Perceived Teacher use of Varied Teaching Strategies and Grade 8 STE Students’ Academic Performance in Abstract Microbial Physiology Concepts
DOI:
https://doi.org/10.5281/zenodo.21994009Keywords:
microbial physiology, teaching strategies, academic performance, STE students, descriptive-correlationalAbstract
In an era where 21st-century learners demand more than rote memorization to grasp the invisible world of microbes, this descriptive-correlational mini-research investigated whether the teaching strategies used in Grade 8 Biotechnology classrooms make a measurable difference in student success. The study determined the relationship between perceived use of Inquiry-Based Learning, Contextual Learning, Collaborative Learning, Model-Based Learning, and Multimedia Integration and the 2nd Grading Science performance of 30 Grade 8 STE students at Tampakan National High School, S.Y. 2025–2026. Using a validated survey and official grades, data were analyzed through weighted mean and Pearson r. Results showed all five strategies were implemented “Always,” with Contextual Learning highest mean at 4.54 and Model-Based Learning lowest mean at 4.06, while students achieved “Outstanding” performance with a mean of 93.33. Correlation analysis revealed only a low positive and non-significant relationship between overall strategy use and grades, r = 0.24, p = 0.201, with Inquiry-Based Learning showing the strongest yet still non-significant link at r = 0.31. The findings imply that for high-achieving STE learners, frequent use of student-centered strategies sustains excellence but does not differentiate grades, highlighting that the value of these pedagogies may lie more in deepening scientific literacy and engagement than in raising already outstanding scores.
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