Improving Learning Outcomes of Secondary School Female Students Based on the Results of Achievement Tests

Abstract

The study aimed to analyze learning outcomes among secondary school female students in light of achievement test results, identify the most prominent learning gaps in physics, chemistry, and biology, and utilize the analysis results to develop remedial plans for low-performing students and enrichment plans for high-performing students. The study adopted an action research methodology due to its suitability to the nature of the problem and its relevance to educational practices in the school environment. It also employed document analysis as a primary tool, with the data consisting of achievement test results of female students at the Fifth Secondary School in Bishah. The results were analyzed using frequencies and percentages, performance-level classifications, and by linking them to the learning-outcome domains of the targeted courses. The findings revealed an overall high level of achievement performance, with the “Excellent” level accounting for the largest percentage across the six courses. Biology (2) achieved the highest percentage at the “Excellent” level, reaching 98.20%, followed by Physics (2), with 93.94%. In contrast, the most prominent remedial need was identified in Physics (1), where 14.66% of the students were at the “Acceptable” level, with variations in performance levels across the courses. In light of the findings, differentiated remedial and enrichment plans were developed to address the nature of the learning outcomes and the students’ needs in each course. The study recommended adopting periodic analysis of test results, enhancing analysis at the item and learning-outcome levels, activating professional learning communities, and linking assessment results to teaching decisions and school improvement.