Utilizing Context-Based Stem Education Approach on Teaching Science 4

Abstract

This study used an experimental research design with a one-group pre-test and posttest design to determine the impact of utilizing a context-based STEM education approach on teaching Science to Grade 4 learners of Sultan Naga Dimaporo Memorial Integrated School (SNDMIS), Lanao del Norte. The respondents of the study were thirty-eight (38) Grade 4 pupils from Section A, officially enrolled during the Academic Year 2025–2026. A 20-item multiple-choice test aligned with the Science 4 curriculum was administered before and after the intervention to measure pupils’ performance, and data were analyzed using frequency and percentage distribution and a paired t-test. Findings revealed that pre-test scores were low, with most pupils performing below average, while post-test results showed that most pupils were above average, implying significant improvement from pretest to posttest scores. The mean score increased from 10.92 to 14.32, and the t-test confirmed a significant difference between pre-test and post-test scores (t = 6.83, p < 0.05). This indicates a significant improvement in science performance after utilizing the context-based STEM education approach. Pupils designed and constructed a vertical garden prototype using recyclable and affordable materials, which were evaluated in terms of creativity and neatness, teamwork, and effort, scoring 96.67% and 95.33% respectively and interpreted as Outstanding. These results highlight the efficacy of hands-on learning. The study concludes that the utilization of context-based STEM education and integration of local and relatable situations improves pupils’ motivation, engagement, understanding of scientific concepts, and problem-solving skills in meaningful learning environments.