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Item Strategies in teaching science in Diocesan Schools in Itogon(2015-04) Abaggue, Melanie Emilio.Teaching is more than standing before a class and applying a few specific techniques. It is an intricate, exacting, challenging job (Kochhar 2006). Teaching is an evolutionary field, and as always, times are changing where new methods and practices are constantly being introduced that teachers must adapt to ensure students success. The belief that teachers have about Science and Science instruction plays a critical role in shaping their patters of instructional behavior (Polourde, 2002). A harmonious mic of knowledgeable Science teachers who are skilled in a variety of teaching methodologies and imbued with worthwhile values and attitudes, plus positive personal traits and interests possessed by the learners, and comfortable and conducive learning environment can guarantee a successful attainment of the pervading goals of science teaching (Corpuz, Salandanan & Rigor, 2006). The efficiency of a teacher is indicated by his ability to impart knowledge and to inculcate in the pupils the desirable outcomes of teaching science (Das, 2005). Carrier (2011) stated that teaching strategies shape the learning environment. As part of the lesson design, an effective teacher selects a particular teaching strategy or a set of strategies to engage students in learning. Article 36 of the manual of regulations for higher education institutions (MORPHEI) states that there are teaching strategies that can be transferred from one subject to the next. There are also strategies that are more specific to a subject area and specific science teaching strategies. This study aimed to determine the strategies used in teaching science in diocesan schools in Itogon, Benguet. Specifically, the researcher sought to answer the following: 1. What is the extent of awareness on the use of strategies in teaching science as perceived by a. teachers b. students? 2. What is the extent of impact of the use of teaching strategies in science on students learning as perceived by a. teachers b. students? 3. What is the degree of effectiveness of the use of strategies in teaching science as perceived by a. teachers b. students? Descriptive survey method and documentary analysis were used in this study to determine the extent of awareness, extent of impact, and degree of effectiveness of the use of strategies in teaching science as perceived by teachers and students. The respondents were the science teachers and students in the three (3) selected diocesan schools in Itogon, Benguet specifically Saint Louis High School of Balatoc, Inc., Sacred heart high school and Saint Louis Antamok. Self-constructed questionnaires for both teachers and students were used as data gathering instrument and data were treated using general weighted mean. The following are the major findings of the study: Teachers and students of the Diocesan schools are both moderately aware on the use of strategies in teaching science. The use of strategies in teaching science are found to have a great impact on student learning as perceived by the teachers while considered as having moderate impact on the student learning as perceived by the students. In terms of the degree of effectiveness, teachers and students consider the use of strategies as moderately effective. With the respect to the findings, the following are the conclusions of this research, the following are highly recommended: 1. To enhance the extent of awareness of the use of strategies in teaching science, there has to be a faculty development program like seminars, workshops, and training to be regularly participated by all the science teachers. 2. To enrich the extent of impact of the use of strategies in teaching science on the students learning, there has to be regular and systematic implementation of these strategies in accordance with the lessons presented, methodologies used, and technology applied. 3. To deepen the degree of effectiveness of the teaching strategies in teaching science, there has to be consistent monitoring and evaluation, including the appraisal of the accurate strategies used. 4. Other recommendations a. There has to be a thorough utilization of various strategies in teaching science by integrating it to various teaching-learning activities to ensure better student. b. Students have to be provided with important interactive, engaging science tasks and activities to improve their learning. c. teachers ought to pay attention to the teaching-learning activities and assignments that would allow students to execute tasks and carry out activities to its completion that ends with the understanding needed. d. A faculty development program is proposed to improve the use of strategies in teaching science.