Asian Journal of Education and Social Studies

Traditional classroom settings generally favor direct, teacher-centered instruction, in which students are expected to absorb a fixed body of knowledge. This study aimed to evaluate the efficacy of the center-based learning approach (CBLA) in teaching science subjects and its impact on students' academic performance compared to the conventional teaching approach. Additionally, the study explored junior high school science teachers’ perceptions of CBLA’s effectiveness in enhancing students' learning capabilities, based on the Proven Effectiveness Framework (PEF). This study is quantitative in nature and employed a quasi-experimental research design to evaluate the efficacy of the center-based learning approach on students’ academic performance. A total of 60 Grade 10 students from two sections of Prosperidad National High School participated in the study during the school year 2024–2025. The assessment focused on the Grade 10 Science curriculum based on the Most Essential Learning Competencies (MELCs), specifically covering topics such as volcanoes, earthquakes, epicenters, and mountain ranges. A 50-item multiple-choice test was used as the main instrument to measure students’ learning outcomes. Findings revealed a significant difference in performance between the experimental and control groups. The experimental group, which was exposed to the center-based learning approach, achieved a mean score of 47.10 with a standard deviation of 4.87 and a p-value of 0.000, indicating a statistically significant improvement. The control group recorded a mean score of 30.05 in the posttest, with an overall mastery level of 60.23. The data also showed that science teachers’ perceptions aligned with the effectiveness of CBLA based on the established criteria. Overall, the center-based learning approach proved more effective than the conventional method in improving students’ academic performance in junior high school science, particularly among Grade 10 students.