Students' Perception of School Accreditation, Quality Instruction, and Academic Performance at University of Perpetual Help System Manila

Sheryl Bernardo Gamboa; Remedios Montanez Dela Rosa; Rosalina R. Pangilinan

doi:10.36948/ijfmr.2026.v08i03.79601

Students' Perception of School Accreditation, Quality Instruction, and Academic Performance at University of Perpetual Help System Manila

Author(s)	Ms. Sheryl Bernardo Gamboa, Dr. Remedios Montanez Dela Rosa, Dr. Rosalina R. Pangilinan
Country	Philippines
Abstract	School accreditation and instructional quality are essential components of educational quality assurance, yet their relationship with students’ academic performance remains insufficiently examined in the Junior High School context. This study investigated the relationship among students’ perception of school accreditation, quality of instruction, and academic performance at the University of Perpetual Help System Manila (UPHSM). A descriptive-correlational research design was employed, involving 138 Junior High School students selected through stratified random sampling. Data were gathered using a validated researcher-made questionnaire and students’ General Weighted Average (GWA). Statistical tools used included weighted mean, frequency, percentage, and Pearson’s correlation coefficient. Findings revealed that students had a very positive perception of school accreditation (WM = 3.34), while the quality of instruction was rated very high (WM = 3.26). In terms of academic performance, most students belonged to the Advanced and Proficient categories based on their GWA. Correlation analysis showed a strong and significant relationship between perception of accreditation and quality of instruction (r = 0.700, p < 0.001). However, no significant relationships were found between perception of accreditation and academic performance (r = 0.073, p = 0.396), nor between quality of instruction and academic performance (r = -0.010, p = 0.904). The study concludes that while students perceive accreditation and instructional quality positively, these factors do not significantly influence academic performance. This suggests that academic outcomes may be shaped by other personal, environmental, and behavioral factors beyond institutional accreditation and instructional practices. The findings highlight the importance of strengthening institutional awareness and instructional strategies to further enhance the learning environment.
Keywords	school accreditation, instructional quality, academic performance, Junior High School, descriptive-correlational design
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-27
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.79601

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Students' Perception of School Accreditation, Quality Instruction, and Academic Performance at University of Perpetual Help System Manila

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