Abstract
This quantitative descriptive study evaluated the implementation, pedagogical practices, resource adequacy, and operational challenges of the Grade 3 Science curriculum across public elementary schools in Dupax del Sur District, Nueva Vizcaya, Philippines. Utilizing an Input-Process-Output framework, data were gathered from 80 Grade 3 teachers (N = 80) using a validated 5-point Likert scale questionnaire, supplementary semi-structured interviews, and documentary analysis. Descriptive statistics and weighted means were computed to evaluate instructional practices and operational barriers. Results demonstrated that teachers perceived high effectiveness across instructional methods (M = 4.25), techniques (M = 4.29), strategies (M = 4.32), and approaches (M = 4.31), led by explicit instruction (M = 4.40) and differentiation (M = 4.37). Assessment tools (M = 4.37) and administrative support (M = 4.31) were likewise rated highly effective. However, resource availability presented significant disparities: while traditional visual charts were rated highly adequate (M = 4.25), modern ICT equipment (M = 2.40) and laboratory tools (M = 2.60) were rated slightly adequate. Operational challenges were categorized as moderately serious (M = 2.65), led by learner tardiness (M = 2.77), teacher overdependence (M = 2.75), and financial/parental constraints (M = 2.70). To resolve these pedagogical-infrastructural mismatches, a targeted curriculum implementation improvement plan focusing on ICT integration, laboratory resourcing, and contextualized learning is proposed.
Keywords: Science curriculum, primary education, pedagogy, challenges.
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