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Leuteboro National High School

Leuteboro, Socorro, Oriental Mindoro

Factors affecting the academic Performance

in Media and information Literacy of Grade 12 students in Leuteboro National High School

Airene Banila
Reymond Marigocio
Joyce Mataya
John Henrick Garilao
Karen Riego
Erica Mitra
Marie Vhell Garen

Senior High school Students

 Factors Affecting Academic Performance in Media and
Information Literacy of Grade 12 students In Leuteboro National
High School
THE PROBLEM AND ITS
BACKGROUND
STATEMENT OF THE
PROBLEM
SIGNIFICANCE OF THE
STUDY


SCHOOL HEADS
TEACHERS
STUDENTS
PARENTS
FUTURE RESEARCHERS
SCOPE AND DELIMITATION
OF THE STUDY
THEORETICAL
FRAMEWORK
CONCEPTUAL
FRAMEWORK
 IV DV

Factors affecting the academic

performance in Media

Information and Literacy .

•Student –related factors Academic performance in

Media Information and Literacy.

•Teacher –related factors, and

•School –related factors

Figure 1. The Hypothesis relationship between variable.

 REVIEW OF
RELATED LITERATURE
AND STUDIES
 Byme 2005
Wade, Davidson, and Dea 2003
Evans et al. 2006
Vraga et al. 2009
Unesco 2003
Domaille 2009
Emedus 2014
 Research Methodology
• DESCRIPTIVE-CORRELATION RESEARCH DESIGN
• LEUTEBORO NATIONAL HIGH SCHOOL
• 38 RESPONDENTS
RESEARCH METHODOLOGY
• Purposive Sampling
• Research-made instrument
STATISTICAL TREATMENT OF
DATA
• WEIGTH MEAN
• FREQUENCY AND PERCENTAGE
• PERSON‘S R
PRESENTATION, ANALYSIS AND
INTERPRETATION
1.Level of Influence of the student-related factors
Table 1.1 Mean perceptions of the student-respondents on the level of influence of
Student-related factors
Weighted Mean: 4.37 Descriptions: Strong Influence

Items Mean Rank Description

1. I am interested in the subject. 4.37 1 Strong Influence
1. I allot more time and exert more effort
to improve my performance in the 4.05 7 Strong Influence
subject.
1. I participant actively in the different
3.87 8 Strong Influence
class activities.
1. I like the subject because some
activities have something to do with my 4.08 4.33 Strong Influence
talent/s or interest/s.
1. I am more motivated to learn more
about the subject when my teacher
4.34 2 Strong Influence
appreciates my answers whether it is
right or wrong.
1. I ask my teacher and/or classmates for
4.08 4.33 Strong Influence
clarification whenever necessary.
1. I review well the discussed lessons
4.08 4.33 Strong Influence
before taking a test.
1. I use other resources aside from books
like internet to help me enhance my
4.21 3 Strong Influence
knowledge and boost my enthusiasm in
studying the subject.
1.Level of Influence of the of teacher-related factors
Table 1.2 Mean perceptions of the student-respondents on the level of influence of teacher-related factors
Weighted Mean: 4.29 Descriptions: Strong Influence

Items Mean Rank Description

1. The teacher uses necessary visual aids and other instructional materials in
4.29 1 Strong Influence
teaching the subject.

1. The teacher’s teaching style and strategies are appropriate for

4.05 6 Strong Influence
the subject and the students.

3. The teacher gives enrichment activities to improve students’

4.13 3 Strong Influence
performance.

4. The teacher has a wide understanding of the subject. 4.21 2 Strong Influence

5. The teacher answers all questions enthusiastically. 3.71 8 Strong Influence

6. The teacher demonstrates/teacher the task satisfactorily to serve as an

3.87 7 Strong Influence
example for the students.

7. The teacher encourages the students to participate actively in various

4.11 4.5 Strong Influence
class activities.

8. The teacher makes sure that all or majority of the class understand the
4.11 4.5 Strong Influence
current topic before proceeding to the next one.
 1.Level of Influence of the school-related factors
Table 1.3 Mean perceptions of the student-respondents on the level of influence of school-related factors
Weighted Mean: 4.03 Descriptions: Strong Influence

Items Mean Rank Description

1. The classroom environment is conducive for learning. 4.03 1 Strong Influence

2. The school initiate subject-related activities. 3.92 4 Strong Influence

3. The schedule for the subject affects my performance in that subject. 3.63 7 Strong Influence

4. The school has enough facilities to encourage students to enhance their talents
3.61 8 Strong Influence
related to the subject.

5. The school has club or organization that develops students’ talents related to
3.66 6 Strong Influence
the subject.

6. The school provides enough support especially in terms of financial matters for
3.79 5 Strong Influence
does students participating in contests related to the subject.

7. The school key officials give reminders and moral support especially before and
3.97 3 Strong Influence
during examination week.

8. The school recognizes those who joined in different competitions that are
4.00 2 Strong Influence
related to the subject.
 2. Level of Academic Performance in Media and Information Literacy of the student-respondents
Table 2. Frequency and percentage distribution of the level of academic performance in Media and Information Literacy

Range Frequency Percentage (%)

90 and above 1 2.63%
85-89 9 23.63%
80-84 16 42.10%`
75-79 12 31.58%
74 and below 0 0.00%
TOTAL 38 100.00%
Mean: 76 Description: Satisfactory
3. Correlational analysis between the level of influence of the factors affecting the academic performance in Media and
Information Literacy of the student-respondents
Table 3. Relationship between the level of influence of the factors affecting the level of Media and Information Literacy
performance of the student-respondents (α = 0.05)
Correlation is significant at p-value < 0.01

DV: Academic
Performance in Media
and Information
IV: Level of influence of Academic
Literacy of Grade 12
performance in Media and
Students Interpretation
Information Literacy of Grade 12
Students
r – value p – value

Student - related Factors .232 .161 Not Significant

Teacher - related Factors .212 .202 Significant
School - related Factors -.017 .917 Not Significant
SUMMARY OF FINDINGS
 1. Level of influence of the factors affecting the Media and
Information Literacy Academic Performance
1.1 Student-related factors
Among the given student-related factors in the study, students’ interested
in the subject of Media and Literacy Information it subject had the highest
mean perception of 4.37 which is a strong influence. Meanwhile,
participant actively in the different class activity garnered the lowest
mean score of 3.87. All items referring to the level of influence of the
student-related factors were all considered strong influences having the
weighted mean perception of 4.37.
 1.2 Teacher-related factors
The teacher’s usage of visual aids and other learning materials in
teaching their students in the Media and Information Literacy subject
as well as ensuring full class understanding before going on to the
next topic topped the teacher-related factors with the highest mean
of 4.29 which is a strong influence. Though it is still a strong influence,
teachers answering all of the student-respondents questions
enthusiastically was found out to have the lowest mean of 3.71. All the
items referring to the level of influence of teachers factors have the
overall mean of 4.29 described as strong influence
1.3 School-related factors
One strong influence among school-
related factors is the classroom
environment is conductive for learning
with the highest mean of 4.03.
Meanwhile, it showed that the school
has enough facilities to encourage
students to enhance their talents related
to the with the lowest mean of 3.4. All
the items referring to the level of
influence of student factors have the
overall mean of 4.3 described as strong
influence.
2. Level of academic performance in Media
and Information Literacy of the student
respondents.
Within the five ranges of rating for the
student-respondents’ academic
performance, the range with the highest
frequency of 22 sums up the 55% of student-
respondents having a satisfactory rating.
None of the student- respondents have the
rating of 74 and below. The mean rating is 80
described as satisfactory.
 . Correlational analysis between the level of influence of the factors affecting and the
academic performance in Media and Information Literacy of the student-respondents
Among the three factors, teacher-related factors correlated to academic performance in
Media and Information Literacy was proven to be significant as indicated by the
computed p-value which is less than the 0.05 level of significance (0.003 < 0.05). Teacher-
related factors showed moderate positive correlation as signified by r-value of 0.455. On
the other hand, student-related factors and school-related factors correlated to
academic performance in English were found to be both insignificant.
Both student-related factors and school-related factors garnered computed p-values
greater than the 0.05 level of significance (0.051>0.05), (0.352>0.05). Moreover, student-
related factors exhibited weak positive correlation as signified by r-value of 0.311. School-
related factors unveiled very weak positive correlation as indicated by r-value 0.151.
 
CONCLUSIONS
On the basis of the foregoing findings, the following conclusions are
formulated:
Student-related factors, teacher-related factors and school-related
factors were found to have strong influences to the student-
respondents in their academic performance in Media and Information
Literacy. The students’ active participation massively affects their
academic performance in Media and Information Literacy. Visual aids
and other learning materials as well as ensuring full class
understanding before proceeding to the next topic greatly influences
the academic performance in Media and information Literacy.
Presence of various reading materials in school library is also a strong
contributory factor to the students’ academic performance.
 2.The level of academic performance in Media and
Information Literacy of the student-respondents was under
satisfactory rating.

3.Teacher-related factors have significant relationship with

the students’ academic performance in Media and
Information Literacy. On the contrary, both student-related
factors and school-related factors were considered not
significant in terms of the students’ academic performance.
RECOMMENDATIONS
 In the light of the findings that gathered, the following
recommendation are hereby offered,

1. Student should persist to keep themselves constantly

motivated in exerting efforts for the improvement of
their academic performance in Media and
Information Literacy.
2. Parental support and guidance should be prioritized
by parents especially if they want their children to get
familiar with the Media and Information Literacy.
3. Teacher should equip themselves with various teaching strategies and be more
patient in guiding their student toward full understanding of the lesson

4. School Head mass initiate and support school activities and programs that aimed at
improving the academic performance in Media and Information Literacy of the
students.
5. To yield more precise result, future researcher should pursue to correspond to a
larger population of respondents.
THANK
YOU!