Social Science Instructors’ Teaching Competencies and Students’ Academic Performance in Batangas State University System: Towards A Faculty Training Program

Abstract

This study assessed the instructional competencies of Social Science instructors and their impact on students’ academic performance in Understanding the Self at Batangas State University System. A descriptive research method was used, involving 15 instructors and 544 students across various campuses. Data collection covered demographics, instructional competencies, and academic performance. The study examined instructors’ content mastery, teaching strategies, classroom management, and evaluation techniques. Findings showed that most students were within the ideal college age, predominantly female, and enrolled in engineering programs despite being from the College of Accountancy, Business, Economics, and International Hospitality Management (CABEIHM). Instructors were mostly female, held graduate degrees, had five years or less of teaching experience, and managed full teaching loads with two subject preparations. They were competent in teaching the subject, particularly in using diverse strategies. While students’ assessments of their instructors varied significantly, instructors’ self-assessments showed no differences. Students demonstrated strong academic performance, and a significant relationship was found between instructor competencies and student outcomes, rejecting the null hypothesis. Challenges affecting student performance were identified, leading to the proposal of a teacher training program to enhance instructional competencies and improve learning outcomes. The study underscores the crucial role of teacher competencies in shaping student success.