Teachers’ Assessment of Pupils’ Utilization of Learning Resources and Its Influence on Academic Performance in Science

In the evolving landscape of education, the availability and use of appropriate learning resources significantly influence pupils' academic performance. Teachers play a crucial role in observing and assessing how these resources are accessed and utilized. This study aimed to assess teachers’ perceptions of pupils’ utilization of learning resources in Science and its influence on academic performance in Bonifacio District, Division of Misamis Occidental. A correlational research design was used, involving 232 teachers as respondents. Data were gathered through a researcher-made questionnaire assessing four components: frequency of use, variety, appropriateness, and engagement. Descriptive statistics (mean and standard deviation) and Spearman rho correlation were used for data analysis. Findings showed that the overall utilization of learning resources was rated as Average (Mean = 2.869). However, both the frequency (Mean = 2.386) and variety (Mean = 2.364) were rated Low, while appropriateness (Mean = 3.354) and engagement (Mean = 3.373) were Average. Pupils’ academic performance had a mean score of 86.6. Statistical analysis showed no significant relationship between the level of learning resource utilization and academic performance (Spearman rho = 0.068, p = 0.303). Despite average resource utilization, pupils achieved commendable academic performance, suggesting that other factors may contribute more significantly to their success. The absence of a significant correlation highlights the need to explore deeper instructional and contextual factors affecting academic outcomes.