IJIET 2025 Vol.15(7): 1521-1529
doi: 10.18178/ijiet.2025.15.7.2353
doi: 10.18178/ijiet.2025.15.7.2353
The Impact of College Instructors’ Educational Technology Profiles on Student Academic Performance: A Two-Stage Clustering Approach
Ramachandra C. Torres1,* and Donn Enrique L. Moreno2
1. Learning Environments and Innovations Office, Mapúa Malayan Colleges Laguna, Cabuyao City, Philippines
2. Enrique T. Yuchengco School of Business, Mapúa University, Makati City, Philippines
Email: rctorres@mcl.edu.ph (R.C.T.); delmoreno@mapua.edu.ph (D.E.L.M.)
*Corresponding author
2. Enrique T. Yuchengco School of Business, Mapúa University, Makati City, Philippines
Email: rctorres@mcl.edu.ph (R.C.T.); delmoreno@mapua.edu.ph (D.E.L.M.)
*Corresponding author
Manuscript received January 9, 2025; revised February 5, 2025; accepted March 27, 2025; published July 18, 2025
Abstract—In an era of rapid educational change, faculty members must possess the essential skills and knowledge necessary for institutional success. This study aimed to examine college instructors’ educational technology profiles to identify areas needing professional development and their impact on student academic performance. Specifically, it explored the extent of instructors’ technology adoption, their preferred digital tools and platforms, and how these factors influence teaching effectiveness and student outcomes. A descriptive-comparative approach was used, with surveys providing data that were analyzed through a Two-Stage Clustering Approach, which groups instructors based on similar technology usage patterns before comparing their impact on student performance. This method allows for a clearer understanding of how different instructional technology profiles influence academic outcomes. The comparative analysis focused on the impact of student profiles on academic performance, utilizing tests such as one-way analysis of variance (ANOVA) and the Mann-Whitney U test. The findings revealed patterns and gaps in faculty competencies and needs, highlighting the importance of establishing a structured and flexible professional development program. In response, the DROID Program (Development, Responsiveness, Optimization, Integration, and Data-Driven Decision-Making) was proposed. This strategic initiative addresses the gaps in faculty development, enhances institutional resilience, and fosters sustainable academic excellence. The research concludes that instructors’ educational technology profiles significantly affect student academic performance. The integration of technology-driven teaching practices results in increased student engagement, improved knowledge retention, and overall academic success.
Keywords—college instructor, cluster analysis, educational technology, academic performance
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).
Keywords—college instructor, cluster analysis, educational technology, academic performance
Cite: Ramachandra C. Torres and Donn Enrique L. Moreno, "The Impact of College Instructors’ Educational Technology Profiles on Student Academic Performance: A Two-Stage Clustering Approach," International Journal of Information and Education Technology, vol. 15, no. 7, pp. 1521-1529, 2025.
Copyright © 2025 by the authors. This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited (CC BY 4.0).