INTERNATIONAL JOURNAL OF STUDENT PERFORMANCE AND EDUCATIONAL RESEARCH

Abstract

This study was conducted in order to determine the relationship between the nonacademic interventions and academic performance of junior and senior high school students in five (5) public schools in Jaro, Leyte. The descriptive correlational research design was utilized in this study. Descriptive statistics such as the percentage, mean scores, and the Pearson Product Moment Correlation Coefficient were utilized to determine if relationship exist between the dependent variables which are the grades of five (5) tool subjects namely: English, Filipino, Mathematics, Science and Araling Panlipunan and the independent variables which are the nonacademic interventions provided to the students. The study revealed that based on the profile variables of the respondents, majority of the students’ parents are unemployed and engage in own business which have the income bracket of below P13, 515 a month. Most respondents’ ranges from the age of 15 to 18 years old comprises both junior and senior high school. Academic performance obtained a very satisfactory rating with ranges from 85-89. This study further revealed that there is a significant relationship between the nonacademic interventions such as students’ participation in extracurricular activities, parent involvement in school related activities, and involvement in working students’ assignments/homework and projects, and extent of teachers-advisers home visit have significant correlation in the academic performance of students. This study recommends that parents, teachers, school administrators and other stakeholders should have an active implementation on the different nonacademic interventions to cater the non-academic needs and to supplement the academic requirements of the students. Conduct of home visit should be fully implemented specially to students who are at risk of academic failures and dropping out. Conducting interventions can motivate students in attending classes regularly thus lessen the risk of failures in their academic and class standing. Stakeholders should work hand in hand for its active implementation for the benefit of the learners.