Utilization Of Validated Formative and Summative Assessments and Academic Performance Of Grade 3 Learners as Basis For Instructional Supervisory Plan

AUTHOR(S)

GINA A. BASARTE

ABSTRACT

— This study determined the extent of utilization of the Validated Formative and Summative Assessments to the academic performance of the Grade 3 Learners in all subjects. A proposed Instructional Supervisory plan was formulated based on the result of the study. This study employed a descriptive-correlational research design to determine the extent of utilization of validated formative and summative assessments and their relationship to the academic performance of Grade 3 learners across all subjects. The descriptive aspect aimed to assess how teachers implemented assessment practices in terms of guidelines, techniques, materials, benefits, learner participation, and challenges. Standardized survey questionnaires were distributed to Grade 3 teachers to gather quantitative data on assessment utilization, while documentary analysis of learners’ grades was conducted to determine their academic performance. The Test of Relationship, which examines the statistical correlation between the implementation of multimedia resources and the academic performance of learners. Specifically, it presents the Pearson correlation coefficient (r), the computed t-value, the critical table value at a 0.05 level of significance, the decision on the null hypothesis (Ho), and the interpretation of the relationship’s strength. The main objective of this table is to determine whether the use of multimedia resources significantly influences students’ academic outcomes. Based on the data, the Pearson correlation coefficient (r), which indicates a strong positive relationship between the implementation of multimedia resources and the academic performance of learners. Furthermore, the computed t-value is much higher than the table value leading to the rejection of the null hypothesis. This confirms that the use of multimedia resources has a statistically significant impact on student achievement. This strong correlation suggests that integrating multimedia tools into instruction—such as videos, interactive modules, digital presentations, and other audiovisual materials—positively affects how students learn and perform academically. These tools may enhance engagement, promote better understanding of complex topics, and cater to different learning styles, thereby contributing to higher academic achievement. The implication of the findings, based on the strong correlation, is that schools and educators should consider further investing in and promoting multimedia-assisted instruction. When thoughtfully implemented, multimedia resources can serve as powerful tools for improving educational outcomes and fostering a more dynamic and inclusive learning environment. Keywords — validated formative and summative Assessment Academic Performance Grade 3 Learners