Predictive Influence of Innovative Science Teaching Strategies on the Academic Performance of Grade 11 Students in Science

Abstract

This study explored the predictive influence of innovative science teaching strategies on the academic performance of Grade 11 students in science. Specifically, it investigated the level of implementation of inquiry-based learning, project-based learning, technology integration, collaborative learning, and formative assessment and feedback. Employing a quantitative predictive-correlational research design, data were collected from 194 students using a validated survey questionnaire and analyzed using descriptive statistics, correlation, and multiple regression analysis. Findings showed that these strategies were generally well to very well implemented, contributing to an engaging and supportive learning environment. Student performance was notably high, with more than half achieving outstanding grades. Correlation results indicated that ICT integration and formative assessment had strong and significant positive relationships with science achievement, while inquiry-based, project-based, and collaborative learning showed negligible associations. Multiple regression analysis confirmed that ICT integration, inquiry-based learning, and assessment practices significantly predicted science performance, with ICT demonstrating the strongest effect. Overall, the study highlights that structured guidance, effective use of technology, and consistent feedback are key contributors to improved science learning outcomes. These results emphasize the importance of strengthening technology use and assessment practices to support student success in secondary science education.