Constraints of Science Teachers of Padre Garcia

District in Participating in Science Investigatory

Activities

Proponents:
ARLENE M. MARASIGAN
MARY ROSE C. MATIBAG
JOYCE ANN R. CALINGASAN
It is in this context that this action research was undertaken, that is, to assess
constraints of science teachers of Padre Garcia District in participating in Science
investigatory activities.

It is on this premise that the study was conducted, to come up the proposed
strategies or plans to minimize, if not totally eradicate constraints of science
teachers in participating in science investigatory activities.

INTRODUCTION
1. What is the demographic profile of Science Teachers in the District of Padre
Garcia?

2. What is the extent of constraints of science teachers in participating in science

investigatory activities?

3. What is the proposed strategies or plans to minimize, if not totally eradicate

constraints of science teachers in participating in science investigatory activities?

RESEARCH QUESTIONS
A. Participants and/or other source of data information
Purposive sampling was employed in selecting teacher-respondent of the study. The
teachers who were selected are currently teaching Science in SY 2017-2018.

B. Data Gathering Method

Data collection started with the formulation of questionnaire as the primary
instrument of the study. Parts of the questionnaire adapted from a tested
questionnaire previously used in a related study. Some of the items in the survey
were revised or modified in order to fit the needs of the study.

INNOVATION, INTERVENTION AND

STRATEGY
A letter of request was given to the concerned office for the approval. After securing
the go signal from the office of the District Supervisor, questionnaires were
distributed to the respondents and retrieved within the day after the distribution.

All information gathered from the questionnaire was tabulated, collated and
organized for interpretation and analysis.

INNOVATION, INTERVENTION AND

STRATEGY
Methods
This study used the descriptive survey method. A questionnaire was used to
determine extent of constraints of science teachers of Padre Garcia District in
participating in science investigatory activities.

The data obtained from the study was analyzed by using content analysis method.
The research data were coded respectively by two researchers.

METHODS
The data collected in this study were subjected to certain statistical treatments. The
data were coded, tallied and tabulated for better presentation and interpretation of
the results. The statistical methods used are the following.

Frequency. The frequency was presented the actual answer of the respondents to a
specific question or item in the questionnaires.

Percentage. The percentage of each item is computed by dividing it with sample

total number of respondents who answered the survey.

METHODS
Ranking. This is a descriptive method to describe numerical data in addition to
percentage. Ranking was used in the study for comparative purpose and for sharing
the importance of items analyzed.

It is be to be noted that the questionnaire given to the students were given in their
native dialect in order for them to understand better what they were answering, thus,
giving more chances of accurate responses.

METHODS
The rounding of figures was done to signify classification of responses. The
measure of central tendency specifically the mean was used to determine the
average value of response or response average of the teachers.

Weighted Mean. Another statistical technique that was used by the researchers is the
weighted mean. It was used to determine the average responses of the different
options provided in the various parts of the survey questionnaire to be used.

METHODS
Teaching competencies is defined as “the set of knowledge, skills, attitudes, values,
beliefs and experience necessary for future, which manifests in the teachers’
activities (Katane et al, 2006).

Teachers need to improve knowledge and skills to enhance and explore their
teaching practices. In fact, teachers’ professional development should be redefined
for sustainability. Similarly, teachers are responsible for operating educational
system and they need strong and efficient professional competence

RESULTS AND DICUSSION

Inability of the students to explore diverse areas of physics as a result of insufficient
supply of laboratory equipments and unsatisfactory teaching and learning due to
obsolete nature of available materials.

These causes lack of motivation for teaching and learning of Science. However,
students with a bank of variety of practical experiences are likely to perform better
in skills and confidence than those with limited experience.

RESULTS AND DICUSSION

Laboratory equipment must not only be adequately provided in schools; but must be
optimally utilized for effective teaching of science by science teachers and for
meaningful leaning of science by students.

Unfortunately, this does not seem to be the case judging from several research
reports (Ajetumobi & Bashorun, 2000; Oladare, Abiodun & Bajulaiye, 2006; &
Lawal, 2006) which indicated that man and material resources for effective teaching
and learning of science subjects are grossly inadequate in most secondary schools in
Nigeria. Ivowi (2000) opined that standard and well equipped laboratories are
imperatives for effective teaching and learning of science in schools.

RESULTS AND DICUSSION

Inability of the students to explore diverse areas of science as a result of insufficient
supply of laboratory equipments and unsatisfactory teaching and learning due to
obsolete nature of available materials.

These causes lack of motivation for teaching and learning of Science. However,
students with a bank of variety of practical experiences are likely to perform better
in skills and confidence than those with limited experience.

RESULTS AND DICUSSION

Inability of the students to explore diverse areas of physics as a result of insufficient
supply of laboratory equipments and unsatisfactory teaching and learning due to
obsolete nature of available materials.

These causes lack of motivation for teaching and learning of Science. However,
students with a bank of variety of practical experiences are likely to perform better
in skills and confidence than those with limited experience.

RESULTS AND DICUSSION

Teachers teaching outside their area of specialism face considerable challenges
constraints in lesson preparation and science teaching.

First of all these teachers need to understand the structure and nature of the
discipline and learn unfamiliar content knowledge, which is known as subject
matter knowledge.

Secondly, they need to transform the content knowledge into suitable activities,
analogies, demonstrations or simulations and adapt them to the different students’
abilities to help them learn, what is described by Shulman (1986, 1987) as
pedagogical content knowledge.

RESULTS AND DICUSSION

The teacher’s content such as the knowledge of how the teacher in science subjects
is responsible in transmitting the content or lesson. This is the teacher’s knowledge
of instructions, methods and or pedagogy.

It also expressed how the teacher communicates within the learning environment.
The knowledge of assessment in the form of tests and the lesson plans prepared
were appropriate for brainstorming class activities.

RESULTS AND DICUSSION

1. Teachers are responsible for operating educational system and they need strong
and efficient professional competence.

2. Teachers need to be more oriented toward how they play their roles more
effectively such as designing, implementing the teaching materials, monitoring the
student progress in science, trains and direct activities of students, implementing the
procedure for effective use of time and management of materials, facilitating the
flexibility of schedules in the class.

3. Teachers need time to develop, absorb, discuss and practice new knowledge in
order to be effective. Besides, their time in handling research is a factor while at the
same time teaching.

RECOMMENDATION AND CONCLUSION

4. One must focus on subject-matter knowledge and deepen teacher’ content skills
and that students’ academic performance are likely to have greater positive effects
on students learning.

5. Teachers teaching outside their area of specialism face considerable challenges

constraints in lesson preparation and science teaching. Teachers need to understand
the structure and nature of the discipline and learn unfamiliar content knowledge,
which is known as subject matter knowledge.

RECOMMENDATION AND CONCLUSION

6. Science teachers need to blend “content and pedagogy into an understanding of
how particular topics, problems, or issues are organised, represented, and adapted to
the diverse interests and abilities of learners and presented for instruction”

7. Teachers need to transform the content knowledge into suitable activities,

analogies, demonstrations or simulations and adapt them to the different students’
abilities to help them learn.

RECOMMENDATION AND CONCLUSION

Thank You.