The Use of Teaching Strategies and Their Academic Achievement

With increasingly diverse learners, inclusive educational practices are essential. Teachers must implement strategies that address individual needs to foster equitable academic achievement. The main objective of this study was to evaluate the teaching strategies employed by elementary school teachers in the Cabanglasan 1 District and assess their perceived effectiveness in enhancing academic achievement among diverse learners. Utilizing a quantitative descriptive design, data were collected from 132 elementary school teachers across 15 schools through a modified Likert-scale questionnaire. The findings revealed the level of use of teaching strategies, actively implementing adaptive teaching strategies, with group work, peer learning, and differentiated instruction receiving the highest ratings. Teachers perceived these strategies as highly effective, particularly in addressing language barriers, accommodating behavioral challenges, and promoting cultural inclusivity. Statistical analysis showed a moderate positive correlation between the teaching strategies and their effectiveness, highlighting that teachers who frequently apply varied methods tend to view them as beneficial in addressing the needs of diverse learners. The study underscores the significance of flexible instructional practices aligning with Constructivist, Multiple Intelligences, and Socio-Cultural Theory. Recommendations include enhanced professional development programs, improved access to culturally inclusive resources, and periodic assessment of teaching strategies to ensure their continued relevance and effectiveness in promoting academic achievement among diverse learners. The study contributes valuable insights into fostering inclusive education in rural, multicultural settings.