Instructional Practices and Effectiveness Correlates to Institutional Academic Performance in Selected State Universities and Colleges in Metro Manila: Basis for a Proposed Intervention Measure

Abstract

This study investigates the instructional practices and their effectiveness correlates to institutional academic performance in selected Higher Education Institutions (HEIs) in Metro Manila, focusing on administrators, faculty, and students in mechanical engineering programs. The research aims to assess current faculty instructional practices, professional profiles, and participation in training and development programs, as well as to determine how these factors relate to institutional academic outcomes. Data were collected through structured survey questionnaires and institutional records from 415 respondents across four HEIs Eulogio Amang Rodriguez Institute of Science and Technology, Polytechnic University of the Philippines, Rizal Technological University, and Technological University of the Philippines using a descriptive normative research design to provide both breadth and depth of analysis.
The results indicate that faculty generally demonstrate adequate instructional practices and engagement in professional development, while administrators and students report varying perceptions regarding teaching effectiveness and institutional support. Descriptive analyses revealed that professional development participation, instructional strategies, and faculty qualifications are positively associated with student learning outcomes and program performance. Significant gaps were noted in the integration of innovative teaching technologies, interdisciplinary approaches, and curriculum enhancement initiatives. Correlation analyses further suggest a moderate to strong relationship between faculty instructional practices and institutional academic performance.
Based on these findings, the study concludes that mechanical engineering programs in the selected HEIs exhibit competent faculty and structured instructional delivery; however, targeted interventions are needed to enhance faculty development, integrate advanced teaching technologies, and strengthen curriculum innovation. Implementing these strategies will improve teaching effectiveness, student learning outcomes, and overall institutional academic performance.