Abstract
This study examined the relationship between teaching practices and student learning outcomes in the Lumba-Bayabao II District, located in the Bangsamoro Autonomous Region in Muslim Mindanao (BARMM), Philippines. The district faced significant educational challenges, such as limited access to resources, teacher professional development, and modern instructional strategies. The study explored prevalent teaching practices, their implementation, and their impact on learner performance, along with the role of socio-economic factors. A descriptive correlational research design was adopted, 265 learners across four schools served as the respondents. Key objectives included evaluating instructional strategies, teaching activities, and assessment practices, as well as analyzing academic performance and socio-economic influences. Findings indicated that while teachers consistently implemented structured lesson planning, effective instructional delivery, and varied teaching methods, no statistically significant relationship was found between teaching practices and student performance. Similarly, socio-economic factors such as parental education and family income explained only a small portion of the variation in academic performance. The study concluded that external factors beyond classroom instruction likely play a significant role in shaping learner outcomes. Based on these findings, recommendations were provided to improve teaching effectiveness, resource allocation, and socio-economic support for better learning outcomes.
