The Teaching Practices and the Learner's Level of Proficiency in Science Processes: A Basis for an Enhancement Program

Abstract

Science processes are a fundamental part of the scientific enterprise. Children must develop facilities in these processes, as scientific facts and concepts are a springboard for children to use as they explore the processes. Both Grades 3 and 4 learners in the Pinamalayan District attained an approaching level of proficiency in terms of observing and describing. Grade 3 learners in the Pinamalayan District achieved an approaching level of competence; while Grade 4 learners obtained the beginning level of proficiency. The level of proficiency learners in terms of classifying was approaching, while in terms of measuring was approaching. The level of proficiency of Grades 3 and 4 learners in Science in terms of inferring was developing. There was no significant relationship between the practices employed by teachers and the level of proficiency of Grades 3 and 4 learners in Science processes, except between the independent variable of establishing adaptability and responsiveness and the dependent variable of describing, communicating with learners and classifying and captivating learners’ interests and inferring. An enhancement program that focuses on the skills of describing, organizing, and inferring may be prepared. Lessons for developing the reading comprehension of Grades 3 and 4 learners that utilize Science texts can be seen in the proposed intervention.