Perception of Step Students on the Quarterly Scheme Rotation of Science Teachers in Lucsuhin National High School

Abstract

INTRODUCTION

The shifting of the education system from old basic education to K-12 curriculum is a challenging reform to every teacher especially those who are involved in science education. The BEC science subjects like Earth Science, Biology, Chemistry, and Physics are all incorporated in each grade level under the new curriculum, which is very different from the old curriculum with only one science subject for a specific year level. Lucsuhin National High School designed a Quarterly Scheme Rotation of Science Teachers to address this difficulty. The study attempted to determine how the STEP students perceived the scheme rotation in terms of their attitude towards learning, towards science as a subject and towards teachers.

METHODS

The study made use of the descriptive method of research. A researcher-made questionnaire was used as the main data-gathering instrument. The respondents of the study were 72 STEP students determined using Slovin's formula at a ten percent margin of error. To systematically select the respondents of the study the researcher employed the fishbowl technique. The research-instrument made used a Likert scale to determine the respondent's perception of the Quarterly Scheme Rotation of science teachers. Points were assigned for quantitative analysis and equivalent verbal interpretation was determined. The weighted mean was obtained by weighted points by the number of responses.

RESULTS

The majority of STEP students involved in the research were female, ages range from 12-14 and from grade seven to grade eight. Moreover, respondents have a high perception of the Quarterly Scheme Rotation of science teachers. The responses of the respondents differ significantly in gender and their responses in terms of age, and grade level showed no significant difference. A proposed action plan was designed to enhance science teaching and the scheme rotation.

DISCUSSIONS

The results suggest that the Quarterly Scheme Rotation has positive effects on students as they demonstrated high perceptions towards this and it may serve as a framework in coping with the spiral approach of the k-12 curriculum thus, strengthening student's proficiency and academic performance in science.