Assessing the Teaching Strategies and Academic Performance of the Intermediate Learners at Upper Kajatian Elementary School: Pupils’ Perspective

Husin Sali; Abdel Amilhamja

doi:10.62596/xp02ce07

Authors

Husin S. Sali School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author
Abdel J. Amilhamja School of Graduate Studies, Sulu State College, Jolo 7400, Philippines Author

DOI:

https://doi.org/10.62596/xp02ce07

Keywords:

Teaching Strategies, Academic Performance, Collaborative Learning, Differentiated Instruction, Technology Integration, Intermediate Learners

Abstract

This study assessed the extent of use of teaching strategies applied by teachers and the level of academic performance of intermediate learners at Upper Kajatian Elementary School. It employed a descriptive-correlational research design involving 100 student-respondents selected through purposive sampling. Data were treated using frequency, percentage score, weighted mean, standard deviation, Pearson’s correlation, t-test, and ANOVA. The study examined teaching strategies in terms of collaborative learning, differentiated instruction, and use of technology in learning, as well as academic performance in terms of comprehension, critical thinking, and overall performance, while considering respondents’ demographic profiles such as age, gender, and grade level. Findings revealed that most respondents were female students aged 12 years old and above and enrolled in Grades V and VI. Results indicated that both the teaching strategies applied by teachers and the academic performance of learners across all domains were favorably perceived, consistently receiving an “Agree” rating. Moreover, no specific group of respondents showed a significantly better perception of teaching strategies and academic performance. A very high positive significant correlation was observed between teaching strategies and academic performance. This supports Robert M. Gagné’s Theory of Instruction, which suggests that diverse teaching strategies enhance attention, recall, guidance, and cognitive retention, thereby improving academic performance. It is further reinforced by Benjamin Bloom’s Taxonomy, which posits that sophisticated strategies aligned with higher cognitive domains help learners master complex content and improve performance. Overall, the study emphasizes the importance of advanced scaffolding techniques and adaptive teaching strategies in addressing diverse learning paces and promoting higher-order thinking skills for better academic achievement.

References

Adilon, E. A., & Sabdani-Asiri, M. L. (2024). Teaching strategies of teachers in improving the academic performance of pupils at Talipao District, Ministry of Basic, Higher, and Technical Education in Sulu. Journal of Education and Academic Settings, 1(1).

Biggs, J., & Tang, C. (2011). Teaching for quality learning at university (4th ed.). McGraw-Hill/Open University Press.

Bloom, B. S. (Ed.). (1956). Taxonomy of educational objectives: The classification of educational goals. Handbook I: Cognitive domain. David McKay Company.

Bondoc, R. S., Jr. (2024). ICT-driven instructional and assessment strategies for physical education in the new normal. Environment and Social Psychology, 9(4). https://doi.org/10.54517/esp.v9i4.2155

Cao, L. (2024). A study of project-based learning to intermediate EFL learners in reading class: Enhancing self-regulated learning of post-secondary students in Macao. Asian-Pacific Journal of Second and Foreign Language Education, 9, Article 71.

Castro, F. L. T., Ventura, B. L. O., Estajal, R. S., Timpangco-Macario, J., Limen, M. V., Garil, B. A., & Chavez, J. V. (2024). Teachers handling multiple subject areas: Difficulties and adaptive attributes in the delivery of instructions. Environment and Social Psychology, 9(9). https://doi.org/10.59429/esp.v9i9.2520

Chavez, J. V., Adalia, H. G., & Alberto, J. P. (2023). Parental support strategies and motivation in aiding their children learn the English language. Forum for Linguistic Studies, 5(2). https://doi.org/10.59400/fls.v5i2.1541

Chavez, J., & Lamorinas, D. D. (2023). Reconfiguring assessment practices and strategies in online education during the pandemic. International Journal of Assessment Tools in Education, 10(1), 160–174. https://doi.org/10.21449/ijate.1094589

Darling-Hammond, L., Flook, L., Cook-Harvey, C., Barron, B., & Osher, D. (2019). Implications for educational practice of the science of learning and development. Applied Developmental Science, 24(2), 97–140.

Dela Cruz. (2018). Teaching strategies and academic achievement of intermediate pupils in public elementary schools.

Department of Education. (2023). MATATAG curriculum (Revised K to 10 curriculum).

Diamante, R. E. J., Martin, A. B., Berry, E. B., Chavez, J. V., Calzada, K. P. D., & Dimzon, S. D. (2025). Developing trust and confidence in the delivery of AI-oriented teaching strategies among non-ICT expert teachers. Environment and Social Psychology, 10(8). https://doi.org/10.59429/esp.v10i8.3851

Freeman, S., Eddy, S. L., McDonough, M., Smith, M. K., Okoroafor, N., Jordt, H., & Wenderoth, M. P. (2014). Active learning increases student performance in science, engineering, and mathematics. Proceedings of the National Academy of Sciences of the United States of America, 111(23), 8410–8415.

Gagné, R. M. (1965). The conditions of learning and theory of instruction. Holt, Rinehart & Winston.

Goodwin, B., & Rouleau, K. (2023). The new classroom instruction that works: The best research-based strategies for increasing student achievement. ASCD.

Grossman, P., & Fraefel, U. (Eds.). (2024). Core practices in teacher education: A global perspective. Harvard Education Press.

Hattie, J., & Clarke, S. (2018). Visible learning: Feedback. Routledge.

Hattie, J., & Yates, G. (2014). Visible learning and the science of how we learn. Routledge.

Lucero, A. I. (2021). Instructional strategies of teachers and academic performance of intermediate learners in Araling Panlipunan. International Journal of Research Publication and Reviews, 2(3), 336–342.

Magno, J. M., Indal, R. S., Chavez, J. V., Garil, B. A., & Reyes, R. B. D. (2024). Alternative teaching strategies in learning Filipino language among dominant English speakers. Forum for Linguistic Studies, 6(4), 404–419. https://doi.org/10.30564/fls.v6i4.6742

Magsucang, G., Bacuna, S. M., Cannon, R., Piamonte, E., Tintin, J., & Barza, J. (2020). Effectiveness of teachers’ teaching strategies on academic performance of selected Grade 12 General Academic Strand students in Bestlink College of the Philippines. Ascendens Asia Singapore – Bestlink College of the Philippines Journal of Multidisciplinary Research, 2(1).

Marasigan, N. (2019). Teaching methods and strategies used by public elementary school teachers and their implications to instructional supervision. https://ojs.aaresearchindex.com/index.php/AAJMRA/article/view/7123

Marzano, R. J. (2017). The new art and science of teaching (Rev. ed.). Solution Tree Press.

Pañares, M. M., Pogoy, Q. J., Gonzales, M. F., Avenido, M., & Fajardo, D. (2025). Analyzing the impact of teacher strategies on student performance. Journal of Contemporary Research in Social Sciences, 7(2), 148–155. https://doi.org/10.55214/2641-0249.v7i2.11504

Pascua, J., & Romero. (2020). Teaching styles and academic achievement of Filipino learners: Traditional vs. student-centered approaches. International Journal of Novel Research and Development.

Peña, R. M. J. L. D., & Doronio, R. G. (2025). An experimental study on mathematics teaching strategies and academic performance of students. International Journal of Research and Innovation in Social Science, 9(7), 1188–1193. https://doi.org/10.47772/ijriss.2025.90700097

Prince, M. (2004). Does active learning work? A review of the research. Journal of Engineering Education, 93(3), 223–231. https://doi.org/10.1002/j.2168-9830.2004.tb00809.x

Prince, M. J., & Felder, R. M. (2006). Inductive teaching and learning methods: Definitions, comparisons, and research bases. Journal of Engineering Education, 95(2), 123–138.

Sargent, D. L., & Murphy, K. M. (Eds.). (2024). Transforming teacher preparation through identity, development, and effective technologies. IGI Global.

Shurovi, M., Yahaya, M. F., Hajimia, H., & Hasan, M. K. (2025). A systematic literature review of ESL/EFL learning strategies and learner motivation. International Journal of Learning, Teaching and Educational Research, 24(1), Article 13.

Slavin, R. E. (2014). Cooperative learning in elementary schools. Education 3–13, 43(1), 5–14. https://doi.org/10.1080/03004279.2015.963370

Villarente, M. D., & Moral, R. V. (2024). Teaching strategies and their effects on reading comprehension performance of junior high school students in inclusive classroom settings. EIKI Journal of Effective Teaching Methods, 2(1).

Xu, Z., Yang, J., Zhang, H., & Liu, T. (2025). The impact of teachers’ teaching strategies on students’ deep learning in online learning environments: The mediating role of learning interaction. Frontiers in Education, 10, Article 1680937.

Zimmerman, B. J. (2002). Becoming a self-regulated learner: An overview. Theory Into Practice, 41(2), 64–70.