Teachers' Utilization of the New Trends of Teaching Strategies and their Effects to Pupils' Academic Performance: Inputs for a Proposed Framework of Up-to-Date Teaching Strategies

This study aimed to determine the teachers’ utilization of the new trends of teaching strategies and their effects on pupils’ academic performance, which will serve as inputs for a proposed framework of up-to-date teaching strategies during the school year 2023-2024. The perception of the teachers and pupils as regards the teachers’ utilization of the new trends of teaching strategies. Regarding Gamification, the teacher-respondents got an average weighted mean of 3.69, while the pupil-respondents got 3.67, both verbally interpreted as Very Satisfactory. Regarding Convergent and Divergent Thinking, the teacher-respondents obtained an average weighted mean of 3.68, while the pupil-respondents obtained 3.59, both verbally interpreted as Very Satisfactory. Regarding Project-Based Learning, the teacher-respondents got an average weighted mean of 3.66, while the pupil-respondents got 3.69, both verbally interpreted as very satisfactory. Regarding Experiential Learning, the teacher-respondents achieved an average weighted mean of 3.67, while the pupil-respondents got 3.57, both verbally interpreted as very satisfactory. There is a significant difference between the perceptions of the two groups of respondents regarding the teachers’ utilization of the new trends of teaching strategies concerning the variables above. There is no significant difference between the perceptions of the two groups of respondents regarding the teachers’ utilization of the new trends of teaching strategies concerning Gamification, Convergent and Divergent Thinking, Project-Based Learning, and Experiential Learning. The academic performance of the pupils during the school year 2023-2024. The academic performance of the pupils during the school year 2023-2024 was Very Satisfactory. Significant correlation between the teachers’ utilization of the new trends of teaching strategies and the pupils’ academic performance. There is no significant correlation between the teachers’ utilization of the new trends of teaching strategies and the pupils’ academic performance.