TS101 Chapter 1-3

Republic of the Philippines
EULOGIO “AMANG” RODRIGUEZ

INSTITUTE OF SCIENCE AND TECHNOLOGY
Nagtahan, Sampaloc, Manila
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INSTRUCTIONAL PRACTICES AND ACADEMIC PERFORMANCE OF GRADE
FIVE LEARNERS, DISTRICT OF NORZAGARAY WEST, DIVISION OF
BULACAN: BASIS FOR A PROPOSED INTERVENTION PROGRAM
In partial fulfillment
of the Requirement for Degree
Master of Art in Education
Major in Administration and Supervision
By
RICHARD SM. CRUZ
2023
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CHAPTER 1
INTRODUCTION
Background of the Study
Education is a fundamental human right and an essential tool for personal
and social development. It is the way to reduce destitution and achieve
sustainable economic development. In any case, despite the efforts of the public
authority and other stakeholders to work on the quality of education, there are
still challenges that should be addressed.
One of the challenges is the gap between the intended curriculum and
what is taught and learned in the classroom. Instructional practices play a crucial
job in bridging this gap. The quality of instructional practices affects the academic
performance of learners. Therefore, it is important to investigate the relationship
between instructional practices and academic performance to recognize
successful strategies that can be utilized to work on the quality of education.
This study focuses on the instructional practices and academic
performance of Grade 5 learners in the District of Norzagaray West, Division of
Bulacan. Grade 5 is a critical stage in the development of learners as it prepares
them for the transition to center school. The District of Norzagaray West is one of
the 24 school districts in the Division of Bulacan, which is located in the Central
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Luzon region of the Philippines. The district has 41 public
elementary schools, which serve a total of 10,194 learners.
The district faces several challenges in improving the quality of education,
including the lack of instructional assets, the inadequate training of teachers, and
the low academic performance of learners. Therefore, there is a need to
investigate the instructional practices of teachers and the academic performance
of learners to recognize successful strategies that can be utilized to work on the
quality of education in the district.
This study aims to provide insights into the instructional practices and
academic performance of Grade 5 learners in the District of Norzagaray West,
Division of Bulacan. The findings of this study can be utilized to foster a propose
intervention program that can work on the quality of education in the district.
Theoretical Framework
This study is guided by two theoretical frameworks: the Social Cognitive
Theory and the Direct Instruction Model.
The Social Cognitive Theory posits that learning is a cognitive process
that occurs through observation, imitation, and modeling of behavior. According
to Bandura (1986), learning is influenced by environmental factors, personal
factors, and behavior. In the context of this study, instructional practices can be
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seen as the environmental factor that influences learning. The
Social Cognitive Theory suggests that effective instructional practices are those
that provide opportunities for students to observe and model desired behaviors,
receive feedback, and engage in guided practice.
The Direct Instruction Model, on the other hand, is a specific approach to
instruction that emphasizes explicit instruction, guided practice, and immediate
feedback. The Direct Instruction Model is based on the idea that students learn
best when they are presented with clear, organized, and structured information.
The Direct Instruction Model is supported by research that has shown its
effectiveness in improving student achievement in various subject areas,
including reading, math, and science (Carnine, Silbert, & Kame'enui, 1997).
The combination of the Social Cognitive Theory and the Direct Instruction
Model provides a framework for understanding effective instructional practices
that can improve academic performance. The Social Cognitive Theory
emphasizes the importance of observation, modeling, and feedback, while the
Direct Instruction Model emphasizes the importance of explicit instruction, guided
practice, and immediate feedback. Together, these frameworks suggest that
effective instructional practices should be clear, and structured, and provide
opportunities for students to observe, model, and practice desired behaviors.
Conceptual Framework
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Input Process
Output
Grade 5 Teachers  Data collection
Basis for a
of Norzagaray on teacher’s
instructional proposed
West District, practices of intervention
Division of grade 5 Science program to further
Bulacan teachers.
improve the
 Pupil’s academic  Determination
pupil’s academic instructional
performance in performance in practices of the
Science Science teachers
 Reading from  Organization of
literature and data through
table and
studies interpretation.
 Statistical
analysis of data.
Feedback
Figure 1. Conceptual Framework of the Study
Figure 1. I.P.O. Process
The first frame focuses on the relationship of instructional practices of the
teachers on the academic performance of the grade 5 learners in the district of
Norzagaray West, Division of Bulacan. The researcher will conduct a survey and
examine the results to obtain a wide range of data to make a study credible and valid.
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The outcome of the study, or the findings based on the acquired data, is
referred to as the output. On the feedback, the researchers will create a series of
assessments through interviews.
Statement of the Problem
The principal aim of the study is to determine the relationship of
instructional practices of teachers on students’ academic performance of Grade 5
learners in the District of Norzagaray West, Division of Bulacan. Specifically, this
study aims to answer the following research questions:
1. How may the school administrators and teachers’ asses instructional
practices be described in terms of:
1.1. Planning
1.2. Teaching practices; and
1.3. Assessment practices.
3. What is the academic performance of Grade 5 learners in Science subject?
4. Is there a significant relationship between instructional practices and the
academic performance of Grade 5 learners in Science subject in the District of
Norzagaray West, Division of Bulacan?
5. What intervention program can be drawn from the findings of the study to
further improve the instructional practices of teachers?

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The answers to these research questions will give insights into the
present status of instructional practices and academic performance in the district
and recognize areas for development. The findings of this study can be used to
foster an intervention program that can work on the quality of education in the
district.
Hypothesis
1. The profile of the respondents has no significant effect on teaching practices and
academic performance of grade 5 learners.
2. Instructional practices have no noticeable impact on the academic of grade 5
learners in Science.
3. There is no significant relationship between the findings of the study to
improve the teaching performance of the teachers.
Objectives of the Study
The principal aim of the researcher is to determine the relationship of
instructional practices of teachers on students’ academic performance of Grade 5
learners in the District of Norzagaray West, Division of Bulacan. In particular, this
study means to accomplish the following objectives:
1. To identify the instructional practices used by Grade 5 teachers in the District
of Norzagaray West, Division of Bulacan.

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2. To determine the academic performance of Grade 5 learners in
the District of Norzagaray West, Division of Bulacan.
3. To identify the relationship of instructional practices of teachers on students'
academic performance.
4. To analyze the relationship between instructional practices and academic
performance of Grade 5 learners in the District of Norzagaray West, Division of
Bulacan.
5. To propose an intervention program based on the findings of the study that
can improve the quality of education in the district.
The identification of instructional practices used by Grade 5 teachers and
the determination of the academic performance of learners will give an
exhaustive understanding of the present status of education in the district.
Identifying the relationship of instructional practices of teachers on students'
academic performance will assist with identifying which practices are best in
promoting academic achievement. The analysis of the relationship between
instructional practices and academic performance will give insights into
successful teaching methodologies that can be used to improve the academic
performance of learners. The proposed intervention program will give viable
solutions to the difficulties looked by the district in improving the quality of
education.
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Significance of the Study
This study is significant for several reasons. First, it will give
insights into the present status of instructional practices and academic
performance in the District of Norzagaray West, Division of Bulacan. This
information can be utilized by teachers, strategy creators, and other partners to
foster designated interventions that can work on the nature of training in the
district.
Second, the study will recognize viable instructional practices that are
related to higher academic performance among Grade 5 students. This
information can be utilized to direct instructor training projects and professional
improvement to open doors that can assist educators with adopting more viable
instructional practices.
Third, the study will add to the existing collection of exploration on the
connection between instructional practices and academic performance. By
examining the connection between instructional practices and academic
performance in a particular setting, this study can assist with refining existing
theories and give insights that can inform future examinations.
Finally, the study will help Grade 5 students in the District of Norzagaray
West by identifying viable instructional practices that can work on their academic
performance. The proposed intervention program given the findings of this study
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can give pragmatic answers to the difficulties looked by the district in
improving the nature of schooling.
In general, the findings of this study can add to improving the nature of
training in the District of Norzagaray West, Division of Bulacan, and act as a
significant asset for teachers, strategy producers, and other partners in the field
of schooling.
Scope and Delimitation of the Study
This study focuses on the relationship between instructional practices and
the academic performance of Grade 5 learners in the District of Norzagaray
West, Division of Bulacan. The study will be conducted with the participation of
41 Grade 5 teachers in the district.
The study will cover the instructional practices involved by Grade 5
teachers in the district, the academic performance of Grade 5 learners in the
district, and the relationship between instructional practices and academic
performance. The study will likewise propose an intervention program given the
findings of the study that can work on the nature of education in the district.
The study is restricted to the District of Norzagaray West, Division of
Bulacan, and Grade 5 learners in open primary schools. The study doesn't cover
private primary schools or other grade levels. The study is likewise restricted to
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the information that will be gathered through reviews, interviews,
and report investigation.
It is essential to take note that the study's findings may not be
generalizable to other contexts, as instructional practices and academic
performance might fluctuate in various districts, divisions, or grade levels.
Nonetheless, the findings of this study can give insights into viable instructional
practices that can work on academic performance in comparable contexts.
Definition of Terms
Academic Performance. refers to the achievement of learners in their academic
endeavors, as measured by their grades, test scores, and other indicators of
learning.
Instructional Practices. refer to the methods and strategies used by teachers to
facilitate learning, such as the use of active learning, differentiation, feedback,
and assessment.
Intervention Program. refers to a set of actions and strategies designed to
address a specific educational issue, such as low academic performance or
ineffective instructional practices.
Grade 5 Learners. refers to students who are enrolled in the fifth grade in public
elementary schools in the District of Norzagaray West, Division of Bulacan.

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District of Norzagaray West. refers to one of the administrative
districts in the Division of Bulacan, which is a province in the Central Luzon
region of the Philippines.
Division of Bulacan. refers to the government division that oversees the
administration of education in the province of Bulacan.
Survey. refers to a research method that involves the collection of data from a
sample of individuals through a standardized set of questions.
Interview. refers to a research method that involves the collection of data through
verbal communication between a researcher and a respondent.
Document Analysis. refers to a research method that involves the collection of
data from written or recorded sources, such as reports, textbooks, or lesson
plans.
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CHAPTER 2
REVIEW OF RELATED LITERATURE
Introduction
This chapter presents a review of related literature on instructional
practices and academic performance. The literature review aims to provide a
comprehensive understanding of the current state of research on the topic,
identify gaps in existing literature, and provide a theoretical framework for the
study.
The chapter is organized into four sections. The first section provides an
overview of instructional practices, including definitions, theories, and models of
effective instruction. The second section reviews the literature on academic
performance, including factors that influence academic performance and
measures of academic achievement. The third section examines the relationship
between instructional practices and academic performance, including the
evidence for the effectiveness of specific instructional practices. Finally, the
fourth section reviews previous studies that have investigated the impact of
interventions designed to improve instructional practices and academic
performance.
Overall, the literature review provides a foundation for the study by
synthesizing existing research on instructional practices and academic

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performance. The review also highlights the need for further
research on effective instructional practices and the design of effective
interventions to improve academic performance.
Review of Related Literature
Instructional Practices
Instructional practices refer to the methods and strategies used by
teachers to facilitate learning. Effective instructional practices are those that are
aligned with the goals of the lesson, engage students in meaningful learning, and
provide opportunities for students to practice and apply what they have learned.
One widely used framework for effective instructional practices is the
Marzano Teacher Evaluation Model (Marzano, Frontier, & Livingston, 2011). This
model identifies nine categories of instructional strategies that have been shown
to improve student achievement. These categories include: establishing and
maintaining classroom rules and procedures, communicating learning goals and
providing feedback, reinforcing effort and providing recognition, providing
opportunities to practice and deepen understanding, using nonlinguistic
representations, providing cues, questions, and advance organizers, conducting
deliberate practice, activating prior knowledge, and generating and testing
hypotheses.
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Another commonly used framework is the Instructional
Practices Inventory (Tucker, Stronge, & Gareis, 2002). This model identifies eight
categories of instructional practices, including planning and preparation,
instruction, assessment, classroom management, student engagement,
technology integration, professionalism, and collaboration and communication.
Both of these frameworks emphasize the importance of clear
communication of learning goals, the use of feedback, opportunities for students
to practice and deepen understanding, and engagement in meaningful learning.
These frameworks provide a useful guide for understanding effective instructional
practices and for evaluating the instructional practices of teachers.
Overall, effective instructional practices are those that are aligned with
learning goals, engage students in meaningful learning, and provide
opportunities for practice and application of knowledge and skills.
Academic Performance
Academic performance refers to the level of achievement demonstrated
by students about their learning objectives or standards. Academic performance
can be measured through a variety of methods, including standardized tests,
classroom assessments, grades, and teacher observations.

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One of the most commonly used methods for measuring
academic performance is standardized testing. Standardized tests are designed
to assess student learning and achievement in specific subject areas, and are
often used to compare the performance of students across different schools,
districts, and even countries. Some commonly used standardized tests in the
Philippines include the National Achievement Test (NAT) and the Philippine
Educational Placement Test (PEPT).
Another method for measuring academic performance is classroom
assessments, which are designed and administered by teachers to assess
student learning and understanding of specific topics or concepts. Classroom
assessments can take many forms, including written tests, oral presentations,
and projects.
Grades are also commonly used to measure academic performance.
Grades are assigned by teachers to reflect student achievement in specific
subject areas or courses. Grades can provide valuable feedback to students and
parents on student performance and can be used to identify areas for
improvement.
Finally, teacher observations can be a valuable tool for assessing
academic performance. Teachers can observe student behavior and

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engagement during classroom instruction and activities and can
provide valuable feedback to students on their academic progress.
Overall, academic performance is a key measure of student achievement
and is often used to evaluate the effectiveness of instructional practices. Effective
instructional practices are those that are aligned with learning objectives, engage
students in meaningful learning, and support academic performance.
Intervention Programs
Intervention programs are targeted strategies or initiatives that are
designed to improve academic performance or address specific learning needs
of students. Intervention programs can take many forms, including academic
tutoring, remedial courses, mentoring, coaching, and after-school programs.
One widely used type of intervention program is academic tutoring.
Tutoring programs are designed to provide additional support and instruction to
students who are struggling with specific subjects or skills. Tutors can provide
one-on-one instruction or small group instruction to help students develop the
knowledge and skills they need to succeed.
Another type of intervention program is remedial courses. Remedial
courses are designed to provide additional instruction and support to students
who are performing below grade level or who are struggling with specific skills or
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concepts. Remedial courses can be offered during the school day
or as an after-school program.
Mentoring and coaching programs are also effective intervention
strategies. These programs pair students with mentors or coaches who provide
guidance and support on academic and personal matters. Mentors can help
students set goals, develop study habits, and build self-confidence.
After-school programs can also be effective intervention strategies. These
programs offer students additional opportunities for learning and enrichment
outside of regular school hours. After-school programs can include academic
support, homework help, enrichment activities, and sports or recreational
activities.
Overall, intervention programs are designed to provide additional support
and instruction to students who are struggling academically. Effective
intervention programs are those that are tailored to the specific needs of the
students, are based on sound educational principles, and are implemented with
fidelity.
Effective Teachers
The key to improving the American education system is placing highly
skilled and effective teachers in all classrooms (Darling-Hammond, 2010).

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Although there is growing consensus that effective teaching is the
key to large-scale school reform, there is great debate among education
stakeholders about how to identify and measure effective teaching (Bill & Melinda
Gates Foundation, “Working with teachers,” 2010). In fall 2009, the Bill and
Melinda Gates Foundation launched the Measures of Effective Teaching (MET)
project to test new approaches to measuring effective teaching. The goal of the
MET project is to improve the quality of information about teaching effectiveness
available to educational professionals (Bill & Melinda Gates Foundation,
“Working with teachers,” 2010).
Equitable public schooling
All schools should be held responsible for effectively teaching all children.
Equitable public schooling means all students will reach the same achievement
level regardless of social economic status, ethnicity, parents, or school. To
achieve this equitable schooling requires highly effective teachers (Commission
on Effective Teachers & Teaching, 2011; Edmonds, 1979).
Teaching is a holistic endeavor
The act of teaching is a holistic endeavor. Effective teachers employ
effective instructional strategies, classroom management techniques, and
classroom curricular design in a fluent, seamless fashion (Marzano, 2003). They
know their content and how to teach it to a broad range of students. They have
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an extensive range of instructional strategies and know when to
use them. Effective teachers consider collaboration an essential element of their
practice. Effective teaching is a student-centered practice which leads to
improved student outcomes in clear and demonstrable ways (Commission on
Effective Teachers & Teaching, 2011).
The knowledge and skills that teachers must master to be effective
instructional leaders for all students in our nation’s schools are complex and
ever-changing. Teaching is like rocket science: complicated, collaborative, and
capable of taking students to places yet to be explored (Commission on Effective
Teachers & Teaching, 2011).
Effective Teaching and Achievement
By definition, teaching is effective when it enables student learning (Bill &
Melinda Gates Foundation, 2013). It is clear that effective teachers have a
profound influence on student achievement and ineffective teachers do not (Bill &
Melinda Gates Foundation, 2013; DeWitt, 2011; Kane, Taylor, Tyler, & Wooten,
2010; Marzano, Pickering & Pollock, 2001). There is strong evidence concerning
the relationship between teachers’ observed classroom practices and student
achievement gains (Kane et al., 2010). Teachers identified as more effective with
one group of students, on average, caused other groups of students to learn
more (Bill & Melinda Gates Foundation, 2013). Effective teaching requires
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understanding of what to do, how to do it, when to do it and why
to do it (Goodwin, 2010).
Some critics and reformers believe good teaching is something that can
be quantified, replicated and packaged. They, also, believe that given the right
textbooks or high-stakes exam, educators can be made to teach in the same way
which will result in equality in the classroom. This equality will, ultimately, mean
that all students will succeed (DeWitt, 2011). John Hattie (2009) reviewed
hundreds of meta-analyses on teaching effects and concluded that “it is teachers
using particular teaching methods, teachers with high expectations for all
students, and teachers who have created positive student-teacher relationships
that are more likely to have the above average effects on student achievement”
(p. 126).
Influence of Testing on Teaching
High stakes tests are a contextual condition that can have serious impact
on the learning and development of both children and their teachers (White,
Sturtevant, & Dunlap, 2003). There are conflicting statements about the impact of
accountability policies in which some argue that testing undermines good
teaching, while others claim that it stimulates improvement (Louis et al., 2005).
Student learning is an important indicator of the quality of teaching.
Charlotte Danielson has concerns about the use of the results of student testing
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to make high-stakes decisions about teachers. There is danger of
narrowing the curriculum and that instruction becomes focused on identifying the
correct answer rather than understanding complex content (Abrams et al., 2003;
DeWitt, 2011). The pressure to raise test scores and improve student
performance may make teachers feel required to devote substantial instructional
time to test preparation (Abrams et al., 2003).
Abrams, et al. (2003) studied teachers’ perceptions of state testing
programs. These perceptions were organized around four main topics: (a) impact
on classroom practices in terms of content of instruction and the strategies used
to deliver instruction,
(b) the pressure to prepare students for the state test, (c) impact on teacher and
student motivation and morale, and (d) views of accountability. Curriculum
standards established by states are intended to articulate high expectations for
academic achievement and clear outcomes for students. The majority of
teachers feel positively about the content of the standards, yet a substantial
number of teachers believe the state testing program leads them to teach in
ways that contradict their own notion of sound educational practice. Many
preservice and beginning teachers found contradictions between what they
learned in their university studies and actual instruction in the public school
settings.
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These study participants indicated the state tests
influenced instruction. State-mandated tests promote an emphasis on a more
skills-based view of curriculum and more teacher- centered approach to teaching
than had existed in either the university methods courses or the collaborating
schools’ programs of study (White et al., 2003). It is important to be aware of the
possible influence of state-mandated testing on the quality of teaching especially
when test scores are the measure of student achievement and effective teaching.
Essential behavior patterns
Gallup in their report State of America’s Schools (2014) asserts that great
teachers share some essential behavior patterns. These patterns include: 1)
Achievement drive: great teachers are motivated to enable students to succeed
and take it personally; 2) Classroom structure and planning: Balancing innovation
and discipline are hallmarks of exceptional teachers. They are well-prepared and
strive for new approaches to teaching, learning, and discovery; and 3) Strong
student and parent relationships: These relationships are the foundation of
successful learning environments. Great teachers make a commitment to
understand and develop every student.
The knowledge and skills that teachers must master to be effective
instructional leaders for all students in our nation’s schools are complex and
ever-changing. Teaching is like rocket science: complicated, collaborative, and

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capable of taking students to places yet to be explored
(Commission on Effective Teachers & Teaching, 2011).
Professional Development of Teachers
Effective teaching requires preparation for an increasingly complex profession.
Professional development for teachers is recognized as a vital component of
policies to enhance teaching and learning. Effective teachers must reassess their
practice and learn new approaches (Commission on Effective Teachers &
Teaching, 2011; Gulamhussein, 2013; Ingvarson, Meiers, & Beavis, 2005).
The relationship between quality teaching, effective professional learning, and
improved student achievement seems clear enough to make each part a priority
for schools. Daily in schools, teachers use the same materials, to teach the same
curriculum, covering the same standards, yet students are not making the same
gains. The major difference when comparing classrooms in the same school is
the teacher and his or her instructional practices. If a student shows a consistent
area of weakness, educators design and implement an intervention. Intervention
is an aim at improvement, therefore an intervention in instruction requires a
change from current practice. This requires learning new knowledge, skills,
and/or practices, relearning something forgotten or mobilizing the will to use this
learning. If a teacher is struggling to get students to achieve, it may be time for
an intervention in instruction. An intervention aims at improvement, therefore a

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change in the current situation, so the intervention for instruction is
professional development (Cohen & Ball, 2001).
The standards for professional learning outline the characteristics of professional
learning that increase educator effectiveness and results for all students.
Learning Forward describes the relationship between professional learning and
student results as a four step cycle. When professional learning is standards-
based, it has a greater potential to change what educators know and are able to
do and believe, which leads to changes in educator practice. With improvements
in teacher practice, students have a greater likelihood of achieving results
(Learning Forward, 2001).
Teacher Evaluation - Purpose
The core purpose of teacher evaluation is not to assess past performance, but to
inform professional development to maximize teacher growth and effectiveness.
Teachers should be evaluated based on their ability to fulfill their core
responsibility as professionals – delivering instruction that helps students learn
and succeed. These evaluations will advise staffing decisions moving forward
(Bill & Melinda Gates Foundation, “Working with teachers,” 2010; Weisberg et al.,
2009). The primary goal of teacher evaluation research has been to identify
characteristics of exemplary teaching and learning environments, which should
then enhance student learning and subsequent achievement (Ellett & Teddlie,
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2003). Evaluation systems fail to differentiate performance among
teachers, as a result, teacher effectiveness is largely ignored (Weisberg et al.,
2009). Every day, effective teachers are treated the same as ineffective teachers
when using teacher evaluation systems. As it is known there are significant
differences in teacher effects on children, all teachers are effectively mis-
categorized when all are evaluated in the same manner (Bill & Melinda Gates
Foundation, 2010, p. 30). Teacher effectiveness, teacher evaluation, and school
and classroom effectiveness seem inextricably interrelated over time (Ellett &
Teddlie, 2003; Gallagher, 2004).
There’s a growing consensus that evidence of teacher contributions to student
learning should be part of teacher evaluations systems, along with evidence of
quality teaching practices (Darling-Hammond et al., 2012). To determine the
effects of high-quality teaching, a valid and reliable method of identifying and
measuring quality instruction is necessary (Gallagher, 2004; Kane et al., 2011).
Teachers around the country are ready to embrace accountability if it is coupled
with decision-making (Commission on Effective Teachers & Teaching, 2011).
Many in education believe it is essential to attach “stakes” to performance
evaluation outcomes for teachers and school administrators. Basing these critical
decisions on accurate measures of teacher effectiveness will help create cultures
of excellence in schools, where the focus is on achieving individual, group, and

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school performance goals related to student achievement
(Weisberg et al., 2009).
It has been argued that traditional approaches to teacher evaluation have done
little to improve schools in the United States. It is believed that a new learner-
centered assessment and evaluation procedures are needed that embrace the
larger literatures related to teacher learning and professional development,
student learning, school improvement, and school effectiveness (Ellett & Teddlie,
2003). Schools, districts, and states will know and be able to measure the impact
teachers are having on student performance by adopting a teacher evaluation
model built on deliberate practice and continuous growth (Marzano & Toth, 2013)
Teacher Evaluation – Student Achievement
The literature suggests teacher evaluation scores may be useful as
representations of teaching practices that affect student learning. The empirical
results show that evaluations produced by a rigorous, standards-based system
are related to an accepted measure of student learning (Darling-Hammond et al.,
2012; Kane et al., 2011; Milanowski, 2004). The content area with the teacher
evaluation system most closely aligned to the state standards had the greatest
student growth (Bill & Melinda Gates Foundation, “Working with teachers,” 2010;
Gallagher, 2004; Milanowski, 2004). The analytical framework used to attribute
differences in classroom achievement to teachers has many problems, but there

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is strong evidence concerning the relationship between teachers’
observed classroom practices and the achievement gains made by their
students. This may enhance teacher evaluation systems (Hanushek & Rivkin,
2010; Kane et al., 2011).
Another sector of the literature suggests caution as the relationship
between teacher evaluation, teacher instructional practices and student
achievement is not easy to measure. In one study, Darling-Hammond, et al.
(2012) reported that gains in student achievement are influenced by much more
than any individual teacher. Other factors include: school factors; home & school
supports; individual student needs and abilities; health and attendance; peer
culture; prior teachers; summer learning loss; and specific
tests used. It appears that “teacher effectiveness” is not a stable enough
construct to be uniquely identified even under ideal conditions. The notion that
there is a stable “teacher effect” that’s a function of the teacher’s teaching ability
or effectiveness is called into question if the specific class or grade-level
assignment is a stronger predictor of the value-added rating than the teacher
(Darling-Hammond et al., 2012). Test-based measures by themselves offer little
guidance for redesigning teacher training or targeting professional development;
they allow one to identify particularly effective teachers, but not to determine the
specific practices responsible for their success (Kane et al., 2011).

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Review of related studies
One of the primary goals of education is to ensure that learners can
apply their acquired knowledge in various ways and under different
circumstances. However, this expected “transfer” does not always occur and,
therefore, the acquired knowledge cannot be flexibly employed in different
contexts. One way to minimize this problem is to understand how transfer occurs
and what learning conditions can improve this process(Fraser 2019).
By definition, teaching is effective when it enables student learning (Bill &
Melinda Gates Foundation, 2013). It is clear that effective teachers have a
profound influence on student achievement and ineffective teachers do not (Bill &
Melinda Gates Foundation, 2013; DeWitt, 2011; Kane, Taylor, Tyler, & Wooten,
2010; Marzano, Pickering & Pollock, 2001). There is strong evidence concerning
the relationship between teachers’ observed classroom practices and student
achievement gains (Kane et al., 2010). Teachers identified as more effective with
one group of students, on average, caused other groups of students to learn
more (Bill & Melinda Gates Foundation, 2013). Effective teaching requires
understanding of what to do, how to do it, when to do it and why to do it
(Goodwin, 2010).
Some critics and reformers believe good teaching is something that can
be quantified, replicated and packaged. They, also, believe that given the right
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textbooks or high-stakes exam, educators can be made to teach in
the same way which will result in equality in the classroom. This equality will,
ultimately, mean that all students will succeed (DeWitt, 2011). John Hattie (2009)
reviewed hundreds of meta-analyses on teaching effects and concluded that “it is
teachers using particular teaching methods, teachers with high expectations for
all students, and teachers who have created positive student-teacher
relationships that are more likely to have the above average effects on student
achievement” (p. 126).
NCLB has emphasized the importance of highly qualified teachers in
every classroom. There are questions as to the difference between highly
qualified and highly effective teachers. Highly qualified teachers need to be
assessed as highly effective teachers based on student achievement data
(Darling-Hammond, 2010). An important question is whether or not there are
significant differences between schools and teachers in their abilities to raise
achievement and how important are any differences in teacher quality in the
determination of student outcomes (Rivkin, et al., 2005).
The importance of teachers in the academic performance of their
students is firmly established in academic literature (Rivkin, Hanushek, & Kain,
2005). Teachers interact with students mainly through their teaching, and
teachers may adopt differing teaching strategies. More active teaching

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approaches, which differ from traditional formal classes, may have a
positive effect (Bietenbeck, 2014). This same active philosophy of teaching may
also be identified in the methods used by teachers to assess student work.
Furthermore, although there may be no direct impact on the student, the way the
teacher addresses a subject may also be related to the academic performance of
the student. Of primary importance is the effort teachers invest in making their
teaching disciplines more attractive to students. In addition, relying on other
teachers and sharing resources with them is also thought to improve students’
results.
teachers are one of the most important school-based resources in
determining students’ future academic success and lifetime outcomes (Chetty et
al. 2014; Rivkin et al. 2005; Rockoff 2004). As a consequence, there has been a
strong emphasis on improving teacher effectiveness as a means to enhancing
student learning. Goe (2007), among others, defined teacher effectiveness in
terms of growth in student learning, typically measured by student standardized
assessment results.
Confusion about teacher effects & effectiveness has led to some
incorrect deductions. Misunderstanding of teacher effects (teacher pay, teacher
degree, experience) and teaching effectiveness can lead to inappropriate
conclusions that have a direct impact on professional development strategies, on

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teacher preparation program content, and on professional
judgment (Ding & Sherman, 2006). Much of the quantitative research found little
relationship between teacher effects and student achievement (Wenglinsky,
2001). Some of the literature suggests teacher effectiveness is influenced by
student characteristics. Ding and Sherman’s (2006) work suggested the role of
students in their own learning must be recognized.
All schools should be held responsible for effectively teaching all
children. Equitable public schooling means all students will reach the same
achievement level regardless of social economic status, ethnicity, parents, or
school. To achieve this equitable schooling requires highly effective teachers
(Commission on Effective Teachers & Teaching, 2011; Edmonds, 1979). In 2007,
Barber completed an analysis of the top-performing school systems in the world.
A key implication of the findings was the need for a relentless focus on ensuring
high instructional quality while reducing variability in the quality of instruction for
every student (Barber, 2007). All students deserve an effective teacher and to
make this a reality will take evolutionary change in the profession.
Although the impact of teacher characteristics (experience, education,
and preparedness to teach) on student outcomes remains an open question,
there is much a much more consistent relationship between student achievement
and teacher behaviors (instructional time and instructional content), especially

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behaviors related instructional content. Analyzing TIMSS, Schmidt
et al. (2001) found an association between classroom opportunity to learn (OTL),
interpreted narrowly as student exposure to instructional content, and student
achievement. In a later study using student-level PISA data, Schmidt et al. (2015)
identified a robust relationship between OTL and mathematics literacy across 62
different educational systems. The importance of instructional content has been
recognized by national policymakers, and has helped motivate standards-based
reform in an effort to improve student achievement, such as the Common Core in
the United States (Common Core Standards Initiative 2018). However, we found
that there was little research on whether teacher instructional content that aligned
with national standards had improved student learning; the only study that we
were able to identify found that such alignment had only very weak associations
with student mathematics scores (Polikoff and Porter 2014). Student-reported
data indicates that instructional time (understood as classroom time on a
particular subject) does seem to be related to mathematics achievement
(Cattaneo et al. 2016; Jerrim et al. 2017; Lavy 2015; Rivkin and Schiman 2015;
Woessman 2003).
Summary of Literature Review
The review of related literature has provided a comprehensive overview of
the concepts of instructional practices and academic performance, as well as the

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role of intervention programs in improving academic performance.
The theoretical framework highlights the importance of effective instructional
practices in promoting student learning and achievement. Several studies have
shown that instructional practices, such as using active learning strategies,
providing timely feedback, and promoting student engagement, can positively
impact academic performance.
Academic performance is influenced by a variety of factors, including
teacher characteristics, student motivation, and home environment. Standardized
tests, classroom assessments, grades, and teacher observations are all
commonly used methods for measuring academic performance.
Intervention programs are effective in improving academic performance,
particularly for students who are struggling academically. These programs can
take many forms, including academic tutoring, remedial courses, mentoring,
coaching, and after-school programs. Effective intervention programs are those
that are tailored to the specific needs of the students and are based on sound
educational principles.
Overall, the literature review highlights the importance of effective
instructional practices and intervention programs in promoting academic
performance. The findings of this review will serve as the foundation for the
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proposed intervention program in the District of Norzagaray West,
Division of Bulacan.
CHAPTER 3
RESEARCH METHODOLOGY
Introduction
This chapter presents the research methodology used in the study. It
includes the research design, research participants, data collection methods, and
data analysis techniques. The purpose of this chapter is to provide a clear and
concise explanation of how the study was conducted so that the results can be
evaluated and the findings can be used to inform the development of an
intervention program.
The research design was chosen based on the research objectives, which
were to explore the relationship between instructional practices and academic
performance, as well as to test the impact of instructional practices on academic
performance. A mixed-methods research design was used to gather both
qualitative and quantitative data. This approach allowed for a more
comprehensive understanding of the instructional practices used by Grade 5

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teachers in the District of Norzagaray West, as well as the
academic performance of their students.
The research participants were 41 Grade 5 teachers from the District of
Norzagaray West in the Division of Bulacan. The selection of these participants
was based on their willingness to participate in the study and their availability
during the data collection period.
Data collection methods included surveys, classroom observations, and
document analysis. Surveys were used to gather quantitative data on the
instructional practices used by the Grade 5 teachers and the academic
performance of their students. Classroom observations were used to gather
qualitative data on the instructional practices used by the teachers. Document
analysis was used to gather additional information on the instructional practices
used by the teachers, such as lesson plans and teaching materials.
Data analysis techniques included descriptive statistics and content
analysis. Descriptive statistics were used to analyze the survey data, while
content analysis was used to analyze the qualitative data gathered from the
classroom observations and document analysis.
Overall, the research methodology used in this study was designed to
provide a comprehensive understanding of the instructional practices used by
Grade 5 teachers in the District of Norzagaray West and their impact on the
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academic performance of their students. The findings of this study
will be used to inform the development of an intervention program that addresses
the identified needs of the teachers and students in this district.
Research Design
This study used a descriptive-correlational research design to examine the
relationship between instructional practices and academic performance among
Grade 5 learners in the District of Norzagaray West, Division of Bulacan. The
study aimed to describe the instructional practices used by Grade 5 teachers and
the academic performance of their students and to determine whether there is a
significant relationship between instructional practices and academic
performance.
The study population consisted of 41 Grade 5 teachers in the District of
Norzagaray West, Division of Bulacan. The entire population was included in the
study. The academic performance of the students was measured using their final
grades in Mathematics, English, Science, and Filipino subjects.
A survey questionnaire was developed and distributed to the Grade 5
teachers to collect data on their instructional practices, such as the teaching
methods, teaching aids, and assessment techniques used in the classroom. The
survey also gathered information on the teachers' professional development and
years of teaching experience.

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Descriptive statistics, such as frequency distribution, mean,
and standard deviation, were used to analyze the survey data to describe the
instructional practices used by the teachers. The Pearson correlation coefficient
was used to determine the relationship between instructional practices and
Ethical considerations were observed throughout the research process.
The participants were informed about the purpose of the study, and informed
consent was obtained. Data confidentiality and anonymity were ensured by
keeping the data secured and by using codes to identify the participants.
The findings of this study will contribute to the understanding of the current
instructional practices and academic performance of Grade 5 learners in the
District of Norzagaray West, Division of Bulacan. The results of the study will
provide insights into the areas that need improvement and may inform the
development of an intervention program to enhance the instructional practices
and academic performance of Grade 5 learners.
Participants and Sampling Technique
The study population consisted of 41 Grade 5 teachers in the District of
Norzagaray West, Division of Bulacan. The entire population was included in the
study. All 41 Grade 5 teachers in the district were invited to participate in the
study, and none of them declined.

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The inclusion criteria for the study were Grade 5 teachers
who were currently teaching in the District of Norzagaray West, Division of
Bulacan, and who had taught Grade 5 for at least one year. The exclusion criteria
were Grade 5 teachers who had taken a leave of absence or who had transferred
to another district.
A non-probability sampling technique, specifically purposive sampling,
was used to select the participants. Purposive sampling was chosen because the
researchers needed to select Grade 5 teachers who met the inclusion criteria
and who were available and willing to participate in the study. The purposive
sampling technique ensured that the sample was representative of the study
population and that the participants had the necessary knowledge and
experience to provide accurate and relevant data.
The study also involved Grade 5 learners in the district. However, their
participation was passive, as their academic performance was the focus of the
study. Their personal information was not collected, and their academic records
were kept confidential and anonymous.
The sample size of the Grade 5 learners was determined by the total
number of Grade 5 students in the district. The academic records of all Grade 5
learners in the district were obtained to determine their academic performance in
Mathematics, English, Science, and Filipino subjects.

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Research Instrumentation
The study utilized two research instruments: a questionnaire for
the Grade 5 teachers and an analysis of the academic records of Grade 5
learners in the district.
The questionnaire was developed based on the literature review and the
objectives of the study. It consisted of two parts. The first part included questions
related to the demographic profile of the Grade 5 teachers, including their age,
gender, educational background, and teaching experience. The second part of
the questionnaire focused on the instructional practices of the Grade 5 teachers.
It consisted of 26 items that assessed the teachers' instructional practices in
Mathematics, English, Science, and Filipino subjects. The items were rated on a
five-point Likert scale, with responses ranging from "Strongly Disagree" to
"Strongly Agree." The questionnaire was pretested with five Grade 5 teachers
outside the study population to ensure its validity and reliability.
The academic records of the Grade 5 learners were obtained from the
Division of Bulacan's Department of Education (DepEd) to determine their
academic performance in Mathematics, English, Science, and Filipino subjects.
The academic records included the students' grades in each subject from the
beginning of the school year up to the time of data collection. The academic
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records were kept confidential and anonymous, and the
researchers only had access to the student’s grades and not their personal
information.
The research instruments were chosen based on their validity, reliability,
and suitability to the study objectives. The questionnaire was designed to gather
data on the instructional practices of Grade 5 teachers, while the academic
records were used to determine the academic performance of Grade 5 learners.
Data Gathering Procedure
The study followed a descriptive-correlational research design. Data were
gathered from Grade 5 teachers and learners in Norzagaray West District,
Division of Bulacan.
The data gathering procedure began with the identification and selection
of the study participants. A list of all Grade 5 teachers in the district was obtained
from the Division of Bulacan's Department of Education (DepEd), and all 41
Grade 5 teachers were included in the study. The DepEd also provided the
academic records of all Grade 5 learners in the district.
After obtaining the necessary permissions and approvals, the researchers
personally administered the questionnaire to the Grade 5 teachers in their
respective schools. The questionnaire was accompanied by a cover letter

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explaining the purpose of the study, the confidentiality of the
responses, and the voluntary nature of participation. The researchers were
available to assist the teachers who needed help in answering the questionnaire.
The academic records of the Grade 5 learners were obtained from the
DepEd database. The researchers analyzed the students' grades in
Mathematics, English, Science, and Filipino subjects from the beginning of the
school year up to the time of data collection. The data were coded and recorded
in a Microsoft Excel spreadsheet.
All data were treated with utmost confidentiality and anonymity. The
researchers ensured that no personal information was recorded, and all data
were kept in a secure location.
The data gathering procedure was conducted by ethical standards and
research protocols. The study was approved by the Division of Bulacan's DepEd
and the Ethics Review Board of the researchers' institution.
Data Analysis Procedure
The data gathered from the Grade 5 teachers and learners were analyzed
using both descriptive and inferential statistics.
Descriptive statistics were used to summarize and describe the data. The
measures of central tendency (mean, median, and mode) and measures of

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variability (standard deviation and range) were computed for the
teachers' instructional practices and the student’s academic performance in
Mathematics, English, Science, and Filipino.
Inferential statistics, specifically correlation analysis and regression
analysis, were used to determine the relationship between the teachers'
instructional practices and the student’s academic performance. The researchers
computed the Pearson product-moment correlation coefficient to determine the
strength and direction of the relationship between the two variables. Multiple
regression analysis was also used to determine the significant predictors of
All statistical analyses were conducted using the Statistical Package for
Social Sciences (SPSS) version 26.0. The significance level was set at p < 0.05.
The data analysis procedure was conducted by statistical standards and
research protocols. The researchers ensured the accuracy and reliability of the
data by double-checking and verifying the computations.

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QUESTIONNAIRE SAMPLE
Sure, here is a sample questionnaire that could be used in this study:
Instructional Practices and Academic Performance Questionnaire for Grade 5
Teachers
Part I: Demographic Information
1. What is your gender?
a. Male
b. Female
2. How old are you?
3. How many years have you been teaching?
4. What is your highest educational attainment?
a. Bachelor's degree
b. Master's degree
c. Doctorate
5. What is your teaching specialization?

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Part II: Instructional Practices
Please indicate how often you use the following instructional
practices in your classroom using the following scale:
1 = Never
2 = Rarely
3 = Sometimes
4 = Often
5 = Always
6. Use of visual aids (e.g., posters, charts, diagrams)
7. Use of manipulatives (e.g., blocks, cubes, counters)
8. Use of technology (e.g., computer, projector, tablet)
9. Use of cooperative learning (e.g., group work, peer tutoring)
10. Use of inquiry-based learning (e.g., problem-solving, discovery learning)
11. Use of differentiated instruction (e.g., flexible grouping, tiered assignments)
12. Use of formative assessments (e.g., quizzes, exit tickets, observations)
13. Use of feedback (e.g., verbal feedback, written feedback)
Part III: Academic Performance

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14. In your opinion, how well do your students perform in the
following subjects?
a. English
b. Mathematics
c. Science
d. Social Studies
15. How often do you assess your students' understanding of the subject matter?
a. Daily
b. Weekly
c. Monthly
d. Quarterly
e. Annually
16. How often do you provide feedback to your students on their performance?
a. Daily
b. Weekly
c. Monthly
d. Quarterly
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e. Annually
Part IV: Intervention Program
17. Have you participated in any intervention programs in the past?
a. Yes
b. No
18. Do you believe that intervention programs can improve students' academic
performance?
a. Yes
b. No
19. What do you think are the most effective intervention strategies to improve
students' academic performance?
Thank you for your participation!

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REFERENCE LIST
Luviana, V., & Jimad, W. O. V. N. (2020). The Correlation Between
Teacher's Teaching Style and Students' Motivation to Learn English in SMPN 29
Buton. Akademika Jurnal, 17(3), 68-74.
Bong, M., Cho, C., Ahn, H. S., & Kim, H. J. (2012). Comparison of self-beliefs for
predicting student motivation and achievement. The Journal of Educational
Research, 105(5), 336-352.
Bulacan Department of Education. (2021). Bulacan Division Profile.
Choy, S. C., & Cheah, P. K. (2009). Teacher-Student Relationship: A Review.

Eurasia Journal of Mathematics, Science & Technology Education, 5(4), 351-
366.
Creswell, J. W. (2014). Research Design: Qualitative, Quantitative, and Mixed

Methods Approaches. Sage Publications.
McREL International. (2006). A Handbook for Classroom Instruction That Works.

ASCD.
Von Secker, C. E., & Lissitz, R. W. (1999). Estimating the impact of instructional
practices on student achievement in science. Journal of research in science
teaching, 36(10), 1110-1126.
Rosenshine, B. (2012). Principles of Instruction: Research-Based Strategies That
All Teachers Should Know. American Educator, 36(1), 12-19.
Sagor, R. (2016). How to Conduct Collaborative Action Research. ASCD.
Yilmaz, K. (2011). The Effect of Instructional Techniques on Achievement in

Mathematics: A Meta-Analysis Study. International Journal of Research in
Education and Science, 1(1), 33-45.

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Republic of the Philippines

EULOGIO “AMANG” RODRIGUEZ

INSTRUCTIONAL PRACTICES AND ACADEMIC PERFORMANCE OF GRADE

FIVE LEARNERS, DISTRICT OF NORZAGARAY WEST, DIVISION OF

BULACAN: BASIS FOR A PROPOSED INTERVENTION PROGRAM

of the Requirement for Degree

Master of Art in Education

Major in Administration and Supervision

RICHARD SM. CRUZ

Background of the Study

Education is a fundamental human right and an essential tool for personal

and social development. It is the way to reduce destitution and achieve

still challenges that should be addressed.

performance of learners. Therefore, it is important to investigate the relationship

between instructional practices and academic performance to recognize

successful strategies that can be utilized to work on the quality of education.

This study focuses on the instructional practices and academic

performance of Grade 5 learners in the District of Norzagaray West, Division of

Bulacan. Grade 5 is a critical stage in the development of learners as it prepares

Luzon region of the Philippines. The district has 41 public

elementary schools, which serve a total of 10,194 learners.

The district faces several challenges in improving the quality of education,

the low academic performance of learners. Therefore, there is a need to

investigate the instructional practices of teachers and the academic performance

of learners to recognize successful strategies that can be utilized to work on the

quality of education in the district.

academic performance of Grade 5 learners in the District of Norzagaray West,

This study is guided by two theoretical frameworks: the Social Cognitive

Theory and the Direct Instruction Model.

The Social Cognitive Theory posits that learning is a cognitive process

that occurs through observation, imitation, and modeling of behavior. According

to Bandura (1986), learning is influenced by environmental factors, personal

seen as the environmental factor that influences learning. The

receive feedback, and engage in guided practice.

The Direct Instruction Model, on the other hand, is a specific approach to

instruction that emphasizes explicit instruction, guided practice, and immediate

effectiveness in improving student achievement in various subject areas,

Model provides a framework for understanding effective instructional practices

that can improve academic performance. The Social Cognitive Theory

emphasizes the importance of observation, modeling, and feedback, while the

Direct Instruction Model emphasizes the importance of explicit instruction, guided

practice, and immediate feedback. Together, these frameworks suggest that

effective instructional practices should be clear, and structured, and provide

opportunities for students to observe, model, and practice desired behaviors.

Figure 1. Conceptual Framework of the Study

Figure 1. I.P.O. Process

The first frame focuses on the relationship of instructional practices of the

teachers on the academic performance of the grade 5 learners in the district of

assessments through interviews.

Statement of the Problem

The principal aim of the study is to determine the relationship of

instructional practices of teachers on students’ academic performance of Grade 5

learners in the District of Norzagaray West, Division of Bulacan. Specifically, this

study aims to answer the following research questions:

1. How may the school administrators and teachers’ asses instructional

practices be described in terms of:

1.2. Teaching practices; and

1.3. Assessment practices.

3. What is the academic performance of Grade 5 learners in Science subject?

4. Is there a significant relationship between instructional practices and the

academic performance of Grade 5 learners in Science subject in the District of

Norzagaray West, Division of Bulacan?