ABSTRACT
The study was carried out to enrich the school-based STEM curriculum at Lusacan National High School. Through qualitative research, the internal stakeholder’s perception of the STEM strand in senior high was collected; the establishment and documentation of the curriculum enrichment team; the gathering of relevant information about instructional strategies, assessment, support systems, and strengths and challenges of the school-based STEM curriculum; and the development of learning plans with integrated biology competencies, which are then used by grade 11 STEM teachers in their classes for the third quarter, were all undertaken. Post-interviews were also performed to collect meaningful experiences. The general perceptions of the STEM strand were gathered, as were the indicators of whether the goals and objectives of the curriculum are met. The planning sessions were documented, and data about instructional strategies, assessment, and support systems, including strengths and challenges connected to school-based STEM curriculum, were provided. Learning plans for STEM subjects were developed collaboratively with biological science integration. Meaningful experiences were also noted, which led to suggestions for enhancing the STEM curriculum by adapting social issues and community-based education.
Keywords: collaborative approach, integration, interdisciplinary approach, school-based curriculum, enrichment