ABSTRACT
This study aimed to determine the teachers’ pedagogical strategies and their relationship with learners’ academic achievement in science. The study was conducted in five public secondary schools in the 5th District of Iloilo during School Year 2024–2025. It involved thirty (30) science teachers and four hundred fifty (450) learners, with fifteen (15) students selected from each teacher’s class, using a descriptive-correlational research design. The findings revealed that there were no significant differences in teachers’ pedagogical strategies when grouped according to teaching experience, highest educational attainment, and teaching position. However, significant differences were found in learners’ science grades when classified according to sex, age, and grade level. Moreover, the results showed no significant relationship between teachers’ pedagogical strategies and learners’ academic achievement in science. The study concluded that although teachers’ professional background may have a slight influence on their pedagogical strategies, learners’ academic achievement in science is more strongly associated with their sex, age, and grade level.
Keywords: Pedagogical Strategies, Science Teachers, Students’ Academic Achievement
INTRODUCTION
Science, technology, engineering, and mathematics literacy are essential competencies for individuals to thrive in the 21st century. In response to this growing demand, educators and policymakers have increasingly prioritized the improvement of science education.
The rapid advancement of technology has affected various aspects of daily life, from communication to healthcare. Science knowledge is essential for understanding technological complexities, adapting to change, and making informed decisions (Elías et al., 2022). It also supports digital literacy, which contributes to both personal and professional growth (Jones et al., 2023; Lee et al., 2022).
Moreover, science-related industries continue to drive the global economy, creating a demand for skilled professionals in fields such as engineering, computer science, and healthcare (National Science Board, 2023). These sectors provide valuable employment opportunities that contribute to economic stability and career development (The National Academies of Sciences, Engineering, and Medicine, 2018).
Critical thinking and problem-solving skills are likewise vital in science-related fields, influencing both professional and personal success (National Science Board, 2023). Science literacy develops logical reasoning, analytical ability, and effective problem-solving skills, which prepare individuals to address real-world challenges (The National Academies of Sciences, Engineering, and Medicine, 2018). Furthermore, it promotes innovation and creativity, drives economic progress, and contributes to the resolution of global issues, while also encouraging entrepreneurship and technological advancement (National Science Board, 2023; The National Academies of Sciences, Engineering, and Medicine, 2018).
In response to the global need for 21st-century science literacy, the Philippines has implemented several measures to strengthen science education. DepEd Order No. 31, s. 2012, revised the K–12 curriculum by emphasizing science, inquiry-based learning, and hands-on activities. Collaborations between DepEd and universities have also enhanced science teacher education in line with DepEd Order No. 18, s. 2022, with a focus on content mastery and effective instruction. Increased government funding has supported the provision of laboratory equipment, technology integration, and teacher training (Department of Budget and Management, 2023). Filipino educators have also adopted science integration, problem-based learning, and project-based approaches (Bulatao & Sy, 2023). In addition, professional development programs and online learning networks have facilitated knowledge sharing (Cabrera & Lontoc, 2022), while science activities and competitions have further increased student engagement (Alcaraz & de Leon, 2023), thereby addressing the country’s science literacy needs.
However, despite these efforts, student outcomes in science subjects remain varied. Although these initiatives are promising, several challenges persist. Many schools continue to face limited resources, including inadequate infrastructure, lack of equipment, and insufficient funding for teacher training and professional development.
Continued efforts are therefore necessary to ensure the effectiveness of policy initiatives and to address the enduring challenges in science education. Strategies must also be developed to improve access to quality science education for all learners, particularly those from marginalized communities. Despite these difficulties, the growing commitment of Filipino educators and policymakers to improving science education represents a positive step toward preparing future generations for the demands of the 21st century.
With these premises, the researcher aimed to investigate the relationship between teachers’ internal teaching factors and student learning outcomes in science education, with particular emphasis on the interplay of science teacher preparation, pedagogical strategies, and parental engagement.
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