BEST PRACTICES OF TEACHERS AND TECHNOLOGY-AIDED INSTRUCTION IN RELATION TO PUPILS’ ACADEMIC PERFORMANCE

Abstract

This study determined the levels of teachers’ best practices, technology-aided instruction, and pupils’ academic performance among public elementary school teachers in Districts 3A and 3B of the Division in the Negros Island Region during School Year 2024–2025. A quantitative descriptive-correlational research design was employed, involving 123 public elementary school teachers selected through total enumeration. Data were collected using a standardized 30-item questionnaire. The respondents were predominantly teachers with 5–10 years of teaching experience, bachelor’s degree holders, and those who had attended 0–5 relevant ICT training programs. The findings revealed that teachers demonstrated a moderate level of best practices and technology-aided instruction, while pupils’ academic performance was at a very satisfactory level. However, the results showed no significant relationship between teachers’ best practices and pupils’ academic performance. Likewise, no significant relationship was found between technology-aided instruction and pupils’ academic performance. These findings indicate that although teachers demonstrated moderate levels of best practices and technology-aided instruction and pupils achieved very satisfactory academic performance, the variables examined did not demonstrate a significant association within the context of the study.