Local Studies:

In the Philippines, one of the recurring themes in science education research is the need to reform
traditional teaching methods. A study by Bernardo et al. (2016) explored students' perceptions of their
science teachers and classes, revealing that students expressed a preference for more engaging,
interactive teaching methods. Specifically, they appreciated teaching strategies that promoted active
learning, such as group discussions and hands-on experiments. The study emphasized that science
instruction should be more learner-centered, focusing on student engagement and participation rather
than rote memorization (Bernardo et al., 2016). Similarly, in "Revitalizing Science Education in the
Philippines: Challenges and Prospects," Dela Cruz (2019) acknowledged that the Filipino education
system faces numerous obstacles, such as outdated teaching methodologies, insufficient resources, and
a lack of comprehensive teacher training. Dela Cruz argues that addressing these challenges is crucial for
improving science education outcomes in the country. The study further highlights the importance of
integrating modern teaching tools and strategies, including multimedia resources and inquiry-based
learning, to enhance students’ understanding and foster critical thinking (Dela Cruz, 2019).

Furthermore, in an examination of the science education system in Batangas, Santos (2021) observed
that many science teachers in the region still rely on traditional, lecture-based approaches. The study
advocates for incorporating technology into science instruction, citing the positive effects of interactive
learning tools, such as virtual laboratories and online simulations, on student engagement and
comprehension (Santos, 2021). This view aligns with the findings of Liza T. Flores (2021), who studied
the impact of interactive learning on student performance in science. Flores found that students who
engaged with interactive digital tools performed better in science assessments, suggesting that
integrating technology into the curriculum could be a key factor in improving science education (Flores,
2021).

The Department of Education's 2023 report on STEM education reform also stresses the need for an
overhaul of the current science curriculum, which is often seen as disconnected from real-world
applications. This report calls for a curriculum that integrates local contexts and values while
incorporating global best practices in STEM education to better prepare students for future challenges
(DepEd, 2023). A similar sentiment is echoed by Miñoza and Canes (2023), who argue that incorporating
Filipino cultural contexts into science instruction would make learning more relatable and engaging for
students, especially in rural areas. They suggest that this localized approach would not only improve
student engagement but also promote a deeper understanding of science in relation to the students'
everyday lives (Miñoza & Canes, 2023).
Foreign Studies:

Globally, a number of studies have examined effective science education practices that could be
adapted to improve teaching in the Philippines. For example, a report from the OECD (2018) highlights
the success of science education reforms in countries like Singapore and South Korea, where curricula
have been updated to focus more on inquiry-based learning and critical thinking skills. These countries
have invested heavily in teacher training and the development of innovative teaching methods, which
has led to significant improvements in student performance on international assessments. The OECD
suggests that the Philippines could benefit from adopting similar reforms, particularly in the areas of
teacher professional development and the integration of modern educational technologies (OECD,
2018).

In the United States, a study by Duncan and Morrow (2020) discusses the effectiveness of technology in
enhancing science education. The research emphasizes that the use of interactive tools, such as virtual
labs and online simulations, has led to improved student engagement and understanding of complex
scientific concepts. This supports the idea that integrating digital resources into science instruction could
be a valuable strategy for improving learning outcomes in the Philippines (Duncan & Morrow, 2020). The
UK Department for Education (2017) also explores the importance of hands-on learning experiences in
science education. Their study found that students who engage in practical, experimental activities in
science tend to perform better academically and develop a stronger understanding of scientific
concepts. This approach is particularly effective when coupled with active teaching methods that
encourage student inquiry and exploration (UK Department for Education, 2017).

Another significant foreign study conducted by the Australian Council for Educational Research (ACER) in
2019 emphasizes the role of inquiry-based learning in improving science education outcomes. The study
found that students who participated in inquiry-based projects, which involve investigating scientific
problems and developing solutions, scored significantly higher on standardized tests. This approach is
praised for fostering critical thinking and problem-solving skills, which are essential for success in the
21st-century STEM workforce (ACER, 2019). Lee and Alim (2021) support these findings, noting that
countries like Finland and Japan have adopted collaborative learning methods and continuous teacher
development programs, resulting in improved science education outcomes. The study advocates for a
similar shift in the Philippines, suggesting that professional development opportunities for teachers and
a shift toward collaborative, inquiry-based learning could significantly improve science instruction (Lee &
Alim, 2021).
Hattie’s (2018) research on teaching strategies across various subjects, including science, reinforces the
importance of student engagement and teacher feedback. His study found that when students receive
regular feedback on their work and engage actively in their learning, their academic performance
improves. This research aligns with the findings from both local and foreign studies, which emphasize
the need for science instruction that fosters deep learning and critical thinking (Hattie, 2018). Similarly, a
comparative study by the European Commission (2019) found that countries with strong national
policies supporting science education consistently perform better on international science assessments.
The study advocates for a more robust policy framework for science education in the Philippines, one
that includes curriculum reforms and better support for science teachers (European Commission, 2019).

These studies, both local and foreign, underscore the importance of adopting innovative teaching
strategies, integrating technology, and providing teachers with continuous professional development.
They collectively highlight the need for a more interactive, student-centered approach to science
education in the Philippines, which can lead to better learning outcomes and improved student
performance on international assessments.

"Profiling low-proficiency science students in the Philippines using machine learning | Humanities and
Social Sciences Communications" https://www.nature.com/articles/s41599-023-01705-y

"Research review series: science - GOV.UK" https://www.gov.uk/government/publications/research-

OECD. (2018). Improving Science Education: Best Practices from Around the World. Retrieved from
OECD.org

Duncan, M., & Morrow, L. (2020). The Impact of Technology on Science Education. Journal of
Educational Technology, 35(2), 123-135.

UK Department for Education. (2017). Effective Practices in Science Education. London: Government
Publishing.

Australian Council for Educational Research (ACER). (2019). Inquiry-Based Learning in Science Education.
Melbourne: ACER Publishing.

Lee, J., & Alim, M. (2021). Science Education Reform: Lessons from Finland and Japan. International
Journal of Science Education, 43(5), 899-911.

Hattie, J. (2018). Visible Learning: A Synthesis of Over 800 Meta-Analyses Relating to Achievement.
Routledge.

European Commission. (2019). Science Education in Europe: Policies and Practices. Brussels: European
Commission.

DepEd. (2023). STEM Education Reform in the Philippines: Current Status and Future Directions. Manila:
Department of Education.

These references provide a comprehensive view of the key issues and strategies in science education,
both locally and globally.
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