasing number of school leavers
 Create intervention program
Project CAKE (Cabayan Alumni Kaagapay
sa Edukasyon)
 Tap alumni to give financial support to
sustain some of the expenses of the
students.
 Set guideline/ Academic Rewards for
performing students.
 Promote school programs and academic
assistance.

SIPOC ( SUPPLIER, INPUTS, PROCESS, OUTPUTS, CUSTOMER)

SUPPLIER INPUTS PROCESS OUTPUTS CUSTOMER

 Students  School Child  Solicit amount
 Teachers Forms 1 Mapping from alumni for
 Parents and 2 Survey and student’s
 Administration  LIS interview assistance:
 External Stakeholders  Form 5 1) Legal
(Alumni)  EBEIS contribution
 Records 2) Academic
from assistance
Barangay 3) Authorized
contribution
4) Monthly
allowance for
selected
students.
SUB PROCESS
Conduct Survey/ Identify reason  Create  Select students Meeting with
Assess enrolment of dropping out guidelines for from grade 7 the students
rate for the past and the selections Select students and parents.
three years absenteeism of students from grade 7 and
beneficiary for some grade 8
the students following
intervention the guidelines.
program.
 Republic of the Philippines
Region IV-A CALABARZON
Division of Quezon
CABAY NATIONAL HIGH SCHOOL
Tiaong, Quezon

SCHOOL INNOVATION
PROJECT CAKE (CABAYAN ALUMNI KAAGAPAY S SA EDUKASYON)
School Year 2018-2019

I. RATIONALE

Poverty always consider as one of the hindrances to attain education. This is one of the main issue
why children or students could not exercise their rights to attain the education that they should deserve.
Education for All (EFA) a program given by the government of course a great help for them but still we
could not deny the fact that the still need some more assistance in order to pursue their education.
There are cases of dropping out, started by frequent absenteeism, due to some factors like lack of
food, no capacity to sustain some of the needs I and obligations.
One of the problems of Cabay National High School is the decreased in enrolment of Incoming
grade7 in previous years because they chose to enroll to nearby school because of some assistance offer
to them by some of the Local Government Units.
This idea open our mind to think of some innovations that will encourage students not only in
Barangay but also nearby barangay to continue their studies here in Cabay National High School. The
PROJECT CAKE ( Cabayan Alumni Kaagapay sa Edukasyon) offers financial assistance to deserving
students not only those who belong to indigent family but also for those who performed well academically.
We believe that through this project we may not only decrease the problems on students dropping out and
school leavers , increase the enrolment but at the same time increase their level of academic
performances.

III. OBJECTIVES

1. Increase enrolment room specifically in grade 7

2.Encourage students increase their academic performance.
3.Decrease the number of absenteeism and reduce drop- out rates

IV. TERMS AND CONDITION

1.Students must have a general average 80% and above.

2.They came from a low income family
3.Attain at least 85 % of attendance for the entire a school year.
4. Possess good moral character
IV.WORKPLAN

Activity Output Date of Person Responsible

Implementation
Faculty Meeting  Conduct Meeting with 1st week of January Sch Head
Faculty Teachers
Alumni
Alumni Meeting  Conduct Meeting with Year round Sch Head
the Alumni Teachers
Parents
Students

Election of Officers for  Set a committee for 1st week of May Sch Head
the Grand Alumi the Almuni CIP Team
Homecoming Homecoming Teachers
Alumni
 Grand Alumni 3rd week of May Sch Head
Homecoming Teachers
Alumni
Parents

Presentation of  Selection of recipients 1st week of June Sch Head

recipients for the for the scholarship Teachers
scholarship program of program of the Alumni Alumni
the Alumni Students
Parents

Learners will be placed  Conduct interventions Year round CIP Team

in intervention programs programs based on Resource Person
based on their needs the needs and interest Students
of the students
1.Academic Programs
2Sport Activities
3Social and Emotional
engagement
4.Other culminating
activities
 Organize Sport Clinic Year round Sch Head
Programs Teachers
Parents
Students
 Create IG Project by Year round Teachers Team Alumni
propagating and and Students
selling of ornamental
plants
“Cabayan Earth
Warriors Garden “
Collect solicit funds with  Tap alumni and Year round Alumni, NGO’s
Alumni and NGO’s NGO’s for financial
assistance

Strengthen the parent  Home Visitation Year round Teachers, students

and teacher relationship

IV. FUNDING SOURCE

Tap alumni and CNHS Alumni Officers to give one beneficiary of five hundred pesos
For financial assistance of the selected students especially for grade 7 students.

Project E2-FILENSCIMA Enhance Empower Filipino, Science, Mathematics

 Lack of interest to
learn

Negative attitude toward

the subject

Poor study habits

Poor
Comprehension

Didnt attain the 75% mark

MPS

Low Mean Percentage

Score
Poor
Academic
Performce

Root Cause Analysis

Root Causes Possible Solutions
Reorganized groups/clubs, school organization
(Project E2-FILENSCIMA CLUBS)
Medium of instruction and Poor Comprehension  Conduct Remediation Programs
Conduct academic seminar work shop to
enhance students’ knowledge abilities and skills
Poor study Habits and students behavioral  Create Intervention Program
attitudes such as tardiness unwillingness to  Ma-CRIP (Math Clinic Remediation
Interventions Program) Peer Teaching
learn  DEAR Program (Drop Everything and Read)
Lack of interest to Learned  Enhance Audio Visual facilities
 Install reading and recreational-
educational materials in every classroom
 Compile downloadable video lesson
Enhance webpage/ Facebook page of E2-
FILENSCIMA

PROJECT WORK PLAN AND BUDGET MATRIX

Project Title : Project E2- FILENSCIMA CLUBS (Empower Enhance - Filipino English Science, Math
clubs)
Problem Statement: The school experiencing below the Division Target of MPS based on the School
based MPS result especially in English, Math, and Science
 Project Objective Statement: To increase MPS in English ,Science, Mathematics by 5% with the
average of 54.88% to 55.97% to 57.09% to 58.23%] in 3 years
Root Cause: The poor academic performance may result from the ff. causes
 Unwillingness to learn/lack of interest
 Poor study habits
 Lack of parental supervision
 Peer influence

Activity Output Date of Person Budget Budget

Implementatio Responsibl Source
n e
 Reorganized List of Elected First Quarter Students,
groups/clubs, school office of the Club June-July Teachers
organization Sch.Head
 Organized committee Committee on Teacher,
on giving rewards and academic and First Quarter Sch Head
appreciation for the special award July- August
students shown good
example and
academic
performance

 Conduct academic Yes-O Seminar Every end of the Teachers, Php. PTA,
and not academic Campus Quarter Students 3,000 Alumni,
seminar work shop to Journalism Sch.Head, Private
enhance students’ Workshop Resources Individual
knowledge abilities symposium Person
and skills

 Enhance Audio Visual Teachers, Php Academic

Facilities Students 1,000 Funds
 Peer Tutoring (Big Increased in the Year Round Teacher Php PTA
BROTHER, Big Sister) students’ Sch.l Head 5,000 MOOE
Performance
 Compile/create Compilation of August- Teachers, Php PTA
Learning Materials learning September students 1,000 MOOE
like Module, materials
information Graphic
and other printed
materials
 Compile Compilation of July- March Teachers, Php Classroo
downloadable video Video lesson 2020 students 1,000 m funds
lesson in ENSCIMA
 Update/ Create Classroom September Teachers, Php PTA
classroom bulletin board students 1,000 Funds
corner/ENSCIMA
bulletin board
 Conduct Remedial Increase Mean August- March Teachers, Php1,00 PTA
teaching Percentage 2020 students 0 Funds
Score (MPS)
 Create Intervention Lessen/ September- Teachers,
Program in Eliminate March Students
Reading(Drop learners in (Frustration
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 Create Intervention Enhance September- Teacher, Php Alumni
Program in learners March 2020 Students 1,000 Funds
Mathematics; creativity in
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topic through the
use of
ICT/power point
presentations,
video lesson
presentations
 Put up Learners Classroom Mini- September- Teachers, Php PTA
Reading areas and Library October Students 1,000 Funds
recreational-
Educational Materials
in every classroom
 Create Create September- Teachers Php 500 Alumni
webpage/facebook Alternative October Students
page of E- extended
2FILENSCIMA learning mode at
home through
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