Adaptive Teaching Methodologies and Testing Skills as Predictors of Instructional Interactions

The primary objective of this study was to evaluate the influence of adaptive teaching methodologies and testing skills on instructional interactions among elementary school teachers in Maa District, Davao City, using a non-experimental quantitative design with a descriptive-correlation technique. A total of 210 elementary school teachers were selected as respondents through stratified random sampling. The researcher used modified and enhanced adapted survey questionnaires, which were pilot tested for reliability and internal consistency. The findings revealed that the extent of adaptive teaching methodologies and testing skills among teachers is generally extensive, with concept actualization and collaboration in assessment design being the most evident indicators. In contrast, idea sustainability and constructive item design were the least evident, indicating areas for improvement. The results showed a moderate positive relationship between adaptive teaching methodologies and instructional interactions and a strong positive relationship between testing skills and instructional interactions. Regression analysis confirmed that both adaptive teaching methodologies and testing skills significantly influence instructional interactions, with testing skills having a stronger predictive effect. These findings emphasize the importance of continuous professional development for teachers in both adaptive teaching strategies and assessment skills.