A Descriptive Quantitative Study between Teachers’ Performance and Student Learning Outcomes among Grade 11 Students

Abstract

This study dealt with the influence of teachers’ performance and student learning outcomes among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The primary goal of this study was to determine the level of teachers’ performance and student learning outcomes in terms of their indicators, the significant difference between teachers’ performance and student learning outcomes, and what domains of teachers’ performance substantially influence student learning outcomes. Also, this study utilized a quantitative-correlational design with 202 respondents among Grade 11 students in Lorenzo S. Sarmiento Sr. National High School. The average weighted mean, Pearson R, and multiple regression analysis were the statistical tools used in this study. Along with this, the results showed a high level of teachers’ performance among Grade 11 students in terms of lesson planning, delivery, and evaluation of pupils’ performance. Likewise, the results showed a high level of student learning outcomes in the Grade 11 students regarding teaching, assessment, and generic skills and learning experience. In addition, there was a high correlation and a significant relationship between teachers’ performance and student learning outcomes. Hence, this led to the rejection of the null hypothesis. Also, there are two domains of teachers’ performance that showed a high level of ratings as perceived by the students. Thus, the teacher could continue with their performance for teaching to see good student learning outcomes by providing their needs with new activities to develop their listening skills, public speaking, and writing inside the classroom, and the students may also engage and participate in the teachers’ discussion to make better progress and improve their academic performances.