The study attempted to analyze the teaching strategies used by the Grade VI Science teachers in teaching specific topics at Southeast Butuan District, Butuan City. The results of this study will be the baseline information of the school administrators in giving supervisory assistance to the teacher who are teaching Science.

           The study utilized the descriptive method employing the survey technique which has eighteen (18) respondents coming from the different schools of Southeast Butuan District. Complete numeration technique was utilized in this study. The instruments used are Personal Data Sheet, the Grade VI Science lesson plans, interview and the observation report or form - 178 of the different school administrator in the district. Respondents are the eighteen (18) Grade VI Science teachers of Southeast Butuan District for School Year 2003 - 2004. The study employed the statistical procedures such as Frequency, Percentage and Z - test.

1. There were 4 or 22% respondents who were 45 years and above which were all non-PBOBE teachers. There were 3 or 17% PROBE exposed teachers, all 44 years old and below and 1 or 6% of it was male and 2 o4 11% were female. There were also 5 or 28% male PROBE teachers and 67 or 33% female Non PROBE teachers who were 44 years old and below.
2. The teaching strategies used by the PROBE exposed teachers were Think, Pair and Share, Concept Mapping, 5E's, SQR3, Predict, Observe, Explain, Role Playing, Cooperative Learning and Whole Class Interactive Discussion. The Non Probe exposed teachers used Cooperative Learning, Whole Class Interactive Discussion and Lecture Method.
3. a. There was a significant difference in the popular strategies used by younger teachers as compared to the popular strategies used by older teachers. Younger teachers used the Constructivist strategies while older ones used the transmissive strategies.

b. There was no significant difference in the popular strategies used by male and female teachers.

c. There was a significant difference in the popular strategies used by the PROBE trained teachers as compared to the popular strategies used by Non-PROBE-trained teachers. PROBE teachers used Constructivist strategies while Non-PROBE teachers used the Transmissive approaches.

4. The effective teaching strategies were the following:

a. PROBE exposed - TPS, Concept Mapping, 5E’s, SQR3, POE, Talking and Drawing, Jigsaw, Role Playing, Cooperative Learning and Whole Class Discussion

b. Non PROBE exposed - Cooperative Learning, Whole Class Interactive Discussion, Lecture Method.

          Based on the above findings, the researcher submits the following conclusions:

1. That the 4 older female teachers ranging from 45 years and above were fond of using Whole Class Interactive Discussion, seldom used Cooperative Learning and sometimes even used Lecture Method while younger ones used more Cooperative Learning and Whole Class Interactive Discussion.
2. That most of the male teachers used Whole Class Interactive Discussion.
3. That Non PROBE exposed teachers only used 3 teaching strategies namely: Whole Class Interactive Discussion, Cooperative Learning and Lecture Method. PROBE exposed teachers used varied teaching strategies as they were also trained of them.
4. That younger teachers are using the Constructivist strategies while older ones are using the Transmissive strategies.
5. That choice of strategies is influenced by gender.
6. That PROBE teachers used Constructivist strategies while Non-PROBE are using Transmissive teaching strategies.

RECOMMENDATIONS

           Based on the result of the study, the researcher draws the following recommendation:

1. Older teachers who were 45 years and above should be monitored as to the strategies used in teaching. These should be guided by the school administrators little by little in such a way that they will accept the paradigm shift in teaching.
2. Male teachers should be encouraged to use other method of teaching aside from Whole Class Interactive Discussion.
3. PROBE exposed teachers should share the different teaching strategies one at a time in form of lecture or demonstration every district teachers meeting and other In - service training.