TEACHERS’ PEDAGOGICAL PRACTICES AND PROBLEMS ENCOUNTERED IN TEACHING SCIENCE

Registration ID: IJNRD_226734

Published ID: IJNRD2408240

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ERLIE F. JAVIER

Teachers’ Pedagogical Practices, Problems Encountered in Teaching Science

The study aimed to determine the teachers’ pedagogical practices along with the common problems encountered by teachers and administrators, and the degree of seriousness of these problems. The respondents of the study were randomly selected public secondary schools in Mangatarem I and II Districts. From these randomly selected schools, nine (9) administrators, 36 teacher respondents were obtained and participated in the study. Following the CIPP (Content, Input, Process, and Product) evaluation model of Stufflebeam (1971), the study used quantitative and qualitative designs of research. Quantitative methods were used in generating numerical data through survey questionnaires. The survey questionnaires solicited for the extent of the implementation of teachers’ pedagogical approaches and the degree of seriousness of problems encountered. Qualitative approach of research was used to uncover the common problems encountered by teachers, administrators, and learners in the implementation of K to 12 Science Program. Results of the study pointed out that generally, teachers of the district implement the prescribed pedagogical approaches of teaching K to 12 Science at a great extent. Pedagogical practices which are mostly implemented by teachers, include the use of 5E Instructional model, Inquiry-based learning, contextualization, integration of concepts in other subject areas and the linking of what learners already know with the lesson or concepts to be tackled. The survey questionnaire revealed major problems on lack of K to 12 training, lack of resources and facilities, and curriculum enhancement. Responses of teachers and administrators from interviews exposed two broad categories of causes of problems arising in their classroom Science instructions: teacher factor and learner factor. Learner factor includes lack of prerequisite knowledge on contents, poor comprehension in the English medium and some topics are too high for the level of the learners. While teacher factor includes lack of knowledge on the teaching approaches and techniques and contents in teaching Science, unavailability of teaching-learning resources and significant number of disrupted classes. The study suggests that the problems that teachers are facing particularly on the lack of training and learning materials should be addressed as soon as possible because these are the defining factors towards the successful implementation of the program and the attainment of its objectives.

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ERLIE F. JAVIER (August-2024). TEACHERS’ PEDAGOGICAL PRACTICES AND PROBLEMS ENCOUNTERED IN TEACHING SCIENCE. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 9(8), c365-c374. https://ijnrd.org/papers/IJNRD2408240.pdf

Volume 9 Issue 8, August-2024

Pages : c365-c374

Paper Reg. ID: IJNRD_226734

Published Paper Id: IJNRD2408240

Research Area: Other

Author Type: Foreign Author

Country: LINGAYEN, PANGASINAN, Philippines

Published Paper PDF: https://ijnrd.org/papers/IJNRD2408240.pdf

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