This research determined the teaching strategies employed by Science teachers and their relationship to students' performance and mastery of the prescribed Science learning competencies at Awihao National High School, Toledo City Division, South District–Cluster 1 during the School Year 2026–2027. Using a descriptive-correlational research design, the study involved eight (8) Science teachers and fifty (50) Grade 7 learners. Data were collected through a researcher-made questionnaire and an achievement test and analyzed using frequency, percentage, weighted mean, standard deviation, ranking, and Pearson Product-Moment Correlation Coefficient. The findings revealed that teachers employed teaching strategies to a high extent, while students demonstrated an overall Moving Towards Mastery level of performance. A significant and very strong positive relationship was found between teachers' teaching strategies and students' performance (r = 0.918, p = 0.0013), indicating that greater reported use of teaching strategies was associated with higher student performance. The study also identified resource- and facility-related concerns that affect Science instruction. Based on the findings, a Science Enrichment Activity Program (SEAP) was developed to strengthen inquiry-based, differentiated, and collaborative instructional practices and enhance students' mastery of Science learning competencies.
MAEd major in Administration and Supervision, teaching strategies, students' performance, Science learning competencies, inquiry-based instruction, differentiated instruction, collaborative learning, enrichment activity program, Awihao, Toledo City.
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