Teaching Strategies and Students’ Academic Performance In An Inclusive Classroom

Abstract

This study examined the level of teaching strategies employed in inclusive classrooms and their relationship to students’ academic performance at Immaculate Conception Archdiocesan School Mercedes, Philippines. Using a quantitative descriptive-correlational design, the study assessed five dimensions of teaching strategies: classroom management, differentiated instruction, lesson preparation, learning climate, and student engagement. Data was collected through structured questionnaires administered to teachers and analyzed using descriptive statistics and Pearson correlation. Results revealed that teaching strategies were implemented at a high level across all dimensions, with grand mean scores ranging from 3.55 to 3.67. Students’ academic performance was rated as Very Satisfactory (GWA = 85.73). However, correlation analysis showed no significant relationship between teaching strategies and academic performance (r = -0.147, p = 0.15), suggesting that other factors, such as student motivation, prior knowledge, or socio-emotional support, may influence learning outcomes. The findings indicate that while inclusive teaching strategies promote engagement, participation, and a positive classroom environment, enhancing academic performance may require a more holistic approach. Recommendations include continuous teacher professional development, individualized support for learners, and strategies to integrate instructional practices with broader academic and socio-emotional support systems.