Strategies And Challenges in Teaching Physics: The Anxiety Levels and Academic Performance Of Physics Learners

This study investigates the strategies and challenges in teaching Physics at the senior high school level and how these factors relate to students’ anxiety levels and academic performance. Conducted in selected schools within the Cagayan Valley Region, the research employed a descriptive-correlational design and involved both teachers and students as participants. Results indicate that large class sizes, inadequate teacher training, and limited access to instructional resources significantly contribute to both teacher and student anxiety. Despite these challenges, effective strategies—such as contextualized instruction, inquiry-based learning, and limited use of educational technologies—show potential in reducing anxiety and enhancing academic performance. The study found a statistically significant relationship between student anxiety and academic outcomes in Physics, underscoring the importance of targeted capacitation plans and professional development initiatives. The findings aim to inform policy and instructional improvements that foster a more supportive, engaging, and effective learning environment in Physics education in the Philippines.