Academic Practices Influencing the Performance of Teacher Education Students in Public Higher Education Institutions

This study examined the factors affecting the academic performance of students in selected colleges and universities. It specifically determined the respondents’ demographic profile and assessed the extent to which they practiced student diligence, pursuit of development, motivation, learning habits, and management of out-of-school time. A descriptive-comparative research design was employed to describe the variables and compare practices when respondents were grouped according to year level. The study was anchored on the Input–Process–Output framework. Data were gathered from BEED students through a structured questionnaire using convenience sampling. The responses were tabulated, statistically treated, analyzed, and interpreted to identify patterns in students’ academic practices. Findings revealed that most respondents were female, belonged to low-income families, and were mostly in the second-year level. Results showed that student diligence, pursuit of development, motivation, and learning habits were practiced, while out-of-school time was only moderately practiced. The tests of difference indicated no significant differences in the identified factors when grouped according to year level. These findings suggest that BEED students generally demonstrate positive academic behaviors, but they may still need support in managing activities outside school. The study recommends academic guidance, mentoring, study-skills enhancement, and time-management programs to improve students’ academic performance and overall development across all year levels in participating institutions effectively.