Exploring Science Teachers' Experiences in Implementing the Science 9 Curriculum under the K to 12 Program in Public Secondary Schools of Dupax del Norte I District, Schools Division of Nueva Vizcaya

Authors

  • Heherson Salvador Northeastern College Author

DOI:

https://doi.org/10.64358/sih.v2i4.156

Keywords:

Science education, Science 9, K to 12 Curriculum, instructional practices, teacher experiences, phenomenology, curriculum implementation, inquiry-based learning, Philippines

Abstract

The successful implementation of the K to 12 Science Curriculum depends largely on teachers' instructional practices and their ability to translate curriculum standards into meaningful classroom experiences. This study explored the experiences of Science 9 teachers in implementing the K to 12 Science Curriculum in public secondary schools of Dupax del Norte I District, Schools Division of Nueva Vizcaya. Using a qualitative phenomenological research design, the study examined teachers' instructional practices, classroom experiences, challenges encountered, and adaptive strategies. Participants were selected through purposive sampling and data were collected using semi-structured interviews, classroom observations, and document analysis. Braun and Clarke's thematic analysis was employed in analyzing the data. Five major themes emerged: (1) contextualizing Science instruction to learners' experiences; (2) utilizing inquiry-based and learner-centered teaching strategies; (3) addressing instructional challenges through resourcefulness and innovation; (4) strengthening learner engagement through formative assessment; and (5) promoting professional growth through collaboration and continuous learning. The findings revealed that Science teachers consistently adapted their instructional practices despite limited instructional resources, diverse learner needs, and curriculum demands. Their commitment to reflective teaching, collaboration, and continuous professional development enabled them to effectively implement the Science 9 curriculum. The study underscores the importance of sustained professional learning, institutional support, and adequate instructional resources to enhance Science teaching and curriculum implementation.

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Published

2026-11-06

Issue

Vol. 2 No. 4 (2026): Studies in Interdisciplinary Horizons

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Articles

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