2026 IJRSE – Volume 15 Issue 17
Available Online: 16 July 2026
Author/s:
Ballocanag, Reymart G.
Ilocos Sur Polytechnic State College, Philippines (ballocanagreymart@ispsc.edu.ph)
Abstract:
This study investigated the perceptions of science teachers and students of Ilocos Sur Polytechnic State College across seven campuses regarding the impact of standardization on personalized science education. Using quantitative survey methods, the research addressed four objectives: students’ perceptions on engagement and learning experience, personalization and standardization, critical thinking and depth of understanding, technology’s role, pressure and pacing in learning, and opportunities for hands-on learning; teachers’ perceptions on focus on efficiency versus depth of learning, limitations of standardized curricula, shifts in control over the learning process, impact on teacher autonomy and critical thinking, and technology’s role in science education; relationships between these perceptions across themes; and development of a practical output to balance standardization with enhanced personalization. Findings revealed students perceive standardization negatively influences engagement, personalization, critical thinking, technology use, pacing pressure, and hands-on opportunities, while teachers view it as prioritizing efficiency over depth, limiting curriculum flexibility and autonomy, shifting control toward testing, and presenting mixed technology outcomes. Significant positive relationships exist between students’ and teachers’ perceptions across all themes, confirming aligned recognition of standardization’s constraints on personalized science education. The study concludes with mutual concerns over reduced depth, engagement, and experiential learning, leading to the development of the Adaptive Personalized Science Education Framework. Recommendations include implementing student-centered strategies like flexible modules and inquiry challenges, providing teacher professional development and autonomy supports, establishing collaborative student-teacher planning mechanisms, and institutionalizing the APSEF framework through piloting and perception-based evaluation.
Keywords: standardization, personalized learning, science education, teacher autonomy, student engagement
DOI: https://doi.org/10.5861/ijrse.2026.26305
Cite this article:
Ballocanag, R. G. (2026). One size fits none: Standardization on higher science education. International Journal of Research Studies in Education, 15(17), 46-67. https://doi.org/10.5861/ijrse.2026.26305