Findings revealed that the model-based learning and conventional approaches are both effective in enhancing students’ academic performance in earth science which the first approach has a positive effect on the student’s attitude toward science. T-test was utilized to determine the significant difference in the students’ academic performance and attitudes in learning earth science and SWOT analysis was utilized on teachers’ perception. To answer the objectives of the study, the science attitudes scale, standardized test, and perception survey questionnaire were administered. A total of four science teachers served as teacher-respondents and sixty-one of ninth-grade students served as student-participants in the research. Abstract: This study determined the effect of the model-based learning approach on students’ academic performance and attitudes in Earth science as well as the teachers perception.
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