Difficulties Encountered In Teaching Science Investigatory Projects: A Case Study
Niña M. Montalvo, Alyssa V. Jabas, Justine Cañete, Cornelyn Degamo, Karen Dinoy, Miles Kiezha Discaller, Kimberly Envento, Honielyn Monteadora
Student Research · 2024
Bachelor of Elementary Education
This case study aimed to determine science teachers’ difficulties, experiences, and accompanying solutions in teaching Science Investigatory Project (SIP) in Babag II Elementary School in Lapu-Lapu City and Pilipog Elementary School in Pilipog, Cordova, Cebu. This study employed a qualitative research method, used interviews, and underwent thematic analysis. The result of the survey indicates that science teachers teach students SIP with different cognitive levels, such as fast learners and regular students. Then, the teachers used strategies appropriate for each level. The teachers also encountered difficulties in teaching SIP, such as the students having no overview of SIP, financial incapabilities, parents’ complaints, and area of specialization. Based on the results, the researchers concluded that SIP is essential for both Grades 4-6 students and science teachers. They also highlighted the positive and negative experiences and feedback that help teachers improve themselves. This research recommends that the Department of Education, the school, and also the teachers collaborate on budget allocation in teaching SIP, particularly the different divisions of expenses. Also, the researchers recommend that all science teachers in elementary schools, particularly in Grades 4-6, undergo seminars for the workshop in SIP.
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