Authors :
Julsar T. Calonia; Jimsvan S. Lopez; Jeanie Babe B. Bejoc; John Mark Louie R. Malacad; Emanne Ray D. Oro; Ivy S. Cuesta
Volume/Issue :
Volume 8 - 2023, Issue 6 - June
Google Scholar :
https://bit.ly/3TmGbDi
Scribd :
https://tinyurl.com/36k54wmn
DOI :
https://doi.org/10.5281/zenodo.8115949
Abstract :
The emergence of COVID-19 pandemic
forced colleges and universities to adapt online class
setups. These phenomenal experience challenges teachers
compelling to develop new instructional strategies and
practices that can offer excellent assistance while
teaching in a virtual learning environment. Thus, the
present study tried to determine the level of teachers’
instructional practices for online classes and its
association with the academic achievement of the college
education students. The study utilized a quantitative,
non-experimental design using descriptive-correlational
technique. Using experts validated and standardized
questionnaire, the researchers surveyed 132 education
students using simple random sampling technique. Based
on the results, the level of instructional practices
implemented by the teachers was found to be very high.
Concurrently, the students' academic achievement
demonstrated a very good level. However, upon
conducting a correlation test, the analysis revealed that
there is no statistically significant relationship between
the instructional practices employed by the teachers and
the academic achievement of the students. The finding
suggests that students do not rely on their teachers’
instructional practices in an online classes. This new
educational system leads students to study at their own
pace, they rely on their determination, motivation, and
study habits to pass their exam and attain good academic
achievement.
Keywords :
Instructional Practices; Academic Achievement; Virtual Learning; Correlation.
The emergence of COVID-19 pandemic
forced colleges and universities to adapt online class
setups. These phenomenal experience challenges teachers
compelling to develop new instructional strategies and
practices that can offer excellent assistance while
teaching in a virtual learning environment. Thus, the
present study tried to determine the level of teachers’
instructional practices for online classes and its
association with the academic achievement of the college
education students. The study utilized a quantitative,
non-experimental design using descriptive-correlational
technique. Using experts validated and standardized
questionnaire, the researchers surveyed 132 education
students using simple random sampling technique. Based
on the results, the level of instructional practices
implemented by the teachers was found to be very high.
Concurrently, the students' academic achievement
demonstrated a very good level. However, upon
conducting a correlation test, the analysis revealed that
there is no statistically significant relationship between
the instructional practices employed by the teachers and
the academic achievement of the students. The finding
suggests that students do not rely on their teachers’
instructional practices in an online classes. This new
educational system leads students to study at their own
pace, they rely on their determination, motivation, and
study habits to pass their exam and attain good academic
achievement.
Keywords :
Instructional Practices; Academic Achievement; Virtual Learning; Correlation.
