Theoretical-Based and Real-Life Teaching Approaches as Determinants of Academic Performance of Senior High School Students

Poor academic performance is a major educational concern. The researcher examined the influence of theory-based and real-life teaching on the academic performance of Senior High School students. A diagnostic research design was employed. The researcher selected 309 samples through stratified random sampling. Using multiple linear regression, it was found that only theory-based teaching was a significant determinant. Thus, the Experiential Learning Theory was partially affirmed. Future studies may explore other factors that could account for the remaining 95.5% of variance not explained in this study, while school leaders may redirect support toward theory-based teaching.