This study investigated the effects of multiple game-based strategies on learners’ academic performance and engagement in Grade 10 Science. It was conducted at Esperanza National High School, Schools Division of Sultan Kudarat, during the school year 2019-2020. The study used… More

This study investigated the effects of multiple game-based strategies on learners’ academic performance and engagement in Grade 10 Science. It was conducted at Esperanza National High School, Schools Division of Sultan Kudarat, during the school year 2019-2020. The study used one group pretest-posttest quasi-experimental research design. This was participated by Grade 10 learners. The development of lessons, validation of instruments, and try-out was made prior to the actual conduct of the study. The data gathered using the 30- item validated researcher-made academic performance test and engagement scale in Science were analyzed and interpreted using appropriate statistical techniques. Mean, standard deviation, and one-way analysis of covariance (ANCOVA) were also used. Findings revealed that the academic performance in Biology of Grade 10 learners taught with multiple game-based strategies was fairly satisfactory; while, the learners taught with the usual way of teaching method, “did not meet the expectation.” There was a statistically significant difference in the academic performance between the learners’ taught with multiple game-based strategies and those learners’ who were taught with the usual way of teaching method. Moreover, the experimental group had high mean scores compared with that of the control group. The group of learners using multiple game-based strategies performed better. Less

The purpose of the study was to determine the effects of socioeconomic factors (SES) and the level of selfefficacy in relation to the academic performance of high school students. The study utilized a descriptive survey method using correlational design to… More

The purpose of the study was to determine the effects of socioeconomic factors (SES) and the level of selfefficacy in relation to the academic performance of high school students. The study utilized a descriptive survey method using correlational design to analyze the data collected. Prior to the study, letters were given each to the division office, school head, parents, and children. Upon approval, the researcher collected necessary information through survey, after which the data were tallied, tabulated, and statistically treated. The following were the findings of the study: 1. most of the students’ academic performance were Approaching Proficiency. 2. most of the students were from Low income level 3. the Grade 7 students manifested a Moderate level of self-efficacy. 4. there was a significant correlation between the respondents’ SES based on annual family income and their academic performance. On the contrary, the academic performance of students had no correlation with their SES based on MBN Indicators. 5. between the students’ selfefficacy and their academic performance, there was no significant relationship. As a conclusion, the Grade 7 students’ socioeconomic status based on annual family income was a predictor of their academic performance. However, socioeconomic status based on MBN indicators and their perceived self-efficacy were not determinant factors in their academic standing. Less