Academic Performance of Grade 9 Students in San Guillermo National High School, San Marcelino Zambales using Teacher Coaching in Modular Learning Approach

Abstract

This study assessed the level of effectiveness of teacher coaching in the modular learning modality as an approach to improve academic performance of Grade 9 students in San Guillermo National High School, San Marcelino, Division of Zambales during S.Y. 2021-2022. Teacher coaching, unlike any conventional or cognitive models, delivers feedback at the point of instruction. Whether it’s changing classroom culture or improving instructional strategy, we see results in as little as one week. The present study focused on the academic performance of the students prior to, and after implementing Teacher Coaching in the Modular Learning Modality. This study utilized the experimental research design from the sample of fifty (50) Grade 9 student-respondents. Findings revealed that the academic performance of the grade 9 students before the implementation of Teacher Coaching resulted to a descriptive equivalent of Did Not Meet Expectation, while the academic performance of the same group of students after the implementation of Teacher Coaching was Satisfactory. The t-test result found a highly significant difference on the pre-test and post-test performances of the students learning through the use of teacher coaching in the modular learning modality. These results show how the academic performance of the grade 9 students were improved using teacher coaching. The acceptability and usefulness of using teacher coaching in the modular leaning modality were very evident as shown in the results. This study suggested that for better understanding and comprehension, the use of teacher coaching in Filipino is highly encouraged; that the teachers are encouraged to provide more reading activities to students written in Filipino and be provided with dictionaries and meaning for Filipino words beyond comprehension and for better understanding; to conduct an in- service capability program in order to enhance the competence of teachers in using teacher coaching as an intervention program to improve student academic performance.