Adversities of Science Teachers in Facilitating Science Experiments in Secondary Schools of Mauban Districts

Abstract

INTRODUCTION

Science should be taught properly and effectively and conducting a science experiment must be an integral part of the Science education. However, it is unfortunate that in most schools, Science is taught without the use of a laboratory and neither the teacher exposes the students to any practical demonstration.

This study aimed to determine the adversities of Science teachers in facilitating science experiments in Secondary Schools of Mauban Districts. This study focused on: determining the demographic profile of the science teachers; identifying the adversities encountered in facilitating science experiments in terms of resources, techniques, safety standards and laboratory activity management; and analyzing the significant difference on the adversities encountered in facilitating science experiments when teachers are grouped according to demographic profile.

METHODS

The descriptive-survey and descriptive-comparative type of research design were used in this study. The researcher used purposive sampling technique which involved all the 31 Science teachers from the seven Secondary Schools of Mauban Districts. The instrument used was a validated self-devised questionnaire. Frequency -Percentage, t-Test, and ANOVA were used in analyzing and presenting the data.

RESULTS

The results revealed that most of the Science teachers are Science majors, with units in Master's Degree Program, teaching Science for 6 to 20 years, attended relevant training and are teaching outside the town proper. The majority agreed that they had adversities in facilitating science experiments in terms of resources, safety standards, and laboratory activity management. There was a significant difference in the adversities of Science teachers in facilitating science experiments in terms of resources when grouped according to years of experience in teaching Science. There was a significant difference in terms of highest educational attainment and area of specialization. Meanwhile, in relevant training, there was a significant difference in terms of techniques, safety standards, and laboratory activity management. When grouped according to school location, there was a significant difference in terms of resources and techniques.

DISCUSSIONS

Based on the findings and conclusions, the researcher recommended that Science teachers may use the output of the study which provides suggestions on addressing the adversities of Science teachers in facilitating science experiments in terms of resources, techniques, safety standards, and laboratory activity management.