Improving Student Engagement: Educators' Motivational Techniques in Science Instruction at Dupax Del Norte National High School

Science education plays a role in developing learners' scientific literacy, critical thinking, and problem-solving skills. Teachers' motivational techniques are in creating environments that encourage students to participate in science instruction. Despite reforms, challenges in instructional practices, resources, and teacher support continue to affect Science education quality. This research examined motivational techniques employed by science teachers in Dupax del Norte I District, Nueva Vizcaya, and assessed teaching practices, the Science program's strengths and weaknesses, and measures to strengthen instructional delivery. A descriptive-correlational design involved 30 public elementary Science teachers selected through total enumeration sampling. Data was collected using validated researcher-made questionnaire and analyzed using frequency, percentage, mean, standard deviation, and Pearson Product-Moment Correlation Coefficient. Findings revealed that respondents were experienced, academically qualified, and engaged in professional development. Science teaching practices were effective, while teachers consistently applied motivational strategies promoting engagement and participation. The Science program demonstrated strengths in curriculum implementation, teacher competence, and assessment, although limitations in instructional resources, laboratory facilities, and financial support remained evident. Significant relationships were found between teachers' motivational strategies and educational attainment, present position, years of service, and participation in trainings and seminars. The findings emphasize importance of continuous professional development, adequate instructional resources, and strong supervisory support in enhancing teachers' motivational practices and improving Science instruction quality. These results may guide programs to strengthen Science teaching and promote meaningful student learning.