Part 6: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

SCHOOL YEAR 2006-2007

Table 3: Percentage distribution of average test scores

In Reading SY: 2006-2007

	Below	Average	Proficient	Advanced
1	25	57	18	0
2	22	58	20	0
3	6	27	49	18
5	27	58	15	0
6	24	53	22	1
7	22	59	17	2
8	23	61	16	0
Mean	21.29	53.29	22.43	3.00

The table reveals that school number 3 has the lowest percentage of students who were below on reading scores which means that this school does not need to exert much effort on reading as compared to schools number 1, 2, 5, 6, and 8.

All of schools percentage academic achievement of students for reading was above 20% except with school number 3. This means that school number 3 has some edge to over the other schools especially in students’ reading skills and comprehensions.

Part 5: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

Figure 2: Percentage distribution of average test scores in Mathematics SY: 2005-2006

Figure 2 shows the percentage distribution of average test scores in Mathematics SY: 2005-2006. It can be gleaned in the figure that school number 3 has the highest scores in proficient in Mathematics scores. But, the advance level has not been achieved. This implies that school number 3 have lots of students who are good in Mathematics, which made the institution capable of coming up with talented students.

However, it is also notable that although the other 7 schools have the similar trend of average scores in mathematics which could imply similar strategies for school policies and procedures in catering to students of grade 8, but, institutional techniques have to be hugely improved to assure better students achievement in the acquisition of mathematical skills.

Part 4: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

Table 2: Percentage distribution of average test scores in

Mathematics SY: 2005-2006

School	Below	Average	Proficient	Advanced
1	31	51	18	0
2	43	47	10	0
3	9	34	44	13
4	40	45	15	0
5	38	50	12	0
6	39	43	17	1
7	41	43	15	1
8	45	41	13	1
Mean	35.75	44.25	18	2.00

Table 2 shows that out of 8 schools, school number 8 has the highest percentage of students who were below the average mathematics scores. This means that all the other 7 schools have to improve their strategy in teaching numbers, counting, and problem solving.

Conversely, school numbers 2, 4, 5, 6, and 7 have high percentage on ‘below average mathematics’ scores. This means that almost one fourth of the students’ population were poor in mathematics. So, these institutions of learning must have to do supplementary workshops for students to learn the techniques of critical thinking.

Very noticeable among others is the accomplishment of school number 3 with the highest advance scores in mathematics proficiency and advanced scores for the School Year 2005 to 2006. Nonetheless, it is also a remarkable observation that majority of the schools have only above 10% in proficiency scores in mathematics.

Invariably, there was very minimal number of students who turned out to be excellent in mathematics, and these were in the school called Colombia, representing school number 3.

Part 3: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

Figure 1: Percentage distribution of average test scores in Reading SY: 2005-2006

Figure 1 shows the percentage distribution of average test scores in Reading SY: 2005-2006. It can be gleaned in the figure that school number 3 has a big difference with the rest of the schools’ results. This implies that school number 3 has a different program compared to 7 other schools.

Also, school number 3 has a good number of students who belong to the proficient and advanced in reading level. Clearly, the teaching strategy and the programme of lessons must have influenced the characteristic achievement of the educational system. Given that the other institutions will follow the lead, the rest of the schools can be anticipated to achieve the same results.

Part 1: Academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study

4.1. Introduction

This chapter presents the statistically treated data with its respective analyses, interpretations, as well as implications. It is at this juncture that relationships among the statistics gathered will be configured to illustrate rationality of derived results. Its impact will be largely significant in the development of principles and concepts in the next chapter. The questions identified in the problem were used as the basis for the presentation. The sequence of the structure includes table, analysis and interpretation of the data.

4.2. Presentation, Data Analyses, and Interpretation

This section presents the analyses of data of the academic achievement, (average test scores in reading and mathematic) and the number of suspensions for each school under study. The researcher tried to collect all the data possible, however, out of 14 schools only 8 complied. The eight schools were selected based on the available data especially in terms of academic achievements from SY 2005-2006 and 2006-2007 and the number of suspensions in each school.

One of the chosen schools failed to provide the researcher the number of suspensions recorded for the period. So, the number of schools was reduced to 7 for the school year 2006-2007. Consequently, the collected data from the eight schools for school year 2005- 2006 and seven schools for 2006-2007 were treated using Microsoft Excel and SPSS program. The results were further computed for percentage and Pearson Correlation for Independent Samples.