Author

Merry Rose C. Sagun*
Northeastern College, Santiago City, Isabela, Philippines

Abstract

Science education in the elementary level plays a vital role in developing learners’ critical thinking, problem-solving skills, and scientific literacy needed for national development. However, despite curriculum reforms and improved teaching approaches, there remains a gap between expected learning outcomes and the actual science proficiency of Filipino learners, particularly in rural public schools. This study assessed the science proficiency of Grade 4 pupils in selected public elementary schools in Roxas Districts, Isabela, using a descriptive-normative design with 31 teacher-respondents. Findings revealed that pupils were very proficient in science process skills (WM = 4.27) and demonstrated outstanding performance across all quarters (WM = 4.48). Teaching strategies were rated very effective (WM = 4.63), yet serious challenges persisted (WM = 3.91), particularly in parental involvement and learning resources. The study highlights the need to strengthen assessment practices, improve resource provision, and enhance stakeholder support to ensure meaningful and sustained science learning.

Keywords: Science proficiency, instructional strategies, elementary science education, learning resources, parental involvement.

*Corresponding author/ Email: merryrosesagun1018@gmail.com
DOI: http://doi.org/10.69651/PIJHSS0502967

Recommended citation:
Sagun, M. R. C. (2026). Assessing the science proficiency of Grade 4 pupils in Roxas Districts, Isabela. Pantao (The International Journal of the Humanities and Social Sciences) 5 (2), 1123-1129. http://doi.org/10.69651/PIJHSS0502967

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