Candilada, Mae Ligaya

CENTRAL PHILIPPINES STATE UNIVERSITY
GRADUATE SCHOOL
San Carlos City, Negros Occidental
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CHAPTER I
INTRODUCTION
Background of the Study

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Education is an important factor of human development
and personal alleviation, it is necessary therefore that the
education acquired by every individual is qualified and
competent for him to be eligible and capable person as
well.
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The education being referred to comprise different
factors, these includes teachers, the school, the students
themselves and instructional facilities that are being
efficiently used to create an effective and teaching-
learning process. Nowadays, various aids to learning are

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being utilized as long as it could promote better learning.
These consist of materials and facilities of different
kinds-visual aids, audio aids, books, tools and equipment,
machines and many others.

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These facilities and equipment that the school provides
reflect the level of cognition of the students that
determines the vastness of experience and the massive
knowledge that the students get. Ironically, the better the

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instructional facilities that the school has the better
learning it promotes and establishes to its students.
On the other hand, the growth and development of the
child is not only based on its school and community but also
affected by the curriculum and the quality of instruction

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that the school offers. The adequacy of instructional
facilities has an adverse effect to the students learning
and performances because these facilities give advantages
and edge to the students to be working competitively,
thinking critically, and asking creatively. The standard for

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quality instructional facilities is a factor that affects
better learning, school official must be conscious about the
status that the instructional facilities has.
These pursue the researcher to conduct a study
regarding the Level of Adequacy of Instructional Facilities

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in some areas of Science program of Julio Ledesma National
High School.
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Statement of the Problem
This study in the Level of Instructional Facilities in
Grade 9 Science Topics and Its Relation to Students
Academic Performance is to determine the level of adequacy
of instructional facilities in some areas of science topics

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of Julio Ledesma National High School, school year 2015-
2016.
Specifically, this research aims to answer the
following questions.
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1. What is the Profile of the Grade 9 Students in terms
of:
a. Age
b. Sex
c. Parents Economic Status
d. Parents educational attainment
a. Father
b. Mother?
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2. What is the Level Of Adequacy Of Instructional
Facilities of Grade 9 Science Topics as perceived by
the students in term of the topics to:

a. Living Things and Their Environment
b. Countless and Active Particles of Matter
c. Earth and Space
d. Force, Motion and Energy?
3. What is the Level of Students Academic Performance?
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4. Is there a significant difference on respondents
academic performance when grouped according to their
profile?
5. Is there a significant difference on the Level of
Adequacy of Instructional Facilities of Grade 9 Science
when grouped according to Respondents Profile?

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6. Is there a significant relationship that exists between
the Students Perceived Adequacy of Instructional
Facilities in Grade 9 Science Topics and their Academic
Performance?
Hypotheses
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1. There is no significant difference on respondents
academic performance when grouped according to their
profile.
2. There is no significant difference on the Level of
Adequacy of Instructional Facilities of Grade 9 Science
when grouped according to Respondents Profile.

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3. There is no significant relationship that exists
between the students perceived Adequacy of
Instructional Facilities in Grade 9 Topics and their
Academic Performance.
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Independent Variable Dependent Variable

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A. Socio-demographic
Profile of the
Respondents
a. Age
b. Sex
Level of Adequacy of
c. Parents
Economic Status Instructional Facilities
d. Parents of Grade 9 Science Topics
educational
attainment
a. Father
b. Mother
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B. Science Program
a. Living Things
and Their
Environment
b. Countless and
Active
Particles of Academic Performance
Matter
c. Earth and Space
d. Force, Motion
and Energy
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Figure 1: Illustrates the relationship between the
Independent variable and Dependent Variable.

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Theoretical Framework
School facilities, which consists of all types of
buildings that are used for academic and nonacademic
purposes, equipment, classroom facilities, furniture,
instructional materials, audiovisual aids, toilet, ICT,

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library and laboratory materials and others play a pivotal
role to smoothly run teaching and learning process. As
Buckley, Schneider and Shang (2004), school facilities
enable the teacher to accomplish his/her task as well and
help the learner to learn and achieve effectively.

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Additionally, they emphasized that the availability and
proper use of school facilities can affect the interest of
the teacher to teach effectively in turn that positively
affects students academic achievement. Therefore, the
school facilities in the school needs a proper attention as

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they have a great value in the support of teachers and
students morale, motivation and plays a significant role to
improve the quality of education.
As Ethiopian Ministry of Education (2002)stated that to
ensure the quality of education, students should have

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quality textbooks, instructional materials and other school
facilities in sufficient quantity and quality. Hedges and
Theoreson (2000) also argue that, the adequacies of school
facilities do not guarantee for students academic
performance but the proper utilization of the facilities has

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a great value. As indicated above, to improve the quality of
education, the availability of school facilities and the
proper management of these resources should be given a great
attention.
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Improving the quality of education, therefore, has
become the burning issue of the time. Quality education
depends on a complex combination of factors that come
together at the school and classroom levels. The most

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important of these factors is widely understood to be
quality of school resources.
Ethnographic and perception studies have also indicated
that inadequate school facilities have a negative impact on
teachers motivation that in turn negatively affects

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students achievement(Earthman, 2002). In the same way
Lawrence (2003) emphasized that the unavailability of school
resources negatively affects staff and students motivation.
A good school environment and adequate school facility have
significant positive effect on teachers motivation and

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students achievement. Additionally ONeill (2000) described
that school facility impacts on student achievement,
attendance and teacher retention. Reyonds, et al., (1996)
found that a negative impact on student achievement where
school facilities were employed.

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Conceptual Framework
This study illustrates the schematic diagram which
consist two variables namely; Independent Variable and
Dependent Variable.
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The Independent Variable has two parts. First part is
the socio-demographic profile of the Grade 9 students when
grouped according to age, sex, parents economic status and
parents educational attainment. The second part is the
Science Topics which are perceived by the Grade 9 students

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such as; Living Things and Their Environment, Countless and
Active Particles of Matter, Earth and Space and Force,
Motion and Energy.
The Dependent Variable is the level of adequacy of
instructional facilities perceived by the Grade 9 students

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as; very adequate, adequate, slightly adequate, least
adequate and inadequate.
In students academic performance, the grade point
average (GPA) was used.
Significance of the Study

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Administration this study will serve as basis to
respond the needs of students and teachers for the
improvement of instruction in Science Program

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Teachers The results of this study will provide them
vital information on the status of the schools
instructional facilities especially on Science Program.

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Students The result of this study may serve as basis
to conclude initiatives and resourcefulness in providing
some of the facilities which are true necessary.
Definition of Terms
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Age - the length of time that a person has lived or a
thing has existed. Operationally, it refers to the age of
the respondents.
Gender - the state of being male or female (typically
used with reference to social and cultural differences

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rather than biological ones).Operationally, it refers to the
gender of the respondents which are the Grade 9 students of
Julio Ledesma National High School.
Science - the intellectual and practical activity
encompassing the systematic study of the structure and

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behavior of the physical and natural world through
observation and experiment. Operationally, it refers to the
subject where the researcher focuses her study.
Adequacy - Adequacy is the state of being sufficient
for the purpose concerned. The meaning doesn't suggest

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abundance or excellence, or even more than what is
absolutely necessary. Adequacy is simply the state of
sufficiency. Operationally, it refers to how necessary to
use instructional facilities in Science Program.

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Instructional Facilities - real property, an
improvement to real property, or a necessary fixture of an
improvement to real property that is used predominantly for
teaching the curriculum required under Section 28.002.

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Operationally, it refers to the necessary facilities needed
for the effectiveness of instruction.
CHAPTER II
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REVIEW OF RELATED LITERATURE
An effective school facility is responsive to the
changing programs of educational delivery, and at a minimum
should provide a physical environment that is comfortable,

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safe, secure, accessible, well illuminated, well ventilated,
and aesthetically pleasing. The school facility consists of
not only the physical structure and the variety of building
systems, such as mechanical, plumbing, electrical and power,
telecommunications, security, and fire suppression systems.

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The facility also includes furnishings, materials and
supplies, equipment and information technology, as well as
various aspects of the building grounds, namely, athletic
fields, playgrounds, areas for outdoor learning, and
vehicular access and parking.

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The school facility is much more than a passive
container of the educational process: it is, rather, an
integral component of the conditions of learning. The layout
and design of a facility contributes to the place experience
of students, educators, and community members. Depending on

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the quality of its design and management, the facility can
contribute to a sense of ownership, safety and security,
personalization and control, privacy as well as sociality,
and spaciousness or crowdedness. When planning, designing,
or managing the school facility, these facets of place

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experience should, when possible, be taken into
consideration.
Constructing New Facilities
During strategic long-range educational planning, unmet
facility space needs often emerge. The goal of educational

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planning is to develop, clarify, or review the educational
mission, vision, philosophy, curriculum, and instructional
delivery. Educational planning may involve a variety of
school and community workshops and surveys to identify and
clarify needs and sharpen the vision of the district. Long-

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range planning activities, such as demographic studies,
financing options, site acquisitions, and community
partnering opportunities are often initiated by the district
administration as a response to the results of educational
planning. An outcome of long-range planning is the

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development of a comprehensive capital improvement program
to address unmet facility needs.
The district superintendent appoints a steering
committee to oversee the details of the capital improvement
program. The responsibility of the steering committee

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includes the selection of various consultants, the review of
planning and design options, and the reporting of
recommendations to the school board for a final decision.
Depending on the needs of the district, one of the first
tasks of the steering committee is to retain a variety of

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consultants. Educational and design consultants, financial
consultants, bond counsels, investment bankers, and public
relations consultants are retained to perform pre-referendum
planning activities during which project scope, budget,
financing, legal issues, and schedule are defined. Once

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project feasibility is established, a public referendum
package is developed and presented to the taxpaying public
through public hearings.
Upon passage of the public referendum, more detailed
facility planning of the school can begin. An architect is

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often selected to assist in facility planning in cooperation
with the educational planning consultant and in-house
facility staff. The school board, as the owner, enters into
a contract for services with the chosen architect. The
architect, in turn, negotiates contracts with a variety of

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consultants, including interior designers, landscape
architects, mechanical, electrical, and civil engineers, and
land surveyors.
The facility planning process at its best involves an
assessment of functional needs in light of the educational

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program developed during educational planning. There are
several names for this process: Educators refer to the
development of educational specifications, while architects
refer to it as facility programming. Facility planning
includes any or all of the following activities: feasibility

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studies, district master planning, site selection, needs
assessment, and project cost analysis. Spatial requirements
and relationships between various program elements are
established. The outcome of the facility planning process is
a public facility program, or educational specifications

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document, that outlines physical space requirements and
adjacencies and special design criteria the school facility
must meet.
The design phase of the process, which includes
schematic design, design development, and construction

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documents and specifications, can last from six months to
one year. Each step in the design process involves more
detailed and specific information about the technical
aspects of the building systems, components, and assemblies.
The design process requires school board decisions and

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approval, with each phase offering more detailed
descriptions of the scope, budget, and schedule. The
products of this phase include sketches, drawings, models,
and technical reports, which are shared with the school and
community through public hearings, workshops, and other

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forms of public relations and community involvement.
Community participation during the earliest stages of the
design phase can be as critical for stakeholder support as
it was in the educational planning process.

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There are several construction delivery methods
available to the school district: competitive bidding,
design/build, and construction management. Each state has
evolved its own laws regulating the acceptable forms of
construction project delivery. Competitive bidding is still

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the most common form of construction delivery. It allows
contractors in each trade, such as general, mechanical,
electrical, and plumbing, to compete for individual prime
contracts and form separate contracts with the school
district. In principle, it provides the most open and fair

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competition appropriate for a public sector project;
however, project communication and coordination may
ultimately affect schedule and budget. Design/build is most
popular with private sector owners but is occasionally used
in the public sector. Under a design/build contract, the

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owner contracts with one firm that completes both design and
construction of the project less than one contract. Cost and
time savings are possible but often with a loss in quality
of the product. Construction management is a service that
often is established simultaneously with the hiring of the

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architect. A construction manager's responsibility is to act
as project manager throughout the design and construction
process, coordinating the project budget and schedule along
the way. A fourth form of construction delivery is actually
a comprehensive project management delivery service, which

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includes construction management but also extends from pre-
referendum through occupancy and even facility management,
offering one-stop shopping for facility development. Large
school districts that have multiple projects often contract
with project management services. Project management firms

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offer a wide array of financial, legal, and construction
services promising economies of scale.
Following the competitive bidding process, the next
phase of the school building process is that of bidding and
negotiation. An Invitation for Bids is publicized to obtain

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bids from prime construction contractors. Most states
require the school district to accept the lowest responsible
and responsive bidder. However, the school district reserves
the right to reject all bids. Once low bids are accepted,
the school district, as owner, negotiates a contract with

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each prime contractor. The architect represents the owner in
the construction phase, but the contract and legal
relationship is between the school district, as owner, and
each prime contractor. The construction of the school can
last from twelve to eighteen months, depending on the

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project scope, material selections, and lead times for
shipment to the site, weather, unforeseen subsurface site
conditions, and a variety of other factors. With the use of
school buildings being tied to the school year schedule,
project phasing is always an issue that needs to be

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addressed. Other factors that can escalate cost and slow the
project are change orders to rectify unforeseen conditions
or errors and omissions in the original construction
documents. Once the architect is satisfied that the project

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is complete, a Certificate of Substantial Completion is
issued and the owner can legally occupy the facility.
Facility Management
While the planning, design, and construction of the
school facility may take two to three years, the management

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of it will last the entire life cycle of the facility. At
the beginning of the twenty-first century, the mean age of a
school building in the United States as forty-two years,
with 28 percent of school buildings built before 1950. Many
of the building materials, furnishings, and equipment will

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not last half that long and will require constant upkeep,
maintenance, and inevitable replacement to defer building
obsolescence.
The costs of managing school facilities have
historically received much less attention than facility

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planning. The percentage of the operating budget for the
maintenance and management of school facilities has steadily
decreased, creating a capital renewal crisis as a result of
years of deferred maintenance at all levels of education.

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Best practice requires that a comprehensive facility
maintenance program be established and monitored by the
school district. The maintenance program often includes
several distinct programs, including deferred, preventive,
repair/upkeep, and emergency maintenance. Responsibility for

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facility management is divided between the district office
and the school site, with the principal being the primary
administrator responsible for the day-to-day operation of
the school, including custodial, food, and transportation
services. Custodians are typically hired by the school

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district but managed by the principal. Custodial staff is
generally responsible for cleaning the building; monitoring
the mechanical, electrical, and plumbing systems; and
providing general maintenance of both building and grounds.
District staff is responsible for long-term maintenance

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programs and the procurement of outsourced services for
specialized maintenance projects.
Several environmental quality issues have emerged over
the past few decades, such as classroom acoustics, indoor
air quality, water quality, energy conservation, and

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abatement of asbestos, radon, and other hazardous materials.
Many of these issues require the services of facility
consultants hired through the district. Other issues for the
building-level administrator include safety and security,
vandalism and threats, and acts of violence and terrorism.

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All of these functions must be conducted within a constantly
changing set of government mandates, such as energy
deregulation, accessibility guidelines, codes, and other
regulations and guidelines at the state and federal levels.
Trends and Issues

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Many communities recognize that in addition to school
facilities being cost effective, they should be more
learner-centered, developmentally and age appropriate, safe,
comfortable, accessible, flexible, diverse, and equitable.
By location of new facilities in residential neighborhoods

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and partnering with other community-based organizations,
schools are becoming true community centers. In addition,
schools are taking advantage of educational resources in the
community, as well as partnering with museums, zoos,

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libraries, and other public institutions and local
businesses.
Based on mounting evidence that smaller schools lead to
improved social climate as well as better achievement,

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school leaders have begun to create smaller schools or have
created schools within schools.
The design of safe schools increasingly recognizes the
desirability of providing natural, unobtrusive surveillance
mechanisms, rather than installing checkpoints and security

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guards. Smaller scaled school buildings allow for both
natural surveillance and territorial ownership, where
students and teachers are on familiar terms, thereby
decreasing the possibility that any one student is
overlooked. The self-contained classroom can no longer

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provide the variety of learning settings necessary to
successfully support project-based, real-world authentic
learning. Research indicates that smaller class size is a
factor contributing to improved achievement. Learning
settings are being designed to support individualized, self-

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directed learning and small informal group learning, in
addition to traditional large-group instruction. Rather than
lining up classrooms along a long corridor, instructional
areas are being organized around central cores of shared
instructional support.
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A trend in the provision of professional space for
teachers has emerged as well. Teacher office space,
including desk and storage, phone/fax, and information
technologies, is seen as essential to the development of
teachers as professionals. Information technology is

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precipitating a variety of changes in the organizational and
physical form of schools. With respect to instructional
processes, technology is facilitating the movement toward
project-based, self-directed learning and individualized
instruction. As learning becomes increasingly virtual, web-

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based, and wireless, it still must physically take place
somewhere. As information technology is becoming ubiquitous,
more schools are decentralizing technology throughout the
school building and across the community. The trend toward
smart buildings, or buildings that are designed and

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constructed to integrate the technologies of instruction,
telecommunications, and building systems, will have
increased responsiveness to occupant needs as well as the
educational process.
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Finally, because of the recognition that spending too
much time in buildings can be detrimental not only to health
but also to learning, school buildings will begin to connect
more to the natural environment visually, aurally, and

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kinesthetically by including transitional indoor and outdoor
learning spaces.
Cost Considerations
Estimates of cost to repair and modernize school
facilities nationwide continue to grow from the $112 billion

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estimated by the U.S. General Accounting Office (GAO) in
their landmark 1995 report, to the National Center for
Educational Statistics (NCES) estimate of $127 billion in
1999, to $268.2 billion estimated by the National Education
Association in 2000.
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The construction and operation of a school building
involves a substantial expenditure of public funds. The
investment for construction, however, represents only a
fraction of the cost of operating a school over the life of
the building. When life-cycle costs of operating a school

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are considered (including staff salaries and overhead costs,
in addition to maintenance and operation of the facility),
the initial cost of the school facility may be less than 10
to 15 percent of the life-cycle costs over a thirty-year
period. Properly designing and constructing school buildings

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for the realities of management can often provide cost
savings over time that could in turn provide additional
funds for education. Operational costs for power and fuel,
water and sewer, garbage disposal, leases and insurance,
building maintenance, and custodial staff are important

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items in the annual budget, competing yearly for funds
identified for educational delivery. Building life-cycle
cost analysis is admittedly difficult for taxpayers and
school boards to comprehend when available building funds

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are tight, but the rewards in effective facility management
are potentially great.
Material resources include textbooks, charts, maps,
audiovisual and electronic instructional materials such as
radio, tape recorder, television and video tape recorder.

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Other category of material resources consist of paper
supplies and writing materials such as pens, eraser,
exercise books, crayon, chalk, drawing books, notebooks,
pencil, ruler, slate, workbooks and so on (Atkinson 2000).
Newton (1997) professed that the magnitude of instruction

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are more scientific base; make instruction more powerful;
make learning more immediate and finally make access to
education more equal. Adeogun (2001) discovered a very
strong positive significant relationship between
instructional resources and academic performance. According

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to Adeogun, schools endowed with more resources performed
better than schools that are less endowed. This corroborated
the study by Babayomi (1999) that private schools performed
better than public schools because of the availability and
adequacy of teaching and learning resources. Adeogun (2001)

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discovered a low level of instructional resources available
in public schools and stated that our public schools are
starved of both teaching and learning resources. He
expresses that effective teaching cannot take place within

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the classroom if basic instructional resources are not
present.
Fuller (1986) suggested that the quality of
instructional processes experienced by a learner determines
quality of education. Mwiria (1985) also supports that

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students performance is affected by the quality and quantity
of teaching and learning resources. The author noted that
institutions with adequate facilities such as textbooks
stand a better chance of performing well in examination than
poorly equipped ones. A study conducted by Gogo (2002) on

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the input of cost sharing on access, equity and quality of
secondary education in Rachuonyo district found that the
quality of education had remained average for the entire
period 1996 to 1999.

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The author concluded that performance could be
attributed to inadequate teaching and learning materials and
equipment. In addition, Gogo recommended that in order to
provide quality education the availability of relevant
teaching /learning materials and facilities is crucial. Ayot

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(1984) suggested that all that heard and seen, only about 10
percent through the sense of hearing is retained and 80
percent or more through seeing. In this consideration, it
would appear likely that the inadequacy of learning

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facilities affects the quality of education and subsequently
learners performance (Ayot and Olembo, 1984).
Maundu (1987) concurs with the above findings that,
good performance demanded that every learning institution be
equipped with relevant and adequate text books. Mbiti (1974)

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strongly feels that when equipment and supplies are delayed,
the policy implementers cannot work properly.
According to Muthamia (2009), teachers can only be
effective and productive in their work if they have adequate
and relevant facilities. In addition, Makau (1986) stated

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that instructional materials such as textbook and science
equipment for both teachers and students are key variable in
students learning and performance at all school levels.
Furthermore, Maundu (1987) states that instructional

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resources play an important role in explaining the wide
variation in academic performance among the students.
For effective teaching and learning, textbook and
resource materials are basic tools, in absence or inadequacy
make teachers handle subjects in an abstract manner,

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portraying it a dry and non-exciting (Eshiwani 1984). In
addition, Ayot and Briggs (1992) point out that poor results
in education relates to the amount of resources and
instructional materials allocated to it. This study dwelt

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more on textbooks and integration of ICT in education as
they are critical instructional materials.

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Physical Facilities
The development and maintenance of physical facilities
in educational institutions by communities, parents, and
sponsors should continue to be encouraged. This is because
lack of such facilities interferes with learning process

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(Republic of Kenya, 1988a). The evidence from research in
other parts of the world points to the great importance of
school facilities in relation to quality education.
Difference in school facilities would be seen to account for
difference in achievement. Physical resources include

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classrooms, lecture theatres, auditoriums, administrative
block, libraries, laboratories, workshops, play grounds,
assembly halls, and special rooms like clinics, staff
quarters, students hostels, kitchen, cafeteria, and toilet.

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Lorton and Walley (1979) and Hallack (1990) discovered
that learning experiences are fruitful when there are
adequate quantity and quality of physical resources; and
that unattractive school buildings, crowded classrooms, non-
availability of playing ground and surroundings that have no

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aesthetic beauty can contribute to poor academic
performance. To emphasize further the issue of physical
facilities, Cameron (1970) underscores the importance of
developing adequate and appropriate physical facilities for
quality education to be realized.

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Mbiti (1974) concurs with Cameroons views on the
relationship between physical facilities and effective
implementation of policy guidelines. In addition, Sallis
(2002) and Harris (1980) also indicated that an educational
programme cannot be effectively implemented using only

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policy guidelines even if the teachers are trained and
committed without adequate and appropriate physical
facilities such as classrooms, toilets and playgrounds.
MOEST (2005) explains the importance of ensuring that
there are adequate and appropriate facilities for teaching

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learning so that educational programmes could be implemented
effectively.
According to FAWE (2001) schools that lack adequate
classrooms for instance, hold their lessons outside or under
trees. During bad weather such lessons are postponed or are

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never held altogether. This interferes with syllabus
coverage and students from such schools do not perform well
in examination. Republic of Kenya (1988a) identified that
Kenyas schools are characterized by variety in the size and
quality of buildings. Some schools share classrooms and

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science laboratories, which are too small for current
classes of forty and above students. On the other hand new
schools have teaching rooms which are too small because they
were not built to specifications. Moreover, most school
buildings and other facilities are poorly maintained. Such

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facilities hamper the teaching and learning process and
eventually affect students performance in examination. Olel
(2000) looked at optimal utilization of educational
resources in schools in Kisumu district. The study revealed
that only a few schools in the district had above five

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laboratory rooms (19.35%). Since no school can provide
adequate teaching services without the use of laboratories,
she concluded that lack of laboratory facilities was a major
contribution to poor performance of some schools in KCSE,
because candidates could not answer questions in practical

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science subjects. The generalization of an education
innovation is accompanied by the need for new resources
which should be available for a sufficiently long time in
order that the innovation becomes part of the daily life of
educational establishment.
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Malpica and Rassekh (1983) reported that sufficient
coherence should be made between the supply and distribution
of resources, buildings and equipment. Their findings
revealed that lack of rooms, equipment, financial and
material resources, delay in procurement and late delivery

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may act as a hindrance to innovation and subsequent
performance. Musau (2004) found out that lack of library
facilities was one of the most serious problems standing in
the way of achieving high education standards in learning
institutions whereas Ayoo (2002) carried out a study on the

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effects of school physical facilities on academic
performance and established that availability of facilities
had a direct link with the performance of learners in
examination.
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Raju (1973) in education in Kenya observed that
schools were poorly equipped in the rural areas. There was
lack of suitable teaching aids and poor teaching facilities
and this negatively relates to performance. Sifuna (1986)
also dwelt on this aspect and found a positive correlation

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between school facilities and performance of learners. In a
study problems of implementing Education Reforms in
Nigeria, Tawari (1987) noted that the new educational
system stipulated various activities, materials and
requirements that would be provided at all levels of the

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system in order to meet the objectives of the new programme.
The nature of the new curriculum pre supposed that
infrastructure, laboratories, workshops, classrooms,
equipment, physical facilities and teaching aid would be
provided to implement the scheme successfully and this

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success is determined by student performance in examination
at the end of his designed course.
A study carried out in Kisumu municipality by Ouma
(1987) found that schools that were doing well in national
examinations had adequate learning facilities. Heron (1979)

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in his studies in Kenya found out that a teacher who has to
work with fifty learners under a shelter with almost no
equipment would find it impossible to implement the kind of
activities she or he has been taught during his/her
training.
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Kassam (1978) and Leslie (1992) reported that
insufficient learning facilities discourage learners.
According to a Presidential Working Party on Education and
Manpower Training for the Next Decade and beyond (Kamunge
report, 1988), school learning resources should be planned

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for properly and utilized in an effective manner to bring
about efficient provision of quality and relevant education.
Mworia (1993) found out that some schools lacked enough
classrooms, desks and chairs leading to overcrowding such
conditions frustrated students during learning.

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CHAPTER III
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RESEARCH METHODOLOGY
This chapter discusses the research design, respondents
of the study, sampling procedure, data gathering
instruments, validity and reliability of the instruments,
data gathering procedure and the data analyses.

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Research Design
The nature of this study employed the use of
descriptive research design utilizing a self-made survey
questionnaire to obtain the information concerning the level

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of adequacy of instructional facilities of Science topics of
Julio Ledesma National High School.
Locale of the Study
This study was conducted at Julio Ledesma National High
School, San Carlos City.

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Respondents of the Study
The respondents of the study were the one hundred (100)
students of Grade 9 of Julio Ledesma National High who were
officially enrolled in the year 2015-2016.
Data Gathering Instrument

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In gathering the data, the researchers used a self-made
survey questionnaire to conduct the study. The questionnaire
was based on the Curriculum and Instruction: The Teaching
Science Module 6.4. The questionnaire was checked by the
adviser, critic, and jurors.

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The questionnaire comprised the questions regarding the
socio-demographic profile which includes the variables of
age, gender, parents economic status, parent educational
attainment and the Science Topics which comprise the
variables of : Living Things and Their Environment,

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Countless and Active Particles of Matter, Earth and Space
and Force, Motion and Energy.
Each item had five alternatives for the respondents to
choose from as to how they perceive each specific item of
instructional facilities of every area. The answer in each

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item of the questionnaire was scored by the used of five-
point scale. Each scale weighted as follows:
Description Numerical Value
VA Very Adequate 5
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A Adequate 4
SA Slightly Adequate 3
LA Least Adequate 2
IA Inadequate 1
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Validity and Reliability of the Data Gathering Instrument
To establish the validity and reliability of
instruments, the researchers presented a self-made survey
questionnaire to a jury composed of evaluators who were
knowledgeable in research instruction validation based on

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Good and Scates validity test. The three (3) evaluators
evaluated the content, rated the corresponding items and
give comments and recommendations for the improvement of the
instrument.
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In testing the reliability of the instruments, the
researcher utilized the Cronbachs Alpha Reliability test.
Data Gathering Procedure
In the initial draft of the instrument the researchers
presented a self-made survey questionnaire for the appraisal

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of the evaluators after the validity and reliability of
instrument was established, the conduct of the study was
started. The researchers sent an approval letter to the
principal of Julio Ledesma National High School to allow

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them to conduct a study regarding the Level of Adequacy of
Instructional Facilities in some areas of Science Program.
Once the letter was approved, the researcher started
the conduct of the study. During the conduct of the study,
the researcher presented the said letter to the advisers of

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the said respondents. The researcher had an orientation
regarding the questionnaire in the conduct of study for the
respondents to understand and know how to answer the
questionnaire and to ensure that all questions were

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answered. Then, survey was done personally by the
researchers to secure the truthfulness of the study.
Data Analysis
Data gathered from the responses in the items of the
questionnaire were tallied and subjected to statistical

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analysis and interpretation in accordance with the statement
of the problem and hypotheses.
For Statement Problem No. 1 to determine the socio-
demographic profile of the respondents when grouped
according to age, gender, parents economic status and

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parents educational attainment, the Frequency and
Percentage Distribution were used.
For Statement Problem No. 2 - to determine the level of
adequacy of instructional facilities of Grade 9 Science
Program perceived as by the students in terms of Living

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Things and Their Environment, Countless and Active Particles
of Matter, Earth and Space and Force, Motion and Energy,
Mean was used.

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For Statement Problem No. 3 to determine the level of
students academic performance, GPA (Grade Point Average)
was used.
For Statement Problem No. 4 to determine the significant
difference on respondents academic performance when grouped

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according to their profile, ANOVA (Analysis of Variance and
t-test were used.
difference on the level of adequacy of instructional
facilities of the Grade 9 Science when grouped according to

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respondents profile, ANOVA (Analysis of Variance and t-test
were used.
relationship that exists between the students perceived

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adequacy of instructional facilities in grade 9 topics and
their academic performance, Pearsons Correlation was used.

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CHAPTER IV
PRESENTATION, ANALYSES AND INTERPRETATION OF THE DATA

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This chapter presents the analyses and interpretation
of data gathered to answer problem under study.
Statement Problem No. 1 to determine the socio-demographic
profile respondents in terms of age, sex, parents economic

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status, parents educational attainment, Frequency and
Percentage Distribution were used.
Table 1.a
Frequency and Percentage Distribution
of the Respondents Profile in terms of Age and Sex
(n = 100)
PROFILE FREQUENCY PERCENTAGE
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AGE (in years)

14-15 90 90.0
16-17 9 9.0
18-above 1 1.0
SEX
Male 34 34.0
Female 66 66.0
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Age
In age, the highest frequency was ages 14-15 years old
with the frequency of 90 and a percentage of 90.0. It
immediately followed by ages 16-17 with the frequency of 9.0

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and the last was ages 18 and above with the frequency of 1
and a percentage of 1.0.
This implied that most of the Grade 9 students aged 14-
15 years old, anchored with Laguardia (2015) Grade nine is
the ninth post-kindergarten year of school education in some

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school systems. Students are usually 1415 years old. In the
United States, it is often called freshman year. In
Australia, it is the third year of secondary school (high
school) for students, though because Australian schools
commence school after kindergarten with a "preparatory year"

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and then start grade one the following year, "ninth grade"
is actually the students' tenth year at school.
Sex
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In sex, female has the highest frequency than male of
66 and a percentage of 66.0 and the male have the frequency
of 34 and a percentage of 34.0. This implied that most of
the Grade 9 students were females. Research found out that
Gender Parity Index (GPI) which is used to assess

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differences between girls and boys enrollment is computed at
1.03 (103 girls in every 100 boys) which means that more
girls had enrolled in elementary education than boys during
that period.
Table 1.b
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Frequency and Percentage Distribution

of the Respondents Profile in terms of Parents Economic Status
and Parents Educational Attainment
(n = 100)
PROFILE FREQUENCY PERCENTAGE
PARENTS ECONOMIC STATUS

2000-below 17 17.0
3000-5000 22 22.0
6000-11000 14 14.0
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12000-17000 17 17.0
18000-26000 18 18.0
27000-36000 5 5.0
37000-above 7 7.0
FATHERS EDUCATIONAL ATTAINMENT
Elementary level 15 15.0
Elementary graduate 7 7.0
High School level 13 13.0
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High School graduate 11 11.0

College level 15 15.0
College graduate 28 28.0
With Masteral units 1 1.0
Masteral graduate 2 2.0
MOTHERS EDUCATIONAL ATTAINMENT
Elementary level 12 12.0

Elementary graduate 4 4.0
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High school level 12 12.0

High school graduate 12 12.0
College level 14 14.0
College graduate 38 38.0
With Masteral units 1 1.0
Masteral graduate 4 4.0
Total 100 100.0
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Parents Economic Status
In Parents Economic Status, 3,000-5,000 has the highest
frequency of 22 and a percentage of 22.0. It is immediately
followed by 18,000-26,000 with the frequency of 18 and a
percentage of 18.0. It is followed by 2,000 and below and 12,000-

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17,000 with the same frequency of 17 and a percentage of 17.0. It
is followed by 6,000-11,000 with the frequency of 14 and a
percentage of 14.0. The next was 37,000 and above with the
frequency of 7 and a percentage of 7.0 and the last is 27,000-
36,000 with the frequency of 5 and a percentage of 5.0. It
revealed that most of the students parents earning 3,000-5,000 a

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month. This implied that most students belong below the average
families, and barely meet their basis needs.
According to the statistics a family need an average of P5,
513 per month in order to meet their basic food needs, and a
further P2, 377 in order to meet the nonfood needs. This

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represents an average inflation of 4.1% per year from 2009 to
2012. Statistically, the percentage of Filipinos that couldnt
meet the basic food needs stood at 7.5%. Furthermore, the number
of poor families remained steady at 1.61 Million. One in five
families is estimated to be poor in 2012 at 4.2 Million. In
2012, Filipino families had an annual income of 235 thousand

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pesos, on average. In comparison, their expenditure for the
same year was 193 thousand pesos, on average. These figures
translate to an average annual savings of 42 thousand pesos
per family (Table 1). These estimates are based on the
results of the 2012 Family Income and Expenditure Survey

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(FIES), and were computed at prices in year 2012.
Considering the inflation in the period 2009-2012, the
average annual family income in 2012 would be valued at 180
thousand pesos at 2006 prices, while the average annual
family expenditure would be valued at 148 thousand pesos

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Parents Educational Attainment
In parents educational attainment it was divided into
two: the father educational attainment and the mother
educational attainment. In the fathers educational
attainment, college graduate has the highest frequency of 28

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and a percentage of 28.0. It is followed by the Elementary
level and College level with the same frequency of 15 and a
percentage of 15.0. It is followed by the High School Level
with the frequency of 13 and a percentage of 13.0. It is
followed by the High School Graduate with the frequency of

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11 and a percentage of 11.0. It is followed by the
Elementary graduate with the frequency of 7 and a percentage
of 7.0. The second to the last was the Masters graduate with
the frequency of 2 and a percentage of 2.0 and the last are

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with Masters Units with the frequency of 1 and a percentage
of 1.0.
In terms of mothers educational attainment, College
Graduate has the highest frequency of 38 and a percentage of
38.0. It immediately followed by College Level with the

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frequency of 14 and a percentage of 14.0. The next is the
Elementary Level, High School Level and High School Graduate
with the same frequency of 12 and a percentage of 12.0. It
followed by the Elementary Graduate and Masters Graduate
which have the same frequency of 4 and a percentage of 4.0

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and the last were with Masters Unit with the frequency of 1
and a percentage of 1.0.
It revealed that fathers and mothers educational
attainment were college graduate. This implied that despite
of the educational attainment attained by parents they

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unable to had a stable job to support the needs of their
family, especially in the San Carlos City because the main
source of living there is farming and agriculture.
Statement Problem Number 2 - to determine the level of
adequacy of instructional facilities of Grade 9 Science

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Topics as perceived by the students in terms of Living
Things and Their Environment, Countless and Active Particles
of Matter, Earth and Space and Force, Motion and Energy,
Mean was used.
Table 2.
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Level of Adequacy of Instructional Facilities of the Science

Topics
MEAN STANDARD INTERPRETATIO
FACTORS DEVIATION N
Living Things and their
Environment
Average
Statement/Issues 3.24 0.53
Countless and Active
Particles of Matter 3.04 0.62 Average
Statement/Issues
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Earth and Space

Statement/Issues 3.27 0.58 Average
Force, Motion and
Energy Statement/Issues 3.19 0.56 Average
Scaling:
4.21 5.00: VH Very High
3.41 - 4.20: H High
2.61 3.40: A Average
1.81 2.60: L Low
1.00 1.80: VL Very Low
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Table 2 showed the Level of Adequacy of Instructional
Facilities of Science Topics which categorized as Living
Things and Their Environment Statement/Issues, Countless and
Active Particles of Matter statement/Issues, Earth and
Space Statement/Issues, and Force, Motion and Energy

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Statement/Issues. The Living Things and Their Environment
statement/ issues had a 3.24 mean and 0.53 standard
deviation interpreted as average; the Countless and Active
Particles of Matter statement/issues had a 3.04 mean and
0.62 standard deviation interpreted average. For the Earth

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and Space statement/issues had a mean of 3.27 mean and 0.58
standard deviation, interpreted as average and the Force,
Motion and Energy statement/ issues had a mean of 3.19, a
standard deviation of 0.56 and interpreted as average also.
Table 2.a
Level of Adequacy of Instructional Facilities of the
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Science Topics in terms of Countless and Active Particles of

Matter Statement/Issues
MEAN STANDARD INTERPRE-
FACTORS
DEVIATION TATION
Particles of Matter
Statement/Issues
1. Reference material
found in the library 3.14 0.70 Average
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2. Audio-visual aids used

in presenting lessons 3.29 0.82 Average
3. Facilities and
equipment available for
use 2.92 1.32 Average
4. Modern and latest
measuring devices
available for use 3.77 0.89 High
5. First-aid kit and
medical supplies 2.10 1.11 Low
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Mean
3.04 0.62 Average
Scaling:
3.41 - 4.20: H High
1.81 2.60: L Low
Living Things and Their Environment Statement /Issues
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In terms of Living Things and Their Environment
Statement/Issues question number 1 Reference material found
in the library the mean is 3.14 with the standard deviation
of 0.70 and the interpretation is Average.

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This implied that textbook were used as a resource
for students, help students become more metacognitive aware
by modeling your thinking as you solve a problem, develop an
argument, or analyze written work in front of the class.
Teach metacognitive strategies, such as setting goals,

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making predictions, and checking for consistency. Focus
attention on metacognition by having students write in a
learning journal or develop explanations of their problem-
solving processes.
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In question number 2 Audio-visual aids used in
presenting lessons the mean is 3.29 with the standard
deviation of 0.82 and the interpretation is Average. This
implied that the Education is necessary for everyone.
Education is very important, without education no can lead a

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good life. Teaching and learning are the important element
in education. The teacher use different methods and material
to teach their students and their effective learning. With
the passage of time, different methods and techniques are
entered in the field of education and teacher use different

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kind of aids to make effective teaching. Teaching aids
arouse the interest of learners and help the teachers to
explain the concepts easily. As Singh (2005) defines: Any
device which by sight and sound increases the individual s'

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experience, beyond that acquired through read described as
an audio-visual aids.
In question number 3 Facilities and equipment
available for use the mean is 2.92 with the standard

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implied that facilities and equipment especially in
laboratory helps to provide a forum wherein the learner is
given the exercise to subjects, his beliefs, ideas,
statements, theoretical propositions etc. to some forms of
experimental test (Soyibo, 1990). To maintain and arouse the

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interests of students in subjects involving laboratory work,
the teacher should be effectively involved in order to
transfer knowledge and facts to learners for a good
performance in any examinations.

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In question number 4 Modern and Latest measuring
devices available for use the mean is 3.77 with the
standard deviation of 0.89 and the interpretation is High.
This implied that students have the opportunity to use
scientific inquiry and develop the ability to think and act

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in ways associated with inquiry, including asking questions,
planning and conducting investigations, using appropriate
tools and techniques to gather data, thinking critically and
logically about relationships between evidence and
explanations, constructing and analyzing alternative

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explanations, and communicating scientific arguments shows
the standards for inquiry. The science as inquiry standards
are described in terms of activities resulting in student
development of certain abilities and in terms of student
understanding of inquiry.
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In question number 5 First-aid kit and medical
supplies the mean is 2.10 with the standard deviation of
1.11 and the interpretation of Low. This implied that the
classroom did not have a first aid kit and medical supplies
in times of emergencies.
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Table 2.b
Science Topics in terms of Countless and Active Particles of
Matter Statement and Issues
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MEAN STANDARD INTERPRE

FACTORS DEVIATIO -TATION
N
Particles of Matter
Statement and Issues
found in the library 3.27 0.85 Average
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2. Equipment available
for use 3.64 0.89 High
3. Laboratory rooms
available for use 3.11 0.94 Average
4. Audio-visual used in
presenting lessons 3.30 0.80 Average
5. Chemicals for
experiment 3.04 1.14 Average
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Mean 3.27 0.58 Average
Scaling:
3.41 - 4.20: H High
1.81 2.60: L Low
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Countless and Active Particles of Matter Statement and

Issues
In terms of Countless and Active Particles of Matter
Statement/Issues question number 1 Reference material found
in the library the mean is 3.27 with the standard deviation

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of 0.85 and the interpretation is Average. In question
number 2 Equipment available for use the mean is 3.64 with
the standard deviation of 0.89 and the interpretation is
High. In question number 3 Laboratory rooms available for
use the mean is 3.11 with the standard deviation of 0.94

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and the interpretation is Average. In question number 4
Audio visual used in presenting lessons the mean is 3.30
with the standard deviation of 0.80 and the interpretation
is Average. In question number 5 Chemical for experiment
the mean is 3.04 with the standard deviation of 1.14 and the
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interpretation of Average. The mean under Earth and Space
was 3.27 with the standard deviation of 0.58 and the
interpretation is Average.
This implied that a school library as an instructional
resource which may significantly influence pupils

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achievement after controlling for pupils family background.
He found that effect of library size and its activity have
been positive in 15 out of 18 analyses (Fuller 2000). Also,
in his study on the relationship between instructional
facilities and academic performance, Popoola (2002)

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discovered that library correlates with academic achievement
and those schools with well-equipped library normally
maintain high academic performance.
Table 2.c
Science Topics in terms of Earth and Space Statement/Issues
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FACTORS
DEVIATION TATION
Earth and Space
Statement/Issues
found in the library
3.23 0.63 Average
2. Audio visual aids
used in presenting
lessons 4.24 0.87 High
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3. Facilities and
equipment available
for use 3.27 0.68 Average
4. Proper ventilation
and lighting 2.63 1.12 Average
5. First-aid kit and
Average
medical supplies 2.82 1.27
Scaling:
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3.41 - 4.20: H High

1.81 2.60: L Low
Earth and Space Statement and Issues
In terms of Earth and Space Statement/Issues question
number 1 Reference material found in the library the mean

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is 3.23 with the standard deviation of 0.63 and the
interpretation is Average. This implied that the reference
materials in the library were barely enough to cater the
needs of the pupils such as types of resources here are a
few - almanacs, atlases, bibliographies, biographical

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resources, dictionaries, encyclopedias - general and by
subject, handbooks, indexes, statistics, and citation
guides.
In question number 2 Audio visual aids used in
presenting lessons the mean is 4.24 with the standard

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deviation of 0.87 and the interpretation is High. This
implied that the Audio-visual aids used in presenting
lessons regarding Living Things and their Environment
Statement and Issues makes dynamic learning experience more
concrete realistic and clarity. It provides significant

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gains in thinking and reasoning. Audio visual aids are
sensitive tools used in teaching and as avenues for
learning. These are planned educational materials that
appeal to the senses of the people and quicken learning
facilities for clear understanding.

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In question number 3 Facilities and equipment
available for use the mean is 3.27 with the standard
implied that the facilities and equipment available for used
in presenting lessons were adequate enough to make students

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active and interest that make teaching-learning process
interactive. Everything is worth exploration with all of
their senses. Their minds and bodies are growing at a
phenomenal pace, developing neural connections they will use

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for the rest of their lives. Learning is everything;
experience is everything.
In question number 4 Proper ventilation and lighting
interpretation is Average. This implied that the lighting

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and the ventilation was good to facilitate effective
teaching-learning process. Physical environment refers to
physical characteristics of the room. Physical classroom
environment is a combination of different things i.e.,
lighting, temperature, ventilation system, size of the room,

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floor, walls, desks, chairs, rugs, whiteboards, computers
etc. Teacher and students are considered the main elements
of the classroom environment. Favorable physical environment
has a significant positive effect on the efficiency of any
organization and acts as catalyzing agent to provide a

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straight way for achieving predetermined objectives of an
organization.
In question number 5 First-aid kit and medical
1.27 and the interpretation of Average. This implied that

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the classroom was complete with the first aids and medical
supplies in case of emergencies. Any emergency can be
handled easily with adequate preparation, including a
medical one. A well-stocked first aid kit, kept within easy
reach is a must for every home. Preparing and maintaining a

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first aid kit is also a great way of teaching kids about
safety, though it should be stored well out of their reach.
The mean under Living Things and Their Environment was 3.24
with the standard deviation of 0.53 and the interpretation
is Average. This implied that Living things and their

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Environment Statement and Issues was Average. According to
Hallak (2000), instructional facilities form one of the
potent factors that contribute to academic achievement in
the school system. They include the school buildings,
classroom, accommodation, libraries, laboratories,

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furniture, recreational equipment, apparatus and other
instructional materials. He went further to say that their
availability, relevance and adequacy contribute to academic
achievement.
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Table 2.d
Science Topics in terms of Force, Motion and Energy
Statement/Issues

FACTORS DEVIATIO TATION
N
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Force, Motion and Energy

Statement/Issues
found in the library 3.41 0.85 High
2. Equipment for
laboratory purposes 2.96 1.19 Average
3. Laboratory rooms
available for use 2.92 1.23 Average
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4. Audio visual aids in

presenting lessons 3.69 0.99 High
5. First aid kit and
medical supplies 2.95 1.23 Average
Grand Mean 3.19 0.56 Average

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Scaling:
3.41 - 4.20: H High
1.81 2.60: L Low
Force, Motion and Energy Statement/Issues

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In terms of Force, Motion and Energy Statement/Issues
question number 1 Reference material found in the library
interpretation is High. This implied that the referent
materials found in the library were sufficient. It includes

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books, audio-visual, software and hardware of educational
technology; so also, size of classroom, sitting position and
arrangement, availability of tables, chairs, chalkboards,
shelves on which instruments for practicals are arranged
(Farrant, 2001 and Farombi, 2008).

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In question number 2 Equipment for laboratory purposes the
mean is 2.96 with the standard deviation of 1.19 and the
interpretation is Average. According to Akande (2005),
learning can occur through ones interaction with ones

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environment. Environment here refers to facilities that are
available to facilitate students learning outcome.
In question number 3 Laboratory rooms available for
use the mean is 2.92 with the standard deviation of 1.23
and the interpretation is Average. This implied that

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instructional facilities have been observed as a potent
factor to quantitative education. The importance to teaching
and learning of the provision of adequate instructional
facilities for education cannot be over-emphasized. The
dictum that teaching is inseparable from learning but

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learning is not separable from teaching is that teachers do
the teaching to make the students learn, but students can
learn without the teachers.
In question number 4 Audio-visual aids in presenting
lessons the mean is 3.69 with the standard deviation of

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0.99 and the interpretation is high. This implied that the
audio-visual aids in presenting lessons were effective and
promotes interactive learning. According to Edger Dale,
audio visual aids are those devices by the use of which
communication of ideas between persons and groups in various

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teaching and training situations is helped. These are also
termed as multi-sensory materials.
In question number 5 First aid kit and medical
1.23 and the interpretation of Average. The mean under

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Living Things and their Environment was 3.19 with the
standard deviation of 0.77 and the interpretation is
Average. The grand mean is 3.19 with the standard deviation
of 0.56 and the interpretation is Average.

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Statement Problem Number 3 What is the Level of Students
Table 3.
Level of Students Academic Performance
STANDARD DE
INDICATORS MEAN
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Grades 87.96 4.
Interpretation based on Enclosure #8 DepEd Order #73 s. 2012

90% and above - Advanced
85% to 89% - Proficient
80% to 84% - Approaching Proficiency
75% to 79% - Developing
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74 and below - Beginning
Students Academic Performance

In terms of the grades of the students, the mean is
87.96 with the standard deviation of 4.49 and the
interpretation is Proficient. It revealed that students
academic performance was proficient; this implied that

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instructional facilities in Science were effective that
leads to the effectiveness of the teaching-learning process
that reflects on the performance of the students
academically. The effective K-12 science teachers who are at
their desks early in the morning, and well after bell time
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in the afternoon. Their integrated science instruction is
fluid and engaging. They usually have energy to burn. And
they know how to harness it from their students Science is a
process as well as knowledge. Children learn science by
being involved not only with its content, but also with its
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methodology. The effective science facility accommodates
both. Science study requires a variety of unique
instructional materials in addition to those materials
common to all of education.

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Statement Problem Number 4. Is there a significant
difference on Respondents Academic Performance when grouped
according to their Profile.
Table 4
Difference Analysis on Respondents Academic Performance when
grouped according to their Profile
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STATIS-
COMPUTED P- CONCLU- DECISION
PROFILE TICAL
VALUE VALUE SION FOR H0
TOOL
Failed
Not.
Age to
2.381 .098 Sig.
ANOVA Reject
Sex Not. Failed
Sig. to
-1.709 .091 Reject
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Parents
Economic
3.023 .010 Sig. Reject
Status
Mothers
Educationa
l 2.914 .009 Sig. Reject
Background
Fathers Sig. Reject
Educationa
l 2.634 .016
Background
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Interpretation:
Sig. - Significant if p-value is lesser than 0.05
Not. Sig. Not Significant is greater than 0.05
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In Difference Analysis on Respondents Academic
Performance when grouped according to their Profile, the
statistical tool used to solve is ANOVA and t-test.
In age, the computed value is 2.381 with, p-value of
0.098, hence there is no significant on students academic

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performance when grouped according to Age. This implied that
pupils age is not a basis for their performance
academically. In lined with Grissom (2004) also found a
positive relationship between age and academic success for
some of the older children in his study, but argued against

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modifying entrance age policies, delaying school entryor
retaining students to improve academic achievement (p. 1)
based on results with students deemed overage. Grissom
(2004) found that students who were older yet still age
appropriate to their peers did better academically than

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their younger classmates, but students who were overage from
previous retentions and other factors actually performed
worse academically than their peers.
For Sex, the computed value is -1.709 with p-value
0.091. This implied that pupils sex is have no have

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conceptual underpinnings linked to pupils academic success.
Lornes (2001) longitudinal study on school readiness
factors, including gender, reported the gender difference
between students considered at high readiness and low
readiness for school to be insignificant.

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With regards to Parents Economic Status, the computed
value is 3.023 with p-value 0.010, hence parents economic
status significantly affects their academic performance.
This implied that children from low socio-economic status
households and communities develop academic skills more

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slowly compared to children from higher socio-economic
status groups (Morgan, Farkas, Hillemeier, & Maczuga, 2009).
Initial academic skills are correlated with the home
environment, where low literacy environments and chronic
stress negatively affect a childs pre-academic skills. The

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school systems in low-SES communities are often under
resourced, negatively affecting students academic progress
(Aikens & Barbarin, 2008). Inadequate education and
increased dropout rates affect childrens academic

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achievement, perpetuating the low- socio-economic status of
the community.
In Mothers Educational Background, the computed value
is 2.914 with p-value 0.009, hence there is a significant
difference with the students academic performance when

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grouped according to mothers educational background. This
implied that mothers educational background attainment
seems to have a heritable quality. Englund, Uckner, Whaley,
and Egeland (2004), found that mothers with higher (vs.
lower ) educational attainment provided more support for

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their children in problem-solving situations at preschool
level , had higher expectations of educational attainment
for their children in first grade level , and were more
involved in their childrens school in first grade.

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In Fathers Educational Background, the computed value
is 2.634 with p-value of 0.016, hence there is a significant
difference with the students academic performance when
grouped according to fathers educational background. This
implied that fathers educational background affects pupils

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academic performance. When fathers are more educated, the
more elevated is the socioeconomic status and more
satisfaction stems from it, along with concomitant
privileges. That parental education is an index of class
status and personality characteristics in the shape of

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satisfactions and problems associated with, and children of
less educated parents or totally uneducated parents have low
emotional stability and they have high anxiety level.
difference on the Level of Adequacy of Instructional

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Facilities of the Grade 9 when grouped according to
Respondents Profile?
Table 5
Difference Analysis on the Level of Adequacy of Instructional
Facilities of the Grade 9 when grouped according to
respondents profile
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PROFILE STATIS-TICAL TOOL COMPUTED VALUE
AGE ANOVA 0.391

SEX
t-test -0.052
PARENTS ANOVA 4.345

ECONOMIC
STATUS
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FATHERS
EDUCATIONAL
4.480
ATTAINMENT ANOVA
MOITHERS
EDUCATIONAL
ATTAINMENT ANOVA 4.243
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Interpretation:
Table 5, showed the Difference Analysis on the Level of
Adequacy of Instructional Facilities of the Grade 9 when
grouped according to Respondents Profile in terms age, sex,

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parents economic status and the parents educational
attainment.
In Age the computed value of 0.391 with p-value of
0.677, hence the age of the students does not affect the
level of adequacy of instructional facilities. This implied

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that successful teaching and learning to takes place in
school buildings that are clean, quiet, safe, comfortable,
and healthy (Blagojevich, Illinois Capital Development
Board, & Illinois State Board of Education, 2006).

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Buildings that are not properly maintained have the
potential to inhibit student success due to one or more
deficiencies in the facility. And all of these does not
depends of the age of the pupils, this rely on the
administrator and the teachers.

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The Sex, had a computed value of -0.052 with p-value of
0.958 had no significant difference and the Ho was rejected,
hence the sex of the students does not affect the level of
adequacy of instructional facilities. This implied that both
males and females were affected when there is an excessive

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noise and/or outside distractions reflect students display
of stress and dissatisfaction in the classroom. It was
proven that proper lighting, including daylight, improves
test scores, reduces off-task behavior, and increases

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student achievement (EPA, 2006). Also increasing student
achievement is acoustics.
For the parents economic status, the computed value is
4.434 with p-value 0.001; hence parents economic status of
the students does not affect the level of adequacy of

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instructional facilities. Suleman et al. (2012) found that
that those children whose socioeconomic status was strong
show better academic performance and those with poor
socioeconomic status showed poor and unsatisfactory academic
performance. Heyneman (2005) stated that for many years

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researches have revealed that students do not show effective
performance in school whose parental socioeconomic status is
low.
In fathers educational attainment, the computed value
is 4.480 with p-value 0.000; hence fathers educational

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attainment of the students does not affect the level of
adequacy of instructional facilities. This implied that
students who are very brilliant were negatively affected by
the attitude of their parents, especially fathers by not
providing them the necessary materials needed in the school

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and at home. Apparently, it is now noted that students whose
parents encourages and provides their educational needs
always perform excellently.
And the mothers educational attainment, the computed
value 4.240 with p-value 0.000 p-value, hence mothers

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educational attainment of the students does not affect the
level of adequacy of instructional facilities. It was
discovered that many parents do not realized the importance
of keeping their children at school beyond some certain
level. They preferred to have their children working with

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them in their trade, and those that are interested in
keeping their children at school, never bordered to give a
follow up by checking their childrens note.
A study of socio-economic status of students by
Eshiwani (1983) pointed out that the ratio of students whose

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mothers were teachers took alionshare of the university
admission cakedue to motivation and encouragement from
their parents to provide furthers studies. In a study
conducted by Knight and Sabaot (1990) it was found that in
contrast to Tanzania, in Kenya there is positive

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relationship between the mothers educational attainment and
the Childs Form four examinations performance. Therefore,
it was necessary investigate the influence of mothers
educational level on academic performance of secondary
school students.
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Table 5.a
Difference Analysis on the level of Adequacy of
instructional facilities of the Grade 9 when grouped
according to respondents profile in terms of Age
PROFILE FACILITES STATIS-TICAL TOOL COMPUTED VA

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Living Things and Their Environment ANOVA

Statement/Issues 1.345
Countless and Active Particles of

AGE Matter Statement/Issues 0.253
Earth and Space Statement/Issues

0.624
Force, Motion and Energy 0.572
Statement/Issues
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0.391
Mean
Interpretation:
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The statistical tool used to solve age was ANOVA and t-
test. In terms of Living Things and Their Environment
statement/issues with regard to age, the computed value is
1.345 with p-value of 0.265; hence Age had no significant
difference with the instructional facilities. This implied

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that instructional facilities provide by the school
administration in terms of students Living Things and Their
Environment had no relation with the students age like the
reference materials found in the library such as books,

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magazines, and other reading materials which contains
information regarding Living things and Their Environment.
In Countless and Active Particles of Matter
statement/issues with regards to age, the computed value is
0.253 with p-value of 0.777, hence Countless and Active

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Particles of Matter statement/issues had no significant
difference with the students age. The instructional
facilities such as proper ventilation and lighting of the
classroom; books and instructional resources are independent
to the students age.

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Earth and Space statement/issues with regards to age,
had a computed value is 0.624 with p-value of 0.538, it
revealed that students age had no significant difference
with the Earth and Space statement/ issues. This implied
that the age of the students is not related to the Learning

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opportunities provide by the teachers such instructional
strategies that facilitate three-dimensional learning in an
integrated fashion to support making sense of phenomena
and/or designing solutions to problems through inquiry and
engineering design experiences .

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In Force, Motion and Energy statement/issues with
regards to age the computed value was 0.572 with p-value of
0.566, hence revealed that the Force, Motion and Energy
statement/issues had no significant difference with the age
of the students, this implied that the provision of scaffold

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supports for teachers to facilitate learning of the
practices so that students are increasingly responsible for
making sense of phenomena and/or designing solutions to
problems is catered based to the students academic
performance inside the classroom not in the students age.

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Generally, the computed value is 0.391 with a p-value
of 0.677, where the results showed that Age and the Level
Adequacy of Instructional Facilities of the Grade 9 students
is statistically not significant.

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Table 5.b
Difference Analysis on the level of Adequacy of Instructional
Facilities of the Grade 9 when grouped according to respondents
profile in terms of Sex
PROFIL FACILITIES STATIS-TICAL COMPU

E TOOL
Living Things and their Environment t-test 0
Statement/Issues
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Countless and Active Particles of Matter

Statement/Issues 0
SEX Earth and Space Statement/Issues

-0
Force, Motion and Energy Statement/Issues
0
Mean -0
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Interpretation:
Sex
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In terms of Living Things and Their Environment
Statement/Issues, the computed value was 0.043 with p-value
of 0.966, hence there is significant difference between sex
and the Livings Things and Their Environment. This implied
that both males and females adapt environment as their part

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of their habitat. They have already adjusted to different
ways to make their life comfortable.
Statement/Issues, the computed value is 0.508 with p-value
of 0.613, where there is significant difference between the

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sex and the matter and its interaction statement/issues
.This implied that both males and female are familiarized
with the different things around them that they can make be
useful and productive in their lives.

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In Earth and Space Statement/Issues, the computed value
was -0.961 with p-value of 0.339, hence there is significant
difference between earth and space statement/issues and sex.
This implied that both sexes- male and female are
knowledgeable in force, motion and energy. They know that

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all things in their environment have force and motion and
through energy it can be utilized. And this energy is
important to each individual to move and be able to fulfill
their task in order to live.

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In Force, Motion and Energy Statement/Issues had a
computed value was 0.131 with p-value of 0.896, hence there
is no significant difference between force, motion and
energy statement/issues and sex.

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Generally, the Level of Adequacy of Instructional
Facilities of the Grade 9 had the total computed value of
-0.052 with p-value of 0.958, where there is no significant
difference on the Level of Adequacy of Instructional Facilities
of the Grade 9 and sex.

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Table 5.c
Difference Analysis on the level of Adequacy of instructional

facilities of the Grade 9 when grouped according to respondents
profile in terms of Parents economic status
PROFILE FACTORS STATIS-TICAL COMPUTE
TOOL
Living Things and their ANOVA 2.599
Environment Statement/Issues
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Matter and Its Interaction

3.261
PARENTS Statement/Issues
ECONOMIC Earth and Space Statement/Issues
STATUS
3.194
Statement/Issues 4.768
Mean
4.345
Interpretation:
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In parents economic status, the statistical tool used
to solve was ANOVA. In terms of Living Things and Their

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Environment statement/issues of parents economic status,
the computed value was 2.599, p-value was 0.023, conclusion
was significant and the decision was reject. A lot of
various factors have contributed to the effect of parents
academic background on pupils performances. Parents

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educational background can pose a positive or negative
expectation from students performance such as provision of
materials and resources which can support learning. Some
families can hold firm to their cultural value which may

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affect their children. For example, the assumption parents
make about choosing an occupational goal for their children.
statement/issues, the computed value was 3.261 with p-value
of 0.006, hence the parents economic status affects the

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performance of the students in terms of matter and its
interaction statement/issues. According to Adefemiwa (1995)
he said that when students are given academic assignment to
perform at home, some respond to it positively and return
with a poor work done, while others do not make any attempt.
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In Earth and Space statement/issues, the computed value was
3.194 with p-value of 0.007, where parents economic status
responds to the students performance with regards to earth and
space statement/ issues. This implied that when students are
asked to bring materials from home to aid their learning, some
responded positively while others responded negatively.

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Especially those broken home it can lead to poor academic
performance in school, the parents economic status which they
cannot provide the educational needs that result to the poor
performance and the environment where the students were exposed
to.
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In Force, Motion and Energy statement/issues, the
computed value was 4.768 with p-value of 0.000; hence the
force, motion and energy statement/issues and the parents
economic status were statistically not significant. The
educational achievement gap has deep root Socioeconomic

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differences such as health and nutrition status, home
environments that provide access to academically related
experiences, mobility rates, and financial assets can
certainly influence academic achievements (Laosa, 2005:5)

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Generally, Level of Adequacy of Instructional Facilities of
the Grade 9 had the computed value was 4.345 with p-value of
0.001, where the Level of Adequacy of Instructional Facilities
of the Grade 9 and the parents economic status were
significantly affect each other.

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Table 5.d
Difference Analysis on the Level of Adequacy of Instructional
Facilities of the Grade 9 when grouped according to respondents
profile in terms of Fathers Educational Attainment
PROFILE FACILITIES STATIS-TICAL COMP

TOOL
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Living Things and Their ANOVA

Environment Statement/
Issues
Countless and Active Particles of
FATHERS Matter Statement/Issues
EDUCA- Earth and Space Statement/Issues
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TIONAL Force, Motion and Energy

ATTAIN- Statement/Issues
MENT Mean
Interpretation:
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In Fathers Educational Attainment, the statistical
tool used to solve was ANOVA. In terms of Living Things and
Their Environment Statement/Issues of fathers educational
attainment, the computed value was 4.794 with p-value of
0.000; the results showed that fathers educational

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attainment affects students performance in terms of Living
Things and Their Environment Statement/Issues. This implied
that students will be deprived from the use of adequate
instructional materials, if their father did not have the

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capacity to provide those needs in school especially those
basic
Statement/Issues, the computed value was 3.482, with p-value
of 0.003, hence the fathers educational attainment affects

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students performance in terms of matter and its interaction
statement/issues. This implied fathers who had a high
educational attainment are capable of having a good job with
a stable salary, in which they can provide their childrens
needs Lamb and Amola (2000) are of the view that children
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learn best when they are interested and when the activities
reflect their own experiences..
With regards to Earth and Space Statement/Issues, the
computed value was 2.311 with p-value of 0.033, hence the
fathers educational attainment affects students

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performance in terms of earth and space statement/issues.
This implied that the success of the teaching-learning
process was counter-parted by their parents especially the
father who worked for the family. A student can excel

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learning if he/she was sufficient and fully equipped of the
necessary learning and skills.
In Force, Motion and Energy Statement/Issues, the computed
value was 4.271 with p-value of 0.000; hence the fathers
educational attainment affects students performance in

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terms of force, motion and energy statement/issues. This
implied that a student can excel learning if he/she was
sufficient and fully equipped of the necessary learning and
skills. Moreover, Ezema (2001) remarked that the use of
audio-visual aids relaxes the classroom atmosphere,

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motivates the students and leads to the teaching and
learning creatively and interactively.
Generally, the level of adequacy of the instructional
facilities of Grade 9 students in terms of fathers
educational attainment computed value was 4.480 with p-value

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was 0.000, the results showed that the level of adequacy of
the instructional facilities of Grade 9 students is
significantly affected by the fathers educational
attainment.
Table 5.e
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Difference Analysis on the level of Adequacy of instructional facilities

of the Grade 9 when grouped according to respondents profile in terms
of Mothers Educational Attainment
PROFILE FACILITIES STATIS-TICAL COMPU
TOOL
Living Things and their Environment
Statement/ Issues
Matter and Its Interaction

Statement/ Issues
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Earth and Space Statement/ Issues
Force, Motion and Energy Statement/ Issues

MOTHERS
Mean ANOVA
EDUCA-
TIONAL
ATTAIN-
MENT
Interpretation:
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In Mothers Educational Attainment, the statistical
tool used to solve was ANOVA. In terms of Living Things and
Their Environment Statement/Issues with regards to mothers
educational attainment, the computed value was 3.048 with p-

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value of 0.006, hence mothers educational attainment seems
affected the students performance in terms of Living
tThings and Their Environment Statement/Issues. This implied
that mothers educational attainment to have a heritable
quality. There is considerable evidence pointing to the

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level of parental education as a strong predictor of
childrens success in the educational system (Battin-Pearson
et al; 2000; Blok & Saris, 2000; Erickson & Jonson 1996;
Ferguson & Woodward, 2000; Henz & Maas, 1995).

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In Countless and Active particles of Matter
Statement/Issues, the computed value was 4.237 with p-value
of 0.000; hence mothers educational attainment affects the
students performance in terms of matter and its interaction
statement/ issues. If mothers are more educated, the more

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elevated is the socioeconomic status and more satisfaction
stems from it, along with concomitant privileges, facilities
and behavioral stances state that parental education is an
index of class status and personality characteristics in the
shape of satisfactions and problems associated with, and

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children of less educated parents or totally uneducated
parents have low emotional stability and they have high
anxiety level.
In Earth and Space Statement/Issues the computed value
was 1.797 with p-value of 0.098, hence mothers educational

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attainment does not affect the students performance in
terms of earth and space statement/ issues. This implied
that mothers with higher (vs. lower) educational attainment
provided more support for their children in problem-solving
situations at preschool level , had higher expectations of

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educational attainment for their children in first grade
level , and were more involved in their childrens school in
first grade (Englund, Uckner, Whaley, and Egeland 2004).
They found that higher academic achievement in early school

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may contribute to a process that supports high academic
achievement at later ages.
In Force, Motion and Energy Statement/Issues, the
computed value is 4.718 with p-value of 0.000 hence mothers
educational attainment significantly affect the students

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performance in terms of force, motion and energy statement/
issues. This implied that the mothers education is found to
positively influence the openness, and extroversion. It is
clear from the results that the mean score of agreeableness
factor of students personality goes on decreasing with

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increase in their mothers educational level. Some of the
results of the present that it can be concluded that
mothers education positively influence the academic
achievement and personality of their children

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Generally level of Adequacy of instructional facilities of
the Grade 9 with regards to mothers educational attainment had,
the computed value is 4.243, p-value is 0.000, hence
mothers educational attainment significantly affects
students performance.
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relationship that exists between the students perceived
adequacy of instructional facilities in Grade 9 Science
topics and their Academic Performance.
Table 6
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Relationship Analysis between the students perceived adequacy of

instructional facilities in Science Program and their Academic
Performance
ACADEMIC PERFORMANCE CORRELATIO P- CONCLUSI DECISION FOR

VS INSTRUCTIONAL FACILITES N VALUE ON H0
COEFFICIEN
T
Living Things and Their 0.211 0.035 Sig. Reject
Environment Statement/
Issues
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0.170 0.091 Not. Failed to

Countless and Active Sig. Reject
Particles of Matter
Statement/ Issues
0.331 0.001 Sig. Reject
Earth and Space
Statement/ Issues
0.376 0.000 Sig. Reject
Statement/ Issues
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Grand Mean 0.297 0.003 Sig. Reject
Interpretation:
Sig.-significant since p-value is lesser than 0.01
Not. Sig not significant since p-value is greater than 0.05
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In Academic Performance vs. Living Things and Their
environment Statement/Issues, the correlation coefficient
was 0.211 with p-value of 0.035, hence the Academic
Performance and Living Things and Their Environment
Statement/Issues are related to each other. This implied

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that material resources include textbooks, charts, and maps,
audiovisual and electronic instructional materials such as
radio, tape recorder, television and video tape recorder.
For Academic Performance vs. Countless and Active
Particles of Matter statement/Issues, the correlation

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coefficient was 0.170 with p-value of 0.091; hence the
Academic Performance vs. Countless and Active Paticles
Statement/Issues are related to each other. In Academic
Performance vs. Earth and Space Statement/Issues, the
correlation coefficient was 0.331 with p-value of was 0.001;

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hence the Academic Performance and Earth and Space
Statement/Issues significantly affect to each other. This
implied that Fuller (2006) suggested that the quality of
instructional processes experienced by a learner determines
quality of education. Mwiria (2005) also supports that

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students performance is affected by the quality and
quantity of teaching and learning resources.
In Academic Performance vs. Force, Motion and Energy
Statement/Issues, the correlation coefficient was 0.376,
with p-value of 0.000; hence the Academic Performance vs.

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hence the Academic Performance and Force, Motion and Energy
Statement/Issues significantly affects to each other. This
implied that there is a very strong positive significant
relationship between instructional resources and academic
performance. According to Adeogun, schools endowed with more

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resources performed better than schools that are less
endowed. This corroborated the study by Babayomi (1999) that
private schools performed better than public schools because
of the availability and adequacy of teaching and learning
resources.
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Generally the Academic Performance and the Adequacy of
Instructional Facilities in Science Topics had a grand
correlation coefficient of 0.297 with p-value of 0.003,
hence the Academic Performance and Adequacy of Instructional

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Facilities in Science Topics significantly affects to each
other.
CHAPTER V
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SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS
This chapter presents the research undertakings. It
includes the summary of the research problem, and the
findings and the conclusions. Some recommendations were also
suggested.
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In the Socio-Demographic Profile of the Respondents
In age, the highest frequency was ages 14-15 years old
with the frequency of 90 and a percentage of 90.0. Then
female had the highest frequency than male. For parents

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economic status, 3,000-5,000 has the highest frequency of 22
and a percentage of 22.0 and the last were 27,000-36,000
with the frequency of 5 and a percentage of 5.0.
In parents educational attainment it was divided into
two: the father educational attainment and the mother

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educational attainment; in fathers educational attainment,
college graduate has the highest frequency of 28 and a
percentage of 28.0 and the last were with Masteral units
with the frequency of 1 and a percentage of 1.0. And in
mothers educational attainment, College Graduate has the

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highest frequency of 38 and a percentage of 38.0 and the
last were with Masters Unit with the frequency of 1 and a
percentage of 1.0.
Level of Adequacy of Instructional Facilities of the Science
Program
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In the Level Of Adequacy of Instructional Facilities of
Science Topics which categorized as Living Things and Their
Environment, Countless and Active Particles of Matter, Earth
and Space, and Force, Motion and Energy Statement/ Issues.
The Living Things and their Environment Statement/Issues had

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a 3.24 mean and 0.53 standard deviation,; the Countless and
Active Particles of Statement/Issues had a 3.04 mean and
0.62 standard deviation; the Earth and Space
Statement/Issues had a mean of 3.27 mean and 0.58 standard
deviation,; and the Force, Motion and Energy

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Statement/Issues had a mean of 3.19, a standard deviation of
0.56. All these variables were interpreted as average also.
In terms of the Grade of the Students, the mean is

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87.96 with the standard deviation of 4.49 and the
interpretation is Proficient.
Difference Analysis on Respondents Academic Performance
when grouped according to their Profile

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In Difference Analysis on Respondents Academic
Performance when grouped according to their Profile, the
statistical tool used to solve is ANOVA. In Age, the
computed value is 2.381, p-value is 0.098, conclusion is not
significant and the decision is failed to reject. In Sex,

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the computed value is -1.709, p-value is 0.091, conclusion
is not significant and the decision is failed to reject. In
Parents Economic Status, the computed value is 3.023, p-
value is 0.010, conclusion is significant and the decision
is reject. In Mothers Educational Background, the computed

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value is 2.914, p-value is 0.009, conclusion is significant
and the decision is reject. In Fathers Educational
Background, the computed value is 2.634, p-value is 0.016,
conclusion is significant and the decision is reject.

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Difference Analysis on the Level of Adequacy of
Instructional Facilities of the Grade 9 when grouped
according to Respondents Profile
The Difference Analysis on the Level of Adequacy Of
Instructional Facilities of the Grade 9 when grouped

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according to respondents profile in terms Age, Sex,
Parents Economic Status and the Parents Educational
Attainment. In Age it had a computed value of 0.391 and p-
value of 0.677; the Sex had a computed value of -0.052, a p-
value of 0.958; the Parents Economic Status had a 4.434

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computed value, a 0.001 p-value; in Fathers Educational
Attainment it had a computed value of 4.480, a 0.000 p-
value; and the Mothers Educational Attainment had a 4.243
computed value, a 0.000 p-value. All these variables had no
significant difference and the Ho was rejected.

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Relationship Analysis between the Students perceived
Adequacy of Instructional Facilities in Science Program and
their Academic Performance
In Academic Performance vs. Living Things and Their
Environment Statement/Issues, the correlation coefficient

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was 0.211, p-value was 0.035, conclusion was significant and
the decision was reject. In Academic Performance vs.
Countless ad Active Particles of Matter Statement/Issues,
the correlation coefficient was 0.170, p-value was 0.091,
conclusion was not significant and the decision was failed

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to reject. In Academic Performance vs. Earth and Space
Statement/Issues, the correlation coefficient was 0.331, p-
value was 0.001, conclusion was significant and the decision
was reject. In Academic Performance vs. Force, Motion and
Energy Statement/Issues, the correlation coefficient was

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0.376, p-value was 0.000, conclusion was significant and the
decision was reject.
It had a grand the correlation coefficient is 0.297, p-
value is 0.003, conclusion is significant and the decision
is reject
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Conclusion
In age, the highest frequency was ages. Then female
had the highest frequency than male and the parents
economic status, 3,000-5,000 has the highest frequency. In
parents educational attainment it was divided into two: the

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father educational attainment and the mother educational
attainment; the mothers and fathers educational attainment
highest frequency was the college graduate and the lowest
was with Masteral Units. In terms of level of adequacy of
instructional facilities of the Grade 9 Science program was

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average and the students academic performance was
proficient.
There is no significant difference between the Level of
Adequacy of Level of Adequacy of Instructional Facilities of
Science Topics when grouped according to their profile in

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terms of Age, and Sex. There is a significant difference
between the Level of Adequacy of Level of Adequacy of
Instructional Facilities of Science Topics when grouped
according to their Profile in terms Parents Economic Status
and Parents Educational Attainment. There is a significant

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relationship between the Students Perceived Adequacy of
Instructional Facilities in Science Topics and Their
Recommendations
The following recommendations are:

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1. The principal or department head should check the
instructional facilities of the school.
2. The school should provide the adequacy of materials for
better learning of the students.

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3. Teacher should find resources to make his/her classroom
spic and span where students can stay harmoniously and
comfortable.
4. Children should be motivated to take care of the
facilities used in the class.

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5. The local government should provide the instructional
equipment and facilities needed by every school.

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REFERENCES
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A. Books
"Education gets lions share of 2014 Budget". Official
Gazette. 27 January 2014. Retrieved 29 May 2014.

"Public Schools Enrolment SY 2014-2015". Department of
Education. March 25, 2015. Retrieved May 12, 2015.

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410
"K-12 Primer as of 20 December 2011" (PDF). Department
of Education. Archived from the original (PDF) on 2012-
05-22. Retrieved 28 April 2012.

Damon L. Woods (2006). The Philippines: A Global
Studies Handbook. ABC-CLIO. p. 140. ISBN 978-1-85109-
675-6.
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411
P. N. Abinales; Donna J. Amoroso (2005). State and
Society in the Philippines. Rowman & Littlefield. pp.
9293. ISBN 978-0-7425-1024-1.

Knights of Columbus. Catholic Truth Committee (1913).
The Catholic encyclopedia: an international work of
reference on the constitution, doctrine, discipline,

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412
and history of the Catholic Church. Encyclopedia Press.
pp. 16.
Arcilla, Jos S. (1998). An Introduction to Philippine
History. Ateneo University Press. p. 50. ISBN 978-971-
550-261-0.
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413
James Konstantin Galvez; Llanesca T. Panti (January 15,
2009), US provides $86-M aid for quality education, The
Manila Times, archived from the original on 2009-01-30,
retrieved 2009-01-15
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414
Leroy James A. (August 2009). The Americans in the
Philippines. BiblioBazaar, LLC. pp. 36. ISBN 978-1-113-
53176-6.
Schumacher, John N. (1997). The Propaganda Movement,
1880-1895: The Creation of a Filipino Consciousness,

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415
the Making of Revolution. Ateneo University Press. pp.
23. ISBN 978-971-550-209-2.

Department of Education of the Philippines
Doris D Tulio, Foundations of Education 2, 2nd Ed,
National Book Store, Mandaluyong City, 2008, ISBN 971-
08-6866-7 p120
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416
08-6866-7 p121
08-6866-7 pp121-122
GRADUATE SCHOOL
417
08-6866-7 p123
08-6866-7 p124
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418
lvaro VanEgas (August 8, 2007), GMA considering
reinstating Castilian as official in the Philippines,
proyectos-saluda.org, retrieved 2009-01-15 (Translation
from Castilian original).

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419
Luis Pinel (December 26, 2007), Spanish to be
reintroduced as school subject in the Philippines,
tresculturasspanish.net, retrieved 2009-01-15

Francisco M Zulueta, Elda M Maglaya (2007), Foundations
of Education, Mandaluyong City, National Book Store,
ISBN 971-08-6511-0 p160

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B. Journals
Journal of Educational Policy and Entrepreneurial
Research (JEPER) www.iiste.org Vol.1, N0.1, September
2014. Pp. 46-58 50 Opara and Etukudo

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421
Filipinos in History, National Historical Institute,
1990, p. 102
Quezon, Manuel Luis (1915), "Escuelas pblicas durante
el rgimen espaol" [Public schools during the Spanish
regime], Philippine Assembly, Third Legislature, Third
Session, Document No.4042-A 87 Speeches of Honorable

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422
Manuel L. Quezon, Philippine resident commissioner,
delivered in the House of Representatives of the United
States during the discussion of Jones Bill, 26
September 14 October 1914 [Asamblea Filipina, Tercera
Legislatura, Tercer Perodo de Sesiones, Documento N.o

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4042-A 87, Discursos del Hon. Manuel L. Quezon,
comisionado residente de Filipinas, Pronunciados en la
Cmara de representantes de los Estados Unidos con
motivo de la discusin del Bill Jones, 26, septiembre-
14, octubre, 1914] (in Spanish), Manila, Philippines:

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Bureau of Printing, p. 35, archived from the original
on July 18, 2010, retrieved July 24, 2010, I have seen
with my own eyes many of these schools and thousands of
those students. They were not "religious schools," but
schools established, supported and maintained by the

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Government (Spanish). [He visto con mis propios ojos
muchas de estas escuelas y miles de esos alumnos. No
eran "escuelas parroquiales," sino escuelas creadas,
sostenidas y mantenidas por el Gobierno (espaol).]

Country Studies: Philippine Education. Retrieved
January 24, 2009.

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426
"Philippine Constitution". Official Gazette. Government
of the Philippines.
"K to 12 Basic Education Program Frequently Asked
Questions" (PDF). Department of Education. 25 November
2011. Archived from the original (PDF) on 2012-06-11.
Retrieved 28 April 2012.

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427
Republic Act No. 7323, Chan Robles Law Library.

Influence of Family Background on Academic Achievement
of Biology Students Copyright IAARR 2013:

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428
www.afrrevjo.net 159 Indexed African Journals Online:
www.ajol.info
Saving Philippine education (archived from the original
on 2009-02-10).
The K to 12 Basic Education Program
1987 Constitution of the Republic of the Philippines,
Chan Robles Law Library

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429
DepEd Communications Unit, Living News and Good
Education Jun 115, 2009 issue, p4

FACT SHEET BASIC EDUCATION STATISTICS (2005-2010),
(archived from the original on 2011-05-11),
deped.gov.ph.
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430
DepEd Order 74 of 2009 (PDF) (archived from the
original on 2012-06-16)
"TVET in the Philippines". UNESCO-UNEVOC. 2014.
Retrieved 4 August 2014.

"Foreign Students". Ched.gov.ph. Retrieved 2010-07-29.
[dead link]
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https://www.grossarchive.com/upload/1416594284.htm
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A P P E N D I C E S
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Appendix A
Research Instrument
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QUESTIONNAIRE: THE LEVEL OF INSTRUCTIONAL FACILITIES IN
GRADE 9 SCIENCE TOPICS AND ITS RELATION TO STUDENTS
ACADEMIC PERFORMANCE
I. SOCIO-DEMOGRAPHIC PROFILE
INSTRUCTION: Below are questions regarding the respondents
socio-demographic profile. Signify your answer by filling
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out the blanks with the correct answers or by putting a

check on the blanks provided.
AGE
__ 14 - 15 years old __ 16- 17 years old
__ 18 years old and above
SEX
__ Male ___ Female
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___ 2,000 and below ___ 3,000-5,000
___ 6,000-11,000 ___ 12,000-17,000
___ 18,000-26,000 ___ 27,000- 36,000
___ 37,000 and above
PARENTSEDUCATIONAL ATTAINMENT
Father Mother
___ Elementary Level ___ Elementary Level
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___ Elementary Graduate ___ Elementary Graduate

___ High School Level ___ High School Level
___ High School Graduate ___ High School Graduate
___ College Level ___ College Level
___ College Graduate ___ College Graduate
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Instruction: Put a check on the column that corresponds to

your answer.
5 Very High 4 High 3 Average

2 Low 1 Very Low
Living Things and Their Environment 5 4 3 2 1
Statement/Issue
1. Reference material found in the
library
2. Audio-visual aids used in presenting
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lessons
3. Facilities and equipment available
for use
4. Modern and Latest measuring devices
available for use
5. First-aid kit and medical supplies
Countless and Active Particles of Matter 5 4 3 2 1
Statement/Issues
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library
2. Equipment available for use
3. Laboratory rooms available for use
lessons
5. Chemicals for experiment
Earth and Space Statement/Issues 5 4 3 2 1

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library
lessons
3. Facilities and equipment available
for use
4. Proper ventilation and lighting
5. First-aid kit and medical supplies
Force, Motion and Energy Statement/Issues 5 4 3 2 1
1.Reference material found in the
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library
2.Equipment for laboratory purposes
3.Laboratory rooms available for use
4.Audio visual aids in presenting
lessons
5.First aid kit and medical supplies
GOOD AND SCATES VALIDATION INSTRUMENT
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Validation of Test in the Questionnaire the Level of

Instructional Facilities in Grade 9 Science Topics and Its
Relation to Students Academic Performance
Juror: __________________________________
Instruction: Please indicate your degree of agreement or disagreement on

the statements provided below by encircling the letter which corresponds
to your answer. The statements are taken from the criteria for
evaluating survey questionnaire set forth by Carter V. Good, and Douglas
B. Scates.
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5 Strongly Agree 4 Agree 3 Undecided 2-

Disagree 1 Strongly Disagree
Criteria:
5 4 3 2 1
1. The test is short enough that the student will be able
to answer it within the allotted time.
2. The test is interesting and has an appeal such that
students will be induced to respond to it and accomplish
it fully.
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3. The test can obtain some depth to answers and avoid

guesswork.
4. The questions and their alternative responses are
neither too suggestive nor too stimulating.
5. The test can elicit responses which are definite and
not conflicting.
6. The questions are stated in such a way that the
students can understand them clearly.
7. The questions are formed in such a manner to avoid
suspicion on the part of the students concerning hidden
answers in the test.
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8. The test is neither too narrow nor limited in its

content.
9. The answers to the problems when taken as a whole,
could answer the basic purpose for which the test is
designed and therefore considered valid.
Comments:_______________________________________________________________
________________________________________________________________________
___________________________________________________
Signature over Printed

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Date
GOOD AND SCATES VALIDITY RESULT
Criteria Juror Juror Juror Mean

1 2 3 Interpretation
1. The test is short enough that
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the student will be able to

answer it within the allotted
time.
2. The test is interesting and
has an appeal such that students
will be induced to respond to it
and accomplish it fully.
3. The test can obtain some depth
to answers and avoid guesswork.
4. The questions and their
alternative responses are neither
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too suggestive nor too

stimulating.
5. The test can elicit responses
which are definite and not
conflicting.
6. The questions are stated in
such a way that the students can
understand them clearly.
7. The questions are formed in
such a manner to avoid suspicion
on the part of the students
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concerning hidden answers in the

test.
8. The test is neither too
narrow nor limited in its
content.
9. The answers to the problems
when taken as a whole, could
answer the basic purpose for
which the test is designed and
therefore considered valid.
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Guide:
Mean Score Range Interpretation

4.21 - 5.00 Very Good
3.41 - 4.20 Good
2.61 - 3.40 Average
1.61 - 2.60 Poor
1.00 - 1.60 Very Poor
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Appendix B
Frequency and Percentage Distribution of the Respondents

Profile.
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age
Frequency Percent Valid Percent Cumulative Percent
Valid 14-15 90 90.0 90.0 90.0
16-17 9 9.0 9.0 99.0
18-above 1 1.0 1.0 100.0
Total 100 100.0 100.0

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sex
Frequency Percent Valid Percent Cumulative Percent
Valid male 34 34.0 34.0 34.0
female 66 66.0 66.0 100.0
Total 100 100.0 100.0

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Cumulative
Frequency Percent Valid Percent Percent
Valid 2000-below 17 17.0 17.0 17.0
3000-5000 22 22.0 22.0 39.0
6000-11000 14 14.0 14.0 53.0
12000-17000 17 17.0 17.0 70.0
18000-26000 18 18.0 18.0 88.0

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Fathers Educational Attainment
Cumulative
Valid elementarry level 15 15.0 16.3 16.3
elementary graduate 7 7.0 7.6 23.9
high school level 13 13.0 14.1 38.0
high school graduate 11 11.0 12.0 50.0
college level 15 15.0 16.3 66.3

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Mothers Educational Attainment
Cumulative
Valid elementarry level 12 12.0 12.4 12.4
elementary graduate 4 4.0 4.1 16.5
high school level 12 12.0 12.4 28.9
high school graduate 12 12.0 12.4 41.2
college level 14 14.0 14.4 55.7

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Level of Adequacy of Instructional Facilities of Science Topics

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Descriptive Statistics
N Minimum Maximum Mean Std. Deviation
a1 100 2.00 5.00 3.2300 .63333
a2 100 2.00 5.00 4.2400 .86597
a3 100 2.00 5.00 3.2700 .67950
a4 100 1.00 5.00 2.6300 1.11604
a5 100 1.00 5.00 2.8200 1.27430
b1 100 1.00 5.00 3.1400 .69660

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Grand_Mean 100 2.05 4.65 3.1850 .56015
Valid N (listwise) 100

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Mean_a 100 2.00 4.60 3.2380 .53006
Mean_b 100 1.80 4.80 3.0440 .62253
Mean_c 100 1.60 4.60 3.2720 .58155
Mean_d 100 1.60 4.80 3.1860 .76555

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grades 100 75.00 98.00 87.9560 4.49058
Difference Analysis on respondents academic performance when

grouped according to their profile
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Report
Grades
Age Mean N Std. Deviation
14-15 88.2778 90 4.23012
16-17 85.1111 9 6.22885
18-above 84.6000 1 .
Total 87.9560 100 4.49058

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ANOVA Table
Sum of
Squares df Mean Square F Sig.
Grades * Age Between (Combined) 93.422 2 46.711 2.381 .098

Groups
Within Groups 1902.944 97 19.618
Total 1996.366 99
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SEX
Group Statistics
Sex N Mean Std. Deviation Std. Error Mean
Grades Male 34 86.8971 4.70779 .80738
Female 66 88.5015 4.30958 .53047

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Independent Samples Test
Levene's Test for

Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Difference
Mean Std. Error

Sig. (2- Differenc Differenc
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Report
Grades
Pecon_stat Mean N Std. Deviation
2000-below 86.7941 17 4.49325
3000-5000 85.5727 22 5.14061
6000-11000 88.5714 14 3.08132
12000-17000 89.1765 17 5.02475
18000-26000 88.0000 18 3.02927

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ANOVA Table
Sum of Mean
Squares df Square F Sig.
Grades * Between (Combined) 325.780 6 54.297 3.023 .010

Pecon_stat Groups
Within Groups 1670.586 93 17.963
Total 1996.366 99
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FATHERS EDUCATIONAL ATTAINMENT

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Report
grades
Fed_attain Mean N Std. Deviation
elementarry level 86.6733 15 4.02589
elementary graduate 85.6429 7 1.77281
high school level 85.7308 13 5.57381
high school graduate 87.1364 11 2.60855
college level 89.0000 15 3.76544

GRADUATE SCHOOL
485
GRADUATE SCHOOL
486
ANOVA Table
Sum of Mean
Grades * Between (Combined) 340.829 7 48.690 2.914 .009

Fed_attain Groups
Within Groups 1403.414 84 16.707
Total 1744.243 91
GRADUATE SCHOOL
487
MOTHERS EDUCATIONAL ATTAINMENT

GRADUATE SCHOOL
488
Report
grades
Med_attain Mean N Std. Deviation
elementarry level 87.5417 12 3.26454
elementary graduate 84.5000 4 2.04124
high school level 85.3000 12 4.93208
high school graduate 86.2500 12 5.35766
college level 88.2857 14 2.93987

GRADUATE SCHOOL
489
GRADUATE SCHOOL
490
ANOVA Table
Sum of Mean
grades * Between (Combined) 334.151 7 47.736 2.634 .016

Med_attain Groups
Within Groups 1612.999 89 18.124
Total 1947.149 96
GRADUATE SCHOOL
491

according to respondents profile.in terms of age
GRADUATE SCHOOL
492
Report
age Mean_a Mean_b Mean_c Mean_d Grand_Mean
14-15 Mean 3.2400 3.0489 3.2933 3.2133 3.1989
N 90 90 90 90 90
Std. Deviation .53733 .62409 .57216 .77419 .56330
16-17 Mean 3.3111 3.0444 3.0667 2.9333 3.0889
N 9 9 9 9 9
GRADUATE SCHOOL
493
GRADUATE SCHOOL
494
ANOVA Table
Sum of Mean
Mean_a * age Between (Combined) .751 2 .375 1.345 .265

Groups
Within Groups 27.065 97 .279
Total 27.816 99
Mean_b * age Between (Combined) .199 2 .100 .253 .777

GRADUATE SCHOOL
495

according to respondents profile.in terms of sex
GRADUATE SCHOOL
496
Group Statistics
sex N Mean Std. Deviation Std. Error Mean
Mean_a male 34 3.2412 .49428 .08477
female 66 3.2364 .55126 .06786
Mean_b male 34 3.0882 .62317 .10687
female 66 3.0212 .62573 .07702
Mean_c male 34 3.1941 .62180 .10664

GRADUATE SCHOOL
497
GRADUATE SCHOOL
498
Independent Samples Test
Levene's Test
for Equality of
Variances t-test for Equality of Means
95% Confidence
Interval of the
Difference
Mean Std. Error

Sig. (2- Differenc Differenc
GRADUATE SCHOOL
499

according to respondents profile.in terms of parents
economic status
GRADUATE SCHOOL
500
Report
Pecon_stat Mean_a Mean_b Mean_c Mean_d Grand_Mean
2000-below Mean 3.0235 2.6471 2.9412 2.7412 2.8382
N 17 17 17 17 17
Std. Deviation .48416 .51735 .70273 .71332 .52931
3000-5000 Mean 3.0545 2.8818 3.1909 2.8909 3.0045
N 22 22 22 22 22
GRADUATE SCHOOL
501
GRADUATE SCHOOL
502
ANOVA Table
Sum of Mean
Mean_a * Pecon_stat Between (Combined) 3.995 6 .666 2.599 .023

Groups
Total 27.816 99
Mean_b * Pecon_stat Between (Combined) 6.669 6 1.111 3.261 .006

GRADUATE SCHOOL
503

GRADUATE SCHOOL
504
according to respondents profile.in terms of fathers

educational attainment
GRADUATE SCHOOL
505
Report
Fed_attain Mean_a Mean_b Mean_c Mean_d Grand_Mean
elementarry level Mean 2.8400 2.6800 2.9067 2.6800 2.7767
N 15 15 15 15 15
Std. Deviation .47329 .41266 .53381 .47689 .39545
elementary graduate Mean 2.9143 2.7429 3.0286 2.7143 2.8500
N 7 7 7 7 7
GRADUATE SCHOOL
506
GRADUATE SCHOOL
507
ANOVA Table
Sum of Mean
Mean_a * Fed_attain Between (Combined) 7.449 7 1.064 4.794 .000

Groups
Total 26.097 91
Mean_b * Fed_attain Between (Combined) 8.131 7 1.162 3.482 .003

GRADUATE SCHOOL
508

according to respondents profile in terms of mothers
educational attainment
GRADUATE SCHOOL
509
Report
Med_attain Mean_a Mean_b Mean_c Mean_d Grand_Mean
elementarry level Mean 2.7500 2.5833 2.8500 2.6167 2.7000
N 12 12 12 12 12
Std. Deviation .47578 .40415 .53343 .47065 .39943
elementary graduate Mean 3.0000 3.1500 3.0500 3.1000 3.0750
N 4 4 4 4 4
GRADUATE SCHOOL
510
GRADUATE SCHOOL
511
ANOVA Table
Sum of Mean
Mean_a * Med_attain Between (Combined) 5.069 7 .724 3.048 .006

Groups
Total 26.214 96
Mean_b * Med_attain Between (Combined) 8.444 7 1.206 4.237 .000

GRADUATE SCHOOL
512
Relationship Analysis between the students perceived adequacy of

instructional facilities in science program and their Academic
Performance using Pearsons r
Correlation Coefficient
GRADUATE SCHOOL
513
Correlations
age sex Pecon_stat Fed_attain Med_attain grades
age Pearson Correlation 1 -.077 -.104 -.208* -.032 .211*
Sig. (2-tailed) .444 .302 .046 .759 .035
N 100 100 100 92 97 100
sex Pearson Correlation -.077 1 .042 .015 -.073 .170
Sig. (2-tailed) .444 .675 .886 .474 .091

GRADUATE SCHOOL
514
Results for Reliability
A.
GRADUATE SCHOOL
515
Reliability Statistics
Cronbach's Alpha N of Items
.852 5
B.

GRADUATE SCHOOL
516
C.
.809 5
D.
GRADUATE SCHOOL
517
.826 5
As a whole

GRADUATE SCHOOL
518
CURRICULUM VITAE
Personal Data
GRADUATE SCHOOL
519
Name : Mae Ligaya Cobbol Candilada
Position : Teacher II
School : Julio Ledesma National High School
Home Address : 2nd Street, Margairita Village

Birthdate : January 10.1961

GRADUATE SCHOOL
520
Birth place : San Carlos City, Negros Occidental
Status : Married
Religion : Roman Catholic
E-mail Add : cmae fer.happy@yahoo.com
Spouse : Fernando Ariola Candilada

GRADUATE SCHOOL
521
Sons : Fritz Maximillian (RG)/

Francis Maynard (GR)
Father : Maximino Manila Cobbol (D)
Mother : Gloria Salinas Cahaban (D)
Educational Attainment:
1967-1973 Elementary Education

GRADUATE SCHOOL
522
City Central School

1973-1977 Secondary Education

Colegio de Sto. Tomas Recoletos
1977-1980 Tertiary Education

Visayas Technician Institute(now
Technological University of the
GRADUATE SCHOOL
523
Philippines)
Graduate: Chemical
Technology
1981-1985 Colegio de Sta. Rita

Graduate: Bachelor of Science in Education
(BSE)
Major: English
GRADUATE SCHOOL
524
1986-1988 Colegio de Sta. Rita

Graduate: Bachelor of Science in Elementary
Education (BEED)
Major: English
Post-Graduate Studies:
Master of Arts in Education Major in Educational Management

with CAR and 45 units
Colegio de Sta. Rita
GRADUATE SCHOOL
525
Masters of Arts in Education Major in General Science

Central Philippines State University
GRADUATE SCHOOL
526
GRADUATE SCHOOL
527

Candilada, Mae Ligaya

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CENTRAL PHILIPPINES STATE UNIVERSITY

Background of the Study

Education is an important factor of human development

and personal alleviation, it is necessary therefore that the

education acquired by every individual is qualified and

competent for him to be eligible and capable person as

The education being referred to comprise different

factors, these includes teachers, the school, the students

themselves and instructional facilities that are being

efficiently used to create an effective and teaching-

learning process. Nowadays, various aids to learning are

being utilized as long as it could promote better learning.

These consist of materials and facilities of different

kinds-visual aids, audio aids, books, tools and equipment,

machines and many others.

These facilities and equipment that the school provides

reflect the level of cognition of the students that

determines the vastness of experience and the massive

knowledge that the students get. Ironically, the better the

instructional facilities that the school has the better

learning it promotes and establishes to its students.

On the other hand, the growth and development of the

affected by the curriculum and the quality of instruction

that the school offers. The adequacy of instructional

facilities has an adverse effect to the students learning

and performances because these facilities give advantages

and edge to the students to be working competitively,

thinking critically, and asking creatively. The standard for

quality instructional facilities is a factor that affects

better learning, school official must be conscious about the

status that the instructional facilities has.

These pursue the researcher to conduct a study

regarding the Level of Adequacy of Instructional Facilities

in some areas of Science program of Julio Ledesma National

Statement of the Problem

This study in the Level of Instructional Facilities in

Grade 9 Science Topics and Its Relation to Students

Academic Performance is to determine the level of adequacy

of instructional facilities in some areas of science topics

of Julio Ledesma National High School, school year 2015-

Specifically, this research aims to answer the

1. What is the Profile of the Grade 9 Students in terms

2. What is the Level Of Adequacy Of Instructional

Facilities of Grade 9 Science Topics as perceived by

the students in term of the topics to:

4. Is there a significant difference on respondents

academic performance when grouped according to their

Adequacy of Instructional Facilities of Grade 9 Science

when grouped according to Respondents Profile?

6. Is there a significant relationship that exists between

the Students Perceived Adequacy of Instructional

Facilities in Grade 9 Science Topics and their Academic

1. There is no significant difference on respondents

academic performance when grouped according to their

Adequacy of Instructional Facilities of Grade 9 Science

when grouped according to Respondents Profile.

3. There is no significant relationship that exists

between the students perceived Adequacy of

Instructional Facilities in Grade 9 Topics and their

Independent Variable Dependent Variable

Figure 1: Illustrates the relationship between the

Independent variable and Dependent Variable.

School facilities, which consists of all types of

buildings that are used for academic and nonacademic