Assessing the Influence of Teaching Strategies and Learning Engagement on the Academic Performance of Grade 11 Students in Social Studies
DOI:
https://doi.org/10.5281/zenodo.21583989Keywords:
teaching strategies; learning engagement; academic performance; Social Studies; descriptive-correlational researchAbstract
This study examined the relationships among teaching strategies, learning engagement, and academic performance of Grade 11 students in Social Studies at ACLC College of Mandaue City during the School Year 2025–2026. A quantitative descriptive-correlational research design was employed involving 150 Grade 11 Humanities and Social Sciences (HUMSS) students selected through total enumeration. Data were collected using an expert-validated questionnaire adapted from established instructional and student engagement frameworks, while academic performance was obtained from official school records. Descriptive statistics and Pearson's Product-Moment Correlation Coefficient were used for data analysis. Results indicated that teachers implemented student-centered, collaborative, and assessment-oriented instructional strategies to a high extent, whereas students demonstrated a moderate level of learning engagement. The respondents achieved a very satisfactory level of academic performance. Significant positive relationships were found between teaching strategies and academic performance and between learning engagement and academic performance. The findings suggest that effective learner-centered instructional practices promote greater student engagement and contribute to improved academic achievement. The study highlights the importance of strengthening interactive teaching approaches to enhance learning outcomes in Social Studies.
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