Enhancing Grade 7 Science Academic Performance and Concept Retention through Visual Learning- Driven Pedagogy

Science education is essential in helping Grade 7 learners develop knowledge, critical thinking, and problem-solving skills. Many science concepts are difficult to understand through text alone, highlighting the need for instructional materials that simplify learning and increase learner engagement.
This study aimed to promote engaging, visually appealing, and learner-centered learning. It also sought to identify the challenges Science teachers face in using Visual Learning-Driven Pedagogy and develop instructional materials that enhance learners’ concept retention in Science. It also aimed to investigate the effectiveness of utilizing Visual Learning-Driven Pedagogy in improving academic performance and science concept retention of Grade 7 Science learners at Western Bicutan National High School in the Division of Taguig City and Pateros.
The study used a descriptive-developmental research design with a one-group pre-test–post-test approach. Surveys were administered to Science experts and teachers, while Grade 7 learners completed pre-test and post-test to measure their academic performance and concept retention.
The study concluded that Visual Learning-Driven Pedagogy -instructional materials effectively improved learners’ academic performance and concept retention in Science. The findings showed that learners were able to better understand, remember, and recall Science concepts over time. Despite some challenges, Visual Learning-Driven Pedagogy remains an effective approach to improving learning outcomes when supported with proper training and resources.

Visual Learning-Driven Pedagogy, concept retention, academic performance

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