2026 IJRSE – Volume 15 Issue 10
Divine Word College of San Jose Special Issue
Available Online: 29 April 2026
Author/s:
Francisco, Niki Aira P.*
Divine Word College of San Jose, Philippines (francisconikiaira@gmail.com)
Valera, Jason S.
Divine Word College of San Jose, Philippines (jason_dwcsj101920@yahoo.com)
Galay-Limos, Jenny A.
Divine Word College of San Jose, Philippines (jennygalay05@gmail.com)
Abstract:
This exploratory sequential study analyzed the relationship among various teaching strategies, STEM students’ attitude and academic performance at Divine Word College of San Jose and Philippine Central Islands College. Colaizzi’s method was applied to identify recurring themes in qualitative data. At the same time, both descriptive and inferential statistics, particularly Pearson’s r and Structural Equation Modeling (SEM), served as tools for quantitative data. The study identified the five most common teaching strategies used in teaching Physics: the lecture method, context-based instruction, the problem-solving method, inquiry-based learning, and activity-based learning. The findings indicated that despite the implementation of these teaching strategies, students’ attitudes toward Physics remained moderate in interest, perceived difficulty, relevance to real-life situations, and self-efficacy. Of all the identified teaching strategies, activity-based learning, context-based instruction, and problem-solving methods showed significant relationships with students’ attitudes, highlighting the importance of interactive, contextualized, and hands-on practices in developing students’ positive attitudes toward Physics. Context-based instruction emerged as a very powerful teaching strategy for developing meaningful learning activities. On the contrary, the lecture method and inquiry-based learning exhibited no significant correlation with students’ attitudes. In summary, the study found that teaching strategies that actively engage students and relate Physics content to real-life situations are more effective at developing positive attitudes and fostering students’ interest in the subject. These findings emphasize the importance of developing student-centered, context-based teaching strategies in Physics education to foster deeper understanding and more meaningful learning experiences.
Keywords: teaching strategies, students’ attitude toward Physics, STEM students at private secondary schools, academic performance, context-based instruction
DOI: https://doi.org/10.5861/ijrse.2026.26709
Cite this article:
Francisco, N. A. P., Valera, J. S., & Galay-Limos, J. A. (2026). Teaching strategies, STEM students’ attitude and academic performance in Physics. International Journal of Research Studies in Education, 15(10), 133-151. https://doi.org/10.5861/ijrse.2026.26709
* Corresponding Author