The Mediating Effect of Teaching Performance on the Relationship between Teaching Strategies and Student Outcomes

Abstract

Student outcomes refer to the competencies, attitudes, abilities, and knowledge that students should possess by the conclusion of a course, program, or educational experience.  This study aims to determine the significant relationship between reading literacy skills and academic performance among college students in Santo Tomas, Province of Davao del Norte. This study used a quantitative, non-experimental, descriptive-correlational approach using mediation analysis to investigate the mediating role of teaching performance on the relationship between teaching strategies and student outcomes. The study involved 353 students, selected using the Raosoft sample size calculator, from a total population of 4,325 enrolled at a local college in Santo Tomas, Davao del Norte. The respondents were chosen through a stratified random sampling technique. Statistical methods such as mean, Pearson’s r, and path analysis were applied to analyse the data. The information was gathered from the respondents using three adapted survey questionnaires, which were subjected to content validity. The overall findings implied that the student outcomes of the students are observed when it comes to their subject content, learning needs, assessment, skills, and opportunities for studying. Therefore, students benefited significantly, with high ratings in general skills, learning experiences, and teaching quality. The study found that teaching performance, teaching strategies, and student outcomes were all at a high level. Teaching performance acted as a partial mediator, indicating that effective teaching strategies contribute to improved student outcomes.