Predicting Elementary Learners’ Performance Through a Regression Model Based on Teachers’ Knowledge, Practices, Attributes, and Teaching Skills
DOI:
https://doi.org/10.65339/ijsair.V2.I2.640Keywords:
Academic Performance, Development Education, Dumanjug Cebu, Professional Attributes, Professional Knowledge, Professional Practices, Regression Model, Science Teachers, Teaching Skills, Teachers’ EffectivenessAbstract
This study determined the effectiveness of science teachers and examined its influence on the academic performance of elementary learners in selected schools in Dumanjug Districts I and II, Cebu Province. It aimed to develop a regression model based on teachers’ professional knowledge, professional practices, professional attributes, and teaching skills as predictors of learners’ academic performance in science. The study was anchored on Behaviorism and Social Constructivism, with United Nations (n.d.) and Department of Education (2017) on the Philippine Professional Standards for Teachers serving as legal and educational bases. A quantitative research design was employed using adapted survey questionnaires to gather data from 130 science teachers and 1,300 learners. Teachers’ effectiveness was assessed in terms of professional knowledge, professional practices, professional attributes, and teaching skills, while learners’ academic performance was measured using Grade Point Average and class Mean Percentage Score. The data were analyzed using simple percentage, weighted mean, Pearson-r correlation, and regression analysis. The findings revealed that teacher-respondents and learner-respondents generally classified science teachers as Master Science Teacher in professional knowledge, professional practices, and professional attributes. Teaching skills were also rated highly, with several indicators classified as Certified Science Mentor. Learners’ academic performance in science was mostly Very Satisfactory based on both Grade Point Average and class Mean Percentage Score. Correlation results showed that professional practices had the strongest positive relationship with learners’ academic performance, followed by teaching skills, professional knowledge, and professional attributes. The regression model indicated that teacher-related factors meaningfully predicted learners’ academic performance, with professional practices showing the strongest influence. The study concluded that science teachers’ ability to handle subject content, manage classroom learning, facilitate instruction, and apply effective teaching practices contributes to learners’ academic success in science. It recommended the adoption of a regression-based model and a faculty development plan to strengthen teachers’ knowledge, practices, attributes, and teaching skills. The study supports SDG 4 – Quality Education because it focuses on improving teacher effectiveness and learner performance in basic science education. Its sustainability impact is primarily educational and institutional, as it provides evidence for professional development, instructional improvement, and data-based planning that may support long-term enhancement of science teaching and learning.
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