Promoting Equity in Science Learning Through Inclusive Classroom Strategies

Abstract

International assessment results showed that the Philippines remains among the countries with relatively low student competence in science. Limited accessibility to quality learning resources, adequate instructional support, and effective inclusive teaching practices negatively affect students’ academic performance and engagement in science education. This qualitative study explored the experiences of science teachers from Zamboanga Peninsula about how they promote equity in classrooms through inclusive instructional strategies. There were 20 teachers who participated in one-on-one interview process. Narratives served as the primary data in this study and were subsequently analyzed using reflexive thematic analysis to identify, interpret, and generate meaningful patterns from the participants’ experiences. The findings revealed that inclusive classroom strategies can be strengthened and effectively applied to improve science learning outcomes and support better student performance. The study identified key inclusive classroom strategies used by science teachers, including differentiated instruction, student-centered teaching, scaffolding, flexible grouping, curriculum and material modification, multimodal resources, and relatable content, with a purpose of promoting equitable and meaningful science learning. Teachers’ experiences also highlighted classroom diversity, instructional challenges, and ongoing professional reflection, as they managed academic gaps and varying learner needs through continuous adjustments in teaching strategies. Future studies may further explore the effectiveness of specific inclusive education strategies in improving students’ science achievement across different grade levels and contexts. Researchers may also examine how these practices influence specific learner groups, including those with learning difficulties or low academic performance, to better understand their impact on equity in science education.