Strengthening Science Instruction in Bilaran National High School: Input to a Proposed Development Plan

Abstract

Science teachers are optimistic that every student can learn so much with high hopes and dreams. They plan their lessons and work hard to engage their students. However, despite good intentions and best laid plans, not all students perform well in Science classes. Student’s performance is very alarming on the part of the teachers. Students are unable to understand scientific issues that affect their lives in today’s fast changing world. Several studies in the past reflected that Science lessons were recorded as of low quality. (American Association for the Advancement of Science, 1989). Many Science students sit passively, never being asked to make sense of the content that teachers deliver. There are many concepts and activities in Science that students ignore and fail to develop. With the Enhanced Basic Education Curriculum or the K12 curriculum, students record in periodical tests and in the National Achievement Test and National Career Assessment Test are very low and elicited poor performance. Relative to this, Bilaran Science Teachers are alarmed with the situation. Improved performance of students must be worked hand in hand by Science Teachers. Intervention programs in classes must be applied too in daily teaching engagement, thus, there is a need to strengthen the Science instruction. This study primarily focuses on the status of Science instruction and to propose a development plan in Science.