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The document presents a study on the effects of teaching strategies on the academic performance of Grade 12 HUMSS learners at Rosario Integrated School during the 2022-2023 school year. It includes data on the personal profiles of students, revealing a predominance of 16 to 17-year-olds and a slight majority of females, as well as their first quarter general averages. The analysis indicates that various teaching strategies are slightly employed and do not significantly impact academic performance based on a

Author

Yuri Taclobao

Language

EN