The Mediating Effect of the Innovative Teaching Methods on Student Engagement and Academic Performance in Science

This study aimed to determine the mediating effect of innovative teaching methods on the relationship between student engagement and academic performance in science. The study employed a quantitative, non-experimental, correlational design. A total of 303 Grade 11 and 12 students from public senior high schools in the Division of Malaybalay City participated in the study through stratified random sampling. Standardized instruments were used to measure levels of student engagement, academic performance, and perceptions of innovative teaching methods. Descriptive statistics, Pearson correlation, and mediation analysis (via regression and Sobel test) were employed to analyze the data. Results showed high levels of student engagement and academic performance, along with strong positive perceptions of the use of innovative methods such as the flipped classroom. A significant positive correlation was found between engagement and academic performance. Furthermore, mediation analysis revealed that innovative teaching methods partially mediated this relationship, amplifying the effect of engagement on performance. The findings suggest that integrating innovative teaching strategies enhances both student engagement and academic success in science. It is recommended that educators adopt interactive, student-centered approaches to better support learners and improve academic performance in science.