Regression Analysis on School Practices and Quality of Education in the New Normal in Bangsamoro Autonomous Region in Muslim Mindanao
Keywords:
Collaboration, Curriculum Development, Innovation, Outcome-based Education, Quality Education, School Practices, Regression AnalysisAbstract
Education is a vital key to success but quality education is more vital to achieve sustainable success. Academic institutions aim to execute capabilities to attain educational success because of their goals to provide students with quality education and enriching experiences. This research examined the best predictors between school practices to quality education specifically among public secondary schools in Bangsamoro Autonomous Region in Muslim Mindanao, Philippines. This study utilized quantitative research method particularly the descriptive-predictive research design to examine the significant influence of school practices to quality education. Data were obtained from the school heads and teachers as respondents of the study who were determined through a stratified random sampling method with proportional allocation technique using the Slovin’s formula showing a five percent margin of error and a sample population size of 294. A researcher-made questionnaire validated by experts and pilot tested which yielded 0.963 coefficients using the Cronbach’s Alpha with internal consistency was used in gathering data. Full model regression analysis was used to determine which among the school practices best influence quality education. Findings revealed that the full model regression matrix between quality of education in terms of outcome-based learning, innovation, curriculum development and stakeholders’ collaboration and school practices showed a significant effect leading to the rejection of the null hypothesis. In the overall stepwise regression matrix, mobilization of school learning action cells, adherence to child-friendly school and administration of standardized test were the best predictors of the quality of education with Beta and t coefficients of .704 or 28.651; .463 or 18.291; and -.161 or -7.125 respectively.
Hence, the null hypothesis was rejected. However, adoption to modular-printed distance learning showed no significant effect so the null hypothesis was accepted. Thus, school practices have a significant effect on the quality of education. Sustaining best practices, support, initiatives, and innovations by stakeholders can contribute for the efficient attainment of quality education.
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