The world has improved a lot. The vision to make people’s lives enjoyable came faithfully through the efforts of scientists in developing technologies that will help people’s work easier. This study determined the effectiveness of Activity-Based Strategy in teaching science to Grade 7 high school students in a national high school in the Philippines. The method used in this study was a quasi-experimental design with control and experimental groups. The experimental group was taught using an activity-based strategy, while the control group used the teacher-centered approach. Pretest and posttest methods were used to measure the level of academic performance of the students in both groups. This study revealed that the pretest performances of the control and experimental group were low, but the posttest of both groups increased. Also, there is a significant difference in the posttest performances of both groups in Earth Science. The study concluded that science teaching for Grade 7 students could be enhanced by using the activity-based strategy, a better alternative to improve students’ performances. Activity-based strategy in Science 7 increases the students’ motivation in terms of mastery of the concepts skills, stimulating positive learning and interest, and love for science.

This study determined the effectiveness of synectics in teaching Grade 9 science in one private high school in Mandaue City, Cebu. A quasi-experimental design using the control and experimental groups was utilized. The experimental group was taught science concepts using synectics, while the lecture method was used in teaching the control group. Pretest and posttest evaluations were utilized to measure the academic performance of both groups of students. The results of the study showed that the pretest scores of the control and experimental groups on the three topics covered were fair and that the pretest mean values for the two groups were comparable or closer with each other. It also revealed that the posttest scores of both groups marked an increase in good performance level and the posttest mean value of the group with an intervention using synectics in teaching was greatly or highly improved compared to the group taught using the lecture method. The results also showed that there was a significant difference in the pretest and posttest scores between the control and experimental groups. Using synectics in teaching science concepts is an effective technique in improving students ‘performance since it provides them with a meaningful and authentic understanding of scientific concepts by associating these concepts to real-life situations.