This study aimed to examine the extent of use of pedagogical approaches in teaching Mathematics and their relationship to the academic performance of Grade 10 students at Santiago City National High School during the School Year 2025–2026. A descriptive-correlational research design was employed, involving 270 student-respondents selected through simple random sampling. Data were collected using a validated questionnaire and analyzed using frequency, percentage, mean, and Spearman’s Rank Correlation Coefficient. The findings revealed that constructivist, collaborative, inquiry-based, integrative, and reflective pedagogical approaches were all frequently practiced by Mathematics teachers. Among these, integrative approaches obtained the highest overall mean, followed by constructivist and reflective approaches, indicating strong implementation of learner-centered strategies in the classroom. In terms of academic performance, most students achieved very satisfactory to outstanding levels, with no student falling below the passing mark. However, the results showed that only selected indicators under constructivist, integrative, and reflective approaches had a significant relationship with students’ academic performance, although the correlations were generally weak. In contrast, collaborative and inquiry-based approaches did not show a significant relationship with academic achievement. Based on the findings, the study concludes that while various pedagogical approaches are widely implemented, only specific teaching practices significantly influence students’ Mathematics performance. Hence, it is recommended that teachers strengthen the use of effective strategies such as conceptual teaching, real-life application, and reflective practices, while enhancing the implementation of collaborative and inquiry-based methods.