Teachers’ Instructional Strategies, Learners’ Research Skills, and Performance

This study examined the relationship between teachers’ instructional strategies, learners’ research skills, and academic performance among 263 teachers in the Schools Division of Iloilo Province for School Year 2024–2025. It aimed to determine the extent of teachers’ instructional strategies in teaching research, assess learners’ research skills, evaluate learners’ academic performance, identify significant differences based on teacher profile variables, and examine the relationships among the variables. A descriptive-correlational research design was employed, utilizing a researcher-developed, expert-validated, and pilot-tested questionnaire. Data were analyzed using frequency, percentage, mean, t-test, ANOVA, and Pearson r correlation at a 0.05 level of significance. Results revealed that teachers’ instructional strategies were highly evident, learners’ research skills were rated high, and learners’ academic performance was also high. Significant differences were observed in instructional strategies and research skills when grouped according to educational attainment and teaching experience, while no significant differences were found when grouped by sex and specialization. Correlation analysis indicated positive and significant relationships among instructional strategies, learners’ research skills, and academic performance. The findings underscore the vital role of effective instructional strategies in enhancing learners’ research competencies and academic outcomes, highlighting the need to strengthen teacher professional development in research-based instruction.