COLLEGE INSTRUCTORS’ TEACHING EFFECTIVENESS

VIS-À-VIS STUDENTS’ ACADEMIC PERFORMANCE

A Thesis
Presented to the Faculty of the Graduate School
JOSE RIZAL MEMORIAL STATE UNIVERSITY
The Premier University in Zamboanga Del Norte
Main Campus, Dapitan City

In Partial Fulfillment
of the Requirements for the Degree
MASTER OF ARTS IN EDUCATION
Major in Educational Management

MELODY FAITH G. SALACUT

December 2023
Abstract: This study looked into the level of teaching effectiveness of the college instructors
and the level of students’ academic performance. Three groups of respondents from the
Philippine Advent College were involved in this study which totaled to 312. The students’
performance was based on the grade point average obtained by the students during the prelims
in the first semester of academic year 2023-2024. The quantitative method with descriptive-
correlational design was used in this study. It was revealed that the level of teaching
effectiveness of college instructors was much effective and the college students’ academic
performance was very satisfactory. There was a significant difference in the ratings of the
college instructors’ teaching effectiveness when analyzed as to gender, position educational
qualification and assignment, but there was no significant difference in the ratings when
analyzed as to age. Further, it was found that there was a significant relationship between the
college instructors’ teaching effectiveness and students’ academic performance therefore,
performance of students is dependent with teaching effectiveness. Better teaching produces
better students’ performance. With these findings, it is recommended that college instructors
may enhance their skillful use of technological learning tools to promote active and interactive
learning. The administration of Philippine Advent College may spearhead a seminar-
workshop on 21st Century Education and Instructional Materials Preparation to upskill college
instructors. College Instructors are encouraged to adopt a more effective teaching and learning
methods and assessment techniques to improve students’ academic performance.

Keywords: College instructors’ effectiveness, students’ academic performance,

performance level

I. INTRODUCTION

Teaching effectiveness encompasses a comprehensive approach that takes into account

the impact of teaching methods on the overall achievement of students in both the short and long
term. This approach necessitates the creation of a positive learning environment, the
establishment of meaningful connections with students, and the prioritization of their unique
needs and objectives. Effective teaching extends beyond the boundaries of the classroom and can
have a significant impact on students' lives by assisting them in realizing their full potential.
Ultimately, teaching is not just a job, but a calling, and educators have a responsibility to remain
dedicated to their students' success.
Thus, the teaching effectiveness of the faculty is a critical area that needs to be
considered. The success of the students would depend to a great extent, upon how well the
teachers have trained them. The quality of an educational system depends upon the quality of
teachers and if the latter is poor, the quality of the former would also fall down. With the spread
of education all over the globe, the need for effective teachers at all levels has increased
(Agsalud, 2016).
One of the best strategies to measure teaching effectiveness in public and private higher
education institutions is through the evaluation of teachers’ teaching performance. The indication
of academic performance evaluation has been a constant practice in the Philippines. In fact, the
Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU), a
recognized accrediting agency for private higher education institutions in the Philippines has
developed a tool to measure college instructors teaching effectiveness. PAASCU’s criteria for
faculty performance which aimed to help the institution measure educational quality as they
strive for excellence, are based on the requirements and standards set by the Commission on
Higher Education (CHED). Consequently, the Philippine Advent College (PAC) of Sindangan,
Zamboanga del Norte, a private higher education institution that promotes Christian education
aims to offer standardized and quality training to have a well-rounded product ready to serve its
community. As an advocate of quality assurance, PAC believed that implementing quality checks
can help the school improve and provide students with the latest techniques in different fields,
especially in this 21st century where young learners can easily get distracted.
However, Philippine Advent College, although might have undergone different
inspections, namely, CHED monitoring, the Regional Quality Assessment Team (RQAT) and
quality checking by every program, has not yet conducted any general evaluation or any study
that determined the teaching performance of the college instructors. Consequently, this
researcher, who is also a college instructor, recognizes the importance of understanding the
teaching effectiveness of college instructors and its correlation with students' academic
performance. This researcher emphasized the importance of educators, particularly in college,
having the essential skills to adapt to the fast-changing world and provide learners with valuable
learning experiences using 21st-century teaching methods.
It is in this premise that this researcher decided to conduct this study on the instructors'
teaching effectiveness and students' academic performance. This researcher believed that the
instructors' teaching performance affects the performance of the students. The results of this
study hope to be able assist in the formulation of the institution’s intervention program for both
the college instructors and students to materialize its goal for quality and excellence in higher
education.

II. LITERATURE REVIEW AND STUDIES

Teaching Effectiveness
Teaching experience is positively associated with student achievement gains throughout
much of a teacher’s career; as teachers gain experience, their students are more likely to do better
on measures of success beyond test scores; teachers make more significant gains in their
effectiveness when they teach in a supportive, collegial environment, or accumulate experience
in the same grade, subject or district. More experienced teachers confer benefits to their
colleagues (Podolsky et al., 2019).
In addition, the study entitled “Models on Teaching Effectiveness in Current Scientific
Literature” authored by Sánchez-Cabrero et al. (2021) shows that “the key and most central
factor salient in teaching quality is related to the teachers themselves and their training”. Thus,
any educational model that seeks educational excellence must focus foremost in ensuring care
and respect for teaching professionals, beyond economic investment, resource availability, or any
other factors.
Another study entitled “Increasing Teaching Effectiveness in Entrepreneurship
Education: Course Characteristics and Student Needs Differences” by Liu et al. (2022) also
shows that “a challenging learning environment positively related to entrepreneurial self-efficacy
and study engagement, which in turn related to entrepreneurial intentions. Teacher-student
relationships were only related to study engagement. In addition, a challenging learning
environment related stronger to enhanced study engagement for the high need for students’
achievements, and teacher-student relationships significantly and positively related to
entrepreneurial self-efficacy only among students with a high need for affiliation.
Moreover, the study of Stephens et al. (2014) entitled “What Works Clearinghouse Quick
Review: "Have We Identified Effective Teachers? Validating Measures of Effective Teaching
Using Random Assignment" revealed that “the measure of teacher effectiveness created using
2009-2010 data was correlated with student achievement measured at the end of 2010-2011. On
average, students of teachers who were identified as being relatively more effective had higher
achievement gains than students of other teachers in the same school, grade, and subject.”
According to Kim et al. (2019) practitioners, policymakers, and researchers have asked
the question of what makes a good teacher for decades. However, there is no guiding framework
about which qualities are essential for teachers. A college instructor's effectiveness in private
schools as his/her obligations to the learners are being hampered because of the demand of time
with administrative loads. The private institution of higher learning needs to give attention to
intrinsic and extrinsic factors to motivate and influence new academic staff from uncertainty to
job satisfaction to retain existing academic staff and make the profession an attractive option for
new applicants. Therefore, private institutions of higher learning should take the necessary steps
to increase the satisfaction level of academic professionals and maintain it (Kunagaratnam,
2018). Several factors spearheading failure in retaining academic staff in private higher
institutions, including task and workload, conflict of role, underpay, and other intrinsic factors
(Manogharan et al., 2018).
In another view, according to Kaur (2019), the teacher is the one who has the leading role
in the realization of educational work in school. The teacher as an essential factor in realizing
educational work is analyzed in several dimensions, from his professional development in
relation to personal change as a professional and educational protagonist in the dimension of
changing the schools as an organized educational institution. This shows that the problems or
attention focuses on the teacher as personality, teacher-to-student attitude, style and way of
working strategies, and methodology that aids teaching or teacher selects his educational work
education. Therefore, his professional and moral preparation level should be pleasurable so that
he can accomplish his work. In Kaur's theory, it was clearly stated that teachers have many
significant roles in education, not only in the teaching field but also in the lives of our learners.
A theory on the professional attributes by Ping et al. (2018) shows that educators'
professional learning appears to be a growing field of interest but needs to be more focused. The
review indicates: (a) there is no clear knowledge base essential for teacher educators' work, (b)
teacher educators undertake different activities from which to learn, and (c) they generally
experience the need to learn to do their work as teacher educators. Teacher educators'
professional learning has become an independent research field; it is a growing field of interest
because research articles have been published more frequently in recent years. Teachers have
responded positively to the changes that our society is facing at the very moment. Teachers are
willing to indulge in activities that could advance their skills, knowledge and abilities.

Course Overview and Orientation

The course overview provides a general description of the class and what students can
expect to learn. It typically includes an outline of the topics that would be covered throughout the
course, as well as any major assignments or exams that would be required. The overview is a
useful tool for students to determine if the class aligns with their interests and academic goals
before enrolling. Any teacher in any subject needs to prepare the lesson before implementing it
in the classroom. There are many types of pedagogical documents that teachers need as their
daily instruments. These include the scheme of work, lesson plan, class diary, mark sheet,
attendance list, notebook, evaluation notebook, exercise notebook, and so forth and these
documents are importantly used for different purposes according to different teachers and
education systems across the world (Ndihokubwayo, et al., 2020).
The study of Nurtanto et al. (2021) entitled “Crucial Problems in Arranged Lesson Plans
of Vocational Teachers” stated that the key to the success of the quality of education is not
limited to curriculum changes, but rather the readiness and understanding of teachers in carrying
out curriculum content and the characteristics of teachers as curriculum practitioners are
influenced by the length of time teachers are involved in the curriculum and high awareness in
improving the quality of learning. On the other hand, the theory of Shaulsky et al. (2022)
provided that course orientation is typically a more detailed introduction to the course and the
resources available to students. It may cover things like course policies, expectations, and tips for
success. Goal orientation can be described as an individuals’ perception of personal goals in a
course or goals promoted in the class by the teacher.
The study entitled “Conceptualizing Central Zone Vice Chancellors’ Meet on
Transformative Curriculum for a Holistic and Multidisciplinary Higher Education” by Mittal &
Pani (2023) revealed that the admission of the student and retention of students without many
dropouts depends upon the relevance, utility, and interest generated through the curriculum.
Ensuring graduate employability and producing entrepreneurial graduates is one of the universal
benchmarks of quality and success in any higher education programs.
Another study entitled “Teacher development in Computational Thinking: Design and
Learning Outcomes of Programming Concepts, Practices and Pedagogy” by Kong et al. (2020)
stated that the learning to program is regarded as fundamental for students to deepen their
understanding of central computer science concepts and to provide students with important
computational approaches to addressing real-world problems.

Learning Outcomes
Learning outcomes are the results or achievements that students are expected to attain at
the end of a learning experience. These outcomes are usually described in terms of knowledge,
skills and attitudes that learners should have acquired and be able to demonstrate. It is important
for educators and educational establishments to give attention to how the structure of their
courses impacts the academic performance of their students, as well as their overall satisfaction
with the learning experience. By prioritizing this aspect, positive learning outcomes can be
achieved (Baber, 2020).
A theory of Erikson and Erikson (2019) states that “learning outcomes as a ceiling for
students’ ambitions is one thing when it concerns theoretical depth in disciplinary matters or the
ability to use practical tools for data analysis”. It is another thing, however, in relation to
dispositions for critical thinking, where the ceiling issue becomes a matter of students’ attitudes
towards knowledge and their willingness to assume responsibility for their own knowledge and
intellectual development.
Another theory of Lycko and Galanakis (2021) states that cognitive learning outcomes
include deriving to realistic propositions based on limited sources of data, as well as learning to
adapt their proposition fast to new information and theory, and by adapting and integrating their
existing business knowledge.
 A study Torres et al. (2021) entitled “Classification of Learning Outcomes and
Assessment Activities in CHED Prototype and SUC Syllabi based on Krathwohl’s Taxonomy”
revealed that classification and analysis of learning outcomes and assessment activities are
necessary among educational institutions to determine if they satisfy the different cognitive
levels. In the same vein, comparing the learning outcomes and assessment activities in SUC
syllabi and CHEd prototype syllabus is also worth exploring.
Another study entitled “Constructivism as Pedagogical Framework and Poetry Learning
Outcomes among Nigerian Students: An experimental Study” by Ugwuozor (2020) emphasized
that learning outcome from a constructive mode of learning has more impact on learners than a
traditional receptive and passive mode where the teacher dominates the discourse. Thus, the
conclusion, according to the proponents of constructivism, is that learning is constructed by the
learners.
The learning outcome is based on the three learning domains, cognitive, affective, and
psychomotor. Mental focuses on the critical thinking of the learning wherein its understanding is
evaluated through thinking skills and abilities. Cognitive function was defined in four domains—
learning, memory, reaction time, and innate intelligence. Educational outcome measures were
defined as attendance and scholastic achievement (Ezeamama et al., 2018). With the cognitive
outcome, the teacher would be able to measure if the learner has understood the lesson during the
learning process, and the teacher would be able to validate if the learning strategies the teacher
uses is effective.
The affective ___domain helps the learners to develop their values, ethics, aesthetics, and
feelings. It is arguably the most complicated type of teaching as it integrates cognition, behavior,
and feelings. With the effective learning outcome, teachers would be able to facilitate the
learners in developing their feelings, emotions, attitudes, and respect towards their peers,
teachers, and even their parents. Effective development significantly affects children's creativity
drawing, coloring, arranging blocks, playing with peers, and being happy with the presence of
exciting game tools increase creativity (Saguni, 2019).
Psychomotor domains that need to be emphasized in teaching and learning should include
seven elements: perception, setup, controlled movement, mechanism, specific movement,
settlement, and originality (Ariyanto et al., 2019). Aside from cognitive, teachers usually use
psychomotor in assessing the learners' understanding, especially when using body language. The
use of the taxonomy in the cognitive and affective domains has been significant, both in the
target field of higher education but more so in primary and secondary education, where much of
the curriculum development is performed by people with a significant theoretical background in
education. This contrasts with higher education, in which most educators need more formal
training in the concepts that underlie thinking about the educational process (Begam &
Tholappan, 2018).

Assessment
Assessment comes in different ways - formative, summative, activities, and performance.
Teachers use appropriate assessment strategies for the lessons discussed with the students. It is
essential to use an appropriate assessment strategy to confirm if the teaching strategies used
during the learning process are effective. Using non-appropriate assessment strategies for a
specific lesson would confuse the teacher if the teacher is an effective educator and if the
learning outcome is achieved. Assessment is a broad term defined as a process for obtaining
information for making decisions about students; curricula, programs, and schools; and
educational policy (Brookhart & Nitko, 2019).
Authentic assessment requires applying what the learners have learned to a new situation,
which demands judgment to determine what information and skills are relevant and how they
should be used. Learners are given tasks to accomplish, and they are given a dilemma as to what
skills or abilities they would use or apply to a particular task. The need to develop contextual,
meaningful assessment practices for students closely linked to real-world challenges has been
increasingly recognized in higher education. This is particularly relevant for leadership
development programs that are assumed to have a work context embedded in their content and
assessment components. Assessment practices currently used in higher education focus primarily
on testing academic knowledge rather than enhancing leadership competencies (Wiewiora &
Kowalkiewicz, 2019).
Evaluation is an educational program that aims to measure all three cognitive, affective,
and psychomotor learning areas. To reach a conclusion, the process and the product are
evaluated. The results are always expressed regarding the person being evaluated per behavioral
changes. Formative assessment is a range of formal and informal assessment procedures
teachers’ conduct during the learning process to modify teaching and learning activities to
improve student attainment. It typically involves qualitative feedback for both student and
teacher that focuses on content and performance details. Summative evaluation refers to the
assessment of participants where the focus is on the outcome of a program. Summative
assessments evaluate student learning, skill acquisition, and academic achievement after a
defined instructional period, typically at the end of a project, unit, course, semester, program, or
school year (Bhat & Bhat, 2019).
A study entitled “Advantages of Authentic Assessment for Improving the Learning
Experience and Employability Skills of Higher Education Students” indicated that authentic
assessment can play a role in improving the learning experience of higher education students
through enhancing their engagement in learning and improving their satisfaction as well as
positively influencing their efforts to achieve educational goals (Sokhanvar et al., 2021).
Another study entitled “The Impact of Peer Assessment on Academic Performance: A
Meta-analysis of Control Group Studies” confirmed that research synthesis in this area has,
however, largely relied on narrative reviews to evaluate the efficacy of peer assessment. Here,
they presented a meta-analysis (54 studies, k = 141) of experimental and quasi-experimental
studies that evaluated the effect of peer assessment on academic performance in primary,
secondary, or tertiary students across subjects and domains. An overall small to medium effect of
peer assessment on academic performance was found (g = 0.31, p < .001). The results suggested
that peer assessment improves academic performance compared with no assessment (g = 0.31, p
= .004) and teacher assessment (g = 0.28, p = .007), but was not significantly different in its
effect from self-assessment (g = 0.23, p = .209). Additionally, meta-regressions examined the
moderating effects of several feedback and educational characteristics (e.g., online vs offline,
frequency, education level). Results suggested that the effectiveness of peer assessment was
remarkably robust across a wide range of contexts. These findings provide support for peer
assessment as a formative practice and suggest several implications for the implementation of
peer assessment into the classroom (Double et al., 2020).
Instructional Materials
Teachers have to design instructional materials that are tailored to meet the individual
needs of their students. It is also crucial for teachers to take into account the typical levels of
prompting support required for students to effectively engage with curricular materials in the
classroom. Here, ‘teaching materials’ is equated with language text books used in the classroom
(Stenhoff et al., 2020).
Moreover, according to Ansayam and Tan (2021), since today all teachers craft
instructional materials, these resources are the primary references students can go to in delving
into the details of the topic. Further, teachers also import the topic from these materials to
PowerPoint presentations, thus making it the main reference still.
A study by Harwood (2021) entitled “Coda: An Expanding Research Agenda for the Use
of Instructional Materials” showed that the research in this issue vividly reminds that ‘materials
can encompass a wide range of stimuli associated with contexts far beyond the classroom.
The result of study entitled “Keep it Coherent: A Meta-Analysis of the Seductive Details
Effect” by Sundararajan and Adesope (2022) highlighted the importance of designing concise
instructional materials that focus only on the essential information and reduce redundant or
unnecessary information.
Another study entitled “Using Instructional Materials to Develop Higher Order Thinking
Skills” by Duraippah et al., (2021) cited that instructional materials were used in Information
Communication and Technology lessons during teaching and learning exercise to engage more
effectively with the learners. Tools used include digital worksheets, quizzes, and assignments.
The findings of this study tells that this research school inspires teachers to create instructional
materials and incorporate higher order thinking skills into the daily teaching and learning.

Teacher Presence and Support

Teacher Presence and Support refers to the level of engagement, communication, and
support that teachers provide to their students. It can be demonstrated through various means
such as timely feedback, personalized interactions, and active participation in discussions. When
teachers are present and supportive, students feel more connected to the course and are more
likely to succeed.
According to the theory of Elmuratova (2021), teacher’s physical presence can play a
large part in the management of the classroom environment. The way the teacher moves and
stands and the degree to which lessons are physically demonstrated can have a clear effect on the
management of the class. Most importantly, the way teachers are able to respond to what
happens in class, the degree to which they are aware of what is going on, often marks the
difference between successful teaching and less satisfactory lessons.
Thomas and Thorpe (2019) mentioned that the terms instructor presence, teacher
presence (and in some cases instructor immediacy) appear less frequently in the literature than
the terms teaching presence and social presence. For simplicity, the term teacher presence would
be used as the overarching term that describes “the specific actions and behaviors taken by the
teacher that projects him/herself as a real person.
A study entitled “Interactivity, Connectedness and Teacher Presence: Engaging and
Retaining Students Online” by Stone and Springer (2019) showed that there was also evidence to
indicate that a supportive and engaging online teaching and learning environment, can help to
mitigate against these difficulties and lead to increased student retention. This paper outlined the
findings from a recent study with 16 universities, which demonstrated the importance of online
‘teacher presence’, combined with engaging, inclusive and interactive design, content and
delivery. One example was provided of changes implemented in an online unit of study at a
regional Australian university, in response to these findings, with positive effects on student
engagement. Such changes at the individual unit level can indeed make a positive difference on a
small scale; however, institutional commitment to improving the quality of online education is
needed to extend such successes to the broader online student population.
Chiu (2022) stated that teacher support is one of the most important factors, as teachers
play a crucial role in fostering student motivation in schools.
A study entitled “Positive Emotions, Learning Behavior and Teacher Support in Self-
directed Learning during Adolescence: Do age and gender matter?” by Schweder and Raufelder
(2019) discussed that across from the female 8th/9th graders as the reference group, the LMC
showed that all other groups have significantly higher mean values for positive emotions. In
addition, female 6th/7th graders report a significantly higher level of volition. Teacher support
partly mediated all relations. Group differences in the interplay of the variables were excluded.
The results of the study highlighted the importance of teacher support when SDL is carried out in
school. Thus, teacher support reduces the effects between positive emotions and learning
behavior. This means that in self-directed learning, even those students who develop weaker
positive emotions are supported.
Another study entitled “Study from Home in the Middle of the COVID-19 Pandemic:
Analysis of Religiosity, Teacher, and Parents Support Against Academic Stress” by Hadi (2020)
claimed that testing the hypothesis showed a positive and significant relationship between
teacher support with academic stress. From the structural model, the output produces the t-value
of 2.09, higher than 1.96, so it can be concluded that teacher support has a positive effect on
academic stress.

Learning Experiences and Interaction

Learning experiences and interaction refer to the methods and techniques used to
facilitate effective learning and improve knowledge retention. It involves creating an
environment that encourages interaction between learners and the subject matter, fostering active
participation and engagement. Learning experiences can be convergent, where the focus is on
predetermined ends, or divergent, where the focus is on novel or original outcomes (Cennamo &
Kalk, 2019).
Doumanis et al. (2019) stated that successful learning experiences persistently stimulate
the student’s desire to see the learning narrative progress until it reaches a satisfactory
conclusion. Fansury et al. (2020) said that digital learning actually contributes quantitatively to
teaching and learning interactions. Wen and Piao (2020) indicated that learning experience
significantly impacted learning and motivation since in the learning process, a learner interacts
with classroom-related factors such as the teacher, the curriculum, and the peer group, as well as
the environment and native speakers (NSs). Tlili et al. (2023) said that knowing the personality
of each learner can make the learning interaction provided that learning contents and activities
within learning systems are more effective.
Moreover, Dakhu et al. (2020) emphasized that learning interaction is an essential factor
in learning. Interactions in MBL, including active learning and communication, can occur
through oral and written. The results of research in America show that MBL is very useful;
compared to other studies, MBL is 30% better, 40% shorter and 30% cheaper.
Technological/Learning Tools and Accessibility
Technological/Learning Tools and Accessibility refers to the use of technology to make
learning more accessible to a wider range of people. This can include tools such as screen
readers, closed captions, and other assistive technologies that help individuals with disabilities to
access and engage with digital content. Digital technology has become a central aspect of higher
education, inherently affecting all aspects of the student experience. It has also been linked to an
increase in behavioral, affective and cognitive student engagement, the facilitation of which is a
central concern of educators (Bond et al., 2020).
Crompton et al. (2020) stated that technologies are designed to promote more effective
learning typically aim to scaffold psychological processes known to be critical to learning and
that have been shown to produce targeted academic outcomes. Carolan et al. (2020) mentioned
that to be a sustainable model for online learning, universities should use technology to re-invent
teaching processes, transform assessment activities, change the use and roles of traditional
faculties and schools (providing specific training), and focus on value through the reinvention
and self-renewal of the service model. Promoting this digital transformation requires the
cultivation of participatory culture, and students, professors, and administrators must work
together to support and examine the changes implemented.
A study entitled “Emerging Technologies as Pedagogical Tools for Teaching and
Learning Science: A Literature Review” by Oliveira et al. (2019) explained that science
educators are faced with the challenge of helping students view technological instruments not as
transparent and neutral devices that simply “depict reality” (naïve instrumentalism) and reveal
what is “really” there (naïve realism), but as powerful epistemic tools that help co-constitute the
reality being investigated, often (re)shaping what counts as “real” in revolutionary ways. It is
argued that new technologies do not actually emerge in sociocultural vacuum and that more
attention needs to be given to sociocultural aspects of technological innovation in science
classrooms.
Another study by Zalat et al. (2021) entitled “The Experiences, Challenges, and
Acceptance of e-learning as a Tool for Teaching during the CoViD-19 pandemic among
university medical staff shows that majority (88%) of the staff members agreed that the
technological skills of giving the online courses increase the educational value of the experience
of the college staff. The rate of participant agreement on perceived usefulness, perceived ease of
use and acceptance of e-learning was (77.1%, 76.5%, and 80.9%, respectively). The highest
barriers to e-learning were insufficient/ unstable internet connectivity (40%), inadequate
computer labs (36%), lack of computers/ laptops (32%), and technical problems (32%). Younger
age, teaching experience less than 10 years, and being a male are the most important indicators
affecting e-learning acceptance. This study highlights the challenges and factors influencing the
acceptance and use of e-learning as a tool for teaching within higher education. Thus, it would
help to develop a strategic plan for the successful implementation of e-learning and view
technology as a positive step towards evolution and change.

Students’ Academic Performance

Student's academic performance refers to the academic achievement and progress of
individual students in their studies. It encompasses factors such as grades, test scores, attendance,
participation, and overall mastery of the curriculum. There are various ways in which academic
performance is measured in schools. Some common methods include evaluating students based
on their grades and test scores, their attendance and participation in class, and their overall
mastery of the subject matter. Different schools may have their own unique ways of measuring
academic performance, depending on their specific goals and priorities.
Philippine Advent College used Carreon Method on its grading system with the formula
of Student’s score/Teacher’s score x 50 + 50, for the total grades computations the institution set
parameters for computing the prelim, midterm, semi-final and final grades. Each parameter has
equivalent percentage these were; Attendance/Participation 10%, Quizzes/Assignment 25%,
Reports/Performance Task/Return Demonstration 30% and Major Examination/Evaluation 35%
with a total of 100%. The computation of the final grade was from the 2 major contributor of
grades the Midterm and Final. The computation for Midterm was the extracted 30% of the prelim
grade and 70% from temporary midterm grade, while the Final grade was the 40% of the total
grade of semi-final and 60% of temporary final grade with a total of 100%. The Final Student’s
Grades, cumulative computation was used 40% from the Midterm Grade and 60% from the Final
Grade.
According to the theory of Hellas et al. (2018), the ability to predict student performance
in a course or program creates opportunities to improve educational outcomes. With adequate
performance prediction approaches, instructors can allocate resources and instruction more
accurately. Teachers have always prepared the learning outcome, which they are doing their best
to achieve. However, the teacher can predict that the intended learning outcome would be
achieved for a specific learning process. In that case, the effectivity level of the teacher is at a
higher rate.
According by Mandasari (2020), Academic performance can be seen from the amount of
GPA achieved and the length of time a person has studied at the University. Academic
performance can be influenced by other factors such as achievement spirit competence, proactive
competence, and professional competence.
A study entitled “Socio-economic Status and Academic Performance in Higher
Education: A Systematic Review” by Rodríguez-Hernández et al. (2020) revealed that previous
educational research had extensively investigated the relationship between socio-economic status
(SES) and academic performance. In higher education, however, this relationship still deserves a
comprehensive examination given both practical and conceptual reasons. To attend to this need,
a mixed-methods systematic literature review of 42 studies had been carried out. In the first part,
a summative content analysis examined how SES and academic performance are measured. In
the second part, a meta-analysis estimates the effect on the size of the relationship between SES
and academic performance in higher education. Findings suggest that SES is measured through
education, occupation, income, household resources, and neighborhood resources, while
academic performance in higher education is measured through achievement, competencies and
persistence.
Furthermore, the study of Xu et al. (2019) entitled “Prediction of Academic Performance
Associated with Internet Usage Behaviors Using Machine Learning Algorithms” emphasized
that behavior discipline plays a vital role in academic success. Internet connection frequency
features are positively correlated with academic performance, whereas Internet traffic volume
features are negatively associated with academic performance. From the perspective of the
online time features, Internet time consumed results in unexpected performance between
different datasets. Furthermore, as the number of features increases, prediction accuracy is
generally improved in the methods. The results show that internet usage data are capable of
differentiating and predicting student's academic performance.
The Philippine Accrediting Association of Schools, Colleges and Universities
The Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU)
is to support member schools in their journey towards quality improvement that is grounded in
the institution’s educational philosophy as well as its unique vision and mission. PAASCU
envisions accreditation to be a continuous development process that provides an opportunity to
engage the entire school community and its stakeholders in a careful and thorough evaluation of
its objectives, plans, programs, systems, resources, and results through self-survey as well as
benefit from an external review done by peer educators (PAASCU, 2021). PAASCU
accreditation is a concept based on self-regulation which focuses on the evaluation and the
continuous improvement of educational quality. A process by which institutions or programs
continuously upgrade their educational quality. The Association does not impose arbitrary
standards. The survey forms developed by PAASCU identify principles and practices which are
found in excellent institutions (PAASCU, 2021).

Synthesis and Gap

Based on all the readings conducted in this paper, it has been found that teacher’s
effectiveness has impacted the student's academic performance. The teacher-student relationship
has influenced the learning process and environment, given that the students’ academic
performance might be crucial if the teacher is not effective. As teachers cure the students'
ignorance, the teacher also guides them to a better future. If the teacher needs to be more
effective, it may lead to the opposite of the expected outcome. Training, seminars and other ways
to improve the teaching abilities of their teachers should always be offered so that teachers may
acquire it and teachers would be able to improve their teaching styles and adopt the 21st-century
teaching techniques and styles. On the other hand, students' academic performance is the direct
receiver of the effectiveness of the teachers, and preparing for the accreditation for PAASCU is
one way of securing the standardized educational system.
The present study measures the teaching effectiveness of the college instructors and its
impact to the college students’ academic performance, and ensures that the students were able to
receive quality education through the teaching effectiveness of the instructors, it is similar to the
study of Sánchez-Cabrero et al. (2021) which stated that the key and most central factor salient
in teaching quality is related to the teachers themselves and their training. The present study can
also be mirrored to study of Kaur (2019), his study emphasizes that teachers/instructors are
essential factor in realizing that educational work is analyzed in several dimensions, from his
professional development in relation to personal change as a professional and educational
protagonist in the dimension of changing the schools as an organized educational institution.
However, despite with the similarities with teaching effectiveness and college students’
academic performance, it cannot be denied that there are still differences. While this study
believes that the teachers’ teaching effectiveness factor has an impact to students’ academic
performance, the study of Xu et al. (2019) emphasizes that behavior discipline plays a vital role
in academic success. For this reason, the teacher is prompted to investigate the college
instructors’ teaching effectiveness in relation to the students’ academic performance to give
justification and additional information.
 III. RESEARCH METHODOLOGY

Research Method
The study utilized the quantitative descriptive-correlational research method. A
quantitative design was used since the study involved numbers and statistics, and the data were
taken from measurements using a validated survey questionnaire and determined the significant
relationship between the college instructors’ teaching effectiveness and students’ academic
performance.

Research Environment
The study was conducted at Philippine Advent College located at Ramon Magsaysay,
Sindangan, Zamboanga del Norte. The institution has been positively responding to any CHED
monitoring, RQAT or the Regional Quality Assessment Team and quality checking by every
program, but the institution has not yet conducted any survey with regards to the effectiveness of
the college instructors. Without the survey, the effectiveness of the college instructors would not
be determined and the students learning is at stake. With the absence of the college instructors’
evaluation, the learning process of the students remains as what it is and the learning approach of
the college instructors may remain according to what they have commonly introduced to the
students. The survey has helped the academic heads to evaluate the college instructors if they
were able to attend the needs of the students, especially this 21 st century skills. The students’
academic performance also relies on the effectiveness of the college instructors and this also
affects if the students may or may not pass their course. The students’ learning may have been
limited and does not accord to the 21st century education.

Respondents of the Study

The respondents of this study were the 14 academic heads (deans and department
chairpersons) the 51 college instructors and 247 third year college students which totaled to 312
respondents. The total population of the academic heads and college instructors was utilized,
while a sample size of 247 out of 643 the third-year college students who are officially enrolled
at the Philippine Advent College, Sindangan, Zamboanga del Norte during the first semester of
academic year 2023-2024 was also utilized as the respondents of the study which were
determined using the Slovin’s Formula. The distribution of the respondents of the study is
summarized in Table 1 found below.
Table 1. Distribution of Respondents Using Slovin’s Formula and Proportional
Random Sampling Technique

Total No. of
No. of No. of
3rd Year No. of
School Academic College Percentage
College Respondents
Heads Instructors
Students
Education 7 13 269 41.83 103
BSBA 2 10 184 28.61 71
Computer
1 8 39 6.06 15
Studies
Nursing 1 9 107 16.64 41
HRM 1 6 26 4.04 10
BPA 2 5 18 2.79 7
Total 14 51 643 100 247

Table 1 shows the total enumeration of academic heads and college instructors while only
247 college students were taken as respondents or the sample size from the total population of
643 of the third-year college students of Philippine Advent College.

Sampling Techniques

Slovin’s formula was used to assess quantitative data on determining the sample size of
respondents. A proportionate stratified random sampling technique was also utilized to determine
the target number of students respondents and their respective academic record.

Research Instrument
The primary instrument the researcher employed in this study to obtain the desired
information was the questionnaire which was composed of two parts. Part I sought to obtain the
demographic profile of the respondents which were the age, gender, position, educational
qualification and assignment. Part II determined the teaching effectiveness of the college
instructors which was adopted Philippine Accrediting Association of Schools, Colleges and
Universities. It covered seven areas, namely, 1) Course Overview and Orientation; 2) Learning
Outcomes; 3) Assessment; 4) Instructional Materials; 5) Teacher Presence and Support; 6)
Learning Experiences and Interaction; and, 7) Technological/Learning Tools and Accessibility.
These areas served as the indicators of the teaching effectiveness of the college instructors.
As regards the performance of the students, the data were based on the General Point
Average (GPA) grades of the students in the prelim of the first semester of calendar year 2023-
2024.
Scoring Procedure
The respondents rated the teaching effectiveness of college instructor of Philippine
Advent College through checking the appropriate column that indicated the level of effectiveness
of the college instructor using the scale below:
Scale Range of Values Interpretation
5 4.21-5.00 Very Much Effective
4 3.41-4.20 Much Effective
3 2.61-3.40 Effective
2 1.81-2.60 Less Effective
1 1.00-1.80 Not Effective
On the other hand, the extracted prelim grades of the first semester of the randomly
selected 3rd year students were computed to get their grade point average that had indicated the
students’ academic performance.
Grade Point Average Interpretation
1.0 Outstanding
1.1 – 1.9 Very Satisfactory
2.0 – 2.6 Satisfactory
2.7 – 3.5 Fair
3.6 and above Poor

Data Gathering Procedure

After the preparation of the research instrument, the researcher sent a letter to the
Research Ethics Committee Chair of Jose Rizal Memorial State University and was able to
secure permission to conduct the study to its respondents in the chosen research setting. The
researcher also asked permission from the Program Head as well as the Dean of the Graduate
School for the collection of research data. The approved letter from the Dean of the Graduate
School was attached to the letter to the College President of Philippine Advent College for the
permission and approval to conduct the study before administering the research survey
questionnaire to the target respondents. After the permission was granted, the researcher
distributed the questionnaire to academic head and college instructor respondents. She also the
coordinated with the college instructors to ask the student respondents about their willingness to
participate in the study through an Informed Consent Form. No one were forced to answer the
questionnaire. Moreover, the respondents were assured of the utmost confidentiality of the data.
The researcher also requested permission from the Registrar’s Office for the students’ grades.
The data gathered were kept private to protect the students’ credibility.

Statistical Treatment
The following statistical were used to answer the research problems and test the
hypotheses:
Frequency counting and percentage was used to answer the profile of the respondents.

Weighted mean was used to answer the level of the college instructors’ teaching
effectiveness.

Analysis of Variance (ANOVA) was used to answer problem 2 and problem 3 and test
the null hypotheses 1.
 Pearson Product Moment Correlation Coefficient or Pearson r was used to answer
problems 4 and 5 and test the null hypothesis 2 on the significant correlation between the level of
college instructors’ teaching effectiveness and students’ academic performance.

Chi-Square was also utilized to properly understand and interpret the relationship
between college instructors’ teaching effectiveness and students’ academic performance.

IV. RESULTS AND DISCUSSION

Profile of the Respondents

Age. Table 2 below presents the profile of the respondents according to age. The data on
the table reveal that 7 or 50% of the academic head respondents belonged to the 30-39 years age
bracket, 5 or 35.71% were 20-29 years old and 2 or 14.29% were 50 years old and above. In the
case of the college instructor respondents, the data show that 23 or 45.10% belonged to the 20-29
years old bracket, 21 or 41.18% are from the 30-39 years old bracket, 6 or 11.76% were from 40-
49 years old and only 1 or 1.96% fall under 50 years old and above. For the student respondents,
211 or 85.42% are from the 18-25 years old bracket, 25 or 10.12% are 20-29 years old, 6 or
2.43% are between 30-39 years old and 5 or 2.02% fall under the 40-49 years old bracket.
This means that majority of the academic heads in Philippine Advent College are middle
aged adults; the college instructors are most young adults; and the student respondents are
generally 18-25 years.
The study of Wang et al. (2019) mentioned that teachers' age and teaching experience
significantly explained teachers’ effectiveness in teaching. On the other hand, You et al. (2019)
indicated on their study that, teacher’s age and teaching and training experiences had no direct
relations with teachers’ self-efficacy in inclusive education.

Academic Heads College Instructors College Students

Categories F P F P F P
50 years and above 2 14.29 1 1.96 - -
40 – 49 years old - - 6 11.76 5 2.02
30 – 39 years old 7 50 21 41.18 6 2.43
20 – 29 years old 5 35.71 23 45.10 25 10.12
18 – 25 years old - - - - 211 85.42
TOTAL 14 100 51 100 247 100
Table 2. Profile of the Respondents According to Age

Gender. Table 3 below shows the profile of the respondents according to gender. It be
seen in the table that 5 or 35.71% of the academic heads are males, while 9 or 64.29% are
females. On the other hand, the college instructor respondents are composed of 25 or 49.02%
males and 26 or 50.98% females. The student respondents are also shown in the table of which,
75 or 30.36% of them are males and 172 or 69.63% are females. The data illustrated that
majority of the respondents - the academic heads, college instructors and even the students are
females. It could be said therefore that the Philippine Advent College is dominated by females.
 Esmail et al. (2021) as cited by Eltanal (2023) pointed out that gender is regarded as an
important trait that influenced leadership style and has a significant impact on employees’
behavior. The study of Salvan and Hambre as cited by Mayormita (2023) claimed that in the
teaching profession, there are more females than males and that sex plays a vital role in different
job performances whether in offices, teaching, or in the filed works. Bongco and Abenes (2019)
supported the claim and asserted that the teaching profession continues to be feminized.

Table 3. Profile of the Respondents According to Gender

Categories Academic Heads College Instructors College Students
F P F P F P
Male 5 35.71 25 49.02 75 30.36
Female 9 64.29 26 50.98 172 69.63
TOTAL 14 100 51 100 247 100

Position. Table 4 provides the information about the academic head and college
instructor respondents’ respective positions. As shown, 14 or the 21.54% of the respondents are
academic heads while the 51 or 78.46% are college instructors. The data shows that the
population of the college instructor is much higher than the academic heads of Philippine Advent
College. This is a fact indeed, since in an organization, the members would always comprise a
larger number compared to the leaders.

Categories F P
Academic Heads 14 21.54
College Instructors 51 78.46
TOTAL 65 100
Table 4. Position of the Respondents

Educational Qualification. It is shown in Table 5 the educational qualification of the

academic head and college instructor respondents. For the academic heads, 3 or 21.43% have
doctoral degree; 2 or 14.29% have masters’ degree with doctoral units; 4 or 28.57% have
masters’ degree and 5 or 35.71% have bachelors’ degree with masteral unit. While on the college
instructors, 2 or 3.92% have masters’ degree with doctoral units; 8 or 15.68% have masters’
degree and 41 or 84.39% have bachelors’ degree with MA units.
The data revealed that most of the academic heads and college instructors of Philippine
Advent College are college graduates and are still pursuing their master’s degrees. This fact
would mean that this private academic institution under study did not require a master’s degree
as a minimum entry qualification of college instructors and in designating academic heads.
The result of the study of Lee and Lee (2020) revealed that students who have been taught
by multiple highly qualified teachers were more likely to earn higher level educational degrees,
considering teacher qualification would continue to play an integral role. The college instructors of
Philippine Advent College aim to render the best teaching-learning process to the students and is the main
reason of their upgrading aside from the encouragement of the administrators.

Categories Academic heads College Instructors

 F P F P
Doctoral Degree 3 21.43 0 0
Masters’ Degree with Doctoral Unit 2 14.29 2 3.92
Masters’ Degree 4 28.57 8 15.68
Bachelors’ Degree with MA Unit 5 35.71 41 80.39
Bachelors’ Degree 0 0 0 0
TOTAL 14 100 51 100
Table 5. Educational Qualification of the Respondents

Assignment. Table 6 exhibits the assignment of the respondents- the academic heads,
college instructors and college students. The data in the table shows that on the side of the
academic heads, 7 or 50% are assigned to the School of Education; 2 or 14.29% belong to the
School of Business Administration; 1 or 7.14% is assigned to the School of Computer; 1 or
7.14% is assigned to the School of Nursing; 1 or 7.14% belongs to the School of Hotel and
Restaurant Management; and 2 or 14.29% are assigned to the School of Business and Public
Administration.
For the college instructors, 13 or 75.49% are assigned to the School of Education; 10 or
19.61% belonged to the SBA; 8 or 15.68% are assigned to the School of Computer; 9 or 17.65%
belonged to the School of Nursing; 6 or 11.75% are assigned to the School of HRM; and 5 or
9.80% belong to the School of BPA.
As to the student respondents it can be seen in the table that 103 or 41.70% are coming
from the School of Education; 71 or 28.74% of the students are from the School of Business
Administration; 15 or 6.07% are coming from the School of Computer; 41 or 16.60% belonged
to the School of Nursing; 10 or 4.05% are from the School of HRM; and 7 or 2.83% are from
School of BPA.
The data disclosed the distribution of the respondents according to their educational
background and qualifications and number of students per school. It can be said that the higher
the enrolled students, the higher the number of academic heads (deans and chairpersons) and
college instructors. The data also show that the schools that have the most enrollees are the
School of Education followed by the School of Business Administration and the School of
Nursing.
Donohoo et al. (2018) on his study “The Power of Collective Efforts” stated that school
leaders must work to build a culture designed to increase collective teacher efficacy, which
would affect teachers’ behavior and student beliefs. Success lies in the critical nature of
collaboration and the strength of believing that, administrators, faculty, and students can
accomplish great things. The academic heads and college instructors of Philippine Advent
College had done a collaborative technique in doing their respective responsibilities as securing
that the students receive the appropriate methods to learn in their chosen fields.
The study of Humayon et al. (2018) stressed that career choice has become an important
aspect of an individual’s life because it determines the blueprint which is played by the
individual in the future. In recent decades, students had a problem in choosing their career when
they finish their studies, thus family influence, personal interest and economic considerations
exercised big influence on the career choice of students. These factors had been considered
plausible on the side of the students of Philippine Advent College, given that education, business
and nursing courses have the highest number of enrollees.
 Categories Academic Heads College Instructors College Students
F P F P F P
Education 7 50.00 13 75.49 103 41.70
Business Ad 2 14.29 10 19.61 71 28.74
Computer 1 7.14 8 15.68 15 6.07
Nursing 1 7.14 9 17.65 41 16.60
HRM 1 7.14 6 11.76 10 4.05
BPA 2 14.29 5 9.80 7 2.83
TOTAL 14 100 51 100 247 100
Table 6. Assignment of the Respondents

College Instructors’ Teaching Effectiveness

Course Overview and Orientation. The data on the level of teaching effectiveness of
the college instructors along “Course Overview and Outcome” is presented in Table 7. The data
on the table depict that all items were concordantly rated by the academic heads, college
instructors and college students as “much effective” which garnered the means of 3.98, 4.19 and
4.04, respectively, with a grand mean of 4.07 described as “much effective”. This shows that the
instructors were seen by both the academic heads and students as much effective in providing the
course overview and outcome to students. However, item 3 was rated by the academic heads
with 3.50 mean, 3.86 by the college instructors and 3.56 by the college students, which stands as
the lowest rated item by the three groups of respondents. This means that there is a need for the
college instructors to state more clearly the expected computer and technology literacy skills.
Overall, the Course Overview and Orientation has been effectively conveyed by the
college instructors of the Philippine Advent College. The academic heads and college instructors
were able to collaborate to guide the students in their learning. On the other hand, the college
students gained the good instructions and were guided with their lessons in their chosen field of
specialization.
Hsu et al. (2019) on their study “Reexamining the Impact of Self-Determination Theory
on Learning Outcomes in the Online Learning Environment” stated that the satisfaction of basic
psychological needs enhanced self-regulated motivation, which was associated with higher
perceived knowledge transfer and increased achievement of course objectives and learning
outcomes. Additionally, the result of Vermunt et al. (2019) showed that teacher learning patterns
did indeed become higher in quality when participating in Lesson Study (LS). Meaning-oriented
learning increased and problematic learning decreased during the year that teachers were
engaged in lesson study professional development.

Table 7. College Instructors’ Teaching Effectiveness along Course Overview and

Orientation
 Items Academic Heads College Instructors College Students
AWV D AWV D AWV D
1. The objectives,
structure, and plan
4.14 ME 4.37 VME 4.25 VME
for the course are
clearly stated.
2. Communication
expectations and
protocols for class
4.29 VME 4.35 VME 4.30 VME
participation other
forms of interactions
are clearly defined.
3. Expected computer
and technology
3.50 ME 3.86 ME 3.56 ME
literacy skills are
clearly stated.
Mean 3.98 ME 4.19 ME 4.04 ME

Learning Outcomes. Table 8 shows the level of teaching effectiveness of college

instructors as to Learning Outcomes. The data on the table depict that all indicators were rated
unanimously by the academic heads, college instructors and college students as “very much
effective” with the mean ratings of 4.44, 4.39 and 4.25, respectively with a total mean of 4.36.
The data disclosed that the learning outcomes of teaching-learning have been very much
effectively and clearly emanated to the college students by their instructors. Instructors very
much effectively aligned the learning outcomes to the institutional outcomes, clearly stated the
learning outcomes in terms of competencies that can be assessed at the end of the course and
very much effectively aligned the module learning outcome with the course learning outcomes.
Further, the academic heads and college instructors of Philippine Advent College have been
excellent in doing their part as to ensuring that the college students have fathom the learning
outcomes as to what is expected.
Baber (2020) in his study revealed that the factors–interaction in the classroom, student
motivation, course structure, instructor knowledge, and facilitation–are positively influencing
students’ perceived learning outcome and student satisfaction. Furthermore, the result of the
study of Huang et al. (2020) stated that students with some learning style preferences must bear a
greater cognitive load to achieve the same learning outcomes as other students. This study also
points out that the components of sense of presence and cognitive load generate inconsistent
predictive effects on affective and cognitive learning outcomes, respectively.

Items Academic Heads College Instructors College Students

AWV D AWV D AWV D
 1. Learning outcomes for
the course are aligned
4.47 VME 4.40 VME 4.24 VME
with program and
institutional outcomes.
2. Learning outcomes are
clearly stated in terms
of competencies that 4.50 VME 4.40 VME 4.22 VME
can be assessed at the
end of the course.
3. The module learning
outcomes are clearly
stated and are aligned 4.35 VME 4.37 VME 4.28 VME
with the course learning
outcomes.
Mean 4.44 VME 4.39 VME 4.25 VME
Table 8. College Instructors’ Teaching Effectiveness along Learning Outcomes

Assessment. The effectiveness of the college instructors as to assessment is shown in

Table 9. The table manifested that the items under assessment were generally rated by both the
college instructors and college students as “very much effective” with 4.34 and 4.28 mean
ratings, respectively. However, the academic heads only rated the college instructors as “much
effective” (M=4.12). The data exhibited that the assessment of the teaching-learning by the
college instructors on the perspective of the academic heads has only been much effectively
aligned to the learning outcomes of the lessons during the learning process. This goes to show
that the academic heads still want the college professor to improve more along assessment
specially in providing specific descriptive criteria for both the teachers’ evaluation of the work
and the students’ self- assessment. Contrasting to the academic heads’ point of view, the college
instructors and college students’ perceptions on the assessment on the teaching-learning process
by the college instructors has attested that it was very much appropriately applied according to
the lesson discussion. Generally, the college instructors were rated as ‘very much effective” in
assessment as manifested by the total mean rating of 4.27 which means that the college
instructors were seen to be doing their best in collating data from different sources to check
students’
The study of Martin et al. (2019) shows that online instructors use a systematic design
process, backwards design, considered learner needs, and designed learner interaction during the
design process. Faculty recommended using a variety of assessments, using traditional and
authentic assessments and used rubrics to assess students, course templates and quality assurance
process and surveys, learning analytics, and peer reviews for assessment and evaluation. The
different types of assessment used by the college instructors to assess the learnings of the college
students play a vital role in the learning process. As to this, the academic heads and college
instructors of Philippine Advent College had done very well on their part as educators. In
addition, the study of Sokhanvar et al. (2021) stated that authentic assessment can play a role in
improving the learning experience of higher education students through enhancing their
engagement in learning and improving their satisfaction as well as positively influencing their
efforts to achieve educational goals. Assessment helped teachers to evaluate the students’
understanding, this led teachers to evaluate themselves as to being effective and what they have
done to improve the students’ academic performance. The need to develop contextual,
meaningful assessment practices for students closely linked to real-world challenges has been
increasingly recognized in higher education. This is particularly relevant for leadership
development programs that are assumed to have a work context embedded in their content and
assessment components. Assessment practices currently used in higher education focus primarily
on testing academic knowledge rather than enhancing leadership competencies (Wiewiora &
Kowalkiewicz, 2019).

Items Academic Heads College Instructors College Students

AWV D AWV D AWV D
1. The assessments
are clearly aligned
to the learning
outcomes and seek 4.21 VME 4.35 VME 4.39 VME
evidence to assess
the attainment of
these outcomes.
2. Specific
descriptive criteria
are provided for
both the teachers
evaluation of the 4.0 ME 4.31 VME 4.25 VME
work and the
students’ self-
assessment.
3. Students are
provided multiple
opportunities to
receive feedback 4.14 ME 4.37 VME 4.21 VME
at appropriate
times to track
learning.
Mean 4.12 ME 4.34 VME 4.28 VME
Table 9. College Instructors’ Teaching Effectiveness along Assessment

Instructional Materials. Table 10 reveals the level of effectiveness of the college

instructors in terms of instructional materials. It can be gleaned on the table that the academic
heads rated the items under instructional materials as “much effective” with the mean rating of
3.64, while the college instructors and college students rated this indicator as “very much
effective” with 4.33 and 4.25 means, respectively.
The data have shown that in the perspective of the students and the college instructors
themselves, the instructional materials were prepared very much effectively by the college
instructors thus, represented up-to-date theory and practice in the discipline and contributed to
the attainment of the learning outcomes. The college instructors were able to present very much
effectively a variety of ways like lecture, text readings, videos, etc. in order to engage the
students and encourage them to connect to content. In short, the instructional materials prepared
by the college instructors have been used accordingly and helped the students very well.
However, item 2 of Instructional Materials indicator obtained a 3.86 mean rating by the
academic heads which makes it as the lowest rated item. This could mean that academic heads
would still want the college instructors to prepare varied and more accurate instructional
materials that could bridge theory to practice and would encourage students to connect to
content.
In totality, the college instructors’ level of effectiveness along Instructional Materials
indicator is “much effective” only with a general mean of 4.17. This implies that instructional
materials development in Philippine Advent College needs to be strengthened to show highest
form of effectiveness and would fully meet the expected outcomes.
In the study of Bawa (2021), it was revealed that there is a significant difference in the
academic performance of the students taught using instructional material (computer) and those
taught using conventional instruction. In favor of the experimental group (those taught using
instructional material (computer), thus instructional material was found effective.
Correspondingly, the interplay between the teacher, instructional materials, and other
participants as they took an integrity perspective to the curriculum. In doing so, this would show
how professional learning effects implementation of materials positively when specific design
choices are made (Russell, 2020). Teaching and learning process would be done impressively
with the assistance of instructional materials during the class discussion and it also helps the
students to convey and understand more their lessons, in which the College Instructors of
Philippine Advent College has been rendering to the students.

Items Academic College College

Head Instructors Students
AWV D AWV D AWV D
1. The instructional materials represent
up-to-date theory and practice in the
4.07 ME 4.29 VME 4.20 ME
discipline, and contribute to the
attainment of the learning outcomes.
2. The instructional materials are
presented in a variety of ways (lecture,
text readings, videos, etc. in order to 3.64 ME 4.37 VME 4.29 VME
engage the students and encourage
them to connect to content.
Mean 3.86 ME 4.33 VME 4.25 VME
Table 10. College Instructors Teaching Effectiveness along Instructional Materials

Teacher Presence and Support. The level of teaching effectiveness of college

instructors as to item 5 - Teacher Presence and Support is divulged on Table 11. The three items
under this indicator were distinguishably rated by the academic heads, college instructors and
college students. As shown, the academic heads generally rated the all items as “much effective”
while the College Instructors and College Students as “very much effective”. The rated items
have garnered the mean of 3.96, 4.42 and 4.43, respectively with a calculated mean of 4.27
which falls under the “very much effective category.
This finding shows that although teachers already regarded themselves as outstanding in
terms of providing support to the students which was also confirmed by the students, head
teachers would still want the teachers to do more in terms interactions of providing support and
opportunities for student consultation whether in a plenary session, small groups, or individually.
With the general rating of “very much effective” by the respondents, it can be said
therefore that the college instructors have shown an excellent level of effectiveness in guiding
and supporting their students in journey towards achieving quality education in Philippine
Advent College. Their presence and support implicate a vital role in the teaching-learning
process.
Law et al. (2019) on his study, stated that teacher’s presence was found to have direct
positive impacts on the cognitive presence and social presence, and indirect positive impacts on
learning performance. Also, according to the result of the study of Lui (2019) teacher support
exerted a direct and significant impact on the three aspects of math engagement. Both academic
self-efficacy and enjoyment mediated the relations between teacher support and the three aspects
of math engagement, whereas relief did not mediate such relations. Moreover, teacher support
affected math engagement through multiple paths from academic self-efficacy to both enjoyment
and relief. Teacher’s Presence and Support indeed played a vital role in the learning process in
every program/course the student may choose as the path of their careers. Moreover, the study
Elmuratova (2021) revealed that teacher’s physical presence can play a large part in our
management of the classroom environment. The way the teacher moves and stands and the
degree to which they are physically demonstrative can have a clear effect on the management of
the class, the way they respond, and the degree to which they are aware of what is going on,
often marks the difference between successful teaching and less satisfactory lessons.

Table 11. College Instructors’ Teaching Effectiveness along Teacher’s Presence and
Support
Items Academic Heads College Instructors College Students
AWV D AWV D AWV D
 1. The teacher’s
interactions with
learners are designed
and scheduled to 3.78 ME 4.43 VME 4.38 VME
provide support and
complement self-
learning.
2. The teacher interacts
with the learners in a
regular and timely
manner, responding to
their posts, giving 4.28 VME 4.49 VME 4.52 VME
feedback, etc. for both
synchronous and
asynchronous
sessions.
3. The teacher provides
opportunities for
student consultation
3.84 ME 4.35 VME 4.38 VME
whether in a plenary
session, small groups,
or individually.
Mean 3.96 ME 4.42 VME 4.43 VME

Learning Experiences and Interaction. Table 12 reveals the level of effectiveness of

the college instructors along Learning Experiences and Interaction. It can be seen that the college
instructor and college student groups both unanimously rated the three items as “very much
effective” with the mean ratings of 4.32 and 4.28, respectively. This means that the students and
the regarded their college instructors as very much effective in terms of providing learning
experiences that are relevant to the learning outcomes and one which are varied and promote
high student engagement and that they were able to give to students learning activities and tasks
that provide opportunities for self-directed learning and for interaction with peers. On the other
hand, the academic heads only rated the college instructors with “much effective”. This goes to
show that they still want the college instructors to do more in terms of providing learning
experiences and opportunities for interaction among students that would lead to a successful
teaching and learning process.
Nevertheless, the total mean rating obtained by the college instructors along this indicator
is 4.24 which falls under the “very much effective” category. This means that the college
instructors are generally doing their best to provide the best possible experience and learning
environment that would nurture the holistic development of the learners at the Philippine Advent
College
Barrot et al. (2021) on his study, revealed that the CoViD-19 pandemic had the greatest
impact on the quality of the learning experience and students’ mental health. In terms of
strategies employed by students, the most frequently used were resource management and
utilization, help-seeking, technical aptitude enhancement, time management, and learning
environment control.
New normal is the new trend after the pandemic. It does not only apply on the real life
but also on the side of education; these experiences had caused the institution to innovate the
strategies to help of the learning experiences and interactions. On the other hand, the theory by
Doumanis et al. (2019) clarified that successful learning experiences persistently stimulate the
student’s desire to see the learning narrative progress until it reaches a satisfactory conclusion. In
addition, the study of Dakhu et al. (2020) emphasized that learning interaction is an essential
factor in learning.

Table 12. College Instructors’ Teaching Effectiveness along Learning Experiences

and Interaction
Items Academic Heads College Instructors College Students
AWV D AWV D AWV D
1. The learning
experiences offered to
the students promote 4.07 ME 4.35 VME 4.34 VME
and are relevant to the
learning outcomes.
2. The learning
experiences are varied
4.20 ME 4.32 VME 4.28 VME
and promote high
student engagement
3. The learning activities
and tasks provide
opportunities for self-
4.08 ME 4.30 VME 4.22 VME
directed learning and
for interaction with
peers.
Mean 4.12 ME 4.32 VME 4.28 VME

Technological Learning Tools and Accessibility. The data on indicator 7 - Teaching-

Learning as to Technological Learning Tools and Accessibility is revealed on Table 13. The
table shows that the academic heads, college instructors and college students had rated the 3
items concurrently as “much effective” as manifested by the mean ratings of 4.00, 4.09 and 4.04,
respectively, which totaled to a mean rating of 4.04. This means that the college instructors
generally were much effective catering the needs of the students in terms of technological
learning tools access. Nevertheless, among the three items of this indicator, item 2 got the
lowest rating (M=3.97), which means that more efforts must be made to provide students with
complete information as to where and when they can avail of help in case of technical
difficulties. Philippine Advent College may also provide a teacher assistant who is an IT expert
to help students in times of technical difficulties.
Srivastava and Dey (2018) in their study, stated that there were indeed so many
challenges in using digital technology tools in supporting classroom teaching and learning. It was
found out in their study that there was an average level of the respondents’ perception in
implementing digital technology tools in teaching and learning in the classroom among teacher
educators and a high level of challenges of using digital technology tools to aid the classroom
teaching and learning process.

Table 13. College Instructors Teaching Effectiveness along Technological Learning

Tools and Accessibility
Items Academic Heads College Instructors College Students
AWV D AWV D AWV D
1. The tools used in the
course are compatible
with learning activities
4.08 ME 4.23 VME 4.21 VME
and promote active
and interactive
learning.
2. Students are informed
where and when they
can avail of help in 4.00 ME 3.94 ME 3.98 ME
case of technical
difficulties.
3. Technologies and
applications adopted 3.93 ME 4.11 ME 3.92 ME
are student friendly.
Mean 4.00 ME 4.09 ME 4.04 ME

Level of the Teaching Effectiveness of College Instructors. The summary of the level
of teaching effectiveness of college instructors along the seven indicators is shown on Table 14.
It can be cleaned on the table that the academic heads generally rated the college instructors as
“much effective” (M=4.07) in teaching their students. On the other hand, the college instructors’
self-rating of their teaching effectiveness along the identified indicators was “very much
effective” (M=4.30), which was also confirmed by the rating given by the students of 4.22 which
also fall also fall under the “very much effective” category.
Furthermore, calculation of the ratings given by the three group of respondents revealed a
general mean rating of 4.20 which fall in the “much effective” category. This finding indicates
that although the student and college instructor respondents’ ratings were at the highest level, it
was pulled down by the rating given by the head teachers which in effect resulted to the much
effective level of effectiveness only. It can be said therefore, that the head teachers, who were
responsible in monitoring and supervising the teachers, saw that the college instructors have not
yet reached the highest level of teaching effectiveness, and that they must put more efforts to
maximize their potentials and competences to give the best education to students.
Looking intently on each indicator and adding the mean ratings of the three groups of
respondents, it revealed that the highest rated indicator is indicator 2- Learning Outcomes
(M=4.36) which fall under the category “very much effective”, while the lowest rated indicator is
indicator 7 – Technological Learning Tools and Accessibility (M=4.04) described as “much
effective”. This goes to show that the teachers of Philippine Advent College, Sindangan,
Zamboanga del Norte manifested excellence in the formulation of learning outcomes that are
aligned with the program and institutional outcomes and would assess students’ competencies at
the end of the course. On the other hand, the college instructors still need to work more in
improving their skills in preparing and using tools which are compatible with learning activities
and would promote active and interactive learning of students. Teachers need also to adopt
technologies and applications which are student friendly so that students would not find a hard
time in using them.
Michelle (2023) stated that using technology in the classroom can provide students with a
more interactive and dynamic learning experience. It can help students stay engaged and
motivated, as they are able to participate in hands-on, experiential learning activities rather than
just listening to lectures or reading from a textbook.
Lukasi (2014) said that using technology in the classroom must be efficient, transparent,
simple and user friendly. He further stated that the necessity of technology implementation in
classrooms is not only a formal process of equipping classrooms but also adjusting the
curriculum in order to refocus on the development of technological competences of both students
and teachers.

Table 14. Summary Table on the College Instructors’ Teaching Effectiveness

Indicators Academic Heads College Instructors College Students

Mean D Mean D Mean D
1. Course Overview and
3.98 ME 4.19 ME 4.04 ME
Orientation
2. Learning Outcomes 4.44 VME 4.39 VME 4.25 VME
3. Assessment 4.12 ME 4.34 VME 4.28 VME
4. Instructional Materials 3.86 ME 4.33 VME 4.25 VME
5. Teacher Presence and 3.96 ME 4.42 VME 4.43 VME
Support
6. Learning Experiences
4.12 ME 4.32 VME 4.28 VME
and Interaction
7. Technological/
Learning Tools and 4.0 ME 4.09 ME 4.04 ME
Accessibility
Over-all Mean 4.07 ME 4.30 VME 4.22 VME

Significant Difference in the Ratings of the Respondents on the College Instructors’

Teaching Effectiveness When Analyzed as to Profile

Table 15. Significant Difference in the Rating of the Respondents on the College
 Instructors’ Teaching Effectiveness When Analyzed as to Age

Source Of Sum of
df Mean Square f t D
Variation Square
Between
Groups (SSB) 350,431 2 181,110
Not
3.12 3.68
Within Group Significant
(SSW) 759,773 310 252,220

Total SST 1,110.20

Age. The test of significant difference in the ratings of the respondents on the teaching
effectiveness of the college instructors when analyzed as to age was reflected in Table 15. The
table showed that the sum of squares in between groups was 350,431 within the degree of
freedom of 2 and the mean square of 181,110, while the 759,773 was the sum of square within
groups within the degree of freedom of 310 and the mean square of 252,220. The F-ratio value
was 3.12 and the tabled value was 3.86. Therefore, it resulted to the non-significant difference in
the ratings of the three respondents when analyzed as to age. It can be concluded that the
age of the three groups of respondents did not in any way affect the perception on teaching
effectiveness of the college instructors.
This finding resembles with the result of the study of Rezaeia and Abdollahzadeh (2020)
which indicated there that there was no meaningful difference in perception among teachers with
different age, experience, and gender levels across all the subscales of collective teacher efficacy
or teacher self-efficacy. They also conclude that efficacy beliefs seem to be resistant to change
once established and may not change significantly with age, experience and gender.

Table 16. Significant Difference in the Ratings of the Respondents on the College
Instructors’ Teaching Effectiveness When Analyzed by Gender

Source of Sum of df Mean f t D

Variation Square Square
SSB 550,720 2 171,523
3.75 3.68 Significant
SSW 825,210 310 39,720
Over-All Mean 1,375.930

Gender. Table 16 presented the test of significant difference in the ratings of the
respondents on the teaching effectiveness of the college instructors when grouped by gender. It
can be seen in the table that the sum of squares between groups was 550,720 with the degree of
freedom of 2 while 825,210 as the sum of squares within groups and the degree of freedom of
310. The computed f-ratio was 3.75 higher than the tabled value of 3.68 found to be significant.
This means that the three groups of respondents’ perceptions towards teaching effectiveness of
instructors were found to be significant. Males and females have different perceptions in the
teaching effectiveness of the college instructors.
 This finding correlates to the result of the study of Muntoni and Retelsdorf (2018). Their
study showed a significant and positive relation between students’ gender and teacher
expectations, indicating that teachers had higher expectations for girls than for boys. Moreover,
they were able to show that teacher expectations mediated the relation between students’ gender
and students’ reading achievement, suggesting that girls’ higher levels of reading achievement
could perhaps be explained by the higher expectations that teachers had for girls.

Table 17. Significant Difference in the Ratings of the Respondents on the College
Instructors’ Teaching Effectiveness When analyzed as to Assignment

Source of Sum of Mean Tabled

df f-ratio D
Variation Square Square Value
SSB 620,420 2 215,647
3.93 3.68 Significant
SSW 872,158 310 39,532
1,492,1578

Assignment. Table 17 reflected the test of significant difference in the ratings of the
respondents on the teaching effectiveness of the college instructors when grouped according to
assignment. As reflected in the table, the sum of squares between groups was 620,420 with
degree of freedom and the mean of squares of 215,647, while sum of squares within groups was
872,158 with 310 as degree of freedom and the mean of squares of 39,532.
The computed F-ratio was 3.93 greater than the tabled value of 3.68. Thus, it is safe to
say that there was a significant difference in the ratings of the three group of respondents in the
teaching effectiveness of the college instructors. This implied that instructors in each department
have different performances. One can be more effective in teaching than the other instructors
from other departments.
The findings of this study correlates to the result of the study of Podolsky et al. (2019)
when their study showed that teachers make greater gains in their effectiveness when they teach
in a supportive, collegial environment, or accumulate experience in the same grade, subject or
district; and more experienced teachers confer benefits to their colleagues. Furthermore, it is also
stated in their study that teaching experience is positively associated with student achievement
gained throughout the teacher’s career. As teachers gain experience, their students are more
likely to do better on measures of success beyond test scores.

Table 18. Significant Difference in the Ratings of the Respondents on the

College Instructors’ Teaching Effectiveness when Analyzed as to Position
 and Educational Qualification
Variables N x2 t-v Decision
Position
and 4.19 Significant
Teaching Effectiveness
65 3.84
Educational .05
Qualifications 4.28 Significant
and
Teaching Effectiveness

Position and Educational Qualification. Significant difference between the rating of

academic heads and instructors regarding the teaching effectiveness when analyzed as to position
and educational qualification is presented in Table 18. The data were treated using chi-square test
and were being dichotomized to avoid zero cell in the computation.
At a closer look at the table, it revealed that the x 2 value of 4.19 is greater than the tabled
value of 3.84 with .05 level of significance. Therefore, it resulted to the rejection of the null
hypothesis. Thus, there is a significant difference in the ratings of the two groups of respondents
on the college instructors’ teaching effectiveness when analyzed as to position. The ratings of the
academic heads significantly differ to the ratings of the instructors. As to educational
qualification and teaching effectiveness, the x 2 value registered 4.98 with the tabled value of 3.84
at .05 level of confidence. The hypothesis was rejected, so there was a significance difference in
the ratings of the department heads and instructors on the teaching effectiveness of the college
instructors.
It is safe to say that educational qualification plays a role in deciding teaching
effectiveness. The richness in knowledge among educators led to pedagogical approaches.
This finding coincides with the findings of Dada (2016) which revealed that students
taught by teachers with professional teaching qualification in Education performed better than
those taught by non-professional teachers without teaching qualifications. Moreover, the study
also implies that teachers’ qualification has significant impact on students’ performance in
English language.

Academic Performance of Students

Table 19 shows the academic performance of the students. As shown in the table, the
computed mean was 3.86, described as “very satisfactory” performance. Majority of the students
who are presently and officially enrolled in the college possessed higher performance in all
subjects.
This finding is similar to the findings of Paradero (2022) which revealed that majority of
the students under survey had better performance in all subjects enrolled. This research has
affirmed that when students are highly motivated by their teachers, they are expected to perform
well academically.
Moreover, the results of the study of Mayormita (2023) corroborated the findings of the
present investigation alongisde the findings of Paradero, when the researcher revealed that the
students in secondary schools were very good in science subjects. In addition, the study of
Mandasari (2020) also stated that academic performance can be influenced by other factors such
as achievement spirit competence, proactive competence, and professional competence.

Table 19. Students’ Academic Performance

Categories F P Mean D
Outstanding 3 1.21
Very Satisfactory 206 83.41
Satisfactory 38 15.38 Very
3.86
Fair - Satisfactory
Poor -
Total 247

Significant Relationship Between Effectiveness in Teaching of College Instructors and

Academic Performance of Students

Table 20. Significant Relationship Between Effectiveness in Teaching of Instructors

and Academic Performance of Students

Variables Mean r-Value p-Value Decision

Effectiveness of 4.19
Teaching Significant
0.49 0.0/0 Ho:
Academic 3.86 Rejected
Performance

The test of significant relationship between the teaching effectiveness of college

instructors and the academic performance of the students was presented in Table 20. It can be
seen in the table that the teaching effectiveness of the college instructors got the mean of 4.19
while the academic performance of the students obtained the mean of 3.83. The r-value was 0.49
with the P-value of 0.01 signifies that there is a significant relationship between teaching
effectiveness of college instructors and students’ academic performance. Therefore, the
hypothesis was rejected. The findings implied that better teachers produced better students.
Moreover, Sirait (2016) in his research study concluded that teacher quality is a matter
and statistically significant in senior high school level while Ferdinand and Andala (2023) who
studied about teachers’ competence and students’ academic performance in secondary schools in
Rwanda revealed that there was a statistical significance and high degree of positive relationship
between teachers’ competence and students’ academic performance.
Decira (2014), however, refuted the present finding and the findings of Sirait (2016) and
Ferdinand and Andala (2023). Decira revealed that the teaching performance of the teachers in
Mathematics did not affect the performance of students on the subject. With this finding, it is not
always a guarantee that the performance of teachers in teaching the subject may influence the
students’ performance.

IV. CONCLUSIONS
 The academic community of the Philippine Advent College was dominated by female
administrators, college instructors and college students primarily from the School of Education.
Having designated as academic heads who are also assigned to teach in the college, the faculty is
required to obtain a master’s degree. It is said that teacher effectiveness should broadly
encompass competence and implementing teaching effectiveness requires commitment. This
means every academic move shoots quality and excellence. In the event, the lack of regular
monitoring by the academic heads is always a factor in obtaining less rating in areas of teaching
effectiveness. There is a need to comprehend the contextual nature of instruction in that
assessing the overall quality demands intelligent formulation of the learning outcomes. Although
instructional delivery is seen as very much effective, and the Philippine Advent College performs
well in molding the students academically, teachers need professional advancement to continued
honing of students’ prowess in the academe, because in every aspect of education, teachers’
competence plays a significant role in the promotion of students’ performance. Indeed, better
teachers produce better students.

Recommendations:

The following recommendations are hereby offered

I. College instructors may enhance technological and learning tools utilization skills to
promote active and interactive learning by adopting technologies and applications which
are student-friendly.
II. The administration of Philippine Advent College may fire up the desires of the academic
heads and college instructors to upgrade their educational background to sustain global
standards.
III. The administration of Philippine Advent College may spearhead a training- workshop on
21st Century Education and Instructional Materials Preparation to improve teaching skills,
knowledge and competence of college instructors.
IV. Other researchers may replicate this study using other factors at a wider scope.

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