Teachers’ Instructional Practices and Learners’ Academic Achievement in Science

Bibon, Michael B.

doi:10.30935/conmaths/11816

Cited by 5 publications

(3 citation statements)

References 37 publications

Supporting

Mentioning

Contrasting

Order By: Relevance

“…Academic achievement depends on teachers' instructional delivery; therefore, teachers must have the necessary knowledge and skills (Bibon, 2022). Also, the implementation of spiral progressions had a significant effect on a deep understanding of scientific concepts.…”

Section: Discussionmentioning

confidence: 99%

Teachers’ Experiences and Self-Assessment in Teaching Biology in Senior High School in the Philippines

Pinuela

2024

JESR

View full text Add to dashboard Cite

In support of the various studies for the ongoing Philippine Senior High School(SHS) curriculum, Analysis phase of the analysis, design, development, implementation, evaluation (ADDIE) model of instructional design is presented in this study. The main objective is to evaluate biology teachers’ experiences and self-assessment in teaching Biology II in the science, technology, engineering, and mathematics (STEM) Track of the K12 Basic Education Program during its first two years of implementation 2016-2017 and 2017-2018(face to face )in Iloilo Province, Philippines. A descriptive survey using a questionnaire from the K12 Science Curriculum composed of two parts: biology II complex topics, and biology teachers’ self-assessments. Five Biology experts from Western Visayas, Philippines, were asked to evaluate the researcher made survey instruments. Mean and standard deviation were employed to interpret the collected data using SPSS version 21. The results showed that the four primary areas of complex knowledge were Systematic Based on Evolutionary Relationships, Evolution and Origin of Biodiversity, Organismal Biology, and Genetics. According to rank, the most challenging topic was “Systematic Based on Evolutionary Relationship,” and the easiest was “Genetics.” On the self-assessment of Biology teachers, all topics were in “Moderate Mastery,” and Genetics was “High Mastery.” Also, a significant relationship between the content topic difficulty and Biology teachers’ mastery level. The findings show no relationship between self-assessed knowledge and self-assessed skills of Biology Teachers. Proper training and encouraging teachers for professional development is a must. Teachers must be trained to teach Biology II, become effective and efficient through professional development. Also, the national government should assess the implementation of the new curriculum based on the experts' recommendations. Thus, this study recommends encouraging SHS teachers to take graduate studies aligned with their undergraduate program to master the area of specialization. The national government must support scholarship programs in STEM for biology educators.. Received: 29 September 2023 / Accepted: 25 January 2024 / Published: 5 March 2024

show abstract

Section: Discussionmentioning

confidence: 99%

Teachers’ Experiences and Self-Assessment in Teaching Biology in Senior High School in the Philippines

Pinuela

2024

JESR

View full text Add to dashboard Cite

show abstract

“…Through the scientific methods of learning science, learners learn to appreciate the contribution of science towards human well being and value existence of living and other non living things. Johnson (1962, as cited in Bibon, 2022) defines "the primary goal of science education is to assist learners in achieving a functional understanding of scientific concepts and link to real life situations, attitudes, and values necessary for their daily life encounters" (p.5). Tairab (2001) also stated that science learning should prepare individuals to contribute in a rapidly changing world and create scientifically oriented society.…”

Section: Introduction 11 Introductionmentioning

confidence: 99%

Improvisation of Teaching Learning Materials (TLM) and its Contribution in Teaching and Learning of Primary Science

Dakpa

2024

IJSSHR

View full text Add to dashboard Cite

The study was basically carried to find out about the contributions of improvisation on learning science education. The mixed mode of data collection method was used for the purpose whereby data were collected through semi structured interview questions and survey questionnaire. Analysis and interpretation of quantitative data was carried using Statistical Package for Social Sciences (SPSS) whereas analysis of qualitative data involved looking for similarities and dissimilarities and generating themes. Finally the collected data and information from both qualitative and quantitative method will be compared and analyzed. It was inferred that TLM hold significant importance in providing valuable support and enhancing the learning experience for both educators and students. However, it was found that most schools lack the required TLM and teachers improvise the required TLM with locally available materials. However, improvisation of TLM requires lots of resources and support from many relevant stakeholders. Moreover, it was also found that improvisation is very time consuming and comes with the challenges of precision and accuracy. The study also founded that with the advancement of technology, digital tools like YouTube videos and simulations were used when readymade TLM are not available in the schools. However, this research study was carried during short period of time with minimum participants and findings from the study cannot be generalized for all the schools across the country. Furthermore, further research can be carried to find out about different module offered in two colleges of Education which teaches about preparation and improvisation of TLM.

show abstract

“…Its academic achievement statement was observed in numerous national and international assessments crediting the failure to its blocked Basic Education Curriculum (BEC) with various capabilities to be learned in a restricted time period. Regardless of the passionate and intensive observation that the Department of Education (DepEd) has been offering, several changes in the Philippine curriculum, a similar academic achievement result is reflected in the ensuing years (Bibon, 2022). Each student has various approaches to learning, and understanding instructions.…”

Section: Introductionmentioning

confidence: 99%

Differentiated Instruction for an Enhanced Students’Academic Performance in Science 10 (PHYSICS)

Toledo

2023

IJMABER

View full text Add to dashboard Cite

The study aimed to determine the effectiveness of Differentiated Instruction strategy using selected Multiple Intelligences activities on the students’ performance in Science 10 (Physics). The researcher employed quasi-experimental research and a descriptive method utilizing questionnaires as the principal tool to gather the data. The respondents involved in the study were the One Hundred Twenty (120) Grade 10 Junior High School students of Bagong Nayon II National High School, Antipolo City, during the school year 2022-2023. They were grouped according to their dominant Multiple Intelligence. The study revealed that among the first five dominant multiple intelligences of the students, the majority of the students are more on intrapersonal intelligence rather than the other. This implies that some of the respondents perform more in intrapersonal tasks and skills which would then indicate that teachers should assess each learner's multiple intelligence to know and enhance students' performance in academics. The use of Differentiated Instruction in teaching Science 10 (Physics) greatly improved the performance of the students in terms of their academics. This was shown on the pretest and posttest performance of the students in which their posttest performance increased greatly after the utilization of differentiated instruction in teaching Science 10. It can also be noted that the Intrapersonal Group of students got the highest increase in mean score. The average mean score in the pretest is 19.49 and 35.69 in the posttest with the mean increase of 16.20. This implies that although the students were given different activities, they all performed well. Based on the findings of the study, teachers can use differentiated instruction for the purpose of enhancing the academic performance of the students. This also implies that the prepared activities intended for these groups of students were effective. Therefore, a student-focused approach of teaching fosters an effective learning environment and excellent academic performance.

show abstract

Teachers’ Instructional Practices and Learners’ Academic Achievement in Science

Cited by 5 publications

References 37 publications

Teachers’ Experiences and Self-Assessment in Teaching Biology in Senior High School in the Philippines

Teachers’ Experiences and Self-Assessment in Teaching Biology in Senior High School in the Philippines

Improvisation of Teaching Learning Materials (TLM) and its Contribution in Teaching and Learning of Primary Science

Differentiated Instruction for an Enhanced Students’Academic Performance in Science 10 (PHYSICS)

Contact Info

Product

Resources

About