Wilfredo B. Baniqued^{1, 2,}, Peter Paul S. Cagatao¹, Romiro G. Bautista^{1, 3}

This study investigates the interplay of various pedagogical strategies—Student-Centered Pedagogy, Hands-On Learning, Scaffolding, Assessment and Feedback, and Professional Development—and their impact on student outcomes in K-12 science education. Grounded in constructivist learning theory and Vygotsky’s Zone of Proximal Development, the research employed Partial Least Squares Structural Equation Modeling to analyze data from 250 K-12 educators. The findings demonstrate that Student-centered pedagogy and Hands-on learning significantly enhanced student engagement and learning when integrated with scaffolding and timely feedback. Scaffolding was found to be crucial in facilitating complex learning while ongoing formative assessment improved students' ability to self-regulate. Professional development emerged as an essential factor, though indirect, in ensuring teachers’ successful implementation of these pedagogical strategies. The study contributes to the growing body of literature advocating for an integrated, student-centered approach in science education. It provides actionable recommendations for educators, curriculum developers, and policymakers to improve teaching practices and foster deeper student learning in science classrooms.

Student-Centered Pedagogy, Hands-On Learning, Scaffolding, Assessment and Feedback, Professional Development, K-12 Science Education, PLS-SEM, Constructivist Learning Theory