Awareness, Utilization, and Pupils’ Academic Performance on Non-Print Breakthrough Achievement in Nation-Building through Application and Sustainability

Non-print resources are vital in academic libraries and classroom instruction (Mubofu, 2022). To enhance 21st-century teaching and learning, Project BANAS (Breakthrough Achievement in Nation-Building through Application and Sustainability), a Social Studies learning innovation, was institutionalized. This study assessed teachers' level of awareness and extent of utilization of BANAS Non-Print Resources in Social Studies classes and their correlation with pupils’ academic performance in the Schools Division of Bacolod City. A descriptive-correlational research design was used to test hypotheses, generalize findings, and examine associations between variables. Results revealed that teachers exhibit a very high level of awareness of BANAS non-print resources, with male teachers showing slightly higher awareness than females. Teachers with Doctorate Degrees had the highest awareness, while Master Teacher II scored the highest among positions. The extent of utilization was similarly high, with male teachers utilizing the resources more. Those with Doctorate Degrees reported the highest utilization, while Teacher III maximized usage among positions. No significant differences were found in teachers’ awareness or utilization when grouped by sex, educational attainment, or position. However, a significant positive relationship was established between awareness and utilization. Conversely, no significant relationship was found between teachers’ awareness or utilization and pupils’ academic performance. These findings highlight the potential of Project BANAS in advancing 21st-century education. Further support and targeted training could enhance teachers' effective use of BANAS resources, ultimately contributing to improved student outcomes.