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Learning materials aid conceptual retention, stir learning motivation, increase academic engagement, and enhance student achievement. This study is a descriptive-evaluative research that described the science teachers’ assessment of the Grade 8 Science K12 learner’s material produced by the state education department. The study was conducted in three government-owned secondary schools in Zambales, Philippines. The science teachers used a modified Learning Resource Assessment Tool developed by Prince Edward Island (2008) in evaluating the K12 material. Results revealed that the learner’s material is satisfactory in terms of content, instructional design, and technical design. However, the teachers cited some problems encountered, such as inadequacy of the materials for the learners, the incongruence of the topics to the learning competencies, and lack of instructional time to cover all the topics. The teachers also laid some recommendations that can be forwarded to the Department of Education to review, refine, revise and re-align the learner’s material to make it research-based, relevant, and responsive to the learners' needs.

Background and objective Problems currently occurred in the environment are caused by a lack of environmental awareness of the community. Biology students learn the environment in ecological learning. Students must explore environmental knowledge (EK) and are expected to have high environmental awareness (EA) and then apply their knowledge in daily life with pro-environmental behavior (PEB). There is a need for designing climate-change book serials for university students (CCBS-US) towards contextualized learning. This study aimed to determine the relationship between EK and EA and the PEB of biology students as a baseline for designing CCBS-US. Methods The study used a quantitative descriptive method with a correlational design. Total 136 biology students from a state university in Jakarta, Indonesia served as samples of the study. Results Research results revealed a positive relationship between EK and PEB of biology students. There was a positive relationship between EA and PEB of biology students and between EK and EA and PEB of Biology students. Moreover, 77% of students reported their EK is very high, 55% of students reported their EA is medium, and 46% of students reported their PEB is medium. Ecological learning has a vital role in shaping the EK, EA, and PEB, thus CCBS-US needs to be developed. Conclusion The study concluded that there was a relationship between EK, EA, and PEB. The study recommends the development of CCBS-US based on the survey results.

With the onset of Education 4.0 and the VUCAD2 world, the use of technology in instruction has been fully maximized. This study aimed to determine the teachers’ utilization of computer-based technology in science instruction. The study used descriptive survey research using the Computer-Based Technology Inventory Survey Questionnaire (CBTI-SQ). A total of 41 science teachers in two state-owned secondary schools in Zambales, Philippines served as respondents in the study. Based on the findings, the computer-based technology (CBT) in science instruction is a trend in the 21st-century learning. Teachers utilized CBT in instruction to improve their teaching that significantly uplifts students’ learning interests and concept understanding. However, teachers encounter difficulties due to low ICT literacy, unstable internet connection, power interruption, and sometimes they find it too expensive to use the CBT. The study recommends ICT training-workshop and encourages teachers to utilize appropriate CBT instruction based on the context of the students. The findings have important implications to policy development and curriculum enhancement.

Enhancing the 21st-century skills of learners will significantly help them become future-ready and globally-competent workforce in the global economy in the context of the fourth industrial revolution. This descriptive cross-sectional survey determined the 21st-century skills of junior high school learners as an input for a suggested train-ing program. A total of 120 seventh grade learners of a public sec-ondary school in Central Luzon, Philippines responded to the 21st-Century Skills Questionnaire (α=0.960). Results showed that the respondents have a moderate level of attainment of the 21st-century skills (M=3.46, SD=0.66). They moderately exhibit learning and innovation skills (LIS) (M= 3.32, SD=0.66), and highly exhibit information, media, and technology skills (IMTS) (M=3.53, SD=0.82), and life and career skills (LCS) (M=3.53, SD=0.74). Female students have higher overall 21st-century skills, and LIS than their male counterparts based on the independent sample t-test result. Furthermore, there is a significant correlation between LIS and IMTS (r=0.619, p=0.000), between LIS and LCS (r=0.560; p=0.000); and between IMTS and LCS (r=0.820; p=0.000). Learning institutions must adapt to the emerging Education 4.0 brought about by the new industrial era and the 21st-century society so that learners can thrive to the current and evolving challenges. A proposed training program is recommended for implementation to enhance the students’ 21st-century skills.

The vision, mission, goals and objectives (VMGO) of any institution serve as its founding pillars in realizing its thrusts, mandates and aspirations. This descriptive cross-sectional survey research gauged the level of awareness and acceptability of the stakeholders on the university vision and mission statement, and the goals and objectives of the teacher education programs of a state institution in Central Luzon, Philippines. A total of 118 stakeholders, composed of administrators, faculty members, staff, alumni and students, served as the study respondents. Results showed that the stakeholders are very much aware of the university’s new vision statement and mission. They are also very much aware on the goals and objectives of the teacher education programs. Almost all stakeholders have full participation in the reformulation of the vision statement. Further, the VMGO are clear, understandable and acceptable as assessed by the university stakeholders. Massive information dissemination of the VMGO in all types of media is recommended. Stakeholders are also encouraged to take part in the realization of the university’s target outcomes and mandates

Biology learning needs to support sustainable development. This research was a quantitative-qualitative sequential explanatory mixed research. This research aimed to obtain information about the relationship between naturalist intelligence and environmental responsibility behavior. This research was conducted in February-August 2019. Quantitative research data were obtained by using a questionnaire with a Likert scale for the variables. Qualitative research data were obtained by doing interviews and observations. Quantitative data were analyzed using descriptive statistic calculation. The data hypothesis was tested by using a correlation test with the Product Moment Pearson formula. The result of this research showed that there was a positive relationship between naturalist intelligence and environmentally responsible behavior with regress equation Ŷ = 20.331 + 0,7524X. Correlation coefficient (r) = 0.66 and determination coefficient (r²) = 43.56% meant that the interpretation value was strong. r² value means that 43.56% environmentally responsible behavior correlates by naturalist intelligence and 56.44% environmentally responsible behavior is influenced by other factors. Biology learning must have a role to be able to provide innovations related to increasing students' knowledge about the environment. This study concludes that there is a correlation between the two variables.

Science education is an essential element in thriving and surviving in a volatile, uncertain, complex, ambiguous, disruptive, and diverse (VUCAD2) world. This cross-sectional research determines the challenges of junior high school students in learning science. A total of 123 junior high school students from four government-owned high schools in Zambales, Philippines, served as respondents of the study. Descriptive and inferential statistics were employed in analyzing the data. The developed Challenges in Learning Science Questionnaire (CLSQ) was used as the primary data gathering tool (α=0.95). Results revealed that junior high school students generally encounter not much challenges across all domains in learning science (M=2.06). However, based on the qualitative data, students encounter some issues and problems in learning the subject in terms of student motivation, student cognitive ability, teacher characteristics, subject matter content, medium of instruction, learning environment, instructional resources, curriculum and parental support. The t-test comparison revealed that male students encounter more challenges in terms of instructional resources and parental support compared to their female counterparts. The proposed action plan is crafted to minimize further the challenges encountered by the students in learning science. The teachers may consider varied and innovative pedagogical practices to explain better complex and complicated topics for better Science learning in a VUCAD2 world.

Choosing a career path is difficult for students, especially in their transition from senior high school to college. Students struggle to select the most viable program that suits their interests, skills, and passion. Hence, most students end up shifting among courses and, at worst, dropping out of their program. This qualitative study explores the reasons prospective teachers specialize in General Science in a teacher education program. The data were gathered through interviews and were treated through thematic analysis. Eight themes emerged including (1) alignment to chosen senior high school strand; (2) personal choice and interest; (3) passion for science; (4) personal knowledge and skills; (5) inspiration by teachers; (6) encouragement from family; (7) challenge to oneself; and (8) non-availability of a preferred course. The study has established important implications for admission policies in terms of the selection process for students enrolling in the General Science program. Higher education institutions (HEIs) should support the continuous improvement of the science education curriculum, campus and physical facilities, and student services, which are at the heart of education in a volatile, uncertain, complex and ambiguous (VUCA) world.

Understanding prospective teachers’ (PTs) conceptions and perspectives about teaching internship may serve as an anchor for understanding their new experiences. The study explores Filipino PTs’ concepts of teaching internship through a metaphorical lens. Seventy-five PTs from a state-owned university in the Philippines served as the subjects of this qualitative inquiry. Data came from written narratives and explanations provided by the participants to describe their ideas on what a teaching internship is all about. The metaphoric images were enumerated, counted, interpreted, and classified to show meaningful patterns and themes. Findings showed that conceptions converged into six categories teaching internship as: 1) An endless learning venture; 2) A rewarding obstacle to surpass; 3) A chance to be a surrogate parent; 4) An enhancement of pedagogical competence; 5) An immersion in the actual workplace; and 6) An ultimate path towards becoming a teacher. Metaphors used by the participants were a mix of positive and negative symbolisms. The study offered possible descriptions for these conceptions and their implications on teacher education institutions (TEIs). The supervision of the off-campus teaching internship program could be enhanced at the onset of Education 4.0.

Science education faces monumental changes in terms of curriculum design and approach brought about by the challenges of globalization and diversifying educational landscapes. This study sought to test the effects of Biology Learning Station Strategy (BLISS) to the academic achievement and attitude of junior high school Science students. This action research utilized a within-group pretest-posttest experimental design involving 28 Grade 10 Science students of a government-run secondary school in Central Luzon, Philippines. The study found out that prior to the intervention, the junior high school Science students were performing below average in terms of Science achievement and have slightly positive attitude towards Biology. After the intervention, the students’ Science achievement and their attitude towards Biology had improved. BLISS was found to be an effective differentiated learning strategy in improving the Science achievement and attitude towards Biology of students. There was a positive correlation between Science achievement and attitude towards Biology.

Aeta is one of the many groups of indigenous people (IP)inhabiting the Philippines particularly the Zambales Aetas of Central Luzon. Interestingly, these IPs have given much importance in formal education until the tertiary level as shown by the increasing number of IP enrollees in colleges and universities. However, Aetas who enter in the higher education institution confront a multitude of problems and issues from personal to social aspects. This article attempts to determine the problems and issues encountered by the Aeta college students in one state university in Central Luzon, Philippines. Researcher-structured survey tool was administered to gather valuable data while focus group discussion and informal interviews were made to validate the survey results. Findings of the study revealed that the major problems and issues encountered by the students are mostly on verbal bullying, fear towards their teachers, language barrier, low self-esteem, and academic pressure. A personality development and formation program, contextualized for the young IPs, is recommended for implementation in the University.

Research is one of the four-fold functions of a university and is considered the most critical function of higher education institutions (HEIs). However, research productivity remains to be low among Philippine HEIs as compared to its neighboring countries. This descriptive study evaluates the research productivity of a state university in Central Luzon, Philippines, for the past five years (2016-2020) as basis for policy formulation. The study used document analysis to ascertain the research productivity in terms of (1) number of papers published in refereed international journals such as Scopus and CHED (Commission on Higher Education) accredited journals; (2) number of faculty researchers with publication to these journals; and (3) total number of citations. The data were obtained primarily from online publications found in the Google Scholar and Scopus databases. Results revealed that the state university's research productivity is relatively high in terms of published papers in refereed international journals for the past five years. However, the published papers in Scopus-indexed journals and CHED accredited journals are relatively low. An average number of faculty researchers publish their works in reputable journals, but very few faculty publish in the journals recommended by the CHED. Likewise, the university had a remarkable research citation record for the past five years. The findings of this research have important implications for policy to improve research productivity and enhance the research culture in HEIs. Such policies include the need to have strong support to faculty researchers, forge research collaborations, source external research funding, and establish a sound incentive mechanism.

The social, biological and economic cost of natural disasters have increased in recent years due to skyrocketing population growth, environmental denudation and global climate change. This cross-sectional descriptive survey research determines the extent of disaster awareness and preparedness of the barrio or barangay community from the five southern municipalities of Zambales, Philippines. A total of 480 residents responded to the study. Results revealed that a majority of respondents were moderately aware about the different disasters occurring in the community. They are very aware about a typhoon whilst being moderately aware about a tsunami and storm surge. In terms of hazard level, respondents perceived a typhoon to be ‘very destructive’, whilst they understood a tsunami and storm surge to be ‘strong’. The barrio community often practice disaster preparedness for earthquakes, strong typhoons, landslides, fire, flood and volcanic eruptions. Amongst residents of the barrios, a moderate correlation exists (r=0.449) between their levels of disaster awareness and disaster preparedness. The results of this study provide a baseline information to use in decisions about the integration of disaster science and management in the curriculum at basic and higher education levels. Moreover, the results of this study also provided insights into the crafting of a community extension program to be spearheaded by the university. Such a program accentuates the need for massive dissemination of information about disasters for local communities so they become more aware about the causes and consequences of disasters. The proposed curriculum integration and extension program may inform practitioners and policy makers in making sound decisions regarding disaster risk reduction and mitigation strategies.

This qualitative descriptive research explored the perspectives of STEM (science, technology, engineering, and mathematics) senior high school students in a public secondary school in Zambales, Philippines on their reasons why they enrolled in STEM and their intent to pursue relevant career. A total of 20 Grade 12 students were purposively selected as participants of the research. The participants were interviewed using a validated structured interview guide. The recorded interviews were individually transcribed to arrive at an extended text. The extended texts were reviewed to generate themes and significant statements. The paper found out that senior high school students are generally interested in the field related to biology. The alignment to the preferred course in college is the primary reason of the participants for enrolling in STEM. Almost all the students wanted to pursue STEM-related careers after their university graduation. Further, personal aspiration is the main reason for the participants to pursue STEM-related professions. The study recommends that senior high schools may design various activities during the career week. These activities may include possible career paths in STEM-related courses, students' career and motivation, and their career aptitude. Teachers may also infuse innovative pedagogies for better STEM instruction. For the students to have more interest in science, it is recommended that STEM teachers undergo retooling or pursue advanced studies. Senior high schools may conduct career guidance seminars for the students to guide them on what strands they should take. The Department of Education (DepEd) may support the implementation of different programs regarding students’ career preparation. This program will help the students to be more aware on what career path they wanted to pursue, and to avoid pressures from peers. Schools may advocate a collaborative, authentic and goal-oriented learning environment with respect to the demand of Industrial Revolution 4.0.

COVID-19 pandemic has disrupted the global environment. It has affected almost all aspects of society from cultural, economic, educational, to social factors. This narrative inquiry explored science educators’ perspectives on the vital roles they would play in the post-COVID setting. Sixteen teachers from different educational institutions were purposively selected to take part in this qualitative investigation. The participants wrote their short narratives on their significant role as science teachers after the COVID-19 pandemic. Six themes emerged as roles of the science teachers in the post-COVID era; these include (1) science communicator; (2) critical thinker; (3) knowledge creator; (4) disruptive innovator; (5) advocate against misinformation; and (6) future-ready educator. A conceptual paradigm is designed to describe the vital roles of science teachers in the post-pandemic era in the context of the VUCAD2 (volatile, uncertain, complex, ambiguous, diverse, and disruptive) world. Implications of the findings to science education in the post-pandemic setting are discussed in the paper.

The Science education curriculum in the Philippines has shifted from inputs-based to outcomes-based education putting the learners at the core of the instruction. Hence, educators continue to innovate ways on how to engage the learners into a relevant and responsive science instruction. Further, the implementation of the K to 12 curriculum brings a paradigm shift in education in terms of pedagogy, assessment and outcomes. This within group quasi-experimental research attempts to test the effects of Jigsaw II strategy on the students’ science achievement. A total of 51 Grade 9 students in a government-run secondary school in Zambales, Philippines participated in the study. Results revealed that the class improved from “approaching proficiency” to “proficient” level in their science achievement after the implementation of the strategy. It was found out that Jigsaw II strategy had a significant effect on the science achievement of the learners. The study recommends the use of the instructional strategy in enhancing students’ achievement. The strategy may be applied in other science topics to further see its effectiveness. This paper likewise contributes to the literature on the effectiveness of Jigsaw II learning strategy in the science teaching in the Philippine context.

Digital literacy promotes students’ competitiveness and better opportunity in today’s digital world and in the fourth industrial revolution (FIRe). This descriptive-survey research determined the digital literacy of science, technology, engineering & mathematics (STEM) senior high school students. A total of 130 respondents from two state-owned public high schools in Zambales, Philippines answered the digital literacy survey questionnaire. Results revealed that a typical STEM respondent came from school B, aged between 15-17, female and currently Grade 11. The STEM students are digitally literate to some extent in terms of access and evaluation of information; utilization and management of information; media analysis; creation of media products; effective application of technology; and interaction through technology. There is a significant difference in the extent of digital literacy of students when grouped according to sex and grade level. Moderate significant relationship exists across all domains digital literacy. The study recommends the implementation of the proposed digital literacy working group to enhance students’ digital proficiency and to equip them with the challenges of the FIRe. Teachers may likewise utilize digital devices and information effectively and responsibly towards developing digitally literate citizens.