Teachers’ Use of CAT (Norm-Referenced Computer-Adaptive Testing System) Reports and Its Influence on Instructional Planning and Student Achievement

Laurence C. Rabanal; Celso C. Dumalig

doi:10.55927/ijsmr.v4i7.114

Authors

Laurence C. Rabanal Northeastern College, Inc. Graduate School, Santiago City
Celso C. Dumalig Northeastern College, Inc. Graduate School, Santiago City

DOI:

https://doi.org/10.55927/ijsmr.v4i7.114

Keywords:

Computer-Adaptive Testing, instructional planning, student achievement, data-driven instruction

Abstract

This study examined teachers' utilization of Norm-Referenced Computer-Adaptive Testing (CAT) reports and their influence on instructional planning and student achievement among 50 purposively selected teachers at Nova Academy using a quantitative correlational research design. Data were gathered through a researcher-made questionnaire measuring teachers' CAT report utilization and instructional planning practices, while CAT-generated reports provided student achievement measures. Findings revealed that teachers demonstrated high levels of CAT report utilization (M=4.29) and instructional planning practices (M=4.31), with student achievement at satisfactory levels (M=84.27). Pearson correlation analysis showed significant positive relationships between CAT report utilization and instructional planning (r=0.72, p<0.001), and between CAT report utilization and student achievement (r=0.68, p<0.001). Mediation analysis confirmed that instructional planning partially mediated this relationship. The study concludes that effective CAT report utilization enhances evidence-based instructional practices and student outcomes, recommending sustained professional development in data literacy.

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