Volume 2 - Issue 3, May - June 2026

This study examined the relationship between preferred instructional practices and academic achievement of Bachelor of Secondary Education (BSED) Social Studies students in ESSU-Guiuan. It also described the respondents’ demographic profile in terms of sex and year level and determined whether these variables were significantly related to instructional practices and academic achievement. A quantitative correlational design was employed, with data gathered through a survey questionnaire from 73 students. Descriptive statistics and Pearson correlation were used to analyze the data. Results showed that the majority of respondents were female forty-two (42) and thirty-one (31) were male. In terms of instructional practices, students often preferred interactive (M=3.75) constructive (M=3.91), and active (M=3.99) learning approaches; however, passive learning emerged as the most preferred (M=4.28), indicating that students favored listening to lectures and observing demonstrations. Regarding academic achievement, most students attained a “very good” rating, while only a few reached “excellent” and “good” levels. Correlation analysis revealed no significant relationship between demographic profile and instructional practices, as well as between demographic profile and academic achievement. However, a significant relationship was found between preferred instructional practices and academic achievement, indicating that students’ learning preferences influenced their academic performance. The findings suggest that instructional practices play a role in shaping students’ academic success, highlighting the importance of aligning teaching strategies with students’ learning preferences.

Sarah A. Nadores, Razel Gil L. Abunales, Rogelaine A. Galang, Francis Regie Cesista, Ceth Micah Baguio,"Instructional Practices and Academic Achievement of BSEd Students in ESSU Guiuan" International Journal of Advanced Multidisciplinary Research and Educational Development, V2(3): Page(1294-1305) May-June 2026. ISSN: 3107-6513. www.ijamred.com. Published by Scientific and Academic Research Publishing.