World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue V (May 2026), pp.566-579
Charlie Balansag De Joya1
Sherabeth Ruado Roque2
1Bolo National High School, DepEd Masbate City
2Yadah Christian School Incorporated, DepEd Masbate City
Abstract
This study investigated the relationship between the instructional practices of Science teachers and the academic performance of Grade 11 learners in the upland and coastal barangays of the City of Masbate. Utilizing a descriptive-correlational research design, the study employed complete enumeration to involve 15 Senior High School teachers from coastal and upland barangays and 452 student records. Data were gathered through an adopted survey instrument and analyzed using weighted mean and Pearson’s r correlation.
Results revealed that teachers consistently demonstrate a high level of proficiency, with "Always" practiced behaviors in instructional planning (xˉ=4.54), delivery (xˉ=4.57), and assessment (xˉ=4.42). Technology integration and the activation of prior knowledge were identified as primary pedagogical strengths. Correspondingly, learner performance was predominantly "Very Satisfactory," with 42.70% of students achieving high marks and no learners failing to meet expectations. Correlation analysis confirmed a significant positive relationship between all instructional domains and student achievement, with instructional delivery showing the strongest influence (r=0.78).
The findings suggest that while foundational scientific literacy is robust in these peripheral communities, a "mastery gap" remains. The study concludes that moving toward academic excellence requires strengthening interdisciplinary integration and product-based assessments. Recommendations include providing teachers with targeted professional development in inquiry-based strategies and encouraging the use of coastal and upland environments as "living laboratories" to make science more contextualized and inclusive.
Keywords: Instructional Practices, Academic Performance, Grade 11 students, Science Education, Coastal and Upland Barangays, Descriptive-Correlational
https://doi.org/10.65494/pinagpalapublishing.332
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