Lumotan, Gigie B. <br/><br/>
Practices, challenges and opportunities in science teaching during the pandemic/ 
Gigie B. Lumotan 
 - Bayombong:  Nueva Vizcaya State University,  2023. 
 - xiii, 186 leaves :  illustrations :  28 cm. 
<br/><br/> While Blended Learning (BL) is believed to be an effective learning modality in the midst of the Covid 19 pandemic, there is a need to explore the practices of science teachers, challenges they experienced on the use of this approach which might impede the teaching-learning process as well as the opportunities that could affect the Senior High School students' science knowledge proficiency and science process skills as the learning outcomes. Utilizing the descriptive research design in general and descriptive-predictive research method included the 30 Senior High School Science teachers in 15 senior high schools in the Schools Division (SDO) of Quirino and 210 Grade 12 students representing the 15 schools. Based on the study, the typical Senior High School Science Teacher in the SDO-Quirino is a female, young adult in age, relatively young in years of teaching science, a bachelor's degree holder, and had adequate hours of training on blended learning modality. The teachers practiced at the integrating level application of knowledge and content within and across curriculum teaching areas, teaching strategies responsive to the educational needs of learners in difficult circumstances, and use of teaching and learning resources. They were confronted by challenges relative to the distribution and retrieval of modules, students' learning, teachers' preparedness, self-learning modules, and technical elements, but they had evident opportunities beneficial to the science teachers relative to students' learning, faculty development, and instructional materials. The Grade 12 Senior High School students who attended blended learning modality (modular and online learning) in the SY 2021-2022 were low proficient in science proficiency. They were nearly proficient in overall science process skills, specifically in basic science process skills and found low proficient in the Integrated Science Process Skills. Science process skills of students are associated with the teachers' practices, teachers' challenges along students' learning, and teachers' opportunities along students' learning. Science proficiency of students is associated with the overall teaching practices. Only certain demographic profiles (age, years of teaching and highest educational attainment) of the teachers are significant predictors of the Grade 12 students' science proficiency and only age and years of teaching are significant predictors of Grade 12 students' science process skills.  Thesis (Master of Education in Science Education - General Science) 
<br/><br/>Includes appendices and bibliographical references.