Perceptions Of Teaching Evaluation and Perceived Academic Performance Among Nursing Students

The persistence of ineffective teaching practices in nursing education poses significant risks to student engagement, clinical competence, and professional readiness, yet the relationship between how students evaluate teaching and their self-assessed academic success remains underexplored in the Philippine nursing context. This descriptive-correlational study examined the relationship between nursing students' perceptions of teaching evaluation and their perceived academic performance among 145 nursing students in a private college in Iloilo City during the first semester of academic year 2025-2026, utilizing adopted instruments measuring student self-evaluation, course evaluation, instructor evaluation, and perceived academic performance. Results revealed high positive perceptions of teaching across all dimensions and a high level of perceived academic performance among respondents. No significant sex-based differences were found, though teaching perceptions significantly differed across year levels, and a significant moderate positive correlation was established between teaching evaluation perceptions and perceived academic performance. The study concludes that effective teaching is meaningfully associated with nursing students' perceived academic success, highlighting the critical need for continuous faculty development, as exemplified by the proposed TEACH-NURS program, to enhance instructional quality and ultimately strengthen the preparation of competent, confident nursing professionals.