Marvic R. Delos Santos, Rainer R. Fiscal
Corresponding email: [email protected]
A B S T R A C T
Strategies for active learning were examined as a mediator between educational components (curriculum, instruction, and assessment) and knowledge retention in Science Education. The researcher implemented a descriptive-correlation study that also used Structural Equation Modelling. The research utilized a simple random sample procedure and achieved an 81.52% response rate with 300 respondents. Students have experienced a curriculum emphasizing critical thinking, creativity, and problem-solving, prioritizing comprehension over rote memorization. In terms of Instruction, dynamic teaching methods and cooperative learning help them foster real-world problem-solving and student-centered learning. Effective assessment practices enhance their self-awareness and autonomy. Finally, they found active learning strategies (ALS) and realworld problem-solving increase engagement and self-reliance. Knowledge retention in science was moderate overall (31.16; 38.95%). This finding supports that knowledge retention over time. In addition, HOTS concepts are complex to learn and thus pose a challenge to retain. While effective curriculum, instruction, and assessment are crucial, the study underscores that active learning strategies are the linchpin in fully mediating the relationship between assessment and knowledge retention. The study’s findings emphasize the importance of science education, ensuring students are given opportunities to learn and develop thinking and questioning skills beyond mere information retention. To facilitate this, the study advocates implementing active learning strategies to bridge this gap, especially between assessment and knowledge retention. The study suggests that these strategies can significantly enhance student engagement and knowledge retention, with a focus on learning higher-order thinking skills (HOTS).