ABSTRACT

KYLA L. PAYAN and CATHERINE M. VEDAÑA Southern

Philippines Agri-Business and Marine and Aquatic School of
Technology (SPAMAST) ITEIT, Malita, Davao Occidental,
Februaury 2025. “PERCEIVED TEACHER’S INSTRUCTIONAL
MANAGEMENT, SELF-DIRECTED LEARNING, AND SCIENCE
PERFORMANCE OF GRADE 10 STUDENTS”. Undergraduate
Thesis

Adviser: JEA FARIDA R. GUROALIM, MA

This study aimed to investigate the relationship between

perceived teacher’s instructional management and learner’s self-

directed learning and how these factors influence the science

performance of students across two respective secondary

schools: Mariano Peralta National High School and Heracleo

Casco Memorial National High School. Two adopted research

instrument were used to determined the level of perceived

teacher’s instructional management, self-directed learning, and

science performance of grade 10 students. A descriptive

correlational research design was used in determining and

defining the relationship between the perceived teacher’s

instructional management, self-directed learning, and science

performance of grade 10 students. In selecting the respondents

of the study, stratified random sampling was utilized from

i
Mariano Peralta National High School and Heracleo Casco

Memorial National High School.

ii
 The result showed the Grade 10 students of Mariano

Peralta National High School and Heracleo Casco Memorial

National High School during first quarter in the school year 2024-

2025 has high perceived teacher’s instructional management

towards their science teachers and the students also have high

self-directed learning.

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PERCEIVED TEACHER’S INSTRUCTIONAL MANAGEMENT,
SELF-DIRECTED LEARNING, AND SCIENCE
PERFORMANCE
OF GRADE 10 STUDENTS

CATHERINE M. VEDAÑA
KYLA L. PAYAN

THESIS SUBMITTED TO THE FACULTY OF THE INSTITUTE

OF TEACHER EDUCATION AND INFORMATION
TECHNOLOGY, SOUTHERN PHILIPPINES AGRI-
BUSINESS AND MARINE AND AQUATIC
SCHOOL OF TECHNOLOGY, MALITA,
DAVAO OCCIDENTAL IN
PARTIAL FULFILLMENT OF
THE REQUIREMENTS
FOR THE
DEGREE

BACHELOR OF SECONDARY EDUCATION

(SCIENCE)

FEBRUARY 2025

iv
 APPROVAL SHEET

This thesis entitled, “PERCEIVED TEACHER’S

INSTRUCTIONAL MANAGEMENT, SELF-DIRECTED
LEARNING, AND SCIENCE PERFORMANCE OF GRADE 10
STUDENTS”, prepared and submitted by KYLA L. PAYAN and
CATHERINE M. VEDAÑA in partial fulfillment of the
requirements for the degree Bachelor of Secondary Education
major in Science, is hereby accepted.

ALDWIN T. MIRANDA, Ph.D. JOEPER M. ABELLA,

MA
Member Member
___________________ ___________________
Date signed Date signed

JEA FARIDA R. GUROALIM, MA ROMMEL D.

CABALQUINTO,MS
Adviser Chairman
___________________ ___________________
Date signed Date signed

Accepted and approved in partial fulfillment of the

requirements for the degree Bachelor of Secondary Education
major in Science.

KAREN E. CABALQUINTO, Ph.D.

Dean

Institute of Teacher Education and Information Technology,

Southern Philippines Agri-Business and Marine
and Aquatic School of Technology,
Malita, Davao Occidental

_________________

iv
Date signed

iv
 ACKNOWLEDGEMENT

This research would not have been possible without the

encouragement, guidance, and unwavering belief of those who

have walked alongside us every step of the way. First and

foremost, we are deeply grateful to our adviser, Prof. Jea Farida

R. Guroalim, whose invaluable support and faith in our abilities

have been the driving force behind this work. Her guidance has

been instrumental in shaping our research, and for that, we are

truly thankful.

Our heartfelt thanks go to our panels and statistician, Dr.

Aldwin Miranda and Prof. Joeper Abella, for their insightful

feedback and constructive criticism. Their input has been crucial

in refining our study and ensuring its depth and accuracy. We are

also immensely thankful to our chairperson, Prof. Rommel D.

Cabalquinto, whose thoughtful suggestions and unwavering

support have helped us stay focused and motivated throughout

this journey. Special thanks go to Prof. Genevive S. Eticano,

whose careful editing has polished our work to its best form.

We would also like to acknowledge the significant role of

Dr. Karen E. Cabalquinto, the ITEIT Dean, whose encouragement

vii
and practical assistance were vital in bringing this research to

life.

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 To our families—the Payan and Vedaña families—your love,

sacrifice, and endless support have been the foundation of

everything we do. Words cannot express how grateful we are for

your constant encouragement and belief in us. We would also

like to extend our sincere apologies to anyone whose

contributions were not explicitly mentioned here. Your help has

not gone unnoticed, and we are forever grateful.

Most importantly, we offer our deepest gratitude to God

Almighty, whose guidance and strength have made all of this

possible. Without His grace, none of this would have come to

fruition.

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x
 DEDICATION

This study is dedicated to the researchers' parents and teachers.

Who

are always there to mentor and provide us with encouragement

and acted as our driving force in doing this study. To the

researchers' acquaintances and classmates who

never fail to brighten our spirits

and convince us as a

whole.

- Catherine and Kyla

xi
 TABLE OF CONTENTS

PRELIMINARY PAGES PAGE

ABSTRACT
i
TITLE PAGE iii
APPROVAL SHEET
iv
ACKNOWLEDGEMENT
v
DEDICATION
vii
TABLE OF CONTENTS ix
LIST OF TABLE xi
LIST OF FIGURES xii
LIST OF APPENDICES xiii

CHAPTER

I THE PROBLEM AND ITS BACKGROUND

Introduction
1
Objectives of the Study 3
Significance of the Study
5
Scope and Limitations of the Study 6
Definitions of Terms
8

II REVIEW OF RELATED LITERATURE

Instructional Management
10
Self-Directed Learning 12
Science Performance 14

xii
 Instructional Management and Science
Performance
18
Self-Directed Learning and Science
Performance
20
Conceptual Framework of the Study
23
Hypotheses 24

III METHODOLOGY

Research Locale 25
Research Design 28
Sampling Design and Technique
28
Respondents of the Study
39
Research Instrument 30
Data Analysis
32
Data Analysis
32
Data Gathering Procedure
36
Ethical Consideration 40
Statistical Analysis
37

IV RESULTS AND DISCUSSION

Perceived Teacher’s Instructional Management

42
Artistic or Personal Qualities 42
Subject Matter Competence 43
Instructional Strategies 44
Motivational Skills 45
Classroom Management Skills
47
Communication Skills 48

xiii
 Evaluation and Remediation Practices
49
Self-Directed Learning of Grade 10
57
Learning Motivation 58
Planning and Implementation Abilities
59
Interpersonal Communication Skills
60
Science Performance of Grade 10 Students
63
Relationship between Perceived Instructional
65
Management and Science Performance of
Grade 10 Students
Relationship between Self-directed Learning
72
and Science Performance of Grade 10 Students

V SUMMARY, CONCLUSION AND RECOMMENDATION

Summary 78
Conclusion 81
Recommendation 82

LITERATURE CITED 83

APPENDICES 89

CURRICULUM VITAE 111

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 LIST OF TABLE

TABLE NO. PAGE

1 Distribution of Respondents 29

2 Perceived Teacher’s Instructional 50

Management

3 Self-directed Learning among Grade 10 61

Student

4 Science Performance of Grade 10 65

Students.

xv
5 Relationship between Perceived 72
Instructional Management and Science
Performance of Grade 10 Students.

6 Relationship between Self-directed 67

Learning and Science Performance of
Grade 10 Students.

xvi
 LIST OF FIGURES

FIGURE NO. PAGE

1 Conceptual Framework of the Study

23

2 Map Site 27

xii
 LIST OF APPENDICES

APPENDIX NO. PAGE

I Survey Letter 89

II Survey Questionnaire 90

III Validation Letter 98

IV Validation Sheet For Survey Questionnaire 101

V Endorsement Letter 104

VI Request Letter 106

xiii