ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
— This study determined the engagement in Science education among Grade 6 learners and teachers in the central schools of Calbayog City Division for the school year 2023-2024. The research assessed the level of engagement, identified challenges, and proposed an intervention program to enhance Science education. A descriptive assessment research design was employed, utilizing questionnaires to gather data from 301 Grade 6 learners and 12 Science teachers. The study revealed that learners exhibited strong engagement in science education, with cognitive engagement being the most prominent. Teachers, on the other hand, perceived high levels of engagement, with parental support being the most significant. During the course of the study, no significant relationships were found between learners’ engagement and their profile variables. However, teachers’ engagement was positively associated with their educational attainment, position, length of service, and relevant trainings attended. In addition, the study identified resource constraints, student engagement, and time limitations as the main challenges faced by teachers. Based on the findings, the researchers proposed a comprehensive intervention program focusing on resource allocation, professional development, engaging learning experiences, and cross-disciplinary approaches to enhance science education engagement. The study concluded that addressing the identified challenges and implementing targeted interventions can significantly improve the engagement of Grade 6 learners and teachers in Science education within the Calbayog City Division. Keywords — Science education, engagement, learners, teachers, intervention program, Calbayog City Division