Attitudes of Teachers Towards Strategic Intervention Material and Academic Competence of Grade 8 Students in the Division of Lipa, S.Y. 2015-2016

Abstract

INTRODUCTION

Many students manifest difficulties in comprehending technical science concepts, most specifically the uncommon terms, which needed a consistent demonstration of some processes to make them concrete in the minds of the students. In many cases, repetitive instruction is required, along with vividly described pictures and illustrations, due to the inadequate science tools and materials in the laboratory. Lack of these materials creates a gap in the teaching-learning process. Consequently, the transfer of learning is less facilitated. On the other hand, such inadequacy pushes the teachers to become more innovative to the extent of devising strategic intervention materials. They are used to re-teach difficult concepts discovered from previous test results where most of the students got incorrect answers to the questions. Intervention materials should be often utilized as a tool for enhancing students' academic competencies in Science.

METHODS

The researcher utilized the descriptive method of research with the questionnaire as the primary data gathering instrument validated and administered to 51 teachers of science. Supplementing the results of the survey were the results of the test administered to 235 students of three public secondary schools.

RESULTS

Generally, the attitudes of teachers towards SIM can be described as follows: they believe on the educational value of SIM; they are willing to develop and use SIM to improve their students' competency and proficiency; they adhere to the underlying principles on its purpose and function. The science teachers agree on the provisions pertaining to the attitudes towards the Strategic Intervention Material. The teachers' attitude towards SIM relates significantly to their students' level of academic competence and proficiency.

DISCUSSIONS

The teachers should maintain their positive attitude towards the development and utilization of SIM since it greatly helps in determining students' weaknesses and improving their competence and proficiency, particularly when its development is precise and its utilization is constant. The students' proficiency level could likewise be improved through the teachers' manifestation and demonstration of utmost dedication and commitment to their profession. Teachers must not stop their pursuit of further professional growth and development through attending seminars and training. Through their efforts, they would make their instructional practices aligned with the current demands and goals of the K to 12 curricula.