Instructional quality as a predictor of educational outcomes in high school mathematics

Abstract

The multi-dimensionality of educational outcomes in high school mathematics addresses the various types of students' outcomes. The instructional quality takes the complexities of the educational systems that primarily determine students' academic performance and other educational outcomes. This study assessed the instructional quality and educational outcomes in high school mathematics, aiming to determine the influence between the variables. The study employs a quantitative approach under a non-experimental design. One hundred eighty-seven (187) senior high school students in UM Tagum College were surveyed using a two-part structured questionnaire. Randomly, sixty-four (64) grade eleven students and one hundred twenty-three (123) grade twelve students were selected. The collected data were treated appropriately using Mean, Pearson (r), and Linear Regression Analysis. The results revealed that instructional quality and educational outcomes possessed much evident and much observed mean description. Additionally, there was a significant relationship between instructional quality and educational outcomes in high school mathematics. Moreover, the domain, cognitive activation, significantly influences the educational outcomes in high school mathematics.