Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 46 no. 5 (2025)

Teaching Practices and their Impact on Student Learning Outcomes in Selected Schools of Lumba-Bayabao II District

Sittie Hidjarah Pacod

Discipline: Education

 

Abstract:

This study examined the relationship between teaching practices and student learning outcomes in the Lumba-Bayabao II District, located in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), Philippines. The district faced significant educational challenges, such as limited access to resources, teacher professional development, and modern instructional strategies. The study explored prevalent teaching practices, their implementation, and their impact on learner performance, along with the role of socio-economic factors. A descriptive correlational research design was employed, with 265 learners from four schools serving as respondents. Key objectives included evaluating instructional strategies, teaching activities, and assessment practices, as well as analyzing academic performance and socio-economic influences. Findings indicated that while teachers consistently implemented structured lesson planning, effective instructional delivery, and varied teaching methods, no statistically significant relationship was found between teaching practices and student performance. Similarly, socio-economic factors such as parental education and family income explained only a small portion of the variation in academic performance. The study concluded that external factors beyond classroom instruction likely play a significant role in shaping learner outcomes. Based on these findings, recommendations were provided to enhance teaching effectiveness, optimize resource allocation, and provide socio-economic support for improved learning outcomes.



References:

  1. Agayon, A. J. D., Agayon, A. K. R., & Pentang, J. T. (2022). Teachers in the new normal: Challenges and coping mechanisms in secondary schools. Journal of Humanities and Education Development, 4(1), 67–75. https://doi.org/10.22161/jhed.4.1.8
  2. Arioder, L. J. Q., Arioder, V. Q., Quintana, V. V., & Dagamac, N. H. A. (2020). Application of constructivist teaching approach in introducing new environmental concepts. Journal of Science Education and Technology, 29(3), 451–467.
  3. Avvisati, F., Besbas, B., & Guyon, N. (2015). Parental involvement in school: A literature review. Revue d’économie politique, 125(5), 697–722. https://doi.org/10.3917/redp.255.0697
  4. Baig, M. A., Ullah, R., & Memon, R. A. (2022). Gender bias in teachers’ behavior: Evidence from classroom observations in developing countries. Educational Studies, 48(5), 566–582. https://doi.org/10.1080/03055698.2020.1850424
  5. Barros, R., & Carvalho, M. (2021). Parental education and student achievement: Evidence from developing contexts. Journal of Educational Research and Practice, 11(1), 101–117. https://doi.org/10.5590/JERAP.2021.11.1.08
  6. Best, J. W., & Kahn, J. V. (2021). Research in education (12th ed.). Pearson.
  7. Bibon, M. B. (2022). Teachers’ instructional practices and learners’ academic achievement in science. Contemporary Mathematics and Science Education, 3(1), ep22007. https://doi.org/10.30935/2529-092X/11782
  8. Chowdhury, S. R., & Sarkar, M. (2021). Gender and academic performance: Exploring behavior, attitude, and classroom dynamics. Journal of Educational Research and Practice, 11(1), 33–48. https://doi.org/10.5590/JERAP.2021.11.1.03
  9. Ciriza-Mendívil, A., Demeshkant, S., & Jang, S. (2022). Technological Pedagogical Content Knowledge: A Framework for Integrating Technology in Education. Educational Transformation Through Emerging Technologies, 15(3), 368.
  10. Cunsolo, J., Hill, J., & Hawthorne, K. (2021). Transitions in education: Supporting learners moving from primary to secondary school. Educational Review, 73(2), 153–169. https://doi.org/10.1080/00131911.2020.1716308
  11. Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
  12. Derakhshan, A., Sherafati, N., Zhaleh, K., & Ghanbari, N. (2024). Interconnected factors in EFL engagement: Classroom climate, growth mindset, and achievement goals. Frontiers in Psychology, 15, 1353360. https://doi.org/10.3389/fpsyg.2024.1353360
  13. Edilo, J., Evardo, O. J., & Callaman, R. (2023). Culturally responsive self-efficacy of mathematics teachers: Input for self-efficacy building enhancement. International Journal of Innovative Research in Education, 10(1), 12–25. https://un-pub.eu/ojs/index.php/IJIRE/article/view/8975
  14. Estacio, A. A., Balila, A. C., & Camiling, L. P. (2020). Gender sensitivity in Philippine education: A framework for inclusive classroom practices. Philippine Social Science Journal, 3(2), 21–30. https://doi.org/10.52006/main.v3i2.103
  15. Francisco, C. D. C., & Celon, L. C. (2020). Teachers’ instructional practices and its effects on students’ academic performance. International Journal of Scientific Research in Multidisciplinary Studies, 6(7), 64–71. https://www.isroset.org/journal/IJSRMS/full_paper_view.php?paper_id=1998ERIC+2isroset.org+2IJRPR+2  
  16. Fisher, D., & Frey, N. (2021). The formative assessment action plan: Practical steps to more successful teaching and learning. ASCD.
  17. Foster, H. (2024). The Impact of Formative Assessment on Student Learning Outcomes: A Meta-Analytical Review. Academy of Educational Leadership Journal, 28(S1), 1-3.
  18. Garcia, E., & Weiss, E. (2020). Education inequalities at the school starting gate: Gaps, trends, and strategies to address them. Economic Policy Institute. https://www.epi.org/publication/education-inequalities-at-the-school-starting-gate/
  19. Gile, I., Certiza, M., Medez, M., Aniag, E., & Gelilio, E. (2022). Makabagong istratehiya sa pagtuturo ng akademikong Filipino. University of Mindanao Press.
  20. Hattie, J. (2023). Visible learning: The sequel – A synthesis of over 2,100 meta-analyses relating to achievement. Routledge.
  21. Huang, Y., Peng, S., & Wang, L. (2020). The impact of parental education level on students’ academic achievement: Evidence from a nationally representative sample in China. Children and Youth Services Review, 119, 105561. https://doi.org/10.1016/j.childyouth.2020.105561
  22. Jumarito, E., & Nabua, E. (2023). Integrating indigenous practices in chemistry instructional material for a culturally responsive STEM curriculum. Asia Research Network Journal of Education, 3(1), 34–45. https://so05.tci-thaijo.org/index.php/arnje/article/view/268476
  23. Kim, L. E., Dar-Nimrod, I., & MacCann, C. (2020). Teacher personality and teacher effectiveness in secondary school: A meta-analytic review. Educational Psychology Review, 32(2), 471–497. https://doi.org/10.1007/s10648-019-09491-8
  24. Kim, Y., Wang, Y., & Oh, J. S. (2019). Family resources, parental involvement, and children’s educational performance: Evidence from multi-country studies. International Journal of Educational Development, 68, 27–35. https://doi.org/10.1016/j.ijedudev.2019.04.004
  25. Kolb, D. A. (1984). Experiential learning: Experience as the source of learning and development. Prentice Hall.
  26. Lazaro, L. B., Gerundio, M. G., & Fajardo, A. C. (2020). Barriers to ICT integration in instruction in public secondary schools in the Philippines. Asia Pacific Journal of Multidisciplinary Research, 8(1), 44–51.
  27. Magno, C., et al. (2024). Motivation and socio-economic background as predictors of academic performance. Journal of Educational Psychology, 45(1), 123–135. https://doi.org/10.5678/jep.2024.45.1.123
  28. Majid, M. Z. A., Norman, M. H., Zaini, M. H., Zulnaidi, H., & Nasir, M. K. M. (2025). Technological Empowerment in Education: A Systematic Review. SAGE Open, 15(3), 21582440251325077.
  29. Mangila, B. B., & Paculaba, D. C. (2020). Culturally responsive teaching practices of elementary teachers and their contribution to pupils’ engagement and academic performance. Asian Journal of Multidisciplinary Studies, 3(1), 88–95. https://asianjournals.org/online/index.php/ajms/article/view/220
  30. Maloloy-on, M., & Arnado, A. (2023). Elementary school teachers’ proficiency: Philippine Professional Standards under flexible teaching modality. Asian Journal of Education and Social Studies, 19(1), 78–94.
  31. Mohammad, N., Ma, H., & Akrim, A. (2023). Examining Assessment Practices of K-12 Public School Teachers in Maguindanao Province. DOI: https://doi.org/10.21203/rs.3.rs-2960913/v1
  32. Ng, P. K., & Karjanto, N. (2023). Enhancing academic performance: The impact of active learning in mathematical economics. arXiv preprint arXiv:2311.12837.
  33. Organisation for Economic Co-operation and Development (OECD). (2019). PISA 2018 results (Volume I): What students know and can do. OECD Publishing. https://doi.org/10.1787/5f07c754-en
  34. Philippine Statistics Authority. (2024, April 3). Highlights of the 2022 Annual Poverty Indicators Survey (APIS): Education. https://rssomimaropa.psa.gov.ph/index.php/statistics/apis
  35. Philippine Statistics Authority. (2020, December 11). 2019 Functional Literacy, Education and Mass Media Survey (FLEMMS) Results in Central Visayas. https://rsso07.psa.gov.ph/content/2019-functional-literacy-education-and-mass-media-survey-flemms-results-central-visayas
  36. Piaget, J. (1950). The psychology of intelligence. Routledge & Kegan Paul.
  37. Prompiengchai, S., Narreddy, C., & Joordens, S. (2025). A Practical Guide for Supporting Formative Assessment and Feedback Using Generative AI. arXiv preprint arXiv:2505.23405.
  38. Resnik, D. B. (2020, December 23). What is ethics in research & why is it important? National Institute of Environmental Health Sciences. https://www.niehs.nih.gov/research/resources/bioethics/whatis
  39. Skinner, B. F. (1953). Science and human behavior. Macmillan.
  40. Tabuena, A. C., Bartolome, J. E. M., & Taboy, D. K. (2020). Preferred teaching practices among junior high school teachers and its impact towards readiness of grade seven students in the secondary school. International Journal of Arts and Education, 1(1), 1–10. https://ijae.journal-asia.education/index.php/data/article/view/88/54InternationalJournalofAsianEducation+1ResearchGate+1   
  41. Teig, N., Nilsen, T., & Hansen, K. (2024). Effective and equitable teacher practice in mathematics and science education: A Nordic perspective across time and groups of students. Springer. https://doi.org/10.1007/978-3-031-49580-9ERIC+3IEA+3SpringerLink+3  
  42. Tomaszewski, W., Xiang, N., Huang, Y., Western, M., McCourt, B., & McCarthy, I. (2022). The Impact of Effective Teaching Practices on Academic Achievement When Mediated by Student Engagement: Evidence from Australian High Schools. Education Sciences, 12(5), 358.MDPI
  43. UNICEF Philippines. (2019). For every child in Bangsamoro, an education. https://www.unicef.org/philippines/stories/every-child-bangsamoro-education
  44. Villanueva, F. C., Albina, A. C., & Gordoncillo, J. J. T. (2024). My work affects my studies! Lived experiences of elementary pupils engaged in farm work and the teachers who handle them. Futurity Education, 4(3), 129–144. https://doi.org/10.57125/FED.2024.09.25.08
  45. Vygotsky, L. S. (1978). Mind in society: The development of higher psychological processes (M. Cole, V. John-Steiner, S. Scribner, & E. Souberman, Eds. & Trans.). Harvard University Press.
  46. Wang, Y., & Zhang, Y. (2024). Effects of teaching strategies on students’ learning engagement and knowledge construction in asynchronous online learning. Distance Education, 45(2), 281-296.Taylor & Francis Online.

Tools


Copyright © 2026  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic