INSTRUCTIONAL COMPETENCE AND STUDENTS’ ACADEMIC PERFORMANCE IN SENIOR HIGH SCHOOL

Abstract

This study investigated the teachers’ instructional competence and students’ academic performance in senior high school. Descriptive -correlational method was utilized in this study. Twelve (12) senior high school teachers’ and one hundred fifty (150) students’ who participated in this study. The data on instructional competence was obtain through the adapted and modified questionnaire which include the ICT Literacy, Learning and Thinking Skills, Core Subjects, Assessment, Content and Life Skills. The academic performance was also obtained from their teacher advisers. The findings of this study revealed that teacher’s instructional competence and students’ academic fall in a Satisfactory level. The result on correlation analysis found out that students’ academic performance is substantially associated to teachers’ instructional competence particularly in ICT Literacy, Assessment and Life skills. This analysis shows that when teachers lack on the ICT literacy skills needed to integrate technology into their teaching, teamwork and communication significantly affect student achievement. Likewise, the findings also indicate that when teachers' lack of use technology to increase efficiency and timeliness during formal and informal assessments and, in particular, to give students opportunities to develop moral decisionmaking and behavior, tends to affect students' academic achievement. Thus, senior high school teachers should participate in conferences, seminars, and training sessions pertaining to ICT literacy in order to expand their knowledge, utilize this modern technology in the teaching - learning activities, and develop their abilities. In this method, teachers could help students’ increase their motivation and improve their academic performance.