Pedagogical Approaches in Teaching English and Academic Performance Among Students

Abstract

This study examined the extent of pedagogical approaches employed by junior high school English teachers and their relationship to students’ academic performance in selected public secondary schools in the Districts of Mambajao, Mahinog, and Catarman, Schools Division of Camiguin. Using a quantitative descriptive-correlational research design, data were collected from English teachers via a modified survey questionnaire, supplemented by informal interviews for additional insights. A complete enumeration sampling technique was used to include all qualified junior high school English teachers from eight public secondary schools. Findings revealed that most respondents were in early adulthood, had more than 10 years of teaching experience, held master’s degrees or units, and had attended numerous professional training sessions, indicating a highly experienced and professionally developed teaching force. The extent of pedagogical approaches in teaching English was rated at a high extent (𝑥̄ = 3.64), suggesting that teachers consistently utilized varied instructional strategies. In terms of students’ academic performance, the majority demonstrated outstanding to very satisfactory performance levels. However, the Pearson product–moment correlation showed a weak relationship (r = 0.07) between pedagogical approaches and students’ academic performance, indicating that variations in pedagogical approaches did not significantly predict academic outcomes. The study concludes that while English teachers consistently apply effective pedagogical practices, other factors may influence students’ academic performance. The findings highlight the need for further studies exploring additional variables that may affect learning outcomes in English.