Factors Influencing the Performance of the Grade VI Pupils in Science

This study examined the factors influencing the performance of Grade VI pupils in Science in the Sibutad District, Division of Zamboanga del Norte, focusing on teacher-related, school-related, pupil-related, and parental/peer factors. Employing a descriptive research design, data were collected from 190 pupils and 13 Science and Health teachers using a structured questionnaire and a performance test, and were analyzed through weighted mean, t-tests, and Pearson correlation. Results revealed that teachers exhibited very satisfactory personal qualities and satisfactory professional qualities, with significant differences between school heads and teachers’ perceptions on professional competencies, particularly in utilizing innovative technologies. Pupils demonstrated high levels of achievement and recognition motivation, while parental support was perceived as high, and peer qualities as good. Despite these positive factors, the performance of pupils in science was low, with nearly half requiring severe re-teaching. Correlation analysis indicated no significant relationships between pupils’ motivation, parental support, peer qualities, and teachers’ personal and professional qualities with pupils’ Science performance. These findings suggest that although supportive environments, motivated pupils, and competent teachers are present, other contextual or instructional factors may contribute to the low academic performance observed, highlighting the need for targeted strategies such as enhanced use of technology, structured group work, and mentorship programs to improve learning outcomes in science. The study underscores the complexity of academic achievement in elementary Science and the necessity of addressing multiple interconnected factors to foster better student performance and scientific literacy.