Pupils’ Perception on Mass Promotion and Its Influence on Their Academic Achievement

Abstract

Mass promotion is practiced as an intervention so that no learner would be left behind academically. However, there are different views opined by some scholars as stated on their studies how it affect a learner’s academic achievement, thus making this investigation take place. This was designed to examine how the pupils’ perception on mass promotion affects their academic achievement in school.

This study explored and identified the significant relationship between pupil’s perception on the said policy and the evaluation of their academic performance.

This descriptive-correlational study involved 150 pupils distributed equally by 30 from the five schools. In order to determine the respondents’ profile in terms of the pupils’ perception on mass promotion, each respondent was evaluated through survey questionnaire and for the academic achievement, the respondents’ Grade Point Average were collected. The data obtained were consolidated, organized and tabulated in the distribution table. They were analyzed and interpreted utilizing suitable statistical tools. Frequency counts, percentage and rating scale were employed to present the profile of the respondents in their perception on mass promotion and their academic achievement.

The statistical test of the relationship between the two variables resulted in the computed r-value of -.057 which was negligible relationship. This resulted in a p- value of 0.491 which is considered to be statistically significant.

Based on the results of the study, it is recommended that researchers must conduct further studies that will help improve the pupils’ academic performance as well as the teacher’s teaching pedagogies.

Keywords: Mass Promotion, Pupil Performance