Science Teachers' Lived Experiences in Implementing Contextualized Instruction Among Grade 9 Learners in a Geographically Isolated Secondary School Setting: The Case of Palanan National High School

Abstract

This qualitative phenomenological study explored Science teachers’ lived experiences in implementing contextualized instruction among Grade 9 learners in a geographically isolated secondary school setting at Palanan National High School. Specifically, the study examined teachers’ contextualized pedagogical practices, instructional challenges, learner participation, and perceived influence of contextualized instruction on Science learning experiences. Data were gathered through semi-structured in-depth interviews with twelve purposively selected Grade 9 Science teachers. Thematic analysis following Braun and Clarke’s framework was utilized in analyzing the data. Findings revealed that teachers utilized localized examples, indigenous knowledge, environmental experiences, community-based applications, and real-life situations to make Science concepts more understandable and meaningful for learners. Participants observed that contextualized instruction improved learner engagement, participation, comprehension, and classroom interaction by connecting lessons to familiar community experiences. However, teachers also encountered challenges related to limited instructional resources, geographical isolation, inadequate laboratory facilities, and difficulties in accessing updated instructional materials. Despite these challenges, participants demonstrated instructional adaptability, creativity, and resourcefulness in contextualizing Science instruction using available local resources and experiential learning activities. Teachers further emphasized the importance of culturally responsive teaching, learner-centered instruction, and community-based learning in strengthening Science education within geographically isolated school settings. The findings underscore the importance of contextualized and localized pedagogical practices in promoting meaningful Science learning among secondary learners in geographically isolated communities.