Elevated Engagement: Creative Strategies and Pedagogical Enhancement for Improving Science Literacy Among Filipino Science Teachers on the Island of Panay

Abstract Objective: To assess the use of creative strategies and the level of pedagogical enhancement among Filipino science teachers on the Island of Panay and to explore their relationship in promoting science literacy. Method: The research design is a descriptive survey using a researcher-made questionnaire validated by five experts. The questionnaire was divided into two sections: Section 1 focused on creative strategies, and Section 2 on pedagogical enhancement. The researchers used the mean, standard deviation, and Spearman's rho. Findings: The respondents’ profiles showed that 40 elementary teachers, 32 junior high school (JHS) teachers, and 28 senior high school teachers participated in this study. The creative strategies mean score ranged from 1.72 to 2.31 and was interpreted as sometimes. These creative strategies are role-playing, concept mapping, world cloud guessing, and classroom opinion. While pedagogical enhancement was rated very often, with mean scores from 2.23 to 2.89. When grouped by educational qualification, years of service, sex, and school type, creative was rated sometimes, with mean scores ranging from 1.95 to 2.11, while pedagogical enhancement was rated very often, with mean scores ranging from 2.47 to 2.58. There was no significant relationship between creative strategies and pedagogical enhancement (r = 0.123, p = 0.223) in terms of teachers’ awareness. This implies that both variables operate independently in classroom practice. Findings suggest a gap between teachers’ awareness and actual implementation of creative strategies despite strong pedagogical practices. Novelty: Scientific literacy largely depends on teachers’ ability to deliver instruction effectively. Educators serve as key agents of learning, responsible for ensuring that knowledge is conveyed in meaningful and efficient ways using creative strategies and innovative approaches. In this context, the study underscores the importance of providing targeted professional development, sustained support, and specialized training to enhance the integration of creativity in science instruction. Keywords: Basic Education, Creative Strategies, Pedagogical Enhancement, Science Literacy, Science Teacher