Management of Learner's Information System (LIS) in Relation to Instructional Delivery

Abstract

The study estimated the learner’s information system (LIS) in relation to instructional delivery in South District, Tagum City Schools Division. The study used a non-experimental descriptive-correlational research design, where it utilized an adapted survey instrument to gather responses from the randomly selected teacher-respondents. Data gathered were treated using Mean scores with descriptive interpretation, Pearson r and Simple Linear Regression Analysis. Findings revealed that the classroom assessment cycle in terms of user-friendliness, security and privacy, technical support, accuracy and timeliness of data, customization, accessibility and integration with discussion was extensive, while instructional delivery in terms of engagement and participation, completion of assignments and projects, attendance and punctuality, grade point average and test and assessment scores wass moderately extensive. There was a relationship between the learner’s information system management and instructional delivery. Domains of management of the learner’s information system in terms of accuracy and timeliness of data, user-friendliness, accessibility and customization, and integration with discussion significantly influenced instructional delivery. Future research should address equity and ethical considerations surrounding using learners' information systems. This includes investigating potential biases in data collection and analysis, ensuring equitable access to technology resources, and evaluating the impact of data-driven decision-making on marginalized student populations.