SITUATIONAL ANALYSIS

I. ACCESS

1. Gross Enrolment

Figure 1. Comparative Data on Enrolment

for the Last Three Years
600 557
508
500 457
430
400
Enrolment

300

200

100
8.29 22
0
-15
-100
2014 - 2015 2015 - 2016 2016 - 2017 2017 - 2018
Enrolment 508 430 457 557
Rate of Increase (%) -15 8.29 22

Figure 1 shows the comparative data on enrolment for the last three years from
School Year 2015 – 2016 to School Year 2017 – 2018.

Tupsan National High School enrolment for the last three years exhibits a
consistent increase as shown in Figure 1. There was an 8.29% rate of increase from SY
2015 – 2016 to SY 2016 – 2017 with a variance of 35 enrollees. For the SY 2016 –
2017 to SY 2017 – 2018, a significant increase of 22% was inspiring with a variance of
100 enrollees. This increase almost tripled the increase in the previous school year.
This data surpassed the Three-Year School Improvement Planning with 3% projected
enrolment increase every school year.

The programs and activities regarding enrolment were strengthened. One

hundred percent of the faculty and staff participated in the family mapping, where 100%
of the household were mapped. In addition, tracking and early registration were done
earlier to ensure the location and status of the learners. These activities contributed to
the consistent increase of enrolment for the last three years.

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 Table 1. Comparative Data on In – School Enrolment Versus
School Age Population SY 2017 - 2018
School Year School Age in the Enrolled Variance Percentage (%)
Community
11 - 12 108 54 -54 50
13 - 14 120 195 +75 162.5
15 - 16 94 151 +57 160.6
17 - 18 102 125 +23 122.5
Total 424 525 101 123.8

Table 1 presents a total percentage of 123.8% of the school age youth in the
community are in school. This is attributed to the fact that Tupsan National High School
has five (5) feeder schools, namely, Tupsan E/S, Benhaan E/S, Mapa E/S, Magting E/S,
Anito E/S and Balbagon E/S while the school age in the community data came from
Tupsan, Mambajao, Camiguin only. This implies that school age children from Barangay
Tupsan may be enrolled in private or public schools in another barangay but this was
supplemented with school age children from the five (5) feeder schools. The school had
only 50% of the children aged 11 to 12 since those that are not enrolled in TNHS is still
in their elementary years. Of the 557 enrollees in SY 2017 – 2018, only 525 are school
age children. The remaining 32 are students aged 20 and above.

2. Drop – Out Rate

Table 2. Comparative Data on Drop – Out Rate for the Last Three Years

School Year Total Population Drop - out Percentage (%)

2015 - 2016 430 1 0.23
2016 - 2017 457 0 0
2017 - 2018 557 0 0

Table 2 shows that for the last three years, the school has successfully maintained a
zero-dropout rate. Students-At-Risk-of-Dropping-Out (SARDOs) was taken cared of
where parents and the students waived to transfer to Open High School Program.
Constant and close monitoring of attendance by subject and home visitation were able
to contribute to the zero-dropout policy. Moreover, the conduct of school-based School
Monitoring Evaluation and Adjustment every quarter has strengthened the advocacy of
keeping the students in school.

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3. Completion Rate

Table 3. Comparative Data on Completion Rate for the Last Three Years

ENROLEES PROMOTEE Rate of Rate of

School Year Promotee Increase
First Year/ Fourth Year / (%)
Grade 7 Grade 10 (%)

2015 – 2016 128 108 84.38 -4.26

2016 – 2017 114 103 90.35 5.97

2017 - 2018 131 53 80.92 -9.43

Average 124 107 86.49 -7.72

Table 4 shows that the school has not sustained a 100% completion rate for the
last three (3) years. There is an oscillating rate of increase of the school’s completion
rate for the last three years. There is a considerable 5.97% increase in rate for the SY
2016 – 2017 where out of the 114 students enrolled in Grade 7, 103 students completed
their junior high school. However, in the SY 2017 – 2018, there is a 9.43% decrease of
completion rate. Transferred-out rate due to Senior High School transition contributed to
this phenomenon.

4. Cohort Survival Rate

Table 4. Comparative Data on Cohort Survival Rate for the Last Three Years
School Year ENROLMENT Rate (%) Increase in
Rate (%)
Grade 10 /
Grade 7 Grade 12
2015 – 2016 128 109 85.12
2016 – 2017 114 103 90.35 5.23
2017 – 2018 131 53 40.46 -49.89
Average 124 88 71.87

Table 4 shows that the SY 2017 – 2018 earned the lowest cohort survival rate of
40.46% which depicted a significant drop of 40.89%. This is the consequence of the
Senior High School transition, where SY 2017 – 2018 is the time of Senior High School

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full implementation. There was a mass transferred-out phenomenon of Grade 10
completers of SY 2015 – 2016 due to Senior High School track and strand preference of
the students. This is due to the unique set-up of no duplication offering of track and
strand in the division.

To address the problem, a research survey was conducted which prompted the
school administration to file for an application for an additional strand for the Senior
High School.

5. Repetition Rate

Table 5. Comparative Data on Repetition Rate for the Last Three Years

% of
NO. OF
School Year ENROLMENT Rate (%) Increase/
REPEATERS
Decrease
2014 - 2015 508 73
2015 - 2016 430 1 0.23 - 14.14
2016 - 2017 457 1 0.44 0.21
2017 -2018 557 2 0.36 0.14
Average 481 1.33 0.27 -5.6

Table 5 indicates that the school has done well as reflected in its significant drop
of the number of repeaters for the last three (3) years compared to SY 2014 – 2015.
There is a consistent drop of repetition rate as depicted in an average drop of 5.6%.
These repeaters for the last three years are students in the Mobile Open High School,
where they are given a considerable two (2) years to complete their academic
requirements for every grade level, whose status of promotion supposedly was
continuing but they were classified as retained. To date, there is a zero repetition rate
for the regular students in school.

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II. QUALITY

A. PROMOTION RATE BY GRADE LEVEL FOR THE LAST 3 YEARS

Table 6. Comparative Data on Promotion Rate for the Last Three

Years

School Year ENROLMENT PROMOTION Rate

2015 - 2016 430 429 99.77

2016 - 2017 457 455 99.56
2017 - 2018 557 555 99.64
Average 481 480 99.66

Table 6 shows that on the average, the 99.66% of the promotion rate of the
school for the last three (3) years did not conform to the 100% planning standard. This
is attributed to the continuing status of the Mobile Open High School students which
were classified as retained. To date, the school has maintained a 100% promotion rate
among regular students in school.

B. NATIONAL ACHIEVEMENT TEST (NAT) MPS

Figure 2. REGION X NAT MPS 2017

50 44.65
38.58
40

30

20

10

0
NAT Grade 6 NAT Grade 10
MPS 38.58 44.65

Figure 2 shows that the result of National Achievement Test (NAT) Region X for
the year 2017 is alarming as depicted in its MPS for Grades 6 and 10 of 38.58 and
44.65, respectively. This is way below the standard MPS of 75.

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 Figure 3. Division of Camiguin Grade 10 NAT
MPS For The Year 2017 By Subject

49.48 47.78 46.26

41.25 38.49

Filipino Aral. Pan. English Math Science

MPS 49.48 47.78 46.26 41.25 38.49

Figure 3 shows that Filipino subject got the highest MPS of 49.48 while Science
subject got the lowest MPS of 38.49 for the Division of Camiguin. This result is critical
considering that these ratings in all identified subject areas in NAT earned an MPS
rating way below the standard MPS of 75. This suggests that the school has not
complied the standard MPS set forth by the DEPED.

C. BASIC LITERACY

Figure 4. PHIL-IRI Posttest Rating in English

77.64

56.25 58.93

39.92
28.29
15.46 16.61
5.75
1.15
Frustration Instructional Independent
2015 - 2016 15.46 56.25 28.29
2016 - 2017 1.15 39.92 58.93
2017 - 2018 5.75 77.64 16.61

Figure 4 depicts the literacy in English. It shows that there are no non-readers
across grade levels. However, it was noted that there was an increase in frustration rate
in the SY 2017 – 2018, from 1.15% to 5.75%. Most of the frustration level students were
Grade 7.

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 Figure 5. PHIL-IRI Posttest Rating in Filipino

75.21

56.27

38.2 38.87
34.63
26.5

12.93 11.86
5.53

Frustration Instructional Independent

2015 - 2016 34.63 26.5 38.87
2016 - 2017 5.53 38.2 56.27
2017 - 2018 12.93 75.21 11.86

Figure 5 describes the literacy in Filipino. It was noted that there were no non-
readers across grade levels. However, there was a considerable increase in the
frustration rate from 5.53% to 12.93%. This increase in frustration level rate comprises
of the Grade 7 students for the SY 2017 – 2018.

PHIL-IRI results in SY 2017 – 2108 show a problem in students’ literacy in both

English and Filipino. The school has not maintained a zero frustration level in both
subjects.

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 D. AWARDS / RECOGITION

Table 7. Awards/Recognition Received

Level

Title of Award Award-Giving (International, Coach/es Date of

Body/Sponsors National, Participation
Region, Division
or School level)

Science Star DepEd Division Lerio A. Aguhar Nov. 2017

Olympics

“ Egg Transport”
(1st place)

Diwata Showdown Province Division Elenita S. Bucton Oct , 2017

Tableau Province Division Elenita S. Bucton Oct, 2017

Street Dancing Province Division Elenita S. Bucton Oct, 2017

PopEd Quiz (1st DepEd District Lerio A. Aguhar Sept. 2017

place)

Science Quiz (5th DepEd Division Lerio A. Aguhar Sept. 2017

place)

Singing Superstar LGU Division Annie B. Aboc Sept 2017

(Champion)

MTAP Elimination DepEd Division Annie B. Aboc Jan. 2017

Round

INFOMERCIAL (3rd DepEd Division Bernadette D. Sept. 2017

Place) Domoloan

Painting Provincial Gov. Provincial Bita T. Jalagat Oct, 2015

Competition (3rd)

Table 7 presents the awards/recognition received by the school for SY 2017 –

2018. This shows that the school has active participation in showcasing its outputs both
in co-curricular and extra-curricular activities. There were five (5) awards received from
DEPED, four (4) from the Provincial Government and one (1) from LGU-Mambajao.

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III. GOVERNANCE

A. SBM Level – School Level Assessment and Interpretation

The school is still in the process of preparing the salient and necessary
documents for a preliminary survey for the SBM Assessment. The school has
formulated measures to organize the submission and application for SBM
Leveling. Task force and the support committees for each principle under survey
were identified. The challenge of SBM Assessment encouraged the school to
send a request for evaluation for the SY 2018 – 2019.

B. Health and Nutritional Status of Students

Figure 6. Comparative Students' Nutritional Status

SY 2017-2018

600
515
500 455

400
Frequency

300

200

100
41
19 11 5 0 0 5 5
0
Severely
Normal Wasted Obese Overweight
Wasted
Baseline 455 41 11 0 5
Endline 515 19 5 0 5

Figure 6 portrays that there is a significant decrease in the number of wasted and
severely wasted students from baseline weighing to end line weighing. It shows that out
of the 544 weighted regular students, the 11 severely wasted students marked down to
five (5) severely wasted students. On the other hand, there is also a significant
decrease in the number of wasted students from 41 to 19. This is attributed to the
feeding program initiated by the school to help these students attain a normal health
status.

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 C. Stakeholders Participation

1. Attendance

Figure 7. Stakeholders' Attendance to School Activities

for the Last Three Years

120%
100% 100%
100% 86%
78%
Percentage

80% 71% 73%

63% 65%
57% 62%
60%
38% 39%
40%
20%
0%
Extra-
Co-curricular Meetings Assemblies
Curricular
2015 - 2016 63% 71% 57% 38%
2016 - 2017 65% 78% 62% 39%
2017 - 2018 100% 100% 73% 86%

Figure 7 presents that stakeholders have shown notable participation in the

numerous undertakings of the school. There is a consistent increase of stakeholders’
participation for the last three (3) years. The school was able to conform to a 100%
stakeholders’ participation in SY 2017 – 2018 in curricular and extracurricular activities.

D. Facilities

1. Building

Figure 8. Inventory of Instructional Building for

the Last Three Years
8.5
8 8
8
7.5
7
7
6.5
2015 - 2016 2016 - 2017 2017 - 2018

Figure 8 shows that there was an additional building of the school which implies
adequate classroom for students. In the SY 2017 – 2018, the school had another
additional two (2) buildings which is still under construction, hence, not included in the
data.

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 2. Star Classroom

Table 8. Inventory of Star Classrooms for the Last Three Years

School Year 3 - Star 2 - Star Total
2015 – 2016 6 4 10
2016 – 2017 6 6 12
2017 – 2018 8 6 14

Table 8 shows that teachers have continually upgraded and complied the
standard requirements for classroom structuring. All classrooms are 3-star and 2-star
classrooms.

3. Other Learning Facilities

Table 9. Inventory of Other Learning Facilities

Facilities Frequency Equipment/Materials

ICT Room (JHS) 1 2 – Air-condition units

1 – Ceiling Fan
36 – Functional Computers
14 – Non – functional Computers
Caregiving Room 1 1 – Computer set
1 – Printer
2 – beds
1 – wheel chair
Other basic caregiving materials and tools
Library 1 6 – Tables
22 – mono-block chairs

Table 9 shows that there was an adequate number of computers for every class
session in ICT, but not enough to cater the whole population of the school. The number
of computers is expected to increase by 44 for the SY 2018 – 2019 for the Senior High
School Department.

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 E. Sports

Table 10. Sports Awards and Recognition for the Last Three Years
Awards Sports School Year Award-Giving
Received Body
Gold Chess 2017 – 2018 LGU
Gold Chess 2017 – 2018 DEPED
Silver Swimming 2017 – 2018 DEPED
Silver Athletics 2017 – 2018 DEPED
Bronze Swimming 2017 – 2018 DEPED
Bronze Swimming 2017 – 2018 DEPED
Bronze Swimming 2017 – 2018 DEPED
Bronze Volleyball 2016 – 2017 DEPED
Gold Chess 2016 – 2017 DEPED
Gold Chess 2016 – 2017 LGU
Gold Chess 2015 – 2016 DEPED
Silver Athletics 2015 – 2016 DEPED
Bronze Volleyball 2015 – 2016 DEPED

Table 10 shows that the school has actively participated in sports activities sponsored by both
DEPED and LGUs. This further shows that students are also sports oriented and excelled in chess (5
golds); swimming (2 silvers, 3 bronze); volleyball (2 bronze) and athletics (1 silver).

F. Continuous Improvement Projects

1. Physical Facilities

Table 11. Continuous Project on Physical Facilities

School Projects Description Remarks
Year
2015 - 2016 School Building 6-classroom 2-story Functional
School Building 4-classroom 2-story Functional
2016 - 2017 Expansion of Perimeter Inter-link expansion of 50% of the right side
Fence fence’s height of fence completed
Construction of School 1- new gate donated by 100% Complete
Gate PTA and Alumni
2017 - 2018 Association
School Building 4-classroom 2-story On-going
8-classroom 2-story construction

Table 11 shows the continuous improvement in terms of physical facilities of the

school. There were two (2) additional buildings which implies adequate classroom and
standard class size. Moreover, an on-going project of the Alumni Association and the
Parents-Teachers Association also contributed to the physical development.

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 2. Others

Table 12. Programs and Other Activities

School Programs Description Remarks
Year
2016 – 2017 Community of Researchers A program initializing Functional
up to present and Innovators in TNHS research culture of the
school
Guidance and Counseling,  A program catering the Functional
Mentoring and Coaching needs of the students
giving emphasis on
SARDOs and students
with difficulties that
could lead to the
improvement of their
holistic development.
 A series of seminars,
remedial classes and
consultation hours
Feeding Program (An Egg  A program providing Functional
A Day Drives Hunger Away) nutritious food to the
students with severely
wasted and wasted
nutritional status
School Monitoring School-based monitoring, Functional
Evaluation and Adjustment evaluation and adjustment
(SMEA)

Table 12 shows that the school has existing programs to cater the needs of its constituents.

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