TEACHERS PRACTICES AND STUDENTS ACADEMIC PERFORMANCE IN

KAWAYAN NATIONAL HIGH SCHOOL – SENIOR HIGH SCHOOL

An Undergraduate Research
Presented to the Faculty of
Kawayan National High School
Kawayan, Biliran

In Partial Fulfillment of the

Requirements for the Subject
Practical Research 2

by

REX MARRIONE M. LEONES

DALLIA B. JAGUINES
ZHA-EIRRA MAYE A. RIVERA
MARIA ALMERA L. BAROTEL
MYRA G. CAMPO
JAMES SALAZAR
Proponents

JANUARY 2024
 ACKNOWLEDGEMENT

The researcher would like to extend their heartfelt gratitude and deepest
thank to the following persons for making this study possible.

To the respondents who generously shared their insights and experiences,

your valuable contributions have greatly enriched this study.

To Mrs. Julie Anne Edicto and Mr. Arnold Espadilla, thank you for your
guidance, support, and expertise throughout the research process, your
mentorship has been invaluable.

To the parents who provided encouragement and understanding during this

academic endeavor, your unwavering support is deeply appreciated.

To my classmates, for the camaraderie, shared experiences, and

collaborative spirit, your presence has made this academic pursuit both
enjoyable and fulfilling.

To God, for the wisdom, strengths, and grace bestowed upon us, thank you
for being source of inspiration and guidance and every step of this journey.
 TABLE OF CONTENTS
PAGE
TITLE PAGE i
ACKNOWLEDGEMENT ii
TABLE OF CONTENTS iii
CHAPTER
I. INTRODUCTION

Background of the Study 1

Objective of the Study 3

Hypotheses 4

Framework of the Study 4

Importance of the Study 7

Scope and Delimitation 9

Definition of Terms 9

Review of Related Literature 10

II. METHODOLOGY
Research Design 13
Research Locale 13
Research Respondents 13
Research Instrument 14
Data Gathering Procedure 14
Data Scoring 15
Statistical Treatment of Data 15
III. RESULTS AND DISCUSSION
Respondents’ Profile 17
Teacher’s Practices 18
Students’ Academic Performance 27
 Relationship between Teachers’ Practices and Students’ Academic
Performance 29
IV. SUMMARY OF FINDINGS, CONCLUSIONS, RECOMMENDATIONS

Summary of Findings 31

Conclusions 32

Recommendations 33

LITERATURE CITED 34
 CHAPTER I
INTRODUCTION

Background of the Study

Education is a crucial foundation in our society, and teachers play a vital role in

influencing how well students perform academically. In an ever-evolving field of

education, educators are continuously exploring innovative teaching methodologies to

enhance students’ academic performance. This research aims to explore into the

intricate relationship between teachers’ practices and their impact on students’

academic achievement. In today’s education landscape, there are many different ways

teachers teach and focus on students’ academic performance.

The article, titled “Impact of Teachers’ Instructional Practices on Students’

Academic Performance”, discusses a study conducted by Francisco and Celon (2016).

The study aimed to test the impact of teachers’ instructional practices on students’

academic performance. It involved 55 teachers and 295 students in private schools in

the City of Meycauayan, Bulacan. Data was collected through a standardized

questionnaire on instructional practices and a documentary analysis of students’

academic performance. The results showed that instructional practices had varying

effect on students’ performance in different subjects. However, the combined effects of

planning, teaching, and assessment practices did not have a significant impact on

students’ academic performance. The study recommends that school principals conduct

frequent assessments to improve teachers’ instructional practices.

 2

Similarly, the research conducted by Ahmed, Khan Farooqi, and Iqbal (2021) explored

the teaching styles of teachers and their impact on students’ achievement. The study

found that the topmost teaching style of teachers was role model. Female students

achieved higher grades in the class compared to male students. Female students

achieved higher grades in the class compared to male students. Female students rated

that teachers use formal authority, role model, delegator, and facilitator as the most

frequently used teaching styles. This level of classes also had an impact on teaching

styles. Expert teaching style had a weak positive correlation with role model and

moderate correlation with formal authority and facilitator teaching styles. It had a strong

positive correlation with delegator teaching style.

Previous studies have shown that different teaching methodologies can

significantly impact the academic performance and achievements of the students.

However, there is still a need for further exploration and understanding of this topic,

particularly in the context of Kawayan National High School. The significance of this

research illuminates the paths of teaching methodologies. It helps us understand what

teaching methods work best in student academic performance and how it impacts’

student achievements. With these insights, teachers, decision-makers and everyone

involved can make smarter choices to make learning even better.

The discoveries from this study aim to contribute to the ongoing conversation

about making education really good and be a helpful guide for making teaching better,

planning what to learn, and deciding how students learn. In doing so, it creates a school

environment that helps students to do their very best and reach their full academic

potential. This study is conducted to determine the impact of different teaching

 3

methodology on the academic performance of the students in Kawayan National High

School.

Objective of the Study

This study generally aims to determine the relationship between teachers’

practices on students’ academic performance in Kawayan National High School –

Senior High School.

Specifically, it seeks to answer the following:

1. Determine the profile of the respondents in terms of following:

1.1 age;

1.2 gender;

1.3 grade level; and,

1.4 subjects?

2. How may the teachers’ instructional practices be described in terms of the

following indicators:

2.1 planning practices;

2.2 teaching practices; and,

2.3 assessment practices?

3. What is the academic performance of the students in the following:

3.1 Core Subjects;

3.2 Applied Subjects; and,

3.3 Specialized Subjects?

 4

4. Do teachers’ instructional practices significantly affect students’ academic

performance?

Hypotheses:

Ho1: There is no significant relationship between the teachers’ practices and the

academic performance of the students.

Ho2: There is a significant relationship between the teachers’ practices and the

academic performance of the students.

Framework of the Study

This study titled “Teachers’ Practices and Its Effects on Students’ Academic

Performance” explores how different teaching methodologies influences academic

achievements of students enrolled at Kawayan National High School. Understanding

the impact of various teaching approaches is crucial in improving education quality. This

research aims to provide valuable insights to guide instructional strategies and enhance

overall education standards.

This section presents the theoretical and conceptual framework of the study.

Theoretical Framework. This study is built on two important educational theories:

Cognitive Load Theory (Sweller, 1988) and Constructivist Learning Theory (Vygotsky,

1978). These theories offer a strong foundation for comprehending how teaching

methods influence student performance.

Cognitive Load Theory (Sweller, 1988), suggests that individuals have a limit to

how much information they can effectively process at once. Good teaching should focus
 5

on managing this cognitive load for better learning results. In this study, we use this

theory to investigate how various teaching methods affect students’ ability to process

information and acquire knowledge.

Constructivist Learning Theory, (Vygotsky, 1978), emphasizes the importance of

active engagement and social interaction in building knowledge. According to this

theory, learning is most effective when students are actively involved in constructing

their own understanding through meaningful interactions with peers and educational

material. In this study, we use this theory to investigate how different teaching methods

either support or hinder students’ engagement and collaborative learning experiences,

ultimately impacting their academic performance.

By combining these theoretical frameworks, we aim to develop a thorough

understanding of how teaching methods influence student achievement, contributing to

the discussion on effective teaching practices at Kawayan National High School.

Conceptual Framework

INPUT PROCESS OUTPUT

1. Determine the

profile of the
TEACHERS PRACTICES
respondents in
AND ITS EFFECTS ON
terms of the
STUDENTS ACADEMIC
following:
SURVEY PERFORMANCE
1.1 Age;
QUESTIONNAIRE
 6

1.2 gender;

1.3 grade level;

and,

1.4 subject?

2. How may the

teachers’

instructional

practices be

described in terms of

the following

indicators:

2.1 planning

practices;

2.2 teaching

practices; and,

2.3 assessment

practices?

3. What is the profile of

the students’

academic

performance of

students in the
 7

following:

3.1 Core Subjects;

3.2 Applied Subjects;

and,

3.3 Specialized

Subjects?

4. Do teachers’

instructional

practices

significantly affect

students’ academic

performance?

Importance of the Study

The findings of this study are anticipated to shed light on effective instructional

approaches that positively impact students’ learning outcomes.

Educational Stakeholders. This study will offer valuable insights to educational

stakeholders, enabling them to implement effective teaching strategies that cater to

diverse learning styles, ultimately enhancing students’ academic achievements.

School Administrators. The findings of this research will empower school

administrators to make informed decisions about instructional methods, leading to

improved overall academic performance within their institutions.

 8

Department of Education (DepEd) and Educational Authorities. This study will

provide essential data for the DepEd and other educational authorities to refine

curriculum guidelines and teacher training programs, ensuring they align with best

practices for optimal student learning outcomes.

Teachers. This research will equip teachers with evidence-based approaches,

enabling them to adapt their teaching methods to better engage students, nurture

critical thinking, and foster a conducive learning environment, ultimately boosting

academic success.

Students. Understanding the effects of different teaching methods will empower

students to actively engage in their learning process, grasp concepts more effectively,

and ultimately excel academically, setting a strong foundation for their future endeavors.

Future researchers. Finally, the findings of this research will serve as a cornerstone

for future studies in the field of education, providing a solid foundation for researchers to

explore and refine teaching methodologies, leading to continuous improvements in

academic performance.

Scope and Delimitation of the Study

The study was conducted in senior high school of Kawayan National High

School. The entire senior high school has 2 strands/tracks, the Technical Vocational

Livelihood (TVL) and General Academic Strand (GAS). This study is very important
 9

specially to the students to be aware how and what are the effects of the teachers

teaching method to their academic performances. The respondents of this study

involved selected senior high school in Kawayan National High School for the school

year 2023- 2024 and this study will be done by giving standardized questionnaire to all

senior high school students in Kawayan National High School.

Definition of Terms

For purposes of this study, the following shall be operationally interpreted to

mean as follows:

Practices. The actual application or use of an idea, belief or method, as opposed

to theories relating to it. In this study, it refers to the special ways that teachers use to

help students learn and share knowledge.

Academic Performance. The measurement of student achievement across various

academic subjects. In this study, it refers to how the student is doing well in school.

Teachers. Refers to encourage critical thinking can help student develop their

academic success. In this study, it refers to a person who helps student to acquire

knowledge, competence, or virtue, via the practice of teaching.

Students. Refers to responsibility for their own learning which can lead to a better

academic result. In this study, it refers to a person who attends a school.

Effects. Refer to a change that results when something is done or happens. In this

study it refers to the negative and positive outcome of the teachers teaching method.
 10

Review of Related Literature

The study conducted by Wang and Degol (2016) focuses on school climate,

specifically examining its construct, measurement, and impact on student outcomes.

The authors provide a comprehensive review of existing literature in the field of

educational psychology. The study emphasizes the importance of school climate in

shaping student experiences and academic performance. It discusses various

measurement approaches used to assess school climate and highlights the significant

influence it has on student outcomes. This review provides valuable insights into the

role of school climate in promoting positive educational environments and enhancing

student success.

Another study conducted by Kirschner, Sweller, and Clark (2006) examines the

effectiveness of minimal guidance during instruction in various teaching approaches,

including constructivist, discovery, problem-based, experiential, and inquiry-based

teaching. The authors argue that these approaches often fail to provide adequate

guidance to learners, leading to ineffective learning outcomes. They suggest that these

methods do not align with the cognitive architecture of the human mind and do not

consider the limitations of working memory. The study emphasizes the importance of

providing learners with explicit guidance and instruction to promote effective learning.

This review provides valuable insights into the limitations of certain teaching

approaches and highlights the importance of guidance in promoting effective learning

outcomes.

Hattie and Timperley (2007) focuses on the power of feedback in promoting

student learning and achievement. The authors provide a comprehensive review of

 11

existing literature on feedback and highlight its importance in enhancing student

outcomes. The study emphasizes the need for effective feedback that is specific, timely,

and actionable. It discusses various types of feedback, including task, process, self-

regulation, and self-feedback, and their impact on student learning. The authors also

explore the role of feedback in promoting teacher professional development and

improving classroom practices. This review provides valuable insights into the power of

feedback in promoting effective learning and enhancing student outcomes.

Similarly, the study by Darling-Hammond, Hyler, and Gardner (2017) focuses on

effective teacher professional development. The authors provide a comprehensive

review of existing literature on teacher professional development and highlight its

importance in promoting effective teaching practices and enhancing student outcomes.

The study emphasizes the need for high-quality professional development that is

ongoing, relevant, and aligned with teacher needs and goals. It discusses various

approaches to professional development, including coaching, mentoring, collaborative

learning, and online learning, and their impact on teacher learning and practice. The

authors also explore the role of school leadership in supporting effective professional

development and improving teacher quality. This review provides valuable insights into

effective teacher professional development and highlights the importance of ongoing

support for teacher learning and growth.

The study conducted by McREL International (2012) focuses on classroom

instruction that works, specifically exploring research-based strategies for increasing

student achievement. The authors provide a comprehensive guide that synthesizes

research findings and identifies effective instructional strategies. The study emphasizes
 12

the importance of using evidence-based practices to enhance student learning and

engagement. It discusses various instructional strategies, such as setting objectives,

providing feedback, reinforcing effort, and using cooperative learning, and their impact

on student achievement. The authors also address the role of teacher- student

relationships, classroom management, and curriculum design in promoting effective

instruction. This study serves as a valuable resource for educators, offering practical

strategies grounded in research to improve student outcomes.

This literature review covers important studies in educational psychology and

teaching methods. It includes topics like school environment, teaching guidance,

feedback, teacher training, and evidence-based strategies. These studies give valuable

insights for creating good learning settings, achieving better learning results, and

enhancing student success. In light of our research on “Teachers Practices and

Students’ Academic Performance in Kawayan National High School” emphasizes the

vital role instructional approaches play in shaping student success. By examining

teaching methods in detail, we seek to identify the most effective strategies that directly

impact student performance. This literature synthesis forms a crucial basis for our study,

allowing us to sharpen our focus and contribute to the broader discussion on effective

teaching practices.

CHAPTER II

METHODOLOGY
 13

This chapter describes the method of research design, research locale, the

respondents of the study, the instrument used, data gathering, data scoring, and the

statistical treatment of the data.

Research Design

The researchers will employ descriptive-correlational design, which focuses on

describing the independent and dependent variables. This research design involves

gathering data to determine the presence and extent of a relationship between multiple

independent variables and a dependent variable. The main objective of this study is to

investigate whether teachers’ instructional practices have an impact on students’

academic performance.

Research Locale

The study is conducted at Kawayan National High School – Senior High School,

which consists of two strands/tracks: (TVL) Technical Vocational Livelihood and (GAS)

General Academic Strand.

Research Respondents

The respondents in this research comprised a group of individuals, consisting of

22 students and 13 teachers, resulting in a total of 35 respondents. These respondents

were randomly selected from the Senior High School Department of Kawayan National

High School.

Research Instrument
 14

To gather the information of this study, the study instrument comprised of the

following three parts: Part 1 of the study instrument was designed to gather the profile of

the respondents, including the age, sex, grade level and subjects. Part 2 of the study

instrument was adopted from the study of Francisco and Celon of Teachers’

Instructional Practices and Its Effects on Students Academic Performance. The

Instructional Practices Survey was divided into three dimensions: planning strategies,

instructional strategies, and assessment practices. It consisted of a total of thirty-nine

(39) descriptive indicators, with ten (10) questions for planning strategies, five (5)

questions for instructional strategies, and eight (8) questions for assessment practices.

Part 3 of the study instrument used DepEd Order no.8, s. 2013, also known as the

classroom E-Record to determine the average point of the respondents’ academic

achievement status.

Data Gathering Procedure

The data for this study was collected using the questionnaire method. The

researcher followed the following procedures:

1. A letter of request to conduct the study was prepared and sent to the teacher of

the subject.

2. The researcher printed the adopted standardized questionnaire and was

personally distributed to the respondents.

3. Afterward, the researcher gathered the questionnaires in order to evaluate the

answers and has analyzed the results and the interpretation of the data gathered.
 15

Data Scoring

Scale Range Interpretation

5 4.64 – 5.00 Always

4 3.73 – 4.63 Frequently

3 2.82 – 3.72 Occasionally

2 1.91 – 2.81 Rarely

1 1.00 – 1.90 Never

After the data from the questionnaire is organized, it undergoes statistical

analysis to meet the study’s data requirements. Descriptive statistics, such as

frequency, percentage, and mean, are employed to summarize the data. By examining

the responses provided on the questionnaires, the data is condensed and presented in

a concise manner.

Statistical Treatment of Data

The researcher used different statistical tools to analyze the various aspects of

the data quantitatively. The following statistical tools was used to determine the

relationship between the study’s variables. Pearson’s correlation coefficient is a

statistical method used to measure the strength and direction of association between

two continuous variables. This study measures the strength and direction of the linear

relationship between perceptions of teaching methodologies and academic

performance. Regression analysis is a statistical method used for predicting the

relationship between a dependent variable and one or more independent variables. This

study used to understand how much of the variation in academic performance can be
 16

explained by students’ perceptions of teaching methodologies. The Eta correlation

coefficient is a statistical measure used in educational research to understand the

relationship between categorical and interval data. This study use to determine the

relationship between profiles variables and academic performance could be measured

on an interval scale. The Eta correlation coefficient could then be used to determine

how strongly these two variables are related.

 17

CHAPTER III

RESULTS AND DISCUSSION

This section contains detailed presentation and discussion of data analysis and

the results of this study.

Respondents’ Profile
Table 1. Profile of the Respondents
Age Frequency Percentage

18 and below 14 40

19 – 24 8 22.9

25 – 30 5 14.3

31 – 36 4 11.4

37 – 42 1 2.8

43 – 48 3 8.6

Total: 35 100

Gender

Male 21 60

Female 14 40

Total: 35 100

Grade Level

11 10 45

12 12 55

Total: 22 100

Subjects

Applied 4 30.7
 18

Core 6 46.2

Specialized 3 23.1

Total: 13 100

As shown in Table 1, the profile of the respondents reveals several key findings.

The age distribution of the surveyed group shows that the highest age of the

respondents falls into the age group 18 and below, representing 40% of the total.

Additionally, the lowest percentage is seen in the age group of 37 – 42, with only 2.8%

of the respondents falling into this category. Furthermore, table 1 also highlights the

gender distribution among the respondents’ males comprise the majority at 60%,

accounting for 21 individuals, while females make up 40% with 14 individuals. In terms

of grade level distribution, table 1 indicates that among the total of 22 students, 55% are

in grade 12 while the remaining 45% are in grade 11. Lastly, the table presents

information about the subject categories of the 13 teachers. It reveals that 30.7% (4

teachers) are in applied subjects, 46.2% (6 teachers) are in core subjects, and 23.1% (3

teachers) are in specialized subjects.

Teacher’s Practices

Teachers Practices are techniques that teachers use help students become

independent and strategic learners. These strategies become learning strategies when

students select and use them to accomplish tasks or meet goals. Teachers Practices

encompass planning strategies, instructional strategies, and assessment practices.

They involve ongoing interact between teachers and students, and are aimed at

creating and maintaining a learning environment that enables successful instruction.

This includes a variety of techniques such as organizing the physical environment,

 19

establishing rules and procedures, capturing students’ attention during lessons, and

fostering engagement in activities. Teachers Practices are a topic of concern among

educators worldwide, and it is important to consider cognitive development as the

foundation for grouping students at all curriculum levels.

Table 2. Instructional Practices in terms of planning

Indicators Mean Interpretation

1. When I design my 4.85 Always

lesson, I

consciously select

content that

needs the

district’s

curriculum

competencies

and/or

performance

standards

2. When I design my 4.77 Always

lesson, I

consciously select

instructions

materials based

upon my

knowledge of my
 20

student’s

development

needs and

learning styles

3. When I design my 4.54 Frequently

lesson, I

consciously select

methods and

strategies that

accommodate

individual needs

and interest of

specific students

4. When I design my 4.62 Frequently

lesson, I

consciously

prepare lessons

with high

expectations

designed to

challenge and

stimulate all

students

5. When I design my 4.85 Always

 21

lesson, I

consciously

consider how to

build upon my

student’s existing

knowledge and

experiences

6. When I design my 4.62 Frequently

lesson, I

consciously

consider how to

create active

learning

experiences for

my students

7. When I design my 4.62 Frequently

lesson, I

consciously

consider how to

create

cooperative

learning

experiences for
 22

my students

8. When I design my 4.46 Frequently

lesson, I

consciously

designs lessons

that require

integration of

content from

more than one

content area

9. During each 4.77 Always

lesson, I move

among the

students,

engaging

individually and

collectively with

them during the

learning

experiences

10. During each 4.62 Frequently

lesson, I

consciously

implement a
 23

teaching strategy

that stimulates

higher-order

thinking skills

Average: 4.67 Always

We may glean in Table 2 that the teachers practices in terms of planning were

“always” as shows by the average of 4.67. They displayed this practices in the following

behaviors of teachers whenever they design their lesson. The highest mean score went

to statement 1 & 5 with the same mean score of 4.85 and a corresponding Likert

interpretation pf “always”. Statement 8 got the lowest mean score with a corresponding

Likert interpretation of “frequently”.

Table 3. Instructional Practices in terms of Teaching

Interpretation Mean Interpretation

1. During each 4.85 Always

lesson, I create

social interaction

among students

that enhances

learning by

requiring students

to work as a team

with both

individual and

group
 24

responsibilities

2. During each 4.69 Always

lesson, I vary the

size and

composition of

learning groups

3. During each 4.62 Frequently

lesson, I discuss

with my students

the importance of

courtesy and

respect and

consciously

model for my

students the

types of personal

behaviors that

promote

responsibility and

social

development

among early

adolescents

4. During each 4.38 Frequently

 25

lesson, I

consciously

implement two or

more learning

activities

5. During each 4.31 Frequently

lesson, I

consciously

implement a

learning activity

that requires

students to read

or write in my

content area

Average: 4.57 Frequently

Data analysis in Table 3 showed that the teachers practice in terms of teaching is

interpreted as “frequently” as shown by the average score of 4.57. Statement 1

garnered the highest mean score of 4.85 which is interpreted as “always” in the Likert

scale. However, statement 5 got the lowest mean score of 4.31 which is interpreted to

“frequently” in the Likert scale.

Table 4. Instructional Practices in terms of Assessment

Indicators Mean Interpretation

1. Conducts 4.31 Frequently

pre-test/diagnostic
 26

test

2. Keeps and updates 4.69 Always

class record

3. Prepares TOS based 4.92 Always

tests

4.Uses rubrics when and 4.77 Always

where applicable

5.Uses written work, 5 Always

Performance tasks,

and Quarterly

Assessment

adequately in

evaluation of

outcomes

6. Evaluates learning 4.77 Always

outcomes through

varied means

7. Assists students who 4.38 Frequently

are hard-up by re-

teaching and

remedial

8. Improve learners’ 4.54 Frequently

achievement level

(considers MPS and

median)

Average: 4.67 Always

 27

A closer look at Table 4 would reveal that the teachers practices in terms of

Assessment. As seen, statement 3 got the highest mean score with a corresponding

interpretation of “always “. In the Likert scale. Statement 1 got the lowest mean score of

4.31 which is interpreted as “frequently” in the Likert Scale. We interpreted the overall

average mean score as “always” in the Likert scale.

Students’ Academic Performance

Various factors influence students’ academic performance, including personal

factors, school-related factors. Specifically, this emphasizes the aspects of teachers’

teaching methods, style, effectiveness, and similar factors.

Table 5. Academic Performance in Applied subjects

Indicators Frequency Percentage

90 – 100 (Outstanding) 2 9.1

85-89 (Very Satisfactory) 8 36.4

80-84 (Satisfactory) 4 18.2

75-79 (Fairly 2 9.1

Satisfactory)

74 and below (Did not 6 27.2

make the Expectations)

Total: 22 100

Table 5 showed the frequency distribution of the academic performance of the

students in Applied Subjects. As observed, there are more students who fall under the

category of “very satisfactory” in terms of their performance on the applied subjects.

Table 6. Academic Performance in Core subjects

Indicators Frequency Percentage
 28

90 – 100 (Outstanding) 3 13.4

85-89 (Very Satisfactory) 3 13.4

80-84(Satisfactory) 6 27.2

75-79 (Fairly 9 41

Satisfactory)

74 and below (Did not 1 5

make the Expectations)

Total: 22 100

Analysis of data in Table 6 presented the students’ academic performance in

Core Subjects. As seen, it is interesting to note that there are more students who

perform “fairly satisfactory” in the core subjects.

Table 7. Academic Performance in Specialized subjects

Indicators Frequency Percentage

90 – 100 (Outstanding) 3 13.4

85-89 (Very Satisfactory) 3 13.6

80-84 (Satisfactory) 4 18.4

75-79 (Fairly 6 27.2

Satisfactory)

74 and below (Did not 6 27.2

make the Expectations)

Total: 22 100
 29

Table 7 revealed the frequency distribution of the academic performance of the

students in Specialized Subjects. As observed, it is interesting to note that there is an

equal distribution of the students who perform “fairly satisfactory” and “did not meet the

expectations”.

Effects of Teachers’ Practices on Students’ Academic Performance

Table 8. Relationship Between Teachers’ Practices of Applied Subjects and Students Academic
Performance in Applied Subjects
Variable r - value Decision

Teachers’ Practices

Students’ Academic 0.1167 Ho Accepted

Performance

According to the findings presented in Table 11, there is a significant positive

relationship (r=0.1167) between the teachers’ practices and students’ academic

performance in the applied subjects. This means that the teachers’ practices of applied

subjects affects’ the academic performance of the students in applied subjects at

Kawayan National High School.

Table 9. Relationship Between Teachers’ Practices of Core Subjects and Students Academic
Performance in Core Subjects
Variable r - value Decision

Teachers’ Practices

Students’ Academic 0.1879 Ho Accepted

Performance

Based on the findings presented in Table 9, it is evident that there is a significant

positive relationship (r=0.1879) between the teachers’ practices and students’ academic
 30

performance in the core subjects. This indicates that the teachers’ practices of core

subjects affects’ the academic performance of the students in core subjects at Kawayan

National High School.

Table 10. Relationship Between Teachers’ Practices of Specialized Subjects and Students
Academic Performance in Specialized Subjects
Variable r – value Decision
Teachers’ Practices
Students’ Academic 0.0668 Ho Accepted
Performance
It may be gleaned in the Table 10 that there is also a positive significant relationship

(r=0.0668) between the teachers’ practices and students’ academic performance in specialized

subjects. This shows that the teachers’ practices of specialized subjects affects’ the academic

performance of the students in specialized subjects at Kawayan National High School.

 31

CHAPTER IV

This section presents the summary or the research work undertaken, the

conclusions drawn and the recommendations made as outgrowth of this study.

Summary of Findings

These findings provide a comprehensive overview of the respondents’ profile.

Teachers instructional practices and students’ academic performance, highlighting

areas of strength and areas that may require improvement.

The majority of the requirements are aged 18 and below, with males comprising

the surveyed groups. The grade 12 were more than half of the respondents in terms of

the students. While among the teachers almost half of the respondents were teachers in

core subjects.

Moving on to the teachers’ instructional practices, they consistently displayed

“always” practices in planning. In teaching the practices were rated as “frequently” and

in terms of assessment, the practices were interpreted as “always”.

Regarding the academic performance of the students, a majority perform at a

“fairly satisfactory” level in core subjects, while applied subjects show a significant

number of students excelling at a “very satisfactory” level. Specialized subjects exhibit

an equal distribution of students performing at a “fairly satisfactory” and “did not meet

the expectations” level.

As the Effects of Teachers practices and student academic performance in each

subject. The result showed positive significant relationships in each subject.

 32

Conclusions

Based from the findings of the study, the following conclusions were drawn: first;

the instructional practices of teachers were described as “always”; second, the status of

the academic performance of the students in the subject of core subjects was shown as

“Very Satisfactory” however for applied and specialized subjects, students exhibit an

equal distribution of “fairly satisfactory” rating which showed that teachers could bring

about desired outcomes of the student engagement and learning process; third, the

teachers’ instructional practices in terms of planning, teaching, and assessment

practices on students does have an effect on their academic performance

 33

Recommendations

Based on the findings and conclusions of the study, the researchers propose the

following recommendations for future research: (1) reward and incentive system to

encourage teachers to pursue further education and professional development. (2)

explore strategies to enhance academic performance among students, focusing on

identifying effective steps and interventions. (3) conduct a comprehensive assessment

to identify the specific needs of teachers in terms of their professional development and

training requirements. (4) research-based management implications to inform

educational management and decision-making processes.

Regarding the limitations of the study, the researchers suggest the following

revisions for future research: (1) Expanded Population Sample: Consider involving a

larger number of teachers and students to enhance the validity and reliability of the

results. (2) Diverse Respondents: Include students from neighboring provinces/regions

to capture a more diverse perspective on the topic. (3) Mixed-Methods Research:

Employ a unique research design that combines qualitative and quantitative approaches

to triangulate the variables of the study. (4) Advanced Statistical Treatment: Utilize more

sophisticated statistical techniques, such as confirmatory factor analysis or structural

equation modeling, to enhance the analysis and interpretation of the data.

 34

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