Instructional Strategies in Enhancing the Academic Performance of Grade 11 Students at Pinagtongulan Integrated National High School, S.Y. 2025-2026

Abstract

This study determined how instructional strategies enhance the academic performance of Grade 11 students at Pinagtongulan Integrated National High School during School Year 2025–2026. It assessed students’ academic performance in terms of academic achievement, classroom participation, and learning motivation. It also examined the extent to which collaborative learning, inquiry-based learning, and technology-integrated teaching affect students’ academic performance. In addition, the study identified the challenges encountered by students in the implementation of instructional strategies and proposed activities based on the findings.

Using a quantitative research design, data were gathered from 50 Grade 11 HUMSS students through structured questionnaires and school records. The questionnaire used a four-point Likert scale to measure students’ perceptions of academic performance, instructional strategies, and implementation challenges. Data were analyzed using weighted mean and composite mean.

Results revealed that students’ academic achievement was implemented, with an overall mean of 3.47. Classroom participation was also implemented, with an overall mean of 3.39, while learning motivation was highly implemented, with an overall mean of 3.56. Among the instructional strategies, collaborative learning was highly implemented, with an overall mean of 3.51; inquiry-based learning was highly implemented, with an overall mean of 3.50; and technology-integrated teaching was highly implemented, with an overall mean of 3.55. However, students agreed that they encountered challenges in the implementation of instructional strategies, with an overall mean of 2.67. The most common challenge was feeling overwhelmed when multiple tasks were given.

Based on these findings, the study proposed instructional enhancement activities such as teacher training on effective instructional strategies, collaborative and inquiry-based learning activities, technology-integrated lessons, workload and class pacing monitoring, and peer tutoring and academic support sessions. The study recommends strengthening learner-centered instruction while providing structured support to address workload, pacing, confidence, and participation concerns among Grade 11 students.