Innovations of Elementary Teachers in Hinterland Schools and Their Impact on Learners’ Learning Skills

This study examined the relationship between teaching innovations of elementary teachers in hinterland schools and learners’ academic performance in the San Fernando II District, Division of Bukidnon, during the School Year 2023–2024. A descriptive-correlational research design was employed, involving 123 teacher-respondents selected through random sampling. Data were collected using a validated questionnaire (Cronbach’s α = 0.86) and analyzed using weighted mean and Pearson r. Findings revealed that teachers demonstrated a high level of innovation across five domains: use of technology (M = 3.82), use of different platforms (M = 3.28), differentiated instruction (M = 4.12), latest teaching strategies (M = 4.19), and emphasis on performance tasks (M = 3.92). Learners’ academic performance was also rated high (M = 4.17), indicating strong competency across subject areas. Correlation analysis showed a significant positive relationship between teaching innovations and academic performance (r = .659, p < .001). Among the variables, the use of the latest teaching strategies exhibited the strongest relationship (r = .720), followed by differentiated instruction (r = .640) and performance tasks (r = .632). These findings suggest that innovative teaching practices significantly enhance learners’ learning skills and academic outcomes in geographically challenged contexts.