PRE-SERVICE TEACHERS’ BELIEFS AND PREPAREDNESS IN

TEACHING SCIENCE IN THE ELEMENTARY GRADES: INPUT

TO THE EXISTING INSTRUCTIONAL
MATERIAL ENHANCEMENT

An Undergraduate Thesis
Presented to
the Faculty Committee of the College of Teacher Education
BATANGAS STATE UNIVERSITY
THE NATIONAL ENGINEERING UNIVERSITY
ARASOF-Nasugbu Campus
Nasugbu, Batangas

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF ELEMENTARY EDUCATION
Major in General Curriculum

by
FRITZIE AILE F.
ENDOZO ANGELIKA
T. LAZAT
JOAN M. URCIA

2022

PRE-SERVICE TEACHERS’ BELIEFS AND PREPAREDNESS IN

TEACHING SCIENCE IN THE ELEMENTARY GRADES: INPUT
TO THE EXISTING INSTRUCTIONAL
MATERIAL ENHANCEMENT
 Fritzie Aile F. Endozo, Angelika T. Lazat and Joan M. Urcia
College of Teacher Education
Batangas State University
The National Engineering University ARASOF-Nasugbu
Nasugbu, Batangas, Philippines

Abstract

This study assessed the pre-service teachers’ beliefs and

preparedness in teaching science in the elementary grades.
Specifically, the study aimed to determine the beliefs and
preparedness of the pre-service teachers in teaching science in the
elementary grades. The questionnaire was distributed to 68 out of
96 students from the third-year and fourth-year levels of Bachelor
of Elementary Education under the College of Teacher Education
(CTE) Department in BatSateU ARASOF-Nasugbu. The findings
of the study revealed that the perceptions of science and teaching
Science have a significant difference in the responses of the
respondents in their perception when it comes to the level of
preparedness in teaching, there is a significant relationship between
classroom management, instructional, method, content knowledge
and assessment of pre-service teachers in teaching Science in
elementary grades. The study also determined that there is a
significant difference in the responses between the pre-service
teachers’ perceptions of science and in teaching science when their
sex and year level are considered. Moreover, the findings show
that science is challenging to teach, and the best practice is the
enhancement of the teaching science module that provides
additional resources in the module.

Keywords: beliefs, preparedness, pre-service teachers,

science, instructional material

CERTIFICATE OF COMMITTEE APPROVAL

In partial fulfillment of the requirements for the degree

 Bachelor of Elementary Education, this thesis entitled “PRE-
SERVICE TEACHERS’ BELIEFS AND PREPAREDNESS IN
TEACHING SCIENCE IN THE ELEMENTARY GRADES:
INPUT TO THE EXISTING INSTRUCTIONAL MATERIAL
ENHANCEMENT” was prepared and submitted by FRITZIE
AILE F. ENDOZO, ANGELIKA T. LAZAT, and JOAN M.
URCIA is recommended for Oral Examination.

RAYMART O. BASCO, Ph.D.

Adviser

Approved by the Committee on Oral Examination with the grade of____.

ANANIA B. AQUINO, Ed.D.

Chairperson

ESTELITO J. PUNONGBAYAN, Ed.D. LEOLANDA A. BALILLA,

M.A.Ed.
Member Member

Date of Oral Examination: June 16, 2022

Accepted in Partial fulfillment of the requirements for the degree:

BACHELOR OF ELEMENTARY EDUCATION
Major in General Curriculum

ANANINA B. AQUINO, Ed.D.

Dean, College of Teacher Education
Batangas State University
The National Engineering University
ARASOF-Nasugbu Campus

ACKNOWLEDGMENT
 The researchers would like to extend their sincere

gratitude to the following who contributed to making this study

prosperous:

First and foremost, the researchers are very much

grateful to ALMIGHTY GOD whose love never fails, for the

strength, the knowledge he had given the researcher to finish

this research study, and for without his grace and blessings, this

research work would not have been possible. Glory to him.

Boundless appreciation and deepest thanks are extended

for the help and support to all the people who in one way or the

other kick into the realization of this research work.

To Dr. Enrico M. Dalangin, Batangas State University

ARASOF- Nasugbu Chancellor, for the opportunity to pursue

this research study as one of the missions of the university;

To Dr. Lorissa Joana E. Buenas, Vice Chancellor for

Academic Affairs, for giving the favor to conduct this research

work;

To Dr. Anania B. Aquino, concurrent Dean of the

College of Teacher Education and Chairman of the thesis panel,

for the guidance, for her valued suggestions and critique which

inspired the researchers to put a big effort and diligently

accomplish the study;

 Dr. Estelito J. Punongbayan and Assoc. Prof. Leolanda

A. Balilla, the Panelist Examiners member, for their detailed

and constructive comments and suggestions for the enrichment

of the study;

To Dr. Raymart O. Basco, Research Adviser, for the

support, effort, and everything he had done throughout the long

journey of completion of this study;

To the respondents/participants, the third year and

fourth-year BEEd students of Batangas State University - The

National Engineering University ARASOF-Nasugbu for their

cooperation and sharing their time in answering the research

questionnaires and interviews which contributes a lot to the

success of this study;

Finally, the researchers’ family, relatives, and friends for

their continued belief and constant financial support that made

huge help in providing the required information.

A.T.L

J. M. U

F.A.F.E
 DEDICATION

This study is wholeheartedly dedicated to our beloved

families, friends, classmates, co-researchers, instructors,

panelists, and above all, to our Almighty God.

 TABLE OF CONTENTS

TITLE i
PAGE…………………………………………………………………...
ABSTRACT…………………………………………………………………… ii
..
CERTIFICATE OF COMMITTEE APPROVAL …………………………. iii

ACKNOWLEDGMENT…………………………………………………........ iv
.
DEDICATION………………………………………………………………… vi
.
TABLE OF vii
CONTENTS…………………………………………………........
LIST OF ix
TABLES………………………………………………………………
LIST OF x
FIGURES…………………………………………………………….

CHAPTER Pa
ge
I.THE PROBLEM
Introduction ……………………………………………………………. 1
………..
Statement of the Problem 4
………………………………………………………..
Scope, Delimitation, and Limitation of the 5
study………………………………..
Significance of the Study………………………………. 6
………………………..

II. REVIEW OF RELATED LITERATURE

Conceptual Literature………………………….………………. 8
………………...
Research Literature……………………………………………. 19
………………...
Synthesis 23
………………………………………………………………………...
Theoretical 27
Framework………………………………………………………….
Conceptual Framework………………………………………. 30
…………………
Definition of terms 32
………………………………………………………………

III. RESEARCH METHOD AND PROCEDURE

Research Design………………………………………. 3
…………........................ 5

Research Environment………………………………………. 3
………….............. 6

Subject of the 3
Study……………………………………………………………… 7
Data Gathering 3
Instrument………………………………………………………. 9

Data Gathering 4
Procedure……………………………………………………….. 3

Statistical Treatment of Data……………………………………………............. 4

3
Data Analysis of Data from 4
Interview…………………………………………… 5

IV. PRESENTATION, ANALYSIS, AND

INTERPRETATION OF DATA…………. 4
6
…………………………………………………………….

V. SUMMARY, FINDINGS, CONCLUSIONS,

AND RECOMMENDATIONS

Summary……………………………………………………………………... 8
…. 7

Findings……………………………………………………………………......... 8
. 8

Conclusions…………………………………………. 9
……………....................... 2

Recommendations………………………………………………......................... 9
. 3

BIBLIOGRAPHY
APPENDICES
CURRICULUM VITAE

8
 LIST OF TABLES

TABLE Pa
ge
Table 4.1 The Pre-Service Teachers' Perception of Science and Teaching
Science 47
…………………………………………………………………………..
Table 4.1 The Pre-Service Teachers' Perception of Science and Teaching
Science 54
…………………………………………………………………………..
Table 4.3 The Pre-Service Teachers' Level of Preparedness in Teaching
Science in Terms of Instructional 58
Method……………………………………………….
Table 4.4 The Pre-Service Teachers' Level of Preparedness in Teaching
Science in Terms of Content 63
Knowledge…………………………………………………
Table 4.5 The Pre-Service Teachers' Level of Preparedness in Teaching
Science in Terms of 68
Assessment…………………………………………………………
Table 4.6 Test of Significant Relationship Between the Pre-Service Teachers’
Level of Preparedness in Teaching Science in Elementary 74
Grades……………..
Table 4.7 Test of Significant Difference Between the Pre-Service Teachers’
Perception on Science When Grouped According to Sex and Year 76
Level………
Table 4.8 Test of Significant Difference Between the Pre-Service Teachers’
Perception on Teaching Science When Grouped According to Sex and Year
Level……………………………………………………………………………. 77
.
 LIST OF FIGURES

FIGURE Pa
ge
Figure 2.1. Theoretical 27
Framework………………………………………………
Figure 2.2: Research Paradigm on the Pre-Service Teachers’ Beliefs and
Preparedness in Teaching Science in the Elementary Grades: Input to the
Existing Instructional Material 30
Enhancement……………………………………
 CHAPTER I

The Problem

Introduction

Education is an important instrument that gives individuals

a wealth of knowledge and information, as well as allows them to

understand their role and obligations to their social responsibilities.

It is critical to each one's learning and success as an educated

person. A person's identity is strengthened by education, which

also helps to combat societal evils and advances society and the

nation. Understanding the secrets of nature is made easier by

education. It aids in our ability to understand and improve the

operation of our society. It generates favorable circumstances for a

better existence.

Education develops the skills necessary to combat social

oppression. Every man has the right to receive an education. It

gives everyone more leverage. It is a significant factor that has

shaped the contemporary, rest of the developed world. People

require education to keep up with technological developments in

this highly competitive environment, as well as a cultural structure

through which society offers information, facts, work skills, and

morals to its citizens.

2
 Furthermore, teachers play an important role in providing

quality education to students and molding them into globally

competitive professionals in the future. Teachers' responsibilities in

education go beyond actually teaching and passing on knowledge.

Teaching is a multifaceted profession that has a tremendous impact

on the development of students in the classroom. Teachers serve as

evaluators, role models, strategists, organizers, resource creators,

and information suppliers, among other things. These

responsibilities are clearly affected by the different constituents

with whom they engage, such as parents, officials, and learners,

and all these responsibilities may alter based on the perspectives of

these constituents.

In the Philippines setting, introducing an education

profession began with a teacher training program within a

university's education department, followed by an undergraduate

program for pre-service education instructors. The education

program is meant to provide academic and professional preparation

for a career in education. Pre-service teaching according to (Yunus,

2020) is a term for monitored, directed instruction. A supervisor or

assisting teacher progressively introduces the university student to

the faculty position for a certain class. As the program develops,

the collaborating teacher can be able to supports the pre-service

3
teacher to take on more responsibilities in classroom

administration and teaching.

The pre-service teacher is introduced as an observer and

ends as a skilled professional during their pre-service professional

experience. The engagement is intended to offer a supervised

environment for learning in which a future teacher may put the

ideas and practices taught in their higher education degree into

reality

(Incecay, et. al., 2016). The primary objective for a pre-service

teacher is to demonstrate proficiency in entry-level teaching

abilities.

Furthermore, most primary, or elementary teacher education

programs educate students to teach all subjects across the

education system. Elementary teachers generally take only a few

core courses in STEM areas, such as science, due to their

multidisciplinary backgrounds. (Jaipal-Jamani, et. al., 2017). Prior

to implementing the approach, the focus of the research is to

determine the pre-service teachers’ beliefs and preparedness in

teaching science in elementary as it is one of the focuses of the

program.

In line with these, the development of teaching beliefs and

preparedness among pre-service teachers has sparked a lot of

4
academic interest since they are difficult to change once they have

been formed. According to recent research of (Mahalingappa, et.

al., 2018) on the preparedness of pre-service teachers, there are

numerous variables that contribute to this reluctance to change.

The consciousness of teaching competency, personal traits,

psychological and instructional encouragement, and the training

program are all factors that influence the pre- service instructors.

Pre-service teachers should clearly acquire certain abilities

throughout their college teacher preparation courses to be good

instructors in the future. One of those skills is the teaching beliefs

and preparedness in the context of teaching. Although pre-service

teachers are taught and trained about the relevant theoretical

concepts (Reeves et. al., 2016), nobody can really say that they are

effective in a real-world teaching situation without seeing them as

they put the ideas they have learned into practice.

According to the records and findings from the published

study on pre- service teachers' beliefs and preparedness, in fact,

there are problems with the subject at hand. The aforementioned

occurrences led the researcher to carry out a study to more

thoroughly comprehend pre-service teachers' beliefs and

preparedness in teaching science in the elementary grades at

Batangas State University ARASOF-Nasugbu. Furthermore, the

5
 study's findings will be used to conceptualize instructional

materials that will improve the beliefs and preparedness of pre-

service teachers at Batangas State University ARASOF-Nasugbu,

addressing the issue presented in the study.

Statement of the Problem

This study aimed to determine the pre-service teachers’

beliefs and preparedness in teaching science in the elementary

grades: input to the existing instructional material enhancement.

Specifically, this study sought answers to the following questions:

1. What is the pre-service teachers’ perception of Science and teaching

Science?

2. What is the pre-service teachers' level of preparedness in

teaching Science in terms of:

2.1 Classroom management;

2.2 Instructional method;

2.3 Content knowledge; and

2.4 Assessment?

3. Is there any significant difference between the respondents'

perception of science and teaching science when categorized

according to their profile variables?

4. What are the challenges and best practices of the respondents in teaching
science?

6
5. Based on the findings of the study, what enrichment of the

existing instructional material in the course may be proposed?

Scope, Delimitation, and Limitation of the Study

This study determines the belief and preparedness of pre-

service teachers of Batangas State University ARASOF-Nasugbu

in teaching science in the elementary grades. The researchers focus

on what are the possible enhancements in the existing instructional

materials that pre-service teachers can use in teaching science in

the elementary grades.

This study was delimited to the college students of the

Batangas State University ARASOF-Nasugbu, specifically from

Bachelor of Elementary Education under the College of Teacher

Education (CTE) Department.

The weakness of this study is the quality of survey

questionnaires due to the limited access to data that will be mostly

coming from college students. It was a hindrance caused by an

unreliable internet connection, especially when using Google

Forms to administer survey forms. This may affect the authenticity

of the answers of the chosen respondents.

The study was limited to the responses of the pre-service

teachers in Batangas State University ARASOF – Nasugbu.

7
 However, this study did not include the students from other

programs and/or departments that offer Science related courses.

Significance of the Study

The study was deemed beneficial for the following:

Batangas State University. The findings of this study will

help the University with information regarding the beliefs and

preparedness of pre-service teachers in teaching science in the

elementary grades which could result in a constant improvement of

the standard of the programs or support services that pre-service

teachers offer to their learners.

College Faculty Members. The findings of this study will

provide an added reference to the beliefs and preparedness of pre-

service teachers in teaching science in the elementary grades. It can

serve as an input for teaching and learning to help the faculty

members to further enhance and develop new avenues for the pre-

service teachers.

College of Teacher Education students. The findings of the

study will provide additional knowledge to prepare them to be

efficient teachers in teaching science among elementary grades in

the future.

Researchers. The findings of this study may aid in

enhancing the researchers' analytical abilities and their capacity to

8
conduct research activities with comprehension, patience,

cooperation, respect, and knowledge. The result of this study may

also provide input to the existing instructional material

enhancement for the pre-service teachers’ beliefs and preparedness

in teaching science in the elementary grades that may eventually

help them in their teaching journey.

Future Researchers. The results of the study may serve as a

frame of reference for future researchers in conducting similar

future investigations relative to the study. This may also help as a

basis to improve research techniques and strategies leading to more

structured results that would contribute to the continuous

development of the University’s instructional materials for the pre-

service teachers’ beliefs and preparedness in teaching science in

the elementary grades.

9
 CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of conceptual and

research literature which has a significant bearing on the

present study. This study reviews relevant concepts

connected to the problem of the study. It also presents the

review of conceptual and literature which has direct support

from this study.

Conceptual Literature

The following review includes concepts on 1.) Pre-Service

Teacher 2.) Instructional Materials, and 3.) Teaching Science in the

Elementary Grades.

Pre-service Teachers. Pre-service teachers are

undergraduate students enrolled in teacher education programs

who must successfully complete their degree requirements,

including field experience teaching, before graduating from college

and beginning their professions as teachers (Gauthier et.al., 2017).

To acquire the knowledge and abilities required to educate

others, pre-service teachers participate in teacher preparation. Pre-

10
service teachers are students engaged in a teacher education

program with the aim of gaining teaching credentials domestically

or internationally in public or private sectors (Dejene et al., 2018)

Pre-service teachers may make mistakes and receive

targeted feedback from coaches or a professional learning

community to improve individual skill sets (Dalgarno et. al.,

2016).

There is a lack of empirical evidence regarding the impact

of pre-service teachers' support in conjunction with their

background and science profile, such as attitudes toward teaching

science experience. This relationship is especially important

because it has been discovered that individual characteristics of

pre- service teachers (attitudes, ease of use, innovativeness) have a

significant impact on their use for educational purposes.

(Milutinovic et. al, 2016)

Many studies have focused on pre-service teachers'

characteristics related to their science competencies, such as their

teaching proficiency attitudes or “ease of use”. (Holland et. al,

2016)

It is also necessary to identify specific beliefs that are

incompatible with self- regulation learning and may obstruct the

11
promotion of self-regulation learning in the classroom (Lawson et

al. 2019).

Moreover, pre-service teachers must have a sense of

preparedness to become good instructors in the future. Also, pre-

service teachers with high levels of preparedness will experience

higher levels of teaching satisfaction and faceless difficulties at

their entry-level. The beliefs of pre-service teachers that they can

manage teaching efficiently and successfully in their life played a

key role in

influencing important academic outcomes such as learner

achievement and motivation. Having a positive attitude as a

characteristic of pre-service teachers will create good

communication between teachers and learners to manage the

classroom effectively. In that way, the learners will be motivated,

and they will achieve knowledge in science. Also, a pre-service

teacher with the characteristic of “ease of use”, affects their

educational purposes because it will give better preparedness for

teaching science, and it will have a better learning outcome for the

students. Furthermore, pre-service teachers with characteristics of

innovative behavior will manage the classroom effectively. In the

21st century, the learners are innovative, it is necessary to have

pre-service teachers practice being prepared for innovative

12
behavior. In that case, the learners and teachers have good

communication and good outcomes.

Instructional Materials. Instructional materials assist

topic learning, and provide a chance for assessment as well as the

opportunity for pupils to apply concepts. They are intended to

make it simpler for students to comprehend the material being

taught (Staff, 2020). The term "instructional materials" refers to the

knowledge or content provided during a course. A course's

lectures, readings, textbooks, multimedia lessons, and other

materials. Although some of these resources will need to be

modified or generated specifically for use online, they can be used

in both traditional classroom settings and virtual ones. The best

instructional

13
resources are used for all other course components, including the

learning objectives, evaluations, and activities.

Instructional materials are defined as an important and

necessary instrument for teaching and learning school subjects to

increase efficiency and improve student performance (Olayinka,

2016).

It was explained that instructional materials as an object or

device that aids teachers to present their lessons sequentially and

logically to the students (Akpan et al., 2017).

Thus, instructional materials are required by both teachers

for effective learning and for students to improve their

performance in the learning process. Another purpose of

educational materials is to boost students' self-esteem, self-

actualization, and motivation of students in learning (Saad, 2017).

There are several types of instructional materials that can be

used in learning. Based on their sensory appeal, instructional

materials can be classified into three categories: audio, visual, and

audio-visual (Akpan, 2017). Also, Fritz (2021) claimed that there

are two types of instructional materials which are printed materials

and digital media.

Examples of printed materials like textbooks, workbooks,

photocopied handouts, newspapers, and other instructional

14
materials are used to transmit knowledge and as well as the

example of digital media like CD-ROMs, movies, and recorded

lectures (Hidayati, 2017).

Textbooks, teacher guides, reference books, maps, and

globes are examples of instructional materials. Other types of

teaching materials are textbooks, worksheets, workbooks, modules,

worktext, and manuals (Lyimo, 2017).

The integration of digital literacy into instructional

materials is also needed to support a school literacy program.

Digital literacy comprises basic, scientific, economic,

technological, visual, information, and multicultural literacy

(Turiman, 2016).

Teachers need to consider the characteristics of making

good instructional materials. As specified by Hawk (2020),

instructional materials should be appropriate for the age, emotional

and social development, and skill level of the pupils for whom they

are selected. This should also be varied in terms of complexity and

reader appeal, as well as presenting a diversity of viewpoints.

Furthermore, instructional materials should meet high standards of

accuracy and presentation of factual content.

In this case, it is important to remember that instructional

materials are a tool that can assist teachers and students in the
15
learning process and improve learning effectiveness. In the

learning process, it is vital to use instructional materials (Asrizal,

2018). Furthermore, it was significant in improving students'

academic

performance in teaching and learning aims to help individuals to

enhance their knowledge, abilities, and capabilities. It provides the

learners with the sensory experiences they require for effective and

long-term behavioral change. The goal of instructional materials is

to improve educational quality to achieve academic success. When

instructional materials are used, learning becomes more interesting,

practical, realistic, and appealing. They also allow teachers and

students to participate actively and successfully in class.

Teaching Science in the Elementary Grades. Science is an

essential element of every child's educational foundation, and it is

not only suitable for college courses or high school graduates.

Teaching science in elementary school must be approached

differently than teaching science at a higher level of education.

Science is an ideal subject to study because it allows students to

explore their surroundings and learn new things. Elementary

students are naturally intrigued about what makes science an ideal

subject to study. Since it incorporates hands-on exercises and

16
experiments, it is also an active subject. As a result, science is

well-suited to active young children, who can grasp scientific

concepts and develop scientific reasoning (Jessica Cook, 2016).

According to Brown (2019), all science teachers have

implicit and explicit attitudes about science, learning, and teaching.

Teachers can only be successful

guides for pupils learning science if they are given the opportunity

to analyze their own ideas as well as gain knowledge of the

standards principle.

Teaching science in the elementary grade can create a

limited understanding of how science works. Children enter school

with reasoning skills and natural world perceptions that serve as a

foundation for science learning (Bell et.al, 2017).

Early experiences in science, according to Ericka Coop

(2019), encourage children to pursue a lifelong interest in nature

and help them develop their problem- solving skills. Elementary

students that start learning science are better equipped to handle

any future scientific issues that may arise in our world.

According to Dr. Eric Albone (2020), science has taken

over our lives and has presented society with a wide range of

opportunities as well as challenges. We must teach science to our

17
students at the elementary level and continue it at the secondary

level if we want them to take advantage of those opportunities and

meet those challenges.

The term "science" is broad and encompasses a variety of

phenomena and occurrences, such as weather, the solar system,

animal, and plant life, and more. As they move through the K–12

educational system, the pupils will undoubtedly become more

interested in science. It is the responsibility of the teacher to

essentially present science and some of its divisions to elementary

school students. Elementary school teachers should concentrate on

making science engaging for

their students. Students are encouraged to become interested in the

subject in school as a result.

According to Pearson et.al (2021), there are three effective

ideas in teaching science in the elementary grades: (a) nature, (b)

experiments, and (c) projects.

Nature. It is concerned with the philosophical and practical

understanding of scientific processes and reasoning, as well as its

nature as a very human endeavor. Nature in teaching science in the

elementary grades is one of the essential components of science

literacy and a vital aspect in most worldwide curricular

18
frameworks in science education. There are a lot of phenomena

that involve science, thus, students enjoy being outside, so teachers

must organize outdoor lessons that show how science is applied to

the natural world. Teachers must encourage pupils to think like

scientists by introducing studies of science processes and the

features of scientific knowledge (the nature of science) into the

curriculum. On the other hand, they can arrange for an expert to

discuss various environmental events and how they affect plants

and animals on a field trip to a nature center with their students.

Experiments. Science activities in the early grades set the

foundation for students' understanding of the subject. The ideal

way to introduce kids to scientific inquiry is the process of asking

questions and doing experiments to better comprehend the natural

world, is through laboratory experimentation. It encourages

students to participate in the exploratory character of scientific

learning by searching

for information through inquiries, research, and data collection. At

the primary level, the emphasis should be on teaching students the

scientific method, which allows teachers to undertake a variety of

experiments in the classroom with their students, ranging from

simple to advanced. Teachers should ensure that each experiment

19
follows the scientific process step by step and that students are as

involved in creating hypotheses and solving issues as feasible.

Project. In teaching science in the elementary grades, the project is

one of the strategies to get students more motivated and enthused

about science. Organizing a school science fair will give each

student a task to construct a science project that is connected to the

science phenomena (teachers must approve all projects before the

student arrives at work). Most science fair project examples are

dioramas of the solar system, showing a scale model, and others. In

line with this, teachers must ensure that every student can present

their project to the class and explain their project to the class and

explain what it indicates, and they should urge parents to assist

their children with these projects.

There are different characteristics of effective teaching

science among elementary students wherein the educator develops

learning environments in which students take part actively both as

individuals and as team members. Additionally, it encourages

pupils to learn by offering a safe, healthy, and encouraging

environment that promotes compassion in the classroom. Thus, the

most typical aspect of science instruction is the presence of a safe

atmosphere supported by the teacher, where high, distinct

standards are created, healthy connections are encouraged, and

20
active learning is encouraged. (Kentucky Department of

Education, 2020).

Cafarella et al., (2017) studied that science education in basic

education is important because basic science promotes a narrow

view of how science works. By the time children enter elementary

school, they have logical thinking and understanding of the natural

world, which forms a good foundation for science learning, as

science education begins from early childhood and continues into

elementary school.

Teaching science among elementary grades has many

components and characteristics that need to be examined. The

science subject prepares students to become more scientifically

literate citizens. Teaching science is effective to learners of all ages

(Wang, 2016). Elementary school teachers should concentrate on

engaging students in science. Students are encouraged to become

interested in the subject in education as a result. The pre-service

teacher needs to know more about how to teach science effectively.

In line with this, the researchers incorporate the syllabus

that is based on the CHED Memorandum Order 74, s. of 2017

entitled Policies, Standards and Guidelines for Bachelor of

Elementary Education (BEEd) wherein the goal of the BEEd

degree program is to produce highly motivated and capable

21
elementary school teachers who specialize in content and

pedagogy. The BEED program is composed of New General

Education Courses, Professional Education Courses,

Specialization/Major Courses, Elective/Cognate Courses, Special

Topics, and Mandated Courses (PE and NSTP). The curricula

offered by higher education institutions that offer the BEED

program may be flexible. However, Teaching Science in the

Elementary Grades (Physics, Earth, and Earth Science) is one of

the courses that BEED students must take as Major/ Specialization

Courses.

Understanding basic science concepts and using scientific

inquiry in physics, earth science, and space science are all part of

teaching science in the elementary grades, as are developing

instructional resources, evaluation, and strategies for teaching

elementary science. In this course, topics in Earth and Space

Science include Geology, Meteorology, and Astronomy while

topics in Physics include Force Motion and Energy.

Students in this course will develop a better understanding

of effective science teaching and learning not only in the classroom

but also in a broader perspective to critically examine the power of

science in the individual, community, and environment and in the

pursuit of improving such.

22
 This course will be taught through a combination of online

synchronous discussion using PowerPoint and video clip

presentations and asynchronous sessions using modules. Students

will be assessed in a variety of ways. Aside from the usual class

participation, other forms of assessment will be given.

Students will be asked to answer the activities after each

topic in the module. Additional requirements like activities and

written outputs will also be provided. Announced long tests and

chapter tests will be given to test students’ learning. Students will

also be required to conduct demonstration teaching of any chosen

topics in science. As for the major requirements, two major

examinations: midterm and the final and semestral project shall be

given. Unless otherwise stated, exams will be given on the dates

determined by the department. The topics covered in the class for

the allotted time will be included in the exam's scope, although

they are not the only ones. It might cover some of the previously

mentioned relevant topics. Exams will start and end during the

synchronous classes that are scheduled.

Research Literature

To gain concepts and insights related to this study,

investigations conducted by past researchers were reviewed. The

23
related literature provides the necessary ideas and concepts that

serve as a guide in conducting the present study.

Relating to the study of Tajjedin (2019), “Effective

Language Teachers as Persons: Exploring Pre-Service and In-

Service Teachers' Beliefs”, the pre-service teacher's personal belief

reflects on their positive attitude toward teaching establishing a

welcoming classroom environment and treating all students

equally. The pre-service teacher's beliefs and preparedness were

based on their planning and preparation, and execution of the

instruction to their students. As a result, being a good teacher was

based on how positive their belief is and how prepared they are to

teach their lesson. It is important to recognize the pre-service

teacher's beliefs and preparedness to improve students’ learning.

The more prepared the pre-service teacher is, the more effective

their teaching is.

Furthermore, in the study by Malinauskas (2017) entitled

“Enhancing of Self-Efficacy in Teacher Education Students ', the

personal belief of pre-service teachers that one can do things in an

acceptable and efficient attempt to ensure specific goals is known

as consciousness. It may be found in many aspects of human

behavior, with both professional and personal interactions. In the

context of teaching and learning, pre-service teachers' preparedness

24
is based on their competence to organize teaching and achieve

educational objectives. It is, in fact, the teacher's belief in his or her

capacity to instruct students efficiently and successfully. As a

result, a pre-service teacher’s beliefs and preparedness is a strong

sense of self trait that allows instructors to enhance their

performance to improve students' learning. It is important to

recognize that a pre-service teacher’s preparedness is linked to

"persistence;" the higher levels of self, the higher the persistence,

and the larger the determination, the more likely the teaching

behaviors will be effective.

In line with this, the study entitled “Pre-service Elementary

Teachers’ Science Self-Efficacy Beliefs and Science Content

Knowledge” by Saddler et.al. (2017) stated that beliefs have a

significant influence on influencing teachers' scientific teaching

methods and has always been a popular issue in pre-service science

teacher education. Beliefs and preparedness have been linked to

instructors' motivation and performance in pre-service teacher

education. Pre-service science teachers have higher levels of belief

in employing instructional strategies and managing classrooms

than in engaging all kids in learning. Pre-service teachers’

awareness of their capabilities and belief that they can manage

25
obstacles in their life; that is, they are optimistic, is what well-

being means. Pre-service teachers who have high levels of well-

being are better emotionally stable and transform unpleasant

situations into opportunities.

The perceived level of preparedness of pre-service teachers

is consistent with the experience of in-service teachers. Raker et al.

(2018) highlighted from their study entitled “Pre-service Teachers’

Perception of Preparedness to Teach as an Indicator of Teacher

Preparation Program Effectiveness” found that pre-service

teachers' perceptions of preparedness are linked to their beliefs

about their talents and responsibilities. Beliefs are formed early in

the teacher preparation and development process. It is concluded

that prepared teachers have a positive attitude toward interacting

with other teams. It's also been discovered that the best time to

assist teachers in developing a positive belief is during their pre-

service training.

It was mentioned in the study of Swars et.al. (2022) entitled

“Primary Pre- service Teachers’ Teaching Efficacy Beliefs: Level

of Preparedness to Teach” The research indicates that teachers'

preparation has the capacity to influence teachers' efficacy, and

that people's beliefs are most influenced in their early phases of

development. Primary school teachers, who are often trained and

26
expected to teach across many subject areas, can relate to this. In

addition, the outcome expectations of teachers have a substantial

impact on their profession and the learning of their students as pre-

service teachers. Positive evaluation of their own abilities are more

likely to come from teachers who feel prepared for the classroom.

Pre-service teachers' beliefs and preparedness for the course are

vital to their professional success. It demonstrates how having a

positive view on education may help one realize their own

potential as effective teachers.

Moreover, in a recent study by Uslu et.al. (2020) entitled,

“Teaching Preparedness of Pre-Service Teachers: Perception to

Practice”, the training of today's pre-service teachers to be well-

equipped educators can be a time-consuming task in teaching

science. In the field of education, the teachers have been actively

studying to find the best methods to prepare future educators to be

the best in the real classroom environment. The facilitators of

teacher’s training are challenged to design learning that integrates

content and pedagogy to foster the development of twenty-first-

century skills in conjunction with the advancement and rapid

change of science. The training is utilized to prepare future

educators to teach science and share their knowledge in society.

Moreover, the pre-service teacher’s preparedness is determined by

27
the rigorous training and impactful preparation they will receive

now. The findings show that when a pre-service teacher is prepared

to teach, it will have a good outcome and be effective within the

classroom. Also, pre-service teachers must understand their course

in teaching science to have more knowledge and be more

motivated to teach science subjects when they finally become a

teacher.

Synthesis

This presents the reviewed summary of research literature

which involves the significance and relation to the present study.

From the aforementioned studies, there are similarities here

that the pre- service teacher’s beliefs and preparedness are shown.

The beliefs of pre-service teachers must be acknowledged, and

their preparedness must be improved to teach science in

elementary grade more effectively.

The individual studies conducted by Tajjedin (2019), Raker

et al. (2018), and Swars et.al. (2022) stated that all have both

positive beliefs when it comes to teaching and it is effective to

have a good outcome inside the classroom. Also, pre-service

teachers’ positive belief in teaching is reflected in their

preparedness as educators. Their beliefs and preparedness are

28
formed in the preparation and development process to deliver good

execution of their teaching. Pre-service teachers’ preparedness has

the potential to develop their own beliefs when it comes to

instruction. The outcome expectations of pre-service teachers have

an impact on their profession and learning. Pre-service teachers are

more likely to believe positively about themselves if they are well-

prepared for the classroom. The beliefs and preparation for the

course of pre-service teachers are critical to their professional

achievement. It demonstrates that having a positive attitude toward

teaching might lead to a better awareness of one's own ability to

educate well. The better prepared a pre-service teacher is, the more

effective their instruction.

As mentioned above, there are similarities between the

study of Raker et.al. (2018) and Swars et.al. (2022) that they both

have positive beliefs when it comes to teaching. Both studies also

have similarities as their beliefs are related to the pre- service

teacher's capability to teach. Raker et.al. (2018) stated in their

study that the pre-service teacher’s beliefs are linked to their talents

and responsibilities. Relating to the study by Swars et.al. (2022)

that the pre-service teacher’s belief in teaching is based on one's

own ability to teach in an appropriate manner which makes both

studies connected because the pre-service teacher’s belief that their

29
capacity to teach is relevant for themselves.

In the individual studies conducted by Malinauskas (2017)

and Saddler et.al. (2017), there were similarities between their

study in the preparedness of instructional strategies and managing

the classroom. Malinauskas (2017), pre- service teachers'

preparedness is based on their competence to organize teaching

and achieve educational objectives. Also, pre-service teachers'

preparedness in organizing teaching and achieving educational

objectives is like managing a classroom because, in teaching, it is

necessary to be organized and presentable in the teaching of pre-

service teachers. In that case, the outcome will be good for

teaching the learners. In relation to the study, Saddler et.al. (2017)

stated that beliefs and preparedness have been linked to the

performance of pre-service teachers because they have higher

levels of belief in employing instructional strategies and managing

classrooms. The pre-service teacher’s belief was focused on

instructional strategies that will motivate the learners inside the

classroom and enhance their performance to improve students'

learning. Also, their preparedness in managing the classroom will

have a good outcome.

As mentioned above, there are similarities between the

30
study of Malinauskas (2017) and Saddler et.al. (2017) in that they

both use instructional strategies to manage the classroom as per the

pre-service teacher's belief. Both studies also have similarities as

their beliefs have an impact to enhance their performance in

teaching which relates to the study of Uslu et.al. (2020). Uslu et.al.

(2020) stated that training is utilized to prepare future educators to

teach science and to make pre-service teachers well-equipped

educators. It pertains to the improvement of pre-service teachers by

attending training to enhance their ability in teaching which makes

the three studies connected to one another.

Overall, most of the studies pointed out the positive beliefs

of pre-service teachers when it comes to teaching. Also, most of

the research mentioned the use of instructional strategies while

some of them mentioned the pre-service teachers' beliefs that

enhancing their performance has an impact on their teaching. In

accordance with the individual studies conducted by Tajjedin

(2019), Raker et al. (2018), and Swars et.al. (2022) stated that all

have both positive beliefs when it comes to teaching and it is

effective to have a good outcome inside the classroom. Also, pre-

service teachers’ positive belief in teaching is reflected in their

preparedness as educators. Furthermore, there are similarities

between the study of Raker et.al. (2018) and Swars et.al. (2022)
31
that they both have positive beliefs when it comes to teaching.

Both studies also have similarities as their beliefs are related to the

pre-service teacher's capability to teach. In addition, there are also

similarities between the study of Malinauskas (2017) and Saddler

et.al. (2017) in that they both use instructional strategies to manage

the classroom as per the pre-service teacher's belief. Both studies

also have similarities as their beliefs have an impact to enhance

their performance in teaching which relates to the study of Uslu

et.al. (2020).

Theoretical Framework

This study is anchored on intensive research relative to

different theories.

32
 Figure 2.1

Theoretical Paradigm of the Study

Teachers employ a combination of skills and practices

called classroom management to keep their pupils focused,

attentive, organized, and academically productive throughout a

lesson. According to McDaniel et.al. (2019), to create a successful

learning environment, teachers must manage their classrooms

effectively. Classroom management encompasses more than just

policing student misbehavior and enforcing discipline. It involves

developing, supporting, and monitoring experiences that promote

high levels of learning for a diverse group of pupils. It also

includes building and maintaining personally comfortable and

intellectually stimulating educational environments. Additionally,

they can use their teaching strategies to develop a learning

environment that encourages and supports active participation in

academic, social, and emotional development.

An instructional method is a type of activity or style of

instruction that directs the facilitation of learning during each stage

of the instructional process. Instructional methods consist of

principles and methods used by teachers to enhance the teaching

and learning process. It is defined by the process that teachers use

33
to instruct students on a particular topic. The study conducted by

Mervis et.al. (2016), explains that teachers used different

instructional methods to create good learning environments and to

specify the nature of the activity that may emphasize active and

experiential learning. It also allows students to explore the topic

and see how it connects to their own thoughts, values, and

experiences. With different instructional methods, activities will

lead to interesting discussions and lots of questions. In conclusion,

the preparedness of a pre-service in using different instructional

methods is important in delivering the lesson inside the classroom.

The development of teaching as a profession depends on

content knowledge as technical expertise. They served as stand-ins

for a broader concept of pre-service teacher knowledge that

emphasized content knowledge. According to Shulman et.al.

(2016), although content knowledge is critical to enhancing

teaching and learning, attention to its development and study has

been inconsistent. Assuring that content exchanges are relevant to

teaching and that the conversation stays on topic. It is a content-

based form of professional knowledge that is exclusive to pre-

service teachers. To conclude, the preparedness of pre-service

teachers in using content knowledge is most important in teaching

the learners.
34
 Pre-service teachers’ assessment abilities are intertwined

with individual assessment-related ideas, and the two together

control how and what the teacher analyzes, interprets, and uses the

assessment results. According to Eyers et. al. (2016), pre-service

teachers' assessment abilities are far more complicated than merely

employing skills to obtain and understand assessment data. During

pre- service teacher education, their assessment ideas and skills are

molded. To conclude, the preparedness of pre-service teachers in

the use of assessment is most important. In this way, it will know if

the learners learned something about the pre- service teacher

teaching.

The aforementioned theories and concepts above will serve

as the researcher’s foundation of their study regarding the pre-

service teacher’s beliefs and preparedness in teaching science in

the elementary grades.

35
 Conceptual Framework

INPUT PROCESS OUTPUT

Pre-service
teachers’
perceptionof
Scienceand
teaching Science

 Pre-service
teachers’ levels  Data gathering
of and collection
preparedness in through survey
teaching questionnaire Enrichment of
Sciencein andvirtual Existing Instructional
terms of: interview. Materials in Teaching
Science in the
o Classroom Analysisand Elementary Grades
36
management interpretation
o Instructional
of the collected
method data
o Content
o Assessment

Pre-service
teachers’
challenges and best
practices
Figure 2.2: Research Paradigm on the Pre-Service Teachers’

Beliefs and Preparedness in Teaching Science in the Elementary

Grades: Input to the Existing Instructional Material

Enhancement

37
 It is important to recognize the importance of instructional

materials in both teaching and learning. Numerous articles have

been written to show the value of instructional resources. Using

instructional materials makes learning more intriguing, applicable,

plausible, and enticing. They also enable effective and active

participation in class from both professors and students. They

enable the development of skills and knowledge as well as the self-

actualization and increase of self-confidence.

Frame 1 represents the input. This stage includes the pre-

service teachers’ perceptions. Furthermore, it primarily focuses on

the pre-service teachers’ level of preparedness in teaching Science

in terms of Classroom Management, Instructional Method, Content

Knowledge, and Assessment. Lastly, the pre-service teachers’

challenges and best practices in teaching Science.

Frame 2 shows the process which includes data gathering

and collection through survey questionnaires and recorded

interviews. This implies how the study will be conducted. To

facilitate the data gathering procedures the researchers will use

software to retrieve and gather the data. Furthermore, the collected

data will be interpreted and analyzed.

38
 Frame 3 presents the output of the study which is the

enrichment of existing instructional materials in Teaching Science

in the Elementary Grades.

Definition of Terms

The relevant vocabulary is described conceptually and

operationally for a clearer appreciation of the investigation. The

conceptual definition, as employed in this study, refers to what the

concept means and what the concept is by explaining how it is

related to other constructs, whereas the operational definition just

describes how the researchers use the term in the study.

Bachelor of Elementary Education. It is a four-year

degree program in the Philippines that prepares teachers to work

with elementary students (Munoz, 2021). Operationally, they are

the students from Batangas State University-ARASOF Nasugbu

under the College of Teacher Education.

Beliefs. The way we believe things, what we believe to be

true, and what we expect to happen because of our actions (Max,

2019). In this study, it is the determinants of how pre-service

teachers think, behave, and feel toward themselves in teaching

science at the elementary grade level.

Classroom Management. Teachers employ a range of

strategies to keep their pupils on task, in order, alert, engaged, and

39
academically productive throughout a class period (Lemov, 2017).

Operationally, it was one of the variables that the researchers will

use in this study.

Instructional Materials. It is an essential tool in learning

every subject in the school curriculum (Bukoye, 2018). It refers to

the input that pre-service teachers can use in teaching science in

elementary grades.

Instructional Strategies. A teacher may employ any kind

of learning strategy to aid students in learning or gaining a deeper

understanding of the course material (Namoco, 2017).

Operationally, it was one of the variables that the researchers will

use in this study.

Preparedness. It is the condition of being capable to act or

respond as required (Lexicon, 2020). Operationally, it is the

determinant of how ready pre- service teachers are to teach science

at the elementary grade level.

Pre-Service Teachers. Those enrolled with the aim of

gaining teaching certifications in either public or private schools

domestically or internationally (Lee, 2017). This study refers to

Batangas State University-ARASOF Nasugbu students that the

researchers use to gather data and make this study possible.

40
 Respondents. An individual who completes a survey or

interview for the researcher, or who provides data to be analyzed

for the research study (Allen, 2018). Operationally, this refers to

Batangas State University-ARASOF Nasugbu students that the

researchers use to gather data and make this study possible.

Science Subject in Elementary. A system of observations

and experiments is used to gain knowledge about how the universe

works (Marris, 2017). In this

study, it is the subject that pre-service teachers need to teach with

the help of their own beliefs and preparedness in teaching.

Student Engagement. It explains the extent of focus,

interest, zeal, optimism, and passion that students exhibit when

learning or being taught, as well as their desire to advance their

education (Nicolas, 2018). In this study, it was one of the variables

that the researchers will use in this study.

41
 CHAPTER III

RESEARCH METHOD AND PROCEDURE

This chapter presents the research in terms of the research

design, research environment, subjects of the study, data gathering

instruments, data gathering procedure, and statistical treatment of

data using computational techniques and data analysis from the

interview.

Research Design

The research used a mixed-methods approach, which

includes three major design types: exploratory, explanatory, and

triangulation (Wallen et.al, 2017). To gather data on individuals,

both quantitative and qualitative methods are equally weighted in

the triangulation design, also known as Cronbach's alpha

coefficient (Schwarzer et al, 1995). The two strategies are

implemented simultaneously and then examined independently.

This design was chosen because it allows researchers to see if the

two methods agree on a single understanding of the study subject

at hand. As a result, the triangulation design adds to the depth of

comprehension of both quantitative and qualitative data-derived

conclusions. A survey questionnaire form is being used to collect

relevant data about the study and to provide guidance on how they
42
can be used. This focuses on the input to the existing instructional

material enhancement that CTE faculty will use, and the pre-

service teacher's beliefs and preparedness in teaching science in the

elementary grade. Through this method, the researchers collect the

appropriate input as the basis for the final output of this study.

Bachelor of Elementary Education students of Batangas

State University- ARASOF Nasugbu are the respondents of this

study.

There are a limited number of respondents in this study, the

researcher chooses respondents based on their programs. Given

that Bachelor of Elementary Education students will teach science

subjects, the researcher chooses respondents who they believe best

represent the study's target audience. According to the researchers,

these respondents would provide them with all of the knowledge

and data needed for this study.

Research Environment

The study is conducted at Batangas State University

ARASOF-Nasugbu located at R. Martinez St. Brgy. Bucana

Nasugbu, Batangas. The public educational institution was first

known as the Philippine Institute of Fisheries Technology. In 1957,

it started its operation with the name Batangas School of Fisheries

43
(BSF). Rapid and significant developments came that paved the

way for more program offerings for the institution. It is one of the

BatStateU campuses that offers not only quality Fishery Education,

but also academic programs in the fields of Hotel

Management, Teacher Education, Information Technology,

Engineering, and Computing Science, Industrial Technology, and

Arts and Sciences.

The University has respectful courses such as the Bachelor

of Elementary Education which is under the College of Teacher

Education (CTE). Also, the study primarily focuses on the pre-

service teachers’ beliefs and preparedness in Batangas State

University- ARASOF Nasugbu in teaching science at the

elementary grade level. As per record, a total of 240 students

enrolled in the College of Teacher Education under Bachelor of

Elementary Education in the Academic Year 2021- 2022.

The researchers chose this institution to conduct the study

because it is a university that provides continuous support for

students in the current type of education, which is flexible learning.

And for the other reason, the researchers believed that it is the

most accessible place for the gathering of data needed with regards

to this study.

44
 Subject of the Study

The respondents of the study are 68 out of 96 students from

third year and fourth year of Bachelor of Elementary Education

under the College of Teacher Education (CTE) Department in

Batangas State University ARASOF-Nasugbu for Academic Year

2021-2022. The researchers chose pre-service teachers because

they

45
do believe that these students will help a lot in doing this research. Also,

these pre- service teachers will experience teaching science subjects in

elementary grade. Moreover, the researchers believe that using pre-

service teachers as respondents will provide them with enough

knowledge and information to maintain the study's quality and

effectiveness. Everyone chooses whether to participate or not. Since the

instrument is confidential, there was no determination whether the entire

Bachelor of Elementary Education students participated.

The table shows that the researchers have retrieved 68

survey questionnaires. 58 of them came from the third year and 10

of them came from the fourth year. Also, it presents the

distribution of the respondents in terms of their sex. 65 0r 85 % of

the respondents are female while 3 or 15 % of the respondents are

male. This indicates that most respondents are female.

Profile of the Respondents in Terms of Sex and Year

Bachelor M Fem Tot Percentage

of ale ale al (%)
Elementa
ry
Education
Third Year 3 55 58 85%
Fourth Year 0 10 10 15%
Total: 3 65 68 100

46
Data Gathering Instruments

The questionnaire is the primary research tool in this study.

It was created to gather data on pre-service teachers' beliefs and

preparedness to teach science in elementary school. The

questionnaire was created by reading reference materials and

related documents on the subject.

Construction of the Questionnaire. The research made further

readings regarding the ensure that the questionnaire contained all

the information required for the study. The researchers checked the

questionnaire’s items to make sure they matched the problem

statement. The questionnaire used a 4-point Likert Rating Scale

namely 4- Strongly Agree, 3- Agree, 2- Disagree, and 1- Strongly

Disagree because the researchers thought that it would be easier for

the respondents to answer. The first part of the questionnaire

consists of the statements regarding the perceptions of the pre-

service teacher in science and in teaching science. The second part

of the questionnaire consists of the statements regarding the

respondents’ level of preparedness in teaching science in terms of

classroom management, instructional method, content knowledge,

and assessment. The third part of the questionnaire contains the

significant difference between the respondents' perception of

47
science and teaching science when categorized according to their

profile variables. On the last part of the survey form, the consent

for the interview is included so that qualitative data can be

obtained.

Validation of the Questionnaire. Upon constructing the

questionnaire, the researcher’s used different thesis and

unpublished journals to gain background knowledge on the topic

and how to come up with a questionnaire. The thesis adviser was

then given the first draft of the product to review and offer any

necessary adjustments. The researchers then included the changes

in the second draft and resubmitted it to the adviser for additional

corrections and recommendations. When all the revisions had been

made, the final output of the questionnaire was presented again to

the adviser. The researchers waited for their adviser’s go signal and

it was given to the selected experts from Batangas State

University-ARASOF Nasugbu for validation.

Administration. The researchers wrote letters of request to the

students involved in the survey questionnaire gathering. To ensure

the effectiveness of delivery, the letters were included in the survey

form that was distributed to them via personal messages or emails.

Following the final edits, the researchers entered all of the

48
questions into Google Forms as their data collection tool. The

questionnaires were distributed evenly to the target respondents.

Scoring. The researchers used the Likert Rating Scale to collect

data for the questionnaire. The scale used ranges from one (1) to

four (4). The Likert Rating Scales used in this study are as follows:

Likert Rating Scale

Scale Value Ranges of Description Verbal

Weighted Interpretation
Mean
4 3.51-4.00 Strongly Agree Very Good / Highly
Prepared
3 2.51-3.50 Agree Good/ Prepared
2 1.51-2.50 Disagree Fair/ Slightly
Prepared
1 1.00-1.50 Strongly Poor/ Unprepared
Disagree

The researchers distributed the questionnaires through

messenger applications and email. It was distributed to 68

respondents in the third year and fourth year from CTE in

Batangas State University ARASOF-Nasugbu. The researchers

seek help from the Class Presidents in distributing the data by

sending it to their respective group chats. Also, they personally

send it through Gmail and Messenger Applications to those who

are not active in their group chats. Questionnaires were explained

to the respondents clearly and assured them that all their answers

will be exclusive to the study only and with full confidentiality.

49
 Interview. One of the research questions aimed to answer

the pre-service teachers’ beliefs and preparedness in teaching

science in the elementary grades: input to the existing instructional

material enhancement by letting the chosen respondents describe it.

Since it calls for qualitative data, the researchers will use the

standardized open-ended interview. It is a structured interview

wherein theopen-ended questions will be asked to all interviewees

exactly how it was written following a specific order (Johnson

et.al, 2016).

Consultation with the adviser was done for suggestions and

corrections on the interview guide questions. The corrections and

suggestions given were incorporated and again presented to the

adviser for checking whether they can be already used for the

study. After gaining the suggestion and comments of the thesis

adviser, the researchers follow those, and afterward, the

researchers encoded the questionnaire on Google Form for the

distribution of the questionnaires will be online and a link will be

provided for each participant.

Due to the restrictions made by the COVID-19 pandemic,

the interview will be conducted online on Google Meet according

to pre-arranged appointments. The created electronic survey links

were sent to the target respondents via messenger or institutional e-

50
mail. The researchers also took the chance to ask the respondents

whether they want to participate in an interview at the end of the

questionnaires. They were chosen based on who expressed an

interest in participating in the interview, and they also provided

informed consent. Furthermore, because the interview could not be

conducted in person, the researchers used video conferencing

software such as Google Meet.

Data Gathering Procedure

Before the selection, the researchers prepared a letter

requesting permission to conduct the study from the Dean of

Colleges. Following approval of the request, the survey

questionnaires created in Google Forms were distributed via

messenger and email to first-year to fourth-year Bachelor of

Elementary Education students. It is followed by conducting

interviews virtually through Google Meet with the students who

also participated in the online survey. After the target responses

were submitted by the respondents, those were gathered

automatically from Google Form by downloading it in a

spreadsheet form through Google Sheets. In the interview, the

selected respondents were interviewed, and they answered the

open-ended questions during the time that they preferred.

51
 The researchers presented the gathered data. The

questionnaire responses were tabulated, whereas the interview

responses were coded into transcripts, after which the researchers

analyzed and interpreted the findings.

Statistical Treatment of Data

The questionnaire data or responses were tabulated,

analyzed, and interpreted using statistical tests. The data were

analyzed using descriptive and inferential statistics.

As a statistical tool, a frequency distribution represented the

distribution of survey questionnaires visually. The data gathered in

a sample was shown or illustrated by the researchers using

frequency distribution.

Weighted Mean. It is used to evaluate how strongly survey

respondents generally agree or disagree with a specific statement.

Mean. This was used to describe the self-efficacy of the

first-year up to fourth-year students in teaching science among

elementary grades. Particularly, this describes the self-efficacy of

each pre-service teacher as it was aggregated to profile variables.

Likert Scale Method. Using this tool, it was simple to add

up the respondents' scores and turn qualitative data into something

52
that could be statistically analyzed.

Z-Test. It is a statistical technique used for comparison or

significance analysis, particularly the mean from a normally

distributed population or between the perception of a pre-service

teacher in science and in teaching science and the relationship

between the pre-service teacher’s level of preparedness in teaching

science in the elementary grades.

Data Analysis of Data from Interview

Transcription. The researchers typed the interview

recordings into Microsoft Word documents to convert them to text.

The researchers then combed through the data to gather

information.

In Vivo Coding. For the first cycle of coding, the

researchers used the exact words and phrases from the participants’

actual language to generate codes (Patel, 2018).

Pattern Coding. After the first round of coding, the

generated codes were grouped into a smaller number of themes to

describe a pattern.

Categorization. The themes were classified based on

common codes or concepts, as well as their relevance to the

interview questions.

53
 Analysis and Interpretation. The researchers interpret the

data by deciphering the meaning of the respondents' responses.

Generalization. The researchers used the similarities and

differences in the responses to summarize the idea from the

interview.

Validation. The researchers double-checked the transcripts

to validate the findings and final themes.

54
 CHAPTER IV

PRESENTATION, ANALYSIS, AND

INTERPRETATION OF DATA

This chapter presents the findings from the data analysis and

interpretation based on responses to the questionnaire and

interview with the respondents. The tables were used to organize

data, and the related interpretations were presented.

1. Pre-service teachers’ perception of Science and teaching Science.

This part shows the pre-service teacher's perception of

Science and teaching Science.

1.1 The Pre-Service Teachers' Perception of Science

and Teaching Science

Table 1 presents the level of agreement of the male and

female respondents when it comes to the perception of Science and

teaching Science. The general weighted mean of the level of

agreement on the perception of Science and teaching Science is

3.57 for males and 3.10 for females interpreted as Agree. As shown

in the table, most of the female respondents strongly agreed that

55
 Science proves ideas with a weighted mean of 4.4 which is

considered as the highest mean among 25 indicators.Table 4.1

The Pre-Service Teachers' Perception of Science and Teaching

Science
Perception in Science and Male Verbal Female Verbal
Teaching Science Weighted Interpretation Weighted Interpretation
Mean Mean
1. The nature and 2.2 Disagree 2.55 Agree
process of
Science are add-
ons to the
curriculum, and
there is no time
to address them.
2. The nature and 2.2 Disagree 2.46 Disagree
process of
science can be
understood by
memorizing
items on a list.
3. Students aren't 3.33 Agree 2.4 Disagree
interested in the
nature and
process of
science.
4. Students cannot 5 Strongly Agree 2.86 Agree
really
understand the
nature and
process of
science; the
philosophical
issues are too
complex for
them.
4.33 Strongly Agree 4.25 Strongly Agree
5. Science is a
collection of
facts.
6. The process of 3 Agree 2.70 Agree
science is purely
analytic and
does not involve
creativity.
7. Scientific ideas 4 Strongly Agree 3.03 Agree
are absolute and
unchanging.
8. Because 3.33 Agree 2.67 Agree
scientific ideas
are tentative and
subject to
change, they
can't be trusted.

56
9. Science proves 4 Strongly Agree 4.4 Strongly Agree
ideas.
10. 10. Science can 2 Disagree 2.57 Agree
only disprove
ideas.
11. Scientific ideas 5 Strongly Agree 3.23 Agree
are judged
democratically
based on
popularity.
12. Science 4.33 Strongly Agree 3.21 Agree
contradicts the
existence of
God.
13. Science and 3.33 Agree 3.35 Agree
technology can
solve all our
problems.
14. Science is 2.33 Disagree 2.18 Agree
boring.
15. Science is not 2.67 Agree 1.88 Disagree
important in my
life.
16. Teaching about 3 Agree 2.12 Disagree
the nature and
process of
Science is not
allowed because
these topics are
not included in
standards.
17. An instructor 3.67 Strongly Agree 3.72 Disagree
can't teach the
nature and
process of
Science unless
he or she knows
everything
about these
topics.
18. The nature and 3 Agree 3.12 Strongly Agree
process of
Science can't be
taught unless
the teacher uses
an inquiry-based
instruction
method.
19. The nature and 3.67 Strongly Agree 3.8 Agree
process of
Science must be
taught in lessons
distinct from the
science content.
3.67 Strongly Agree 4.39 Strongly Agree
20. When teaching
a lesson that
deals with the
nature and
process of
Science, all
concepts

57
 regarding these
topics should be
addressed.
21. Teaching about 2.33 Disagree 2.83 Strongly Agree
the nature and
process of
Science will
cause students
to devalue
Science since
they'll see it as
open to change
and not
completely
objective.
22. The curriculum 4 Strongly Agree 2.88 Agree
materials
provided to
teachers

contain
sufficient
information
about the nature
and process of
science. In this
regard, teachers
do not need to
supplement or
go beyond the
standard
curriculum to
accurately teach
these topics.
23. The nature and 4 Strongly Agree 2.74 Agree
process of
science can be
taught in a
single unit at the
beginning of the
year.
24. Students will 4 Strongly Agree 4 Agree
automatically
learn the nature
and process of
Science by
doing hands-on
science or
authentic,
inquiry-
oriented,
investigations.
25. The nature and 4.33 Strongly Agree 4.13 Strongly Agree
process of
Science must be
incorporated
into all science
instruction.
PST-MEAN 3.47 Agree 3.10 Agree

58
 The finding could be an indication that pre-service teachers

believed that science proves ideas. On the other hand, females also

strongly agreed that When teaching a lesson that deals with the

nature and process of Science, all concepts regarding these topics

should be addressed with a weighted mean of 4.39 and it is

considered as the second-highest weighted mean among the 25

indicators. This implies that when teaching Science, all the

concepts regarding the topics that deal with nature and process

should be addressed. This could mean that the nature and process

of science can and should be covered in several lessons as

necessary. The third highest weighted mean was 4.25 which is

Science is a collection of facts and it is from the female

respondents. This implies that the pre-service teachers believed

that science is a collection of facts. However, male respondents

who showed the least agreement on Science can only disprove

ideas with a weighted mean of 2 considered as the lowest weighted

mean among the 25 indicators. This could be an indication that

pre-service teachers believed that science can only disprove ideas.

The second-lowest weighted mean was 2.2 which is The nature

and process of Science are add-ons to the curriculum, and there is

no time to address them and The nature and process of science can

be understood by memorizing items on a list and it is from the male

59
respondents. This implies that teachers should not need the student

to memorize a list of subjects on the nature and process of science

in order to grasp the nature and process of science. And lastly, the

third-lowest weighted mean was 2.33 which is Science is boring

and Teaching about the nature and process of Science will cause

students to devalue Science since they'll see it as open to change

and not completely objective and it is from the male respondents.

This could be an indication that the male respondents disagree and

can’t believe that science is boring and students will become less

appreciative of science because they will perceive it as subject to

change and less objective after learning about the nature and

process of science.

The overall result reveals that pre-service teachers’ Agree

that knowing the perception of Science and teaching Science is

important because science is an ongoing process in establishing

different ideas. This result is further supported by the study of

Egger et.al. (2020) that when it comes to teaching science, they

should be able to know the nature and process that is evident in

science to fully understand the concepts behind the science subject.

2. Pre-service Teachers' Level of Preparedness in Teaching Science

This part shows the respondent’s sex aggregated level of

60
preparedness in teaching Science in terms of classroom

management, instructional method, content knowledge, and

assessment.

2.1 Classroom management. Classroom management is a

broad range of abilities and strategies that instructors employ to

maintain students' focus, attention, order, and academic

productivity during a lesson.

Table 4.2

The Pre-Service Teachers' Level of Preparedness in

Teaching Science in Terms of

Classroom Management

Classroom Management
After taking the course
Teaching Science in the
SA A D SD WM
Elementary Grades
(Physics, Earth, and Space
Science), I believe…
1. I can demonstrate the ideal 15 53 0 0 4.03
behavior that I want to see (22.06%) (77.94%)
in my Science class.
2. I can ensure that there is a 28 39 1 0 4.29
safe and conducive (41.18%) (57.35%) (1.47%)
environment in my
Science class.
3. I can give praise 32 36 0 0 4.35
generously to raise (47.06%) (52.94%)
learners’ self- esteem and
encourage positive
behavior
4. I can establish routines and 30 38 0 0 4.33
goals in my Science class. (44.12%) (55.88%)
5. I can control disruptive 16 47 0 3.94
behavior during our (23.53%) (69.12%)
science discussion.
6. I can get learners to follow 20 48 0 0 4.19
the rules during science (29.41%) (70.59%)
activities.
7. I can make my learners 16 52 0 0 4.10
calm who are disruptive or (23.53%) (76.47%)
61
 noisy during science
discussions.
8. I can establish a classroom 19 48 0 4.16
management system with (27.94%) (70.59%)
the help of Science
subjects.
9. I can respond to defiant 16 52 0 0 4.01
learners during our science (23.58%) (76.47%)
class.
10. I can create a positive and 23 45 0 0 4.26
welcoming classroom (33.82%) (66.18%)
environment for the
preparation in
science class.
11. I can control disruptive 15 52 0 0 4.09
behavior during (23.53%) (76.47%)
collaborative learning
science activities.

The information about the level of pre-service teachers'

level of preparedness in teaching Science is provided in Table 2.1

above. As manifested in the table, it presents the level of

preparedness of the respondents when it comes to classroom

management in teaching Science. The table shows the highest

percentage of 77.94

% or 53 out of 68 respondents agreed. It implies that pre-service

teachers are prepared to demonstrate the ideal behavior that they

want to see in their science class. The second-highest percentage of

respondents was 76.47% or 52 out of 68 respondents agreed. It

could be an indication that pre-service teachers are prepared to

make their learners calm who are disruptive or noisy during

science discussions. Also, they are prepared to respond to defiant

learners during their science class. The third-highest percentage of

respondents was 70.59% or 48 out of 68 respondents agreed. This

62
implies that pre-service teachers are prepared to get their learners

to follow the rules during science activities. However, the table

shows a lower percentage of 1.47 % or 1 out of 68 respondents

disagreed. It could be an indication that pre-service teachers are

slightly prepared to ensure that there is a safe and conducive

environment in their Science class. Also, they are slightly

prepared to establish a classroom management system with the

help of Science subjects. The second-lowest percentage of

respondents was 23.53% or 16 out of 68 respondents agreed. It

implies that only some pre-service teachers are controlling

disruptive behavior during their science discussions. Also, some of

them are prepared to make their learners calm who are disruptive

or noisy during science discussions and to respond to defiant

learners during their science class. The third-lowest percentage of

respondents was 33.82% or 15 out of 23 respondents who strongly

agreed. It could be an indication that only some pre-service

teachers are highly prepared to create a positive and welcoming

classroom environment for the preparation in science class.

The overall result reveals that the pre-service teachers are

Highly Prepared. This simply shows that pre-service teachers are

highly prepared to demonstrate the ideal behavior that they want to

see in my Science class. The result of the study was related to the
63
study conducted by Patterson (2018) that classroom management

has a significant influence on the development of the pre-service

teachers’ levels of preparedness in teaching.

2.2 Instructional Method. An instructional method is a

kind of instructional way or activity used to guide the facilitation

of learning in each phase of the instructional process.

Table 4.3

The Pre-Service Teachers' Level of Preparedness in

Teaching Science in Terms of Instructional Method

Instructional Method
After taking the course
Teaching Science in the
SA A D SD WM
Elementary Grades (Physics,
Earth and Space Science), I
believe …
1. I can use research- 17 51 0 0 4.07
based instructional (25%) (75%)
strategies in teaching
Science.
2. I can use collaborative 30 38 0 0 4.38
activities in (44.12%) (55.88%)
teaching lessons in
Science.
3. I can give real- life word 37 31 0 0 4.47
examples when (54.41%) (45.59%)
discussing scientific
concepts.
4. I can emphasize teaching 27 41 0 0 4.29
scientific methods in (39.71%) (60.29%)
investigating Science
phenomena.
5. I can integrate 35 33 0 0 4.43
technology in teaching (51.47%) (48.53%)
science concepts.
6. I can use role- playing in 14 48 5 1 3.75
teaching Science. (20.59%) (70.59%) (7.35%) (1.47%)
7. I can integrate the use of 34 33 1 0 4.44
virtual Science labs when (50%) (48.53%) (1.47%)
applicable.
8. I can use mind maps, 36 32 0 0 4.5
graphic organizers, (52.94%) (47.06%)

64
 infographics, and other
related visual
instructional materials in
teaching Science.
9. I can gauge learner 23 45 0 0 4.22
comprehension of what I (33.82%) (66.18%)
have taught in science.
10. I can adjust my science 24 44 0 0 4.80
lesson to the proper level (35.29%) (64.71%)
for individual learners.
11. I can provide an 21 47 0 0 4.19
alternative explanation (30.88%) (69.12%)
during our
science discussion when
learners are confused.
12. I can provide appropriate 28 40 0 0 4.38
science activities and (41.18%) (58.82%)
challenges for learners.
13. I can help my learners to 25 43 0 0 4.25
be independent and (36.76%) (67.65%)
strategic in science.
14. I can provide an 22 46 0 0 4.25
alternative explanation (32.35%) (67.65%)
when my
learners are confused
during science
discussions.
15. I can prepare the 27 41 0 0 4.32
necessary instructional (39.70%) (60.29%)
materials to enhance my
learner's understanding in
Science.
16. I can integrate 31 37 0 0 4.37
technology into teaching (45.59%) (54.41%)
science.
17. I can establish routines 23 45 0 0 4.25
and procedures in the (33.82%) (66.18%)
science subject inside
the classroom.

The information about the level of pre-service teachers’ level

of preparedness in teaching Science is provided in Table 2.2 below.

As manifested in the table, it presents the level of preparedness of

the respondents when it comes to instructional methods in teaching

Science. The table shows that 51 out of 68 respondents or 75%

agreed. It implies that pre-service teachers are prepared in using

research-based instructional strategies in teaching Science. The

second-highest percentage of respondents was 70.59% or 48 out of

65
68 respondents agreed. It implies that the pre- service is prepared in

using role-playing in teaching Science. Also, the third-highest

percentage of respondents was 69.12% agreed or 47 out of 68

respondents. It implies that the pre-service teachers will provide an

alternative explanation during our science discussion when learners

are confused. However, the table also shows the lowest percentage

of 35.29% or 24 out of 68 respondents agreed. It implies that the

pre-service teachers are prepared to adjust their science lessons to

the proper level for individual learners. The second-lowest

percentage of respondents was 33.83% or 23 out of respondents

strongly agreed. It implies that the pre-service teachers are highly

prepared to gauge learner comprehension of what they have taught

in science. Also, some of them are prepared to establish routines

and procedures in the science subject inside the classroom. And

lastly, the third-lowest percentage of respondents was 1.47% or 1

out of 68 respondents disagreed. It implies that the pre-service

teachers are slightly prepared in integrating the use of virtual

Science labs when applicable. It could be an indication that some

pre-service teachers are highly prepared to utilize and create an

effective instructional method in teaching.

The overall result reveals that the pre-service teachers are

Highly Prepared. This simply shows that pre-service teachers are

66
highly prepared for their instructional methods that are essential in

teaching science. This result is further strengthened by the study of

Manasia et.al. (2020) the ability of the pre-service teachers to

choose the most effective teaching strategies for the students was a

result of their preparation in teaching science.

2.3 Content Knowledge. Content knowledge refers to the

in-depth knowledge of the teacher in terms of the subject matter

based on his mastery of ideas, theories, and familiarity with recent

revisions and development in the subject matter.

Table 4.4

The Pre-Service Teachers' Level of Preparedness

iTeaching Science in Terms of

Content Knowledge

Content Knowledge
After taking the course
Teaching Science in the
SA A D SD WM
Elementary Grades
(Physics, Earth and Space
Science), I believe …
1. I can investigate changes 15 53 0 0 4.10
in some observable (22.06%) (77.94%)
properties of materials
when mixed with other
materials or when force is
applied to them.
2. I can identify the elements 22 46 0 0 4.18
of weather and apply (32.35%) (67.65%)
knowledge on weather
conditions in making
decisions for the day.
3. I can infer the importance 31 37 0 0 4.37
of the Sun to life on Earth. (45.59%) (54.41%)
4. I can decide whether 26 40 2 0 4.25

67
 materials are safe and (38.24%) (58.82%) (2.94%)
useful by investigating
some of their properties.
5. I can describe the 11 57 0 0 4.03
movement of objects in (16.18%) (83.82%)
terms of distance and time
traveled.
6. I can identify patterns and 11 54 3 0 3.91
determine natural events by (16.18%) (79.41%) (4.41%)
observing the
appearance/phases of the
Moon.
7. I can describe that heat, 13 55 0 0 4.07
light, sound, electricity, (19.12%) (80.88%)
and motion studied
earlier are forms of energy
and these undergo
transformation.
8. I can explain what happens 18 50 0 0 4.20
during earthquakes and (26.47%) (73.53%)
volcanic eruptions and
demonstrate what to do
when they occur.
9. I can infer that the weather 11 57 0 0 4
follows a pattern in the (16.18%) (83.82%)
course of a year.
10. I can describe the solar 12 54 0 0 4.04
system, with emphasis on (17.65%) (83.35%)
the motions of the Earth as a
prerequisite to the study of
seasons in another grade
level.

The information about the level of pre-service teachers'

level of preparedness in teaching Science is provided in Table 2.3

above. As manifested in the table, it presents the level of

preparedness of the respondents when it comes to their content

knowledge in teaching Science. The table shows the highest

percentage of 57.82 % or 57 out of 68 respondents agreed. It

implies that pre-service teachers have a piece of good content

knowledge and they are prepared to describe the movement of

objects in terms of distance and time traveled. Also, they are

prepared to infer that the weather follows a pattern in a year. They

68
are prepared to. The second-highest percentage of respondents was

83.35% or 54 out of 68 respondents agreed. It could be an

indication that pre-service teachers have a piece of good content

knowledge, and they are prepared to describe the solar system,

with emphasis on the motions of the Earth as a prerequisite to the

study of seasons in another grade level. The third- highest

percentage of respondents was 79.41% or 54 out of 68 respondents

agreed. This implies that pre-service teachers have a piece of good

content knowledge, and they are prepared to identify patterns and

determine natural events by observing the appearance/phases of the

Moon. However, the table shows the lowest percentage of 2.94%

or 2 out of 68 respondents disagreed. It could be an indication that

pre-service teachers have a very low content knowledge and are

slightly prepared about deciding whether materials are safe and

useful by investigating some of its properties. The second-lowest

percentage of respondents was 19.12% or 13 out of 68 respondents

strongly agreed. It could be an indication that only some pre-

service teachers know very well and are highly prepared to

describe that heat, light, sound, electricity, and motion studied

earlier are forms of energy and these undergo transformation. The

third-lowest percentage of respondents was 22.06% or 15 out of 68

respondents strongly agreed. It implies that only some pre-service

69
teachers know very well and are highly prepared to examine how

some visible qualities of some materials change when they are

combined with other materials or are subjected to force.

The overall result reveals that the pre-service teachers have

Very Good content knowledge about teaching science. This simply

shows that pre-service teachers are highly prepared to describe the

movement of objects in terms of distance and time traveled. Also,

they are prepared to infer that the weather follows a pattern in a

year. The result of the study was related to the study conducted by

Voogt (2017) that pre-service teachers must prepare their content

knowledge to improve their teaching.

2.4 Assessment. It pertains to valuable feedback that can be

used to enhance teaching and learning. It is student-to-teacher

feedback regarding the student's learning.

Table 4.5

The Pre-Service Teachers' Level of Preparedness in

Teaching Science in Terms of

Assessment

Assessment
After taking the course Teaching
Science in the Elementary Grades
SA A D SD WM
(Physics, Earth and Space
Science), I believe …
1. I can determine learners 30 38 0 0 4.38
who need assistance (44.12%) (55.88%)
70
 through the assessment
results.
2. I can track learners’ 23 44 1 0 4.26
progress toward the (33.82%) (64.71%) (1.47%)
standards set in my
Science class.
3. I can identify what 21 47 0 0 4.19
intervention and support are (30.88%) (69.12%)
required based on the
assessment results.
4. I can communicate 24 44 0 0 4.31
assessment results to (35.29%) (64.71%)
learners and their
parents/guardians.
5. I can use varied assessment 26 42 0 0 4.29
tools in my Science class. (38.24%) (51.76%)
6. I can design assessment 26 42 0 0 4.30
activities that are aligned (38.24%) (51.76%)
with the objects of my
lesson.
7. I can provide feedback 25 43 0 0 4.35
on learners’ output and (36.76%) (63.24%)
performance tasks.
8. I can involve my learners 23 45 0 0 4.25
in designing rubricsfor (33.82%) (66.18%)
science experiments or
science projects.
9. I can prepare written works 22 46 0 0 4.28
(quizzes, summative tests) (32.35%) (67.65%)
with the table of
specifications.
10. I can develop and follow a 29 39 0 0 4.35
plan for (42.65%) (55.75%)
completing all required
work in Science on time.
11. I can diagnose learners’ 21 47 0 0 4.21
understanding in science (31.88%) (69.12%)
subjects through formative
assessment.
12. I can use peer assessment 23 45 0 0 4.29
in science subjects (33.82%) (66.18%)
to foster students’
learning.
13. I can use self- assessment 23 45 0 0 4.31
in science subjects (33.82%) (66.18%)
to improve students’
learning.
14. I can craft good questions 22 46 0 0 4.25
related to science (32.35%) (67.65%)
for my learners.

The information about the level of pre-service teachers’

level of preparedness in teaching Science is provided in Table 2.4

below. As presented in the table, it entails the level of agreement of

respondents towards the level of preparedness in teaching Science

71
in terms of assessment. The table shows that 47 out of 68

respondents or 69.12 % agreed. It implies that pre-service teachers

are prepared in diagnosing learners’ understanding in science

subjects through formative assessment. Also, they are prepared in

identifying what intervention and support are required based on the

assessment results. The second-highest percentage of respondents

was 67.75% or 46 out of 68 agreed. It implies that they are

prepared in preparing written works with the table of specifications

and crafting good questions related to science for the learners. 45

out of 68 respondents agreed that they can involve their learners in

designing rubrics for science experiments or science projects, using

peer assessment in science subjects to foster students’ learning, and

using self-assessment in science subjects to improve. It implies that

they are prepared in using the assessment techniques in teaching

science and it was supported by the percentage of 66.18%.

However, the table also shows the lowest percentage of 1.47 % or

1 out of 68 respondents who disagreed. This could be an indication

that pre-service teachers are slightly prepared in tracking the

learners’ progress toward the standards set in Science class. The

second-lowest percentage of respondents was 38.28 % or 26 out of

68 respondents who strongly agreed. It implies that they are highly

prepared to use varied assessment tools in Science class. Also,

72
some of the respondents are prepared in designing assessment

activities that are aligned with the objects of the lesson. The third-

lowest percentage of respondents was 44.12 % or 30 out of 68

agreed. It could be an indication that pre-service teachers are

prepared in determining the learners who need assistance through

the assessment results. The overall result reveals that the pre-

service teachers are Highly Prepared in using the assessment

techniques in teaching Science. This simply shows that pre- service

teachers are highly prepared in using feedback for the

improvement of teaching and learning of science in the elementary

grade. This result is further strengthened by the study of Brookhart

(2016) that assessment in science instruction must take into

account and satisfy the needs of the particular students whose

learning is being evaluated and it has a great impact on the level of

preparedness in teaching.

As shown in Table 2.1, the overall result reveals that the pre-

service teachers are Highly Prepared. This simply shows that pre-

service teachers are highly prepared to demonstrate the ideal

behavior that they want to see in their Science class. On the other

hand, Table 2.2 contains the overall result that reveals the pre-

service teachers are Highly Prepared. This simply shows that pre-

service teachers are highly prepared for their instructional methods

73
that are essential in teaching science. Furthermore, Table 2.3 shows

the overall result reveals that the pre-service teachers have Very

Good content knowledge about teaching science. This simply

shows that pre-service teachers are highly prepared to describe the

movement of objects in terms of distance and time traveled. Also,

they are prepared to infer that the weather follows a pattern in a

year. Moreover, Table 2.4 contains the overall result that reveals

the pre-service teachers are Highly Prepared in using the

assessment techniques in teaching Science. This simply shows that

pre-service teachers are highly prepared in using feedback for the

improvement of teaching and learning of science in the elementary

grade.

2.5 Test of Significant Relationship Between the Pre-Service

Teachers’ Level of Preparedness in Teaching Science in

Elementary Grades

This section shows the significant relationship between the

pre-service teachers’ level of preparedness in teaching science in

elementary grades when it comes to classroom management,

instructional method, content knowledge, and assessment.

Table 4.6
74
 Test of Significant Relationship Between the Pre-Service

Teachers’ Level of Preparedness in Teaching

Science in Elementary Grades

Classroom Instructional Content Assessment

Management Methods Knowledge
Classroom Pearson 1 .766** .562** .611**
Management Correlation
Sg. (2-tailed) .000 .000 .000
N 68 68 68 68
Instructional Pearson .766** 1 .708** .723**
Methods Correlation
Sg. (2-tailed) .000 .000 .000
N 68 68 68 68
Content Pearson .562** .708** 1 .711**
Knowledge Correlation
Sg. (2-tailed) .000 .000 .000
N 68 68 68 68
Assessment Pearson .611** .723** .711** 1
Correlation
Sg. (2-tailed) .000 .000 .000
N 68 68 68 68
**. Correlation is significant at the 0.01 level (2-tailed).

The relationship between the respondents’ preparedness in

teaching Science in Elementary Grades is revealed in Table 2.5.

The correlation coefficients were found significant at the 0.01

level. It can be described that there is a moderate to a strong

positive relationship between the tested variables. Further, it

illuminates the fact that the null hypothesis at 68 cannot be

rejected. That is, there is no evidence that classroom management,

instructional method, content knowledge, and assessment can be

considered different from others.

75
 The result is related to the result of the study conducted by

Ruby (2017) since science education is frequently abstract and

complex, it may call for great attention and effectiveness on the

part of teachers to better engage pupils and impart knowledge

using straightforward, concrete techniques. Additionally, a science

misperception is personal information that is unrelated to or

without meaning in terms of scientific principles that is learned

through informal experiences or educational experiences.

3. Significant difference between the respondents' perception

of science and teaching science when categorized according to

their profile variables.

This part shows the difference in the responses of pre-

service teachers in the perception of science and teaching science

when categorized according to their profile variables.

Table 4.7

Test of Significant Difference Between the Pre-Service

Teachers’ Perception on Science When Grouped

According to Sex and Year Level

Sex Mea SD z Si Decision

n valu g.
76
 e
Male 3.53 .41 Cannot
2.48 .1 Reject
Scienc Female 2.92 .64 0 Null
7 Hypothe
e sis
Year Level Mea SD z Si Decision
Percepti n valu g.
e
on Third Year 2.99 .64 Cannot
1.14 .2 Reject
Fourth 2.72 .69 7 Null
Year 5 Hypothesi
s

To evaluate the differences between the perception of male

and female and third year and fourth about Science, data was tested

using z- test. The tests revealed that there have insignificant

differences in their perception when grouped according to sex and

year level. Both p-values were greater than 0.05 which means that

there is no sufficient evidence to reject the null hypothesis. This

can be attributed to the fact that there is a difference between the

perception of the respondents to science when grouped according

to sex and year level because there is not enough evidence to infer

that it is true.

Table 4.8

Test of Significant Difference Between the Pre-Service

Teachers’ Perception on Teaching Science When Grouped

According to Sex and Year Level

77
 Sex Mea SD z Si Decision
n valu g.
e
Teachin Male 3.83 .15 Reject
3.66 .010* Null
g Female 3.40 .62 Hypothesi
s
Science Year Mea SD z Si Decision
Level n valu g.
Percept e
Third 3.43 .64 Cannot
ion Year 1.56 .8 Reject
7 Null
Fourth 3.40 .49 8 Hypothesi
Year s

In terms of the test of significant difference between the pre-

service teachers’ perception of teaching science when grouped

according to sex and year level, it is notable that male and female

respondents' perceptions varied significantly.. The p- value of .010

is less than the 0.05 significance level; thus, the null hypothesis is

rejected. This can be supported by their means of 3.83 (SD=.15)

and 3.40 (SD=.62), respectively. This can be ilustarted by the fact

that there is enough evidence to infer that it is true. In addition, it

can also be gleaned that the year level of the respondents has a

difference, and it cannot reject the null hypothesis. This can be

attributed to the fact that there is a difference between the

perception of the two-year level when it comes to teaching science

because there is not enough evidence to infer that it is true.

78
4. Challenges and best practices of the respondents in teaching science.

There are a lot of perceptions about teaching science in

elementary grades. Some find it challenging to teach because of

the subject itself and sometimes, the disruptive behavior as stated

by Smith (2016). According to Fontanilla (2019), even if some

teachers find science challenging to teach, there are some practices

that teachers must do to overcome those challenges.

The following discussed the possible challenges in teaching

science, challenges in teaching science, practices to overcome the

possible challenges in teaching science, and practices to deal with

the challenges in teaching science.

Challenges in Teaching Science

Possible challenges in teaching science to elementary

students. In general, it reveals that the challenges in teaching

science are the lack of resources while the best practice in teaching

science is by implementing more strategies that will help the

learners to cope with the subject. The result of the study was

related to the study conducted by Gagne (2016) stated that the

resources or materials are one of the important components of

teaching because these different resources in the teaching and

learning process will become more productive and it develops the

79
skills and abilities of each student that is why implementing is

essential for teachers to consider carefully the talent or task they

wished to teach, then to ensure that the student had the needed

knowledge to master that skill. through the support of the different

learning resources.

The study of Hagman (2018) revealed that the use of

learning resources takes place which is the transfer of learning is

the effective way to make the discussion lively. With the use of

different strategies, the learning happens between the teachers and

students by means of sharing their ideas and thoughts to attain the

objectives.

Challenges in teaching science to elementary students. Most

of the respondents find teaching science challenging to teach

resulting in its least popularity in elementary students. Respondent

4 said that “It appears to be one of the least popular subjects among

young students because it is hard to teach”. Also, most of the

respondents think that in teaching science, pre-service teachers

need to be prepared as Respondent 12 said that “We must be

prepared to handle this situation so that teaching science to

elementary students does not become difficult”. One of the

challenges that the respondents stated was that it is hard to get the

attention of some learners because they are not interested in the

80
subject.

In the participant’s words:

Respondent 5; “As a pre-service teacher who completed Teaching

Science courses, it is quite challenging to teach. Since there are

lots of scientific methods, contents, formulas, vocabularies,

processes, and many more, elementary students get bored and

there are times that they are not paying much attention.”

Respondent 7; “In my opinion, teachers need to design meaningful

and fun activities that will catch student’s attention.”

Respondent 11; “We all know that students do not have a broad

enough mind and do not focus fully on their studies so it’s hard to

get their attention.”

However, as the conversation progresses, there are still

respondents who think that science is not challenging if you have

the mastery and appropriate strategy to implement it.

Practices to Deal with the Challenges in Teaching Science

Most of the findings of the interview participants

emphasized that in creating a meaningful environment, effective

and efficient learning materials for the learners. Respondent 5

stated that “The practices are regularly employing active learning

81
strategy, select and engaging instructional materials, connect my

lesson in a real- life context, utilize technology in my lesson, and

create a meaningful environment”. In line with this, it is supported

by the statement given by Respondent 4 saying “Teach the students

to explore in anything that talks about science and teach them to be

creative in experimenting.” One of them also mentioned that

“Implement the five macro skills in the creation of instructional

materials.” The findings signify that pre-service teacher are able to

create a creative instructional material in teaching science. On the

other hand, some of the interview participants shared the other

possible challenges in teaching science. Respondent 10 mentioned

the research and adoption for a more effective teaching strategy

that suits in every topic of Science for the betterment of the

teaching-learning process.

Instructional materials are required by both teachers for

effective learning and students to improve their performance in the

learning process. Another purpose of educational materials is to

boost students' self-esteem, self-actualization, and motivation of

students in learning (Saad, 2017). There are several types of

instructional materials that can be used in learning. Based on their

sensory appeal, instructional materials can be classified into three

categories: audio, visual, and audio-visual (Akpan, 2017).

82
 Most of the respondents mentioned that the best practices to

deal with the challenges in teaching science are awareness and the

relationship between pre- service teachers and learners, building

the confidence of pre-service teachers, and time management of

teachers. Respondent 1 added that “I think awareness and the

relationship between a teacher and learner is the important practice

for the learning process to smoothly go with the flow. With this,

teachers can incorporate and instill knowledge to his/her learners

effectively.” It is awareness and the relationship between teacher

and learner that should be done to deal with the challenges. It also

improves the communication of the teacher and learners in that

way they will have a good relationship. It is also supported by the

statement given by Respondent 2 about the awareness and

relationship between teacher and learner saying “Create a

meaningful environment because it can build positive

relationships, it can promote class discussion and peer interaction.

And can connect me with my students.” This shows that the best

deal with the challenges in teaching science is in the elementary

grade. On the other hand, some of the respondents have different

answers regarding the best deal with the challenges in teaching

science. According to Respondent 5, “The best practice is to train

yourself at your own pace. For you to be more active and

83
professional in teaching the course, you should start improving

yourself as an educator before asking somebody for assistance.”

Supported by the statement given by Respondent 3, she mentioned

that the best practice to deal with the challenge is to train yourself

at your own pace. For you to be more active and professional in

teaching the course, you should start improving yourself as an

educator before asking somebody for assistance. Moreover,

Respondent 4 shared that “Teachers must take steps to effectively

manage time. By adopting teacher time management techniques, it

is feasible to meet all of the students' educational demands, deal

with critical circumstances quickly, and keep from falling behind

when unexpected occurrences happen. Time management is at the

heart of every successful work or task. The skilled and efficient

prefer to use time management as a skill to assure the success and

advancement of their given work. To accomplish your goals,

effective time management is essential. This shows that every pre-

service teacher has their own way to deal with those challenges in

teaching science.

According to Poulou et. al., (2018), it is gleaned that the

perception of pre- service teachers in classroom management is a

subset of their level of preparedness, and it relates to their

confidence in their ability to plan and carry out activities that

84
promote a pleasant educational experience. Relationships among

teacher efficacy (i.e., confidence in effectively directing the

classroom) and student accomplishment have been discovered. In

general, teachers who have a high level of self-efficacy are better

at managing their classrooms. It is important for pre-service

teachers to have self-efficacy while teaching. Pre-service teachers

who have a high level of preparedness may lead to an effective

approach and strategy that they may give to their students

(Gallagher et.al, 2017).

5. Enrichment of the existing instructional material in the

course may be proposed.

A module is a self-independent unit of a planned sequence

of educational activities created to primarily aid students in

achieving specific, clearly stated objectives and learning

competencies over the course of a given period of time. According

to Bedaure (2017) it stated that the enhancement of modules for the

teaching and learning process aimed to achieve quality education

and it has a significant effect on the performance of the learners.

A module is one type of teaching material used to teach

students independence. According to (Basilotta, 2017) the module

is systematically assembled, and it includes content, methods, and

85
the developed evaluation tool.

The data gathered by the researchers through surveys and

interviews reveal numerous challenges in Batangas State

University ARASOF Nasugbu Campus who's taking up the course

of Teaching Science in the Elementary Grades (Physics, Earth and

Earth Science) in terms of identifying patterns and determining

natural events by observing the appearance/phases of the Moon,

inferring that the weather follows a pattern in the course of a year

that only gains 16.18% of the respondents who have a good

content knowledge about it. In addition, describing the solar

system with emphasis on the motions of the Earth as a prerequisite

to the study of seasons in another grade level, only 17.65% of

respondents have a good content knowledge about teaching it.

Moreover, 19.12% of the pre-service teachers are slightly prepared

in describing that heat, light, sound, electricity, and motion studied

earlier are forms of energy and undergo a transformation, while

22.06% of them in investigating changes in some observable

properties of materials when mixed with other materials or when

force is applied to them.

For pre-service teachers to improve the quality of their

learning, the existing module was enhanced by the researcher in

86
order to better serve all of the needs of the students. "Enhanced

Teaching Module in BEEd 321: Teaching Science in the

Elementary Grades (Physics, Earth and Earth Science)" was the

chosen title for the enhanced module. The contents of the

developed guide were based on the data gathered through surveys

and interviews regarding the challenges faced by inclusive

teachers. This guide includes additional information and

assessments that are appropriate for all pre-service teachers taking

up the course of Teaching Science in the Elementary Grades

(Physics, Earth, and Earth Science). This enhanced module can

help pre-service teachers to improve their knowledge about

teaching science.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS,

AND RECOMMENDATIONS

This chapter summarizes the study’s findings, conclusion,

87
and recommendation of the study on Pre-Service Teacher’s Beliefs

and Preparedness in Teaching Science in the Elementary Grades:

Input to the Existing Instructional Material Enhancement.

Summary

This study aimed to assess the pre-service teachers’ beliefs

and preparedness in teaching science in the elementary grade.

Specifically, this study sought answers to the following questions:

1. What is the pre-service teachers’ perception of Science and teaching

Science?

The

2.1 Classroom management;

2.2 Instructional method;

2.3 Content knowledge; and

2.4 Assessment?

3. Is there any significant difference between the respondents'

perception of science and teaching science when categorized

according to their profile variables?

4. What are the challenges and best practices of the respondents in teaching
science?

5. Based on the findings of the study, what enrichment of the

existing instructional material in the course may be proposed?

88
 Findings

The study yielded the following findings.

1. Perception in Science and Teaching Science

The findings show that the pre-service teachers agree that

knowing the perception of Science and teaching Science is

important. It simply shows that science is an ongoing process of

establishing different ideas in teaching it.

2. Pre-service teachers' level of preparedness in teaching Science in

terms of:

2.1 Classroom Management

The findings show that the respondents strongly agree about

classroom management in teaching Science. This simply shows

that pre-service teachers are highly prepared to demonstrate their

plan to have organized classroom management in teaching science

in the elementary grade.

2.2 Instructional Method

The data gathered revealed that the pre-service teachers

strongly agree about using the instructional method in teaching

Science. This simply shows that pre-service teachers are highly

prepared for using the instructional method in teaching science in

the elementary grade.

89
 2.3 Content Knowledge

The result revealed that the pre-service teachers have very

good content knowledge about teaching science. This simply

shows that pre-service teachers are highly prepared for their

content knowledge in teaching science in the elementary grade.

2.4 Assessment

The findings displayed that the pre-service teachers strongly

agree about using assessment in teaching Science. This simply

shows that pre-service teachers are highly prepared for using

assessment in teaching science in the elementary grade.

3. Significant Difference Between the Respondents' Perception

of Science and Teaching Science when Categorized According

to their Profile Variables.

The computed significant difference between the perception

of male and female and third year and fourth about Science and

teaching Science, the tests revealed that there have insignificant

differences in their perception when categorized according to sex

and year level. This can be attributed to the fact that there is a

difference in respondents' perceptions of science when grouped

according to sex and year level because there is insufficient

evidence to infer that it is true.

90
 Moreover, the computed significant difference between pre-

service teachers' perceptions of teaching science when grouped by

sex and year level reveals a significant difference in male and

female respondents' perceptions. This can be explained by the fact

that there is enough evidence to infer that it is true. In addition, it

can also be gleaned that the year level of the respondents has a

difference, and it cannot reject the null hypothesis. This can be

attributed to the fact that there is a difference in the perception of

the two-year level when it comes to teaching science because there

is not enough evidence to infer that it is true.

4. Challenges and Best Practices of the Respondents in

Teaching Science Challenges in Teaching Science

The majority of the respondents find teaching science

challenging to teach resulting in its least popularity among

elementary students. Also, most of the respondents think that in

teaching science, pre-service teachers need to be prepared in

teaching the subject. In addition, it is hard to get the attention of

some learners because they are not interested in the subject.

Practices to Deal with the Challenges in Teaching Science

91
 The majority of the findings of the interview participants emphasized that in

creating a meaningful environment, effective and efficient learning materials for

the learners. The findings signify that pre-service teachers can create creative

instructional material in teaching science. On the other hand, some of the

interview participants shared other possible challenges in teaching science.

Moreover, the researchers adopt a more effective teaching strategy that suits every

topic of Science for the betterment of the teaching-learning process.

5. Enhancement of the Teaching Science Module

The findings showed that in terms of identifying patterns and

determining natural events by observing the appearance/phases of the

Moon, understanding that heat, light, sound, electricity, and motion

studied earlier are forms of energy that undergo a transformation,

explaining that the weather follows a pattern over the course of a year,

describing the solar system with an emphasis on Earth's motions as a

prerequisite for the study of seasons in another grade level, and

investigating changes in some observable properties of materials when

mixed with other materials or when force is applied to them are all

topics covered in this unit, we the researchers of BatState-U ARASOF

have decided to enhance the existing module in teaching science that can

be used by the students while taking up the Teaching Science in the

92
Elementary Grades (Physics, Earth and Earth Science) subject. This

enhancement will contain the following guidelines that students will

follow while taking up the course.

Conclusions

Based on the outcomes of the study, the succeeding assumptions were

drawn:

1. This study determined the pre-service teacher’s view in

science and in teaching science as an ongoing process of

establishing different ideas in teaching it.

2. This study determined that there is a substantial relationship

between the pre- service teachers’ level of preparedness in

teaching Science in elementary grades.

3. This study determined that only the perception of the pre-

service teachers in teaching Science when grouped

according to year level has a significant difference.

4. This study determined that science is challenging to teach,

and the best practice is the enhancement of the teaching

science module.

5. The enhanced existing instructional material provides

additional resources in the science module.

93
 Recommendations

From the findings and conclusions of the study, the

following recommendations are hereby proposed:

1. The College of Teacher Education may consider the

enhancement of the instructional material utilized in the

Teaching Science in the Elementary Grades (Physics, Earth,

and Space Science) to support and in improving the

student’s understanding of learning the course.

2. The enhanced instructional material in the Teaching Science

in the Elementary Grades (Physics, Earth, and Space

Science) should undergo further evaluation and validation

procedure for the use of the College of Teacher Education,

CTE Faculty members, and pre-service teachers.

3. The future researchers may use this study as a source of

material and new ideas about the course Teaching Science

in the Elementary Grades (Physics, Earth, and Space

Science).

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APPENDICES
 APPENDIX A
Republic of the Philippines
BATANGAS STATE UNIVERSITY
       THE NATIONAL ENGINEERING UNIVERSITY
ARASOF-Nasugbu
R. Martinez St., Brgy. Bucana, Nasugbu, Batangas
Telephone No.: (043) 416-03-49/50
Asst. Prof. LORNA V. DACILLO
College of Teacher Education
This University Ma’am:

Greetings!

We, the undersigned Third Year Bachelor of Elementary Education students are currently conducting a
study entitled “SELF-EFFICACY IN TEACHING SCIENCE OF ELEMENTARY SCHOOL PRE-
SERVICE TEACHERS: INPUT TO INSTRUCTIONAL MATERIAL IN SCIENCE 6”.

In connection with this, we are asking for your precious time to validate our questionnaire which will serve
as the main data gathering instrument for our study. Whatever comments and suggestions you will provide
will be a great help in this undertaking, we acknowledge your expertise in this particular field of study.

Thank you in anticipation of your favorable response.

Respectfully yours, 

        (Sgd) ANGELIKA T. LAZAT                                               (Sgd) JOAN M. URCIA  

                       Researcher Researcher  

(Sgd) FRITZIE AILE F. ENDOZO

  Researcher  
Noted:  

(Sgd) Dr. RAYMART O. BASCO 

Thesis Adviser         

(Sgd) Dr. ESTELITO J. PUNONGBAYAN 

Program Chairperson, BEEd 

Approved: 
(Sgd) Asst. Prof. LORNA V. DACILLO
College of Teacher Education
 APPENDIX B
Republic of the Philippines
BATANGAS STATE UNIVERSITY
       THE NATIONAL ENGINEERING UNIVERSITY
ARASOF-Nasugbu
R. Martinez St., Brgy. Bucana, Nasugbu, Batangas
Telephone No.: (043) 416-03-49/50
Ms. MARY HAZEL E. RUALES
Instructor, College of Teacher Education
This University

Ma’am:

Greetings!

We, the undersigned Third Year Bachelor of Elementary Education students are currently conducting a
study entitled “SELF-EFFICACY IN TEACHING SCIENCE OF ELEMENTARY SCHOOL PRE-
SERVICE TEACHERS: INPUT TO INSTRUCTIONAL MATERIAL IN SCIENCE 6”.
In connection with this, we are asking for your precious time to validate our questionnaire which will serve
as the main data gathering instrument for our study. Whatever comments and suggestions you will provide
will be a great help in this undertaking, we acknowledge your expertise in this particular field of study.

Thank you in anticipation for your favorable response.

Respectfully yours, 

        (Sgd) ANGELIKA T. LAZAT                                               (Sgd) JOAN M. URCIA  

                       Researcher Researcher  

(Sgd) FRITZIE AILE F. ENDOZO

  Researcher  
Noted:  

(Sgd) Dr. RAYMART O. BASCO 

Thesis Adviser         

(Sgd) Dr. ESTELITO J. PUNONGBAYAN 

Program Chairperson, BEEd 

Approved: 
(Sgd) Ms. MARY HAZEL E RUALES
Instructor, College of Teacher Education

APPENDIX C
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
      THE NATIONAL ENGINEERING UNIVERSITY
ARASOF-Nasugbu
R. Martinez St., Brgy. Bucana, Nasugbu, Batangas
Telephone No.: (043) 416-03-49/50
Mr. MARVIN E. ROSEL
Instructor, College of Teacher Education
This University

Ma’am:

Greetings!

We, the undersigned Third Year Bachelor of Elementary Education students are currently conducting a
study entitled “SELF-EFFICACY IN TEACHING SCIENCE OF ELEMENTARY SCHOOL PRE-
SERVICE TEACHERS: INPUT TO INSTRUCTIONAL MATERIAL IN SCIENCE 6”.

In connection with this, we are asking for your precious time to validate our questionnaire which will serve
as the main data gathering instrument for our study. Whatever comments and suggestions you will provide
will be a great help in this undertaking, we acknowledge your expertise in this particular field of study.

Thank you in anticipation of your favorable response.

Respectfully yours, 

(Sgd) ANGELIKA T. LAZAT                                               (Sgd) JOAN M. URCIA  

                   Researcher Researcher  

(Sgd) FRITZIE AILE F. ENDOZO

  Researcher  
Noted:  

(Sgd) Dr. RAYMART O. BASCO 

Thesis Adviser         

(Sgd) Dr. ESTELITO J. PUNONGBAYAN 

Program Chairperson, BEEd 

Approved: 
(Sgd) Mr. MARVIN E. ROSEL
Instructor, College of Teacher Education

APPENDIX D
 Republic of the Philippines
BATANGAS STATE UNIVERSITY
      THE NATIONAL ENGINEERING UNIVERSITY
ARASOF-Nasugbu
R. Martinez St., Brgy. Bucana, Nasugbu, Batangas
Telephone No.: (043) 416-03-49/50
Dr. ANANIA B. AQUINO
Dean, CTE
This University

Madam:

Greetings!

We, the undersigned Third Year Bachelor of Elementary Education students are currently conducting a
study entitled “SELF-EFFICACY IN TEACHING SCIENCE OF ELEMENTARY SCHOOL PRE-
SERVICE TEACHERS: INPUT TO INSTRUCTIONAL MATERIAL IN SCIENCE 6”.

In connection with this, we would like to request permission from your good office to please allow us to
conduct the proposed study and distribute survey questionnaires to the students who will be part of our
study. Rest assured that the information to be gathered will be used in the said study and will be treated
with the utmost confidentiality.

Thank you in anticipation of your favorable response.

Respectfully yours, 

(Sgd) ANGELIKA T. LAZAT                                               (Sgd) JOAN M. URCIA  

                   Researcher Researcher  

(Sgd) FRITZIE AILE F. ENDOZO

  Researcher  
Noted:  

(Sgd) Dr. RAYMART O. BASCO 

Thesis Adviser         

(Sgd) Dr. ESTELITO J. PUNONGBAYAN 

Program Chairperson, BEEd 

Approved: 
(Sgd) Dr. ANANIA B. AQUINO
Dean, College of Teacher Education
This University
 ENDOZO, FRITZIE AILE F.
MARGARITA ST., BRGY.7 NASUGBU, BATANGAS
Contact No. 09269994574
Email address: fritzieaile.endozo@g.batstate-u.edu.ph

I. PERSONAL BACKGROUND

Date of Birth:
June 14, 2001
Place of Birth:
Nasugbu,
Batangas Age :
21 years old
Gender

II. EDUCATIONAL ATTAINMENT

TERTIARY : BATANGAS STATE UNIVERSITY 

The National Engineering University 
ARASOF-NASUGBU
Bachelor of Elementary Education
2019-present

SECONDARY: Dr. Francisco L. Calingasan Memorial Colleges

Foundation Inc.
Campo, Avejar Nasugbu, Batangas
2017-2019

Bilaran National High School

Bilaran Nasugbu, Batangas
 2013-2017

PRIMARY : Nasugbu West Central School

Concepcion St., Brgy. IV
Nasugbu, Batangas 2007-
2013

III. CHARACTER REFERENCES

Dr. ANANIA B. AQUINO

Associate Professor and Dean
College of Teacher Education (CTE), Batangas State University,
The National Engineering University, ARASOF-Nasugbu Campus
Nasugbu, Batangas
Contact Number: +639173067834

Dr. ESTELITO J. PUNONGBAYAN

Program Chair, Bachelor of Elementary Education
Balayan, Batangas
Contact Number: +639178677276

Dr. RAYMART O. BASCO

Thesis Adviser
Faculty, Laboratory School
Nasugbu Batangas
Contact Number: +639302907711
 LAZAT, ANGELIKA T.
BRGY. TALANGAN NASUGBU, BATANGAS
Contact No. 09215492189
Email address: angelika.lazat@g.batstate-u.edu.ph

I. PERSONAL BACKGROUND

Date of Birth:
December 04, 2000
Place of Birth:
Nasugbu, Batangas
Age : 21
years old
Gender

II. EDUCATIONAL ATTAINMENT

Tertiary : BATANGAS STATE UNIVERSITY 

The National Engineering University 
ARASOF-NASUGBU
Bachelor of Elementary Education
2019-present

SECONDARY: Pantalan Senior High School

Pantalan Nasugbu, Batangas
2017-2019

Dr. Crisogono B. Ermita Sr. Memorial National High

School
Pantalan Nasugbu, Batangas
 2013-2017

Primary : Nasugbu West Central School

Concepcion St., Brgy. IV
Nasugbu, Batangas 2007-
2013

III. CHARACTER REFERENCES

Dr. ANANIA B. AQUINO

Associate Professor and Dean
College of Teacher Education (CTE), Batangas State University,
The National Engineering University, ARASOF-Nasugbu Campus
Nasugbu, Batangas
Contact Number: +639173067834

Dr. ESTELITO J. PUNONGBAYAN

Program Chair, Bachelor of Elementary Education
Balayan, Batangas
Contact Number: +639178677276

Dr. RAYMART O. BASCO

Thesis Adviser
Faculty, Laboratory School
Nasugbu Batangas
Contact Number: +639302907711
 URCIA, JOAN M.
VILLAVIRAY ST., BRGY. 6 NASUGBU, BATANGAS
Contact No. 09358481337
Email address: joan.urcia@g.batstate-u.edu.ph

I. PERSONAL BACKGROUND

Date of Birth:
May 31, 2001
Place of Birth:
Nasugbu,
Batangas Age :
21 years old
Gender

II. EDUCATIONAL ATTAINMENT

Tertiary : BATANGAS STATE UNIVERSITY 

The National Engineering University 
ARASOF-NASUGBU
Bachelor of Elementary Education
2019-present

SECONDARY: Nasugbu East Senior High School

Lumbangan Nasugbu, Batangas
2017-2019

RB Cordero Academy
Concepcion St., Brgy. 8 Nasugbu,
Batangas
2013-2017
 Primary : Nasugbu West Central School
Concepcion St., Brgy. IV
Nasugbu, Batangas 2007-
2008

Wawa
Elementary
School Brgy.
Wawa Nasugbu,
Batangas 2008-
2013

III. CHARACTER REFERENCES

Dr. ANANIA B. AQUINO

Associate Professor and Dean
College of Teacher Education (CTE), Batangas State University,
The National Engineering University, ARASOF-Nasugbu Campus
Nasugbu, Batangas
Contact Number: +639173067834

Dr. ESTELITO J. PUNONGBAYAN

Program Chair, Bachelor of Elementary Education
Batangas State University,
The National Engineering University, ARASOF-Nasugbu Campus
Balayan, Batangas
Contact Number: +639178677276

Dr. RAYMART O. BASCO

Thesis Adviser
Faculty, Laboratory School
Batangas State University,
The National Engineering University, ARASOF-Nasugbu Campus
Nasugbu Batangas
Contact Number: +639302907711