Instructional Strategies of Heograpiya, Kasaysayan at Sibika (Hekasi) Teachers as Predictors in the Academic Performance of Grade VI Pupils in Limay District / Cruz, Emmanda Castillo.

This descriptive study aimed to determine how profile of the teachers and instructional strategies affect the academic performance of Grade VI pupils in public elementary school in Limay Bataan during the School Year 2014-2015. A validated self-made questionnaire was administered to teacher- respondents and pupil- respondents to describe the teacher's profile and their instructional strategies and the performance of pupils in terms of summative test, periodical test and division unified test results. Furthermore, statistical significances were analyzed and interpreted using frequency, percentage, mean with corresponding descriptive equivalents, standard deviation, Mann Whitney U Test, and Pearson Correlation Analysis. The data gathered were compared to 0.05 level of significance to determine acceptance or rejection of the hypothesis. Findings revealed that majority of the teacher- respondents were female, in the middle-age bracket and were mostly married. They were also in the service for less than 10 years, mostly permanent in status having the position of Teacher II. With educational attainment, most teachers were pursuing advanced studies while others preferred not to upgrade in their educational attainment. With attendance to seminars and trainings, most teachers- respondents claimed non- attendance to district, division, regional and national seminars. Among instructional strategies, teachers considered symposium forum and debate as an outstanding strategy while pupils considered assigning reading, lecture forum and vii peer learning as outstanding strategies of their teachers. These suggested teachers' and pupils' differing perceptions on teachers' instructional strategies. With the academic performance of Grade VI pupils in HEKASI, it was found out that they had fair to good ratings in their summative test and fair ratings in their periodical and unified division test. Based from the findings, it was concluded that the null hypothesis that there is no relationship among the profile of the teacher, instructional strategies and academic performance in HEKASI of Grade VI pupils was rejected. From the results of the study, recommendations were: strengthening of teachers' instructional strategies through in-service trainings, seminars and teaching demonstration with particular attention to Multimedia Presentation Strategy and development programs to be provided by school administrators; construction of summative, periodical and unified tests within the scope of the lessons given by the HEKASI teachers; upgrading of teacher's competencies and skills on a school- based program of action by school administrators to immediately respond to the concerns and issues on instructional strategies and enhancing instruction, facilities, curriculum, computer media and teacher's welfare to guarantee efficient and regimented delivery of services for the betterment of the pupils.