The study generated deep understanding on the instructional approaches in learning Biology

among Grade 12 learners under the Science, Technology, Engineering, and Mathematics
(STEM) Strand. The research design utilized is the quantitative for the Part 1 and Qualitative for
the Part 2. Hence, the outcome of the study will serve as basis in developing and utilizing
instructional approaches that are relevant- based on the principles of human learning and
cognition that is fitted for the current standards and practices for senior high school instructional
materials design. There were theories presented that generate the idea of learning through the
adaptation of instructional approaches. These are the motivational constructs, motivational goals,
goal orientation theory, multilevel modeling, expectancy – value perspective and other related
studies. Majority of the respondents pointed out that the lesson overviews or anchored instruction
is commonly utilized in direct instruction with 91.3%, method of reading and viewing for
meaning is greatly utilized in their Biology lessons that composed of 80.4%method of reading
and viewing for meaning in indirect instruction, also revealed that observations are greatly used
in their activities that covered 58.7% for experiential learning approach and the Grade 12
learners involved in discussion as an interactive approach during their lessons in Biology with
82.6%.