This study examines the Dynamic Learning Program (DLP) and its impact on students' academic performance. The DLP is a learner-centered approach that promotes critical and creative thinking through innovative instructional strategies. It aligns with the educational reform efforts in the Philippines and aims to address the challenges faced by the education system. The study explores the psychological impact of the DLP on academic achievements, particularly in mathematics. The literature review highlights the theories of John Dewey and Bruner, emphasizing the importance of experiential learning, active engagement, and independent thinking. The study employs a descriptive correlational design and collects data through questionnaires and grade analysis. The findings indicate a significant positive correlation between students' perception of the DLP and their performance in mathematics. Activity-based multi-domain learning and the parallel learning scheme show the strongest correlations. The use of comprehensive portfolios also correlates positively with academic performance. However, attitudes towards the parallel learning scheme do not significantly affect performance. The study concludes that activity-based multi-domain learning is a key factor in improving academic performance and recommends implementing it in the DLP. Additional recommendations include supporting teachers in developing challenging activities, assigning formative exercises, reviewing, and enhancing the use of comprehensive portfolios, and conducting parallel studies to further evaluate the DLP's impact. These recommendations aim to enhance the DLP and improve students' academic outcomes.