Paper Contents
Abstract
AbstractThis study aimed to determine the extent to of innovative teaching strategies as a determinant of student mastery by public school teachers in the Apopong District of the Division of General Santos City. There were one hundred (100) school teachers as participants in the study. The study used the non-experimental quantitative design to utilize the descriptive-correlational research method. The findings revealed that the extent of innovative teaching strategies in the areas of resource investment and policy support was very extensive, while professional development and community engagement were moderately extensive. On the other hand, student mastery in terms of performance and knowledge construction was very high, while motivation was high and satisfaction was moderate. With the increasing demand for learner-centered approaches, promoting innovative practices is becoming essential. Data revealed a significant relationship between the extent of innovative teaching strategies and the level of student mastery. The efficient application of innovative teaching strategies would positively impact learners mastery of knowledge and skills. Schools with effective implementation of innovation in instruction tend to produce learners with improved academic performance and engagement. Finally, among the domains of innovative teaching strategies, only community engagement significantly influenced student mastery. However, the domains of resource investment, professional development, and policy support had probability values greater than the set alpha level. With that data, the null hypothesis is accepted for those three domains, indicating they do not significantly influence student mastery.Keywords: innovative teaching strategies, student mastery
Copyright
Copyright © 2025 Luzarie C. Ballera. This is an open access article distributed under the Creative Commons Attribution License.
