Analysis of sciene teaching among Junior High school in Rodriguez, Rizal Sheila Marie Yabes-Babalcon - 2025 - xii, 90 leaves illustrations, 28cm.
Graduate Study Thesis
Science education in the Philippines continues to face significant challenges despite the implementation of curriculum reforms under the K to 12 program. National and international assessments, such as the 2018 PISA, have consistently highlighted low student performance, largely due to persistent gaps in resources, teacher training, and instructional quality-particularly in underserved areas. Although government initiatives have invested in infrastructure, digital tools, and professional development, systemic issues continue to hinder effective science instruction in response to these evolving demands, this study examined the instructional practices, challenges, and pedagogical strategies of junior high school science teachers. It aimed to provide a comprehensive understanding of current teaching approaches, classroom barriens, and the adequacy of available resources supporting science education. The research was conducted in Rodriguez, Rizal, covering both public and private secondary schools to capture a representative perspective. A descriptive-qualitative design was employed, combining survey and interview methods to gather both quantitative trends and qualitative insights. Sixty junior high school science teachers participated in the survey through simple random sampling, while purposive sampling guided the selection of experienced educators for in-depth interviews. Data were collected using a validated researcher-made questionnaire and semi-structured interview guides. Findings revealed that while teachers demonstrated strong commitment and subject expertise, they continued to face critical challenges, including excessive workloads, overcrowded classrooms, limited teaching materials, and minimal access to professional development programs aligned with the K to 12 curriculum. Despite these constraints, many educators adopted adaptive, student-centered strategies, particularly contextualized and inquiry-based approaches, to enhance learning. The study underscores the need for stronger institutional support, including improved resource allocation, reduced teacher workload, and sustained capacity-building programs. As a key output, a targeted action plan was developed, offering evidence-based recommendations to enhance instructional quality and foster more effective, learner-centered science education in Philippine junior high schools. Therefore, it is recommended that educational stakeholders prioritize the implernentation of this action plan to address persistent gaps and support teachers in delivering high-quality, 21st-century science education