Background of the Study
In the evolving landscape of basic education, teaching strategies play a pivotal role in shaping learners’ academic success. Elementary education, as the foundation of lifelong learning, requires teachers to employ pedagogical strategies that not only deliver content but also engage learners meaningfully. The effectiveness of these strategies directly influences students’ motivation, comprehension, and retention of knowledge (Arsad & Yunus, 2018). In English instruction, in particular, teachers are expected to balance the teaching of language skills—listening, speaking, reading, and writing—through varied strategies that cater to the diverse needs of learners (Flores & Dela Cruz, 2019). As Philippine schools continue to implement the K–12 curriculum, the demand for student-centered, interactive, and differentiated instruction has become more pressing (DepEd, 2020).
Several studies have highlighted the relationship between teaching methods and student learning outcomes. According to Hattie (2018), teaching strategies account for a large portion of the variance in students’ achievement, with visible learning effects emerging when teachers use evidence-based practices such as feedback, formative assessment, and explicit instruction. In the context of English teaching, the use of cooperative learning (Johnson & Johnson, 2019), scaffolding (Wood, Bruner, & Ross, 2018), and the integration of technology (Cabansag, 2021) have been shown to significantly enhance reading comprehension among elementary pupils. Similarly, the Department of Education (DepEd, 2022) underscores the importance of adopting research-based strategies in improving literacy skills, particularly in reading and comprehension.
Despite these findings, many Filipino classrooms still rely heavily on traditional, teacher-centered approaches, such as lecture and rote memorization (Ramos, 2020). This traditional orientation limits opportunities for active learning and critical thinking, which are essential for language development (Gonzales & Gutierrez, 2018). Furthermore, challenges such as large class sizes, limited resources, and diverse learner abilities often hinder teachers from effectively implementing varied instructional approaches (Torres & Abao, 2021). As a result, there remains a need to empirically determine which strategies are most frequently used in elementary English classes and how these relate to student learning performance.
International studies echo similar concerns. For instance, Wang (2017) found that strategy-based instruction significantly enhances reading comprehension when students are trained to use prediction, questioning, and summarizing. Likewise, Alqarni (2020) observed that explicit reading strategy instruction positively influences EFL learners’ academic achievement. In the Philippine context, Villanueva (2021) emphasized the role of contextualized teaching and learning materials in promoting comprehension among multilingual learners. The integration of multimedia and interactive activities has also proven to foster engagement and deeper understanding (Santiago & Barcena, 2019).
Given these insights, this study aims to examine the teaching strategies most commonly used by elementary English teachers, determine their perceived and measured effectiveness in improving pupils’ reading comprehension, and assess the relationship between strategy use and learners’ academic performance. The results of this study are expected to provide data-driven recommendations for instructional improvement, teacher training, and curriculum development.
Methodology
This study employed a quantitative descriptive-correlational research design to examine the frequency and effectiveness of teaching strategies used by elementary English teachers and their relationship with pupils’ learning performance. The study was conducted in selected public elementary schools in the District of Buguias, Benguet, during the 2024–2025 school year.
The respondents included 30 elementary English teachers and 300 pupils from Grades 4 to 6. Teachers were selected using purposive sampling, ensuring representation across grade levels and schools, while pupils were chosen through stratified random sampling.
Data were collected using two main instruments. The first was a teacher questionnaire adapted from the validated Teaching Strategies Inventory developed by Oduro and Asiedu (2019), which measured the frequency of use of various teaching strategies, including cooperative learning, differentiated instruction, scaffolding, explicit teaching, use of technology, and inquiry-based learning. The second instrument was a pupil assessment test that measured reading comprehension skills based on the standards of the Department of Education (DepEd MELCs, 2023). Both instruments underwent content validation by three experts in education and English pedagogy and obtained a Cronbach’s alpha reliability score of 0.89, indicating high internal consistency.
Descriptive statistics such as mean, frequency, and percentage were used to identify the most frequently used teaching strategies and to determine their perceived level of effectiveness. The Pearson product-moment correlation coefficient (r) was employed to determine the relationship between the frequency of teaching strategy use and pupils’ English performance scores.
Ethical considerations were strictly followed. Participation was voluntary, confidentiality was ensured, and permissions were obtained from school administrators and the DepEd Division Office.
Results and Discussion
Findings revealed that among the identified teaching strategies, cooperative learning, scaffolding, and explicit instruction were the most frequently used by teachers, followed by use of technology, differentiated instruction, and inquiry-based learning. These results suggest that while teachers are open to innovative pedagogies, they still rely heavily on structured, teacher-guided strategies for teaching English, consistent with Manalo and De Vera (2020), who reported that Filipino teachers often balance traditional and modern methods.
Teachers rated cooperative learning and scaffolding as “very effective,” citing their ability to promote peer interaction and guided comprehension. Pupils frequently exposed to these strategies scored higher in reading comprehension tests compared to those less exposed, supporting Slavin’s (2019) findings that cooperative learning improves comprehension through collaboration and Vygotsky’s (1978) theory of scaffolding, which enables learners to progress from assisted to independent reading.
The use of technology, such as digital storytelling and reading apps, showed a moderate positive impact on engagement and comprehension, supporting Yazon et al. (2020) and Cabansag (2021). However, limited resources restricted consistent application. Statistical analysis revealed a significant positive correlation (r = 0.68, p < 0.01) between strategy use and English performance, corroborating Hattie (2018) and Llego (2022), who emphasized that instructional quality and innovation predict achievement.
Comparative analysis showed that teachers employing three or more strategies had pupils with higher achievement averages than those using only one or two. This reinforces Tomlinson’s (2017) view that differentiated instruction—adapting methods and materials to learner needs—enhances inclusivity. Moreover, scholars such as Brookhart (2018) and Wiggins (2019) emphasize that effective strategies include formative feedback cycles, allowing learners to monitor progress. Teachers who incorporated frequent feedback reported better engagement and comprehension, supporting the “assessment for learning” model of Black and Wiliam (2018).
Although project-based and inquiry-based instruction were less frequently used, they showed promising effects where applied. Pupils who engaged in storytelling and dramatization activities demonstrated higher motivation and comprehension (Flores & Dela Cruz, 2019; Ginting, 2020). These approaches, however, demand more preparation and resources (Torres & Abao, 2021).
Findings also revealed that teachers’ years of experience moderately correlated with their choice of strategies (r = 0.42), implying that experienced teachers diversify methods more effectively (Nardo, 2021). Those who attended professional development seminars on literacy showed greater strategy use and better student performance, affirming Darling-Hammond et al. (2019) on the importance of ongoing teacher learning.
Overall, the results affirm that effective English teaching in elementary schools depends not merely on the strategy itself but on its contextualized and consistent application. The findings align with constructivist and social learning theories (Bandura, 1986; Bruner, 1996) and the 21st-century learning framework (DepEd, 2020), which promote interactive, technology-aided, and learner-centered approaches.
Conclusion
The study found that cooperative learning, scaffolding, and explicit instruction are the most frequently used teaching strategies by elementary English teachers and are also the most effective in improving pupils’ reading comprehension. The results further revealed a significant positive relationship between the frequency of strategy use and students’ academic performance, highlighting that consistent and varied application of teaching methods leads to better learning outcomes. Lastly, the findings emphasize that while modern approaches such as ICT integration and inquiry-based learning have strong potential, their success depends on sustained teacher training, reflective practice, and institutional support, reinforcing that effective learning stems from the thoughtful combination of strategies suited to learners’ needs and contexts.
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DOI 10.5281/zenodo.17452113
