COLLEGE INSTRUCTORS’ TEACHING EFFECTIVENESS VIS-À-VIS STUDENTS’ ACADEMIC PERFORMANCE: AN EMPIRICAL STUDY AT PHILIPPINE ADVENT COLLEGE

Abstract

This study examines the relationship between college instructors’ teaching effectiveness and student academic performance at Philippine Advent College (PAC). Utilizing a descriptive-correlational research design, the study assessed teaching effectiveness across seven instructional domains: course orientation, learning outcomes, assessment strategies, instructional materials, teacher presence, learning experiences, and technological integration. A validated PAASCU Faculty Evaluation Questionnaire was administered to 312 respondents, including 14 academic heads, 51 instructors, and 247 third-year students. Student academic performance was evaluated based on Grade Point Average (GPA) classifications. Findings revealed that faculty teaching effectiveness was rated as “much effective” (M = 4.20, SD = 0.45), with Teacher Presence & Support (M = 4.43, SD = 0.35) receiving the highest ratings and Technological Integration (M = 4.04, SD = 0.50) receiving the lowest. The analysis of student academic performance indicated that the majority (55.06%) had a satisfactory GPA (2.1–2.6), while only 4.86% attained an outstanding GPA (1.0–1.5). A strong positive correlation (r = 0.78, p < 0.001) was found between teaching effectiveness and student GPA, confirming that higher instructional quality contributes to better academic outcomes. Additionally, ANOVA results identified significant differences (p < 0.05) in faculty effectiveness ratings based on gender, faculty assignment, and educational qualification, suggesting that perceptions of teaching effectiveness vary across demographic groups. The study's use of a five-point Likert scale evaluation instrument demonstrated high reliability (Cronbach’s Alpha = 0.89) and strong content validity (CVI = 0.92), ensuring robust data collection and analysis. Based on the findings, the study recommends enhancing digital competency among faculty members, strengthening faculty mentorship programs, and implementing inclusive teaching strategies tailored to different academic disciplines. These insights provide a data-driven basis for faculty development initiatives and institutional policies aimed at improving student learning experiences and academic performance.