Event Title

An Analysis of Pupils’ Division Unified Testing Program (DUTP) Results in Selected Core Subjects: A Basis for Improved Classroom Instruction

Session

Education and Development

Description

This study aimed to analyze the Division Unified Testing Program (DUTP) Results of the Grade-VI pupils in Banaybanay Elementary School in English, Science, and Mathematics. The descriptive-correlational design was used in this study. The researcher utilized index of difficulty, percentage, mean, and Pearson Product Moment Coefficient of Correlation. The study revealed that majority of the pupils are female. The pupils’ first grading period performance in English is in the “developing” level and in the “approaching proficiency” level for both Science and Mathematics. It further showed that the pupils’ DUTP performance in English and in Science is in the “developing” level and in “approaching proficiency” level in Mathematics.Moreover, the following proportions of items in the DUTP examinations were found to be difficult: one-fourth of the items in English, more than half of the items in Mathematics, and almost half of the items in Science. Furthermore, there was a “high” relationship between the first grading and DUTP performance of the pupils in English as well as in Science. A “marked” relationship was also noted in Mathematics. Lastly, a substantial difference was revealed between the performance of the male and female pupils in the following areas: English and Science in the first grading period; and English in the DUTP examination in favor of the female pupils. The study has the following recommendations:

  1. Since the pupils were in the “developing” level in English (both in the first grading and DUTP performance), the teachers should consider the item analysis results. Items that were classified as difficult should be stressed more in classroom discussion.

  2. Inasmuch as there were numerous difficult items in Mathematics and Science during the DUTP examination, a well-planned tutorial session should be organized by the teachers. This activity should be done a month before the said examination.

  3. The male pupils should be encouraged to participate more in classroom discussion. During class activities, they should be paired with female pupils who excel in class.

  4. The supervisors should ensure that the items included in the DUTP examination go through an item analysis.

Keywords:

Division Unified Testing Program (DUTP), Core Subjects, Classroom Instruction

Proceedings Editor

Edmond Hajrizi

ISBN

978-9951-550-47-5

Location

UBT Kampus, Lipjan

Start Date

30-10-2021 12:00 AM

End Date

30-10-2021 12:00 AM

DOI

10.33107/ubt-ic.2021.417

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Oct 30th, 12:00 AM Oct 30th, 12:00 AM

An Analysis of Pupils’ Division Unified Testing Program (DUTP) Results in Selected Core Subjects: A Basis for Improved Classroom Instruction

UBT Kampus, Lipjan

This study aimed to analyze the Division Unified Testing Program (DUTP) Results of the Grade-VI pupils in Banaybanay Elementary School in English, Science, and Mathematics. The descriptive-correlational design was used in this study. The researcher utilized index of difficulty, percentage, mean, and Pearson Product Moment Coefficient of Correlation. The study revealed that majority of the pupils are female. The pupils’ first grading period performance in English is in the “developing” level and in the “approaching proficiency” level for both Science and Mathematics. It further showed that the pupils’ DUTP performance in English and in Science is in the “developing” level and in “approaching proficiency” level in Mathematics.Moreover, the following proportions of items in the DUTP examinations were found to be difficult: one-fourth of the items in English, more than half of the items in Mathematics, and almost half of the items in Science. Furthermore, there was a “high” relationship between the first grading and DUTP performance of the pupils in English as well as in Science. A “marked” relationship was also noted in Mathematics. Lastly, a substantial difference was revealed between the performance of the male and female pupils in the following areas: English and Science in the first grading period; and English in the DUTP examination in favor of the female pupils. The study has the following recommendations:

  1. Since the pupils were in the “developing” level in English (both in the first grading and DUTP performance), the teachers should consider the item analysis results. Items that were classified as difficult should be stressed more in classroom discussion.

  2. Inasmuch as there were numerous difficult items in Mathematics and Science during the DUTP examination, a well-planned tutorial session should be organized by the teachers. This activity should be done a month before the said examination.

  3. The male pupils should be encouraged to participate more in classroom discussion. During class activities, they should be paired with female pupils who excel in class.

  4. The supervisors should ensure that the items included in the DUTP examination go through an item analysis.