ANALYSIS OF FIVE-YEAR NAT RESULTS OF LUCENA NORTH DISTRICT: BASIS FOR TEACHING REMEDIATION PROGRAM

This study analyzed the five-year NAT results of the Lucena North District as a basis in developing a teaching remediation program. Specifically, it focused on the National Achievement Test (NAT) performance of schools in the Lucena North District in the last five years in the five learning areas such as Filipino, English, Math, Science, and HEKASI, the least mastered competencies in the five subjects, and the existing intervention programs of schools in Lucena North District. In gathering the data, permission was sought from the district supervisor of the North District to conduct the study. After getting the approval, a copy of the consolidated NAT intervention of schools in the district were requested. Afterwards, the summary of the NAT results for the last five years of the Lucena North District was sought from the division planning unit. Results revealed that in the last five years, Kanlurang Mayao Elementary School got the highest mean percentage score overall, which indicates a near mastery level. Meanwhile, Reymar Elementary School got the second rank while North 1 Elementary School landed on the third spot. The remaining eleven (11) schools also got a near mastery level. It was also revealed that majority of schools in Lucena North District performed low in English compared to other learning areas. Interview among the pupils also revealed that some activities in school affect the teachers as they are not able to maximize the time-on-task in all subjects. In the last five years, pagtukoy sa paksang diwa, sanhi at bunga sa kwento/akda was least mastered in Filipino while drawing conclusions based on the information given was least mastered in English. Likewise, solving word problems on measurement was least mastered in mathematics subject while identifying the major parts of a body system and their functions was least mastered in science. In HEKASI, pagpapahalaga sa bahaging ginagampanan ng pamahalaan at mamamayan sa kabutihan ng bansa was least mastered. Majority of the schools in the Lucena North District consistently used intervention programs like Saturday review programs, Each One Teach One strategy, seeking help from master teachers, and utilization of varied testing materials. The school heads and the guidance coordinators teachers should therefore intensify the conduct of regular monitoring and pre-post conference with the teachers while being appreciative of their queries, problems and other academic concerns. School heads, guidance coordinators, and teachers should also revisit the School Improvement Plan (SIP) and the Annual Implementation Plan (AIP) to make necessary adjustment, enhancement and development of the strategy used in their current intervention plan.