Teaching Strategies and Academic Performance of Bachelor of Science in Nursing Students at Mabini Colleges, Inc.: A Correlational Study

Effective teaching strategies are essential in developing BSN students’ theoretical knowledge and clinical competencies. This study examined the utilization of six teaching strategies and their relationship with the theoretical and clinical academic performance of BSN students at Mabini Colleges, Inc. Specifically, it sought to answer the following questions: (1) What is the demographic profile of the respondents in terms of year level and General Weighted Average (GWA)? (2) To what extent are cooperative/collaborative learning, problem-based learning, case study analysis, simulation-based learning, lecture-based instruction, and demonstration/return demonstration utilized? (3) What is the level of students’ theoretical academic performance? (4) What is the level of students’ clinical academic performance? (5) Is there a significant relationship between teaching strategies and students’ academic performance? and (6) What instructional enhancement program may be proposed based on the findings? A quantitative correlational design was employed, involving 328 students selected through convenience sampling. Data were collected using a structured questionnaire and analyzed using descriptive statistics and correlation analysis. Most respondents were second-year students (89.63%), while 41.16% had a GWA of 1.51–1.75. All six teaching strategies were rated “Always,” with Cooperative/Collaborative Learning ranking highest (M = 3.59, SD = 0.60), followed by Problem-Based Learning (M = 3.56, SD = 0.59). Theoretical and clinical academic performance were rated “Very High,” particularly in completing course requirements (M = 3.71, SD = 0.50), communicating effectively (M = 3.67, SD = 0.52), and demonstrating professionalism (M = 3.66, SD = 0.56). The findings highlight the importance of combining student-centered strategies with traditional instruction to support academic and clinical learning. Consequently, Project STRIDE (Strategies for Transformative Nursing Instruction and Educational Development) was proposed to strengthen instructional practices, expand skills laboratory opportunities, and improve students’ theoretical knowledge and clinical application.