Science Instruction Focusing on Biology at Public Secondary Schools at Lemery District

Abstract

INTRODUCTION

The study aimed to enhance Biology instruction among secondary school science teachers of Lemery District in view of the Kto12 program. It has been noted that some of the science teachers were not prepared to teach biology because their field of expertise does not match the required competencies and skills to teach the subject. They also have limited seminars and trainings in the subject area. The study is conceptualized with the hope that a suitable enhancement program could be formulated and put into practice. Furthermore, it is being anticipated that the strengths and weaknesses will be identified and special attention and concern can be addressed.

METHODS

This research made use of the descriptive method. Gathering of data was done with the aid of the questionnaire with scale range and verbal interpretation, interviews, and focused group discussions. To interpret the data gathered from the respondents, the researcher used ranking, weighted mean, and T-test. The study involved a total population of 1771 G-9 students and 35 secondary school science teachers from different public schools in Lemery District which was derived using Slovin's formula. No sampling was done on the teacher-respondents because of its limited number.

RESULTS

The general and specific objectives, the learning competencies and the topics in Biology were satisfactorily attained, teachers were frequently observed to possess remarkable professional qualities, the learning resources were somewhat adequate, and traditional and authentic evaluation tools were often used.

Based from the responses of the two groups, there existed no significant difference in the assessment of teachers and the students in biology instruction. The teachers carried out the activities in lecture and laboratory component to a great extent.

Among the difficulties encountered by teachers during lecture, motivating students in participating in classroom discussion in biology, difficulties in linking the laboratory activity with lectures and unfamiliarity in some biological concepts were slightly experienced. In laboratory components, teachers slightly experienced difficulty in some biological experiments and activities, shortage of rooms (biology room or botany/zoology room) and unbearable or not conducive rooms.

DISCUSSIONS

The proposed enhancement program in biology instruction when utilized may enhance teachers' content knowledge, teaching strategies, and assessment skills when it comes to biology instruction of the K to12 program.