INSTRUCTIONAL PRACTICES OF KEY STAGE 2 TEACHERS TOWARD ACADEMIC PERFORMANCE OF PUPILS

Abstract

This study investigated the instructional practices of Key Stage 2 teachers in the Tabaco City Division and their influence on pupils’ academic performance. Using a descriptive survey method, data were gathered from 342 teachers across four districts (North, South, East, and West) through a validated questionnaire. The instrument examined five domains of instructional practice: building knowledge and skills, developing focus, making connections, fostering critical thinking, and encouraging active participation. Results revealed that teachers consistently applied practices across all domains, with weighted means interpreted as “Always.” However, ANOVA results indicated significant differences in the level of usage among districts, particularly in developing critical thinking and active participation. Factors influencing instructional practices included availability of resources, diversity of strategies, student motivation, reflective thinking, problem-solving, and inclusivity. An instructional plan was proposed to strengthen teaching practices and address contextual challenges. Findings highlight the importance of sustaining high-level instructional practices while promoting collaboration across districts to ensure equitable learning outcomes. The study contributes to educational planning, teacher development, and policy formulation by providing evidence-based insights into effective classroom strategies that enhance pupils’ academic performance.