Delivery of Science Instruction in The Public Senior High Schools in First Congressional District of Batangas

Abstract

INTRODUCTION

In light of the immense challenge in science education which is to address the needs of the students to become more scientifically literate, more equipped with scientific competencies important in real-life context and for the larger Philippine society to be influenced strongly by science and technology, the author conducted this study to discover the factors that might compromise the delivery of science instruction in public senior high schools in the with the start of the implementation of K-12 senior high school curriculum.

METHODS

The descriptive method of research was used with the questionnaire as the main data gathering instrument. The respondents were fifty-six (56) public senior high school science teachers across different teaching sites. The statistical tools used were average weighted mean, ranking and t-test.

RESULTS

Respondents who participated in this study identified that teachers possess professional qualities which made them attain the objectives in science teaching. Moreover, pedagogical approaches were perceived often-used in the delivery of science instruction. Significant problems in the availability of learning resources were detected. the delivery of science instruction in lecture and laboratory components was a success in the use of both traditional and authentic assessment tools. However, teacher-related factors were discovered to be important factors that will compromise science instruction in public senior high schools.

DISCUSSIONS

The results of this study revealed that: 1) the school administrators and science department heads of the schools should conduct regular class observations so as to pave the way of minimizing problems encountered in the delivery of science instruction; 2) school administrators and science department heads should review, consider, and implement the proposed enhancement program to ensure very satisfactory performance in science teaching; 3) master teachers should be retrained for them to better determine the skills and competencies needed by the teachers as adult education trainers; 4) science teachers are encouraged to attend seminars, trainings or workshops to enhance their competencies in the delivery of science instruction; 5) teachers' trainings on enhancement of skills on lecture and laboratory components should be given much emphasis to become more competent; and 6) similar studies may be conducted among other institutions to validate the findings of the study.