Assessing Teaching Performance and Student Learning Outcome in General education Courses at Sulu State University: An Implication to Mismatched Faculty Assignments

Jehada Asid; Masnona Sabdani-Asiri

doi:10.62596/frcdfc23

Authors

Jehada A. Asid School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author
Masnona L. Sabdani-Asiri School of Graduate Studies, Sulu State Colllege, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/frcdfc23

Keywords:

Teaching, Performance, Outcome, Implication, Assignments

Abstract

This study explored how teaching performance relates to student learning outcomes in General Education courses at Sulu State University. It used a descriptive-correlational research design involving 100 student-respondents selected through purposive sampling. Data were analyzed using descriptive and inferential statistics, including frequency, percentage, weighted mean, standard deviation, Pearson correlation, t-test, and ANOVA. The study looked at teaching performance in terms of faculty qualifications, teaching competence, instructional strategies, and perceived effectiveness. It also examined student learning outcomes in areas such as academic performance, subject mastery, motivation and engagement, and skills development. Respondents’ demographic profiles age, gender, parents’ educational background, and monthly income were also considered. Results showed that most respondents were 26–29 years old, predominantly female, and generally came from families where parents were high school graduates earning below minimum wage. Overall, students perceived both teaching performance and learning outcomes positively, with most indicators rated as “Agree,” suggesting favorable evaluations across all areas examined. In terms of perception differences, younger students (25 years old and below) tended to view both teaching performance and learning outcomes more positively compared to older groups. The analysis also revealed a strong and statistically significant positive relationship between teaching performance and student learning outcomes. These findings support the ideas behind Human Capital Theory and Constructivist Learning Theory, suggesting that effective teaching plays a central role in shaping students’ intellectual development and real-world competencies. In other words, the quality of instruction acts as a key factor in turning educational input into meaningful academic and personal growth. Overall, the study highlights the importance of strengthening General Education by incorporating Higher-Order Thinking Skills (HOTS) and practical, transferable life skills to better prepare students for academic success and future careers.

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