K to 12 Junior High School Science Curriculum Implementation

This study assessed the implementation of the K to 12 Junior High School Science Curriculum among 50 Science teachers from 36 public secondary schools in the Division of Ifugao, Philippines, during the school year 2017–2018. Using a quantitative descriptive-correlational research design and population sampling, data were collected through a validated survey questionnaire adapted from an existing instrument. Descriptive statistics and Spearman's rho correlation were employed to examine teachers' professional characteristics, instructional practices, laboratory utilization, and students' academic performance. Findings revealed that most respondents were female, bachelor's degree holders, and Teacher III personnel with limited participation in science-related training. Lectures, discussions, cooperative learning, and experimentation were frequently employed, while written materials were the most commonly utilized instructional resources. Students' mean Science grades ranged from 80.58 to 81.61 across grade levels. Significant relationships were identified between selected teacher characteristics and instructional practices, with laboratory utilization positively associated with age, teaching position, and teaching experience. Most teaching methods showed no significant relationship with academic performance. However, reporting was negatively associated with Grade 10 performance, while field trips or observation were negatively associated with Grade 9 and Grade 10 performance. Conversely, experimentation was positively associated with Grade 8 performance. The study recommends strengthening teacher professional development, curriculum monitoring, instructional resources, student-centered strategies, and laboratory-based learning activities. The findings support Sustainable Development Goal 4 (Quality Education) by emphasizing effective teaching practices and improved learning opportunities. The study contributes to educational and institutional sustainability by providing evidence that may guide continuous curriculum improvement, teacher development, and more effective utilization of instructional resources in public secondary schools.