Science Instructional Approaches Employed By Teachers In Senior High School

Education

This research delved into the identification of effective science instructional approaches employed by teachers within the secondary senior high schools of the 2nd Congressional District in the Province of Sorsogon. Employing a descriptive and quantitative methodology, the study assessed the extent to which teachers implemented these approaches and evaluated their impact on students' cognitive, affective, and psychomotor development. Additionally, the study identified challenges encountered in utilizing these approaches and proposed an in-house training program to address them. The findings revealed a variety of instructional approaches employed by teachers, including inquiry-based learning, cooperative learning, and hands-on activities. While teachers acknowledged the importance of these approaches in promoting student engagement, challenges such as time constraints, resource limitations, and a lack of training hindered their effective implementation. This research sheds light on the significance of employing effective science instructional approaches to enhance student engagement in senior high schools. By addressing the identified challenges and providing targeted training programs, educators can optimize their teaching practices and create an enriching learning environment conducive to students' cognitive, affective, and psychomotor development.

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