@book{90,
	author = {Yarcia, Wilmar S. },
	title = {Implication of the ncae-english result on the teaching-learning practices among teachers of northern secondary schools of Nueva Vizcaya/},
	publisher = {Nueva Vizcaya State University,},
	year = {2016},
	address = {Bayombong:},
	note = {The implication of the NCAE-English result on the teaching-learning practices among the teachers in the northern secondary schools of Nueva Vizcaya was the focus of this study. The profile of the respondents, the level of teaching performance, teaching-learning practices, sources of problems encountered by the English language teachers were evaluated. Furthermore, the best predictors of NCAE-English rating of the Grade 9 students in the northern schools of Nueva Vizcaya were identified.

	The study used the descriptive correlational statistics to determine the relationship between the teaching-learning practices and the NCAE-English rating of students. Partial correlation and multivariate linear regression were also employed to identify the best predictors of NCAE-English rating.

	The profile of the respondents as well as their practices and problems in their workplace were gathered through the use of survey questionnaires which were given to the 62 public high schools English Language teachers of Grade 7 to 9 in the northern district of Nueva Vizcaya. The performance rating in NCAE-English of the 2,543 Grade 9 students in the same secondary schools of Nueva Vizcaya were also gathered and analyzed in this study.

	Findings revealed that the teacher respondents are young, with two subject preparations, with a very satisfactory Individual Performance Commitment Review (IPCR) rating and who encountered serious problems on students, modules and teachers.

	Obtained result of Pearson's r correlation showed that teachers who presented clear information and/or gave class instructions, who encouraged students to read varied sources, and who included students' output on play, art project, portfolio, choral recitation, speech choir, etc. yielded higher students' NCAE-English rating.

	The findings showed that a higher NCAE-English rating could be attributed to the Individual Performance Commitment Review (IPCR) performance rating, teacher's number of preparations, and teaching-learning practice of encouraging students to read materials from varied sources. However, the low performance of students in NCAE-English could not be explained by other teaching-learning practices and some other problems encountered by the teachers.
}
}