Abstract
This study examines teachers' perceptions of regional assessment instruments and their impact on students’ academic performance, focusing on schools in Region X and Region XII, including Halapitan National High School, Pangantucan National High School, Kimanait National High School, and Salama National High School. Using a quantitative approach, data were gathered from surveys distributed to educators. The results revealed no statistically significant direct impact of regional assessment instruments on academic ratings, as shown by the Friedman test (χ² = 2.68, p = 0.101) and the Durbin-Conover test (Statistic = 1.66, p = 0.102). However, a significant positive correlation was found between teachers’ perceptions of the instruments and academic ratings, with a Pearson's r value of 0.623 (p < 0.001), indicating that favorable perceptions are associated with higher student ratings. Demographic factors such as sex, age, years of teaching experience, and subject taught also significantly influenced teachers' perceptions and their perceived impact on academic ratings (p < 0.05). Teachers’ views ranged from recognizing the instruments as valuable for enhancing instructional strategies to concerns about their alignment with curriculum standards. These findings highlight the need for professional development programs to improve teachers’ understanding and utilization of regional assessments. The study recommends policy adjustments to ensure these tools are effectively aligned with educational goals and provide actionable insights for improving student performance. Further research is suggested to explore the long-term impact of professional development and contextual factors influencing the use of regional assessments.
