COnsequential and Specific Mechanism towards Instructional Competence (COSMIC): A Schematic Structure in Teaching Elementary Science

Abstract

INTRODUCTION

This study was done to look into the impact of teachers' teaching style through the utilization of a specified schematic structure in teaching elementary Science. Specifically, a consequential and specific mechanism towards instructional competence was used to enhance teachers' competency among the purposively selected Science teachers in the Municipality of Amadeo.

METHODS

The respondents of this study are the Elementary Science teachers composed of 31 purposively selected teachers out of the 10 schools in the Municipality of Amadeo. Each respondent will be observed using the suggested schema in teaching the lesson. A schematic structure relevant to the development of the lesson were distributed to the respondents for their utilization in teaching the selected learning competencies in Elementary Science.

RESULTS

To determine the impact of COSMIC (Consequential and Specific Mechanism towards Instructional Competence) as a schematic structure in teaching Science, teachers were observed and rated as to their effectiveness in the teaching-learning process through the use of Classroom Observation Tool and rating sheet. The proficiency level of the learners served as the indicator of success in the delivery of the learning competency. 31 out of 31 (100%) respondents fall under Highly Proficient upon the utilization of the structured schema in teaching Science. It was evident by the remarkable Index of Mastery of the learners in their daily lessons.

DISCUSSIONS

This study focused only on a specific scheme were teachers were observed following the suggested structure. Otherwise, other means and structural design in teaching can be utilized by the teacher as the need arises.