BIBLIOGRAPHY

RANIA, JUDITH D. April 2007. Academic Performance Of The Accelerated
Christian Education (Ace) Students In Benguet.
Adviser: Jerry S. Landacan, Ph. D.
ABSTRACT

The study focused on the Academic Performance of the Accelerated Christian
Education (ACE) students. This research determined the level of attainment of
objective of ACE; the level of attainment of the factors that enhance academic
performance of ACE students; the degree of seriousness of the negative factors that

affect academic performance of ACE students, and the level of effectiveness of the
remedial measures to address to the factors that negatively affect academic
performance of ACE students.

Finding shows that the level of attainment of the objectives of
Accelerated Christian Education ( ACE ) are uniformly attained; The level of
attainment of the factors that enhance the academic performance of Ace students
differed significantly; The degree of seriousness of the negative factors that affect
academic performance of ACE students , differ significantly; The level of
effectiveness of the Remedial measure to address the factors that negatively affect
the academic performance of ACE students does not differ significantly.
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Therefore, it is suggested that the Supervisors and Monitors should provide
the needed activities that will enhance and improve the achievement of the objectives of
ACE so that it will be elevated to a higher level, that is, very much attained; Supervisors,
and monitors should give more weight on the stars and congratulation slips; Staffs and
PTA member should give urgent attention to the serious factors that affect academic
performance of ACE students; Teachers should continue using the demerits and strive
for an immediate success as remedial measures to address the factors that negatively
affect academic performance of ACE students; A similar study is suggested to ACE
schools outside the location of the present study to validate the finding of the study.

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TABLE OF CONTENTS












Page

Bibliography……………………………………………………………
i
Abstract………………………………………………………………...
i
Table of Contents………………………………………………………
iii
INTRODUCTION

Background of the Study………………………………………
1

Statement of the Problem……………………………………...
5

Objective of the Study…………………………………………
5

Importance of the Study………………………………………. 6

Scope and Delimitation of the Study…………………………
7
REVIEW OF LITERATURE

Academic performance………………………………………..
8

Christian education objective………………………………….
9

Factors that enhance academic performance…………………..
14
Factors that negatively affect academic performance…………
16
Remedial measures to address the factors
that negatively affect academic performance of student……….
22
Conceptual Framework…………………………………………. 24

Definition of terms………………………………………………. 28
Hypotheses………………………………………………………
29


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METHODOLOGY

Locale of the study……………………………………………..
30

Respondents of the study……………………………………… 30
Instrumentation………………………………………………… 32
Data collection…………………………………………………… 33
Data analysis…………………………………………………….. 33
RESULTS AND DISCUSSIONS

Level of attainment of the objectives of ACE…………………… 34
Factors that enhance academic performance
of ACE students………………………………………………..
37
The negative factors that affect academic
performance of ACE students…………………………………
40
The level of effectiveness of the remedial
measures to address the factors that
negatively affect the academic performance
Of ACE students………………………………………………… 43
SUMMARY, CONCLUSIONS, RECOMMENDATIONS
Summary………………………………………………………….
46

Conclusions………………………………………………………
48
Recommendations………………………………………………
49



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LITERATURE CITED……………………………………………….. 50
APPENDICES

A. Permission to administer questionnaire ……………………
55

B. Letter to the respondents……………………………………
56
C. Questionnaires………………………………………………
57
BIOGRAPICAL SHETCH……………………………………………
59

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INTRODUCTION


Background of the Study


Accelerated Christian education uses the school of Tomorrow program which
is individualized, self-instructional, Biblical based curriculum. The seven foundation
courses or core curricula are the following: Math, English, Literature and Creative
Writing, Social Studies, Science, Word Building, Bible reading.

It is non-graded which allows students to take responsibility for his learning
in self-contained system, controls such as activity question, checkups, self test, and
PACE test are built into the curriculum. Packets of Accelerated Christian Education
(PACE) contain a character Traits and art work to appropriately illustrate that trait on
the level of each child. This PACE is designed to build character into a child, into the
home, into the school, into the government and into the nation.

It provides a Theistic course of study that not only believes that the Bible is
an accurate word of God but also teaches Godly principles that help students to live
by God’s word. Every PACE quotes scripture and carefully planned to enable the
child to memorize God’s words easily Each Pace contains character values and
character cartoon which inspire the child to live quality consistent with the character
trait of the Lord such as generosity, honesty, discreetness, and consideration for
others.
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Howard (1979), presented the entire core of ACE curriculum for all grade
levels in all subjects where Christian values are integrated in the seven subjects. It
has been taught by Bill Golhand that Jesus Had Ideal Character trait.

Biblical Christian education being inculcated in ones life could serve as a
guide in the formation of character that is not only beneficial to the individual but to
make the child active to participate in building Christian commitment where ever
they may be.

Sutaria (1991) said “education is geared towards the inculcation of desirable
social, moral and cultural values from which a strong sense of national pride,
discipline and commitment becomes meaningful and productive participation in
society. Thus, what is learned in the ACE institution will speak for themselves
whether it be desirable or not presents situation for a better continuing recovery that
is to be achieved. So, once traditional values are rooted in one’s character, they will
never be taken away from him. There is no substitute for character building learned
within the privilege of attaining a Christian school with in the scope of Biblical
Education. Again Sutaria (1991) said, Education is such an important concern for
those who are engaged in it. It is imperative to see clearly the direction it is taking
and the objectives it is fulfilling.”

Former Secretary of Education Dr. Ricardo Gloria addressing the model
AsCEP School said “ in the Christian school you are only concerned with academic
and technical competence but more importantly you impart spiritual and moral
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excellence through your unique Christian education curriculum. So this is the
difference between secular and Christian Education.

Alidao (2002), stated that while in public school it is limited by the
constitution to develop academic and technical competence among the school
children. However, formations of universal values are not necessarily and
exclusively Christian. This is the best that school can do under the situation. On the
other hand, the Christian schools by the nature of their mandate must provide a
Christ-centered education where Christian values are integrated in the teaching
learning process. This is the ever-constant challenge to AsCEP School to become a
viable model of educating for academic and technical competence founded on
spiritual and moral excellence.

Thus, Manuel (2002), in his study emphasized that evaluation is the process
of determining the amount and quality of student’s growth and achieving based on
clearly defined purpose. It involves making judgment concerning the worth of
development. Effective evaluation is comprehensive in all aspects of child
development. It is related to the objectives of specific school program, and is based
upon the use of wide variety of instrument for collecting valid data not only should
the teacher appraise his own effectiveness, but children should be taught how to be
self-evaluative. This part of the process would help students become less and less
dependent on the teacher for guidance, and conversely, become more and more
independent with regard to their education. Academic performance is the primary
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indicator of effective learning. Effective schools are identified on the basis of
students performance. As such, academic achievement basic skills acquisition and
appropriately structured learning activities are important.

To obtain a reasonably accurate picture of an individual performance,
students should be assessed objectively according to the objectives and targets of
education, or subjectively according to his qualities as an individual and to the effort
that he has applied.

Since the main role of the teacher is as a guide and as a facilitator in the
learning process, the academic performance of the students can be measured to the
teachers’ effective teaching and the students learning.

Academic performance is a complex product of the students total and socio-
economic status, where several studies reveal that more educational facilities, family
background, peer group influence, teacher student relationship affect learning.

Manuel (2002), quoted that statistics show that education in many places of
the world is in crisis. Statistics revealed that million of children and youth satisfy the
attendance requirement but do not really acquire the essential knowledge and skills
fore functional daily living. It is in this light that the researchers want to study on
Philippines institutions likes the Accelerated Christian Education schools.





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Statement of the Problem


The study deals on the academic performance of the Accelerated Christian
Education Students. Specifically, it tried to answerer the following questions:
1. What are the levels of Attainment of the objectives of ACE?

2. What is the level of attainment of the factor that enhances the academic
performance of ACE students?
3. What is the degree of seriousness of the factors that negatively affect the
Academic performance of ACE students?
4. How effective are the remedial measures to address the factors that
negatively affect the performance of the ACE students.

Objectives of the study


The following are the objectives of the study:
1 . To determine the level of attainment of the objectives of ACE.
2. To determine the level of attainment of the factors that enhances academic
performance of the ACE students.
3. To identify the degree of seriousness of the factors that negatively affects
the academic performance of the ACE students.
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4. To determine the level of effectiveness of the remedial measures to
address the factors that negatively affect the academic performance of the
ACE students.

Importance of the Study


Presently, education leaders are recognizing the fact that understanding the
way individual students learn is very important in the teaching – learning process,
Several approaches have been introduced by the teachers in the classroom in order to
address the different needs of the students but studies show that students
achievement seems either to remain constant or to decline. Thus, teachers again face
a great challenge in the application of the appropriate and effective approaches and
strategies that will make the teaching –learning process a success.

This study is expected to bring out important information that would be
significant to the school staff as well as the students, regarding their academic
performance.

To the teacher, the finding of this study could serve as a basis for better
understanding of the learner, in inculcating Christian education. Moreover, to the
students the result of this study will give them insight into their performance and will
enlighten them on the factors that affect their academic performance.
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Finally, this research may also serve as a reference for further related
research concerning the improvement of the students in their studies.

Scope and Delimitation of the Study
The scope of the study is limited to the Academic Performance of
Accelerated Christian Education Students of four schools in Benguet only.

It is delimited to the level of attainment of the objectives of ACE, the factors
that enhance the academic performance of ACE students; the negative factors that
affect the academic performance of the students and the effectiveness of the remedial
measures to address the factors that negatively affect the academic performance of
the ACE students in Grace Mountain Mission Sinipsip, Buguias, Benguet; United
Church of Christ in the Philippines at Cabanao, LaTrinidad Benguet; Gods Lamp
Academy, Km 6 Betag La Trinidad, Benguet.; Central Balili Wesleyan Academy,
Balili, LaTrinidad Benguet.














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REVIEW OF LITERATURE


This chapter presents a review of related literature taken from books, thesis,
journals and magazines.
Academic Performance

Valdez (2005), stated that Academic performance is the process in education
of determining the changes in the students as a result of teaching and of their
experience. It provides the learners, parents, teachers and administrator information
about the learner’s attainment of the educational goals so that further educational
goals may be determined

Since the main role of the teacher is as a guide and as a facilitator in the
learning process, the academic performance of the students can be a measure to the
teacher effective teaching and the learning (Odiem, 1999) Pupils’ academic
performance is a measure to the effective teaching and the child learning emphasizes
the correlative nature of teaching and learning.
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Academic performance is a complex product of the students’ total experience
and socio-economic status. Several studies reveal that the it is also related to study,
family background peer group influence, teacher, student relationship.(Valdez 2005).
Christian Education Objectives

Vieth (1953), pointed out that the foundation of Christian education can find
its purpose, content, and method only in the nature of Christianity and in the nature
of the learning process. The Christians today go on with their Christian education
through fellowships and try to relate past experiences critically to find reliance and
meaning to the presents. Christian education is the process by which persons are
confronted with the past, the present, and the future, and the future. With the past
because it seeks to introduces persons with religion heritage, the present aims to
make religion a vital forces in every aspect of life with the future because it
cultivates creative experience learning to growth in wisdom and stature in favor with
God and man. The foundations of Christian education are to be founded in the nature
of man who is to be educated in faith which the churches profess, and in the
principles of education which define how learning takes place. Christian education is
concerned with the development of an individual into mature Christian.
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Some principles of Christian education are the following: first continuous
growth in education, growth in knowledge, in understanding, in emotional maturity
and in spiritual grace, in the broadest sense, all life is education. Secondly,
experience is education. True learning is an inward experience through which the
pupil appropriates for his own life character, the new knowledge, insight attitudes or
skills in living which maybe mediated to him in the educational process, and the
implication for educational practice. Authority in education is the appeal by which
experience other than his own makes a free person to impress truth on learners by
authority from with out does not really make them true because it for them and con
not lead to genuine growth on their part.

Moreover, honesty in teaching will reject any method which is merely a
manipulation that will cause him accept anything at hand without believe in. The
teacher should want to have his students, knowing the truth and believe it according
to his conviction and not by real rooting in the life of the students. Finally, a
Christian teacher would be less than sincere if he did not impart the truth which
sustain the Christian virtues with the hope and conviction that they will elicits faith
in the students. The belief that the Bible is central in Christianity education is all but
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universally affirmed by theory and practice. The purpose of the curriculum of
Christian education is to nurture with in them a life of faith, hope and love, in
keeping with the gospel. There are three original principles of the curriculum from
the view point of Christian gospel. It is found in changing the needs and experience
of the individual as these include his relationship ;(1) to God as revealed in Jesus
Christ;(2) to his relationship with his fellow men and human society;(3) to his place
in the work of the world;(4) to the Christian fellowship, in and outside the church;(5)
to the continuous process of history, viewed as a carrier of the divine purpose and
revealer of the moral laws;(6) the universe in all its wonder and complexity. The
Bible and the total Christianity heritage are therefore essential in Christian education.

The development of Christian Education has taken place often for so many
years. Dr. Howard (1975), stated that the primary aim of Accelerated Christian
Education (ACE) is to build character in the lives of each student. It follows the
premise that a person with character will be motivated to learn any skills that are
needed to remain functional in society.
Benson (1978), said that you teach a little by what you say, more by what
you do, but most by what you are.
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Third Edition Packet of Accelerated Christian Education (PACE) contains a
character trait and art work to appropriately illustrate that trait on the level of each
child, the PACE’s is designed to build character in the child, into the home into the
school. Into the government and into the nation. It is nation building character.

The quality curriculum of ACE is based on Biblical principles. It provides a
theistic course of study that not only believes that the Bible is an accurate word of
God, but also teaches every subject in the Biblical point of view. Learning in every
subject teaches godly principles that taken from the scriptures and carefully planned
to enable the student to memorize God’s words easily. Each PACE contains
character cartoons which inspire the child to live a quality life consistent with the
character traits of the Lord Jesus Christ, such as generosity, honesty, discreetness,
and consideration for others.

Henry (1977) stated that a Bible-centered curriculum is designed to
accomplish its objective. By improving and refining the tasks confronting Christian
education, activities done on a weekly basis should be geared to the ACE school. To
attain this purpose, he program may allow objectives of Christ like attitudes which
are the very important ways in restoring the community as well as the would.

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Luguingans (1994), study on Christian education of the youth, discussed how
Christian education developed to a complete and clear Christ-life personality where
in people are deeply concerned about of what kind of values are set ideal and
purposed a person build up and line with the concern of Christian education that and
teaches in that should impress among people the highest type of values which are
those in harmony with the spirit and teaching of Jesus Christ.

In the study of Dr. Orata (1973), he stressed that one of is to have a better
living for everyone for life and throughout life. This is a natural right of every man.
Education should strive to attain three interrelated objectives; functional literacy,
personal competence and moral character. The school should be in the educational
and social center for the people in the community and their influence should radiate
from the inside to the outside world.

Mayor (1995) in her study on academic achievement stated that ACE is
religion ministry intended to mold the mind of every student to teach the active
presence of God and absolute standard of right and wrong.
ACE concepts are based in the five Laws of learning. (1)A child must be at level
where he can perform.(2).He must have reasonable goals.(3.)His learning must be
controlled, and he must be motivated. (4).his learning must be measurable. And
(5).his learning must be rewarded.


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Factors That Enhance Academic Performance of students


Effective teaching may result to positives students’ achievement and other
benefits such as improved socialization, and individual, self-directed learners. But
poor quality of instruction in single grade program may also result to poor students
achievement. Therefore, if a person is properly motivated, he comes out with better
result and successful attainment of whatever he has for himself. (Binay-an 2005 ).

Loving and building students, students needs a balance of direction and
correction which may be maintained through love expressed in your eyes, voice,
gesture and choice of words. Youth do not autocratically obey school rules and love
their staff. Rules do not need to be implemented, but love must be an inseparable
attribute of a staff who seeks students’ conformity with school policies. People
naturally work harder when they anticipate some form of personnel benefits. The
school of tomorrow system is based on the principle of reward for achievement, and
students who complete academic prescription earn rewards. (ACE manual 1979 ).

Privilege scoring- students on “C” privilege status do not require the
supervisors permission to score.

Congratulation slips will be given to them during morning exercise by the
principal for unmediated recognition of PACE success. When students finish at least
2 PACE a week, academic balance at week 3, 6, or 9 monthly scripture,
predetermined number of pages completed have weekly field trip. 100 and 1000
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clubs each student who scores 100 percent on a PACE test has written on an apple
and put in the basket.

Ten 100 percent scores move him to the 1000 clubs board; twenty 100
percent scores move him to the 2000 club etc.

Honor roll, honor outing and recognition reward students for high
achievement. End –of the year awards are given like trophies, plaque, ribbon, pins
and certificates for character awards, academic and athletics awards.

The merit system can be earned by the students by having a slip of paper
with an identification mark. This may be earned on days when the students have
accumulated no demerits accumulate their merits and may cash them in periodically
for items such as pencils, erasers, plaques and others.

PACE BOWL is an activity that motivates students to learn materials for quiz
purpose and is processed in to homes and sharpen their academic knowledge and
ability. Green dot stickers for goal cards are awarded to students who complete daily
goals before the end of the day.

Another is the Privilege which Points Students accumulate for earned
privilege status during the year- 1 point for “a” level privilege, 2 points for “C” level
privilege and 3 points for “E” level privilege.

Star and seals for students’ progress charts may be done in subjects with
color symbols like Math –Yellow, English- Red, Social studies- Green, Science –
blue, Literature, word building- purple, Electives – gold.
The
Bible
memory
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trophy Award is given to students who can recite all nine monthly scriptures
selection for the year. On the other hand, the students is also given Character trait
trophy Any one who can quote all 60 character objectives including the basic
meaning and the scripture verses with reference.


Factors That Negatively Affect the Academic Performance


Binay-an (2005) states that effective teaching may result to positive
achievement and other benefits such as improved socialization , and individual, self-
directed learners but poor quality of instruction in single grade program may also
result to poor students achievement. Therefore, if a person is properly motivated, he
comes out with better result and successful attainment of whatever goals he has set
for himself, the same author says the four factors that determine the level of
achievement of a students in school are as follow; (1) inborn ability of the students,
(2) family background or training experience,(3) quality of schooling received and
(4) self-concept or aspiration level development out of family and school experience.

Ligarias survey (1970), as cited by Binay-an (2005), found out that the factor
affecting the academic success of the students in the class, is based on the
assumption that academic performance was a complex product of the students total
experience and their socio-environment show that;(1) study habit and academic
performance are related and (2) the study effort in academic work are conditioned
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and partly affected by the environment factor which is beyond their control and
partly affected by their habits and attitudes to academic work.

Chua (1994), further explained that regardless of whether a child is gifted
average or slow learner, there are factors that influence his achievement. These
factors may be the product of motivation of the amount of energy that is thrown into
the task in hand; of the emotion, personal and social adjustment to the work
condition; and of his background skills at hand general skills of how to work and
think.

It has been found that students differently in learning may be due to many
factors which may affect the learning process, to wit, (1).Intellectual factors, every
students has his own mental level of success in school which is generally related to
the level of intellect. Students with low intelligence often encounter serious difficulty
in mastering school work. Others do not learn because of special intellectual
disabilities.(2.) Learning factors, lack of mastery of what has been taught method of
work and poor study habits may affect the learning process of the students, as stated
by Giway (1969). Nevertheless, good study habits are very important in a students’
life. Effective study is a foundation of a students educational progress.(3). Physical
factors include physical effect or illness, visual deficiency (low-vision, one eyed or
cross eyed), speech and auditory problem, poor health, physical development,
nutrition and glandular abnormality. The health of the pupil will likely affect his
ability to learn and his power concentrate.( 4). Mental factors, like Attitude are more
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or less of definite sort. However they play a large part in the mental organization
stimulating effect upon the learner progress in school. A favorable mental attitude
facilitates learning.(5). Emotional and social factors, personal factors such as
instincts and emotional and social factors such as cooperation and rivalry, are
directly related to a complex psychology of motivation. Crime efficiency and failure
to learn are among the emotional and social catastrophes related to the failure of
children to achieve a satisfactory place in a social and work group in the school and
community. Moreover, Cruz et al.(1976) pointed out that timidity over-
independence, inattentiveness, stubbornness and emotional instability are serious
handicaps. Students fail to do their duties at school successfully due to one or more
of these several reasons like they may have physiological difficulties; they lack the
intellectual ability to do work required they may not be exerting sufficient effort of
will to achieve result and they may lack the foundation and background of
knowledge required. They may lack proper method of study, or the surrounding
environment may not be suitable for learning (Kelly 1965). However, as stated by
Aquino (1988), all the students may not have a perfect place but each student must
try to make use of what he has.

As observed today, both parents have to work to provide the basic needs of
the family. When a parents work, the children are sometimes neglected. The parents
are tired upon arrival at home, and so they cannot attend to their children needs,
specifically tutoring them in their studies ; often time absence can make a big gap
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between parents and children. This creates unpleasant emotional which may turn into
a full-blown resentment on the part of the children. In addition, this in turn may erupt
into rebellion which becomes more accurate as days pass by, this neglect may lead to
a diminution of parents authority. Quality time spent together is the most important
factor in building healthy and wholesome parent and children relationship. No matter
how busy parents are, time spent. It the children are much more precious than the
salary the parents may have time spent. In this way it nourishes the child’s esteem
and encourages healthy family bonding (Hermida 1977). Furthermore, .Langbis
(1945), stated in her study that poverty, plenty of work at home and non interest of
parents in the progress of their children moderately affected hype academic
performance of the students.

Educational background of parents can also affect academic performance of
student. Belissario (1995), as cited by Baon (2001) stated while teacher are looked
upon to teach students, parents have their assignments too. Even an illiterate parents
can do a great job in encouraging his children to the school having a follow-up a on
what the student are learning. He makes sure the student does his/ her assignment
and that the child has conducive study environment. Further more Esmora (1990)
found out that inability of parents to tutor their children due to illiteracy can affect
reading leading to poor academic performance.

It has been emphasized that one who can make hard things easy is a real
teacher. (Rivera 1982), asserted that to become one, the teacher must be aware of
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two essential teaching skills the ability to determine, and ability to work and explain.

May (1946) as cited by Binay-an (2005) greatly emphasized the important of
having qualified teachers in the field of teaching, stressed that one success of any
program of instruction is conditioned by the ability of the teacher to teach. If there is
failure at this point the whole structure fails hence, the implementation selection,
relation and supervision of education will be affected.

Langbis (1995) stated that the teacher factor is significantly one serious of the
cause of failure of students which is due to indifferent attitude of teachers toward
their students and inability to do his duties as a teacher.

Dayag ( 2000 ), mentioned that good teachers are constantly on the the alert
for methods and instruction materials or devices that will make learning meaningful
with the wise selection and use of variety of instructional materials.

The teacher plays a great role in the academic performance of the students.
Langbis it al. (1977) stressed that to promote learning effectively, a teacher must
know not only what (subject matter), but also how (method) to teach.

Furthermore, Binay-an (2005), interpreted role its expectation and
performance as two factors brought about by the interplay of three conditions; (1) a
person cannot enact role for which he lacks the necessary role expectation and the
unspecified objects, (2) role in society is the prescribed action where in these role is
always present in the society; and (3) roles are norms that apply to categories of
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persons where some essential characteristics of person define the membership
category.

Teacher’s attitude such as being impatient to teach the learner, scolding
students and being too strict affect the academic performance of students. In
addition the teacher personal factor which reflects to those essential characteristics
and trial assumed to have relation to role performance of the teacher which affects
academic performance of students. Moreover, the age of the teacher affect the
perception of his performance in teaching. Hence the older the teacher as the higher
is the level of role performance (Bocalan 1996). This is so because as he is grown
older, his personality and view also change. If his growth is coupled with
professional development, then changes will takes place, not only in the appearance
but also in behavior habits and motivation and biological make-up and cognitive
abilities.

Professional occupation has educational prerequisites to allow qualifying for
the job so the higher the educational attainment, the higher the level of role
performance. This is so because both knowledge and intelligence, which are
correlated with educational attainment, which may influence an individuals
perception of his role performance.


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Remedial Measures To address the factors negatively affecting the Academic
Performance



Teenagers expect the “grown- up world” to be as it “ should be “ that is with
out hierocracy and inconsistency. Thus they react emotionally to situation which
intrude upon their idealism. Wise staff members learn to discern the difference
between individuality and rebellion.

A child who questions authority is not necessarily being rebellious. He may
simply need an answer to what appears to be inconsistent or wrong from his youthful
perspective. Youth will “try” adult values to determine their validity. As such, Adults
sometimes confess sincere interest in “knowing.” Teenager
experience
communicating and often inadvertently they sound threatening when they simply are
asking, because inexperience and impatience. When they are not handled properly at
this point, they get frustrated, disillusioned, and “turned off”

Even teenage rebellion may be based on inconsistencies seen in adult’s
authority. Rebellion cannot be overlooked nor should individuality and creativity-for
they are the substance of growth and development when adults who are sensitive to
youthful attitudes and idealism will be more effective at motivation. Sensitive staff
members learn to listen to all sides of issues, letting the accused “express his position
or justification for his actions with out overlooking the need for correcting poor
attitudes.(ACE manual 1979 ).
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23

Getting tough in a nice way is one way of disciplining students. It is a
preventive action. Training a student for leadership requires consistency in love and
discipline. By nature, he rebels against controls which suppress his carnal desires.
Unchecked by discipline, these desires will lead to life of “pleasurable” activities but
not productive achievement. Students mature best when supervised and trained by
consistent tough- minded people who realize that true love for youth is best
manifested by controlling students’ carnal appetites.

Controls must be placed on youth in the form of dress codes, conduct
standards, and activity restraints, to allow freedom to experiment with careless social
behavior is not to love them. Love is seeing the consequence of the carelessness and
placing the necessary controls to prevent harm from wrong.
When a student neglects his responsibilities, staff members have a choice of
responses; chastisement is the easy way out. A Staff member who scolds, castigates
with biting remarks, or actually grabs the students by the shoulder and shakes him is
not exhibiting Biblical character. ACE Manual ( 1979 )

Correction employs inward motivation to help the students mature and
assume responsibility while preserving his dignity. The response is more easily
accomplished when correction is conveyed with loving expression in one eyes and
tone of voice. The students then feel your concerns rather than your frustration.
Correcting a student’s behavior should always have as its ultimate object the drawing
of the students soul to Biblical standards.
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Conceptual Framework



The success of teaching depends much on the strategies and proper
preparation of teaching the program. It is further considered that instructional
facilities and equipment are in the successful development of learners as well
as the teacher. As such the more appropriate the methods and strategies used,
the better is the learning and development of the students. Likewise, when
teachers possess the appropriate preparation and training, the more positive the
effect of the program on the fast changing society. However, the less
appropriate the preparation training and strategies used coupled by negative
characteristic, the more are the negative effect.

Therefore, Academic performance of students may be greatly affected by
these many factors, like enhance academic performance of students, the negative
factor, and the remedial measure that affect their academic performance.







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25


INDEPENDENT
VAIABLES DEPENDENT
VARIABLES








1. Objectives of ACE




Level of attainment of








objectives of ACE
2.
Profile
of
student
fully
attained
(3)








Attained
(2)
3.
Factors
that
not
attained
(1)
a. enhance academic
Performance
-Identification
of
factors
that


b. negative factors
enhances
the
academic







performance
-Identification
of
the
factors
that

Negatively
affect
academic









performance
-remedial
measures
that
address








the negative factors
















INTERVENING
VARIABLE








Individual Differences




A. student
Fast learner




Slow learner




B. teacher




Motivation




Personality









Figure 1. Paradigm showing the relationship of the variable of the study.



Academic Performance Of The Accelerated Christian Education (Ace)
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26











































Figure 2.Map of the Cordillera Administrative Region (CAR) showing the location
of the study.
Academic Performance Of The Accelerated Christian Education (Ace)
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27




















Figure 3. Map of Benguet showing the Location of the study.
Academic Performance Of The Accelerated Christian Education (Ace)
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Definition of terms

For the purpose of clarity and easy understanding, the following terms are
defined operationally.
Academic
performance. This refers to the achievement by the students in all
areas of learning.

Accelerated Christian Education. It is a system of the curriculum, whose
philosophy, materials and methodology are Biblical. It is individualized learning,
achievement oriented and non-graded and Bible-centered curricula. Its school
program is built upon the 60 character values.
Enhance factor. This refers to the reward for each achievement of students.

Factors affecting performance. It refers to the factor that enhance, negative,
and remedial measures
Monitor. This is an aide to the supervisor who answers non academic
questions for the students.

Negative factor. It refers to the things or attitude of students that disturb
them.

Objectives. It refers to the goals of accelerated Christian education to develop
and teach to the students
.
Remedial measure. This refers to the thing being done by teachers to
strengthen each weakness or wrong doing, failure of students.
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29

PACE. This is an acronym for Packet of Accelerated Christian Education
material being used by the students to study.

Students profile. This includes the age; gender; and the year level.
Supervisor. She/ he is a professional staff member that inspires and
motivates students to perform at
maximum
potential.








Hypothesis of the Study


The following are the hypothesis of the study.

1. There are significant differences on the level of attainment of the
objectives of Accelerated Christian Education.

2. The level of attainment of the factors that enhance academic performance
of ACE students differ significantly.

3. The degree of seriousness of the negative factors that affect the academic
performance of ACE students differ significantly.

4. The level of effectiveness of the remedial measures to address the negative
factors affecting the academic performance of the student differs significantly.






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30
METHODOLOGY
Locale of the study

The study was conducted to the different Accelerated Christian Education
(ACE) School in Benguet during the school year 2005-2006, namely Grace
Mountain Mission (GMM) at Sinipsip, Buguias, Benguet, and United Church of
Christ in the Philippines (UCCP) at Cabanao, LaTrinidad, and Benguet. Gods Lamp
Academy (GLA) at Betag Latrinidad Benguet, Central Balili Wesleyan Academy
(CBWA) at Balili LaTrinidad Benguet. Grace Mountain Mission, The founders
faith; ministry which began in the Philippines 1976. It actually began in Indonesia.
With visas becoming increasingly more difficult to arrange with Dr, Smith, a
missionary of Wesleyan Church, Bro. John Visser to the Philippines the founder of
the institution. He then entrusted the children to the care of Rev. Smith in Indonesia
and proceeded to the Philippines with Mr.Bagun, an Indonesian assistant. The
Philippine Wesleyan Church graciously made available a Bible school that had
closed. This was where they opened a facility to care for children and thus the work
began on the present facility at Sinipsip, Benguet on the high mountain ranged. Bro
John Visser, the first two children were admitted. Mrs. Garcia, the General
Superintendent’s wife, recommended two boys who came from Manila. Shortly after
two more were brought to the school by a local pastor and admitted to the facilities.
After this, Bro John Visser went on a weekend to visit several small mountain
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31
churches. At the end of each service children were offered to Bro John; thus they
returned home with 14 boys. Abp. Jan Visser, “A Mission Founded on Faith.”

The said schools common strategies in stressing and impressing Biblical
values. Figure 2 shows the map of the study.

Respondent of the study


The respondents of the study are 70 ACE students from grade four to
fourth year and 10 ACE teachers. It is presented in Table 1.
Profile of students and teacher Respondents in the ACE schools
Table 1. Profile of Respondents
a. Students Profile
_______________________________________________________________________________
Particular
Frequency
Percent
Rank

Age

9
–
13
41
58.57
1
14
-18

27
38.57
2
19
above

2
2.85
3
Total


70


100




Year level
Grade
IV

10
14.28
2

V


14


20
7

VI


28


40
6

1st
11
15.71
1

2nd


2


2.65
4.5

3rd


3


4.28
3
4rth



2


2.65
4.5

Total


70


100



Gender
Male
41
58.57
1
Female
29
41.42
2
Total


70


100



b. teacher s profile
age
21
–
30
9 90
1
31-40
1 10
2
Total


10


10




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length of service
1
–
5
yrs 4 40
2
6
–
10
yrs
6 60
1
Total
10
100



educational qualification
BEED
with
MA
units
6 60
2
BSAE
with
MA
Units
1 10
3
Other

3 30
2
Total


10


100




Ethnic affiliation of classes
Ibaloi
2 20
2
Kankanaey
7 70
1
Ilocano
1 10
3
Total


10


100







The age of the student respondents ranges from 9 to 19 and majority of them
are 9 – 13 years old; and are grades four who are most males.

The greatest number of teachers ranges in age from 21 – 30 years. They have
been teaching for 6 – 10 years. Majority of them is a graduate of Elementary
Education with Materials Arts Units, and most of them are kankanaey.

Instrumentation

A questionnaire was the main instrument used in gathering of data. Its
components are the following. The profile of teachers and students which includes
sex, age, year level, for teachers’ educational attainment, length of service, ethnic
affiliation. To find out the level of attainment of the objectives of ACE, the factors
that enhance academic performance of the students, the negative factors that affect
the performance of the students, and the remedial measure to address the negative
factors that affect the performance of the students.
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Data Collection


Copies of final and approved questionnaires were administered during the
third week of June , 2006. The researcher personally delivered the copies of
questionnaire to the ACE schools in Benguet, and they were retrieved after two
weeks.

Data Analysis


In this study, the researcher used statistical tools such as weighted means,
frequency count, and percentage to describe the data.

The t - test is used to test the hypothesis. One tailed test is used to determine
the significance of the hypothesis.

t = X – Mo



S = √ N ( ∑ X2 ) – ( ∑ X )2
S / √ n





N
Where;
X – Mean of Sample


n – number of respondent
Mo – Mean of population


S – Standard Division




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34
RESULTS AND DISCUSSION

This section presents the analysis of the academic performance of
Accelerated Christian Education students in Benguet.
The Level of attainment of
the Objectives of ACE
.

The levels of attainment of objectives of Ace are shown on Table 2. As
presented, all of the objectives are uniformly attained as shown by the overall
weighted mean of 2.32.

In addition the level of attainment of the objective of ACE does not differ
significantly as shown by the t value of 12. 5 at 0.05 level of significance. The
hypothesis therefore, that there are significant differences on the level of
attainment of the Objectives of Ace, is rejected

Furthermore, the finding implies that measures to elevate to the full
attainment of the objectives of ACE are needed. As mandated in the SCHOOL OF
TOMORROW PROGRAM, teachers who are working in this kind of institution
should implement high tech individualized curriculum and learning process
using the five laws of learning. These are the following 1). A child must be place
on the level of curriculum where he cans perform.2.) Child must be controlled, 3.)
He must be motivated, 4.) His learning must be measurable, and 5.) His learning
must be rewarded.; To introduce and reinforce traditional values that will
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35
increase personal responsibility, that biblical education being inculcated in one
life could serves as a guide in formation of character that is beneficial to
Table 2. The Level of Attainment of the Objectives of ACE
___________________________________________________________________
Objective




weighted mean Description Rank
1. To implement high tech individualized
Curriculum and learning process using the
five laws of learning



2.40 Attained 1
2. To introduce and reinforce traditional values
that will increase personal responsibility.

2.40 Attained 2
3. To reduce the rate of drop-out and failure
through Academic Softy nets.


2.30 Attained 3
4. To increase social awareness of educational
reform.





2.20 Attained 4
Total





2.325 Attained

tc
-12.
5 t.
05
=
2.32

Legend; Not Significant
: Statistical
Limit Description
2.50
–
3.0
Fully
Attained
(FA)
1.50
–
2.
49
Attained (A)
1.00
–
1
.
49
Not
Attained
(NA)

participating in building Christian commitment wherever they may be; another
this is one way to reduce the rate of school drop-out and failure through
Academic safety nets and quality control. It provides a Theistic course of study
that not only believe that the Bible is an accurate word of God but they
teaches Godly principle that help students to live by God’s word. Every
PACE quotes scripture and carefully planned to enable the child to memorize
Gods word easily where each PACE contains character values and character cartoon
which inspire the child to live quality consistent with the character trait of
Academic Performance Of The Accelerated Christian Education (Ace)
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36
the Lord such as generosity , honesty, discreetness and consideration for others.
To increase social awareness of educational reform, as mentioned by Stephen
( 1975 ), he pointed out that in education the teacher deals with the whole
child, and he must be concerned about his physical welfare be developed to
provide the path which he may be. His basic of his learned in the school
will now determine the future make-up of his own conviction. This conviction
is the most important part in all aspects of his development. Furthemore, the
purpose of Christian education is to provide the basic foundation whereby
students can be molded and shaped . So, in the continuing process, he/she may
be able to develop his character which is desirable that could become the guide
for his life. It is then vital that students be given chances of acquiring
education for better preparation in life.

The finding coincides with the ACE function as agencies that are
aimed at accomplishing the great commission. Furthermore, Henry ( 1977 )
stated that a Biblical-centered curriculum is designed to accomplish this
objective. As such, a curriculum improvement and refining is one of the most
important task confronting Christian education. Such curriculum should be geared
and available not only to one phase of Christian program like the ACE school ,
but should be adapted to additional weekly activities, to attain this purposeful
and cohesive programming around the permeating Objectives of Christ- like
attitudes,
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37

Hence, the foregoing finding indicated that there is no question on the way
the objective of Ace are being attained. This means that it will act as a spring
board for greater work in educating and molding young people.

Level of attainment of the Factors that
Enhance Academic Performance of ACE Students



Table 3. Presents the level of attainment of the factors the enhance the
academic performance of the ACE Students. As shown, the levels of attainment of
the factors that enhance the academic performance of the ACE students were
generally attained. The factors that were not attained are the following: Bible
memory trophy , A slip of Paper with an identification mark, Character trait award,
Character award, Honor roll award, and weekly field trip, The factors attained are
congratulation slip, Privilege status ACE, Green dot, and the fully attained was
the Star.

Since the computed value of 3.00 is higher than the critical value of 2.365 at
0.05 level of significance, the hypothesis, that there are significant differences on the
factors that enhance academic performance of ACE students, is accepted.

The finding implies that only Star is fully attained which is given to the
students after finishing a PACE TEST that is being put in their progress chart in front
of their office, followed by the congratulation slip that is given to the students every
____________________________________________________________________
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38
Enhance Academic Performance
Weighted mean Description
Rank
1. Star




2.60 Fully attained
1
2.
Congratulation
slips 2.39
Attained 2
3.
Privilege
status
1.80

Attained 3
4.
Green
dot
1.58
Attained 4
5. Bible memory trophy


1.46 Not Attained
5
6. A slip paper w/ an identification mark
1.38 Not Attained
6
7. Character trait award


1.36 Not Attained
7
8. Character award



1.28 Not Attained
8
9. Honor roll award


1.19 Not Attained
9
10. Weekly field trip


1.11 Not Attained
10

Average
1.
61
Attained



tc = 3.00



t . 05 = 2.355

Legend; Significant
Statistical
Limits
Description
2.50
–
3.0
Fully
Attained
(FA)
1.50
–
2.49
Attained (A)



1.00 – 1.49

Not Attained
(NA)


The findings imply further that lesser focus is given on the items of
enhancing academic performance in the students. This could be due to lack of
finance . It is a fact that most of the students are not fully motivated so it is up
to the teacher to trigger that internal or intrinsic motivation , some teacher
claim that motivation is an important ingredient of learning because the spring
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39
board for students and teacher alike is to move forward and make the
teaching –learning situation productive.

The result further corroborated with the finding of Taqued Jr. ( 2004 ),
that the fact that no matter how much outward motivation is given to learners
if their satisfaction level is not met, the motivation may not effectively work.
For this reason, students who are well motivated will go further more in
finishing what is required of him to finish if it is satisfying and self-
perpetuating. Furthermore, when students feel that they are learning , he tend
to know more and would work hard to learn or finish more.

The result showed that other benefits to improve students’ achievement
would be socialization and individual self direction. Poor quality of instruction in
single grade program, may also result to poor students achievement therefore,
if a person is properly motivated, he comes out with better results and
successful.







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40
Negative Factors that Affect Academic
Performance of ACE Students

As presented in Table 4, the degree of seriousness of the factors that affect
the academic performance of the students is generally serious. Specifically, the
factors that were rated as serious are: difficulty in attaining goals for the day,
inadequate goals, and the materials is too difficult, improper scoring, lack of
participation, negative attitude of students toward remedial classes, and do not know
Science /math formulas or grammatical rules. Difficulty in dealing with slow
learner, improper diagnosis and prescription, does not correct error, especially on
checkups and self test were rated as not serious.

The negative factors that affect academic performance of ACE students differ
significantly, as shown by the t value of 74 which is lower than the critical
value of 2.179 at 0.05 level of significance. The hypothesis therefore, that there are
significant differences on the factors that affect academic performance of ACE
students, is accepted

Based on the findings difficulty in attaining goals for the day, inadequate goal
setting, the materials is too difficult, improper scoring, lack of students participation,
negative attitude of students toward remedial classes, inadequate concentration
during PACE work, do not comprehend vocabulary, do not know Science/math
formulas or grammatical rules were seriously affects the academic performance of
students. In interviews, teachers reveal that most of the students are not making use
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Table 4. The degree of seriousness of the negative factors that affect academic
performance of students.

____________________________________________________________________
Negative
factors
Weighted
mean Description
Rank
1. Difficulty in attaining goals
for
the
day
2.0
Serious


1
2. Inadequate goal setting


1.84
Serious
2
3. The material is too difficult

1.79
Serious
3
4.
Improper
scoring
1.78
Serious


4
5. Lack of student participation

1.76
Serious
5
6. Negative attitude of students toward


remedial
classes.
1.74
Serious


6
7. Inadequate concentration during PACE
work
1.66
Serious


7
8. Did not comprehend Vocabulary
1.60
Serious
9
9. Do not know Science/math formulas
or grammatical rules.


1.61
Serious
8
10. Difficulty in dealing with slow learner 1.45
Not serious
10
11. Improper diagnoses and prescription
1.38
Not serious
11
12. Does not correct errors especially
on check-up and self test.


1.38
Not Serious 12
Average

1.63
serious




tc = 74


t .05 = 2.17


Legend; Significant
Statistical
limits Description

2.50
–
3.00
Very
serious
(VS)
1.50
–
2.49
Serious (S)
1.00
–
1.49
Not
Serious
(NS)

of their time wisely. They do not follow the minimum pages that are needed to be
finished in a day. In addition, they do not have enough confidence to ask help when
needed but pretend to know everything, since teachers are too strict. Furthermore,
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42
in the study of Alidao (2002), pointed out the indifferent attitude of teachers toward
their students and, lack of commitment.

The factors that are not serious are the following: difficulty in dealing with
slow learner, improper diagnosing and prescription, does not correct error especially
on check -up and self test. Langbis et al (1977) stressed that to promote learning
effectively, a teacher must know not only the subject matter but ways and means to
win the students attention or inspire them in their studies.

Bocalan (1996), stressed that it is important that training and retaining of
teachers and competence and sound knowledge be given much attention in order to
make teacher responsible. Binay – an (2005) claimed, that in-service education
activities designed purposely for teachers are held but these are so few to be of real
help to the teachers.

The findings in this study collaborates with the report of Dayag ( 2000 )
citing the finding of Binay – an ( 2005 ), that learning center observation and follow
up visit of administrator are so in frequent that the teachers could have thought of
becoming lax . May ( 1946 ), as cited by Binay an greatly emphasized the
importance of having qualified teachers in the field of teaching, such that the
success of any program of instruction is conditioned by the ability of teacher
to teach because if there is failure of this point, the whole structure fails.


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Remedial measure to the negative factors that
affect academic performance of the students




Table 5. presents the level of effectiveness of the remedial measures to
address the negative factors that affect academic performance of students. As
shown, few of the remedial measures are fully effective , which are demerits,
and strive for an immediate success factor. The slow students take a minimum of
one PACE test per week; diagnoses properly; demonstrate positive attitude; build
trust; check goals regularly; explains and clarifies concepts not understood; limits the
number of PACE being worked at a time; instruct average and above average to read
the text before doing activities; have students complete each PACE with in three
weeks\\ students review vocabulary and definition when they get new the PACE;
looks for sign of destruction, frustration confusion, or doodling; remedial classes;
curtail unnecessary “flag waving”; spots check in PACE regularly are moderately
effective . The overall level of effectiveness is moderately effective with the
weighted mean of 2.00 .

The same table reveals that remedial measures do not significantly differ, as
indicated by the t value 0.05 lower than the critical value of 2.131 at 0.05 level of
significance. The hypothesis, that the effectiveness of the remedial measure to
address factors that negatively affect the academic performance of the students
differs significantly, is then rejected.
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Table 5 level of effectiveness of the Remedial measures to the factors that
negatively affect academic performance of ACE students.
___________________________________________________________________

Remedial
Measures
Weighted
mea Description
Rank
1. Demerits



2.54 Fully Effective
1
2. Strive for an immediate success factor
2.42 Fully Effective
2
3. Slow students take a minimum of one
PACE test per week


2.28 Moderately Effective 3
4. Diagnoses properly


2.24 Moderately Effective 4
5. Demonstrates positive attitude

2.18 Moderately Effective 5
6. Build trust



2.18 Moderately Effective 6
7. Check goals regularly


2.16 Moderately Effective 7
8. Explain and clarify concepts not
understand




2.08 Moderately Effective 8
9. Limits the number of PACE being work
on at a time.



2.01 Moderately Effective 9
10. Instruct average and above average to
read the text before doing activities.
2.01 Moderately Effective 10
11. Have students complete each PACE
With in three weeks


1.94 Moderately effective 11
12. Students review vocabulary and
definition when get new PACE

1.66 Moderately effective 12
13. Look for sign of destruction, frustration
Confusion, or doodling


1.61 Moderately effective 13
14. Remedial Classes


1.60 Moderately effective 14
15. Curtail unnecessary “flag Waving”
1.55 Moderately effective 15
16. Spots Check in PACE regularly
1.51 Moderately effective 16
Total
2.00



Moderately
effective



tc
=
0
t
.05
=
2.13
not
significant
Legend; Statistical
Limits
Description
2.50
-3.0
Fully
effective
(FE)
1.50
–
2.49
Moderately
effective
(ME)
1.00
–
1.49
Not
effective
(NE)
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The finding implies that remedial measures to address to the factors that
negatively affect academic performance are moderately effective. To be fully
effective the staff should exercise the “Umbrella Principle” whoever is under your
authority is also under your protection: 1.) Pray for them; 2.) Be empathetic—feel
their needs. Know them well; 3.) Encourage them after failure of test, projects,
speech, song, and others, 4.) Provide remediation for weaknesses.

That Correction employs inward capacity to help the students mature
and assume responsibility while pressing their dignity. The response is easily
accomplished when a teacher conveys with love expressed in his eyes and tone
of voice. With this situation The students then feel your concern rather than
frustration, when correcting . in addition, in helping the students for remediation, the
teacher should always have as its ultimate objective the drawing of the
students to Biblical standard of life.

Getting tough in a nice way is one way to discipline students, and not
only to one students .It is preventive action. Training a student for leadership
requires consistency in love, and discipline. These desire will lead to “ life
Pleasurable” activities are not productive achievement of students but this helps
them mature best when supervised and trained by consistent tough-minded
people who realize that true love for youth is best manifested by controlling
students’ carnal appetites. Hence, Love is being of the careless and placing the
necessary controls to prevent harm from wrong. (Procedures manual 2002).
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SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS

Summary

This study focused in determining the academic performance of
Accelerated Christian Education ( ACE ) students in Benguet during the school
year 2005 - 2006. The Objectives of the study are to determine the following:
Level of attainment of the objectives of ACE; the level of attainment of the
factors that enhance Academic performance; the degree of seriousness of the
negative factors that Affect Academic performance ; and the level of effectiveness
of the remedial measures to address the factors that negatively affect the academic
performance of ACE students.

The study was conducted in the four ACE schools in Benguet. Namely
Grace Mountain Mission ( GMM ), Sinipsip, Buguias, Benguet; United Church of
Christ in the Philippines ( UCCP ), at Cabanas, La Trinidad, Benguet; God’s Lamp
Academy ( GLA ), Betag La Trinidad, Beguet; Central Balili Wesleyan Academy
( CBWA ),Balili LaTrinidad, Benguet. The respondents are composed of 10 teachers
and 70 students.

Further, the data were collected through survey a questionnaire and
interview. They were analyzed using the weighted mean, t – test and one tailed test.

The findings of the study are the following:
Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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47
1. The level of attainment of the objectives of Accelerated Christian
Education (ACE) is uniformly attained. The attained objectives are implemented in
high tech individualized curriculum and learning process using the five laws of
learning; to introduce and reinforce traditional values that will increase personal
responsibility; to reduce the rate of drop –out and failure through Academic safety
nets; to increase social awareness of educational reform.

2. The level of attainment of the factors that enhance the academic
performance of Ace students differed significantly. The Star was fully attained,
congratulation slips, privilege status, and green dot, were attained ; while the Bible,
memory trophy, a slip with an identification mark, character trait award, character
award; honor roll award; weekly field trip were not attained. Generally, all the
factors were attained.

3. The degree of seriousness of the negative factors that affect academic
performance of ACE students, differ significantly. The factors rated serious were
difficulty in attaining goals for the day, inadequate goal setting, the material is too
difficult, improper scoring, lack of students participation, negative attitude of
students toward remedial classes, inadequate concentration during PACE work, do
not comprehend vocabulary, the not serious were difficulty in dealing with slow
learner, improper diagnosing and prescription, does not correct errors especially on
check-up and self test. Generally, the degree of seriousness is serious.
Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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48

4. The level of effectiveness of the remedial measure to address the factors
that negatively affect the academic performance of ACE students does not
differ significantly. The level of effectiveness of the remedial measure in general is
moderately effective. The fully effective remedial measures are demerits, and strive
for an immediate success factor. The moderately effective were slow students take a
minimum of one PACE test per week, diagnose properly, demonstrate positive
attitude, build trust, check goals regularly, explain and clarify concepts not
understood, limit the number of PACE being worked at a time, instruct average and
above average to read the text before doing activities, have students complete each
PACE with in three weeks; students review vocabulary and definition when they get
new PACE, look for sign of destruction, frustration confusion, or doodling; curtail
unnecessary “flag waving”, and spot check I Pace regularly.

Conclusions


Based on the findings of the study, the followimg conclusion were
drawn.

1. There are no significant differences in the level of attainment of the
Objective of ACE. However the overall level of attainment, is uniformly attained.

2. There are significant differences on the level of attainment of the
factors that enhance the academic performance of ACE students.
Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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49

3. There are significant difference on the degree of seriousness of the
negative factors that affect academic performance of ACE students.

4.There are no significant differences on the level of effectiveness of
the remedial measures to address the factors that negatively affect the
academic performance of ACE students.

Recommendations


Based on the findings, the following recommendations are forwarded:

1. The Supervisors and Monitors should provide the needed activities
that will enhance and improve the achievement of the objectives of ACE so that it
will be elevated to a higher level, that is, very much attained.

2. Supervisors, and monitors should give more weight on the stars and
congratulation slips.

3. Staff and PTA members should give urgent attention to the serious factors
that affect academic performance of ACE students.

4. Teachers should continue using the demerits and strive for an immediate
success as remedial measures to address the factors that negatively affect academic
performance of ACE students.
5. A similar study is recommended to ACE schools outside the location of
the present study to validate the finding of the study.
Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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50
LITERATURE CITED

ACOSTA, E. K., 2003 Factors affecting the performance of Grade 1 pupils in

LaTrinidad and Kibungan District, Benguet Division 1999-2000.

Unpublished Master Thesis, Baguio Central University, Baguio City.

ALIDAO, A. C. 2002, Christian Values of Accelerated Christian Education Students

in Baguio City, Unpublished Master Thesis. Baguio College Foundation,
Baguio
City.

BINAY-AN, M. L. 2005, Academic Performance of grade 111 and 1V pupils from

Multigrage and monogarde Classes in Kapangan District. Unpublished

Master Thesis. Benguet States University, LaTrinidad Benguet.

BOCALAN, R. .M. 1996, Implementation of the Technology and Home Economics

Program in State University college in the Cordillera Administrative

Region, Unpublished Dissertation ,Benguet State University La Trinidad
Benguet.

CHUA, E.A. 1994, Students performance in college Algebra in State Educational

Institution in the Cordillera. Unpublished Dissertation, Baguio Central
University,
Baguio
City.

DAYAG, R.T. 2000, Multigrade in the Cordillera Region 1998-1999. Unpublished

Dissertation. Baguio Central University, Baguio City.

HENRY, CARL F. H. 1977, Restoring the Whole World for Whole Community

Indian, U.S.A. Religious Education Press.

HERMIDA, R. 1997. Parenting a Round the Clock Job. Pp. 45 – 47.

HOWARD, D. R. 1979, Rebirth of Our Nation Texas, Accelerated Christian
Education,
Inc.

HOWARD, D. R, 1981. ACE Procedures Manual. Texas; Accelerated Christian
Education,
Inc.

KELLY, W. A 1965. Educational Psychology. Milwake; the Bruce Publishing
Company.

Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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51

LANGBIS, L. P. 1995, Factors that affect the Academic Performance of

Intermediate pupils in Sablan in Kapangan District, Benguet Division

1994-1995. Unpublished Master Thesis. Baguio Central University, Baguio
City.

LUQUINGAN, G. 1994, The Christian Education of Youth of Central District of

Wesleyan Church. Unpublished Master Thesis, Baguio Central
University.
Baguio
City.

MANUEL, M. V. 2005. Academic Performance of pupils in the Mobile schools in

Benguet. Unpublished Master’s Thesis, Benguet State University, La
Trinidad
Benguet.

MAYOR, C. C. 1995. Reward and Discipline as Factors of academic Achievement.

Unpublished Master Thesis, Baguio College Foundation. Baguio City.


ODIEM, M. P. 1999. .Teaching and learning Styles their correlation to Academic

Performance of in Different State University and Colleges in Cordillera

Administrative Region. Unpublished Master Thesis, Benguet State

University, LaTrinidad Benguet.

ORATA,P. T. 1973. Comparative Education in Action, How to Profit most from

Foreign Experience. Quezon City; Phoenix Press Inc.

STEPHENS, J. M.1951, Educational Psychology. New York; Holt Rinehart and
Winston,
Inc


SUTARIA, M. 1986, Values Development Framework of the Ministry of Education

Culture and Sports, Education and culture Journal, Volume 3 No.2.


TAQUED Jr., O. L. 2004. Administration and Supervision of Sunday School

Among Evangelical Churches, Unpublished Thesis. Benguet State

University, LaTrinidad Benguet.


Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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52
VALDEZ, A.A. 2005. Learning styles and Academic Performance of Public

Elementary School pupils. Unpublished Master Thesis, Benguet State
University,
La Trinidad Benguet.
.
VIETH, P. H. 1953. The Church and Christian Education St. Louis; The Bethany
Press.



































Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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53









Appendix A







Communication




Benguet State University




Buguias-
Campus




Graduate
School
Loo,
Buguias,
Benguet

June 10. 2006
__________________________
__________________________
__________________________
__________________________

Dear Sir:
May I conduct a research as part of our requirements in the graduate school of
BENGUET States University Buguias-campus entitled, ACADEMIC
PERFORMANCE OF Accelerated Christian Education (ACE) STUDENTS? With
this regard, I am asking your office to grant me permission to administer the
questionnaire to your students and teachers.
Rest assured that all information obtained would be treated with high confidentiality
Thank you so much and more power.
Respectfully yours,
Judith Delizo Rania
Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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54














APENDIX
B

June 10, 2006


Dear Respondents,

Greetings!

The undersigned is presently conducting a research study entitled, “ACADEMIC
PERFORMANCE OF Accelerated Christian Education (ACE) STUDENTS IN
BENGUET”, in pursuing her Master Degree
Knowing that the questionnaire is a major tool in gathering the relevant data and
information for the realization of this study, I then humbly seek your full support,
cooperation as well as participation by answering honestly all the items in the
attached questionnaire. Rest assured that your answer will strictly be kept
confidential.

Your support will be valued most.

Thank you very much.


Very respectfully,
JUDITH DELIZO RANIA
Researcher

Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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55















APENDIX C

QUESTIONNIARE



I.
A. Teachers’ profile

Name______________________________ Age____________ Civil
Status___________

Length of service_______
Educational qualification (Please Check)

___BEED with MA Units
___BSEED
and
units

___BSAE with MA units

___Others (Please Specify) ________________________
Ethnic Affiliation of classes; (Please check)
___Ibayloi
___kankanaey
___Ilocano

___Others (please Specify)

B. Objective of ACE

The following are the objectives of ACE, Please check the appropriate
column the degree of attainment of each item.
Legend:
FA
-
Fully
Attained (3)
A
-
Attained
(2)
NA
-
Not
Attained
(1)








FA
A
NA

1. To implement high-tech individualized

curriculum and learning process using the
five
laws
of
learning.

___
___
___

2. To introduce and reinforce traditional

values that will increase personal
responsibility. ___ ___ ___

3. To reduce the rate of school drop outs

and failure through Academic safety nets
and
quality
control.
___
___
___

4. To increase social awareness of educational
reform.
___
___
___




Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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56






I.
Students profile
Name__________________________

Age______________ sex______________ year level______________

II.
Factors affecting the Academic Performance




A. Enhance Academic Performance


Direction; The following are to enhance academic performance of the
students. Please check the appropriate column in which they are attained in your
school.
Legend;
FA
-
Fully
Attained (3)
A
-
Attained
(2)
NT
-
Not
Attained
(1)









FA
A
NA
1.
Star
___
___
___







2. Privilege status A C E


___
___
___





3. Green dot



___
___
___



4. Congratulation slips


___
___
___



5. Weekly field trip


___
___
___



6. Character award



___
___
___


7. Honor roll outing


___
___
___



8. A slip of paper with an

Identication marks


___
___
___






9. Bible memory trophy
___
___
___
10. Character trait trophy


___
___
___









B.

Negatives factors that affect Academic Performance


The following are the negatives factors that affect the Academic
performance .please check under the appropriate column the degree of
seriousness of each .
Legend;



VS -Very
Serious

(3)
Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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57
S
-
Serious
(2)

NS
-
Not
Serious
(1)








VS
S
NS

1. Negative attitudes of students

toward remedial classes



___
___
___




2. Difficulty in attaining their goals


for the day



___
___
___



















3. Difficulty in dealing with slow learner.

___
___
___


4. Lack of students participation


___
___
___

5. Absenteeism



___
___
___

6. Improper diagnosis and prescription
___
___
___

7. The materials is too difficult

___
___
___

8. Inadequate concentration during PACE work. ___
___
___

9. Inadequate goals setting

___
___
___

10. Improper scoring

___
___
___



11. Does not correct errors, especially on

checkups and self test ___
___
___




12. Did not comprehend vocabulary
___
___
___

13. Did not know Science /Math formulas or
Grammatical
rules
___
___
___


14. Others please Specify________________________








C. The following are remedial measures to the negatives factors that
affect the academic performance. Please check the appropriate column the
degree of attainment of each item.


Legend;



FE
- Fully Effective

(3)
E
-
Moderately
effective (2)
Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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58
NE
-
Not
effective
(1)











FE
ME NE

1.
Remedial
Classes
___
___
___

2. Demerits




___
___
___
3.
Diagnose
properly
___
___
___




4. Have student complete each



PACE with in 3 weeks



___
___
___

5. Limit the Number of PACE being worked
on
at
a
time.
___
___
___








6. Students review Vocabulary and definition

when a students get new PACE


___
____ ___








7. Curtail Unnecessary “Flag Waving”

___
___
___


8. Spot-check in PACE regularly

___
___
___

9. Instruct average and above-average


students to read the text before doing

Activities.



___
___
___

10. Build trust


___
___
___

11. Check goals regularly


___
___
___




12. Strive for an immediate success factor ___
___
___

13. Slow students take a minimum of one

test per week.



___
___
___

14. Demonstrate positive attitude

___
___
___

15. Look for sign of destructions,

frustration, confusion, or doodling.
___
___
___



16. Explain and clarify concept not understand. ___
___
___

17. Others please specify____________________

Thank you and more power!








Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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59
BIOGRAPHICAL SKETCH



Rania, Judith Delizo Rania, was born in Dog-gong, Taneg, Mankayan,
Benguet on January 24, 1977, her parents are Pastor And Mrs. Salvador Delizo.

She finished her Elementary at Taneg, Elementary School, Taneg,
Mankayan, Benguet. in March 1990., and her Secondary Education at Grace
Mountain Mission , Sinipsip, Buguias, Benguet.in March 1999.

For her college education the researcher finished Batchelor of Science and
Agricultural Education (BSAE) at BSU - Buguias-Campus, in March 1999. in
August 2003 she passed the Licensure Examination for Teacher ( LET).

From 2000 to 2005 she was a high school monitor and supervisor at work
she pursued her master of Arts in Educational Benguet State University, Buguias
Campus, Loo, Buguias, Benguet. And is graduating this April 2007.














Academic Performance Of The Accelerated Christian Education (Ace)
Students In Benguet / Judith D. Rania. 2007

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Document Outline

• Academic Performance Of The Accelerated Christian Education (Ace) Students In Benguet.
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
    • Background of the Study
    • Statement of the Problem
    • Objectives of the study
    • Importance of the Study
    • Scope and Delimitation of the Study
  • REVIEW OF LITERATURE
    • Academic Performance
    • Christian Education Objectives
    • Factors That Enhance Academic Performance of students
    • Factors That Negatively Affect the Academic Performance
    • Remedial Measures To address the factors negatively affecting the AcademicPerformance
    • Conceptual Framework
    • Definition of terms
    • Hypothesis of the Study
  • METHODOLOGY
    • Locale of the study
    • Respondent of the study
    • Instrumentation
    • Data Collection
    • Data Analysis
  • RESULTS AND DISCUSSION
    • The Level of attainment ofthe Objectives of ACE
    • Level of attainment of the Factors thatEnhance Academic Performance of ACE Students
    • Negative Factors that Affect AcademicPerformance of ACE Students
    • Remedial measure to the negative factors thataffect academic performance of the students
  • SUMMARY, CONCLUSIONS, AND RECOMMENDATIONS
    • Summary
    • Conclusions
    • Recommendations
  • LITERATURE CITED
  • Appendix
  • BIOGRAPHICAL SKETCH

---