V3I6P26

Teachers’ Instructional Practices and Students’ Academic Performance in Grade 10 Science in Agusan del Sur

Jeremaeh Grande Delosa^1*, Dr. Isidro M. Biol, Jr.²

Abstract

This study investigated the relationship between Grade 10 Science teachers’ instructional practices and students’ academic performance in selected medium-sized public junior high schools in Agusan del Sur. Specifically, it examined the teacher-respondents’ profile, the extent of their instructional practices in planning, delivery, and assessment, the level of students’ academic performance, the significant differences and relationships among variables, and teachers’ descriptions of how instructional practices influenced student learning. A concurrent embedded mixed-methods design was used, with quantitative data as the primary strand and qualitative data embedded to contextualize the results. Thirty Grade 10 Science teachers participated in the study, while the academic performance data were based on the first-quarter Science grades of 2,657 Grade 10 students handled by the teacher-respondents. Descriptive statistics, tests of difference, and Spearman’s rho were used for quantitative analysis, while interview data were analyzed using Colaizzi’s phenomenological method with MAXQDA as an organizing support tool. Findings showed that teachers demonstrated a very high extent of instructional practices in planning, delivery, and assessment. Students’ academic performance had a mean of 83.04, interpreted as satisfactory. No significant differences were found in instructional practices or student performance when grouped according to teacher profile variables. Likewise, no significant relationship was found between instructional practices and students’ academic performance. Qualitative findings revealed that instruction was perceived as helpful when it was curriculum-aligned, learner-centered, differentiated, contextualized, assessment-supported, and aided by technology; however, its effect was constrained by literacy and numeracy difficulties, limited resources, insufficient laboratory materials, unstable internet connection, limited time, and pressure to complete competencies. Based on the integrated findings, Project SCIENCE CARE: Science Learning Readiness and Performance Support Intervention Program was proposed.

Keywords:

instructional practices; Science instruction; academic performance; Grade 10 Science; intervention program; literacy and numeracy