ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— The study used guided discovery and self-learning strategies as intervention to enhance. The performance level of students in Biology at Tiong Hen So Memorial High School S.Y. 2020 2021. It investigated whether the guided discovery and self-learning approaches can provide opportunity to inculcate science concepts during lessons. A Form 2 class made up of 23 females and 25 male students were the respondents of the study. The data were collected using learning packages and pretest and posttest results. The data gathered were analyzed quantitatively. Prior to the intervention, students were performing below average in terms of Science Achievements. In the pretest, the data revealed that students obtained low rating along the four topics. The rating was described as low mastery. In the posttest, results showed a significant improvement evidenced by percentage scores along four topics: Parts and Functions of a Compound Microscope (32.38% to 47.08%), Preparing a Wet Mount, Focusing Specimen and Magnification (27.97% to 30.91%), Levels of Biological Organization: Cell to Biosphere (33.36% to 28.95%) and Plant and Animal Cells (29.44% to 35.81%). Through t-test, it was found that the students’ performance level was different from p-value=0.00676 less that α=0.05. This may be attributed to the use of Guided Discovery and Self-Learning Strategies which could have helped them in understanding the lessons. The findings of the study showed that the academic performance level of the students improved after being exposed to guided discovery and selflearning strategies. This can serve as a baseline for further study in higher grade level and a longer time of exposure. Hence, it is recommended that the strategies be utilized in consideration of other factors such as the learners’ academic abilities, skills, and backgrounds. Keywords — Academic Performance Level, Guided-Discovery and Self-learning Strategies, Interventions