Teachers’ Spatial Organization Skills in Relation to Self-Paced Learning of Students

Abstract

This study investigated the impact of teachers' spatial organization skills on the self-paced learning of junior high school students in Cluster 5 Public Secondary Schools in Davao City. Using a non-experimental, descriptive-correlational research design, data were gathered from 150 randomly selected students through stratified random sampling. The data were analyzed using mean scores, Pearson product-moment correlation, and regression analysis. Results revealed that both teachers' spatial organization skills and students' self-paced learning were moderately extensive. A significant positive relationship was found between teachers' spatial organization skills—specifically in areas such as engaging and interactive learning, growth mindset, and inclusivity—and students' self-paced learning. Furthermore, teachers' spatial organization skills were identified as significant predictors of students' self-paced learning. These findings highlight the importance of fostering spatial organization skills in educators to enhance student autonomy and academic performance in self-paced learning environments.