Challenges and Opportunities Encountered by the Teachers in the Implementation of Science Investigatory Projects
DOI:
https://doi.org/10.65339/ijggsd.V1.I1.41Keywords:
Elementary Science Education, Inquiry-Based Learning, Institutional Support, Mixed-Methods Research, Professional Development, Science Investigatory Projects, Sustainable EducationAbstract
This study examined the challenges and opportunities experienced by Grade 6 public elementary school teachers in implementing Science Investigatory Projects (SIPs) in five municipalities of Bohol, Philippines, to inform an evidence-based action plan. Using a convergent parallel mixed-methods design, the study surveyed 50 teachers selected through stratified random sampling and obtained qualitative accounts from 11 purposively selected teachers. A validated, researcher-modified questionnaire and open-ended questions provided data analyzed through descriptive and inferential statistics, multiple regression, and thematic analysis. Teachers reported substantial implementation challenges (overall mean = 3.84), particularly limited resources and laboratory equipment (mean = 4.05), but perceived high opportunities (overall mean = 4.16), led by professional growth (mean = 4.26). Challenge ratings differed significantly by gender (p = .028) and educational attainment (p = .003), whereas opportunity ratings did not differ significantly across demographic groups. Overall, demographic variables did not significantly predict challenges or opportunities. Qualitative accounts reinforced resource and technical constraints while emphasizing contextualized investigations and practical use of local materials. These findings indicate that teachers recognize the educational value of SIPs despite persistent institutional and instructional barriers. Schools should prioritize laboratory resources, research-focused teacher development, dedicated mentoring time, and community partnerships. As findings reflect self-reported experiences from a limited geographic sample, broader investigation is warranted. The study offers localized evidence for strengthening sustainable inquiry-based education, advancing Sustainable Development Goal (SDG) 4 and supporting innovation and partnerships consistent with SDGs 9 and 17.
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