Teaching Strategies and their Effects on Competency Assessment Performance of Senior High School Students

Computer Systems Servicing (CSS) is a vital specialization under the Senior High School Technical-Vocational-Livelihood (TVL) track, equipping students with essential technical skills for employability and industry certifications such as TESDA's National Certificate II (NC II). This study investigates the effectiveness of teaching strategies on CSS assessment performance among Senior High School students in the Schools Division of Ilocos Norte. Using a mixed-methods research design, data were collected from 13 CSS teachers and 96 student graduates, analyzed through descriptive statistics, correlation, and ANOVA. Findings reveal that Demonstration, Lecture-Based Discussions, and Laboratory-Based Learning are the most effective strategies, positively correlating with student competency outcomes. Approximately 73% of 890 assessed students achieved competency, highlighting the significance of hands-on and learner-centered approaches. Students rated strategies involving real-world applications, interactive activities, and constructive feedback highly, emphasizing their role in fostering engagement, confidence, and skill mastery. However, innovative methods such as flipped classrooms and virtual laboratories were underutilized, underscoring gaps in resource allocation and teacher training. The study concludes that the quality and proper implementation of teaching strategies are critical to improving competency outcomes, rather than the quantity of methods employed. Recommendations include prioritizing high-impact, practical strategies, integrating modern teaching approaches, and addressing resource limitations to enhance CSS instruction. By bridging these gaps, educators can better prepare students for certifications, employment, and lifelong learning, contributing to workforce development and national progress.