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    1. The document assesses the constraints faced by science teachers in Padre Garcia District in participating in science investigatory activities. 2. It conducted a study to identify these constraints and propose strategies to minimize or eliminate them. 3. The study found that teachers faced challenges like insufficient laboratory equipment, outdated materials, and teaching outside their specialism, which hindered student learning and teacher motivation.

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    1. The document assesses the constraints faced by science teachers in Padre Garcia District in participating in science investigatory activities. 2. It conducted a study to identify these constraints and propose strategies to minimize or eliminate them. 3. The study found that teachers faced challenges like insufficient laboratory equipment, outdated materials, and teaching outside their specialism, which hindered student learning and teacher motivation.

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    1. The document assesses the constraints faced by science teachers in Padre Garcia District in participating in science investigatory activities. 2. It conducted a study to identify these constraints and propose strategies to minimize or eliminate them. 3. The study found that teachers faced challenges like insufficient laboratory equipment, outdated materials, and teaching outside their specialism, which hindered student learning and teacher motivation.

    Copyright:

    © All Rights Reserved
    Download as PPTX, PDF, TXT or read online from Scribd
    Download as pptx, pdf, or txt
    222 views20 pages

    Pecha Kucha Script

    Uploaded by

    jein_am
    1. The document assesses the constraints faced by science teachers in Padre Garcia District in participating in science investigatory activities. 2. It conducted a study to identify these constraints and propose strategies to minimize or eliminate them. 3. The study found that teachers faced challenges like insufficient laboratory equipment, outdated materials, and teaching outside their specialism, which hindered student learning and teacher motivation.

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    of 20

    Constraints of Science Teachers of Padre Garcia

    District in Participating in Science Investigatory


    Activities

    Proponents:
    ARLENE M. MARASIGAN
    MARY ROSE C. MATIBAG
    JOYCE ANN R. CALINGASAN
    It is in this context that this action research was undertaken, that is, to assess
    constraints of science teachers of Padre Garcia District in participating in Science
    investigatory activities.

    It is on this premise that the study was conducted, to come up the proposed
    strategies or plans to minimize, if not totally eradicate constraints of science
    teachers in participating in science investigatory activities.

    INTRODUCTION
    1. What is the demographic profile of Science Teachers in the District of Padre
    Garcia?

    2. What is the extent of constraints of science teachers in participating in science


    investigatory activities?

    3. What is the proposed strategies or plans to minimize, if not totally eradicate


    constraints of science teachers in participating in science investigatory activities?

    RESEARCH QUESTIONS
    A. Participants and/or other source of data information
    Purposive sampling was employed in selecting teacher-respondent of the study. The
    teachers who were selected are currently teaching Science in SY 2017-2018.

    B. Data Gathering Method


    Data collection started with the formulation of questionnaire as the primary
    instrument of the study. Parts of the questionnaire adapted from a tested
    questionnaire previously used in a related study. Some of the items in the survey
    were revised or modified in order to fit the needs of the study.

    INNOVATION, INTERVENTION AND


    STRATEGY
    A letter of request was given to the concerned office for the approval. After securing
    the go signal from the office of the District Supervisor, questionnaires were
    distributed to the respondents and retrieved within the day after the distribution.

    All information gathered from the questionnaire was tabulated, collated and
    organized for interpretation and analysis.

    INNOVATION, INTERVENTION AND


    STRATEGY
    Methods
    This study used the descriptive survey method. A questionnaire was used to
    determine extent of constraints of science teachers of Padre Garcia District in
    participating in science investigatory activities.

    The data obtained from the study was analyzed by using content analysis method.
    The research data were coded respectively by two researchers.

    METHODS
    The data collected in this study were subjected to certain statistical treatments. The
    data were coded, tallied and tabulated for better presentation and interpretation of
    the results. The statistical methods used are the following.

    Frequency. The frequency was presented the actual answer of the respondents to a
    specific question or item in the questionnaires.

    Percentage. The percentage of each item is computed by dividing it with sample


    total number of respondents who answered the survey.

    METHODS
    Ranking. This is a descriptive method to describe numerical data in addition to
    percentage. Ranking was used in the study for comparative purpose and for sharing
    the importance of items analyzed.

    It is be to be noted that the questionnaire given to the students were given in their
    native dialect in order for them to understand better what they were answering, thus,
    giving more chances of accurate responses.

    METHODS
    The rounding of figures was done to signify classification of responses. The
    measure of central tendency specifically the mean was used to determine the
    average value of response or response average of the teachers.

    Weighted Mean. Another statistical technique that was used by the researchers is the
    weighted mean. It was used to determine the average responses of the different
    options provided in the various parts of the survey questionnaire to be used.

    METHODS
    Teaching competencies is defined as “the set of knowledge, skills, attitudes, values,
    beliefs and experience necessary for future, which manifests in the teachers’
    activities (Katane et al, 2006).

    Teachers need to improve knowledge and skills to enhance and explore their
    teaching practices. In fact, teachers’ professional development should be redefined
    for sustainability. Similarly, teachers are responsible for operating educational
    system and they need strong and efficient professional competence

    RESULTS AND DICUSSION


    Inability of the students to explore diverse areas of physics as a result of insufficient
    supply of laboratory equipments and unsatisfactory teaching and learning due to
    obsolete nature of available materials.

    These causes lack of motivation for teaching and learning of Science. However,
    students with a bank of variety of practical experiences are likely to perform better
    in skills and confidence than those with limited experience.

    RESULTS AND DICUSSION


    Laboratory equipment must not only be adequately provided in schools; but must be
    optimally utilized for effective teaching of science by science teachers and for
    meaningful leaning of science by students.

    Unfortunately, this does not seem to be the case judging from several research
    reports (Ajetumobi & Bashorun, 2000; Oladare, Abiodun & Bajulaiye, 2006; &
    Lawal, 2006) which indicated that man and material resources for effective teaching
    and learning of science subjects are grossly inadequate in most secondary schools in
    Nigeria. Ivowi (2000) opined that standard and well equipped laboratories are
    imperatives for effective teaching and learning of science in schools.

    RESULTS AND DICUSSION


    Inability of the students to explore diverse areas of science as a result of insufficient
    supply of laboratory equipments and unsatisfactory teaching and learning due to
    obsolete nature of available materials.

    These causes lack of motivation for teaching and learning of Science. However,
    students with a bank of variety of practical experiences are likely to perform better
    in skills and confidence than those with limited experience.

    RESULTS AND DICUSSION


    Inability of the students to explore diverse areas of physics as a result of insufficient
    supply of laboratory equipments and unsatisfactory teaching and learning due to
    obsolete nature of available materials.

    These causes lack of motivation for teaching and learning of Science. However,
    students with a bank of variety of practical experiences are likely to perform better
    in skills and confidence than those with limited experience.

    RESULTS AND DICUSSION


    Teachers teaching outside their area of specialism face considerable challenges
    constraints in lesson preparation and science teaching.

    First of all these teachers need to understand the structure and nature of the
    discipline and learn unfamiliar content knowledge, which is known as subject
    matter knowledge.

    Secondly, they need to transform the content knowledge into suitable activities,
    analogies, demonstrations or simulations and adapt them to the different students’
    abilities to help them learn, what is described by Shulman (1986, 1987) as
    pedagogical content knowledge.

    RESULTS AND DICUSSION


    The teacher’s content such as the knowledge of how the teacher in science subjects
    is responsible in transmitting the content or lesson. This is the teacher’s knowledge
    of instructions, methods and or pedagogy.

    It also expressed how the teacher communicates within the learning environment.
    The knowledge of assessment in the form of tests and the lesson plans prepared
    were appropriate for brainstorming class activities.

    RESULTS AND DICUSSION


    1. Teachers are responsible for operating educational system and they need strong
    and efficient professional competence.

    2. Teachers need to be more oriented toward how they play their roles more
    effectively such as designing, implementing the teaching materials, monitoring the
    student progress in science, trains and direct activities of students, implementing the
    procedure for effective use of time and management of materials, facilitating the
    flexibility of schedules in the class.

    3. Teachers need time to develop, absorb, discuss and practice new knowledge in
    order to be effective. Besides, their time in handling research is a factor while at the
    same time teaching.

    RECOMMENDATION AND CONCLUSION


    4. One must focus on subject-matter knowledge and deepen teacher’ content skills
    and that students’ academic performance are likely to have greater positive effects
    on students learning.

    5. Teachers teaching outside their area of specialism face considerable challenges


    constraints in lesson preparation and science teaching. Teachers need to understand
    the structure and nature of the discipline and learn unfamiliar content knowledge,
    which is known as subject matter knowledge.

    RECOMMENDATION AND CONCLUSION


    6. Science teachers need to blend “content and pedagogy into an understanding of
    how particular topics, problems, or issues are organised, represented, and adapted to
    the diverse interests and abilities of learners and presented for instruction”

    7. Teachers need to transform the content knowledge into suitable activities,


    analogies, demonstrations or simulations and adapt them to the different students’
    abilities to help them learn.

    RECOMMENDATION AND CONCLUSION


    Thank You.

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