Standards for Philippine libraries compliance and national achievement test performance among public elementary schools in the 4th congressional district of Iloilo

Abstract

This study aimed to look into public elementary school libraries level of compliance to the Standards for Philippine Libraries Compliance and National Achievement Test Performance among public elementary schools in the 4th Congressional District of Iloilo. This is a descriptive-correlational study that utilized the one-shot survey design. The study population was 111 public elementary schools of the 4th Congressional District of Iloilo.

This study used a purposive sampling design and was anchored on DepEd Order No. 56, series of 2011, enclosure No. 2 issued last July 19, 2011, Standards for Philippine Libraries. Results showed that nearly equal distributions of respondent’s school in terms of school’s length of operation. The average number of teachers in 4th Congressional District was 14 per school and almost half among respondent schools had 8 to 12 teachers. The average number of learners per school was 374. It further revealed that none among schools from the 4th Congressional District of Iloilo had good level of compliance in terms of human resources, library services and utilization, and financial resources and small proportion of good level of compliance in terms of library collection development and physical facilities and equipment. As to performance in the National Achievement Test, revealed that among 40 percent respondent schools were satisfactory and the bottom half of the rankings had poor level of performance with an average scores of less than 50 percent and only 19.8 percent were good performers. Moreover, schools profile in terms of years of operation, number of teachers, enrollment size and type of school had no impact on the level of compliance in the library standards for Philippine libraries.

The levels of compliance to the standards for Philippine Libraries in terms of human resources, collection development, services and utilization, physical facilities and equipment and financial resources had no relationship on school’s National Achievement Test Performance. Finally, school profile in terms of length of operation, number of teachers, enrollment size, and type of school and National Achievement Test does not affect school’s National Achievement Test Performance.