Science Teaching Practices and Learner Engagement in Upper Secondary Classrooms: A Qualitative Study at Der An Integrated School, Philippines

Abstract

Abstract

Learner engagement is a critical determinant of meaningful learning in science education, particularly at the upper secondary level where abstract concepts and disciplinary thinking intensify. While learner-centered and inquiry-based approaches are widely advocated, their enactment in real classroom contexts—especially in integrated public schools—remains uneven. This qualitative study explored science teaching practices and their influence on learner engagement in upper secondary classrooms at Der An Integrated School in the Philippines. Using a qualitative case study design, data were collected through semi-structured teacher interviews, classroom observations, and document analysis. Thematic analysis revealed four major themes: structured yet flexible science instruction, active and inquiry-oriented learning experiences, teacher–learner interaction as a driver of engagement, and contextual challenges shaping engagement practices. Findings indicate that learner engagement is strongest when teachers combine clear instructional structure with opportunities for inquiry, discussion, and real-world application. However, curriculum demands, time constraints, and resource limitations continue to shape instructional choices. The study highlights the need for sustained professional development, contextualized science pedagogy, and institutional support to strengthen learner engagement in upper secondary science classrooms.