Teachers’ Pedagogical Practices and Their Relationship to Students’ Academic Performance in Science

Abstract

This study examined the relationship between teachers’ pedagogical practices and students’ academic performance in science at Consuelo M. Valderrama National High School during the academic year 2025–2026. A quantitative descriptive–correlational research design was employed. Using stratified random sampling, 120 students from Grades 7–10 were selected as respondents. Teachers’ pedagogical practices were assessed using an adapted questionnaire covering course organization and planning, communication, teacher–student interaction, assignments, exams and grading, and supplementary instructional methods. Students’ academic performance was measured using official first-quarter Science grades based on the Department of Education (DepEd) K–12 grading standards.