ACADEMIC PERFORMANCE OF STUDENTS: BASIS IN DESIGNING AN INSTITUTIONAL COMPETENCY ENHANCEMENT PROGRAM
DOI:
https://doi.org/10.55197/qjssh.v5i5.450Keywords:
pedagogical approaches, constructivist, collaborative, inquiry-based, reflective, integrativeAbstract
This study aimed to assess teachers' pedagogical approaches in Technology and Livelihood Education (TLE) and their impact on students' academic performance, informing the design of an institutional competency enhancement program. Participants included 90 junior high school students from La Salette of Ramon, Inc., in Ramon, Isabela, during the 2021-2022 school year. The study utilized frequency and percentage counts to describe student profiles and means for data analysis. To examine differences in the use of 2C-2I-1R pedagogical approaches based on gender, the Mann-Whitney U test was employed, while the Kruskal-Wallis H test assessed differences by grade level. Kendall’s Tau-b determined significant relationships between variables. The gender distribution was equal, with 45 male and 45 female participants. For grade levels, there were 24 students in each of grades 8-10, while grade 7 had 18 participants. A validated two-part questionnaire collected demographic data and assessed pedagogical approaches using Likert-type items, demonstrating strong reliability through Cronbach's alpha. Results indicated that students achieved high marks in TLE, attributed to effective pedagogical strategies. Perceptions of the frequency of various teaching methods were consistent across genders and grade levels. Notably, some constructivist, collaborative, and reflective pedagogical approaches exhibited a statistically significant but modest correlation with student grades, identifying the strongest links between these strategies and academic performance. To enhance teaching techniques, school administrators should implement targeted programs for reinforcement and incorporate these into supervisory practices for better monitoring. Additionally, including this program in In-Service Training can help keep teachers updated on their competencies. The Institutional Competency Enhancement Program should also focus on enrichment strategies to further support teacher development.
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