Instructional Practices and Students’ Academic Achievement in the College of Teacher Education of ISPSC

This study was conducted to evaluate the teachers’ practices related to students’ academic achievement in the College of Teacher Education in Ilocos Sur Polytechnic State College, Sta. Maria Campus. The research identified the profile of the respondents concerning their sex, educational attainment, length of service and number of trainings attended. This study intends to elaborate on the effects of teachers' practices in terms of planning, delivery, and assessment on students’ academic achievement. The study used descriptive and correlation research design. It involved thirty (30) instructors and two-hundred ten (210) CTE students of ISPSC, Sta. Maria Campus. This study used survey-questionnaire to gather the data needed for instructional practices. It includes the profile of the instructors of ISPSC, while and the level of instructional practices. For the academic achievement of the students, their official grades from the College Registrars’ Office were taken into account. The questionnaire and grades were collected for tabulation. Frequency count, mean, Spearman Rho, Pearson correlation coefficient and point biserial for correlation, were used to analyze the data. Findings conclude that teachers’ instructional practices had a significant relationship with students’ academic achievement and some of the profile variables of the respondents had a direct influence on their instructional practices, specifically in instructional planning and assessment. The study recommends developing inclusive professional development programs that address faculty diversity and promote equal access to training. It emphasizes the need for ongoing instructional support, peer collaboration, and recognition of effective teaching. Improved training in differentiated instruction and assessment is advised to enhance content and evaluation strategies. Additionally, enrichment and remedial programs should be implemented to boost student achievement, and faculty development should be strengthened through expanded, impact-driven training options.