Teachers’ Strategies and Learners’ Performance In Mathematics

This study examined the relationship between teachers’ instructional strategies and learners’ performance in mathematics in the Schools Division of Antique during the year 2025. Using a descriptive-correlational research design, the study sought to identify the instructional strategies commonly employed by teachers, determine the level of learners’ performance in mathematics, and establish the relationship between these variables. The respondents comprised 203 public elementary teachers who were actively involved in mathematics instruction and were selected through total enumeration to ensure broad representation. Data were gathered through a validated questionnaire that measured teachers’ use of cooperative learning, problem-solving activities, visual aids, and differentiated instruction. Learners’ performance was evaluated in terms of problem-solving skills, conceptual understanding, and computational proficiency. Descriptive statistical measures, including frequency, percentage, mean, and standard deviation, were used to describe instructional practices and learners’ performance, while the Pearson Product-Moment Correlation coefficient was applied to determine the relationship between the variables. The results showed that teachers frequently employed cooperative learning and problem-solving strategies, supported by the use of visual aids and differentiated instruction, which corresponded with high levels of learner performance in mathematics. A significant positive relationship was found between teachers’ instructional strategies and learners’ performance, indicating that effective and varied teaching approaches contribute to improved academic achievement. The study underscores the importance of dynamic, learner-centered instructional practices and recommends continuous professional development, adequate resource provision, and collaborative teaching efforts to further enhance instructional effectiveness and learner outcomes.