Enhancing Constructive Classroom Instruction Strategies in Numeracy Skills: Its Effect on Academic Achievement

Abstract

This research assessed the adoption of constructive classroom instruction in relation to the academic achievement in Grade 6 Numeracy among the select Public Elementary Schools of Cebu Province Division, Region VII during the School Year 2025-2026.  A total of 120 respondents composing of 12 teachers and 108 Grade 6 learners from among the select Elementary Schools of Cebu Province Division. For the teachers’ profile strengthens the credibility of the findings and supports the development of contextualized learning tasks grounded in actual classroom conditions. For the learners also provide a basis for designing learning tasks that are responsive to the learners’ needs, capabilities, and home support systems. The findings provide a basis for identifying strengths and areas for improvement in instructional practices, guiding the development of contextualized learning tasks and enhancing overall academic achievement in numeracy. Academic achievements in numeracy 6 learners provide valuable insights for designing targeted interventions and contextualized learning tasks that address identified learning gaps and enhance overall student performance. The significant association between the learning strategies used to implement constructive classroom instruction and the academic achievements of Grade 6 learners in numeracy identifies which strategies are more strongly associated with specific numeracy competencies, thereby guiding educators in selecting and improving teaching approaches. Addressing these concerns is vital in enhancing the quality of numeracy instruction and improving learners’ academic achievement. There were issues and concerns identified in relation to this research. Accordingly, it is therefore recommended that appropriate Contextualized Learning Activities for all schools in the Division of Cebu Province be considered to elevate learners academic.