Science Performance of Junior High School Using Trimodal Strategies: A Vital Factor in Shaping Science Education Among Students

Abstract

Science education is vital in shaping students’ critical thinking, problem-solving, and scientific literacy. At Alfredo D. Bersamina National High School, many students find science concepts challenging due to traditional, teacher-centered teaching methods that limit engagement and active learning. To address these gaps, student-centered approaches such as Project-Based Learning (PBL), Inquiry-Based Learning (IBL), and Laboratory-Based Learning (LBL) were examined.

The research investigates the effectiveness of Project-Based Learning, Inquiry-Based Learning, and Laboratory-Based Learning in enhancing the science performance of Junior High School students at Alfredo D. Bersamina National High School. Specifically, it looked into the level of science performance of Junior High School before and after the application of Project-Based Learning, Inquiry-Based Learning, Laboratory-Based Learning in teaching science; the significant difference between the level of science performance before and after the application of the most effective teaching strategies in teaching science and recommended a tool guide to improve performance.

The study used validated, teacher-made test instruments for data collection, which were statistically analyzed using weighted mean, t-Test, and ANOVA.

Results showed that the Post-test scores improved by an average of 10.5 points across all strategies. In addition, the data revealed that student-centered learning approaches significantly improved Junior High School students' science performance, with Inquiry-Based Learning and Laboratory-Based Learning proving to be the most effective.

Thus, in the end, it recommends integrating Inquiry-Based Learning and Laboratory-Based Learning with collaborative and interactive strategies, as well as using the 5E Model Frameworks and Laboratory Manual to support scientific inquiry. It is also suggested enhancing Project-Based Learning with inquiry-driven activities and encourages future research to explore additional factors for a more comprehensive understanding.