Instructional model in science for struggling junior high school learners

This descriptive study, integrating research and design methodology, determined the least and most preferred academic coping strategies that teachers are using in inclusive classroom for struggling learners which served as the basis for the development of the instructional models in science. Utilizing two research instruments which include the researcher-made interview guide for the Focused Group Discussion (FGD), and the validation tool for the instructional models., 21 science teachers of Grades 7 to 10 in the only secondary school that offers SPEd in Talavera North District, Schools Division of Nueva Ecija, data on the least and most preferred academic coping strategies that teachers are using in inclusive classroom for struggling learners in science were analyzed and interpreted using content analysis. On the other hand, the validity of the instructional model was described using means. Findings reveal that collaborative learning, such as small group discussion, peer tutoring, and brainstorming, integration of recreational games into instruction, laboratory experimentation, exhibits, and research projects are the academic coping strategies used by the JHS science teachers in helping struggling learners in the classroom. Among these strategies, small group discussion and peer tutoring are the most preferred academic coping strategies. These coping strategies served as the basis for the development of the instructional model in science titled, “Research-based Lesson Exemplars in Science (R-BLES).” In terms of its validity, the R-BLES obtained an overall mean of 3.75, indicating a Very Much Valid rating from the validators. Likewise, the R-BLES’ learning objectives (3.92), subject matter (3.63), procedure (3.68), evaluation (3.75), and assignment (3.75) are all Very Much Valid, respectively. Thus, the R-BLES is recommended to be used for classroom instruction.