A Descriptive Quantitative Study between Teachers’ Performance and Student Learning Outcomes among Grade 11 Students

Butaslac, Niño Ronelo B., Michael E Chatto, Kurt Archer M. Damiles, Marie Faz L. Delos Santos, Shanen Jane M. Echavez, Neil John O. Mabaga, Marlou N. Pontejos, Ivan A. Ramos, Mark Jhan D. Tagaylo, Predrieck B. Umapas, Krystal Joy M. Clamares and Anna Marie O. Pelandas
Additional contact information
Butaslac, Niño Ronelo B.: Department of Education, Senior High School Students, Philippines
Michael E Chatto: Department of Education, Senior High School Students, Philippines
Kurt Archer M. Damiles: Department of Education, Senior High School Students, Philippines
Marie Faz L. Delos Santos: Department of Education, Senior High School Students, Philippines
Shanen Jane M. Echavez: Department of Education, Senior High School Students, Philippines
Neil John O. Mabaga: Department of Education, Senior High School Students, Philippines
Marlou N. Pontejos: Department of Education, Senior High School Students, Philippines
Ivan A. Ramos: Department of Education, Senior High School Students, Philippines
Mark Jhan D. Tagaylo: Department of Education, Senior High School Students, Philippines
Predrieck B. Umapas: Department of Education, Senior High School Students, Philippines
Krystal Joy M. Clamares: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines
Anna Marie O. Pelandas: Department of Education, Senior High School Teachers, Division of Davao de Oro, Philippines

International Journal of Research and Innovation in Social Science, 2024, vol. 8, issue 4, 2895-2901

Abstract: This study dealt with the influence of teachers’ performance and student learning outcomes among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of this study was to determine the level of teachers’ performance and student learning outcomes in terms of their indicators, the significant difference between teachers’ performance and student learning outcomes, and what domains of teachers’ performance substantially influence student learning outcomes. Also, this study utilized a quantitative-correlational design with 202 respondents among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, the results showed a high level of teachers’ performance among Grade 11 students in terms of lesson planning, delivery, and evaluation of pupils’ performance. Likewise, the results showed a high level of student learning outcomes in the Grade 11 students regarding teaching, assessment, and generic skills and learning experience. In addition, there was a high correlation and a significant relationship between teachers’ performance and student learning outcomes. Hence, this led to the rejection of the null hypothesis. Also, there are two domains of teachers’ performance that showed a high level of ratings as perceived by the students. Thus, the teacher could continue with their performance for teaching to see good student learning outcomes by providing their needs with new activities to develop their listening skills, public speaking, and writing inside the classroom, and the students may also engage and participate in the teachers’ discussion to make better progress and improve their academic performances.

Date: 2024
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