This study explored the relationship between teachers’ instructional strategies, learners’ interest, and academic performance in the Schools Division of Antique for the school year 2024–2025. A total of 365 teacher respondents from various public schools participated in the research, which utilized a descriptive-correlational design. Data were gathered through a structured and validated questionnaire measuring the frequency of instructional strategy use, perceived learner interest, and academic performance. Findings indicated that the most common strategies involved the use of collaborative learning, differentiated instruction, and technology-integrated teaching. Teachers documented a high overall level of learner interest, especially in the classes that utilized interactive and varied teaching methods. In addition, findings provided a high positive correlation between learners' interest and performance, and moderate between instructional strategies and interest and performance. These findings highlight the major influence of instructional practices to increase student learning and motivation. It suggests strengthening teacher preparation courses that cover learner-centered approaches, promoting creative teaching methods, and constant monitoring of teacher effectiveness. Additional research with direct student input and objective performance data is invited to cross-validate and extrapolate these results. Overall, the research underscores the need to connect teaching methods with learners' interests and needs to ensure effective and meaningful learning experiences in public schools.
JOVY ODANGO (Fri,) studied this question.