ChatGPT Overreliance, Writing Skill Development, and Academic Integrity: Evidence from Senior High School Learners

Abstract

This study aimed to determine the extent of practice of teaching strategies in science among public secondary school science teachers in District V-B, San Carlos City Division, during the School Year 2025–2026. Specifically, it assessed the extent to which selected teaching strategies—namely lecture method, laboratory experiments, demonstration method, inquiry-based learning, and cooperative learning—were practiced as perceived by teachers and school heads. The study also examined whether a significant difference existed between the perceptions of teachers and school heads regarding the extent of practice of these teaching strategies. Furthermore, it identified the degree of seriousness of the problems encountered by teachers in the implementation of teaching strategies in science. Based on the findings, an action plan was developed to strengthen and enhance the practice of effective science teaching strategies in public secondary schools. The findings revealed that the teaching strategies in science were practiced to a high to very high extent, as perceived by both teachers and school heads, with school heads generally rating the extent of practice higher than teachers. A significant difference was found between the perceptions of teachers and school heads regarding the extent of practice of teaching strategies in science. The problems encountered by teachers in implementing these strategies were rated as serious, with time constraints, insufficient budget, and lack of adequate laboratory equipment identified as the most pressing concerns. In response to these findings, an action plan was proposed to address the identified challenges and to further improve the extent and quality of teaching strategies in science instruction.

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