Instructional Competencies of selected Secondary Araling Panlipunan Teachers as these Correlate to Student Performance in the School Achievement Test (SAT)

Abstract

INTRODUCTION

The study was conducted to determine the relationship of teacher's instructional competencies, teaching performance, and students’ academic performance on the School Achievement Test (SAT) results of selected junior high school students(G9) in Araling Panlipunan.

METHODS

The study utilized the descriptive-correlation method of research. The descriptive survey was used in determining the three groups of respondents' profiles, the teaching competencies of teachers in (AP) and the selected junior high school students' AP performance. The researcher used the researcher-constructed questionnaire and documentary analysis to gather the required data. Respondents were composed of sixty-seven (67) AP teachers and one hundred sixty-six (166) selected junior high school students (grade-9) who are taking up AP in Cavite-South Unit. Using a standardized survey questionnaire which consists of the demographic profile of teacher respondents in terms of age, gender, civil status, highest educational attainment, length of service and field of specialization. Part II of the survey questionnaire intends to survey the various instructional competencies/strategies of teachers in teaching AP subjects such as teaching instructional, guidance, classroom management, and assessment/evaluation skills. The survey instrument was validated through a reliability test using Pearson Product Moment of Correlation to determine if a significant relationship exists between instructional competencies and teaching performance, and instructional competencies and student academic performance.

RESULTS

The study on Instructional Competencies of selected Secondary AP Teachers as these Correlate to the Student Performance in the SAT revealed that most of the AP teachers who participated in the study are married, females, aged 45 to 49, with Masters' Degree specializing in AP, and with 20-24 years of teaching experience. The teachers considered themselves highly competent in instructional competencies, teaching, guidance, and classroom management and evaluation skills in teaching AP." There is a negligible relationship that exists between instructional competencies and teaching performance. A negligible relationship likewise exists between instructional competencies of teachers and the academic performance of their students.

DISCUSSIONS

The school should conduct in-service training for AP teachers on the use of innovative teaching strategies in order to present the lessons clearly, coherently and systematically.