Abstract

This study determined the instructional best practices employed by Grade 6 Science teachers in Nasipit District, Division of Agusan del Norte, with particular focus on resources and tools, assessment strategies, and lesson delivery. The study employed a qualitative descriptive phenomenological design to explore the lived experiences and perspectives of Grade 6 Science teachers. Ten teachers, purposively selected from high-performing elementary schools, participated in the research. All participants had at least five years of teaching experience and were recognized as outstanding teachers. Data were gathered through semi-structured interviews, validated by experts in science education and research methodology, and refined through pilot testing to ensure reliability. Interviews were audio-recorded, supplemented with field notes, and analyzed using thematic analysis. The process involved transcription, coding, theme identification, and refinement to capture the essence of teachers’ practices, challenges, and success factors. Findings revealed that teachers combined traditional resources such as science journals, real objects, and laboratory facilities with modern digital innovations, including PowerPoint, YouTube, Nearpod, Quizalize, and AI tools. DepEd-provided materials supported instruction, while teachers also demonstrated initiative by acquiring personal references. Assessment practices included varied strategies such as quizzes, formative and summative tests, performance tasks, peer/self-assessment, and rubric-guided evaluations, which enhanced student accountability and reinforced teacher self-efficacy. Lesson delivery emphasized experimentation, discovery learning, creativity, and technology integration, fostering critical thinking, collaboration, and scientific literacy, though challenges in time management were noted. Overall, the study demonstrated that hybrid instructional practices integrating traditional, digital, institutional, and localized resources create meaningful, participatory, and effective science learning experiences, strengthening both learner engagement and teacher competence.