Statement of the Problem. This study was conducted to probe into the relationship between teaching strategies utilized in classroom teaching and pupils academic performance in Andres Bonifacio Elementary School during the first quarter of academic year 1997 - 1998. It sought answers to the following research problems: 1. What is the profile of grade school teachers in terms of sex, civil status, grade assignment, age, length of teaching

experience, and educational attainment? 2 What are the most commonly used teaching strategies

among these grade school teachers in terms of the following areas:

2.1. Strategies that develop a knowledge base;

2.2. strategies that promote comprehension;

2.3. strategies that allow students to apply what they

leam;

2.4. strategies that require analysis;

2.5. strategies that encourage synthesis; and

2.6. strategies that generate evaluation?
3. Is there significant agreement among these teachers in their commonly used strategies when categorized according to profile variables
4. Is there a significant relationship between teachers dominant strategies and their profile variables?
5. What is the academic performance profile of the grade

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school pupils per school?

6. How are the teaching strategies employed by the grade school teachers related to their pupils' academic performance?

On account of the research problems earlier cited, three null hypotheses were formulated and tested at 1 and 5% levels of significance, as follows

1 There is no significant agreement among grade school teachers in their mostly commonly used teaching strategies when categorized according to level of assignment;

2. There is no significant relationship between teachers dominant strategies and each of the following profiles variables: sex. civil status; age, length of teaching experience; and educational attainment;

3. There is no significant relationship between teaching strategies employed by the grade school teachers and their pupils' academic performance.