Authors: Ruselle H. Paano, Jovilyn D. Apigo
Abstract: This study investigates the various factors that influence the academic performance of Grade V pupils in Science. Recognizing the crucial role of science education in shaping critical thinking and problem-solving skills, the research aims to identify both internal and external factors that significantly affect student achievement. The study focuses on variables such as students’ study habits, interest in science, classroom environment, teacher competency, parental involvement, and access to learning resources. Using a quantitative descriptive-correlational design, data were gathered through surveys and academic records from a representative sample of Grade V pupils in selected schools. Statistical analysis revealed that student interest and motivation, teacher teaching strategies, and parental support had the most significant correlation with science performance. Meanwhile, socio-economic status and availability of learning materials also showed notable influence. The findings suggest that improving science performance requires a holistic approach that involves not only curriculum improvements but also increased parental engagement and support for teacher development. The study provides recommendations for educators, administrators, and policymakers to enhance science instruction at the elementary level.
