ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— This study examined the relationship between instructional strategies and classroom effectiveness as perceived by teachers in Cagayan, Philippines. Specifically, it determined the level of instructional strategies in terms of differentiated instruction, collaborative learning, active learning, and technology-integrated instruction, as well as the level of classroom effectiveness. It also investigated whether a significant relationship exists between these variables. A descriptive– correlational research design was employed in the study. The respondents consisted of 197 public elementary school teachers from the Ballesteros District, selected through total enumeration sampling. Data were collected using a researcher-made questionnaire and analyzed using mean scores and Pearson Product-Moment Correlation Coefficient. The results revealed that teachers demonstrated a very high level of instructional strategies and a high level of classroom effectiveness. Furthermore, all dimensions of instructional strategies showed significant positive relationships with classroom effectiveness, indicating that the use of varied and student-centered teaching approaches contributes to improved classroom outcomes. The study concludes that instructional strategies are significant predictors of classroom effectiveness. It is recommended that teachers continue to enhance their use of diverse instructional strategies, particularly in active learning and technology integration, while school administrators should provide continuous professional development programs to support effective teaching practices. Keywords: instructional strategies, classroom effectiveness, differentiated instruction, collaborative learning, active learning, technology integration, correlational study