Instructional Competencies of the Teaching Force: Its Relationship to Students' Academic Performance

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  • Topic: High school, College, Secondary education
  • Pages : 1 (298 words )
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  • Published : December 31, 2012
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Barnuevo, Ray Justin U.R., Hasegawa, Kenji B., and Hugo, Edward, Bachelor of Secondary Education Major in English, Don Bosco College, Inc., March, 2012. Instructional Competencies of the Teaching Force: Their Relationship to the Students’ Academic Performance. Adviser: Virginia D. Dechavez, Ph.D.

Abstract
This study entitled “Instructional Competencies of the Teaching Force: Their Relationship to the Students’ Academic Performance” sought to study whether there exists a relationship between instructional competencies and the academic performance of the students. The researchers used the Descriptive-Correlation research design in this study. Instructional competencies, as a dependent variable was analyzed by coming up with the concrete sub-variables (i.e. Mastery of the Subject Matter, Teaching Skills, Classroom Management and Evaluation Skills). The main respondents of the study are the first year to fourth year students of Don Bosco College High School Department in the School Year 2011-2012. In order to derive the level of competencies of the teaching force, a survey was conducted measuring the perception on the level of competencies the teachers demonstrate. On the other hand, the academic performance of the students was based from the grades attained from the English, Science and Technology, and Mathematics grades from the first to second quarter of the school year 2011-2012. The result of the survey showed that the students perceive their English, Science and Technology and Mathematics teachers “Often” manifest the competence in teaching. The level of the respondents’ academic performance is found to be on the average level as indicated in their obtained grades in the corresponding subjects English, Science and Technology and Mathematics, which is equivalent to 80-84. Overall, all of the subjects concerned have significant correlation whether at 0.01 or 0.05 level and the correlations made were interpreted as negligible correlations.
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