Regression Analysis of Communication Gap in Teaching-Learning Process among BTVTED Students

Abstract

Inadequate teacher-student communication in schools causes misconceptions of academic information, resulting in decreased student performance and engagement. Furthermore, it impedes the formation of a supportive learning environment, which is critical for increasing student motivation and confidence. The study aimed to investigate the relationships and influences of the quality of teacher-student communication on students' level of academic learning outcomes among college students of Tagum City College of Science and Technology Foundation, Inc. Specifically, it examined the variables that best predict students' academic learning outcomes. Descriptive, correlational, and causal-comparative designs were utilized in this study. Moreover, researchers used adapted survey questionnaires to obtain information from the respondents. For students' quality learning achievement, the study used the students' general average acquired in the first semester. Pearson Product Moment Correlation r and Simple Linear Regression were the statistical tools utilized in the study. The study demnstrated a significant relationship between the quality of teacher-student communication and students' learning outcomes. All three indicators under the independent variable were of high descriptive equivalent. Moreover, learners’ academic performance was very satisfactory. Furthermore, teachers' feedback on Quality teacher-student communication significantly predicted students' learning outcomes. Thus, the more precise the instructions the teachers give, the more responsive the teacher is, and the more they give positive feedback, the more they perform well in school.