Factors Affecting the Performance in Science of Grade Six Pupils in Sta. Cruz Elementary School

The study aimed to determine the factors affecting the performance in Science of grade six pupils in Sta. Cruz Elementary School.  The study considered 311 grade six pupils as respondents of the study.  The sample size was determined utilizing the Slovin’s formula.  They were chosen through simple random sampling technique.  They were described in terms of sex, monthly family income, sibling position and parents’ educational attainment.  Descriptive survey design was applied utilizing a researcher-made questionnaire-checklist as the main instrument in gathering the needed data on the factors affecting the performance in Science of grade six pupils with respect to learning environment, study habits and peer influence.  Likewise, documentary analysis was applied since the average grades of the pupils in Science were utilized to determine the level of their academic performance. The study revealed that the pupil-respondents are mostly males. Majority belong to families with more than three children. Most of them belongs to families with monthly income below ₱10,000. Most of the parents did not finish their college education.  Learning environment, study habits and peer influence often affect the academic performance in Science of the grade six pupils.  Sex, monthly family income and mother’s educational attainment are Significant on the extent of the factors affecting the performance in Science of the respondents.  On the other hand, sibling position and mothers’ educational attainment are not significant.  Grade six pupils obtained Satisfactory performance in Science as revealed by their average grades in the subject in the first grading period.  The test rejected the null hypothesis for the correlation between the perceived extent of the factors and academic performance of the pupils. That study concluded that the perceived extent of the factors affecting the performance in Science of the pupils with respect to learning environment, study habits and peer influence differ significantly when they are grouped according to sex, monthly family income and mother’s educational attainment.  Academic performance of pupils is significantly associated on the learning environment, study habits and peer influence. The study recommended that teachers should continuously maintain the positive learning environment to enhance pupils’ performance in Science.  Pupils should be motivated and monitored to improve their study habits thereby improving their academic performance.  Pupils should be exposed to varied learning activities to enhance their level of interest, attitude and performance.  The proposed plan of action is recommended for implementation.  Similar studies may be conducted considering other variables.