Enhancing Science Teaching and Learning through Harmonizing Learning Resources and Contents in Science in the K To 12 Curriculum in the Philippines

Abstract

INTRODUCTION

The study focused on the gaps generated in the implementtation of the K to 12 Curriculum under RA 10533 in the Philippines whereby b low academic performance in Science, instructional support, large class size (50-90/class), lack of appropriate learning materials/ resources, lack of training and the low service quality of Science Technology and Engineering (STE) program in terms of curriculum and instructional support were found.

METHODS

The data obtained in the National Achievement Test (NAT-SY 2016-2017) were limited to two Division of City Schools in the Philippines namely Cabuyao (Region IV-A) and Koronadal City (Region XII). The results were analyzed using correlation coefficient for 2first Century Skills obtained by 263, 114 (Grade 10) and 8745 (Grade 6) learners, in Region IV-A and XII, and in the Division of Cabuyao City and Koronadal City, respectively. Profiling of teachers and gaps in spiral progression were sought through Key Informant Interview (KII). A strategic management plan is proposed to enhance the Science curriculum.

RESULTS

The major gaps resulted was revealed by non-Science major teachers teaching all areas in Science curriculum. In Cabuyao City, 87.30% elementary and 14.29% are non-Science majors. The interview resulted to the same problems on budget allocation for Science laboratory,equipment, textbooks, learning materials, large class size, shifting of classes,congested learning competencies of the curriculum content, low retention of students in academic achievement, non-specialized skills, bulky clerical work, and class disturbances (typhoons, holidays, overlapping activities and ancillary services) that contributed to this low performance. This is supported by the study in Region XII whereby service quality of laboratory support, library facilities and services, ICT integration and school plant and facilities were rated low. This is reflected in the National Achievement Test results (SY 2016-2017) whereby 2first Century Skills obtained MPS way below the target level.

DISCUSSIONS

A strong positive correlation (r= 0.99) by region and division was obtained in Grade 6.The same strong positive correlation (r=0.97 by region, and by division ( r= 0.99) was obtained for Problem Solving (mean=34.35), Information Literacy (mean=36.28), and Critical Thinking Skills (mean=33.47) for Region 4A and XII in Grade 10. A strategic management plan was prepared to enhance Science teaching-learning curriculum by harmonizing learning resources and contents in Science.