Advanced International Journal for Research

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Effectiveness of Instructional Strategies on Academic Performance and Learning Engagement of Students in Public Elementary Schools

Author(s) Ms. MARY JANE C SIM, Ms. MICHELLE S TALON, Ms. ROSEMARIE D COSINGCO, Ms. MARIBETH D. FAUSTE D FAUSTE, Mr. GILBERT G MELENCION, Ms. NORREN R. RODRIQUEZ R RODRIQUEZ, Ms. LORNA J. PELANDAS J PELANDAS
Country Philippines
Abstract This study examined the effectiveness of instructional strategies on the academic performance and learning engagement of students in selected public elementary schools in the Loon North District for School Year 2024–2025. Guided by the Statement of the Problem, the study investigated how the implementation of project-based learning (PBL), differentiated instruction (DI), and collaborative learning (CL) predicts students’ behavioral, cognitive, and emotional engagement, and how these factors influence mastery of competencies in Mathematics, Science, and English. A descriptive-correlational design was employed, involving 85 teachers from five schools using validated structured questionnaires.
Results revealed significant differences in the extent of strategy implementation: PBL (M = 4.21) and CL (M = 4.18) were highly practiced, while DI (M = 3.67) was only moderately implemented, indicating gaps in addressing diverse learning needs. Student engagement was generally high, with behavioral engagement scoring the highest (M = 4.32), followed by cognitive (M = 4.07) and emotional engagement (M = 3.98). Academic performance showed an overall mastery mean of 87.46% across the three core subjects.
Statistical analyses confirmed that instructional strategies were significantly associated with student engagement (r = .62, p < .01) and academic performance (r = .58, p < .01). Regression analysis further identified PBL (β = .41, p < .01) and CL (β = .33, p < .05) as the strongest predictors of academic performance, while DI (β = .19, p < .05) exerted a positive but lesser influence. Mediation testing showed that learning engagement partially mediated the relationship between strategy implementation and academic performance, underscoring that instructional effectiveness is strengthened when students are actively, cognitively, and emotionally involved.
Based on these findings, the study developed the Energize Strategy-Based Learning Exercises, an intervention framework designed to enhance teacher capacity, provide structured learning experiences, and establish monitoring systems to support consistent instructional improvement. This framework directly addresses the research gap on strategy-driven engagement enhancement in elementary public schools, offering practical, evidence-based guidance for raising student performance. The study concludes that strengthening interactive, differentiated, and collaborative instructional practices is essential for improving engagement and advancing academic outcomes across the district.
Keywords Instructional Strategies, Student Engagement, Academic Performance, Project-Based Learning, Differentiated Instruction, Collaborative Learning
Field Sociology > Administration / Law / Management
Published In Volume 7, Issue 2, March-April 2026
Published On 2026-03-30
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E-ISSN 3048-7641
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