World Education Connect Multidisciplinary e-Publication, Vol. VI, Issue I (January 2026), pp,436-441
Alice B. Pakipak
DepEd Mountain Province
Mountain Province, Philippines
Abstract
Effective instruction is a critical determinant of learners’ academic success, particularly at the elementary level where foundational skills are developed (Slavin, 2018). This study examined the instructional strategies employed by elementary teachers and their influence on learners’ academic performance. Specifically, it identified commonly used instructional strategies, determined the level of learners’ academic performance, and examined the relationship between instructional strategies and academic outcomes.
The study employed a descriptive-correlational research design and was conducted in selected public elementary schools. Data were collected through a survey questionnaire administered to teachers and an analysis of learners’ academic records. Descriptive statistics such as frequency, percentage, and mean were used to describe instructional strategies and academic performance, while Pearson’s correlation coefficient was used to determine the relationship between variables.
Findings revealed that teachers frequently employed learner-centered strategies such as cooperative learning, differentiated instruction, and the use of instructional materials. Learners’ academic performance was generally rated as satisfactory to very satisfactory. Results further indicated a significant relationship between the use of varied instructional strategies and learners’ academic performance. These findings affirm that effective instructional strategies contribute positively to learner achievement (Hattie, 2009; Tomlinson, 2014).
Keywords: instructional strategies, academic performance, learner-centered teaching, elementary education, teaching effectiveness
https://doi.org/10.65494/pinagpalapublishing.99
