International Journal For Multidisciplinary Research

E-ISSN: 2582-2160   •   Impact Factor: 9.24

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Volume 8 Issue 3
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Teachers' Instructional Competence and Students' Academic Performance: Examining the Mediating Role of Academic Study Load in Higher Education Management

Author(s) Mr. Jestoni Panis Castillo
Country Philippines
Abstract This study examined the mediating effect of students’ academic study load on the relationship between perceived teachers’ instructional competence and students’ academic performance in General Education Courses (GEC) within the Isabela State University System. A quantitative, descriptive-correlational research design was employed, involving first-year education students selected through convenience sampling. Data were collected using a validated researcher-made questionnaire and analyzed using descriptive statistics, regression analysis, and mediation analysis. Findings revealed that teachers demonstrated a high level of instructional competence across content mastery, pedagogical knowledge, classroom management, and instructional adaptability. Students also reported a high level of academic study load, particularly in coping and adjustment strategies, while academic performance was generally fairly satisfactory. Regression analysis showed that teachers’ instructional competence significantly predicted both academic performance and academic study load. However, academic study load showed only a weak relationship with academic performance. Mediation analysis further indicated that academic study load did not significantly mediate the relationship between instructional competence and academic performance. Overall, the findings suggest that instructional competence influences academic performance directly, while academic study load does not serve as a mechanism in this relationship. The results highlight the importance of considering learner-related and contextual factors in improving academic outcomes.
Keywords instructional competence, academic study load, academic performance, mediation analysis, general education courses
Field Sociology > Education
Published In Volume 8, Issue 3, May-June 2026
Published On 2026-05-11
DOI https://doi.org/10.36948/ijfmr.2026.v08i03.77727
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E-ISSN 2582-2160
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