Journal of Social Science and Human Research Studies (JSSHRS) · Research article · Open access
Teachers’ Instructional Practices and Their Influence on the Academic Performance in Science of the Junior High School Students at Dapitan City National High School
Erline B. Nicdao, Leo C. Naparota
10 November 2026 · Vol. 2, Issue 11, pp. 2024-2030
DOI: 10.65150/EP-jsshrs/V2E11/2026-10 (registration with Crossref in progress)
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What is this article about?
This study examined the relationship between science teachers’ instructional practices and the academic performance of junior high school students in Science at Dapitan City National High School during the school year 2026–2027. It employed a quantitative descriptive-correlational research design involving 300 students from Grades 8, 9, and 10.
Article at a glance
- Published
- 10 November 2026
- Volume / issue / pages
- Vol. 2, Issue 11, pp. 2024-2030
- ISSN
- 3051-3561 (online) · 3051-3553 (print)
- Licence
- CC BY 4.0 — free to read and reuse with attribution
- Peer review
- Double-blind, at least two independent reviewers
- Publisher
- EP Journals Group
Abstract
This study examined the relationship between science teachers’ instructional practices and the academic performance of junior high school students in Science at Dapitan City National High School during the school year 2026–2027. It employed a quantitative descriptive-correlational research design involving 300 students from Grades 8, 9, and 10. Data were analyzed using the weighted mean, standard deviation, and Spearman’s rank-order correlation coefficient (Spearman’s rho). Results showed that students perceived their science teachers’ instructional practices to be implemented to a very high extent across instructional planning, delivery, and assessment. Students’ academic performance in Science was generally classified as Outstanding. A weak positive and statistically significant relationship was found between teachers’ instructional practices and students’ academic performance, leading to the rejection of the null hypothesis. These findings indicate that stronger instructional practices are associated with higher academic performance; however, the weak relationship suggests that other factors may also be associated with students’ Science achievement. The study recommends that science teachers sustain their instructional planning, delivery, and assessment practices while strengthening areas with comparatively lower ratings. Department of Education officials may support these efforts through continuing professional development focused on effective Science instruction. Future researchers may examine learner, teacher, family, and school factors to better understand variations in students’ Science achievement.
Keywords
- academic performance
- instructional assessment
- instructional practices
- Junior High School
- Science education
- Dapitan City
- Philippines.
Cite this article
Erline B. Nicdao, & Leo C. Naparota (2026). Teachers’ Instructional Practices and Their Influence on the Academic Performance in Science of the Junior High School Students at Dapitan City National High School. Journal of Social Science and Human Research Studies, 2(11), 2024-2030. https://www.ep-journals.org/articles/teachers-instructional-practices-and-their-influence-on-the-academic-performance-16aa5ae2
@article{Erline2026,
title = {Teachers’ Instructional Practices and Their Influence on the Academic Performance in Science of the Junior High School Students at Dapitan City National High School},
author = {Erline B. Nicdao and Leo C. Naparota},
journal = {Journal of Social Science and Human Research Studies},
year = {2026},
volume = {2},
number = {11},
pages = {2024-2030},
url = {https://www.ep-journals.org/articles/teachers-instructional-practices-and-their-influence-on-the-academic-performance-16aa5ae2}
}Published in Journal of Social Science and Human Research Studies (JSSHRS)
ISSN 3051-3561 (online) · 3051-3553 (print)
Questions about this article
Who wrote this article?
Erline B. Nicdao, Leo C. Naparota.
Where and when was it published?
In Journal of Social Science and Human Research Studies, Volume 2, Issue 11, pages 2024-2030, published by EP Journals Group on 10 November 2026.
Is this article free to read?
Yes. It is open access under a Creative Commons Attribution 4.0 (CC BY 4.0) licence, so anyone can read, share and reuse it with attribution.
What is the DOI of this article?
10.65150/EP-jsshrs/V2E11/2026-10. Registration with Crossref is in progress.
How do I cite this article?
APA: Erline B. Nicdao, & Leo C. Naparota (2026). Teachers’ Instructional Practices and Their Influence on the Academic Performance in Science of the Junior High School Students at Dapitan City National High School. Journal of Social Science and Human Research Studies, 2(11), 2024-2030. https://www.ep-journals.org/articles/teachers-instructional-practices-and-their-influence-on-the-academic-performance-16aa5ae2
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