Analysis and prediction of the NCEE performance of the examinees of St. Gregory Academy: 1981-1986 implications for instructional management

This study analyzes and predicts the NCEE performance of the graduates of St. Gregory Academy on the basis of the NCEE performance of its graduates during the five-year period, 1981 to 1986. The study made use of the descriptive-correlational method of research to record, analyze, and describe the NCEE performance of the examinees of St. Gregory Academy. The relationships between the NCEE performance of the respondents and selected independent variables were also determined. The study included 268 graduates, chosen randomly, who took the NCEE from 1981 to 1986 and who had been at SGA from their freshman to senior years prior to the study. The Z-test was employed to compare the SGA examinees\u27 overall and area mean performance with the corresponding division, regional, and national norms. The Pearson Product-Moment of Correlation was used for bivariate correlation analyses involving the correlation between the students\u27 NCEE performance and each of the following factors: sex, class size, number of siblings, academic achievement, faculty performance, age of faculty, teaching experience, and hours of actual teaching. Canonical Correlation was used to determine the correlation between the dependent set of variables: students\u27 performance in Verbal Ability, Mathematical Ability, and Reading Comprehension and the set of independent variables: academic achievement of the students in English, Mathematics, History, and Physics. Multiple regression analysis through stepwise regression was employed to identify the best predictors from among the independent variables investigated in the study. The same analysis yielded prediction equations regarding the students\u27 NCEE performance. Based on the findings of the study, it was concluded that the St. Gregory graduates were relatively better than their division, regional, and national counterparts. Mathematics was an area of weakness in the students of the respondent school. Also, there were other variables not included in the study which could further explain the variance in the students\u27 GSA score