Predictors of Performance in Basic Education Exit Assessment Among DepEd Senior High Schools

The study focused on determining the characteristics of senior high school students that best predict their performance in the Basic Education Exit Assessment. The various predictors include sex, age, academic track, family income, household size, parent's highest educational attainment, teacher-related factors, class size, and school distance. The academic performance of the students was measured using the Mean Percentage Score (MPS) of the sample schools. Having sampled 310 Grade 12 students enrolled in the academic track, this study employed the descriptive correlational method to examine the relationship between the identified predictors and the student's performance. A modified questionnaire was utilized to gather the necessary data. In analyzing the data, percentages, frequencies, means, mean percentage scores, Pearson correlation coefficient (r), and multilinear regression were utilized. The findings indicated that sex, age, and school distance did not exhibit a significant relationship with the student's performance in the Basic Education Exit Assessment. However, teacher-related factors, including personality traits, teaching skills, and use of instructional materials, as well as class size and parents' highest educational attainment revealed a significant relationship with student performance. Among the predictors showing a significant correlation, teacher-related factors emerged as the strongest predictor of performance in the Basic Education Exit Assessment. Based on these results, the study recommends school leaders to provide additional training on personality development for teachers, including the use of technology in teaching and the implementation of diverse teaching strategies. Furthermore, the study suggests the formulation and implementation of policies aimed at reducing class sizes.