This research investigated the correlation between teachers’ instructional strategies competence and students’ academic performance in a state college in Northwest part of Negros Island. The study utilized a descriptive-correlational design and 869 college students assessed their teachers’ instructional strategies using the revised Approaches to Teaching Inventory across three domains: Conceptual Change (Student-Focused), Conceptual Change (Teacher-Focused), and Information Transmission (Teacher-Focused). Results showed that teachers’ instructional strategies competence was rated as “High (overall mean = 4.0) across the three domains. Meanwhile, students demonstrated a “Very Good” overall academic performance, with significant variations among academic programs. A significant positive moderate correlation (ρ = 0.637, p = 0.016) was found between teachers’ instructional strategies competence and students’ performance. The findings highlight the importance of varied and effective teaching strategies in enhancing academic outcomes. It is therefore recommended that institutions support faculty through continuous professional development to sustain higher instructional competence to further upraise student achievement in line with the institution’s mission of educational excellence.

Keywords: Competence, Instructional Strategies, Academic Performance.

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