COMPETENCE LEVEL IN LABORATORY MANAGEMENT OF THE JUNIOR HIGH SCHOOL SCIENCE TEACHERS IN MAGUINDANAO DEL SUR
Keywords:
competence level, laboratory management, Maguindanao Del Sur, science teachers, skills and knowledgeAbstract
This study investigated the competence level in laboratory management in terms of knowledge and skill of Junior High School science teachers in Maguindanao Del Sur. It assessed the demographic profiles of the respondents, competence level in laboratory management, explored the significant relationship between respondents’ profiles and competence levels in knowledge and skill, and tested the correlation between respondents’ competence levels in knowledge and skill. The respondents of the study are 52 JHS science teachers from 12 public and three private high schools in the eight municipalities of Maguindanao Del Sur. To address the study's problem statement, a self-made and validated 30-item multiple-choice test was utilized. The answered questionnaires were collected, tabulated, and analyzed. The results revealed that the respondents have a moderately high level of competence in knowledge and an average level in skill. Using Chi-square analysis, it was determined that there is no significant correlation between demographic profiles and the competence level of the science teacher. This finding justifies that demographic profiles are not barriers to becoming competent in their profession. On the other hand, Pearson’s Product of Correlation showed a positive and low relationship in respondents' competence levels between knowledge and skill in laboratory management, implying a directly
proportional but weak, insubstantial, or more vulnerable relationship.
Downloads
References
Abdi, A. (2014). The effect of inquiry-based learning method on students' academic achievement in science course. Universal Journal of Educational Research, 2(1), 37-41. https://eric.ed.gov/?id=EJ1053967
Abrahams, I., & Millar, R. (2008). Does practical work really work? A study of the effectiveness of practical work as a teaching and learning method in school science. International Journal of Science Education, 30(14), 1945–1969.
Adebisi, T. A., & Ajayi (2015). Correlation of students’ Attitude and Gender differences on understanding of concept in Physics practical. Advances in Social Sciences Research Journal, 2 (4), 215-21. https://doi.org/10.14738/assrj.24.1008
Adegoke, B. A., & Mefun, F. E. (2016). Assessment of adequacy and availability of human and material resources for the implementation of the Nigeria new senior secondary school
mathematics curriculum. International Journal of Learning, Teaching and Educational Research, 15(3), 102-117. https://www.semanticscholar.org/p ape r/Adequacy-of-Resource-Materials-and-Students%E2%80%99-of-in-Ol/fdb25be44338868b8111a50fe29a490a916f2bcc
Adeniran, M. A. (2006). Strategies and utilization of improvised Biology Instructional materials and students’ achievement and attitude in Ekiti secondary school, Nigeria. International Journal of Research in Education, 3(2), 91-96. https://gsconlinepress.com/journals/gscarr/content/attitude-biology-teachers-tow ardsimprovisation-and-utilization-instructional-materials
Akar, H. (2003). Impact of constructivist learning process on preservice teacher education students’ performance, retention, and attitudes [Ph.D.-Doctoral Program]. Middle East Technical University. https://open.metu.edu.tr/handle/11511/13952
Akarsu, B. (2017). Pre-Service teachers' attitudes towards lab applications in science teaching. Journal of European Education, 5(2), 56-61. http://www.eu-journal.org/index.php/JEE/article/view/41
Ambag, R. (2018). Teaching Science in the Philippines: Why (and how) we can do better. https://www.flipscience.ph/news/featuresnews/features/teaching-science-philipp ines/
Bada, S. O., & Olusegun, S. (2015). Constructivism learning theory: A paradigm for teaching and learning. Journal of Research & Method in Education, 5(6), 66-70. DOI: 10. 9790/7388-05616670
Bhukuvhani, C., Mupa, M., Mhishi, M., & Dziva, D. (2012). Science practical work instructional technologies and open distance learning in science teacher training: A case study in Zimbabwe. International Journal of Education and Development using ICT, 8(2), 17-27. https://www.learntechlib.org/p/42348/
Bransford, J. D., Brown, A. L., & Cocking, R. R. (2000). How people learn (Vol. 11). Washington, DC: National academy press. https://www.csun.edu/~SB4310 /How%20People%20Learn.pdf
Capilitan, D. B., Cabili, M. V., & Sequete, F. R. (2015). A Review on the issues in the implementation of K to 12 science curriculums: A baseline study. https://www.researchgate.net/profile/FernandoJrSequete/publication/308019509
Creswell, J. W., & Creswell, J. D. (2017). Research design: Qualitative, quantitative, and mixed methods approaches. Sage publications.
Cunanan, F. T., & Macabenta, R. M. (2019). Laboratory Management Competencies of Science Teachers in Public High Schools in the Philippines. Asia Pacific Journal of Multidisciplinary Research, 7(2), 81-88 http://www.apjmr.com/wp-content/uploads/2018/07/APJMR-2018.6.3.08a.pdf
David, H. (2015). A role for physicists in STEM education reform. American Journal of Physics, 83(2), 101-103. https://doi.org/10.1119/1.4904763
Department of Education. (2013). K to 12 curriculum guide: Science. https://www.deped. gov.ph/wp-content/uploads/2017/10/SCIENCE-Curriculum-Guide-Grades-1to10 .pdf
Department of Education. (2016). K to 12 Science curriculum. https://www.deped.gov.ph/w p-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf
Espinosa, A. A., Datukan, J. T., Butron, B. R., & Tameta, A. D. C. (2018). Perceptions of pre-service chemistry teachers on the utilization of productive lesson study as a framework for teaching and learning. International Journal for the Scholarship of Teaching and Learning, 12(1), 9. https://doi.org/10.20429/ijsotl.2018.120109
Etikan, I., Musa, S. A., & Alkassim, R. S. (2016). Comparison of convenience sampling and purposive sampling. American journal of theoretical and applied statistics, 5(1), 1-4.
Evarist, A. (2018). Teacher-student ratio on classroom practices in universal secondary schools in Wakiso District-Uganda. Journal of Emerging Trends in Educational Research and Policy Studies, 9(4), 167-177.
Ewesor, S. E., & Itie, B. (2015). Basic science and technology education and development in Nigeria beyond 2020. Knowledge Review, 33(3),15-21. https://www.globalacademicgroup.com/journals/knowledge%20review/Stella%20Ejovwoke.pdf
Faize, F. A., & Dahar, M. A. (2011). Physics teachers’ competency in practical skills–a comparison of ‘O’Level and Federal Board students’ views in Pakistan. European Journal of Social Sciences, 19(4), 555-560. https://www.researchgate.net/profile/FayyazFaize/publication/255984016_Physics_Teachers'_Competency_in_Practical_Skills__A_Comparison_of_'O'_Level_and_Federal_Board_Students'_Views_in_Pakistan/links/577168a408ae6219474a588d/Physics-Teachers-Competency-in-Practical-Skills-A-Comparison-of-O-Level-and-Federal-Board-Students Views-in-Pakistan.pdf
Fitzgerald, A., & Smith, K. (2016). Science that matters: Exploring science learning and teaching in primary schools. Australian Journal of Teacher Education (Online), 41(4),64-78. https://search.informit.org/doi/abs/10.3316/ielapa.994166 311431331
Gilbert, J. K. (2010). 13 Supporting the development of effective science teachers. Good practice in science teaching: What research has to say, 274-300. https://books.google.com.ph/books?hl=en&lr=&id=WbGU6dqGRsC&oi=fnd&pg=PA274&dq=Gilbert,+J.K.+(2010)+Supporting+the+development+of+effective+science+teachers+in+Osborne,+J.+and+Dillon,+J.+Eds.)+Good+practice+in+science+teaching.+What+research+has+to+say.+2nd+Ed.+Maidenhead:+Open+University+Press+p.+&ots=A2qgVuLh7f&sig=Fd5UjiYmocY9kBkHK_j4ktbPPtM&redir_esc=y#v=onepage&q&f=false
Gresnigt, R., Taconis, R., van Keulen, H., Gravemeijer, K., & Baartman, L. (2014). Promoting science and technology in primary education: a review of integrated curricula. Studies in Science Education, 50(1), 47-84. https://www.tandfonline.com/doi/full/10.1080/03057267.2013.877694?scroll=top&needAccess=true
Hadji Abas, H., & Marasigan, A. (2020) Readiness of Science Laboratory Facilities of the Public Junior High School in Lanao Del Sur, Philippines. IOER International Multidisciplinary Research Journal, 2(2). https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3606078
Hamidu, M. Y., Ibrahim, A. I., & Mohammed, A. (2014). The use of laboratory method in teaching secondary school students: A key to improving the quality of education. International Journal of Scientific & Engineering Research, 5(9), 81-86. https://citeseerx.ist.psu.edu/document?repid=rep1&type=pdf&doi=fdea5471f93f813b347e02f95d22a8e416a4d1c5
Hampden-Thompson, G., & Bennett, J. (2013). Science teaching and learning activities and students' engagement in science. International Journal of Science Education, 35(8),1325-1343. https://www.tandfonline.com/doi/abs/10.1080/09500693.2011.608093
Hermosisima, M. V. C., & Sunga, D. L. (2016). Fostering better learning of science concepts through creative visualization. The Normal Lights. ISSUE 2016. https://po.pnuresearchportal.org/ejournal/index.php/normallights/article/download/275/168
Hinneh, J. T. (2017). Attitude towards practical work and students’ achievement in biology: A caseof a private senior secondary school in Gaborone, Botswana. IOSR Journal of Mathematics, 13(4), 6-11. https://files.eric.ed.gov/fulltext/EJ1272657. pdf
Hofstein, A., & Lunetta, V. N. (2004). The laboratory in science education: Foundations for the twenty-first century. Science Education, 88(1), 28–54. Hofstein, A., & Mamlok-Naaman, R. (2021). The Laboratory in Chemistry Learning and Teaching: 50 Years of Development, Implementation, and Research. In Long-term Research and Development in Science Education (pp. 3-28). Brill. https://www.researchgate.net/publication/280751348_Learning_in_the_laborator_an_interactional_factual_and_conceptual_experience
Irwanto, I., Rohaeti, E., & Prodjosantoso, A. K. (2019). Analyzing the relationships between preservice chemistry teachers’ science process skills and critical thinking skills. Journal of Turkish Science Education, 16(3), 299-313. http://orcid.org/0000-00017603-5857
Jokiranta, K. (2014). The effectiveness of practical work in science education. https://jyx.jyu.fi/handle/123456789/42979
K to 12 Science Curriculum Guide. (August, 2016). Page 2 of 203 Learning Materials and equipment technical specifications. https://www.deped.gov.ph/wp-content/uploads/2019/01/Science-CG_with-tagged-sci-equipment_revised.pdf
Kim, M., & Kwon, Y. (2015). The impact of teacher competence on students' achievement and attitudes toward science. Journal of the Korean Association for Science Education. https://nap.nationalacademies.org/read/5287/chapter/5
Laitsch, D., Nguyen, H., & Younghusband, C. H. (2021). Class size and teacher work: Research provided to the BCTF in their struggle to negotiate teacher working conditions. Canadian Journal of Educational Administration and Policy, (196), 83-101. https://www.erudit.org/en/journals/cjeap/1900-v1-n1-cjeap06135/1078519ar/abstract/
Lee, M. H., Liang, J. C., Wu, Y. T., Chiou, G. L., Hsu, C. Y., Wang, C. Y., & Tsai, C. C. (2020). High school students’ conceptions of science laboratory learning, perceptions of thescience laboratory environment, and academic self-efficacy in science learning. International Journal of Science and Mathematics Education, 18, 1-18. Asia-Pacific Science Education. https://link.springer.com/article/10.1007/s10763-019-09951-w
Leyco, C. (2019, February 15). DepEd, private sector partners distribute laboratory equipment. Manila Bulletin. https://mb.com.ph/2019/02/15/deped-private-sector-partners-distribute-laboratory-equipment/
Lunetta, V. N., Hofstein, A., & Clough, M. P. (2013). Learning and teaching in the school science laboratory: An analysis of research, theory, and practice. In Handbook of research on science education (pp. 393-441). Routledge.
Mabula, N. (2012). Promoting science subjects choices for secondary school students in Tanzania: Challenges and opportunities. Academic Research International, 3(3), 234. chromeextension://efaidnbmnnnibpcajpcglclefindmkaj/http://www.savap.org.pk/journals/ARInt./Vol.3(3)/2012(3.3-28).pdf
Mboto, F. A., Ndem, N. U., & Stephen, U. (2011). Effects of improvised materials on students’ achievement and retention of the concept of radioactivity. African Research Review, 5(1). file:///C:/Users/Windows%2010/Downloads/ajol-file-journals_336_articles_64531_submission_proof_64531-4009-126683-1-10-20110316%20(2).pdf
Montebon, D. T. (2014). K12 science program in the Philippines: Student perception on its implementation. International Journal of Education and Research, 2(12), 153-164. https://www.researchgate.net/publication/280234350_K12_Science_Program_in_the_Philippines_Student_Perception_on_its_Implementation?enrichId=rgreq6e427e961bb1c5aba589d40073abbe75XXX&enrichSource=Y292ZXJQYWdlOzI4MDIzNDM1MDtBUzoyNTM2NjMyMzA4MjAzNjBAMTQzNzQ4OTQzNTU3MQ%3D%3D&el=1_x_2&_esc=publicationCoverPdf?
Mudulia, A. M. (2012). The relationship between availability of teaching/learning resources and performance in secondary school science subjects in Eldoret Municipality, Kenya. Journal of Emerging trends in educational research and policy studies , 3(4), 530-536. https://journals.co.za/doi/abs/10.10520/EJC126543
National Science Teachers Association. (2007). NSTA position statement: The integral role of laboratory investigations in science instruction. NSTA Handbook: 2010, 11, 201-204.https://www.nsta.org/position-statement-integral-role-laboratory-investigations-science-instruction
Ndihokubwayo, K. (2017). Investigating the status and barriers of science laboratory activities inRwandan teacher training colleges towards improvisation practice. Rwandan Journal of Education, 4(1), 47-54. https://www.ajol.info/index.php/rje/article/view/160061
Nworgu, L. N. (2009). Fundamental principles and methods of teaching biology. Enugu: Global Publishers. https://files.eric.ed.gov/fulltext/EJ1081346.pdf
Nzewi, U. M. (2008). Practical approach to the effective teaching of ecology concepts for sustainable development. Presented at the Science Teacher Association of Nigeria: Biological panel national workshop held at Queen’s school Enugu. https://www.sciencedirect.com/science/article/pii/S2405844020310367
Odubunni, O. (2011). The effect of laboratory and lecture teaching methods on cognitive achievement in integrated science. Journal of Research in Science Teaching, 28, 213-224. https://www.ijser.org/paper/The-Use-of-Laboratory-Method-in-Teaching-Secondary-School-Students-a-key-to-Improving-the-Quality-of-Education.html
Offorah, B. O., & Osuji, G. E. (2022). Attitude of Teachers Towards Utilisation of Laboratory Method for Senior Secondary School Chemistry Curriculum Implementation in Enugu Education
Zone, Nigeria. Advance Journal of Education and Social Sciences, 7(11), 1-13. http://eprints.gouni.edu.ng/4031/
Ofsted. (2013). Maintaining curiosity: A survey into science education in schools. Report No. 130135. http://www.ofsted.gov.uk/resources/maintaining-curiosity-survey-scienceeducati on-school.
Okam, C. C., & Zakari, I. I. (2017). Impact of Laboratory-Based Teaching Strategy on Students’ Attitudes and Mastery of Chemistry in Katsina Metropolis, Katsina State, Nigeria. International Journal of Innovative Research and Development, 6(1). https://sfimarresearchreview.org/index.php/index/search/search
Olajide, S. O., Adebisi, T. A., & Tewogbade, T. A. (2017). Assessment of laboratory resources, teachers’ and students’ involvement in practical activities in basic science in junior secondary schools in Osun state Nigeria. Journal of Educational and Social Research, 7(3), 139. https://doi.org/10.1515/jesr2017-0011
Opulencia, L.M. (2011). Correlates of Science Achievement Among Grade-VI Pupils in Selected Elementary Schools San Francisco District, Division of San Pablo City. Laguna State Polytechnic University Research Journal of Educational Sciences. 2321-0508. www.isca.in, www.isca.me
Owolabi, T., & Oginni, I. (2012). Improvisation of science equipment in Nigerian schools. Universal Journal of Education and General Studies, 1(3), 44-48. http://www.universalresearchjournals.org/ujegs
Philippine Statistics Authority. (2020). 2017-2018 Integrated Survey of Households (ISH). https://psa.gov.ph/content/highlights-2017-2018-integrated-survey-households-ish
Piaget, J. (2013). The construction of reality in the child (Vol. 82). Routledge. https://books.google.com.ph/books?hl=en&lr=&id=PpfGxMDZP4C&oi=fnd&pg=PP2&dq=Piaget,+J.+2013).+The+construction+of+reality+in+the+child.+UK:+Routledge+%26+Kegan+Paul&ots=LNuOQrhUnb&sig=y1jsb2YVPOQLDNWN94JaHsAbCOI&redir_esc=y#v=onepage&q&f=false
Polit, D. F., & Beck, C. T. (2008). Nursing research: Generating and assessing evidence for nursing practice. Lippincott Williams & Wilkins.
Prudente, M. (2011). Where to, Science and Math education. An Interview for Manila Bulletin. https://files.eric.ed.gov/fulltext/EJ1053967.pdf
Sadera, J., Rianna, Y., & Rogayan, D. Jr. (2020). Challenges Encountered by Junior High School Students in Learning Science: Basis for Action Plan School Students in Learning Science: Basis for Action Plan Universal Journal of Educational Research 8(12A): 7405-7414, 2020 DOI: 10.13189/ujer.2020.082524 https://www.hrpub.org/download/20201230/UJER24-19515592.pdf
Santos, J. T. D., Lim, R., & Danilo Jr, V. (2021). Least mastered competencies in biology: Basis for instructional intervention. JPBI (Jurnal Pendidikan Biologi Indonesia), 7(3), 208-221. https://files.eric.ed.gov/fulltext/EJ1327056.pdf
Schwichow, M., Zimmerman, C., Croker, S., & Härtig, H. (2016). What students learn from hands‐on activities. Journal of research in science teaching, 53(7), 980-1002. https://onlinelibrary.wiley.com/doi/abs/10.1002/tea.21320
Siswowidagdo, T., & Wicaksono, A. (2018). The implementation of science process skills in science learning in Indonesia and the Philippines. Journal of Physics; Conference Series. 2(1):37-41 http://www.hrpub.org/ujer.2018.020104
Skamp, K., & Preston, C. (Eds.). (2017). Teaching primary science constructively. Cengage AU. https://www.google.com/books?hl=en&lr=&id=nEVMDwAAQBAJ&oi=fnd&pg=PR1&dq=Skamp,+K.+2017).+Teaching+primary+science+constructively.+South+Melbourne,+Vic.:+Cengage+Learning.&ots=Jfj2gcO1hV&sig=21y1EhYYCyF90izeyjPAZBqdPYI
Smith, J. A., & Sivo, S. A. (2012). Predicting continued use of online teacher professional development and the influence of social presence and sociability. British Journal of Educational Technology, 43(6), 871-882. https://doi.org/10.1111/j.1467-8535.2011.01223.x
Tabinas, A. J. A., & Ebunan, M. B. (2019). Teacher perspectives on the implementation of Inquiry-based science education in public secondary schools in the Philippines. International Journal of Instruction. https://eric.ed.gov/?id=EJ1285833
Toplis, R., & Allen, M. (2012). ‘I do and I understand?’Practical work and laboratory use in United Kingdom schools. Eurasia Journal of Mathematics, Science and Technology Education, 8(1), 3-9. https://www.ejmste.com/article/i-do-andiunderstandpractical-work-and-laboratory-use-inunited-kingdom-schools-4225
Tsakeni, M. (2018). Inquiry-based practical work in physical sciences: Equitable access and social justice issues. Issues in Educational Research, 28(1), 187-201 https://search.informit.org/doi/abs/10.3316/ielapa.437942114488195
Tukacungurwa, C. M., Ssebbale, S., & Basiime, N. K. (2012). The Quality of Science Education in Uganda. https://www.uncst.go.ug/manage/files/downloads/Quality%20of%20Science%20Education%20final%20report%20Dec.%202012.pdf
White, P., & Green, J. (2015) Age and science teacher competency: A non-significant correlation. Journal of Research in Science Teaching, 52 (2), 269-283 https://www.ijser.org/15768paper/scienceteachercompetency/pdf
Yawman, M., & Appiah-Kubi, J. (2018). Innovative Teaching Strategies and Students’ Achievement. Available at SSRN 3161988. https://papers.ssrn.com/sol3/papers.cfm?abstract_id=3161988
Zeidan, A. H., & Jayosi, M. R. (2015). Science Process Skills and Attitudes toward Science among Palestinian Secondary School Students. World journal of Education, 5(1), 13-24. https://eric.ed.gov/?id=EJ1158460
