Effectiveness of Interactive Learning Approach and Learners’ Performance

This study examined the influence of interactive learning approaches on student academic results in public secondary schools across Iloilo City, Philippines, during the 2024–2025 school year. A total enumeration of 109 MAPEH teachers participated, purposively selected from seven districts: Jaro, Lapaz, Lapuz, Mandurriao, Molo, City Proper, and Arevalo. Using a descriptive-correlational design, the study explored patterns between teacher characteristics educational attainment, position, years of service, school size, and district and their assessments of instructional strategies and learner outcomes. Data were gathered using a modified questionnaire based on Kalienbach (2019) and Nichollas (2020), validated through expert review and pilot testing. Analysis was conducted using descriptive tools (frequency, percentage, mean) and non-parametric tests (Mann-Whitney U, Kruskal-Wallis H, Spearman’s rho) via SPSS at a 0.05 significance level. Findings revealed that interactive strategies consistently earned very high ratings, and student performance was described as very satisfactory across districts. No notable differences emerged across teacher demographic groups. A weak statistical connection was found between instructional ratings and learner scores, suggesting that other elements such as classroom conditions, student initiative, and subject complexity may carry greater influence on academic achievement. In response, it is recommended that schools reinforce teacher development efforts, streamline instructional practices, and examine underlying variables that contribute more meaningfully to student outcomes. These insights promote a holistic approach to educational planning, ensuring that interventions extend beyond classroom techniques alone.