The lesson planning knowledge of pre-service science teachers

This study assessed lesson planning knowledge and final teaching demonstration performance among pre-service science teachers at Central Bicol State University of Agriculture–Pasacao Campus during the second semester of academic year 2025–2026. Using a quantitative descriptive-correlational design, the study covered all 82 fourth-year Bachelor of Secondary Education major in Science interns. Data were obtained through a 24-item five-point Likert-scale lesson planning knowledge questionnaire and the Pre-Service Student Teaching Demonstration Evaluation Form. Weighted means, one-way analysis of variance, and Pearson product–moment correlation with t-tests were employed. Respondents were classified as having Very High Knowledge in writing lesson plans (4.52), competencies required to write a lesson plan (4.50), and assessment and assignment (4.59), and Very Knowledgeable in creating lesson objectives (4.46). Knowledge did not significantly differ across the four dimensions (p = .233). All seven final teaching demonstration parameters were rated Outstanding Performance, with means from 4.55 to 4.67; differences among performance parameters were not significant (p = .705). Positive statistically significant correlations were reported between all four knowledge dimensions and seven performance parameters (r = .317–.772). The findings support targeted enhancement in objective writing, lesson planning, higher-order thinking strategies, and classroom communication. The correlational design does not establish causation.