Abstract
The study examines challenges in science education, emphasizing collaborative learning, teacher preparedness, and systemic barriers that affect student outcomes. Collaborative activities enhance conceptual understanding but are often hindered by rigid schedules prioritizing curriculum coverage over deeper engagement. Diagnostic tools identify learning risks and misconceptions, but this study innovates by developing a SOLO Taxonomy-Based Learning Guide tailored to the Philippine context. The guide, validated as of very high quality, addresses weaknesses in higher-order thinking (e.g., in chemistry concepts) and bridges gaps in teacher readiness for abstract reasoning. This study addresses gaps in Philippine science education by developing context-specific tools and strategies, aiming to enhance both instruction and learning outcomes. This study focused on developing a SOLO Taxonomy-Based Learning Guide for the subject of chemistry. It evaluated learners' diagnostic achievement in science and teachers' readiness to use the SOLO Taxonomy for instructional tasks. A descriptive method was employed, with respondents comprising twenty (20) Grade 9 students and twenty-five (25) selected teachers in the South Cotabato division who attended the SOLO Taxonomy training. The data were analyzed using mean, standard deviation, and ANOVA. The findings revealed a significant difference in students' mean scores across the Chemistry subject and a significant difference in teachers' readiness across the five SOLO Taxonomy levels. Some topics exhibited significantly lower performance, indicating areas requiring additional support. While learners generally performed well and demonstrated a strong understanding of most science concepts, Module 8 showed weaker performance, suggesting the need for targeted interventions. Teachers demonstrated strong competence in basic teaching tasks; however, their readiness for higher-order thinking and abstract reasoning exhibited lower performance, highlighting the need for professional development. In the research questions, which of the topics in chemistry is significantly low, and which of the SOLO Taxonomy levels is significantly low? A one-way ANOVA confirmed significant differences in both learner performance and teacher readiness, emphasizing the necessity for focused instructional strategies. Additionally, the evaluation of the SOLO Taxonomy-Based Learning Guide in Chemistry revealed that it was of very high quality, with strong content, organization, and mechanical features. It provided well-rounded educational resources, though minor improvements could further enhance its effectiveness.
