Challenges, Strategies and Prospects of Senior High School Students in Learning Earth Science: Implications for Instructional Design
Karl Evan R. Pama *
College of Arts and Sciences, Notre Dame of Marbel University, City of Koronadal, South Cotabato, Philippines.
Jade Ian M. Fordan
Senior High School, Notre Dame of Marbel University Integrated Basic Education Department, City of Koronadal, South Cotabato, Philippines.
Jed A. Tomarong
Former Faculty, Senior High School, Notre Dame of Marbel University Integrated Basic Education Department, City of Koronadal, South Cotabato, Philippines.
Mia Joy A. Inocencio
Senior High School, Notre Dame of Marbel University Integrated Basic Education Department, City of Koronadal, South Cotabato, Philippines.
John C. Tongco
Senior High School, Notre Dame of Marbel University Integrated Basic Education Department, City of Koronadal, South Cotabato, Philippines.
Joshua Troy F. Langub
Former Faculty, Senior High School, Notre Dame of Marbel University Integrated Basic Education Department, City of Koronadal, South Cotabato, Philippines.
*Author to whom correspondence should be addressed.
Abstract
This study aimed to explore the challenges, strategies, and prospects of students in learning Earth Science. Using a qualitative design (phenomenology), the researcher gathered ideas through Focus group discussions (FGDs) with 10 selected senior high school students from a private school. The researchers developed a semi-structured interview guide and analyzed the transcripts using Braun and Clarke (2006) thematic analysis. The results showed that students faced several challenges, such as having limited lesson coverage, finding scientific terms and processes difficult, struggling with a fast-paced class schedule, and feeling bored when topics were repeated. To cope, they used different strategies, including notetaking, rewriting, making summaries, testing themselves, learning with peers, using external resources like books and videos, and highlighting difficult parts. Students also shared prospects for improvement, such as asking for more interactive and engaging activities, balancing worksheets with application tasks, and having regular short quizzes to check understanding. The study concludes that while students are resourceful in managing their learning, they need more support through creative teaching approaches and active engagement in class. Lastly, the study shows that Earth Science lessons should be fun, clear, and easy to follow, with enough time for students to understand the topics. Teachers should use activities like games, group work, pictures, experiments, and real-life examples so students can enjoy learning and use what they learn in everyday life.
Keywords: Science Education, phenomenology, instructional design, implications