Science Teachers' Learning Needs of Sariaya East District: Reaching the K-12 Competencies

Abstract

INTRODUCTION

Spiral progression greatly influenced the Science curriculum. In this approach, Science teachers need to teach the four areas of Science regardless of their specialization. They need a lot of time and training to master all the fields and learn new teaching strategies. In this study, the researcher sought to determine the learning needs of Science teachers of Sariaya East District in reaching the K-12 competencies. It serves as a basis for the development of an In-Service Training (INSET) for Junior High School Science teachers in Sariaya East District.

METHODS

This study utilized a quantitative-descriptive type of research. It covered all 21 Science teachers in Sariaya East District, Division of Quezon from Castañas NHS, Canda NHS, Sariaya NHS, Pili NHS, and Quezon Science High School. Survey questionnaire was used to elicit and analyze the responses of the respondents.

RESULTS

Most of the respondents were 21-40 years old, Teacher I, bachelor's degree holders, and with specialization in General Science. The respondents have mastery and exceed mastery level of competency in Science. However, force, motion, and energy got the least among the four areas. Demographic variables such as position and educational attainment of the teachers contributed to the significant difference in the level of their competencies.

DISCUSSIONS

The K-12 curriculum institutionalized the spiral progression approach in teaching Science. Science with different areas like Biology, Chemistry, Physics, and Earth Science needs time to master each content. As curriculum change, mastery of subject matter became a challenge for Science teachers as they need to enhance their mastery in the said four areas of Science. Educators therefore must be with the mastery of each different learning area in the field of Science for them to teach more effectively inside the classroom.