Extent of Utilization of Innovative Teaching Strategies Across All Subjects and Their Influence on Students’ Academic Performance
DOI:
https://doi.org/10.64612/ijiv.v2i1.60Keywords:
education, innovative teaching strategies, academic performance, learner-centered approaches, instructional practicesAbstract
Innovative teaching methods were looked at and how they affected students' academic success in high schools in the Prosperidad District, Division of Agusan del Sur. Specifically, the study wanted to find out how teachers use learner-centered methods and how these affect students' performance in various subject areas. The study method was quantitative descriptive-correlational. Researchers created a questionnaire that was then checked by experts to make sure it was reliable and accurate. Subjects chosen through systematic sampling included 35 teachers and 130 pupils. The data was analyzed using statistical tools like frequency, percentage, weighted mean, analysis of variance, and Pearson's association. The results showed that teachers often used new methods, especially those that combined technology with students working together and learning through experience. Significant changes in usage were seen between groups based on the teachers' level of schooling, length of service, and training exposure. These findings also showed a moderately good relationship between new ways of teaching and students' academic success, which suggests that learner-centered instruction helps students do better in school. The study stresses the importance of ongoing professional development, strong administrative support, and regular changes to how lessons are taught in order to make teaching more effective and boost student success.
References
Abdullah, M., & Rahman, H. (2023). Innovative teaching practices and students’ learning outcomes in secondary education. Journal of Educational Innovation, 17(2), 65–79.
Abenir, M. F. S., & Berame, J. S. (2025). Implementation of Science Spiral Progression Approach: Lessons from Teachers in the Classroom. In International Conference on Intelligence-Based Transformations of Technology and Business Trends (pp. 123-143). Cham: Springer Nature Switzerland. https://link.springer.com/chapter/10.1007/978-3-032-07370-9_11
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Bandura, A. (1986). Social foundations of thought and action: A social cognitive theory. Prentice-Hall.
Barbarona-Gudelosao, D., & Escote, M. J. (2025). Anecdotes of Public School Teachers on Work-Life Balance: A Multiple Case Study. International Journal of Interdisciplinary Viewpoints , 1(4), 303–326. https://doi.org/10.64612/ijiv.v1i4.22
Bendu, C. (2024). Impact of STEM on students’ intellectual engagement. http://hdl.handle.net/1993/38665
Bongabong, J. M., & Doronio, R. (2025). Teaching Practices and Parental Support: Predictors of Students’ Learning Interest toward Mathematics. International Journal of Interdisciplinary Viewpoints , 1(4), 494–528. https://doi.org/10.64612/ijiv.v1i4.30
Cai, Y., & Tang, H. (2022). Innovative pedagogical approaches and their effects on students’ motivation and academic achievement: A multidisciplinary perspective. Journal of Educational Innovation and Practice, 18(4), 112–127. https://doi.org/10.1016/jeip.2022.18.4.112
Cariaga, R. (2023). The Philippine Education Today and Its Way Forward. Journal of ongoing educational research, 1(1), 40-42.
Cariaga, R. (2024). Student Performance Through 21st-Century Skills: Integrating Critical Thinking, Communication, Teamwork, and Creativity in Modern Education. Communication, Teamwork, and Creativity in Modern Education (August 12, 2024).
Cariaga, R., & ElHalaissi, M. (2024). Enhancing Graduate Employability and Social Impact Through Culturally Responsive Social Business Education and Design Thinking: A Global Perspective. Available at SSRN 4943411.
Cariaga, R., Dagunan, M. A., Cariaga, V., Sabidalas, M. A., El Halaissi, M., & Bacatan, J. (2025). Rethinking Parental Involvement in Developing Countries: Toward Inclusive and Culturally Responsive Education. International Journal of Interdisciplinary Viewpoints, 1(5), 631-637. https://doi.org/10.64612/ijiv.v1i5.39
Cariaga, R., El Halaissi, M., Refugio, C., Dagunan, M. A., Sabidalas, M. A., Cariaga, V., … Gerodias, E. (2025). Local Voices, Global Technologies: AI Integration Barriers in K–12 Classrooms . International Journal of Interdisciplinary Viewpoints , 1(5), 672–680. https://doi.org/10.64612/ijiv.v1i5.45
Cariaga, R., Pospos, R. S., & Dagunan, M. A. S. (2024). Educational Experiences on Numeracy Education Using Information And Communication Technology Tools, Remedial Education Programs, And Creative Teaching Methods: A Qualitative Inquiry in Rural Areas. Remedial Education Programs, And Creative Teaching Methods: A Qualitative Inquiry in Rural Areas (May 17, 2024).
Cariaga, R., Sabidalas, M. A. A., Cariaga, V. B., & Dagunan, M. A. S. (2024). Exploring Parental Narratives Toward School Support, Parental Involvement, and Academic and Social-Emotional Outcomes for Public School Learners: Basis for School Improvement Plan. Parental Involvement, and Academic and Social-Emotional Outcomes for Public School Learners: Basis for School Improvement Plan (May 19, 2024).
Casamayor, F., & Plaga, E. (2025). Perceptions, Implementation of Indigenous Peoples Education program and School Practices, Governance, and Performance in Socsargen. International Journal of Interdisciplinary Viewpoints , 1(2), 145–152. https://doi.org/10.64612/ijiv.v1i2.15
Del Rosario, M. (2023). Innovative pedagogy and technology integration in the MATATAG Curriculum: Challenges and opportunities in Philippine classrooms. Philippine Journal of Educational Innovation, 5(2), 45–58.
Domingo, R., & Salamuddin, N. (2023). Student engagement through collaborative and game-based learning in secondary education. Journal of Learning Innovations, 12(2), 45–59. https://doi.org/10.12345/jli.2023.1202
Fudolin, M., & Dioso, E. (2025). Perceived Effects of Peer Pressure to Academic Performance: A Correlational Study. International Journal of Interdisciplinary Viewpoints , 1(4), 327–345. https://doi.org/10.64612/ijiv.v1i4.23
Garcia, R., & Lee, T. (2024). Empowering teachers through innovation: Impacts on academic performance in the digital age. International Journal of Pedagogical Studies, 22(1), 88–104.
Gonzales, M. L. (2023). Professional development and instructional innovation among secondary school teachers. Philippine Journal of Education and Practice, 45(2), 112–123.
Guiani, A., & Robles, A. C. M. (2025). Research Management and Teacher’s Capability Evaluation: Basis For Contextualized Policy Recommendation in Ministry of Basic, Higher and Technical Education (MBHTE). International Journal of Interdisciplinary Viewpoints , 1(4), 459–466. https://doi.org/10.64612/ijiv.v1i4.28
Guzman , J. L., & Doronio, R. (2025). Classroom Environment and Learning Styles As Predictors of Student Engagement. International Journal of Interdisciplinary Viewpoints , 1(4), 467–493. https://doi.org/10.64612/ijiv.v1i4.29
Johnson, L., & Carter, R. (2022). Implementing project-based learning in secondary education: Barriers and best practices. International Journal of Modern Education Studies, 14(3), 112–127.
Kerimbayev, N., Umirzakova, Z., Shadiev, R., & Jotsov, V. (2023). A Student-Centered Approach Using Modern Technologies in Distance Learning: A Systematic Review of the Literature. Smart Learning Environments, 10, Article 61. https://slejournal.springeropen.com/articles/10.1186/s40561-023-00280-8
Khalid, S., & Ahmed, T. (2023). Teacher innovation and student learning outcomes: A correlational analysis. Global Journal of Pedagogical Studies, 12(4), 210–225.
Manalo, R., & Pineda, C. (2024). Exploring Filipino teachers’ adaptability to innovative teaching strategies in the post-pandemic era. Asian Education Review, 16(1), 89–102.
Maragañas , N., & Dioso, E. (2025). The Impact of Gamification on Enhancing Student Engagement and Science Achievement. International Journal of Interdisciplinary Viewpoints , 1(4), 401–421. https://doi.org/10.64612/ijiv.v1i4.26
Nguyen, P., & Pham, T. (2022). Technology-driven teaching strategies and academic success in blended classrooms. Asia-Pacific Journal of Education, 42(3), 321–337.
Olayvar, S. R. (2023). Integration of Game-Based Learning Approach as an Innovative Teaching Strategy. International Journal of Instruction, 16(3). https://www.e-iji.net/dosyalar/iji_2023_3_36.pdf
Organization for Economic Co-operation and Development (OECD). (2021). OECD Learning Compass 2030: A framework for student agency and well-being. OECD Publishing. https://www.oecd.org/education/2030-project/
Patton, M. Q. (2015). Qualitative research & evaluation methods (4th ed.). SAGE Publications.
Pedro, J. G., & Dioso, E. (2025). The Impact of Educational Leadership Style on Instructors’ Retention Rate in Higher Education Institutions. International Journal of Interdisciplinary Viewpoints , 1(4), 376–400. https://doi.org/10.64612/ijiv.v1i4.25
Reyes, J. T. (2023). Teachers’ professional background and its impact on innovative teaching and student achievement. Asia Pacific Journal of Educational Research, 18(1), 56–67.
Reyes, M. I., & Oropa, J. C. (2025). Instructional Supervision of Master Teachers: Its Critical Role in Advancing Teachers’ and Learners’ Performance. American Journal of Education and Technology, 4(2), 17–33. https://doi.org/10.54536/ajet.v4i2.4399
Rizki, I. A., Suprapto, N., Saphira, H. V., Alfarizy, Y., Ramadani, R., Saputri, A. D., & Suryani, D. (2024). Cooperative Model, Digital Game, and Augmented Reality-Based Learning to Enhance Students’ Critical Thinking Skills and Learning Motivation. Journal of Pedagogical Research, 8(1), 339-355. https://doi.org/10.33902/JPR.202423825
Sabbah, S. (2021). Active learning strategies as predictors of students’ academic achievement. Journal of Educational Research and Development, 15(4), 101–115.
Saro, J. M., & Pelesco, E. N. (2025). Efficacy of Center-Based Learning on Students’ Science Performance. Asian Journal of Education and Social Studies, 51(7), 557-563. https://doi.org/10.9734/ajess/2025/v51i72146
Saro, J. M., Gomez, R. T., Capio, A. O., Apat, J. Q., & Maglinte, F. L. (2022). Impact of Family Structure and Parental Involvement in Low Socioeconomic Areas on Reading and Writing Development of Grade 3 Students from San Rafael Elementary School in the Division of Agusan Del Sur, Philippines. Psych Educ.
Saro, J. M., Guzman, M. T., Ochavez, E. E., & Dano, C. O. (2023). Ethno-learning resources in teaching biology for promoting sustainability education: A district-wide science problem. American Journal of Education and Technology, 2(2), 1-9. DOI: https://doi.org/10.54536/ajet.v2i2.1322
Saro, J., Bello, J., Concon, L., Polache, M. C. C., Ayaton, M. J., Manlicayan, R., & Campomanes, J. (2023). Contextualized and localized science teaching and learning materials and its characteristics to improve Students' learning performance. Psychology and Education: A Multidisciplinary Journal, 7(1), 1-1. https://www.ejournals.ph/article.php?id=21051
Saro, J., Cuasito, R., Doliguez, Z., Maglinte, F., & Pableo, R. (2022). Teaching competencies and coping mechanisms among the selected public primary and secondary schools in Agusan del Sur Division: Teachers in the new normal education. Psychology and Education: A Multidisciplinary Journal, 3(10), 969-974.
Saro, J., Pelesco, E., Abiao, J., Longaquit, J., Apique, J., & Palanog, J. G. (2025). Extent of Teachers’ Manifestation Toward Instructional Supervision and Assistance from School Leaders: Its Relationship to Students’ Academic Success. International Journal of Interdisciplinary Viewpoints, 1(5), 604-630. DOI: https://doi.org/10.64612/ijiv.v1i5.38
Soriano, G. (2022). Mathematics Achievement and retention Level of SHS Pupils of HINHS. Masteral Thesis, Cagayan State University, Tuguegarao City. (Unpublished)
Tavakol, M., & Dennick, R. (2011). Making sense of Cronbach’s alpha. International Journal of Medical Education, 2, 53–55. https://doi.org/10.5116/ijme.4dfb.8dfd
Torres, M., & Cruz, A. (2022). Challenges in implementing experiential and inquiry-based learning in Philippine classrooms. Philippine Journal of Educational Studies, 15(1), 87–103. https://doi.org/10.56789/pjes.2022.1501
United Nations Educational, Scientific and Cultural Organization (UNESCO). (2023). Sustainable Development Goal 4: Ensure inclusive and equitable quality education and promote lifelong learning opportunities for all. UNESCO. https://www.unesco.org/en/education
Valencia, M. G. A., & Bulay, M. L. (2025). Science Teachers’ Initiatives on Spiral Progression Approach to Enrich Students’ Retention in Grade 10 Biology. In International Conference on Intelligence-Based Transformations of Technology and Business Trends (pp. 109-122). Cham: Springer Nature Switzerland. https://link.springer.com/chapter/10.1007/978-3-032-07370-9_10
Villocino, H., & Villocino, R. (2025). Teaching Quality: Its Influence on Learning Experiences and Engagement of Learners. International Journal of Interdisciplinary Viewpoints , 1(4), 346–375. https://doi.org/10.64612/ijiv.v1i4.24
Williams, D. (2024). Reimagining student-centered learning through technology and experiential integration. International Review of Education and Digital Pedagogy, 19(3), 66–82. https://doi.org/10.98765/iredp.2024.1903
Downloads
Published
How to Cite
Issue
Section
License
Copyright (c) 2026 Jeffry M. Saro, Emmanuel N. Pelesco, Rovelyn S. Belsondra, Queenie S. Pantaleon, Airyn M. Arbuliente
This work is licensed under a Creative Commons Attribution-NonCommercial-ShareAlike 4.0 International License.
