Teachers' Pedagogical Practices and Their Influence on Academic Performance Among Basic Education Learners: Implications for Academic Progress Teachers

This study investigated students’ perceptions of basic education teachers' pedagogical practices at Aldersgate College and examined how these practices relate to academic performance across elementary and secondary levels. The research identified effective strategies that promote creativity, problem-solving, and interdisciplinary learning. Findings indicated that elementary teachers more often used structured, proactive methods, which corresponded with higher academic performance (M = 93.89) than among high school students (M = 90.00). The study also explored the correlation between time spent with a learning partner and academic outcomes, emphasizing the importance of time management and peer support. The study also found significant differences in pedagogical areas such as motivational strategies, contextual learning, resource management, and formative evaluation. Moreover, practices such as addressing contextual problems and implementing performance-based assessments showed strong positive correlations with academic success, while others, such as collaborative work and values education, showed limited or negative relationships. These insights highlight the need for continued professional development, interdisciplinary teaching, and adapting effective elementary strategies in secondary education to improve overall learning outcomes.