The Impact of Teaching Strategies in the Academic Performance of English Majors at Jose Rizal Memorial State University – Dapitan Campus

This study aimed to determine the impact of teaching strategies in the academic performance English majors at Jose Rizal Memorial State University – Dapitan Campus during the school year 2024–2025. A descriptive survey research method was utilized, involving two hundred forty-eight (248) respondents. Frequency count, percentage, weighted mean, standard deviation, Mann-Whitney U Test, and Kruskal-Wallis H Test were the statistical tools employed, with JAMOVI as the statistical software.The study revealed that a majority of the respondents were female, aged 19–23 years old, with the fourth-year level having the highest enrolment. Teaching strategies focused on the development of the five macro skills—listening, speaking, reading, writing, and viewing—were perceived as very important. The respondents' academic performance was generally rated as good. No significant difference was found in the perceived level of teaching strategies when respondents were grouped according to sex, age, and year level. However, a significant difference in the academic performance was observed when grouped according to age and year level, but not when grouped according to sex.Based on the findings, it is recommended that JRMSU Top Officials, through the Campus Directors and Deans, utilize the results of this study as valuable input in developing training programs for teachers. English teachers are encouraged to reflect on and enhance their teaching practices to better support the development of students' macro skills. Furthermore, BSED English students could use the findings as a guide for effective teaching practices when they enter the profession.