TEACHING STRATEGIES OF SCIENCE 8 TEACHERS: BASIS FOR DIVERSE SCIENCE INSTRUCTION PROGRAM
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| Natura: | Recurso digital |
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2026
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| _version_ | 1866901816294244352 |
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| author | Ocampo, Aileen D. Ocampo, Irene D. Hipolito, Cherry Y. Reyes, Edquel M. |
| author_facet | Ocampo, Aileen D. Ocampo, Irene D. Hipolito, Cherry Y. Reyes, Edquel M. |
| contents | <p><span>This study examined the relationship between the demographic characteristics and teaching strategies of Science 8 teachers in the Schools Division of Mabalacat City during the school year 2024–2025 as a basis for enhancing diverse science instruction. Specifically, the study described the teachers’ demographic profile in terms of age, gender, years of teaching experience, and educational attainment, and determined the extent of teaching strategies employed, including differentiated instruction, inquiry-based learning, collaborative learning, and visible learning. The study utilized a descriptive–correlational research design, and data were collected from 110 Science 8 teachers using a researcher-made questionnaire. Statistical tools such as frequency, percentage, weighted mean, and Pearson product–moment correlation coefficient were used to analyze the data. Results revealed that most teachers were mid-career professionals, predominantly female, with 10–14 years of teaching experience and graduate-level education. The overall level of teaching strategies was interpreted as “Very Good,” with individualized instruction, formative assessment, interactive teaching, inquiry-based learning, and project-based learning rated as “Excellent.” However, culturally responsive teaching, differentiated instruction, and technology integration were less frequently utilized. Furthermore, significant relationships were found between teaching strategies and age, years of experience, and educational attainment, while gender showed no significant relationship. The findings suggest that professional maturity, experience, and higher academic qualifications positively influence the use of diverse teaching strategies. The study recommends the implementation of a Diverse Science Instruction Program focusing on professional development, mentorship, differentiated instruction, and technology integration to further enhance instructional effectiveness and promote inclusive science education.</span></p> |
| format | Recurso digital |
| id | zenodo_https___doi_org_10_5281_zenodo_18908436 |
| institution | Zenodo |
| language | |
| publishDate | 2026 |
| publisher | Zenodo |
| record_format | zenodo |
| spellingShingle | TEACHING STRATEGIES OF SCIENCE 8 TEACHERS: BASIS FOR DIVERSE SCIENCE INSTRUCTION PROGRAM Ocampo, Aileen D. Ocampo, Irene D. Hipolito, Cherry Y. Reyes, Edquel M. <p><span>This study examined the relationship between the demographic characteristics and teaching strategies of Science 8 teachers in the Schools Division of Mabalacat City during the school year 2024–2025 as a basis for enhancing diverse science instruction. Specifically, the study described the teachers’ demographic profile in terms of age, gender, years of teaching experience, and educational attainment, and determined the extent of teaching strategies employed, including differentiated instruction, inquiry-based learning, collaborative learning, and visible learning. The study utilized a descriptive–correlational research design, and data were collected from 110 Science 8 teachers using a researcher-made questionnaire. Statistical tools such as frequency, percentage, weighted mean, and Pearson product–moment correlation coefficient were used to analyze the data. Results revealed that most teachers were mid-career professionals, predominantly female, with 10–14 years of teaching experience and graduate-level education. The overall level of teaching strategies was interpreted as “Very Good,” with individualized instruction, formative assessment, interactive teaching, inquiry-based learning, and project-based learning rated as “Excellent.” However, culturally responsive teaching, differentiated instruction, and technology integration were less frequently utilized. Furthermore, significant relationships were found between teaching strategies and age, years of experience, and educational attainment, while gender showed no significant relationship. The findings suggest that professional maturity, experience, and higher academic qualifications positively influence the use of diverse teaching strategies. The study recommends the implementation of a Diverse Science Instruction Program focusing on professional development, mentorship, differentiated instruction, and technology integration to further enhance instructional effectiveness and promote inclusive science education.</span></p> |
| title | TEACHING STRATEGIES OF SCIENCE 8 TEACHERS: BASIS FOR DIVERSE SCIENCE INSTRUCTION PROGRAM |
| url | https://doi.org/10.5281/zenodo.18908436 |