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Abstract
This study aimed to investigate the importance of teaching methodologies on the academic performance of Senior High School students at Morong National Senior High School. A survey was conducted among one hundred (100) SHS students, with equal representation from the Academic and Technical-Vocational-Livelihood (TVL) strands. The survey questionnaire captured information on students’ perceptions of different teaching methodologies, their preferences, and their perceived impact on academic performance. The data collected were analyzed using descriptive statistics, mean ratings, and frequencies. The results revealed that active learning, inquiry-based learning, and problem-based learning were experienced by a significant number of students in both strands. The mean ratings indicated that the impact of teaching methodologies was perceived as higher. Overall, this study provides insights into the significance of teaching methodologies in Senior High School. The findings suggest that the participants have a higher appreciation for teaching methodologies and perceive a greater impact on their academic performance. These results highlight the potential influence of teaching methodologies on student learning outcomes and emphasize the need for effective pedagogical approaches to enhance academic performance. This study contributes to the existing literature on teaching methodologies and their implications for SHS students. The findings can inform educators, curriculum developers, and policymakers in designing instructional strategies that cater to the unique needs of students, ultimately fostering improved academic performance and educational outcomes in the SHS setting.
