Integrating Localized Context-Based Stem Education Approach in Teaching Science 3

Abstract

Science plays a crucial role in developing problem-solving skills and critical thinking among learners. However, traditional teaching approaches in the elementary level often fail to sustain learners’ interest and engagement, especially in abstract science concepts. While studies have shown the effectiveness of STEM based instruction, there is a lack of research on how localized, context-based STEM approaches can enhance learning outcomes at the primary level, particularly in Grade 3 Science. This study aimed to determine the effectiveness of integrating a localized context-based STEM education approach in teaching selected Science topics among Grade 3 learners at Sultan Naga Dimaporo Memorial Integrated a School (SNDMIS) during the Academic Year 2025-2026. A total of 33 learners officially enrolled in Section A were selected as respondents. A 20-item test was administered before and after the intervention to measure the learners’ performance. Data were analyzed using frequency/percentage distribution, weighted mean, and the Paired Sample T-test. Findings revealed that the pre-test scores of the respondents were generally low, while the post-test results showed a significant increase in achievement levels. The mean score increased from 10.97 to 16.06, the t-test confirmed a significant difference between pre-test and post-test scores (t = -9.10, p<0.05). This proves that the intervention had a positive and significant effect on the learners’ academic performance such as making paper eyeglasses. The learners’ output were evaluated in terms of understanding, creativity and design, and participation which scored between 92.67% and 93.33%. This indicates that the learners generally understood the task well, showed creativity, and actively participated in the activity. Learners’ attitude on their STEM activity got the grand weighted mean of 2.84, interpreted as “Highly Positive”.This study concludes that contextualized STEM instruction, grounded in local and familiar situations, can improve learners’ understanding, retention, and engagement in Science learning.