Abstract
This study investigated the relationship between instructional resources and their impact on the learning outcomes of students in tri-people of populated elementary schools. The study employed a quantitative correlational approach to analyze how varying levels of instructional resources correlate with students' academic performance. Regression analysis was used to identify whether a significant relationship exists between these variables. The study sample consisted of 286 students from three schools: Tananzang, Panagas, and Blingkong. A computed sample size of 167 students was determined for data collection, ensuring adequate representation. The research also explored the Matatag Curriculum, a policy designed to address challenges in resource allocation, teacher training, experiential learning, material updates, student support, and assessment frameworks. By examining the effectiveness of the curriculum, the study aimed to understand how these policy interventions improve student learning outcomes, particularly in science education. The proposed policies were grounded in the need for comprehensive educational reforms that address resource gaps, improve instructional delivery, and engage students more effectively. The findings of this study were expected to provide valuable insights for policymakers, educators, and stakeholders. By identifying the key instructional resources that significantly impact student learning outcomes, the study offered evidence-based recommendations for improving educational practices in tri-people communities. This will help shape future educational policies and initiatives that aim to elevate the quality of education for students, particularly those in under-resourced schools.
