Assessing the Instructional Practices of College Instructors Toward the Enhancement of Students’ Academic Performance at Sulu State University

Shermona Yashier; Masnona Asiri

doi:10.62596/y2j6dn95

Authors

Shermona A. Yashier School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Masnona S. Asiri School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/y2j6dn95

Keywords:

Instructional Practices, Academic Performance, Instructional Planning, Teaching Practices, Assessment Practices, Teaching Effectiveness

Abstract

This study evaluated the instructional practices of college instructors and their impact on students' academic performance at Sulu State University. It utilized a descriptive-correlational research design with a sample of 100 teacher-respondents chosen through purposive sampling. Data were analyzed using frequency, percentage, weighted mean, standard deviation, Pearson’s correlation test, t-test, and ANOVA. The research focused on instructional planning, teaching, and assessment practices, taking into account the demographic profiles of the respondents, including factors like age, gender, civil status, length of service, and educational attainment. Results indicated that the majority of participants were aged between 31 and 40, primarily female, married, with less than 5 years of service, and possessed master’s degrees. Results showed that instructional practices across all domains were perceived as exceptional, consistently receiving a ‘Frequently’ rating. Respondents with doctorate degrees and those with 16-20 years of service demonstrated better perceptions of instructional practices at Sulu State University. A very high positive significant correlation was also observed, strongly supporting the Instructional Practices Model of Francisco and Celon (2020), which posits that teaching effectiveness results from the integration of planning, execution, and evaluation. The findings further confirm that maintaining high standards in planning and delivery fosters an enhanced instructional environment that contributes to improved student academic performance. Overall, the study emphasizes the importance of institutional and national standards in instructional planning, teaching, and assessment in promoting excellence in student academic performance.

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