Introduction
In response to the Philippines’ low performance in the 2022 Programme for International Student Assessment (PISA) and the limited higher-order thinking skills (HOTS) observed among learners at Santa Cruz Integrated National High School – Gatid Extension Campus, this study aimed to enhance science literacy and critical thinking through a Structured Pedagogical Approach (SPA). Despite reforms under the MATATAG curriculum, students struggled with PISA-like tasks requiring analysis, evaluation, scientific inquiry, and real-world application of knowledge. Grounded in the 2025 PISA scientific and environmental framework and informed by prior action research on Intensive Scaffolding Strategies and the Scaffolded Framing Approach using the SOLO Taxonomy, SPA combined structured instruction and scaffolding to systematically improve students’ competencies. The study sought to prepare learners for PISA 2025 and enhance classroom practices promoting engagement, problem-solving, and alignment with national and international standards.
https://doi.org/10.65494/pinagpalapublishing.169
