Challenges in Science Education: The Impact of Limited Teacher Training on Hands-on Learning

Abstract

Hands-on learning is essential for effective science education, enabling students to engage directly with concepts through experimentation, observation, and inquiry. However, many basic education classrooms prioritize lecture-based instruction, hindering deeper understanding and critical thinking due to teachers' limited preparation in facilitating experiential activities. This qualitative descriptive study examines the impact of inadequate teacher training on implementing hands-on science lessons among science teachers at Halapitan National High School. Data were gathered via semi-structured interviews with these teachers, classroom observations, and reviews of lesson plans and training records. Findings indicate that undertrained teachers exhibit low confidence in conducting experiments, struggle with classroom management, and face challenges adapting to resource limitations, resulting in infrequent use of hands-on strategies and underdeveloped inquiry-based learning. Resource constraints exacerbate these issues, diminishing lesson quality and frequency. The study underscores the urgency of enhancing pre-service and in-service training with practical, skills-based components to boost teacher competence, foster student curiosity, engagement, and scientific literacy.