Abstract

Educators are in constant search for more efficient and effective ways to advance student learning. As exemplified in the Cone of Learning that we remember 10% of what we read, 20% of what we hear, 30% of what we see, 50% of what we see and hear, 70% of what we say, and 90% of what we say and do (Edgar Dale). Indeed, a study on strategies is much needed in this times when teachers deal with different types of learners. Thus, this study focused on strategies in teaching science and how efficient are these strategies are implemented by the teachers, Specifically, it looked into the profile of science teachers and their explorative efficiency in developing multi-modal strategies. It used the descriptive method or approach as it tried to describe the profile and the extent of efficiency of the teachers in developing multi-modal strategy. The results revealed that the science teachers have described the extent of their explorative efficiency in using multi – modal strategies in teaching science as highly efficient. There is significant difference in the level of explorative efficiency of science teachers in using multi – modal strategies along analysis, design, development and evaluation phase when grouped according to sex. There is no significant difference in the level of explorative efficiency of science teachers in using multi – modal strategies along analysis, design, development and evaluation phase when grouped according to age, highest educational attainment, bachelor’s degree, major field of specialization, master’s degree, major, school graduated from, number of years of teaching and number of trainings/seminars attended along pedagogy. It is recommended that further study on the effects of developed multi – modal strategies in teaching Science on the academic performance and attitudes of students towards Science and parallel studies should be conducted focused on the validation of the efficiency of Science teachers in the use of multi – modal strategies.

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