Teacher Strategies and Its Influence on Student Mathematic Performance

Abstract

This study determined the influence of teacher’s classroom strategy on learners’ mathematics performance in Zapatera Elementary School in the school year 2024-2025. The descriptive-correlational research methodology was utilized to examine the effectiveness of differentiated instruction, student engagement strategies, contextualized learning materials, and the integration of real-world scenarios, as well as their potential influence on students' academic performance The learners' profile revealed that most were 11 years old, with a nearly equal distribution of males and females. Families generally had moderate incomes, with parents predominantly holding at least a bachelor’s degree. Most learners came from small families with one or two siblings, though some were only children. Findings indicated that teachers effectively implemented a variety of strategies to enhance learning. Differentiated instruction and student engagement strategies fostered personalized and active learning experiences, while contextualized learning materials and real-world scenarios helped students connect mathematics to practical applications. Despite the positive perceptions of these strategies, the learners’ academic performance, rated as very satisfactory across all assessed topics, showed no statistically significant correlation with the classroom strategies employed. These results suggest that while the strategies create an inclusive and engaging learning environment, their direct impact on specific academic performance may be limited. Other factors, such as student motivation, prior knowledge, and assessment design, may influence academic performance. The study recommends a Teacher Support and Development Program to refine instructional practices and address these gaps.