Instructional Strategies of Teachers and Academic Performance of Grade One Pupils in Public Elementary Schools

Abstract

This study aimed to assess the instructional strategies of teachers and the academic performance of Grade One pupils in public elementary schools in the Tanay District, Schools Division Office of Rizal, during the School Year 2025–2026. The respondents consisted of the total population of 90 Grade One teachers, described in terms of age, sex, civil status, educational attainment, length of service, position title, and in-service trainings attended. A descriptive survey research design was employed, utilizing a researcher-made questionnaire checklist to measure the extent of instructional strategies in teaching Grade One pupils, specifically differentiated instruction, cooperative learning, and explicit instruction. Documentary analysis was also conducted using the pupils’ average grades in the first quarter as a basis for academic performance.Findings revealed that most teachers were 31 years and above, female, married, and pursuing graduate education, with the majority holding positions as Teacher I or Teacher II. Most had over 10 years of teaching experience and had attended in-service trainings ranging from division to international levels. Explicit instruction was consistently used, while cooperative learning and differentiated instruction were often applied. No significant differences were found in instructional strategies based on sex, civil status, educational attainment, position title, or trainings attended; however, age and length of service showed significant differences. Pupils’ academic performance was satisfactory, and a significant relationship was observed between the extent of instructional strategies and pupils’ academic performance.The study concluded that instructional strategies are influenced by teachers’ age and length of service, and these strategies significantly affect pupils’ academic performance. It is recommended that school administrators provide continuous professional development, and teachers incorporate diverse instructional strategies to enhance students’ learning outcome