Pedagogical Practices in Teaching General Science: Senior High School Teachers’ Experiences in Grade 11 Classrooms at San Guillermo Vocational and Industrial High School, Schools Division of Isabela

Abstract

General Science is a core subject in the Senior High School curriculum that develops learners' scientific literacy, critical thinking, and problem-solving skills. Effective pedagogy is essential in promoting meaningful learning experiences and enabling learners to apply scientific concepts in real-life situations. This study explored the pedagogical practices and teaching experiences of Senior High School teachers in teaching General Science to Grade 11 learners at San Guillermo Vocational and Industrial High School, Schools Division of Isabela. A qualitative phenomenological research design was employed involving eight Senior High School General Science teachers selected through purposive sampling. Data were gathered through semi-structured interviews, classroom observations, and document analysis and were analyzed using Braun and Clarke's six-phase thematic analysis. The findings revealed that teachers employed contextualized instruction, inquiry-based learning, collaborative learning, differentiated instruction, and reflective teaching practices to enhance learner engagement and conceptual understanding. Despite challenges related to learner diversity, limited instructional resources, and time constraints, teachers demonstrated adaptability and commitment to effective science instruction. The study highlights the importance of continuous professional development, adequate instructional support, and collaborative learning communities in strengthening General Science instruction. The findings may serve as a basis for improving science teaching practices, curriculum implementation, and teacher development programs in Senior High School.