Laboratory Teacher's Competence in Caraga State University: ItsContribution to the Science Literacy Skills of the Students

Abstract

INTRODUCTION

The ultimate goal of teaching in any discipline is to effect a change in the learner's life. The search for effective and efficient methods of teaching has been a subject or research among many educators and researchers especially in the field of Science. Although many researchers have shown that a learner's performance is a product of interrelated factors such as his/her mental ability, home, and family background, school environment, and others. Some researchers revealed that a teacher's competence is also a determinant of successful learning.

METHODS

This study was conducted in Caraga State University, Ampayon, Butuan City. The respondents of the study were 174 students who had enrolled at least 2 laboratory courses from the different colleges namely the College of Education, College of Arts and Sciences, College of Agricultural Sciences and Natural Resources and the College of Engineering and Information Technology. A descriptive type of research design was used to determine the teacher's competence in terms of their contribution to the science literacy skills of students. The research instrument was designed to ascertain the extent of the teacher's competence as demonstrated in class and how it contributed to students' science literacy skills.

RESULTS

There was a significant relationship between the laboratory instructors' competence and the science literacy skill of students but it was weak or low. This led to the rejection of the null hypothesis. This implied that teachers' moderate level of competence was an indispensable function to the literacy skills of students.

DISCUSSIONS

Findings of the study further revealed that there was a significant relationship between the competencie3s of the laboratory instructors to the student's level of science literacy skills. The laboratory facilitators' competency significantly influences students' level of science literacy skill in the subject. Their competency was the pillar for the practical implementation of a safe and effective science experiment. Students' positive attitude towards the course and their motivation to learn and the likelihood to provide appropriate feedback to the learning activities depended on how the laboratory teachers influenced them.