A Survey of Practices in Elementary Science Competitions: Basis for a Proposed Enhancement Program for Science Competitions

Abstract

INTRODUCTION

This study used the descriptive method of research through survey technique to determine the practices of the school heads, teacher-coaches, pupil-contestants, and parents as a basis for a proposed enhancement program for science competitions. The descriptive survey aspect of this research is the reflection and illustration of the present condition of the science education program as practiced by the respondents, gathered through a validated self-made questionnaire.

METHODS

The practices of the school heads were focused on budgetary support, motivations, and incentives, and time scheduling and workload assignment; while those of teacher-coaches were on readiness, coaching, stress management, and motivations and incentives. On the other hand, parents' practices were on attitudes and provisions of learning opportunities and the pupil-contestants' attitudes were on emotional readiness, attitudes, attitudes towards science and coaching, and study habits. Using stratified random sampling, the researcher included 39 schools with 1092 respondents (39 school heads, 351 teacher-coaches, 351 pupil-contestants, and 351 parents of the pupil-contestants.

RESULTS

Practices of teacher-coaches are significantly associated (p<0.05) with educational attainment and those who finished general education and science major had a more significant association with their practices in science competitions. However, practices of teacher-coaches are negatively associated (p<0.05) with their performance rating, level of in-service training attended, and rank in science competitions. Consequently, very satisfactory performance rating and those attended district and division levels had a higher association (p<0.05) in terms of their coaching practices and others. Likewise, the lower the rank in science competitions, the higher the association with their practices in science competitions. Attitudes of the pupil-contestants are negatively associated (p<0.05) with their science academic performance and their ranking in the competitions.

DISCUSSIONS

This present study thereby recommends a proposed enhancement training program for science competitions to the Public Elementary Schools who pursue to attain if not maintain high-level performance in science competitions locally and internationally. The proposed enhancement undertakings for teacher-coaches, pupil-contestants, school heads, and parents should be piloted tested for three years and should be evaluated for their effectiveness.