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This analysis highlights the need for mentoring and scaffolded curricula to improve academic performance in chemistry for non-STEM graduates.
This paper addresses the challenges faced by non-STEM Senior High School graduates in the Philippines who pursue science education, particularly chemistry, at the tertiary level. It highlights the “chemistry gap” that affects their academic performance and teaching confidence. The study underscores the need for bridging programs, scaffolded curricula, and supportive mentoring to empower these aspiring science educators. Emphasizing inclusivity and contextualized learning, it advocates institutional and national initiatives to strengthen science teacher preparation and inspire future Filipino learners.
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Johnalisa L. Bulasito (2025) studied this question.
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