Teaching- Learning Practices in Health and Science Education at Dinadiawan National High School

Authors

  • AIMEE ANGELINE MAGDALENO NORTHEASTERN COLLEGE (SANTIAGO CITY, ISABELA) Author

DOI:

https://doi.org/10.64358/sih.v2i1.57

Keywords:

Health Education, Science Education, teaching–learning practices, student engagement, secondary education

Abstract

This study examined the teaching–learning practices in Health and Science Education at Dinadiawan National High School using a descriptive mixed-methods research design. It explored instructional strategies, classroom practices, and assessment techniques employed by teachers, as well as their influence on students’ engagement, scientific skills, and health awareness. Quantitative data were collected through survey questionnaires and classroom observation checklists, while qualitative data were gathered through semi-structured interviews and focus group discussions. Descriptive statistics and thematic analysis were used to analyze the data. Findings revealed that teachers demonstrated a very high level of inquiry-based, learner-centered, and contextualized teaching practices. Students showed very high engagement, participation, and health awareness, indicating positive learning outcomes in both Health and Science Education. However, challenges such as varied learner abilities, limited instructional materials, and time constraints were identified. Despite these challenges, teachers employed adaptive strategies, including lesson modification and improvisation of materials, to sustain effective instruction. The study concludes that effective pedagogical practices significantly enhance the quality of Health and Science Education. The findings provide a basis for instructional improvement, institutional support, and future research aimed at strengthening Health and Science teaching in secondary schools.

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Published

2026-05-23

Issue

Vol. 2 No. 1 (2026): Studies in Interdisciplinary Horizons

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Articles

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