BEST PRACTICES OF TEACHERS AND TECHNOLOGY-AIDED INSTRUCTION IN RELATION TO PUPILS’ ACADEMIC PERFORMANCE
DOI:
https://doi.org/10.61421/IJSSMER.2026.4408Keywords:
Teacher Practices, Technology-Aided Instruction, Academic Performance, Elementary Education, ICT in EducationAbstract
This study examined the relationship between best practice of teacher, technology-aided instruction and pupils' academic performance in 8 public elementary schools of Negros Island Region for Academic Year 2024 - 2025. Using a descriptive-correlational design, data were gathered from 123 teacher-respondents and performance records of pupils. Statistical tests revealed that teachers' best practices and technology aided instruction were non-normally distributed, reflecting consistency among mid-career teachers but variation among those with advanced education or ICT training. Pupils' performance clustered at the very satisfactory level, with no learners reaching outstanding. Tests showed no significant relationship between teachers' best practices and pupils' performance, nor between technology-aided instruction and performance. These findings suggest that while pupils maintain strong achievement, their outcome maybe shaped more by external factors such as motivation, socio-economic background, or curriculum design rather than the specific teaching practices measured. The study highlights the need for professional development and innovative instructional strategies to elevate performance beyond satisfactory levels.
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