Concrete Representational Abstract (CRA) and academic performance in Science 9

This study investigated the effect of the Concrete–Representational–Abstract (CRA) strategy on the academic performance of Grade 9 learners in Science at a public technical-vocational school in Bohol during the 2025–2026 school year. Employing a descriptive instructional design, data were collected from 30 students through validated tests and quarterly grades before and after a four-week CRA intervention. Results indicated that pre-intervention performance was generally at the developing level (M = 82.6, SD = 4.38), while post-intervention scores rose to a higher achievement level (M = 85.9, SD = 4.23). A paired t-test confirmed a statistically significant improvement (t = 16.23, p < .05), suggesting that CRA effectively enhanced conceptual understanding and reduced performance variability. Findings support constructivist and scaffolded learning perspectives and highlight the value of learner-centered, evidence-based science instruction. An enhancement program integrating CRA-aligned strategies, professional development, and curriculum support is recommended to sustain improved learning outcomes and inform future research across science domains and grade levels in diverse educational settings.