Background/purpose: This study examines the mediating variables between instructional practices and the academic achievement of Grade 10 students in Social Studies in the Philippines. The research highlights the need for effective teaching methods to improve learning results and acknowledges students' difficulties in interacting with the subject. Materials/methods: This study employs a descriptive-correlational design and utilizes mediation analysis to investigate the relationship between diverse teaching strategies and students' academic performance, concentrating on mediators such as student perceptions, engagement, interest, and attitudes toward the subject. A cluster sampling technique was employed to recruit participants from integrated schools in Cabanatuan City. Data were gathered using a validated survey instrument, and statistical analyses were performed to evaluate the correlations between teaching styles and academic performance. Results: The data indicate that students view lecture tactics favourably, especially those promoting critical thinking and comprehension of intricate subjects. Cooperative learning and technology integration garnered positive comments, improving communication skills and collaboration. Disparities in comprehension levels were observed, highlighting the necessity for customized educational approaches to address varied learning styles. Conclusion: The study underscores the importance of continuous professional development for educators through teacher-led workshops and the integration of experiential learning modules to foster a dynamic, student-centred educational environment. These initiatives aim to deepen students' understanding of the subject matter and enhance their critical thinking skills, contributing to the broader goals of quality education and sustainable development. Notably, the study offers valuable policy-level insights by advocating scalable and adaptable strategies that can be implemented across diverse educational contexts, thereby supporting systemic improvements in teaching and learning.