EXPLORING TEACHERS EPISTEMOLOGICAL BELIEFS AND INSTRUCTIONAL PRACTICES AS PREDICTORS OF STUDENTS ACADEMIC ACHIEVEMENT
DOI:
https://doi.org/10.55197/qjssh.v2i4.35Keywords:
epistemological beliefs, instructional practices, academic achievement, Quality Learning Circle (QuaLCi)Abstract
This study was undertaken to ascertain the epistemological beliefs and instructional practices of English teachers and their relationship to the academic achievement of students in all secondary schools of Quality Learning Circle I (QuaLCi I), in the municipalities of Dumingag, Mahayag, and Josefina, Zamboanga del Sur, Mindanao, Philippines, during the School Year 2018-2019. It made use of the descriptive correlational research design with the questionnaire-checklist as primary data gathering tool. The findings of the study clearly revealed that English teachers possessed fair personal views about the nature of knowledge and learning. They also employed varied instructional practices throughout most lessons in the entire unit or topic. Majority of the high school students had initially mastered basic competencies in the English subject. The teachers’ epistemological beliefs were positively correlated with their instructional practices. Furthermore, there was no significant relationship between the teachers’ epistemological beliefs and instructional practices and their students’ academic achievement.
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