The Relationship Between Selected Teaching Approaches and Students’ Performance in English Periodic Exams

This study aimed to determine the relationship between teachers’ use of selected teaching approaches and students’ academic performance in English. Employing a quantitative design, data were analyzed using mean, t-test, and Pearson’s r. Results indicated a moderately extensive use of the selected approaches. However, student performance was low overall, with no significant difference by gender. A novel moderate correlation was established, leading to the rejection of the null hypothesis. The primary contribution is the empirical evidence linking specific pedagogical strategies to student outcomes. A key practical implication is the need for targeted teacher training and retooling on effective methods like inquiry-based and analytical approaches. It is recommended that the Department of Education integrate such pedagogical training into its annual review programs to enhance instructional quality and student achievement.