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Abstract
In the era of rapid scientific and technological advancement, fostering scientific literacy remains a central goal of education in Southeast Asia. Curricula across the region promote inquiry-based, student-centered learning to develop critical thinking, problem-solving, and hands-on exploration. However, these objectives are often out of reach for non-decoding learners—who face significant barriers in accessing Science education. In the Philippines, low reading proficiency remains a critical concern, as reflected in international assessments such as PISA. Despite national literacy initiatives, these students are frequently underserved by traditional, text-heavy instructional methods. This qualitative study explored the challenges, coping mechanisms, and insights of science teachers in teaching non-decoding junior high school students at Alabel National High School, Sarangani Province, Philippines. Using a qualitative research design, data were gathered through focus group discussions, classroom observations, and thematic analysis. Four major themes emerged: Difficulty in Comprehension and Engagement, Behavioral and Emotional Challenges in the Classroom, Adapted Teaching Strategies for Non-Decoding Learners, and Differentiated Instruction for Diverse Learning Needs. Anchored in Kolb's Experiential Learning Theory, the study identified key barriers including limited comprehension of scientific terms, time-consuming instructional pacing, and behavioral issues linked to disengagement. In response, teachers implemented adaptive strategies such as multisensory instruction, simplified language, and collaborative learning techniques to bridge comprehension gaps and sustain engagement. Their insights emphasized the importance of inclusive, flexible pedagogy tailored to diverse learner needs. The findings informed the development of context-specific interventions and supported policy recommendations.
