Teachers’ Practices: Its Effects to Students’ Reading Skills in Filipino

Roderick Z Ocangas and Rogelio L Gawahan
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Roderick Z Ocangas: Xavier University-Ateneo de Cagayan, Cagayan de Oro City, Philippines
Rogelio L Gawahan: Information Technology Laboratory (LTI) Research Team: Engineering Sciences ENSA – Chouaib Doukkali University – El Jadida

International Journal of Research and Innovation in Social Science, 2025, vol. 9, issue 3s, 1314-1328

Abstract: This research examined the effects of teachers’ practices on the reading skills of students in Filipino. The study considered various factors related to teachers, including teaching experience, educational qualifications, attitudes towards Filipino, extent of technology use, and performance evaluation. It also focused on teachers’ practices, such as planning, facilitating learning, and assessing learning. The participants were eleventh-grade students from the Senior High School enrolled in Filipino classes during the second semester of the academic year 2023-2024, as well as the seven teachers handling the subject. The research utilized a descriptive design and employed the proportionate simple random sampling technique. The study reveals that teaching practices categorized as Design Planning, Facilitating Learning, and Assessing Learning have an overall mean of 3.57, which is described as evident. Among the 277 student participants, reading skills show a passing mean score of 20.40; however, comprehension in Filipino is weak and linked to limited vocabulary exposure. The analysis indicates no significant differences in teaching practices based on teachers’ qualifications or experience, suggesting that effectiveness is influenced by ongoing professional development rather than just years of service. Furthermore, a Simple Linear Regression Analysis indicates no correlation between teaching practices and improved reading skills, with findings showing an F value of 0.001 and a p-value of 0.96. While teachers demonstrate effective instructional methods, their practices do not significantly enhance student reading abilities, highlighting the need for further research into additional teaching strategies and factors affecting reading competencies.

Date: 2025
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