The Future of Education

Edition 14

Accepted Abstracts

An Assessment of Factors Affecting NAT Performance in Mathematics

Azalea A. Gallano, University of the Philippines Open UniversitynDepartment of Education (Philippines) (Philippines)


The research aimed to know the performance of the Schools Division of Lucena City in the National Achievement Test (NAT) in the math subject, the factors that affect it and their implications. It used purposive sampling technique since it involved ten public elementary schools--five with the highest and another five with the lowest NAT6 MPS in math. It further involved all the 5 public secondary schools which are taking up NAT 10. Questionnaires were used to gather data from the math teachers of said schools. Weighted mean and two-way ANOVA were used to analyze the data. Research results revealed that there are positive and negative factors affecting the NAT performance in math of the Schools Division. These, in turn, inform policy on the effects of these factors to academic performance like the number of competencies and classroom disturbances. With the low MPS both in Grades 6 and 10, mechanisms to leverage the effects of the positive factors have to be taken into consideration and means that could minimize the effects of the negative factors should be done. Since there are other factors more responsible for the low performance in NAT-Math than professional profile of teachers, policy has to consider the plight of teachers in making ends meet to make all types of learners understand and learn the subject while touching all the competencies.

Keywords: classroom disturbance, contact time, curriculum coverage, NAT-Math performance, pedagogical practices, remediation


[1] Gallano, A. (2016). “Performance of the education sector of Lucena City relative to the EFA 2015 goals: An analysis”. CRISP Research Journal Volume 1, pp 700-81. Lucena City

[2] Guerriero, S. (2012). “Teachers’ pedagogical knowledge and the teaching profession”. Retrieved April 12, 2017 from

[3] Isoda, M. (2010). Classroom assessment: Affective and cognitive domains.  UP NISMED, Quezon City, Philippines.

[4] Nivera, G. (2009). Curriculum and instruction: The teaching of mathematics. Teacher Education Council, Department of Education.

[5] Torres, A., Lopez, P., Babo, L. & Azevedo, J. Developing multiple-choice questions in mathematics. Retrieved August 20, 2017 from

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