The efficacy of selected approaches in teaching Earth Science among Grade 11 students

This study investigated the effectiveness of Project-Based Learning (PBL), Technology-Based Learning (TBL), and Contextualized-Based Learning (CBL) in teaching Earth Science to Grade 11 STEM students at Cabadbaran City National High School. Using a one-group pretest-posttest quasi-experimental design, the research involved 115 purposively selected students. Data were collected via a standardized survey and analyzed using Mean Percentage Score (MPS), Paired-Sample t-test, and ANOVA. Pretest results revealed a "Nearly Proficient" (60% MPS) understanding, with the lowest performance in "Describing the structure and evolution of ocean basins" (44%), indicating gaps in prior knowledge. Posttest results showed significant improvement, with students reaching "Highly Proficient" levels (TBL: 93%, PBL: 90%, CBL: 89%). Statistical analysis confirmed significant differences (p = 0.000) between pretest and posttest scores, rejecting the null hypothesis. However, metamorphism, magma formation, and plate tectonics remained challenging across all approaches. The study concludes that PBL, TBL, and CBL effectively enhance Earth Science comprehension, with TBL yielding the highest gains. To support instruction, a structured Daily Lesson Log integrating these approaches was proposed, emphasizing student-centered, technology-enhanced, and real-world applications for improved learning outcomes.