This research determined the effectiveness of strategy-based teaching in enhancing the mastery of Quarter 2 Mathematics competencies among Grade 5 learners at Cabancalan II Elementary School, Schools Division of Mandaue City, during the School Year 2025–2026. Specifically, it sought to describe the demographic profiles of teachers and learners; assess the status of the implementation of strategy-based Mathematics teaching; determine the level of learners’ mathematics competency; examine the significant relationship between the two variables; and identify issues and challenges encountered in implementation. The study utilized a descriptive-correlational research design, involving 4 Grade 5 Mathematics teachers and 50 learners as respondents. Data were gathered using validated survey questionnaires and summative test results, analyzed through weighted mean, standard deviation, and Pearson’s r correlation. Findings revealed that teachers demonstrated a high level of implementation of strategy-based teaching (overall WM = 3.79), particularly in aligning instructional approaches with learning competencies. Learners, on the other hand, showed a high level of mathematics performance (overall WM = 3.57), with divisibility rated highest and division of fractions lowest. Statistical analysis showed a significant positive relationship (r = 0.4012, p = 0.0175) between the degree of teaching implementation and learners’ performance. Teachers, however, identified challenges such as large class sizes, limited resources, and time constraints. The study concluded that effective strategy-based teaching significantly improves learners’ mathematical achievement. A Strategy-Based Mathematics Instructional Framework and Enrichment Activity Guide was developed as the primary output to strengthen instructional practices and promote sustained learner improvement.
Administration and Supervision, Strategy-based teaching, Mathematics performance, Instructional framework, Enrichment activities, Descriptive study, DepEd Mandaue City.
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