Effective Teaching Practices and Their Influence on Student’s Achievement at a Private School in Camarines Sur
DOI:
https://doi.org/10.65339/ijsair.V2.I2.620Keywords:
Camarines Science Oriented High School, Instructional Delivery Practices, Learner Achievement, Learning Environment, Teacher Knowledge, Teacher Professional Development, Teaching Effectiveness, Teaching Practices, Teaching StrategyAbstract
This study examined effective teaching practices and their influence on learners’ achievement at Camarines Science Oriented High School, Pili, Camarines Sur. Anchored on Bronfenbrenner’s Ecological Systems Theory, Danielson’s Framework for Teaching Theory, Knowles’ Andragogy, and the researcher-developed ACEE (Awareness, Commitment, Engagement, and Embracing) Theory, the study assessed instructional delivery practices, the effectiveness of teaching practices in terms of knowledge, teaching strategy, and learning environment, their influence on learners’ achievement, and the challenges encountered by teachers. A descriptive quantitative research design was employed using a pre-validated structured questionnaire administered to 22 teachers and 100 learners selected through purposive sampling. Data were analyzed using frequency counts and weighted means. Findings revealed that instructional delivery practices were consistently implemented and positively perceived by both teachers and learners. Teaching practices in terms of knowledge, teaching strategy, and learning environment were rated very highly effective, with learning environment receiving the highest overall rating. The study further found that teaching practices exerted a very high influence on learners’ achievement, particularly through knowledge, teaching strategy, and learning environment. Major challenges encountered by teachers included addressing diverse learning needs, maintaining discipline in large classes, designing assessments for diverse learners, limited collaboration opportunities, inadequate instructional resources, insufficient professional development, heavy workloads, and limited access to technology. Based on the findings, a Compendium of Effective Teaching Practices was developed to support instructional improvement and professional development. The study concluded that effective teaching practices significantly contribute to learner achievement and recommended sustained professional development, institutional support, and the adoption of evidence-based instructional practices. The study aligns with SDG 4 (Quality Education), SDG 8 (Decent Work and Economic Growth), and SDG 17 (Partnerships for the Goals) by promoting instructional quality, teacher competence, and collaborative educational improvement. Its sustainability contribution lies in strengthening educational, institutional, socio-economic, and community sustainability through improved teaching effectiveness, learner achievement, and continuous professional growth.
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