ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
——This study examined the relationship between teachers’ teaching strategies and the performance level of Grade 3 learners in mathematics at Culong Elementary School for the School Year 2024–2025. The main objective was to determine how different instructional strategies influenced learners’ numeracy performance and to identify the challenges teachers faced in implementing these methods. Grounded in Constructivist and Socio-Cultural learning theories, the study aimed to provide insights that could inform more effective and learner-centered mathematics instruction. The researcher utilized a descriptive-correlational research design. Data were collected from eight Grade 3 teachers and 120 learners through validated survey questionnaires, performance records, and interviews. Statistical tools such as frequency, weighted mean, and Pearson’s r were employed to analyze the data. Findings revealed that lecture and group discussion were the most frequently used strategies, while collaborative learning was perceived as the most effective in enhancing numeracy skills. A significant positive correlation (r = 0.67) was found between teaching strategies and learners’ performance levels, indicating that instructional methods greatly influenced learning outcomes. However, the study also uncovered key challenges, including large class sizes, diverse learning needs, limited instructional materials, and a lack of training in modern teaching approaches. These findings suggest that more effective teaching strategies, supported by adequate resources and continuous professional development, can significantly improve learner performance. The study’s implications emphasize the need for school leaders and policymakers to support teachers in implementing differentiated, engaging, and developmentally appropriate instructional practices to address existing gaps in mathematics achievement among primary school learners. Keywords: teaching strategies; learner performance; mathematics instruction; Grade 3 learners; instructional challenges