CCNA (Curricular Content Needs Assessment) of the Science Teacher in Pacheco Elementary School: A Basis for Learning Action Cell (LAC) for the S.Y. 2018-2019

Abstract

INTRODUCTION

This action research focused on determining the curricular content needs of the teachers in Science and from the results, a learning action cell (LAC) would be formulated to address the teaching difficulties encountered. This research-based action was conducted in Pacheco Elementary School to help build a structure for the remediation process that the teachers were about to enforce by that time.

METHODS

The descriptive method was utilized in this action research and the data came from the results of the Development Plans (DP) of the Individual Performance and Commitment Review Form (IPCRF) and the Least Mastered Competency on Learners Outcome Assessment (LOA). The researcher had performed a documentary analysis of the 12 teachers and to analyze the results, the percentage was utilized to summarize the results.

RESULTS

The target teacher-participants were mostly female with a percentage of 91.6% or 11 whilst the males were only 8.3% or 1. Based on the DP-IPCRF, all of the teacher-participants wished to develop their teaching competency -Objective 3, KRA1 or "To apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skills." On the other hand, the core behavioral competency -development needs were "innovation particularly on conceptualizing " ̃out of the box' ideas/approach." With respect to the Least Mastered Competency (LMC) on the Learners Outcome Assessment (LOA), the majority concentrated the code: S6LTIIa-b-1 or "explain the organs of each organ system work together" and the code: S6MTIIe-f-3 or "determine the distinguishing characteristics of vertebrates and invertebrates."

DISCUSSIONS

The above findings imply that the teaching competency development area of the Science teachers is Objective 3, KRA1 or "To apply a range of teaching strategies to develop critical and creative thinking, as well as other higher-order thinking skill," and this is contextualized with two particular curricular needs which are the code: S6LTIIa-b-1 or "explain the organs of each organ system work together" and the code: S6MTIIe-f-3 or "determine the distinguishing characteristics of vertebrates and invertebrates." These results will be the bases of the learning action cell (LAC) that would be developed to ensure a higher probability of achievements of the remediation program.