Strengthening Instructional Activities in Reading Through Continuous Supervisory Coaching and Academic Performance of Grade 6 Learners

AUTHOR(S)

JEFFERSON B. ARQUILLANO

ABSTRACT

— This study determines the significant relationship between the extent of continuous supervisory coaching provided by school head to strengthen instructional activities in reading and academic performance of grade 6 learners. The study employed a descriptive-correlational research design utilizing a survey questionnaire which focused on determining the extent of supervisory coaching activities, strategies and mechanism provided by the school heads to teachers in strengthening reading instructions. This survey is taken from the study of Aguilar (2013) on, “The Art of Coaching: Effective Strategies for School Transformation”. Part 2 is a questionnaire which determine the extent of supervisory feedback mechanism provided by school heads to the teachers after the instructional supervision conducted in strengthening teachers’ reading instructions by Hattie & Timperley (2007) in their study on, “The Power of Feedback.” Finally, to measure the academic performance of the learners, the researcher gathered the quarter 4 academic grades of the learners. The research results affirm the presence of a very strong and significant relationship between reading instruction, the extent of supervisory coaching activities, and the academic performance of learners. The findings highlight that effective supervisory coaching significantly enhances teachers’ capacity to deliver quality reading instruction, which in turn contributes to improved learner outcomes. The high correlation values obtained between reading instruction and both supervisory coaching and academic performance underscore the critical role of sustained coaching, professional support, and targeted instructional practices in promoting literacy development. These results emphasize the need for schools to strengthen coaching mechanisms, provide continuous teacher development, and ensure alignment between instructional practices and student performance goals to further improve reading outcomes and overall academic achievement. Keywords — Strengthening Instructional Activities, Reading, Continuous Supervisory Coaching, Academic Performance, Grade 6 Learners