ISSN: 2782-893X
eISSN: 2799-0664
ISSN: 2782- 893X
—— The main objective of this study is to assess the academic performance of learners in rural public elementary schools on science education. The study employed a descriptive research design to the sample population comprised of fifty (50) of the fifty-eight (58) total population. This gathered data on the teachers’ profile in terms of age, sex educational attainment, length of service, training attended in Science education, and performance rating, along with the school’s profile on their learners’ academic performance, availability of basic science laboratory equipment, power supply, and internet connection. Through this, teachers’ interventions in the unavailability of these and their suggestions on improving the academic performance of their learners were also obtained. Based on the result of the study, the rural elementary teachers’ profiles are interconnected which when increased over time, the academic performance of the learners likewise increases and this affects the academic performance of the learners. The study further exhibited the insignificance of geographical location as a rural area, in the learning outcomes of schools, with the result of Very Satisfactory (grades 4-6 pupils) per DepEd proficiency level. On the seemingly many challenges of Philippine K-12 Curriculum in assisting rural schools to deliver quality Science education, the researchers determined the Implementation of Science and Math Project (DepEd, 2011.), LightEd PH (DepEd, 2016), and DepEd Sim Card and Connectivity Program (DepEd, 2021) as initiatives to bridge the gap on the different difficulties mentioned in this research. In spite of all of these, the challenge remained for those rural elementary schools that are geographically isolated. However, this has not been a hindrance to the stationed teachers for the result showed that as mandated, they follow interventions/methods such as localization, scientific modelling, and experiential learning. Thus, though power and internet connectivity is important and makes teachers’ work easier, Science Education is not entirely dependent on it for learning in the classroom to take place. The study further revealed that most of them suggested that the conduct of learning action cell sessions, contextualization of lesson plans/instruction, localization in the conduct of science-related experiments, and development of school-based projects, programs, and activities that will support in improving science can also contribute in improving the academic performance of the learners. Keywords — Assessment, Science Education, Rural Elementary Schools, Performance