2026 IJRSE – Volume 15 Issue 4
Available Online: 24 February 2026
Author/s:
Edora, Rialyn E.
Northern Zambales College, Inc., Philippines
Echaure, Jessie S.*
Northern Zambales College, Inc., Philippines (jessieechaure48@gmail.com)
Abstract:
This study aimed to determine the level of effectiveness in the use of instructional materials and its relationship to the practice teaching performance of Bachelor of Elementary Education (BEED) students at Northern Zambales College for the School Year 2024–2025. Using a descriptive-correlational research design, data were gathered through structured questionnaires and analyzed using weighted means, ranking, and statistical tests. Results revealed that all three types of instructional materials were rated as “Highly Effective,” with innovative materials ranked highest, followed by traditional and digital types. The computed grand mean of 3.56 confirmed the overall high effectiveness of instructional materials in supporting teaching performance. Further analysis showed no significant differences in perceptions of effectiveness when grouped according to age and sex, indicating a consistent evaluation across demographic groups. However, a positive moderate relationship was found between the use of digital materials and teaching performance, suggesting that digital tools contribute meaningfully to instructional delivery when used effectively. The findings underscore the importance of integrating diverse instructional materials in teacher training programs and highlight the need for continued support in digital literacy and innovative teaching strategies to enhance the competence of future educators.
Keywords: traditional type, digital type, innovative type, practice teaching performance, instructional materials, level of effectiveness
DOI: https://doi.org/10.5861/ijrse.2026.26072
Cite this article:
Edora, R. E., & Echaure, J. S. (2026). Effectiveness of instructional materials on BEED students’ teaching performance at Northern Zambales College. International Journal of Research Studies in Education, 15(4), 145-153. https://doi.org/10.5861/ijrse.2026.26072
* Corresponding Author