CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION

OF DATA

This chapter deals with the presentation, analysis and interpretation of the data gathered to

answer the problems posed in this study.

The discussion in this chapter is arranged according to two major concerns of the study:

first, the identification of the Socio Demographic Profile of Senior High School Science Teachers

of Ilocos Norte and the Status of the Implementation of Science Education Curriculum in the

Public Senior High Schools as to Personal or Intrinsic Scale (Professional Knowledge,

Professional Adequacy and Professional Interest and Attitudes) and Environmental or Extrinsic

Scale (Resource Adequacy, Time, School Ethos, Professional Support), and second, the issues and

concerns faced by the teachers in the implementation of the science education curriculum.

Profile of Respondents

This section discusses the profile of the respondents according to socio demographic

characteristics (age, sex and civil status) and professional characteristics (highest educational

attainment, position, length of teaching experience, undergraduate course and science related

trainings) are presented in Tables 1 and 2.

Socio Demographic Characteristics

Sex. Most of the respondents are females 69(68.32%) while the males are only 32(31.68%).

The Philippine Commission on Women (2014) as mentioned by Abara (2015) supports the above

sex profile of teachers and reported that the teaching profession in the Philippines is actually

female- dominated. In the school year 2016-2017, data revealed that 89.58% of the public
Table 1. Distribution of respondents as to their socio- demographic characteristics

Socio-Demographic Characteristics F %
Sex Male 32 31.68
Female 69 68.32
Age 21-30 51 50.51
31-40 28 27.72
41-50 17 16.83
51-60 5 4.95
Mean Age = 32.51 SD = 8.62

Civil Status Single 63 62.38

Married 38 37.62

elementary school teachers are females while only 10.42% are male teachers. In the public

secondary schools, 77.06 % are females and only 22.94% are male teachers.

Age. It is evidently manifested in Table 1 that the highest percentage of teachers belongs

to the age range 21-30 years with (51 or 50.51%), followed by 31-40 (28 or 27.72%). The

youngest among the respondents is 21 and the oldest is 58. The mean age of the science teachers

is 32.41 years. This finding implies that SHS teachers in science are dominated by middle-aged

teachers.

Civil Status. There are more science teachers with single status 63 (62.38%) than married

teachers 38(37.62%). This result with the data of the Schools Division of Ilocos Norte

Professional Characteristics

Highest Educational Attainment. Majority of the SHS Science Teachers 62(61.39%)

have earned their master`s units in education, 34 (33.66%) are Bachelor`s degree holder, and 2

(1.98%) and 3(2.97%) are Master`s degree holder and Doctorate degree units earner respectively.

The results suggest that the teachers are still in the process of making some advancement in their

education. The reasons for this include lack of time, insufficient fund and no motivation to study.
Table 2. Distribution of respondents as to their professional characteristics

Highest Educational Bachelor 34 33.66

Attainment Bachelor + MA 62 27.72
MAEd 2 1.98
MAEd + EdD/Ph.D 3 2.97

Undergraduate Course Education 73 72.28

Non-Education 28 27.72

Teaching Position Teacher I 39 38.61

Teacher II 38 37.62
Teacher III 19 18.82
Master Teacher I 2 1.98
Master Teacher II 3 2.97

Years of Teaching 1-5 63 62.38

Experience 6-10 13 12.87
11-15 12 11.88
16-20 7 6.93
21-above 6 5.94
Mean = 6.51

Science Related Trainings 1-2 34 33.66

3-4 51 50.50
5 or more 16 15.84

Undergraduate Course. It is worth mentioning that most of the respondents are Education

graduates 73 (72.28%) while there are 28 (27.72%) non education graduates.

DepEd No. 3, 2016 states that non-education graduates who can meet all the requirements

of the position except the eligibility (professional teaching license) can teach in the SHS. However,

they are only given provisional status and allowed to acquire their license in five (5) years.

Most of this non-education graduates are degree holders in Nursing, Biology, Engineering

and other four year related courses.

Teaching Position. Most science teachers teaching in the SHS curriculum hold Teacher 1

position 39 (38.61%) closely followed by Teacher II position (38 or 37.62%). The remaining
respondents are Teacher III 19 (18.82), Master Teacher I (2 or 1.98%) and Master Teacher II (3

or 2.97%). There are only few teachers occupying Master Teacher positions since the prescribed

qualifications stipulated in the DepEd Memo No. 3, S.2016 known as the Hiring Guidelines for

SHS Teaching Positions Effective School year (SY) 2016-2017, Master Teacher items are given

only to those applicants with Master’s Degree relevant to the applied track/subject. This implies

that the qualification is much higher compared to Junior High School and Elementary applications

wherein teachers can apply for Master Teacher items even without Master`s degree.

The above data support the annual report of the City Schools Division of Batac showing

that during the School Year 2018-2019, there are T1 (4), T2 (19), T3 (5), MT1 (1) and MT2 (2).

Years of Teaching Experience. Table 1 further shows that there are 63 (62.38%) teachers

who have taught for 1-5 years. Thirteen (12.87) have taught for 6-10 years, another 12(11.88%)

for 11-15 years, and seven (6.93%) for 16-20 years. Meanwhile, there are only five (4.95%)

teachers who have taught for 21 years and above. The mean length of teaching experience of the

respondents is 6.51. The result conveys that the teachers are somewhat still new in the field and

get to gain experience beneficial to their career.

Science Related Trainings. Table 1 shows that 51 (50.50%) respondents went through 3-

4 science related trainings. 34 (33.66%) attended 1-2 trainings while 16 (15.84%) teachers

participated in 5 or more trainings.

Science teachers pointed out that these trainings were Mass Training on Common Topics

for SHS Teachers, Regional Training on Critical Content for Grades 11 and 12. Most of these

professional development activities were sponsored by DepEd. Further, the result emphasizes the

importance of conduct of more trainings, seminars, and workshops for these could help the

teachers acquire the needed competencies required of them for curriculum implementation.
 Extent of Implementation of Science Education Curriculum
In Terms of Extrinsic and Intrinsic Factors

This section presents a discussion on extent of the implementation of science education

curriculum as regards to Personal or Intrinsic Scale (Professional Knowledge, Professional

Adequacy and Professional Interest and Attitudes) and Environmental or Extrinsic Scale (Resource

Adequacy, Time, School Ethos, Professional Support).

Table 3. Mean Extent of implementation of the Science Education Curriculum in the Senior High
Schools Along Professional Adequacy as rated by the teachers and their administrators
Teacher Admin Mean Rating

Statements Mean DI Mean DI Mean DI

1. Teachers are adequately prepared 4.25 VHE 4.31 VHE 4.28 VHE
to teach science.

2. Teachers are confident to teach science. 4.33 VHE 4.39 VHE 4.36 VHE

3. Teachers are competent teachers in science4.28 VHE 4.35 VHE 4.32 VHE

4. Teachers have the personal confidence, and4.09 HE 4.23 VHE 4.16 HE

skills necessary to teach science
competently.

5. Teachers have positive perceptions of their3.96 HE 3.97 HE 3.97 HE

competence as science educators.

6. Teachers are adequately prepared to teach 3.47 HE 3.56 HE 3.52 HE

the requirements of the national
science curriculum.

7. Teachers have positive self-image as regards3.81 HE 3.92 HE 3.87 HE

to their ability to teach science.

Composite Mean 4.03 HE 4.10 HE 4.07 HE

Legend:
Range of Means Descriptive Interpretation
4.20-5.00 Very High Extent (VHE)
3.40-4.19 High Extent (HE)
2.60-3.39 Average (A)
1.80-2.59 Low Extent (LE)
 1.00-1.79 Very Low Extent (VLE)

As gleaned in table 3, the extent of implementation of the Science education curriculum in

the senior high schools along professional adequacy is generally rated as high with a mean of 3.67.

This indicates that majority of the science teachers are sufficient in terms of preparation and

competence. They are equipped with content and pedagogical competence that enable them to

facilitate the learning process. The teachers are able to teach the concept correctly, and at the same

time, are able to structure the learning process in such a way that learners are able to decipher what

is being discussed with them. This rating also underscores that the teachers possess the desired

competencies expected of them to train the future scientists of the nation. This finding somehow

pinpoints to the realization of quality science education in the country. As enshrined in the K to

12 curriculum, science education aims to develop scientific literacy among learners that will

prepare them to be informed and be participative citizens who are able to make judgments and

decisions regarding applications of scientific knowledge that may have social, health, or

environmental impacts (www.deped.gov.ph). This is also congruent to Yip (2001) when she

accentuated that competent teachers are a prerequisite of an efficient educational process.

Teachers` knowledge has an influence on the success of curriculum reform at any level of the

curriculum implementation. With this, teacher`s understanding of the nature of the subject to be

taught has a direct impact on the way he/she teaches the subject.

It can also be surmised that all indicators of professional adequacy pertain to competence,

readiness and confidence of the science teachers. This highlights that professional adequacy is

simply confidence based on competence. It is to be noted that teachers can only project true

confidence if they adequately possess the needed competencies. This claim is true to what

Hakkarainen (1998) concluded when he did five studies of processing inquiry in science education
in two classrooms across a three-year period. He found that in one classroom where the teacher

provided a strong pedagogical support, students' exchange of ideas improved well. He considered

that teacher's guidance, preparation and confidence built in confidence can make students capable

to produce intuitive and meaningful explanations.

In this connection, Darling-Hammond (2000), as cited by Abara (2015), emphasizes that

teachers with sufficient academic preparations are seen to be competent in subject matter content

and pedagogical skills enabling them to be effective in classrooms and produce larger student

gains.

This is in consonance to some of the responses during the interview. They claimed:

For my 17 long years of teaching science, I believe I

already mastered the different lessons in science.

I know the things I need to teach because I have been

trained to do so.

Further, specifically looking at the table, confidence of the science teachers is rated the

highest with a mean of 4.36. This indicates that the teachers feel sure that they can teach the

contents of the science education curriculum of the K to 12 program. This confidence indicates

that they know what they are teaching and they know how to teach such concepts. They feel that

they are armed, well-prepared and ready to teach. Conversely, the least rated is teachers’ adequacy

to teach the requirements of the curriculum, although still rated high extent at 3.52. Based on these

scores, it can really be construed that the SHS science teachers are aptly furnished with the

requisites to smoothen learning. This finding runs parallel to the study of Estacio (2016) when he

found that teachers are self-assuring that they are ready to teach the new subjects of the curriculum.

They indicated that they have been exposed to trainings and exposures that build the confidence

they have.
 This finding is contrary to the claim of Nucci (2012) when he reported that most middle

and high school science teachers are ill equipped to implement the fundamental changes necessary

to improve outcomes in science. Teachers have not honed their own scientific abilities –many did

not receive science process skills training.

Table 4. Mean Extent of implementation of the Science Education Curriculum in the Senior
High Schools Along Professional Knowledge as rated by the teachers and their
administrators
Teacher Admin Mean Rating
Statements Mean DI Mean DI Mean DI
1. Teachers have a good
understanding of the science
knowledge, skills and attitudes they 4.54 VHE 4.53 VHE 4.54 VHE
promote in teaching.
2. Teachers have a sound knowledge of
strategies known to be effective for the 2.02 LE 2.06 LE 2.04 LE
teaching of science.
3. Teachers have a sound understanding
of alternative ways of teaching
scientific ideas to foster student 4.16 HE 4.17 HE 4.17 HE
learning.

4. Teachers are secured in their

knowledge of science concepts 4.43 VHE 4.51 VHE 4.47 VHE
pertinent to the science curriculum.
5. Teachers possess the necessary
science subject knowledge to be good 3.53 HE 3.63 HE 3.58 HE
science educators.
6. Teachers have good background
knowledge for teaching science. 4.32 VHE 4.36 HE 4.34 HE

7. Teachers have the necessary

knowledge required to effectively teach 4.05 HE 4.25 VHE 4.3 VHE
science.
Composite Mean 3.86 HE 3.93 HE 3.9 HE

Legend:
Range of Means Descriptive Interpretation
 4.20-5.00 Very High Extent (VHE)
3.40-4.19 High Extent (HE)
2.60-3.39 Average (A)
1.80-2.59 Low Extent (LE)
1.00-1.79 Very Low Extent (VLE)
This scale considered curricular expertise in the form of subject matter knowledge,

pedagogical content knowledge and curriculum knowledge (items 1, 8, 15, 22, 29, 36, 43).

The extent of implementation of Science education curriculum along Professional

Knowledge is rated high with a mean of 3.90. This underscores that majority of the science teachers

possess the necessary science subject knowledge to be good science educators. This rating also

conveys that teachers have good background knowledge for teaching science. With these, science

teachers will likely be able to attain the objectives of science education curriculum because of their

mastery of the subject matter needed in the curriculum implementation. This is also supported with

the rating of teachers having a good understanding of science knowledge, skills and attitudes they

promote in teaching which received a high rating of 4.54. These findings pinpoint that teachers

know how to structure their lessons to meet the physical, social and intellectual development and

characteristics of their learners. The teachers know the content of their subjects and understand

what constitutes effective, developmentally appropriate practices in their learning, and teaching

programs and use this knowledge to make content meaningful to students. This is parallel to the

idea of Sharp (2009) who pointed out the fact that many teachers possess neither the subject

knowledge nor pedagogical content knowledge required to implement the science curriculum

effectively, therefore a clear understanding of the policy and practice is needed.

According to Abara (2015) philosophical argument as well as common sense support the

conviction that teachers` own subject matter knowledge influences their efforts to help students

learn subject matter. They expressed that if a teacher is largely ignorant or uninformed, he can do

much harm.
 This finding is supported by the respondents ‘claims during the interview

I know that I have a sound knowledge to teach the

subjects. Nabayag ko nga isursuro dagitoyen isu nga namaster
kon. (I`ve been teaching these subjects and I mastered them
already)

So far, there is no problem yet on the topics in the

curriculum. I can say, kabaelak amin a isuro these subjects. (I am
capable to teach these subjects. ) Even without books and other
references I can teach.

In the contrary, the knowledge of teachers on strategies known to be effective for the

teaching of science is rated the lowest with a mean of 2.04. This indicates that teachers do not have

yet the full pedagogical knowledge that they need to teach science subjects. They are still at the

level wherein they need to learn more of the strategies in teaching that will help them deliver the

curriculum. Teachers claim that they still need to go through professional development activities

to enhance their pedagogical knowledge. This support the idea that the K to 12 science curriculum

requires teachers to be effective in utilizing differentiated strategies to meet the demands of the

learners. The teachers are expected to employ instructional methods and strategies appropriate to

the goals and objectives of the curriculum using educational aids during the lessons as frequently

as possible. The teacher will provide the students with interesting concepts and issues and give

them interesting concepts and issues and give them interesting assignments and projects on the

subject matter.

This finding is parallel to the statement mentioned by the respondents during the interview

I am not really good in using strategies for teaching but I

am trying my best to learn more of it.

I really need to admit, usually I employ Lecture method.

Isu madlaw ko medyo bored nukua ubbing ko. (I observe my
 students get bored.) Im not an Education graduate so I need to
learn more about strategies.

This corroborates with the idea of Yip (2001) where he notes that inadequate pedagogical

knowledge and understanding of the nature of science may lead to teacher`s inability to appreciate

the learning problems faced by learners. It is essential for the teacher to explain not only facts of

science but more importantly the arguments for the scientific model. When it is weak, many

teachers find it difficult to deal with learners` questions and resort to teaching from a textbook to

avoid having their lack of knowledge exposed.

Teachers` inadequate subject knowledge and understanding of science may affect their

teaching methodologies and their ability to teach science effectively. Furthermore, Pichay (2001)

stressed that whether a teacher is working with superior, average, or slow children, he himself

needs to possess a high degree of intelligence so that he will be able to understand the responses

of all his learners.

Table 5. Mean Extent of implementation of the Science Education Curriculum in the Senior
High Schools Along Professional Attitudes and Interests as rated by the teachers
and their administrators

Teacher Admin Mean Rating

Statements Mean DI Mean DI Mean DI
1. Teachers have a positive
attitude to the teaching of 4.54 VHE 4.53 VHE 4.54 VHE
science.
2. Teachers are not reluctant to
2.6 A 2.61 A 2.61 A
teach science.

3. Teachers have a strong

motivation to ensure science is 4.16 HE 4.17 HE 4.17 4.17 HE
taught at this school.
 4. Teachers have a positive
attitude to science as a subject in 4.43 VHE 4.51 VHE 4.47 VHE
the school program
5. Science is a subject at this
school that 3.53 HE 3.63 HE 3.58 HE
teachers want to teach.
6. Teachers have a positive
attitude to science 4.32 HE 4.36 HE 4.34 HE
As a learning area.
7. Teachers are motivated to
make science work 4.05 HE 4.25 VHE 4.3 VHE
as a curriculum area.
Composite Mean 3.86 HE 3.93 HE 3.9 HE

Legend:
Range of Means Descriptive Interpretation

4.20-5.00 Very High Extent (VHE)

3.40-4.19 High Extent (HE)
2.60-3.39 Average (A)
1.80-2.59 Low Extent (LE)
1.00-1.79 Very Low Extent (VLE)

This scale considered perceived attitude, interest, motivation and desire to teach senior

high school science (items 2,9,16,23,30,37,44).

Looking in to table 5, the extent of implementation of the science education curriculum in

the senior high schools along professional attitudes and interests is generally rated high with a

mean rating of 3.90. This finding implies that majority of teachers have a strong motivation to

teach science subjects. Teachers positive attitude towards the teaching of science is rated the

highest with a mean of 4.54. This result indicates that teachers have stable emotions and feelings

in the teaching of science. They demonstrate affection, patience and care in implementing the

curriculum. With this, students do not hesitate to meet them as they are accessible to everyone

openly. This also means that positive attitude of teachers in teaching enables them to create a
learning community where every student has access to meaningful learning opportunities. As a

result, students become motivated to participate in the process of teaching-learning

enthusiastically.

Further, the teachers considered themselves to have a strong positive attitude to the

teaching of science. Teachers` attitudes are affected by their beliefs about the nature of science and

these beliefs shape the way they teach science. These attitudes are forms by teachers` own school

experiences, the concepts they developed during their education and professional experiences

among other things. Techers` attitudes also affect their own abilities. Teachers with positive

attitudes perform better in teaching and learning. Teachers accepts teaching as their profession

keep direct relationship with other teachers, parents, communities and the society at large. They

do not hesitate to share their experiences with their students and colleagues. Rather, they seek

guidance and provide support to others in the field of education. This is supported with the claims

of the respondents during the interview:

I am really motivated to teach my classes everyday kasi

major ko daguitay isursurok. ( the subjects I teach are my major)

Teachers need more training offered about interesting

ways to put across science curriculum.

According to Hashweh (2003), he described teachers` beliefs as the most precise agents of

change and state that they play a key role in change processes. there are certain requisites for

teachers to change. First they have to be internally motivated to develop professionally, to develop

their ideas and practices. Then, they need to become aware of their implicit ideas and practices

and to examine them critically and to use this to construct alternative knowledge, beliefs and

practices and resolve conflicts between prior set of idea and the new.
 Moreover, teachers are reluctant to teach science received the lowest rating however still

fell at average extent at 2.61. based on this finding, it can be said that some teachers still have

hesitations to teach science subjects.

Teachers proclaimed that teaching science allowed them to explore, create and improvise

the ways they teach. By having this kind of motivation, teachers are more satisfied with their works

and this satisfaction will either maintain their motivation or further motivate them to aim for a

higher level of satisfaction. This is in line with the result of the study of Dornyei and Ushioda

(2001) who highlighted the two dimensions of teacher motivation in accordance with their

conceptions of motivation to remain in the profession. They described intrinsic rewards as the

inner feeling experienced within the individual such as joy, pleasure and psychological

satisfaction. Greatest enjoyment in teaching comes from seeing students who have achieved

success academically and in seeing students developing their personal character and identities.

This finding is parallel to the statement mentioned by the respondents during the interview

My drive to teach comes within myself. This means that I

enjoy and always have a positive outlook in teaching science.

I am very happy whenever my learners achieve something

in my class. This motivates me to do more and teach more.

Table 6. Mean Extent of implementation of the Science Education Curriculum in the Senior
High Schools Along Resource Adequacy as rated by the teachers and their
administrators

Teacher Admin Mean Rating

Statements Mean DI Mean DI Mean DI
 1. The school is well
resourced for the teaching of 2.95 A 3.04 A 3 A
science.
2. The school-based system
of managing of science
3.71 HE 3.82 HE 3.77 HE
resources is well-
maintained.
3. Teachers have ready
access to science materials 2.35 LE 2.14 LE 2.25 LE
and resources.

4. The facilities at this

school promote the teaching 2.47 LE 2.49 LE 2.48 LE
of science.

5. The science resources at

the school are properly 2.85 A 2.75 A 2.8 A
organized.

6. The equipment that are

necessary to teach science is 2.29 LE 2.26 LE 2.28 LE
readily available.
7. The school has adequate
science equipment necessary 2.32 LE 2.27 LE 2.3 LE
for the teaching of science.
Composite Mean 2.7 A 2.69 A 2.7 A

Legend
Range of Means Descriptive Interpretation

4.20-5.00 Very High Extent (VHE)

3.40-4.19 High Extent (HE)
2.60-3.39 Average (A)
1.80-2.59 Low Extent (LE)
1.00-1.79 Very Low Extent (VLE)

This scale considered the value and usefulness of existing equipment and facilities for

teaching science (items 3, 10, 17, 24, 31, 38, 45). In the implementation of science education

curriculum, the adequacy of laboratory facilities during instruction helps to develop values that aid

the learners in decision making. Resource adequacy has been a distinctive feature in science
teaching and learning. For students to learn efficiently, teachers should ensure adequate laboratory

facilities. Implementation of change in the curriculum is resource- intensive; as such availability

of adequate school buildings and science apparatuses may be critical for its success.

As evidenced by the overall mean rating, the scale`s mean score was 2.70, the respondents

believed that their schools have an Average extent of implementation in terms of resource

adequacy. Out of 7 statements from this scale, four (4) statements fell under Low Extent of

implementation. The school has adequate science equipment necessary for the teaching of science

received the lowest rating of 2.30. These findings support the study conducted by Peacock and

Sharp (2009) wherein they conveyed that there is a shortage of science equipment in secondary

schools and lack facilities for science teaching through practical work. Hence, the opportunities

for students to perform practical experiments themselves are very limited. They described the

shortage of resources as the main factor that make curriculum reform impact in an unintended way

in teaching and learning in schools. Learning materials such as books and science equipment are

either unavailable or inadequate in many schools. Also, few schools have science laboratories.

In an interview with some teachers, head teachers and principals, they disclosed that their

schools do not have the necessary facilities, equipment and sufficient supplies needed for the

implementation of the science education curriculum. This is exemplified in the responses of the

respondents:

I make some modifications on the materials needed in the

activity because some of the materials presented in the teaching
guide are difficult to provide and expensive.

We don’t have enough government issued science

resources and materials yet merely reason why some of the
learning competencies were not fully achieved.
 Meanwhile, the school is well resourced for the teaching of science and science resources

at the school are properly organized obtained an Average Extent rating with means of 2.80 and

3.00 respectively. This means that the school is in average extent when it comes to resources in

teaching science. This finding is supported by the testimony of one teacher respondent during the

on-site visit observation.

The resources provided by the DepEd are insufficient,

there are laboratory activities that I would like to be undertaken to
address the competencies set in the curriculum guide but due to
lack of instruments and equipment, I resort to virtual laboratories
or improvisation or it ended to discussion of expected results
which in turn students will not be able to grasps the concepts
deeply.

It is surprising to note that the school-based system of managing of science resources is

well-maintained got a mean rating of 3.77 which falls on the High Extent level. This finding

indicates that even though there are still insufficiency of materials, the management of resources

in the schools is still maintained. This also conveys that schools have an organized and systematic

means of arranging the resources present. One respondent mentioned that

I have assigned a science teacher focal person who is in-

charge of managing the programs, activities and projects related
to science. Isuna pay nukua ti inchargesen nga mangkita dagitay
equipment and other resources in science. (This focal person is
also in-charge as custodian of equipment and other resources in
science.)

Overall, it might be concluded that most respondents felt that their schools were not

provided ready access to the materials and resources required to teach the senior high school

science education curriculum. Moreover, some reservations concerning the nature and amount of

resource available and the school-based systems for managing them were also noted. The findings

are in consonance with Bantwini (2009) who reported that some schools have no laboratories at
all and try to use classrooms which do not provide suitable settings for practical work. In such

schools, equipment must always be moved to classrooms that are already overcrowded. Most

schools are unable to replenish chemicals and consumables regularly. In some schools, the study

found unopened boxes of chemicals and apparatus that had remained unused due to fear by

teachers of students damaging the apparatus but also likely due to ignorance of teacher on how to

use the equipment.

Sufficiency and completeness of laboratory room facilities facilitates better explorations

and development of scientific concepts. Agcaoili (2003) pointed out that students will be able to

maximize their laboratory experiences to gain more skills in handling and manipulating materials

for scientific investigations when they are given sufficient materials with which to conduct

experiments.

Schools with laboratory rooms usually lack the needed materials and equipment. Some

teachers use improvised materials in laboratory experiments and still others modify the procedures

of the laboratory activity, so that they could make use of available materials in their schools.

This was confirmed by the researcher`s actual inspection of the school`s laboratory rooms,

facilities and equipment. Most of the schools do not have laboratory rooms so most laboratory

activities were performed in the classrooms.

Table 7. Mean Extent of implementation of the Science Education Curriculum in the Senior
High Schools Along Time as rated by the teachers and their administrators

Teacher Admin Mean Rating

Statements
Mean DI Mean DI Mean DI
 1. There is enough time in the school program
2.95 A 2.64 A 2.80 A
to fit science properly.
2. There is enough time in the school week to
3.43 HE 3.53 HE 3.48 HE
do an adequate job of the science curriculum.
3. The school curriculum is not crowded. 3.26 A 3.11 A 3.19 A
4. There is enough time in the school program
3.79 HE 3.98 HE 3.89 HE
to teach science.
5. Teachers believe that there is adequate time
3.70 HE 3.84 HE 3.77 HE
in the overall school program to teach science.
6. Teachers have the time to effectively
deliver the requirements of the national 3.78 HE 4.02 HE 3.90 HE
science curriculum.
7. Time is a major factor inhibiting science
3.46 LE 3.20 A 3.33 A
program delivery at this school.

Composite Mean 3.48 HE 3.47 HE 3.48 HE

Legend:
Range of Means Descriptive Interpretation

4.20-5.00 Very High Extent (VHE)

3.40-4.19 High Extent (HE)
2.60-3.39 Average (A)
1.80-2.59 Low Extent (LE)
1.00-1.79 Very Low Extent (VLE)

Table 3 presents the seven statements that pertain to the perceptions of respondents on the

time intended in the implementation of science education curriculum with corresponding mean

ratings and descriptive interpretation.

The overall mean of this scale 3.48 conveys a high extent implementation of science

education curriculum in senior high schools along time. This means that teachers believe that there

is enough time in the school program to fit science properly. This also means that there is enough

time in the school program to teach science. The above findings corroborate with the notion of the
Department of Education stipulated at Deped Order No. stating that science subjects should be

taken four (4) hours a week regardless whether the subject is core or major. Science subjects are

allocated with 40 hours every semester. This finding is supported by the responses of some

respondents:

If we try to look at how science is given time in the school,

it’s great just like how other tool subjects.

We are also given time to conduct science month festivals

and other science related activities.

On the other note, a 3.19 mean rating shows an average extent that respondents perceive

that the school curriculum is not crowded. This means that teachers are neutral on how they see

the present curriculum in relation to time. Respondents gave their comments

The time allocated for science curriculum is not enough to

cover all the lessons in the CG. Kasi adu jay competencies aglalo
tay Gen Chem 1 iti First Semester. (There are many competencies
to cover especially Gen Chem 1 offered during First Semester)

Kurang ti oras Plus nagadu nga class disruptions

especially nu 2nd sem. (The time allocated is not enough because
there are so many class disruptions particularly 2nd sem.)

Nu dadduma some topics are not explained well anymore

kasi kailangan nga ihabol aglalo nu dumani ag end ti semester.
(Sometimes, some topics are not explained well anymore because
we need to rush our lessons when the semester is about to end)

Overall, it might be suggested that time issues and curriculum over-crowding were felt to

be particularly problematic in the minds of the respondents. This is also congruent to Bantwini

(2009) when he pointed that the relatively large amount of content teachers felt obliged to cover

as another constraint that prevent teachers from achieving the curricula objectives in the intended

manner. He further reported that most of the teachers participating in his study found class time to
be insufficient to provide students with opportunities to discuss their understanding of a topic and

apply their knowledge in a range of contexts.

Table 8. Mean Extent of implementation of the Science Education Curriculum in the Senior
High Schools Along School Ethos as rated by the teachers and their administrators
Teacher Admin Mean Rating
Statements
Mean DI Mean DI Mean DI
1. The school administration recognizes the
importance of science as a subject in the 4.17 HE 4.15 HE 4.16 HE
overall school curriculum.
2. The school`s ethos positively influences the
3.85 HE 3.88 HE 3.87 HE
teaching of science.
3. The school places a strong emphasis on
4.03 HE 3.97 HE 4.0 HE
science as a curriculum area.
4. Science has a high profile as a curriculum
3.98 HE 3.84 HE 3.91 HE
area at this school.
5. Science has a high status curriculum area at
2.24 HE 2.41 HE 2.23 HE
this school.
6. Science as a curriculum area is valued at
4.14 HE 4.00 HE 4.07 HE
this school
7. Science is regarded as an important subject
4.13 HE 3.93 HE 4.03 HE
in the schools overall curriculum.

Composite Mean 3.79 HE 3.74 HE 3.77 HE

Legend:
Range of Means Descriptive Interpretation

4.20-5.00 Very High Extent (VHE)

3.40-4.19 High Extent (HE)
2.60-3.39 Average (A)
1.80-2.59 Low Extent (LE)
1.00-1.79 Very Low Extent (VLE)

This scale considered beliefs towards and regard for science as a curriculum area (items 5,

12,19,26, 33, 40, 47).

 Table 4 shows that all statements received a High Extent rating. Overall, the mean rating

of 3.77 signifies a high extent of implementation of science education curriculum along school

ethos which means that respondents felt that the schools and teaching staff recognized the

importance and status of science as a core subject in the overall school curriculum. This finding

also conveys the idea that majority of the teachers believe that school administrators support them

in the delivery of the science curriculum by providing them the necessary support they need. This

also means that science is valued as a curriculum area in the school. This result corroborates with

the result of the University of Texas Online (2017) which reported that science education is one of

the most important subject in school due to its relevance to students` lives and the universally

applicable problem solving and critical thinking skills it uses and develops. These are lifelong

skills that allow students to generate ideas and weigh decisions intelligently. Teaching

technological literacy, critical thinking and problem- solving through science education gives

students the skills and knowledge they need to succeed in the school and beyond.

Comments from the respondents were given to support this finding.

Everyone in the school sees science as a very important

subject. Adu ti activities mi in school that focus on science. (We
have lot of activities in our school that are focused on science)

Nangato ti pinagkita da ti science subject ditoy school mi.

Supsuportaan amin nga stakeholders anyaman a programa mi nga
related ti science. (They view science as a very high subject in
school. Stakeholders always support science related programs.)

It can also be noted from the table, school administration recognizes the importance of

science as a subject in the overall school curriculum is rated the highest with a mean of 4.16. This

means that science education is viewed as an essential component of the school system. On the

other hand, the least rated is science has a high status curriculum area, although still rated high
extent at 3.52. Based on these findings, teachers view science as a very vital subject in the school

for it holistically develop the learners. This is parallel to the result of the study of Batwini (2009)

when he shared that science is considered as a tool subject in the school for it is important in

helping students to think critically and respond to societal issues.

It can also be construed that all indicators along school ethos pertains to the beliefs and

regard for science as a curriculum area by the respondents. This pinpoints that if one perceived the

importance of science as a curriculum area in the school system he can definitely deliver and

implement well the curriculum.

Table 9. Mean Extent of implementation of the Science Education Curriculum in the Senior
High Schools Along Professional Support as rated by the teachers and their
administrators
Teacher Admin Mean Rating
Statements
Mean DI Mean DI Mean DI
1. Teachers have opportunity to receive
ongoing science curriculum professional 3.83 HE 4.07 HE 3.95 HE
support.
2. Collegial support is a positive factor in
fostering the implementation of science 4.17 HE 4.17 HE 4.17 HE
programs in the school.
3. The collegial support is evident in this
school is important in fostering capabilities in 3.97 HE 3.86 HE 3.92 HE
teachers who find science difficult to teach.
4. Teachers have the opportunity to take
4.06 HE 4.25 HE 4.16 HE
professional development in science.
5. Teachers are supported in their efforts to
4.07 HE 3.88 HE 3.98 HE
teach science
6. The administration actively supports
4.17 HE 4.17 HE 4.17 HE
science as a curriculum area.
7. The curriculum leadership in science fosters
capabilities in those who require support in 4.18 HE 4.06 HE 4.12 HE
teaching science.
 Composite Mean 4.06 HE 4.07 HE 4.07 HE

Legend:
Range of Means Descriptive Interpretation

4.20-5.00 Very High Extent (VHE)

3.40-4.19 High Extent (HE)
2.60-3.39 Average (A)
1.80-2.59 Low Extent (LE)
1.00-1.79 Very Low Extent (VLE)

This scale considered the support and professional development opportunities available to

teachers from both school and external sources.

Table 6 shows the overall results on the perception of teachers on the Professional Support

provided to them. All the indicators included in the table obtained a High Extent rating. The overall

mean rating of 4.07 shows also a High Extent implementation on professional support for teachers.

This implies that respondents recognize the importance of professional development activities

given to them. This also pinpoints that teachers are supported in their efforts to teach science. This

is parallel to the study conducted by Schartz and Sadler (2007) who emphasized that teachers need

professional support and scaffolding to ensure that teachers and learners operate at their optimal

skills levels. This means that teacher`s different learning styles and needs must be given serious

attention. As a result, this will enable teachers to internalize the use of various approaches and

pedagogical content knowledge in their teaching practice.

In this connection, the Framework for Philippine Science Teacher Education (2015)

suggests that an effective science teacher is an active member of Professional science teacher

organization and is a team player who recognizes that the quality of science education is dependent

on the strength of the professional community and how this community facilitates frequent

conversation about practices and student progress.

 Further, looking at the table, opportunity of science teachers to receive on going curriculum

professional support is rated the lowest with a mean of 3.95, although still rated high extent. This

means that teachers receive professional development activities that help them implement the

curriculum. This finding is in consonance with Davis (2002) where he emphasized the importance

of exposing teachers in advanced courses, training, or conferences to update their knowledge and

skills. He also shared the significance of opportunities to talk with other educators about the

problems they are experiencing and to hear and talk about the solutions that other teachers have

discovered. Therefore, communication opportunities and new decision making structures need to

be created, encouraged, and supported for teachers.

This finding is parallel to the responses of respondents during the interview. They

mentioned:

In terms of professional support, DepEd sees to it that its

teachers are kept abreast with the latest innovations and exposed
into an array of pedagogical approaches and strategies through
their participation and engagement into different trainings and
seminars.

Mayat kasi libre ti registration fee nu agseminar kami,

aggapu amin idjay MOOE. (It is good because our seminars are
funded from our school MOOE)

Of all the statements, collegial support is a positive factor in fostering the implementation

of science programs in the school received the highest mean that shows a High Extent rating of

4.17. This means that teachers support one another in the implementation of the science curriculum.

These findings agree with the idea of Darling Hammond (2001) who reported that effective teaching

and learning require support and scaffolding to ensure that teachers and students operate at their

optimal skills level. There is a need for support from science curriculum advisors to monitor the

process of curriculum change processes in every school. Support provided may limit the problems
teachers are encountering in their daily process of dealing with problems and questions related to

curriculum.

A respondent stressed that:

I acknowledge that seeking and giving collegial advice are

not signs of incompetence but rather professional action viewed
as desirable to acquire new skills.

By working collaboratively, teachers create communities that positively change the culture

and instruction in the school. High quality professional development creates space for teachers to

share ideas and collaborate in their learning, often in job-embedded contexts that relate new

instructional strategies to teachers, students and classrooms.

Further, Darling Hammond (2001) shows that certain types of professional development

contribute to teacher quality and subject achievement. Sustained professional development that is

aligned with curriculum and focused on instruction has shown to positively influence school level

achievement in science. Professionally trained teachers contribute more positively to effective

learning than untrained one. It is for the reason that teacher training exists as a major part of

educational systems throughout the world.

The Deped recognizes that the quality of learning is greatly influenced by the quality of

teaching. Therefore, organizing professional learning communities will aid teachers in the

construction of new knowledge about instruction as well as in revising traditional beliefs and

assumptions about education, community, teaching and learning. This idea is emanated at DepEd

No. 35, s. 2016 which is The Learning Action Cell as a K to 12 Basic Education Program School-

Based Continuing Professional Development Strategy for Improvement of Teaching and Learning.
LAC aims to develop and support successful teachers by nurturing their knowledge, attitudes, and

competencies in terms of curriculum, instruction and assessment in their work stations.

Table 10. Results of the t-test of difference between the evaluation ratings of teachers and
administrators on the extent of implementation of SHS Science Education
curriculum
Factors Teachers Admin Diff t-Value p Coeff

Professional Knowledge 4.19 4.26 0.07 1.227 0.223

Professional Attitudes and Interests 3.86 3.93 0.07 1.159 0.249
Professional Adequacy 3.66 3.68 0.02 0.453 0.651
Resource Adequacy 2.70 2.68 0.02 0.349 0.728
Time 3.48 3.47 0.01 0.119 0.906
School Ethos 3.79 3.74 0.05 0.973 0.333
Professional Support 4.06 4.07 0.01 0.082 0.935

Table 10 indicates the comparison of ratings between the teachers and administrators along

the implementation of the SHS Science Education Curriculum. It can be seen in the p-value

coefficients that none among the factors in the curriculum implementation has a significant

difference. All the p-values are above the alpha of 0.05. This accepts the null hypothesis that there

is no significant difference in the evaluation of teachers and administrators. This pinpoints that the

teachers and administrators have equal assessment of the SHS Science Education Curriculum

along professional knowledge, professional attitudes and interests, professional adequacy,

resource adequacy, time, school ethos, and professional support. This is evidently seen in the close

ratings of the two groups, as revealed by the slim difference of less than 0.10.These equal

assessments can be explained by citing their shared experiences in implementing the curriculum.

Administrators are the overseers of curriculum implementation while the teachers are the

implementers of the curriculum. Their crucial tasks are interlinked to one another and complement

each other. One group cannot claim effective curriculum implementation without the other.
Peterson (2005) states that prior experiences, involvement and interlinked roles are key so that

teachers, school managers and other stakeholders will have common goals, directions and even

evaluations.

In addition, as an observed practice in schools, the administrators give the policies in the

implementation, give technical assistance to teachers (professional knowledge) so that teachers

can implement the policies relevant to curriculum. The administrators have the eagerness to work

for the school to attain its institutional goals by providing for the needs of the school, teachers and

students through the MOOE (professional attitude, resource adequacy). In turn, the teachers see

these actions and are motivated to do their work. This also embodies professional support among

them. It is also felt that teachers and administrators respect each other and help one another to

deliver the best education service to the students (school ethos). To surmise, the harmonizing roles

of the teachers and the administrators spell out the reasons why same evaluation was given by the

two groups in curriculum implementation. This observation, as an explanation of equal

assessments, runs congruent to the team role theory of Smith and Yates (2011). The theory states

that when stakeholders of the school play as a team, they perceive things equally. They are one in

attaining educational objectives and are highly involved in the success of the institution.

Table 11. Coefficients of correlation between each of the socio-demographic and professional
characteristics of the SHS teachers and extent of implementation of SHS Science
Education Curriculum and Professional or “intrinsic” factors
Socio- demographic Characteristics Professional Professional Professional
Knowledge Attitude and Interest Adequacy

Age .085 -.016 .114

Sex -.094 -.031 .022
Civil Status .087 -.023 .052

Professional Characteristics
 Position .079 -.122 -.121
Length of Service -.035 -.057 -.024
Undergraduate Course .070 -.058 -.135
Education .014 .023 -.003
Training -.129 -.106 -.170

Table 11 shows the correlation of the socio-demographic and professional characteristics

to factors in curriculum implementation. It can be noted that none among the correlated variables

are significant since the correlation coefficients are lower than the critical value of 0.196 at 0.05

level of significance. This accepts the null hypothesis that socio-demographic and professional

characteristics have no significant correlation to curriculum implementation factors. This then

indicates that profile variables have no connection to curriculum implementation. It further implies

that age, sex and civil status have no relationship to curriculum implementation. It also does not

mean that implementers being young or old, male or female, and single or married can determine

successful curriculum implementation. Implementers, regardless of personal variables, can go

about curriculum implementation since they work with one another, guided with a common goal

to deliver quality education for all. Paton (2007) explains that the curriculum implementation

becomes successful when stakeholders are one in reflecting, monitoring and redirecting. She added

that no other factor relevant to curriculum implementation can replace oneness among its

implementers. This is also intra-corroborated by the results in table 12 on correlation of

environmental factors and implementation.

In a similar vein, professional variables also do not link to factors to curriculum

implementation. It does not mean that when one has high position that he has higher curriculum

implementation. It does not mean that when one has longer service that he gets higher

implementation. Also, education does not correlate to implementation. An implementer having the

terminal degree does not mean also high implementation. This is also true with training. This is
again explainable by the type of collaboration existing among implementers. Schagen (2011) of

the Education Counts of New Zealand spells out that many schools had already been engaged in

ongoing review prior to the arrival of New Zealand Curriculum and had processes in place for staff

to work collaboratively to explore new ideas or practices. This practice had contributed much to

successful implementation.

Table 12. Coefficients of correlation between the extent of implementation of the Senior High
School Science Education Curriculum along environmental or “extrinsic” factors
Environmental or Extrinsic Professional or Intrinsic Factors
Factors PK PAI PA Overall

Resource Adequacy -.008 .004 -.070 -.028

Time -.151 .057 .288** .012
School Ethos . 391** .494** .298** .490**
Professional Support .311** .331** .367** .341**
OVERALL .332** .295** .343** .308**

Critical Values
£=.05, .196
£= .01, .258

Table 12 reveals the correlation between curriculum implementation intrinsic factors and

extrinsic or environmental factors. It is revealed that some factors do not correlate but majority are

linked to implementation. This means that environmental factors contribute to SHS science

education curriculum. In contrast to table 11, none among the socio-demographic and professional

variables correlate to curriculum implementation. Also, the overall correlation of environmental

factors correlates to intrinsic factors of curriculum implementation. This means that resources,

time, ethical practices and collegiality help in the successful implementation of the curriculum.

This is pointed out by the correlation coefficients of 0.332, 0.295, 0.343 and 0.348 which are all

greater than the critical coefficient of 0.196 at 0.05 level of significance. This explains that when

resources are adequate, time is favourable, ethical principles are observed by all stakeholders and
oneness and engagement among stakeholders are evident, curriculum is properly implemented.

This is supported by the idea of Stabback, Male and Georgescu (2011) that curriculum delivery is

proven efficient when students, teachers, administrators, and stakeholders are provided with clear

roles, and are able to perform such roles with available means and allowed mechanisms. Such

performance of roles are in conjunction to other roles to define collegiality and support among

stakeholders.

Looking closely, time is significantly correlated to professional adequacy (PA). This is

shown by the coefficient of 0.2888 which is higher than the critical value of 0.196 at 0.05 level of

significance. This rejects the null hypothesis that there is no significant correlation between time

and PA. PA as the ability and competence of teachers to teach science subjects in the curriculum

is only proven to be effective once timing is evident. Time is always a critical factor to tell whether

something will work or not (Fullan, 2002). For instance, if teachers do not know when to

differentiate, even if the teachers are knowledge competent, they cannot effect learning.

Similarly, school ethos, contributes to all environmental factors. School ethos is

significantly linked to professional knowledge (PK), professional attitudes and interests (PAI),

professional adequacy (PA), and professional support (PS). The correlation coefficients are

significant since the coefficients are all greater than the critical value of 0.196 at 0.05 level of

significance. This rejects the null hypothesis that ethos has no connection to curriculum

implementation. This implies that ethical principles and practices have bearing on competence,

attitudes, and support. Being ethical correlates to PK since competence is not the single factor to

curriculum delivery. It should be coupled by ethical principles for implementers to correctly

administer the curriculum. This also goes with attitudes and interests and adequacy. A teacher,

being a curriculum implementer, cannot ask his/her students to display positive behaviour when
he/she does not consistently practice ethical conduct. If he/she lacks the ethical conduct, he/she is

professionally inadequate. As they say, teachers are not only moulders of the mind but are

moulders of the heart and spirit. This is what holistic development means. This kind of

development is aligned to the DepEd Vision-Mission of of holistic formation of the youth. DepEd

Primer (2011) highlights that the K to 12 Curriculum envisions “holistically developed learners

with 21st century skills”. Further, this runs parallel to the idea of Dublin Stationery Office (2005)

that ethical principles must be possessed by curriculum implementers to be able to attain what the

curriculum intends. Without sound ethical standing, the entire institution fails to attain what it

should realize.

Furthermore, professional support also correlates to intrinsic factors in curriculum

implementation. This is backed up by all the correlation coefficients which are higher than the

critical value of 0.196 at 0.05 level of significance. This, therefore, rejects the null hypothesis of

no significant correlation between the identified variables. This underscores that professional

unity, support and relationship defined by collegiality are highly related to intrinsic factors of

curriculum implementation. No matter how competent the teachers are, no matter how they are

adequate in terms of know-how and resources, no matter how positive their dispositions are if they

do not know how to collaborate and support one another, they will not achieve to the optimum;

hence curriculum will not be adequately and appropriately implemented. Hipkins, Cowie, Boyd

and McGee (2016) stress that fostering collegiality among stakeholders contribute to curriculum

development and delivery.

Peterson, M.S. (2005).The Ethical Dilemmas of High-Stakes Testing and Issues for Teacher
Preparation Programs, Journal of College and Character, 6:7. https://doi.org/10.2202/1940-
1639.1484

Stabback,P., Male, B, & Georgescu D. (2011). What Makes a Good Quality School Curriculum.
International Bureau of Education. Retrieved from
https://www.academia.edu/3008064/What_makes_a_good_quality_school_curriculum

Smith, G. & Yates, P. (2011). Team Role Theory in Higher Education. Retrieved from
https://www.belbin.com/media/1819/tj-article-team-role-theory-in-higher-education.pdf

Paton,S. (2007). Critical Factors to Curriculum Implementation. Retrieved from

http://ptgmedia.pearsoncmg.com/images/9780137034833/downloads/Hoover_Ch_1_p3_14.pdf

Schagen, S (2011). Implementation of the New Zealand Curriculum: Synthesis of research and
evaluation. Retrieved from
https://www.educationcounts.govt.nz/publications/curriculum/99887/section-6

Fullan, M. G. (2002). Successful School Improvement: The Implementation Perspective and

Beyond. Milton Keynes: Open University Press.

Dublin Stationery Office (2005). An Evaluation of Curriculum Implementation in Primary

Schools. Department of Education and Science: Dublin. Retrieved from
https://www.education.ie/en/Publications/Inspection-Reports-Publications/Evaluation-Reports-
Guidelines/insp_evaluation_curriculum_implementation_p_pdf.pdf