Home⇛Psychology and Education: A Multidisciplinary Journal⇛vol. 47 no. 7 (2025)

Teaching and Learning Process and Learners' Academic Achievement

Argielyn Ebon | Lorelie Gamutan

Discipline: Education

 

Abstract:

This study investigated the extent of the teaching and learning process and its relationship to learners' academic achievement in District 10, Valencia City, Bukidnon, during the 2024–2025 school year. Grounded in Daniels' (2021) sociocultural theory of learning, which emphasizes the importance of social interaction and teacher support, the study explored how various instructional dimensions influence academic performance. Specifically, it examined seven key indicators of the teaching and learning process: lesson planning, resource allocation, assessment planning, professional development, instructional strategies, adaptability, and the use of technology. A descriptive-correlational research design was employed, involving 104 randomly selected Araling Panlipunan teachers from primary and secondary schools. Quantitative data were gathered through a validated researcher-made questionnaire, and learner academic achievement was assessed based on second-quarter grades in Araling Panlipunan. Statistical tools such as weighted mean, standard deviation, frequency, percentage, and Pearson's correlation coefficient were utilized in data analysis. Results revealed that the teaching and learning process was implemented to a very great extent across all indicators. Moreover, a majority of learners demonstrated satisfactory to very satisfactory academic performance. The findings further indicated a significant positive relationship between the extent of teaching and learning practices and learners' academic achievement. This study underscores the critical role of effective teaching strategies, continuous professional development, and technological integration in fostering student success. The results highlight the importance of structured instructional planning and adaptive approaches in meeting diverse learning needs. It offers practical implications for educators, school leaders, and policymakers aiming to enhance instructional practices and elevate academic performance. Future research may explore these dynamics using qualitative methods or a longitudinal approach to validate and expand upon the findings.



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