Authors :
Princess Milarpiz Pastrana
Volume/Issue :
Volume 8 - 2023, Issue 3 - March
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://bit.ly/3KIn97S
DOI :
https://doi.org/10.5281/zenodo.7809273
Abstract :
This study determined the influence of teachers’ test construction competencies on the students’ academic
performance in Science during the School Year 2022-2023. With explanatory sequential as research design and Science
teachers, students, and school heads as respondents of the study. Findings showed that majority of the teachers belong to
the age group of 24 to 38 years old, master’s degree holders, female, Biology major, and attended seminars in test
construction. The Science teachers obtained a verbal description of “almost always” to “always” and believed that they are
competent in test construction, as validated by their school heads. The academic performance of the junior high school
students in Science was described as “satisfactory”. Based on the findings of the study, the following conclusions were
drawn: Science teachers had a greater assessments of themselves as compared to their school heads in test construction
competencies in terms of developing assessment methods appropriate for instructional decisions. Science teachers who are
female, finished master’s and doctorate degrees, and attended seminars in test constructions had greater level of test
construction competencies in terms of administering, scoring, and interpreting results. Teachers’ test construction
competencies are positively correlated to students’ academic performance in Science.
This study determined the influence of teachers’ test construction competencies on the students’ academic
performance in Science during the School Year 2022-2023. With explanatory sequential as research design and Science
teachers, students, and school heads as respondents of the study. Findings showed that majority of the teachers belong to
the age group of 24 to 38 years old, master’s degree holders, female, Biology major, and attended seminars in test
construction. The Science teachers obtained a verbal description of “almost always” to “always” and believed that they are
competent in test construction, as validated by their school heads. The academic performance of the junior high school
students in Science was described as “satisfactory”. Based on the findings of the study, the following conclusions were
drawn: Science teachers had a greater assessments of themselves as compared to their school heads in test construction
competencies in terms of developing assessment methods appropriate for instructional decisions. Science teachers who are
female, finished master’s and doctorate degrees, and attended seminars in test constructions had greater level of test
construction competencies in terms of administering, scoring, and interpreting results. Teachers’ test construction
competencies are positively correlated to students’ academic performance in Science.
