The Impact of College Instructors’ Educational Technology Profiles on Student Academic Performance: A Two-Stage Clustering Approach

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.