ABSTRACT
This study analyzes the extent of factors affecting the performance of grade 4-6 learners in science. Rizal Elementary School, Kananga I District, Leyte Division is the locale of the study. The respondents of this study are eighteen (18) grade 4-6 learners who failed during the periodical test in science and currently enrolled for school year 2025-2026. The researcher utilizes the survey from the study of Mindo & Paglinawan (2025) in their study on “The Relationship Between Classroom Environment and Learners’ Motivation in Science” to determine the extent of factors affecting their performance and the test scores of the grade 4-6 learners in science for quarter 4. Based on the findings of the study, it can be concluded that several factors significantly influence the academic performance of Grades 4–6 learners in science, particularly learner factors, teacher-related factors, school or environmental factors, and family factors. The respondents generally agreed that these factors affect learners’ performance. Moreover, the significant relationship between the factors affecting learner performance and the learners’ Quarter 4 test scores confirms that learner achievement in science is strongly associated with the quality of instruction, learning environment, learner motivation, and family support. Hence, improving these factors may contribute to better academic outcomes and higher learner achievement in science.
Keywords: Multifactor Analyses, Learners’ Periodical Test Performance, Science grades 4-6
INTRODUCTION
Science education plays a vital role in developing learners’ critical thinking, problem-solving skills, and scientific literacy, which are essential competencies in the modern world. At the elementary level, science instruction introduces learners to fundamental concepts about the natural world and encourages curiosity, inquiry, and exploration. Early exposure to effective science education helps learners build the foundation needed for higher-level scientific understanding and prepares them for future academic and technological challenges.
However, despite the importance of science education, many elementary learners continue to demonstrate unsatisfactory performance in science subjects. Learners often encounter difficulties in understanding scientific concepts, conducting inquiry-based activities, and applying scientific knowledge to real-life situations. These challenges may result from various internal and external factors that influence learners’ academic achievement. Understanding these factors is crucial for educators and school leaders who aim to improve the quality of science instruction and learners’ academic outcomes.
Research indicates that learners’ academic performance in science is influenced by multiple interacting variables rather than a single factor. These factors may include learners’ motivation, study habits, interest in science, teacher competence, instructional strategies, classroom environment, parental involvement, and access to learning resources. For instance, a study examining factors related to the science academic performance of elementary pupils found that learners’ motivation, teacher teaching strategies, parental support, and availability of learning resources significantly influenced their science achievement (Paano & Apigo, 2025). The study emphasized that improving learners’ performance in science requires a comprehensive approach that considers both school-related and home-related factors.
Similarly, research conducted among elementary learners revealed that scientific literacy is strongly influenced by both internal factors, such as students’ interest, motivation, and self-efficacy, and external factors, including classroom climate, learning quality, and parental support. These factors were found to have significant effects on learners’ science learning outcomes and overall academic performance (Syofyan, Fadli, & Pappachan, 2025). Such findings highlight the complex and multifaceted nature of science learning among elementary pupils.
Furthermore, studies investigating academic performance among elementary learners emphasize that teachers’ professional competence and instructional practices also play a crucial role in shaping learners’ learning outcomes. Research conducted in elementary schools in the Philippines found that teacher-related factors, including teaching strategies, professional competence, and instructional support, significantly influence learners’ performance in science and other subjects (Mempin, 2024). Effective teaching practices, engaging learning activities, and contextualized lessons help learners better understand scientific concepts and increase their interest in science learning.
In addition to teacher and learner factors, the learning environment also significantly affects learners’ academic achievement. Studies have shown that classroom environment, availability of instructional materials, and supportive learning conditions can greatly enhance learners’ engagement and understanding of scientific concepts. On the other hand, inadequate learning resources, limited laboratory equipment, and insufficient instructional support may hinder learners’ academic progress in science subjects (Dablo, Osias, & Comon, 2024). These conditions highlight the need to examine the different variables that contribute to learners’ performance in science.
Given these considerations, it becomes necessary to conduct a multifactor analysis to identify the key determinants of learners’ science performance at the elementary level. Understanding how different factors interact to influence learners’ academic achievement can help educators design appropriate interventions that address the specific needs of learners. By identifying the most significant factors affecting science performance, teachers and school administrators can develop targeted strategies to improve instructional practices and learning environments.
Moreover, Grade 4 is considered a critical stage in elementary education where learners begin to encounter more complex scientific concepts and develop deeper understanding of scientific principles. Investigating the various factors that influence learners’ performance at this stage is therefore essential in ensuring that learners acquire the necessary competencies required for higher grade levels.
Therefore, this study aims to conduct a multifactor analysis of learners’ performance in Science among Grade 4 pupils. Specifically, it seeks to determine the different learner-related, teacher-related, and environmental factors that may influence learners’ academic performance in science. The findings of this study are expected to provide valuable insights that can guide educators, school administrators, and policymakers in designing effective interventions and strategies to improve science education and learners’ academic achievement.
This study analyzes the extent of factors affecting the performance of grade 4-6 learners in Science in Rizal Elementary School, Kananga I District, Leyte Division. The findings of the study were basis for the proposed intervention plan.
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