The study was undertaken to find out the psychological effects and performance in science of MSU-University Training Centre grade 10 students after the siege happened in Marawi City. Specifically, the study sought to answer the following questions; (1) what is the psychological status of the students after the Marawi siege regarding anxiety and stress manifestation? (2) Is there a significant relationship between the psychological status and the academic performance in science of the MSU-UTC students brought about by the Marawi siege? The research study used quasi experimental with qualitative research design. A population of eighty-two (82) grade 10 students were used in the conduct of the study. The following results showed that (1) students have more worries now than before the Marawi siege ; (2) Students feel pressured because of the many requirements in school; (3) Performance of students in science and Psychological stress are not associated without psychosocial intervention or values integration; (4) While with psychosocial intervention student performance and stress are significantly related; (5) and lastly, students anxiety and performance in science both with and without psychosocial intervention are not significantly related.

This study aimed to determine the effectiveness of Three step interview as a strategy on the performance in science of grade 8 students. Specifically this study aims to find out the significant difference on the pretest scores in science of the students when grouped to Three step interview as a strategy and lecture method; it finds out the significant difference on the posttest scores in science of the students when taught using Three step interview as a strategy and lecture method and; it finds out the significant difference on the pretest and posttest scores in science of the students when taught using Three step interview as a strategy and lecture method. The study used the true experimental design. T-test, percentage and paired t-test were used to analyse the data. The results revealed that there was no significant difference on the prestest scores in science of the students when grouped to Three step interview as a strategy and lecture method since the t-value which is -1.32 corresponds to the p-value of 0.191 and is greater than p ≤ 0.05 level of significance. The analysis also revealed that there was a significant difference on the posttest scores in science when students were taught using Three step interview as a strategy and lecture method since the t-value which is 4.61 corresponds to the pvalue of 2.26X10 -5 is lesser than p ≤ 0.05 level of significance. The paired t-test results revealed that for the Three step interview group, there was a significant difference on the pretest and posttest scores in science of grade 8 students since the t-value which is -13.76 corresponds to the p-value of 3.02X10 -14 is lesser than p ≤ 0.05 level of significance. For the lecture method group, there was significant difference on the pretest and posttest scores in science of grade 8 students since the t-value which is -12.04 corresponds to the p-value of 8.33X10 -13 is lesser than p ≤ 0.05 level of significance. The use of the Three step interview as a strategy in teaching science can greatly improve students' performance.