DIFFICULTIES IN SCIENCE TEACHING EXPERIENCED BY THE GRADE 4 TEACHERS IN THE MATATAG CURRICULUM

DIFFICULTIES IN SCIENCE TEACHING EXPERIENCED BY THE GRADE 4 TEACHERS IN THE MATATAG CURRICULUM

Registration ID: IJNRD_225901

Published ID: IJNRD2407453

DOI: Click Here to Get

ALMERA A. LANGIT

difficulties, Science, Grade 4 teachers, MATATAG Curriculum

The main objective of this study was to assess the difficulties in science teaching experienced by the Grade 4 teachers in the MATATAG curriculum in terms of the profile of the respondent schools; difficulties encountered by the teachers in teaching science under the MATATAG curriculum in terms of content and sequencing; instructional materials and facilities; evaluation of learners’ performance; and teacher’s preparation. The results showed that the teacher-respondents were in the early adulthood, female and married. They were education graduates with specialization in General Science and had units only in master’s degree. They were considered experienced in the teaching professions. They had very limited training relevant to their field of specialization. The number of their teaching loads was within the ideal. Teacher-respondents had a slight problem on teaching the content of Science, in administering evaluation of students’ performance, and in teaching and administration of the lessons in Science under the MATATAG curriculum. The respondent schools had a problem on the availability of instructional materials, laboratory equipment and manuals on Science. Learners have difficulty in performing the prescribed activities in the manual. Instructional materials like teaching manual and learner’s manual and laboratory facilities in the respondent schools were inadequate to effectively implement the MATATAG Curriculum. There was a significant relationship between sex of the teacher and evaluation of student’s performance; male teachers had more difficulties in evaluating learners’ performance than female teachers. Study showed that female teachers were more considerate in giving grades than male teachers. There’s also significant relationship between highest level of education of the teachers and evaluation of learner’s performance, and the more the seminars and training teachers attended and the more difficulties teachers encountered in evaluating learner’s performance. And lastly, there was a significant relationship between the number of classes handled by teachers and science content and instruction. The researcher recommended that the administrators should encourage and allow more number of teachers to attend seminars and training for Science teachers particularly on the contents of Science in MATATAG. Higher education institutions offering teacher’s education may review the curriculum and align this according to the demands of the new MATATAG curriculum. This will enhance teachers’ preparedness to deliver the content of the MATATAG curriculum. More instructional materials should be provided to teachers like teaching guide manuals, more books in Science, computers and others so that teaching can be improved. Teachers should be more creative, innovative and resourceful in devising instructional materials and laboratory apparatus to help promote effective teaching.

Published Paper   E-Certificate

"DIFFICULTIES IN SCIENCE TEACHING EXPERIENCED BY THE GRADE 4 TEACHERS IN THE MATATAG CURRICULUM", IJNRD - INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT (www.IJNRD.org), ISSN:2456-4184, Vol.9, Issue 7, page no.f531-f540, July-2024, Available :https://ijnrd.org/papers/IJNRD2407453.pdf

Volume 9 Issue 7, July-2024

Pages : f531-f540

Paper Reg. ID: IJNRD_225901

Published Paper Id: IJNRD2407453

Downloads: 000121335

Research Area: Other

Country: LINGAYEN (Capital), Region I - PANGASINAN, Philippines

Published Paper PDF: https://ijnrd.org/papers/IJNRD2407453.pdf

Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2407453

Journal Name: INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT(IJNRD)

ISSN: 2456-4184 | IMPACT FACTOR: 8.76 Calculated By Google Scholar | ESTD YEAR: 2016

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