Perceived Teaching Performance and Inquiry-Based Teaching Strategies as Predictors of Science Identity among Senior High School Learners

Abstract

A weak science learning identity among Grade 12 STEM students remains a challenge in science education. This study utilized a descriptive-diagnostic research design and adapted survey questionnaires to examine how perceived teaching performance and inquiry-based teaching strategies influence the science identity of 230 respondents. Multiple regression analysis revealed that perceived teaching performance significantly predicts science learning identity, highlighting the vital role of effective instruction, teacher support, and positive learning experiences. Conversely, inquiry-based teaching strategies did not yield a statistically significant direct influence. Consequently, the study recommends enhancing pedagogical practices, integrating structured classroom scaffolding, and establishing meaningful recognition for students to effectively strengthen learners' science identities.