Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ

INSTITUTE OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc, Manila

GRADUATE SCHOOL

INSTRUCTIONAL PRACTICES AND ACADEMIC PERFORMANCE OF GRADE

FIVE LEARNERS, DISTRICT OF NORZAGARAY WEST, DIVISION OF

BULACAN: BASIS FOR A PROPOSED INTERVENTION PROGRAM

In partial fulfillment

of the Requirement for Degree

Master of Art in Education

Major in Administration and Supervision

By

RICHARD SM. CRUZ

2023
 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc, Manila

GRADUATE SCHOOL
i

TABLE OF CONTENTS

CHAPTER

1. The Problem and Its Background 1

Introduction 1

Theoretical Framework 6

Conceptual Framework 7

Statement of the Problem 9

Hypothesis 10

Scope and Limitation of the Study 10

Significance of the Study 11

Definition of Terms 12

2. Review of Related Literature and Studies

Local Literature 14

Local Studies 22

Foreign Literature 25

Foreign Studies 28

Synthesis 35
 Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ
INSTITUTE OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc, Manila

GRADUATE SCHOOL
ii

3. Methodology of Research 37

Research Design 37

Population and Sampling 39

Respondents of the Study 39

Research Instrument 40

Data Gathering Procedures 41

Statistical Treatment of Data 45

Reference List 47

Appendix A 48

Curriculum Vitae 49
 1

CHAPTER 1

Introduction

There is a great deal of planning and technique that

goes into effective instruction and ultimately, student

achievement. And while there are aspects of effective

instruction that can be generalized and applied to all

teachers, there are also other aspects that are very

specific to the content a teacher is teaching.

Teachers use instructional strategies to help students

become more independent and tactical learners. These

strategies become effective learning strategies when

students handpicked the suitable ones and use them to

complete tasks. Instructional strategies can stimulate

students and help them concentrate and merge information for

understanding and remembering. Even as research documents

that teachers matter, there is less certainty about the

attributes of teachers that make the most difference in

raising student achievement . A handful of individuals have

explored whether instructional practices predict student

academic achievements. In a particular study, the writers

ask what classroom practices differentiate teachers with a

 2

high impact from those with a lower impact on student

achievement in elementary.

Instructional strategies refer to the techniques

instructors use to deliver their lessons. Effective

instructional strategies help students become actively

involved in the learning process. When done right,

instructional strategies also support students in reaching

their learning objectives. With this collection of teaching

strategies, you’ll be ready to guide students towards

success in any classroom setting. Plus, putting a few of

these techniques into practice will ensure students come to

class prepared to engage with the material, with their peers

and with you.

In addition, Instructional strategies encompass any

type of learning technique a teacher uses to help students

learn or gain a better understanding of the course material.

They allow teachers to make the learning experience more fun

and practical and can also encourage students to take more

of an active role in their education. The objective of using

instructional strategies beyond subject comprehension is to

create students who are independent, strategic learners. The

hope is, with time and practice, students will be able to

 3

select the right strategies on their own and use them

effectively to complete tasks.

DepEd Order No. 36, s. 2013 provides that teachers play

a crucial role in nation building. Through quality teachers,

the Philippines can develop holistic learners who are

steeped in values, equipped with 21st century skills, and

able to propel the country to development and progress. This

is in consonance with the Department of Education vision of

producing: “Filipinos who passionately love their country

and whose values and competencies enable them to realize

their full potential and contribute meaningfully to building

the nation.

Education is a fundamental human right and an essential

tool for personal and social development. It is the way to

reduce destitution and achieve sustainable economic

development. In any case, despite the efforts of the public

authority and other stakeholders to work on the quality of

education, there are still challenges that should be

addressed.

One of the challenges is the gap between the intended

curriculum and what is taught and learned in the classroom.

Instructional practices play a crucial job in bridging this

gap. The quality of instructional practices affects the

 4

academic performance of learners. Therefore, it is important

to investigate the relationship between instructional

practices and academic performance to recognize successful

strategies that can be utilized to work on the quality of

education. In line with this DepEd Order No. 42, s. 2017

NATIONAL ADOPTION AND IMPLEMENTATION OF THE PHILIPPINE

PROFESSIONAL STANDARDS FOR TEACHERS engage teachers to

actively embrace a continuing effort in attaining

proficiency, apply a uniform measure to assess teacher

performance, identify needs, and provide support for

professional development. The Philippine Professional

Standards for Teachers defines teacher quality in the

Philippines. The standards describe the expectations of

teachers’ increasing levels of knowledge, practice and

professional engagement.

At the same time, the standards allow for teachers’

growing understanding, applied with increasing

sophistication across a broader and more complex range of

teaching/learning situations.

This study focuses on the instructional practices and

academic performance of Grade 5 learners in the District of

Norzagaray West, Division of Bulacan. Grade 5 is a critical

stage in the development of learners as it prepares them for

 5

the transition to center school. The District of Norzagaray

West is one of the 24 school districts in the Division of

Bulacan, which is located in the Central Luzon region of the

Philippines. The district has 41 public elementary schools,

which serve a total of 10,194 learners.

The district faces several challenges in improving the

quality of education, including the lack of instructional

assets, the inadequate training of teachers, and the low

academic performance of learners. Therefore, there is a need

to investigate the instructional practices of teachers and

the academic performance of learners to recognize successful

strategies that can be utilized to work on the quality of

education in the district.

This study aims to provide insights into the

instructional practices and academic performance of Grade 5

learners in the District of Norzagaray West, Division of

Bulacan. The findings of this study can be utilized to

foster a propose intervention program that can work on the

quality of education in the district.

Theoretical Framework

This study is guided by Direct Instruction Model by

Becker and Engelmann (1960). This is a model to teach

students that focuses on carefully planned and well-

 6

developed lessons created around clearly explained teaching

tasks and small learning increments. Direct Instruction is

based on the theory that clear instruction eliminates

misinterpretations, which can greatly enhance and accelerate

the learning process. It is also a specific approach to

instruction that emphasizes explicit instruction, guided

practice, and immediate feedback.

Conceptual framework

The conceptual framework of this study is illustrated

in Figure 1 through the input-process-model.

The input contains readings taken from the books,

journals, periodicals, theses, and online resources.

Teachers’ instructional practices in terms of planning and

preparation, teaching practices, classroom environment,

professional responsibility, assessment practices. Pupils’

Academic Achievement in Grade 5 science at Norzagaray West

District, Division of Bulacan and respondents of the study.

The process contains of the data gathering through

administration and retrieval OF survey questionnaire, survey

results, documentary analysis, statistical treatment of the

data and analysis and interpretation of data in textual and

tabular form.
 7

Finally, the Output proposed intervention measure.

Conceptual Framework

The research paradigm used in this research inquiry is

the Input-Process-Output (IPO) model.

Input Process Output

 Readings taken Data gathering

from books, through
administering and
journals,
retrieval of:
periodicals,
theses and 1. Survey
online questionnaire
2. Survey
resources.
results
 teachers’ 3. Documentary
instructional analysis
practices in 4. Statistical
terms of: treatment of
- Planning and data Proposed
5. Analysis and
Preparation intervention
interpretatio
- Teaching n of data. program
Practices
- Classroom
Environment
- Professional
advancement
- Assessment
Practices
- Students’
Academic
Achievement
in Science
 Respondents of
the study
 Reading from
several sources.
 8

Feedback

Figure 1. Conceptual Framework of the Study

Statement of the Problem

The principal aim of the study is to determine the

relationship of instructional practices of teachers on

students’ academic performance of Grade 5 learners in the

District of Norzagaray West, Division of Bulacan.

Specifically, this study aims to answer the following

research questions:

1. What is the demographic profile of the respondents in

terms of the following

1.1. Age

1.2. Gender

1.3. Educational Attainment

1.4. Years in Service

2. How may the teachers’ instructional practices be

described in terms of:

2.1. Planning and Preparation

2.2. Teaching practice

2.3. Classroom environment

2.4. Professional Advancement

 9

2.5. Assessment practices.

3. What is the academic performance of Grade 5 learners in

for the last school year?

4. Is there a significant relationship between instructional

practices and pupil’s academic performance?

5. Based on the findings, what intervention measure may be

proposed?

6. How acceptable is the proposed intervention measure?

The answers to these research questions will give

insights into the present status of instructional practices

and academic performance in the district and recognize areas

for development. The findings of this study can be used to

foster an intervention program that can work on the quality

of education in the district.

Hypothesis

This study hypothesizes that:

There is no significant differences between the

assessment of the respondents on instructional practices in

terms of Planning and Preparation, Teaching practices,

Classroom environment, Professional Responsibilities,

Assessment practices on pupils’ academic performance.

 10

Scope and Delimitation of the Study

The focus of the study is to determine the relationship

of instructional practices of teachers in terms of Planning

and Preparation, Teaching practices, Classroom environment,

Professional Responsibilities, Assessment practices as basis

for a proposed intervention program that will give viable

solutions to the difficulties looked by the district in

improving the quality of education. The respondents were the

administrators, and the teachers. The study will be

conducted in the District of Norzagaray West, Division of

Bulacan. The time frame is the S.Y. 2023-2024.

Significance of the Study

This study is envisioned as beneficial to the

following:

Teachers to improve and uplift their competencies.

Administrators to monitor the present status of

instructional practices and academic performance in the

District of Norzagaray West, Division of Bulacan. This

information can be utilized by strategy creators, and other

partners to foster designated interventions that can work on

the nature of training in the district.

 11

Teachers to improved and uplift their competencies in

order to produce globally competitive students.

Students to identify viable instructional practices

that can work on their academic performance. The proposed

intervention program given the findings of this study can

give pragmatic answers to the difficulties looked by the

district in improving the nature of schooling.

Stakeholders to motivate them to have a strong desire

in coordination with the school in carrying out its

objectives and plans which are beneficial for students’

welfare.

Future researchers to serve as basis for further

research on that will add to the existing collection of

exploration on the connection between instructional

practices and academic performance in a particular setting.

Definition of Terms

Academic Performance. refers to the achievement of

learners in their academic endeavors, as measured by their

grades, test scores, and other indicators of learning.

Instructional Practices. refer to the methods and

strategies used by teachers to facilitate learning, such as

 12

the use of active learning, differentiation, feedback, and

assessment.

Intervention Program. refers to a set of actions and

strategies designed to address a specific educational issue,

such as low academic performance or ineffective

instructional practices.

Grade 5 Learners. refers to students who are enrolled

in the fifth grade in public elementary schools in the

District of Norzagaray West, Division of Bulacan.

District of Norzagaray West. Refers to one of the

administrative districts in the Division of Bulacan, which

is a province in the Central Luzon region of the

Philippines.

Survey. refers to a research method that involves the

collection of data from a sample of individuals through a

standardized set of questions.

Interview. refers to a research method that involves

the collection of data through verbal communication between

a researcher and a respondent.

 13

CHAPTER 2
Review of Related Literature

Local Literature

According to Gullo (2014), the passage of No Child Left

Behind, data-driven decision making has become one of the

central foci in schools in their attempt to attain and

maintain adequate levels of student academic performance.

The importance of early childhood education is well

established with language and literacy proficiency in the

early years being viewed as a leading indicator in

children’s educational development. It provides schools with

the initial signs of progress towards academic achievement.

Francisco and Celon (2020) emphasized the used framework for

effective instructional practices is the Teacher Evaluation

Model. These categories include: establishing and

maintaining classroom rules and procedures, communicating

learning goals and providing feedback, reinforcing effort

 14

and providing recognition, providing opportunities to

practice and deepen understanding, using nonlinguistic

representations, providing cues, questions, and advance

organizers, conducting deliberate practice, activating prior

knowledge, and generating and testing hypotheses.

In addition, according to Torres and Ruiz (2020), the

teacher-student relationship is a crucial determinant and

catalyst to academic performance in Tanzanian public

secondary schools. Moreover, different instructional

practices have varying degrees of impact on student's

academic performance in English, Maths, Science, Filipino,

and Social Studies. This means that each unit's improvement

in the aforementioned instructional management techniques

could result in a measurable improvement in the student's

academic performance (Francisco & Celon, 2020). There is no

doubt that teachers are one of the most crucial factors in

determining how well students develop. According to Salazar

(2018) Teachers play a key role in shaping their country's

future, and they are without a doubt the most significant

component of the educational system. As a result, it is

important to focus on teacher preparation. Examining the

negative effects that prohibit potential teacher candidates

from acquiring a competent education and identifying

 15

alternatives will make prospective teacher candidates

more profitable for themselves, their students, and their

communities (Mendez, 2021). Because of the long-term

pandemic crisis and various measures such as lockdown and

stay-at-home orders anxiety also occurs or arises during

this pandemic, especially among students, and is referred to

as "learning anxiety." Robles (2016) show that when students

are aware of their emotions and guided by specific teaching

strategies, their learning performance improves concerning

their motivation, engagement and self-regulation. Likewise,

when teachers are conscious of students' emotional states

their attitude and feedback become more effective and

timelier. Furthermore, one of the elements that may have an

impact on students' emotional health is the environment in

which they learn, including the role of the faculty, their

teaching methods, the academic standards, and the

accessibility of learning resources Barela (2017).

One of the most commonly use methods for measuring

academic performance is standardized testing. Standardized

tests are designed to assess student learning and

achievement in specific subject areas and are often used to

compare the performance of students across different

schools, districts, and even countries. Some commonly used

 16

standardized tests in the Philippines include the National

Achievement Test (NAT) and the Philippine Educational

Placement Test (PEPT).

Foreign Literature

Another method for measuring academic performance is

classroom assessments, which are designed and administered

by teachers to assess student learning and understanding of

specific topics or concepts. Classroom assessments can take

many forms, including written tests, oral presentations, and

projects.

Grades are also commonly used to measure academic

performance. Grades are assigned by teachers to reflect

student achievement in specific subject areas or courses.

Grades can provide valuable feedback to students and parents

on student performance and can be used to identify areas for

improvement.

Finally, teacher observations can be a valuable tool

for assessing academic performance. Teachers can observe

student behavior and engagement during classroom instruction

and activities and can provide valuable feedback to students

on their academic progress.

 17

Overall, academic performance is a key measure of

student achievement and is often used to evaluate the

effectiveness of instructional practices. Effective

instructional practices are those that are aligned with

learning objectives, engage students in meaningful learning,

and support academic performance.

Intervention programs are targeted strategies or

initiatives that are designed to improve academic

performance or address specific learning needs of students.

Intervention programs can take many forms, including

academic tutoring, remedial courses, mentoring, coaching,

and after-school programs.

One widely used type of intervention program is

academic tutoring. Tutoring programs are designed to provide

additional support and instruction to students who are

struggling with specific subjects or skills. Tutors can

provide one-on-one instruction or small group instruction to

help students develop the knowledge and skills they need to

succeed.

Another type of intervention program is remedial

courses. Remedial courses are designed to provide additional

instruction and support to students who are performing below

grade level or who are struggling with specific skills or

 18

concepts. Remedial courses can be offered during the school

day or as an after-school program.

Mentoring and coaching programs are also effective

intervention strategies. These programs pair students with

mentors or coaches who provide guidance and support on

academic and personal matters. Mentors can help students set

goals, develop study habits, and build self-confidence.

After-school programs can also be effective

intervention strategies. These programs offer students

additional opportunities for learning and enrichment outside

of regular school hours. After-school programs can include

academic support, homework help, enrichment activities, and

sports or recreational activities.

Overall, intervention programs are designed to provide

additional support and instruction to students who are

struggling academically. Effective intervention programs are

those that are tailored to the specific needs of the

students, are based on sound educational principles, and are

implemented with fidelity.

Local Studies

The passage of No Child Left Behind made the data-

driven decision making become one of the central foci in

 19

schools. This is to achieve and maintain sufficient levels

of student academic performance. In the past years,

establishing of early childhood education is important

and well established. They viewed that language and

literacy proficiency in the past years as a leading

indicator in children’s educational development. This

provide schools with the preliminary signs of

improvement towards academic achievement. In an article, it

described a concept for improving instructional preparation

and student outcomes for early childhood language and

literacy.

This is with the use of data-driven decision making.

Open-ended surveys, transcribed interviews, and lesson

plans were coded and analyzed through open and axial

coding to generate themes in a study. The recommended

professional development may contribute to positive

social change by increasing co-teachers’ impact on the

learning environment for special needs students.

Related studies have shown positive and general

agreement on the perspective of professional

development of teachers in different avenues of

organization in the academic institutions. This increased

impact may lead to higher graduation rates and more self-

 20

sufficiency among students. They associated the practices of

integrated instruction and the use of abundant texts and

resources with the change in achievement. Another study

showed a negative association on basal emphasis and

comprehension instruction with achievement change from a

group of primary school children. The study also provided

interpretation, considering existing models of integrated

instruction.

In addition, the investigators provided enlightenment

in the roles of teacher knowledge in achievement and

learning. Also, from survey respondents rated the work

attitudes of teachers in terms of efficacy, community, and

professionalism very high [13]. From the previous

researches, researchers showed that problem‐solving

skills of students may decide their last exam

performance. This is because of the significant

difference in student performance in summative

assessment tasks with effective perceived problem-solving

skills. Besides, students who lack problem-solving

skills would see the problems as a threat or a burdensome

task to solve. This will lead them to have low confidence in

their problem‐solving capabilities. The authors also

provided implications for educational practice and/or

 21

policy: The findings revealed that it is possible to

classify students based on problem-solving skills, to

achieve prospects to increase student learning based

on constructivist learning theory. Assessing student

problem-solving skills levels may benefit instructors

to improve instructional interventions to increase

student academic self‐efficacy in learning programming.

However, a current study revealed no effect in the class

level of either prior background knowledge or reading

success on student content knowledge attainment or

content reading understanding results.

Classes with variable levels of background knowledge

and reading accomplishment executed in promoting

adolescents’ comprehension of text (PACT) instruction.

This finding resulted from the assistances of the PACT

instruction found on content knowledge acquisition.

Foreign Studies

Student learning is an important indicator of the

quality of teaching. Charlotte Danielson has concerns about

the use of the results of student testing to make high-

stakes decisions about teachers. There is danger of

narrowing the curriculum and that instruction becomes

focused on identifying the correct answer rather than

 22

understanding complex content (Abrams et al., 2003; DeWitt,

2011). The pressure to raise test scores and improve student

performance may make teachers feel required to devote

substantial instructional time to test preparation (Abrams

et al., 2018).

High stakes tests are a contextual condition that can

have serious impact on the learning and development of both

children and their teachers (White, Sturtevant, & Dunlap,

2003). There are conflicting statements about the impact of

accountability policies in which some argue that testing

undermines good teaching, while others claim that it

stimulates improvement (Louis et al., 2017).

Abrams, et al. (2016) studied teachers’ perceptions

of state testing programs. These perceptions were organized

around four main topics: (a) impact on classroom practices

in terms of content of instruction and the strategies used

to deliver instruction,

(b) the pressure to prepare students for the state test, (c)

impact on teacher and student motivation and morale, and (d)

views of accountability. Curriculum standards established by

states are intended to articulate high expectations for

academic achievement and clear outcomes for students. The

majority of teachers feel positively about the content of

 23

the standards, yet a substantial number of teachers believe

the state testing program leads them to teach in ways that

contradict their own notion of sound educational practice.

Many preservice and beginning teachers found contradictions

between what they learned in their university studies and

actual instruction in the public school settings.

These study participants indicated the state tests

influenced instruction. State-mandated tests promote an

emphasis on a more skills-based view of curriculum and more

teacher- centered approach to teaching than had existed in

either the university methods courses or the collaborating

schools’ programs of study (White et al., 2016). It is

important to be aware of the possible influence of state-

mandated testing on the quality of teaching especially when

test scores are the measure of student achievement and

effective teaching.

The knowledge and skills that teachers must master to

be effective instructional leaders for all students in our

nation’s schools are complex and ever-changing. Teaching is

like rocket science: complicated, collaborative, and capable

of taking students to places yet to be explored (Commission

on Effective Teachers & Teaching, (2016).

 24

Gallup in their report State of America’s Schools

(2014) asserts that great teachers share some essential

behavior patterns. These patterns include: 1) Achievement

drive: great teachers are motivated to enable students to

succeed and take it personally; 2) Classroom structure and

planning: Balancing innovation and discipline are hallmarks

of exceptional teachers. They are well-prepared and strive

for new approaches to teaching, learning, and discovery; and

3) Strong student and parent relationships: These

relationships are the foundation of successful learning

environments. Great teachers make a commitment to understand

and develop every student.

There’s a growing consensus that evidence of

teacher contributions to student learning should be part of

teacher evaluations systems, along with evidence of quality

teaching practices (Darling-Hammond et al., 2012). To

determine the effects of high-quality teaching, a valid and

reliable method of identifying and measuring quality

instruction is necessary (Gallagher, 2014; Kane et al.,

2011). Teachers around the country are ready to embrace.

In one study, Darling-Hammond, et al. (2018) reported

that gains in student achievement are influenced by much

more than any individual teacher. Other factors include:

 25

school factors; home & school supports; individual student

needs and abilities; health and attendance; peer culture;

prior teachers; summer learning loss; and specific tests

used. It appears that “teacher effectiveness” is not a

stable enough construct to be uniquely identified even under

ideal conditions.

The notion that there is a stable “teacher effect”

that’s a function of the teacher’s teaching ability or

effectiveness is called into question if the specific class

or grade-level assignment is a stronger predictor of the

value-added rating than the teacher (Darling-Hammond et al.,

2012). Test-based measures by themselves offer little

guidance for redesigning teacher training or targeting

professional development; they allow one to identify

particularly effective teachers, but not to determine the

specific practices responsible for their success (Kane et

al., 2011).

Synthesis

The review of related literature has provided a

comprehensive overview of the concepts of instructional

practices and academic performance, as well as the role of

intervention programs in improving academic performance.

Several studies have shown that instructional practices,

 26

such as using active learning strategies, providing timely

feedback, and promoting student engagement, can positively

impact academic performance. Francisco & Celon (2020), Van

Mieghem et al., (2020), Vy (2021), AlKandari, (2020), Hooda

& Saini, (2017).

The related literature and inquiry cited author and

researchers contributed significantly to the present study

on teachers’ instructional practices and its relationship on

pupils’ academic performance. Some researchers emphasized

the importance of instructional practice may lead to pupils’

academic performance.

Arguedas et al. (2016), Tharani et al., (2017), Berger

et al., (2014), Bill & Melinda Gates Foundation, “Working

with teachers,” 2013), Commission on Effective Teachers &

Teaching, (2018), Kane et al., (2019), DeWitt, 2011,

Commission on Effective Teachers & Teaching, 2011, Darling-

Hammond, et al. (2015).

Overall, the literature review highlights the

importance of effective instructional practices and

intervention programs in promoting academic performance. The

findings of this review will serve as the foundation for the

proposed intervention program in the District of Norzagaray

West, Division of Bulacan.

 27

CHAPTER 3

Methodology

Research Design

This study will use a descriptive-correlational

research design to examine the relationship between

instructional practices and academic performance among Grade

5 learners in the District of Norzagaray West, Division of

 28

Bulacan. The study aimed to describe the instructional

practices used by Grade 5 teachers and the academic

performance of their students and to determine whether there

is a significant relationship between instructional

practices and academic performance.

The study population consisted of 41 Grade 5 teachers,

16 master teachers, 11 subject coordinators, 11 school heads

in the District of Norzagaray West, Division of Bulacan. The

entire population will be included in the study. The

academic performance of the students was measured using

their final grades in Mathematics, English, Science, and

Filipino subjects.

A survey questionnaire will develop and distributed to

the Grade 5 teachers, school head, master teachers, and

subject coordinator in Science to collect data on their

instructional practices, such as the teaching methods,

teaching aids, and assessment techniques used in the

classroom. The survey also gathered information on the

teachers' professional development and years of teaching

experience.

Descriptive statistics, such as frequency distribution,

mean, and standard deviation, were used to analyze the

survey data to describe the instructional practices used by

 29

the teachers. The Pearson correlation coefficient was used

to determine the relationship between instructional

practices and academic performance.

Population and sampling

The population of the study will be the 41 Grade 5

teachers, 30 master teachers, 11 subject coordinator and 11

school heads in the District of Norzagaray West, Division of

Bulacan.

A non-probability sampling technique, specifically

purposive sampling, was used to select the participants.

Purposive sampling was chosen because the researchers needed

to select Grade 5 teachers who met the inclusion criteria

and who were available and willing to participate in the

study. The purposive sampling technique ensured that the

sample was representative of the study population and that

the participants had the necessary knowledge and experience

to provide accurate and relevant data.

The sample size of the Grade 5 learners will be

determine by the total number of Grade 5 students in the

district. The academic records of all Grade 5 learners in

the district were obtained to determine their academic

performance in Science subjects.

 30

Table 1

Population of the study

Participants Grade 5 Master Subject School Total

Teachers Teacher coordinato Head
N N r
N
Norzagaray Elementary 10 8 1 1 22
School
FVR Phase 2 Elementary 4 2 1 1 8
School
FVR Phase 3 Elementary 3 2 1 1 8
School
Partida Elementary School 1 1 1 1 4

Bitungol Elementary 1 1 1 1 4
School
Pinagtulayan Elemetary 1 1 1 1 4
School
Coral Elementary School 1 1 1 1 4

Baraka Elementary School 1 0 1 1 3

Bangkal Elementary School 1 0 1 1 3

North Hills Village 10 11 1 1 27

Elementary School
Tigbe Elementary School 4 2 1 1 8

Matictic Elementary 4 1 1 1 7
School
TOTAL 41 30 11 11 93

Respondents of the study

The inclusion criteria for the study were Grade 5

teachers, master teachers, subject coordinators, and school

heads in the District of Norzagaray West, Division of

Bulacan,
 31

A non-probability sampling technique, specifically

purposive sampling, was used to select the participants.

Purposive sampling was chosen because the researchers needed

to select Grade 5 teachers who met the inclusion criteria

and who were available and willing to participate in the

study. The purposive sampling technique ensured that the

sample was representative of the study population and that

the participants had the necessary knowledge and experience

to provide accurate and relevant data.

Table 2

Respondents of the Study

Respondent f %

Grade 5 Teachers 41 44.09

Master Teacher 30 32.26

Subject Coordinator 11 11.83

School Head 11 11.83

TOTAL 93 100.00

Table 2 allows us to observe the population of respondents.

We can use this data to analyse the relationship of

instructional practices used by the teachers to academic

performance of the learners in Science subjects.

 32

Research Instruments

The study utilized two research instruments: a

questionnaire developed by Jimenez, (2013) and an analysis

of the academic records of Grade 5 learners in the district.

The questionnaire checklist is compose of two parts:

The Part 1 includes demographic profile of the respondents

such as age, gender, educational background, years in

service, and teaching experience.

Part 2 focuses on the instructional practices of the Grade 5

teachers. The items were rated on a five-point Likert scale,

with responses ranging from "Strongly Disagree" to "Strongly

Agree." The questionnaire was pretested with five Grade 5

teachers outside the study population to ensure its validity

and reliability.

The academic records of the Grade 5 learners were

obtained from the Division of Bulacan's Department of

Education (DepEd) to determine their academic performance in

science subject. The academic records included the students'

grades in the said subject from the beginning of the school

year up to the time of data collection. The academic records

were kept confidential and anonymous, and the researchers

only had access to the student’s grades and not their

personal information.
 33

The research instruments were chosen based on their

validity, reliability, and suitability to the study

objectives. The questionnaire was designed to gather data on

the instructional practices of Grade 5 teachers, while the

academic records were used to determine the academic

performance of Grade 5 learners.

Data Gathering Procedure

The following procedures will be observed in the

gathering of data:

The data gathering procedure began with the

identification and selection of the study participants. A

list of all Grade 5 Science teachers in the district was

obtained from the Division of Bulacan's Department of

Education (DepEd), and all 41 Grade 5 teachers, master

teachers, subject coordinators, and school head will be

included in the study. The DepEd also provided the academic

records of all Grade 5 learners in the district.

After obtaining the necessary permissions and

approvals, the researchers personally administered the

questionnaire to the Grade 5 teachers in their respective

schools. The questionnaire was accompanied by a cover letter

explaining the purpose of the study, the confidentiality of

the responses, and the voluntary nature of participation.

 34

The researchers were available to assist the teachers who

needed help in answering the questionnaire.

The academic records of the Grade 5 learners were

obtained from the DepEd database. The researchers analyzed

the students' grades in Mathematics, English, Science, and

Filipino subjects from the beginning of the school year up

to the time of data collection. The data were coded and

recorded in a Microsoft Excel spreadsheet.

The data gathering procedure will be conducted by

ethical standards and research protocols. The study was

approved by the Division of Bulacan's DepEd and the Ethics

Review Board of the researchers' institution.

Data Analysis Procedure

The data gathered from the Grade 5 teachers and

learners were analyzed using both descriptive and

inferential statistics.
 35

Descriptive statistics were used to summarize and

describe the data. The measures of central tendency (mean,

median, and mode) and measures of variability (standard

deviation and range) were computed for the teachers'

instructional practices and the student’s academic

performance in Mathematics, English, Science, and Filipino.

Inferential statistics, specifically correlation

analysis and regression analysis, were used to determine the

relationship between the teachers' instructional practices

and the student’s academic performance. The researchers

computed the Pearson product-moment correlation coefficient

to determine the strength and direction of the relationship

between the two variables. Multiple regression analysis was

also used to determine the significant predictors of

academic performance.

All statistical analyses were conducted using the

Statistical Package for Social Sciences (SPSS) version 26.0.

The significance level was set at p < 0.05.

The data analysis procedure was conducted by

statistical standards and research protocols. The

researchers ensured the accuracy and reliability of the data

by double-checking and verifying the computations.

Statistical Treatment of Data

 36

The following steps were following in treating the data

of the study:

1. To present the profile of the respondents in terms of

gender, age, subject taught, position, educational

background:

P = n/N x 100%

where: P = Percentage

n = small portion of the population

N = total number of the respondents

2. Weighted Mean

To present the relationship of instructional practices of

the Grade 5 Science Teacher and Academic Performance of

learners, the scale, along with the corresponding descriptor

and equivalent, is presented below.

Formula: WM = Σ FW /N
where: WM = weighted mean

Ʃ = sum of weighted means

N = total number of respondents.

Rating Scale Range of Descriptor Equivalent
Weighted
Mean

5 4.51-5.00 Strongly Very High

Agree

4 3.51-4.50 Agree High

 37

3 2.51-3.50 Uncertain Moderately High

2 1.51-2.50 Disagree Low

1 1.00-1.50 Strongly Very Low

Disagree

Reference
Luviana, V., & Jimad, W. O. V. N. (2020). The Correlation Between
Teacher's Teaching Style and Students' Motivation to Learn
English in SMPN 29 Buton. Akademika Jurnal, 17(3), 68-74.
Bong, M., Cho, C., Ahn, H. S., & Kim, H. J. (2012). Comparison of
self-beliefs for predicting student motivation and
achievement. The Journal of Educational Research, 105(5), 336-
352.
 38

Bulacan Department of Education. (2021). Bulacan Division

Profile.
Choy, S. C., & Cheah, P. K. (2009). Teacher-Student Relationship:
A Review. Eurasia Journal of Mathematics, Science & Technology
Education, 5(4), 351-366.
Creswell, J. W. (2014). Research Design: Qualitative,
Quantitative, and Mixed Methods Approaches. Sage Publications.
DepEd DepEd MEMORANDUM No. Q 8 2 s. (2020) Guidelines on the
registration of teachers and school leaders for neap-recognized
professional development Programs and courses.
FEBRUARY 6, 2015 DO 2, S. 2015 – Guidelines on the establishment
and implementation of the results-based performance management
system (rpms) in the department of education
McREL International. (2006). A Handbook for Classroom Instruction
That Works. ASCD.
Von Secker, C. E., & Lissitz, R. W. (1999). Estimating the impact
of instructional practices on student achievement in
science. Journal of research in science teaching, 36(10), 1110-
1126.
Rosenshine, B. (2012). Principles of Instruction: Research-Based
Strategies That All Teachers Should Know. American Educator,
36(1), 12-19.
Sagor, R. (2016). How to Conduct Collaborative Action Research.
ASCD.

Yilmaz, K. (2011). The Effect of Instructional Techniques on

Achievement in Mathematics: A Meta-Analysis Study. International
Journal of Research in Education and Science, 1(1), 33-45.

Appendix A

INSTRUCTIONAL PRACTICES AND ACADEMIC PERFORMANCE OF GRADE

FIVE LEARNERS, DISTRICT OF NORZAGARAY WEST, DIVISION OF
BULACAN: BASIS FOR A PROPOSED INTERVENTION PROGRAM
 39

CURRICULUM VITAE

RICHARD STA.MARIA CRUZ

1665 Curvada, Minuyan, Norzagaray, Bulacan
09675843815
stamariarichard215@gmail.com

CAREER OBJECTIVE:

 To provide quality instruction responsive to the demands of education today.

 To be able to expand and improve my knowledge in teaching the subject matter.
 To be able to share my values and best practices in the workplace.
 40

EDUCATIONAL ATTAINMENT:

2019 – Present Master of Arts in Education Major in Special Education

Graduate Program Eulogio “Amang” Rodriguez Institute of Science and Technology
Nagtahan, Sampaloc, Manila

2013-2017 Bachelor of Elementary School

Tertiary Norzagaray College
Norzgaray, Bulacan

2009 - 2013 Minuyan, National High School

Secondary Norzagaray, Bulacan

2004 –2009 Timoteo Policarpio Memorial Elementary School

Primary Norzagaray, Bulacan

PERSONAL BACKGROUND:
Date of Birth : July 3, 1997
Place of Birth : Norzagaray, Bulacan
Gender : Male
Civil Status : Single
Citizenship : Filipino
Religion : Christian
PRC License No. : 1600766
SPECIAL SKILLS:

Good in communication skills – Speaking and Writing

Basic Microsoft Office Applications and Google Productivity
Broadcasting
Module Writing
School Paper Adviser
Script Writing for a story, video lesson, and S.L.K.'s
SEMINARS ATTENDED:
 Design Thinking in Science and Mathematics (March 13, 2023)
 2022 Clustered Schools Continuous Improvement Project (CIP) and Research
Training
 School Learning Action Cell on Revisiting the RPMS under New Normal. (January
20, 2021)
 School In-Service Training on Contents and Pedagogy in Home Economics. (March
18, 2021)
 School In-Service Training on Interventions for Bridging Learning Gaps. (March 18,
2021)
 41

 District Online Capacity Building on Learning Delivery Modalities Course 2 for

Instructional Coach and Teachers (Modules 1-5) (September 1-4, 2020)
 District Online Capacity Building on Hosting Webinar, Math Vedic, Computing
Math Problems Using Calculator, and Video Lesson. (September 8-10, 2020)
 District Online Capacity Building for Teacher Under New Normal. (August 24 for
Teacher under New Normal. (August 24, 25, and 26, 2020)
 School Learning Action Cell on Orientation on E-IPCRF via Google Meet. (July 24,
2020)
 Cluster Training Workshop on the Pedagogical Retooling and Critical Content in the
Kto12 Araling Panlipunan (A.P.) Grade 4, 5, and 6. (October 24, 2019)
 Division Online Capacity Building for Qualified Teacher-Talents for Synchronous
and Asynchronous Distance Learning. (February 26, 2021)
 2019 District Sudoku for Teachers. (February 8, 2019)
 2019 District Presentation and Validation of Researches, Continous Improvement
Project and S.L.K.(March 7,8,14,15,19, 20, 2019)
 2019 District Seminar/ Training on Making Big Books and Self Learning kits.
Division Training Workshop on Contextualization of Learning Materials in
Edukasyon sa Pagpapakatao.( January 28-31).

PROFESSIONAL WORK EXPERIENCE:

S.Y. 2018 – present FVR PHASE 2 ELEMENTARY SCHOOL
Mathematics and Values Teacher

CHARACTER REFERENCES:

JOVELYN S. FELIX
Principal III
FVR PHASE 2 ELEMENATRY SCHOOL

MAIDA S. PASCUAL
Master Teacher I
FVR PHASE 2 ELEMENATRY SCHOOL

FIA ANN PASCUAL

Administrative Officer II
District of Norzagaray West

I hereby certify that the above information is true and correct to the best of my knowledge
and belief.

__________ _____________________
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APPLICANT’S SIGNATURE