Comparative Analysis of Innovative Teaching Strategies Versus Traditional Method On Academic Performance In Science

AUTHOR(S)

JUDY ANN G. ALBIT CHRISELLE C. CELLS

ABSTRACT

— This study investigates the effectiveness of innovative teaching methods compared to traditional instruction in Science for Grade 5 learners at Silangan Elementary School, San Mateo District, School Division of Rizal during the School Year 2024-2025. The research aims to determine which instructional approach yields greater academic improvement and deeper conceptual understanding among learners. A quasi-experimental design was employed, involving two groups of Grade 5 students: one taught using traditional teacher-centered methods, and the other using innovative, student-centered strategies integrating technology and collaborative learning. Pretest and posttest assessments measured science performance, ensuring both groups started with comparable baseline knowledge. Results revealed that while both methods led to improvements in students’ science scores, the innovative teaching group demonstrated significantly higher gains, advancing from a “Fairly Satisfactory” to a “Very Satisfactory” performance level. This group also exhibited a wider distribution of achievement, with more learners reaching excellence, indicating enhanced engagement and deeper understanding fostered by the innovative approach. The traditional method group improved to a “Satisfactory” level but showed less variability, suggesting more uniform yet limited progress. Statistical analysis confirmed the significance of the differences in posttest outcomes, underscoring the superior effectiveness of innovative teaching in promoting higher-order thinking and learner autonomy. The findings highlight the importance of integrating technology-enhanced and interactive pedagogies alongside structured instruction to address diverse learning needs and prepare students for future academic challenges. Recommendations include the adoption of blended teaching strategies, ongoing teacher training in innovative methods, and investment in educational technology to foster a more dynamic and inclusive science learning environment. This study contributes valuable insights to educational stakeholders seeking to enhance science instruction and student achievement in elementary schools. Keywords — Innovative teaching, traditional method, science education, Grade 5 learners, academic performance