Enhancing Learner Motivation in Elementary Science: An Assessment of Teaching Strategies in Dupax del Norte District II

Enhancing learner motivation is a key objective of effective science instruction in elementary education, necessitating teachers to use engaging pedagogical methods and supportive classroom practices. This study assessed the teaching strategies of elementary science teachers in Dupax del Norte District II, focusing on instructional practices, supervisory assistance, science program implementation, professional development participation, and motivational strategies. A descriptive quantitative research design was employed, involving 30 elementary science teachers selected through enumeration. Data were collected using a modified and validated survey questionnaire and analyzed using frequency, percentage, weighted means, and standard deviation. The findings revealed that the respondents were predominantly female, married, master's degree holders, occupied Teacher III positions, and received outstanding performance ratings. Overall, instructional practices were frequently implemented (M = 3.86, SD = 0.53), demonstrating consistent curriculum delivery, effective use of instructional materials, meaningful activities, and appropriate assessment strategies. Supervisory assistance was also frequently observed (M = 3.93, SD = 0.90), indicating continuous administrative support for improving instruction. The science program received an overall rating of agree (M = 3.68, SD = 0.54), suggesting satisfactory implementation, while highlighting the need for improvements in instructional resources and teacher development. Motivational strategies received the highest rating (M = 4.21, SD = 0.24), indicating that teachers consistently promoted learner engagement and participation. It is recommended that professional development opportunities, instructional resources, and supervisory support be strengthened to maintain instructional quality, enhance learner motivation, and improve science learning outcomes in elementary schools.