Abstract
The study investigated the impact of learner-designed experiments on the instruction of Science 10 in terms of academic outcomes and subjective evaluations of students who were taught using the Learner-Designed Experiments Approach (LDEA) compared to those who received traditional classroom education. Additionally, it analyzed the correlation between academic achievement and the perception of science. The research was carried out at Palawan State University Laboratory Junior High School over ten weeks. A quasi-experimental approach was used, including forty Grade 10 students selected from the top and worst quartiles of the class. The Science teacher-researcher implemented two distinct teaching methods: the Learner-Designed Group (LDG) and the standard Teaching Group (TTG). The LDG got regular instruction using the LDEA approach, whereas the TTG received regular instruction using the standard teaching approach. Initially, it was discovered that Grade 10 students in TTG and LDG courses demonstrated good to extremely satisfactory academic performance in science and had favorable attitudes towards the subject. After conducting experiments for ten weeks, it was seen that the LDG class performed 3 points better than the TTG class. This improvement was statistically significant and was associated with the students' exposure to the LDEA teaching method in science. The research found a direct link between students' scientific performance and their impression of science, especially among experimental groups. These results provide evidence for the effectiveness of learner-designed experiments in improving scientific education and motivating instructors to pursue teaching strategies that foster 21st-century abilities.
