INFLUENCE OF INSTRUCTION TO STUDENT ENGAGEMENT AND ACADEMIC PERFORMANCE

Education Administration

This study investigated the influence of instruction of education unit-earner teachers to student engagement and academic performance. The study aimed to identify the level of instruction of education unit-earner teachers and examine how it influences students’ engagement in class and their academic performance. It employed a quantitative descriptive-correlational research design. Data were collected through structured questionnaire administered to 185 senior high school students in the District of Mawab, Davao de Oro Division, Philippines. Mean and Pearson r were employed as statistical tools. The study found that senior high school students generally viewed education unit-earner teachers as effective in teaching, classroom management, assessment, and behavior, helping create a positive learning environment. Students also showed high engagement and achieved very satisfactory academic performance. However, the results revealed no significant relationship between teachers’ instruction and students’ engagement or academic performance, suggesting that other factors such as motivation, family support, study habits, and learning environment may also influence student outcomes.

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