AN ASSESSMENT OF THE FACTORS AFFECTING THE LEARNING OUTCOMES OF INTERMEDIATE PUPILS AT JOLO II DISTRICT, DIVISION OF SULU: TEACHERS’ PERSPECTIVES

Shi-Anne Samiddin; Masnona Asiri

doi:10.62596/7r0f9k43

Authors

Shi-Anne U. Samiddin School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State College, Jolo, Sulu, 4700, Philippines Author

DOI:

https://doi.org/10.62596/7r0f9k43

Keywords:

Instructional Strategies, Learning Environment, Student, Parental Support, Academic Success

Abstract

Teachers' perceptions of the factors impacting students' learning results in the Jolo II District, Division of Sulu, were examined in this study. The study used a descriptive-correlational design with 100 teacher participants selected by purposive sampling. Frequency, percentage scores, weighted means, standard deviations, Pearson's correlation, t-tests, and ANOVA were used to evaluate the data. Along with demographic variables including age, gender, marital status, years of service, and educational level, important factors evaluated included instructional methodologies, the learning environment, and home and parental support. The results showed that most instructor responders were married, 36 years of age or older, mostly female, had five years or less of experience, and had bachelor's degrees. Teachers with master's degrees were more open to acknowledging the importance of the learning environment and parental participation, and they generally had a good perception of the elements influencing students' learning outcomes, frequently rating them as "Often." Bronfenbrenner's Ecological Systems Theory, Vygotsky's Sociocultural Theory, and Gardner's Socio-educational Model—all of which emphasize how learning is impacted by intricate social and environmental systems—were supported by the significant correlations discovered among the subcategories of factors influencing learning outcomes. In order to improve successful teacher-led instructional practices for attaining academic achievement, the study emphasizes the significance of a supportive classroom and home environment.

References

Abdurahman, A., & Sahid, M. (2019). Socio-economic challenges and emotional resilience: An investigation of the Mindanao educational landscape. Mindanao Journal of Education.

American Psychological Association. (2020). Ethical principles of psychologists and code of conduct.

Anderson, J. (2020). Foundational catalysts: The role of instructional materials in modern pedagogy. Academic Press.

Babbie, E. (2021). The practice of social research (15th ed.). Cengage Learning.

Bautista, L. (2021). The role of school leadership and teacher motivation in shaping classroom environments. Philippine Journal of Educational Management.

Bronfenbrenner, U. (2018). The bioecological model of human development: Nested systems and cognitive outcomes (Updated ed.). Harvard University Press.

Brown, K. (2018). Digital catalysts: Transforming the learning environment through interactive technology. Journal of Educational Technology & Society.

Chavez, J. V., Salvaleón, R. G., Suazo, M. L. S. A., et al. (2026). Academic leaders’ experiences of inclusive education through the lens of positive psychology. Journal of Qualitative Research in Education, 46, 96–111. https://doi.org/10.54963/jqre.i46.2119

Chavez, J. V., Samilo, P. J. E., Cabiles, N. V. A., et al. (2025). College instructors’ perspectives on the declining reading habits of students in Philippine literature classes. Environment and Social Psychology, 10(10), 3924. https://doi.org/10.59429/esp.v10i10.3924

Chavez, J. V., Samilo, P. J. E., Cabiles, N. V. A., et al. (2025). How should parents balance the learning of Filipino and English at home?: Consistent teaching behaviors towards children. Environment and Social Psychology, 10(8), 1–18. https://doi.org/10.59429/esp.v10i8.3838

Creswell, J. W., & Creswell, J. D. (2018). Research design: Qualitative, quantitative, and mixed methods approaches (5th ed.). SAGE Publications.

Darling-Hammond, L. (2010). The flat world and education: How America’s commitment to equity will determine our future. Teachers College Press.

De Leon, A., Jumalon, R., Chavez, J. V., et al. (2024). Analysis on the implementation of inclusive classrooms: Perception on compliances and obstructions of selected public-school teachers. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2537

Dela Cruz, R. (2021). Systemic scarcity and professional ingenuity: Overcoming resource shortages in Philippine public schools. Journal of Rural Education and Development.

Epstein, J. L. (2011). School, family, and community partnerships: Preparing educators and improving schools (2nd ed.). Westview Press.

Epstein, J. L. (2018). School, family, and community partnerships: Preparing educators and improving schools (4th ed.). Routledge.

Garcia, M. (2020). Environmental stressors and cognitive barriers: The impact of overcrowded classrooms on elementary learners. Journal of Learning Spaces.

Hattie, J. (2009). Visible learning: A synthesis of over 800 meta-analyses relating to achievement. Routledge.

Heystek, J. (2020). Parental engagement as academic scaffolding: Strategies for student persistence and discipline. Educational Management Administration & Leadership.

Israel, M., & Hay, I. (2006). Research ethics for social scientists. SAGE Publications.

Johnson, S. (2021). Spatial configuration and cognitive engagement: The impact of physical learning environments. Journal of Environmental Psychology.

Kumar, R. (2019). Research methodology: A step-by-step guide for beginners (5th ed.). SAGE Publications.

Lopez, A. (2020). The nexus of classroom management and cognitive load: Building scaffolding for academic success. Pedagogy and Practice.

Magno, J. M., Indal, R. S., Chavez, J. V., et al. (2024). Alternative teaching strategies in learning Filipino language among dominant English speakers. Forum for Linguistic Studies, 6(4), 404–419. https://doi.org/10.30564/fls.v6i4.6742

Manalo, F. (2020). Practitioner perspectives on instructional barriers and desired learning competencies. Philippine Educational Review.

Martinez, D., & Ruiz, E. (2021). The socio-emotional climate: Emotional safety as a prerequisite for academic efficacy. Journal of Educational Psychology.

Mendoza, T. (2021). Differentiated instruction and multi-modal strategies: Optimizing outcomes for diverse learners. Journal of Curriculum Studies.

National Commission for Culture and the Arts. (2018). National ethical guidelines for health and health-related research.

Neuman, W. L. (2014). Social research methods: Qualitative and quantitative approaches (7th ed.). Pearson Education.

Ola, O., & Adeyemi, B. (2019). Multi-sensory integration: Bridging the gap between abstract concepts and real-world understanding. African Journal of Educational Studies.

Resnik, D. B. (2018). What is ethics in research and why is it important? Research Ethics Review, 16(3), 45–50.

Reyes, P. (2022). Technology integration as a cognitive enhancer: Opportunities and barriers in rural education. Digital Literacy and Society.

Richards, H. (2019). Socio-economic resilience and the compensatory power of parental support. Sociology of Education Review.

Santos, M., & Ramos, J. (2019). Parental involvement and academic performance in Central Luzon: A regional investigation. Journal of Family and Schooling.

Shamoo, A. E., & Resnik, D. B. (2015). Responsible conduct of research: Key issues and challenges. Journal of Empirical Research on Human Research Ethics, 10(4), 321–328.

Sieber, J. E. (2020). Ethical dilemmas in social and behavioral research. Research Ethics Quarterly, 22(2), 33–41.

Thompson, G., & Walker, L. (2022). Feedback loops and parental reinforcement in primary education: A United Kingdom perspective. British Educational Research Journal.

United Nations Educational, Scientific and Cultural Organization. (2017). Ethics in research and innovation.

University of the Philippines – Office of Research Integrity. (2022). Research ethics guidelines.

Villanueva, C. (2018). The affective dimension of involvement: Parental support beyond financial assistance. Journal of Child and Adolescent Development.

Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes. Harvard University Press.

World Health Organization. (2021). Ethical standards and procedures for research with human beings.