Exploring Science Teacher's Instructional Practices under the Strengthened Senior High School Curriculum: Experiences in Teaching Grade 11 Science in Public Secondary Schools of the Schools Division of Nueva Vizcaya

Authors

  • Carolyn Bilowan Northeastern College Author

DOI:

https://doi.org/10.64358/sih.v2i3.131

Keywords:

Strengthened Senior High School Curriculum, Science instruction, instructional practices, Grade 11 Science, phenomenology, public secondary schools, Philippines

Abstract

The implementation of the Strengthened Senior High School (SSHS) Curriculum has introduced significant changes in Science education by emphasizing competency-based, learner-centered, and inquiry-driven instruction. Science teachers play a critical role in translating these curriculum reforms into meaningful classroom practices that develop learner's scientific literacy, critical thinking, and problem-solving skill. This qualitative phenomenological study explored the lived experiences of Grade 11 Science teachers regarding their instructional practices under the Strengthened Senior High School Curriculum in public secondary schools of the Schools Division of Nueva Vizcaya. Twelve (12) Grade 11 Science teachers were purposively selected as participants. Data were gathered through semi-structured interviews and analyzed using Braun and Clarke's (2006) thematic analysis. the findings reveal that teachers employed inquiry-based learning, contextualized instruction, collaborative learning, differentiated teaching and authentic assessment to enhance learner engagement. However, they encountered challenges related to curriculum transition, instructional resources, learner diversity, and time constraints. teachers addressed these challenges through instructional innovation, collaborative planning, and continuous professional learning. The study concludes that  successful implementation of the Strengthened SSHS Curriculum requires sustained professional development, adequate instructional resources, and strong institutional support. the findings provide valuable insights for curriculum developers, school leaders, and policymakers in strengthening Science instruction under the new curriculum.

References

Alonzo, A. C., & Gotwals, A. W. (2022). Teacher practices in inquiry-based science classrooms. Journal of Research in Science Teaching, 59(4), 563–585.

Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa

Braun, V., & Clarke, V. (2021). Thematic analysis: A practical guide. Sage.

Bruner, J. S. (1966). Toward a theory of instruction. Harvard University Press.

Bybee, R. W. (2013). The case for STEM education: Challenges and opportunities. National Science Teachers Association Press.

Chen, L., & Lin, Y. (2022). Experiential learning and scientific literacy among secondary students. Education Sciences, 12(9), 628.

Creswell, J. W., & Creswell, J. D. (2023). Research design: Qualitative, quantitative, and mixed methods approaches (6th ed.). Sage.

Creswell, J. W., & Poth, C. N. (2018). Qualitative inquiry and research design: Choosing among five approaches (4th ed.). Sage.

Department of Education. (2024). Strengthened Senior High School Curriculum Framework. Department of Education, Philippines.

Department of Education. (2025). Strengthened Senior High School Curriculum Guide: General Science. Department of Education, Philippines.

Dewey, J. (1938). Experience and education. Macmillan.

Fullan, M. (2020). Leading in a culture of change (2nd ed.). Jossey-Bass.

Garcia, M. P., & Ramos, J. T. (2024). Instructional practices and learner engagement in Philippine science classrooms. Asia Pacific Journal of Educational Research, 9(1), 58–77.

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Gonzales, R. A., & Flores, E. D. (2024). Teachers' experiences in implementing the Strengthened Senior High School Curriculum. International Journal of Instruction, 17(2), 423–442.

Hattie, J. (2023). Visible learning: The sequel. Routledge.

Kim, H., & Park, S. (2023). Inquiry-based science learning and critical thinking among senior high school learners. Education Sciences, 13(5), 478.

Kolb, D. A. (2015). Experiential learning: Experience as the source of learning and development (2nd ed.). Pearson.

Lincoln, Y. S., & Guba, E. G. (1985). Naturalistic inquiry. Sage.

Llego, M. A., & Cruz, P. L. (2024). Contextualized science instruction in Philippine public secondary schools. Journal of Curriculum Studies Research, 6(2), 141–160.

Merriam, S. B., & Tisdell, E. J. (2016). Qualitative research: A guide to design and implementation (4th ed.). Jossey-Bass.

Morales, J. R., & Villanueva, K. S. (2023). Teachers' adaptive instructional practices during curriculum reform. Education Quarterly Reviews, 6(3), 311–330.

National Research Council. (2000). Inquiry and the National Science Education Standards. National Academies Press.

Navarro, A. B., & Santos, C. M. (2022). Learner-centered science instruction and classroom engagement. International Journal of Learning, Teaching and Educational Research, 21(8), 204–223.

OECD. (2023). PISA 2022 Results (Volume I): The state of learning and equity in education. OECD Publishing.

Piaget, J. (1972). The psychology of the child. Basic Books.

Reyes, P. D., & Fernandez, M. L. (2024). Professional resilience among public secondary school teachers implementing curriculum reforms. Education Research International, 2024, Article 7846321.

Santos, E. L., & Aquino, J. P. (2023). Differentiated instruction and science achievement in secondary education. Journal of Pedagogical Research, 7(4), 218–236.

Schön, D. A. (1983). The reflective practitioner: How professionals think in action. Basic Books.

Shulman, L. S. (1987). Knowledge and teaching: Foundations of the new reform. Harvard Educational Review, 57(1), 1–22.

Downloads

Published

2026-08-08

Issue

Vol. 2 No. 3 (2026): Studies in Interdisciplinary Horizons

Section

Articles

License

Copyright (c) 2026 Studies in Interdisciplinary Horizons

Creative Commons License

This work is licensed under a Creative Commons Attribution-NonCommercial 4.0 International License.

This article is licensed under a Creative Commons Attribution Noncommercial 4.0 International License, which permits use, sharing, adaptation, distribution and reproduction in any medium or format, as long as you give appropriate credit to the original author(s) and the source, provide a link to the Creative Commons license, and indicate if changes were made. Under this license, you may not use the material for any commercial purposes.

The images or other third-party material in this article are included under the Creative Commons license, unless indicated otherwise in a credit line to the material.