Abstract

This research was undertaken to determine the moderating effect of gender on the relationship between teaching effectiveness and the academic performance of university students. It utilizes descriptive correlational design using survey questionnaires to a sample of three hundred twenty-two students in the Bachelor of Science in Business Administration (BSBA) during their first- and second-year as the main participants. Results showed that a significant comparative difference existed between female students who performed better than the male students. A significant relationship exists between teaching effectiveness as well as gender as primary determinants in determining the academic performance of students. Findings revealed that the academic performance proved to be predicted by teacher effectiveness and gender notwithstanding the interrelatedness of its relationships. To determine the moderating effect of gender, the logistic hierarchical regression analysis was employed. When moderated, gender did not show any interactive effect on the relationship between teaching effectiveness and academic performance. With the on set of outcomes-based approach in the higher education system, notable findings of this study may pave the way for academic and administrative sectors to unceasingly develop innovative methodologies in improving the management of learning of the millennial generation.

Keywords: Academic performance, Teaching effectiveness, Gender, Moderation analysis