Remacor B.

Taganna BEED 24 (TFRI 10:30-12:00)

1. A. What is the performance of elementary science of the Philippines?

In the Philippines, the science education curriculum has been reformed towards
providing greater opportunities for students to realize that principles studied in class are
relevant to everyday life. However science education is faced with many constrains such
as the shortage of qualified science teacher, lack of quality textbooks, inadequate
instructional materials and equipment, large classes, and lack of support from
administrators. Also, it was found that the lack of instructional materials and equipment in
school has been used to count for the poor performance of students. (SEI-DOST &
UP NISMED, 2011).
Now, the Department of Education finds solutions regarding these matters. Lots of
laboratory tools and equipment are being distributed in selected public Senior High
Schools throughout the country from 2017 until present. This package had laboratory
tables and stools to go with. Thus, public senior high school with junior high schools in
their campus, may both use the said laboratory tools and equipment. But then until this
time, most Learner’s Materials/ textbooks in Science are not yet available for the students
especially in the Science core subjects of the Senior HS. That’s why teachers are exposed
to various trainings and seminars to be able to teach well despite the lacking textbooks.
B. Compared to other countries, what can you say about our status in science
performances in elementary level?
The status in science performance in Japan remain higher performers in
mathematics, reading, and science. They even improved significantly in reading between
2009 and 2012. Among OECD countries, Japan is now ranked second in mathematics
performance and first in both reading and science performance. But, because results are
based on a sample of students, its relative position could be between 2 and 3in
mathematics, between 1and 2in reading, and between 1 and 3in science. The Japanese
school system ensures equity in education opportunities (i.e. the relationship between
students’ socio-economic status and performance is weaker than the OECD average),
performance. Meanwhile, the performance in science here in the Philippines was just as
dismal. The Philippines did not participate in TIMSS 2007, but fear of our ranking may not
have changed. We lack teachers who are properly trained in math and science; most of
our students lack the discipline and resources to pursue these fields. In International
Mathematics and Science Study (TIMSS), the Philippines ranked 36th in 2nd year high
school Science out of 38 countries. By 2003, the country yielded a similar devastating
result in the same study, ranking 23rd in Grade 4 Science, among 25 countries.
2. Compare the science programs of the Philippines with the other counties (one
Asian and other non-asian country)
 Categories Philippines South Korea United States of
America
Curriculum K12 Curriculum National Science Around age six,
Curriculum U.S. children begin
primary school,
which is most
commonly called
“elementary
school.” They
attend five or six
years and then go
onto secondary
school. ... After
graduating high
school (12th
grade), U.S.
students may go on
to college or
university. College
or university study
is known as “higher
education.”
Classrooms size 7m x 7m for rural The average class size 900 square feet
areas, and 7m x 9m is 24 students, ranging
for sub-urban areas from more than 35
students in Korea to
20.
Number of 50 minutes 50-60 minutes
minutes in
teaching per day
Teaching styles  Teach  Help students  Exposure to
scientific understand rea life
ways of basic science issues.
teaching concepts  Will
 Help student through experience
to develop activities first hadn
conceptual involving issues.
framework inquiry  More varied
 Provides  Motivate activities
experiments students to  Cooperative
and activities develop interest learning
in and curiosity
about natural
phenomena
and objects
  Facilitate
student
development of
scientific
thinking skills
and creative
problem
solving abilities1

Learners’
requirements