Awareness and Knowledge of Science Teachers About Vivarium Incorporation For Construction

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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.

Quezon, Philippines
Awareness and Knowledge of Science Teachers about Vivarium

Incorporation for Construction
A Research Proposal submitted to the Faculty Members of

Senior High School Department,
Science Technology Engineering and Mathematics
Of Manuel S. Enverga University Foundation, Candelaria, Inc.
In partial fulfillment of the requirements for the for the Research in Daily Life II
Science Technology Engineering and Mathematics
Proponents:
DE ALDAY, ALVIN
PENA, JUSTIN ALEXANDER
BAUTISTA, ANGEL
JAVIER, CHRISTIN JEB
12- SIRIUS
March 2020
Senior High School Department

(Awareness and Knowledge of Science Teachers toward Vivarium
Incorporation for Construction)
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Table of Contents
Introduction.......................................................................................................................................3
Rationale...........................................................................................................................................4
Statement of the Problem.................................................................................................................5
Theoretical Framework.....................................................................................................................6
Literature Survey...............................................................................................................................7
Significance of the Study.................................................................................................................11
Target Beneficiaries.........................................................................................................................13
Table 1. Target Beneficiaries......................................................................................................13
Scope and Limitation.......................................................................................................................13
Definition of Terms.........................................................................................................................14
Methodology...................................................................................................................................14
Research Design..............................................................................................................................14
Research Instrument........................................................................................................................14
Data Gathering Procedures..............................................................................................................15
Research Sample.............................................................................................................................15
Hypothesis......................................................................................................................................15
Data Analysis Plan..........................................................................................................................16
Statistical Treatment........................................................................................................................16
Research Paradigm..........................................................................................................................17
Figure 1. Research Paradigm.....................................................................................................17
Statement of the Problem...............................................................................................................17
Results and Discussions...................................................................................................................18
Figure 2. Demographic Profile of the Science Teachers as to Sex..............................................18
Figure 3. Demographic Profile of the Science Teachers as to Age.............................................19
Figure 4. Demographic Profile of the Science Teachers as to School.........................................20
Figure 5. Demographic Profile of the Science Teachers as to Years of Teaching.......................21
Figure 6. Demographic Profile of the Science Teachers as to Highest Level of Education
Completed...................................................................................................................................22
Table 2 – Likert Scale for the Severity of Problems within the Sufficiency of Facilities and
Support........................................................................................................................................24

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Table 2.1 – Severity of Problems within the Sufficiency of Facilities and Support in their School
....................................................................................................................................................24
Table 3. Likert Scale for the Characterization of the Confidence of Science Teachers...............25
Table 3.1. Characterization of the Confidence of Science Teachers...........................................26
Table 4. Awareness and Knowledge of Science Teachers about Vivarium Incorporation for
Construction................................................................................................................................27
Summary of Findings.......................................................................................................................28
Conclusions.....................................................................................................................................31
Recommendations..........................................................................................................................32
Bibliography.......................................................................................................................................33
Appendices..........................................................................................................................................38
Appendix A....................................................................................................................................38
Introduction

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Rationale
Vivarium can be a way to solve the insufficiency of the teaching process of science
teachers but they have the lack of awareness and knowledge towards this animal facility. If
the teachers think wider, they need a viable way to increase more the student’s interest in the
science subject especially in animal topics where vivarium as a teaching and valuable tool
can be a big help of it. It will provide unparalleled opportunities for research and
experimentation in biology (Evans, 2010). Science teachers should exert effort to widen their
knowledge to provide credible discussion and examples that are alternatives for outdoor
activities or education for the students. The science teachers should teach science in such a
way that the students will realize varied social functions of science, think, act and contribute
to the welfare of the future world. They should appreciate science as a part of the benefits of
the society and not for selfish needs. In this, future education-science education in particular -
will undergo changes that one needs to envision. Classrooms of the future schools may
consist of well-equipped laboratories, cubicles for using teaching machines, space for
individual work, conference rooms and rooms in which students can prepare aids and
materials with the guidance of technicians and teacher. (Vishwanath, 2006)
According to (Murphy & Beggs, 2003), there is a decreasing interest in school
science topics, including animals. Involvement in more experimental tasks could reverse this
situation (Fraser et.al, 2012). In addition to that, (Ramey, 2007) states that most elementary
school teachers have not yet recognized the need for a single device for educational activities
to demonstrate the complexities of ecosystem functioning, such as how plants and animals
grow and live with each other, and how they interact with parts of the environment.

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Heretofore, teachers and others have had no devices to demonstrate adequately these
ecosystem instead, they have been compelled to "make do" with small containers such as
glass aquariums, plastic milk or soda bottles, cups, saucers, or cages to grow plants and
animals. However, such "make do" containers cannot be used to demonstrate meaningfully
natural interactions among and between plants and animals, or interactions between them and
parts of their environment.
According to (Bamberger & Tal, 2008), contact with living animals can be a viable
way to increase interest in animals in elementary and middle school, even more so because
contact with living animals leads to more attention and emotional engagement than museum
exhibits. (Bill & Gilbert, 2005) state that teachers want the best for their students. In
particular, they want their students to have the best possible learning opportunities and
outcomes. Often in their own time, teachers seek new teaching ideas, new resources and
equipment to improve the learning of their students.
Statement of the Problem

The lack of knowledge and awareness of science teachers towards vivarium is
questionable. With the above mentioned situations, it is the main objectives of the
researchers is to determine the reasons why teachers doesn’t know vivarium, why can’t it be
considered as a big help and a tool for their teaching process and therefore we can conclude
too for the potential of vivarium for their schools. This is mainly for the purpose of letting the
teachers acquire the student’s insufficiency for their learning process about animals and
plants.

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The researchers aim to assess the demographic profiles of the science teachers, the
severe of problems for teaching process in their school, the level of the characterization of
their confidence, and their awareness and knowledge about vivarium for the construction of
vivarium incorporation, wherein they will be guided by the following questions:
1.) What is the demographic profile of the science teachers as to sex, age, school,
years of teaching and highest level of education completed?
2.) How severity are the problems within the sufficiency for facilities and support in
their school?
3.) What is the level of the characterization of the confidence of science teachers to
inspire and develop students?
4.) Are science teachers aware and have knowledge about vivarium to approve for the
construction of vivarium incorporation in their school?
Theoretical Framework
The researchers find a way to support their claims on how the Science teachers are
aware and do they have knowledge towards vivarium. Here are the following theories:
Vivarium has its own factor to have an idea on how the students will get knowledge
about it. Models of Science Teacher Preparation: Theory into Practice explained that as a
teacher, their duty is to empower learnings of the students and how the students think beyond
and how does it work through science with their guidance (Roth & Lavoie, 2002).
Meanwhile, Modeling Theory in Science Education states that “Various science
educators, teachers included, thus need to have a basic understanding and appreciation of the

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intricacies that govern the relationship between what we know and the things we know about
in the real world, both as ordinary people and as scientists” (Halloun, 2006).
Therefore, in teaching science, you should have an idea in everything. Students may
ask you questions beyond the topic and you need to answer it according on what you
understood. The answer should be connected to what the person wants to know and to have
an idea how it works if these two theories were the basis.
Literature Survey
The research on student learning in general, and students' approaches to learning in
particular, has shown the importance of reversing this figure/ground relation in student
learning. Students' intentions, as well as strategies, have been shown in both qualitative and
quantitative studies to be important in the determination of students' learning outcomes
(Biggs 1993).
According to (Hewson and Hewson, 1987 & 1988), In science education research,
may have first highlighted the importance of appropriate conceptions about teaching science
and learning science. They also emphasized the study of science teachers’ beliefs about
teaching and learning. Maor and Taylor (1995) also concluded that, even in computerized
classroom environments, teachers’ epistemologies continue to perform an essential role in
meditating the quality of student science learning. In their view, teachers’ epistemologies are
mainly concerned with pedagogical beliefs about teaching and learning. Moreover, science
educators have recently become aware of the possible impacts of teachers’ beliefs about the
nature of science on their instructional plans and teaching practice (Abd-El-Khalick et.al.

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1998). Teachers’ beliefs about how science is developed may be potentially related to their
beliefs about how to teach science and how students learn science.
Science process skills include classifying, creating models, formulating hypotheses,
generalizing, identifying variables, inferring, interpreting data, making decisions,
manipulating materials, measuring, observing, predicting, recording data, replicating, and
using numbers to determine relationships, or calculating or applying mathematical formulas
(Carin & Sund, 1989). Blosser (1975) believed that one of the most important contributions a
teacher can make to students’ future success in education is to provide them with sample
opportunities to learn and use science process skills. Only those teachers who themselves
have mastered the skills, however, can successfully pass them on to their students (Funk,
Fiel, Okey, Jaus, & Sprague, 1985).
According to (Crawford, 1999, 2000; Roehrig & Luft, 2004, 2006), Science teachers
experience various constraints, such as lack of time, equipment, pedagogical content
knowledge, and pedagogical skills in implementing reform-based teaching strategies.
T.J.M.S. Raju & N.V.S. Suryanarayana (2011) states that Science is the subject,
which requires practical observation and experimentation in the laboratory. The teaching of
Science cannot be more effective without the practical application for this laboratory is very
essential in the schools. In addition to this science laboratory also play a vital role in the
achievement of science. But nowadays only some schools possess laboratories more over
science is not a single unit. It is divided in to various branches as Botany, Zoology, Physics
and Chemistry etc. Today specialization in one or other branches of science has been realized

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for the scientific improvement. The needs and interest of pupils in the field of science are
also diversified. So proper laboratory facilities to all the above branches of science not only
elevate the progress of pupils to learn the subject but also the teachers efficiency of
instruction as there is an imperative need for the present investigation.
Science process skills are beneficial in that students can realize by participating in
inquiry in the science laboratory. Science process skills are inseparable in practice from the
conceptual understanding that is involved in learning and applying science. For the past
several decades, science educators have focused attention on the basic and integrated science
processes. Science process skills are crucial for meaningful learning; because learning
continues throughout the life, and individuals need to find, interpret, and judge evidences
under different conditions they encounter. Therefore, it is essential for the students’ future to
be provided with science process skills at educational institutions (Harlen, 1999). If these
skills are not developed sufficiently, students cannot interpret the knowledge. For example, if
the related evidence is not collected, collected concepts will not help students to understand
what takes place (Tobin, Kahle & Fraser, 1990). For this reason, the basic target in science
classes should be teaching students how to attain knowledge rather than passing the
convenient knowledge.
R.C. Das (1985) states that an important prerequisite in science learning is
motivation. Without interest and incentive learning does not become meaningful. Motivation
may therefore be said to be the heart of the learning process. The teacher should introduce
the topic of science in an interesting way and make the content presented meaningful so that
the pupils to learn with zeal and eagerness. He should make use of incentives such as

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providing scope to display pupils’ work; providing opportunity to do independent work;
giving responsibility and leadership in scientific activities; keeping the pupils informed of
their progress in science; providing opportunity for pupils demonstration; arranging for
pupils’ demonstration; arranging for pupils’ cooperative enterprise in science; organizing
field trips or visits and also science clubs and science fairs; creating a sense of healthy
competition among the pupils. The learners should be actively involved in the learning
experience. Each school should possess an aquarium, vivarium and a garden. Here, the
science teacher is in an advantageous position from the fact that the adolescents develop the
characteristics of volunteering for individual responsibility. But at the same time they like to
work with their friends. They begin to develop a liking for publicity of their success. The
teacher should remember that the adolescents like freedom in their actions and resent
interference. They like manipulative work and want to do something new by themselves.
They eagerly accept project-work and their participation can be profitably used for repair
work and improvisation of apparatus and other simple scientific appliances.
According to (H. B. FANTHAM, M.A.Cantab., & D.Sc.Lond., 1929), One of the
main objects of education should be to equip all individuals in such a· way that they, in adult
life, can carry out their highest aspirations, engage in work suited to their capacity and
adequately meet and fulfil the responsibilities of a good citizen. For satisfying these
requirements every child needs an adequate training in observation of the world of nature of
which he is a part, training in making deductions therefrom, in ignoring suppositions and
irrelevances and thereby developing a power of logical judgment and appreciation of
evidence. Further, it is at last becoming recognized that biology is a necessary part of a

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liberal education, and that everyone should have a knowledge of some aspects of living
matter. The study of animal life, in my opinion, is essential for boys and girls alike. The vital
activities of plants and their fixity of position render them rather too remote from human
activities to be especially associated with them, at any rate, in the mind of the pre-adolescent.
Animals are much nearer to man. The study of an ant colony with its division of labor, its
subordination of the individual to the good of the community, its great care for the young, its
systematic work for every individual, its habits of industry, its evidence of foresight and the
value thereof, to name only a few points, would make more appeal without any forcing on
the part of the teacher than would be possible by, say, lessons on a plant community such as a
wood. A fair proportion of school time-five lessons per week should be given to biology
teaching in schools, not mere1y for producing a better balanced curriculum but for producing
better citizens, who, from early life have been trained to deal with facts as they are, not as
others make them out to be, and from the living world around them have learned.
Significance of the Study

This research is significant for the students, science teachers, future science teachers,
and the school as well.
To the students
The study will help assess their performance in their learning process of science
education by the awareness and knowledge of the science teachers towards vivarium that
shall be taught to them.
To the science teachers

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The study will help them to be aware and know about vivarium for it is a useful and
credible tool to use for their teaching process. This hypothetical research aims to uncover the
positive possibilities of vivarium being a useful object in teaching and learning science and
biology. They can seek too to improve their teaching skills, their knowledge about the
subjects they are teaching, their relationships with the students and their management of the
schools in which they work. If they gain the knowledge about this animal facility, they can
consider this as a big help for themselves, the students, and the school.
To the future science teachers
The study will help them to have an advantage for their teaching process and
strategies in science education and can have an idea to propose this animal facility for their
school.
To the school
The study will help when teachers have the awareness and knowledge towards
vivarium that they can come up the potential to have and build it in a laboratory on the school
even though the facilities are complex, and expensive to build and to operate, but they are
vital to the support of a proper, safe, and humane research effort.
Target Beneficiaries
The target beneficiaries of the study includes the teachers of private schools in
Candelaria Quezon which is approximately 50 teachers in total. As well as the teachers
teaching science will be the benefactors of this research study.

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TARGET BENEFICIARIES NUMBER OF BENEFICIARIES
SCIENCE TEACHERS OF PRIVATE

33
SCHOOLS IN CANDELARIA QUEZON
Table 1. Target Beneficiaries.
Scope and Limitation
This study focuses on the awareness and knowledge of science teachers about
vivarium for construction of vivarium incorporation. It tests their knowledge through the
questionnaire given by the researchers. Also, the researchers choose science teachers as their
respondents and pick randomly at private schools in Candelaria, Quezon.
Vivarium will help science-related teachers especially biology teachers to visualize
on their class how it works and it will help the students to understand more by increasing
their learnings and knowledge. It will have an impact too on how good teachers are in
teaching science and biology as a whole.
Definition of Terms
Biology – the study of life that will be learned by vivarium
Credible – effective and reliable
Ecosystem - a biological community of interacting organisms and their physical environment

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Unparalleled – exceptional
Valuable - important
Viable - capable of working successfully
Vital – important; essential
Vivarium - is an area, usually enclosed, for keeping and raising animals or plants for
observation, experiments or research.
Methodology
Research Design
This study is a quantitative-descriptive type of research. Descriptive research in
purposive type of sampling because the researchers need to get the accurate data needed from
the science teachers in different private schools.
Research Instrument
The researchers used adapted questionnaire and was revised by them to gather the
needed data and information. It will be distributed to the science teachers as selected
respondents in private schools at Candelaria, Quezon. The researchers asked who expertise
the subject to test the validity and reliability.
Data Gathering Procedures
At first, the researchers think the possible respondents for the study and the number
of the population at private schools in Candelaria, Quezon. Thus, they make an approval
letter and personally visit the schools to conduct the study through answering the

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questionnaires to measure the result for this study. Lastly, the researchers analyze and tally
the answers of their respondents.
Research Sample
The population of this study came from different private schools here in Candelaria,
Quezon. The sample is the science teacher of these different private school which are Manuel
S. Enverga University Foundation Candelaria Inc., Tayabas Western Academy, Manuel L.
Quezon Elementary School, Grabsum School Incorporated, and Newton Science School Inc.
The respondents are chosen by purposive sampling.
Hypothesis
Most of the science teachers are unaware and doesn’t have enough knowledge about
vivarium but by this conducted research, they will gain information and understandings about
this animal facility that they will response for the suggestion of the construction of vivarium
incorporation.
Data Analysis Plan
Statistical formula will be used to determine awareness and knowledge of Science
teachers about vivarium incorporation for construction. To verbally interpret the data and the
responses on the error analysis test, a table will be used by the researchers.
Statistical Treatment
The following statistical treatment will be used by the researchers in order to interpret
and present the gathered data.
For all the problems, the formula for mean and standard deviation will be used.
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The formula for mean:
x́ ≡
∑x
n
Where,
x́ – Mean
x – Sum of all the score of the teachers
n – Number of the teachers
Research Paradigm
Awareness and
Knowledge of Science Construction for
Teachers about Vivarium Vivarium Incorporation
Figure 1.
Research
Paradigm.

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Statement of the Problem
1.) What is the demographic profile of the science teachers as to sex, age, school,
years of teaching and highest level of education completed?
2.) How severe are the problems within the sufficiency for facilities and support in
their school?
3.) What is the level of the characterization of the confidence of science teachers to
inspire and develop students?
4.) Are science teachers aware and have knowledge about vivarium to approve for the
construction of vivarium incorporation in their school?
Results and Discussions

I. Demographic Profiles of the Science Teachers
This presents the graphs of analysis and presentation of data for the demographic
profiles of the science teachers as respondents with a total number of 33 from the
AKSTAVIC questionnaire with its scale and percentage.

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A. Demographic Profile of the Science Teachers as to Sex

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Figure 2. Demographic Profile of the Science Teachers as to Sex
Figure 2 – shows the percentages of the demographic profile of the science teachers
as to their sex. Using the pie graph, it revealed that there was 57.58% of male and 42.42% of
female with a total of 100%. The majority of the respondents are females.
B. Demographic Profile of the Science Teachers as to Age
Figure 3. Demographic Profile of the Science Teachers as to Age

Figure 3 – shows the frequency of the demographic profile of the science teachers as
to their age. Using the bar graph, it revealed that there was 15 respondents that are 25 years
old and below, 4 respondents are 26-30 years old, 2 respondents are 31-35 years old, 5
respondents are 36-40 years old, 4 respondents are 41-45 years old and 3 respondents are 46
years old and above. Most of the respondents are 25 years old and above.
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C. Demographic Profile of the Science Teachers as to School
Figure 4. Demographic Profile of the Science Teachers as to School

as to their school. Using the pie graph, it revealed that there was 39.39% respondents from
MSEUFCI, 12.12% from Newton Science School, 24.24% from Headstart Christian
Learning Institute Inc., 15.15% from MLQES, 3.03% from TWA and 6.06% from GSI. The
researchers surveyed more science teachers from MSEUFCI.

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D. Demographic Profile of the Science Teachers as to Years of Teaching
Figure 5. Demographic Profile of the Science Teachers as to Years of Teaching

Figure 3 – shows the frequency of the demographic profile of the science teachers as
to their years of teaching. Using the bar graph, it revealed that there was 5 respondents that
are 1 year and below, 10 are 2-5 years, 6 are 6-9 years, 3 are 10-13 years, 2 are 14-17 years, 2
are 18-21 years, 3 are 22-25 years, and 2 are 30 years and above. Most of the respondents are
teaching of almost 2-5 years.

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E. Demographic Profile as to Highest Level of Education Completed
Figure 6. Demographic Profile of the Science Teachers as to Highest Level of Education Completed
as to their highest level of education completed. Using the pie graph, it revealed that there
was 75.76% are college graduate, 9.09% are post graduate, and 15.15% are masteral
graduate. The majority of the respondents are college graduate.

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The findings for all demographic profiles of the respondents were supported by the study of
Feistritzer, E.C. (2011). Wherein, (A) despite much attention and some effort to get more
males into K-12 teaching, the public school teaching force in the United States continues to
get more female. Eighty-four percent of public school teachers are female. This is up from 82
percent in 2005, 74 percent in 1996, 71 percent in 1990 and 69 percent in 1986. (B) More
than one in five (22 percent) teachers in 2011 was under the age of 30, compared with only
11 percent in 2005 and in 1996. The proportion of teachers 50 and older dropped from 42
percent in 2005 to 31 percent in 2011. Clearly, the older teachers are retiring and being
replaced once again by teachers in their 20s and 30s. (D) The obvious explanation is that
older, more experienced teachers are leaving in greater numbers due to retirement, and
younger, less experienced teachers are replacing them. (E) In the overall teaching force, there
has been a slight shift in highest degree held. In 2005, a master’s degree in education was the
highest degree held by nearly half of the teaching force (47 percent), followed by 31 percent
who held a bachelor’s degree in education. In 2011, the proportion of the teaching force
holding masters’ degrees in education as their highest degree was 43 percent, followed by 29
percent who held bachelor’s in education degrees.
II. Severity of Problems within the Sufficiency of Facilities and Support in their School
This presents the analysis and presentation of data for the severity of problems within
the sufficiency of facilities and support in their school from the AKSTAVIC questionnaire
with the Likert scale that was used for the data, descriptive analysis and respectively with
weighted average mean.
LIKERT SCALE
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3.26-4.00 SERIOUS PROBLEM
2.51-3.25 MODERATE PROBLEM
1.76-2.50 MINOR PROBLEM
1.00-1.75 NOT A PROBLEM
Table 2 – Likert Scale for the Severity of Problems within the Sufficiency of Facilities and Support
STATEMENT WAM DESCRIPTIVE

ANALYSIS
a.) Teachers have adequate workspace (e.g., for preparation 2.76 MODERATE
or collaboration and laboratories for experimental PROBLEM
activities).
b.) Teachers have adequate instructional materials and 3.03 MODERATE
supplies. PROBLEM
c.) Teachers have adequate technological resources. 2.94 MODERATE
PROBLEM
d.) Teachers have adequate support for using technology. 2.76 MODERATE
PROBLEM
e.) Teachers have adequate natural resources. 2.85 MODERATE
PROBLEM
f.) Teachers have adequate support for using natural 2.73 MODERATE
resources. PROBLEM
GEN. WAM 2.84 MODERATE
PROBLEM
Table 2.1 – Severity of Problems within the Sufficiency of Facilities and Support in their School
Table 2.1 – shows the response of science teachers in every question and its
respective weighted average mean pertaining to the severe of problems within the sufficiency
of facilities and support in their school. All of the statements that was answered by the
respondents to tackle the severity of problems, only have a moderate problem which has a
general weighted average mean of 2.84 that was equivalent to a result of a moderate problem
by the Likert scale. There is just a moderate problem within the sufficiency of facilities and
support in every school of the respondents.
The findings were supported by the study of Schneider, Mark (2003). Wherein, he stated that
school facilities directly affect teaching and learning. The study evaluated teachers and
teachers reported facing daily problems with their buildings. Teachers noted the inadequacy
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or lack of science, music and art classrooms. Significant numbers rated recreational facilities
as not very or not all adequate. Over 40% of teachers considered their classrooms the wrong
size for the type of education they delivered. Over 25% had taught in non-classroom spaces.
And about 1/3 of teachers had little or no teacher workspace.
III. Characterization of the Confidence of Science Teachers
This presents the analysis and presentation of data for the characterization of the
confidence of the science teachers from the AKSTAVIC questionnaire with the Likert scale
that was used for the data, descriptive analysis and respectively with weighted average mean.
LIKERT SCALE
4.21-5.00 VERY HIGH
3.41-4.20 HIGH
2.61-3.40 MEDIUM
1.81-2.60 LOW
1.00-1.80 VERY LOW
Table 3. Likert Scale for the Characterization of the Confidence of Science Teachers
STATEMENT WAM DESCRIPTIVE

ANALYSIS
a.) Inspiring students to learn science. 4.30 VERY HIGH
b.) Explaining science concepts or principles by doing 3.97 VERY HIGH
science experiments.
c.) Helping students appreciate the value of learning 4.48 VERY HIGH
science.
d.) Making science relevant to students. 4.33 HIGH
e.) Developing students’ higher-order thinking skills. 4.39 VERY HIGH
GEN. WAM 4.30 VERY HIGH
Table 3.1. Characterization of the Confidence of Science Teachers
Table 3.1 – shows the rate of science teachers in every question and its respective
weighted average mean pertaining to the characterization of the confidence of science

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teachers to inspire at develop students. All of the statements that was answered by the
respondents to tackle the level of characterization of confidence, only 1 has the descriptive
analysis of high and the rest are very high. The general weighted average mean is 4.30 that is
equivalent to a result of very high by the Likert scale. The characterization of the confidence
of science teachers are very high.
The findings were supported by the study of Kanasa, H. et.al. (2019). Wherein, the results of
their study indicated a significant improvement in participant’s confidence in teachings
science, their perceptions of the relevance of science teaching and their enjoyment of science
teaching at the conclusion of the course. Participants were less anxious about teaching
science and expressed improved intentions to include science activities in their classrooms.
IV. Awareness and Knowledge of Science Teachers about Vivarium Incorporation for
Construction
This presents the analysis and presentation of data for the awareness and knowledge
of science teachers about vivarium incorporation for construction from the AKSTAVIC
questionnaire respectively with the general percentage.
STATEMENT YES NO
a.) Are you aware about Vivarium? 29 4
b.) Do you have the knowledge about Vivarium? 30 3
c.) Do you agree of using living animals in teaching science with a 22 11
special emphasis on behavioral biology?
d.) Is it effective to have a vivarium in school to maximize the 27 6
learning of the students with living animals and to increase the
teaching process of science teachers?
e.) Do you suggest integrating living animals into classroom 23 10
teaching, including practical aspects, such as handling of the

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animals, seeking out encounters with insects and arthropods, not
only in school teaching but also in other ways during our lives,
regardless of whether such animals are cute or not? And in short,
having a vivarium in your school.
131 24
GEN. PERCENTAGE 79.39 20.61
% %
Table 4. Awareness and Knowledge of Science Teachers about Vivarium Incorporation for Construction
Table 4 – shows the response of the science teachers for their awareness and
knowledge about Vivarium Incorporation of Construction. With all of the science teachers as
respondents response in the statements (a) Awareness about Vivarium, 29 answered yes and
4 chosen no. (b) Knowledge about Vivarium, 30 answered yes and 3 answered no. (c)
Approval of using animals in teaching science, 22 answered yes and 11 answered no, (d)
Being efficient to have a vivarium in school, 27 answered yes and 6 answered no and lastly,
(5) Suggesting using living animals into classroom teaching, including practical aspects, etc.
or in short, having a vivarium in their school, 23 answered no and 10 answered no.
Therefore, many science teachers are aware and have knowledge about vivarium and
majority of them, suggested and approve of having a vivarium in their school.
The findings were supported by the studies of Lock & Alderman (2010) and Fischer &
Tamioso (2013). Wherein, in Lock & Alderman’s study, over a half of the teachers with a
background in the physical sciences use no animals in their teaching. The majority of
teachers agreed with keeping animals in schools for observation purposes, for use in non-
harmful experiments, and in pet clubs. Most teachers showed a sympathetic approach to
students with moral objections to working with animals and animal material. While in
Fischer & Tamioso’s study, they have conducted a survey related to the ethics in using
animals for teaching and research purposes, as well as knowledge about animals; about

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alternatives; and about companies that test their products on animals. The results indicate the
obvious acceptance of the animal use for education purposes, mainly mammals and rats, for
the veterinary medicine and biology courses. The majority of the respondents considered the
animal use in scientific research and experimentation fundamental, mainly for medicine
production and other therapies related to human health.
Summary of Findings
The study was conducted to view the demographic profile of the science teachers, to
evaluate the severe of problems in the facilities of their school, to rate their characterization
of confidence in teaching science and to know their awareness and knowledge about
vivarium incorporation for construction. The survey was conducted with respondents coming
from private elementary school in Candelaria, Quezon and the following findings were
derived:
1. Demographic Profiles of the Science Teachers
1.1 Demographic Profile of the Science Teachers as to Sex
With the 33 total number of respondents, a percentage of 42.42%, there are 14
males and a percentage of 57.58%, there are 19 females.
1.2 Demographic Profile of the Science Teachers as to Age
As resulted from the frequency used, 15 is the largest number of respondents
that are 25 years old and below.

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Quezon, Philippines
1.3 Demographic Profile of the Science Teachers as to School
From the 6 schools we have conducted a survey, a highest percentage of
39.39% is from the respondents in Manuel S. Enverga University Foundation
Candelaria Inc. and a lowest percentage of 3.03% is from the respondents in Tayabas
Western Academy.
1.4 Demographic Profile of the Science Teachers as to Years of Teaching
As resulted from the frequency used, 10 is the largest number of respondents
that are teaching almost 2-5 years.
1.5 Demographic Profile of the Science Teachers as to Highest Level of Education
Completed
With a percentage of 75.76%, there are 25 teachers completed College Level.
Thus, with a percentage of 9.09%, with a percentage of 15.15%, there are 5 teachers
completed the Masteral Level.
2. Severity of Problems within the Sufficiency of Facilities and Support in their School
As resulted in the data gathered, all the statements gained a weighted average mean of
2.51-3.25 equivalent to the descriptive analysis of moderate problem. The workspace,
materials & supplies, technological & natural resources and support in the school of the
respondents have a moderate problem.
3. Characterization of the Confidence of Science Teachers

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Quezon, Philippines
In the data gathered, all the statements have a weighted average mean of 4.21-5.00
equivalent to the descriptive analysis of very high except for the one statement “(d) Making
science relevant to students.” that has a weighted average mean of 4.33 which descriptive
analysis is high. With a general weighted average mean of 4.30, there is a very high of
characterization of the confidence within the science teachers to inspire students to learn
science, to do science experiments, to help students appreciate science, and to develop
students’ higher-order thinking skills.
4. Awareness and Knowledge of Science Teachers about Vivarium Incorporation for
Construction
In the analysis for the awareness and knowledge of the respondents about vivarium
incorporation for construction, it revealed that all the statements have a high percentage for
the answer of yes with total number of 131 and a percentage of 79.39%. It resulted that
science teachers are aware and have knowledge about vivarium, they are agree of using
living animals in teaching science and they answered that it is efficient to have a vivarium in
school. Thus, they suggest integrating living animals for different purposes, in short, they are
agree of having a vivarium in their school.
Conclusions
When the data is gathered and based on the findings, the researchers therefore
conclude that:
1. Majority in the demographic profiles of the science teachers are females, 25 years
old and below, from Manuel S. Enverga University Foundation Candelaria Inc.,

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Quezon, Philippines
teaching for almost 2-5 years and college graduate is the highest level the respondents
have completed.
2. The science teachers’ response about the severity of problem within the sufficiency
of the facilities and support is moderate problem. Therefore, the insufficiency of the
facilities and support is one of a problem of the teachers in teaching science
their students.
3. The teachers’ characterization of confidence in teaching science is very high.
Therefore, the teachers have the confidence and eagerness that they can inspire, help
and develop their students.
4. Most of the teachers are aware and have knowledge about vivarium. They are agree
of using living animals too in teaching. Therefore, they are in favor with the
incorporation of construction of vivarium in their school.
Recommendations
For Teachers
Vivarium will be a great addition to the curriculum of the students because of its
informative and educational aspects. It can serve as a great scientific tool that can be used in
various experimentation studies, encouraging students to be more engaged in science.
For Students

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Quezon, Philippines
This study will be a great instrument in various studies. It will help the students to be
more involved in activities concerning science and subjects that can correlate with Vivarium.
It can also spark creativity among students who wants to improve or innovate the project in a
more elaborate way.
To the School
The concept of Vivarium can contribute a great amount of interest among the students
because it will be new to their knowledge and will be eager to learn about it.
To Future Researchers
For the past decades, only few have tried to delve into researching this great topic. As
one of those groups of researchers over the years, I encourage you to further improve and
innovate this study, as well as literally implement Vivarium to every school. This study will
serve as a basis for your future researches and maybe raise awareness among institutions that
may be interested in studies like Vivarium.
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Appendices
Appendix A
Awareness and Knowledge of Science Teachers toward Vivarium Survey
(AKSTVS)
This survey is an adapted questionnaire designed by TIMSSS & PIRLS International
Study Center (2015) and was revised by the researchers to identify the level of awareness and
knowledge of the respondents toward vivarium. This questionnaire is addressed to teachers
who only teach science.
This AKSTVS shall be used only for thesis purposes and non of the materials should
be produced.
It is important that you answer each question carefully so that the information that
you provide reflects your situation as accurately as possible. It is estimated that you will need
approximately 5-10 minutes to complete this questionnaire. We appreciate the time and effort
that this takes and thank you for your cooperation and contribution. Thank you!
Name (Optional): Age:
School:
1 3
Are you female or male? What is the highest level of formal
Check the circle.
education you have completed?

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Quezon, Philippines
Female --- Check one circle only.
Male ----- College graduate ---
Post-graduate ------
2
Masteral level ------
By the end of this school year, how many
years Doctor level --------
will you have been teaching altogether?
_____________ years. Please round to the

nearest whole number.
4
In your current school, how severe is each problem?
Check one circle for each line.
Serious problem
Moderate problem
Minor problem
Not a problem
a) Teachers do not have adequate workspace (e.g., for ----------------------

preparation or collaboration and laboratories for experimental activities)
b) Teachers do not have adequate instructional materials and supplies ----
c) Teachers do not have adequate technological resources ------------------
d) Teachers do not have adequate support for using technology -----------
e) Teachers do not have adequate natural resources -------------------------
f) Teachers do not have adequate support for using natural resources ------
5
In teaching science to this class, how would you characterize your confidence in doing
the following?
Check one circle for each line.

Very Low
Low
Medium
High
Very high

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a) Inspiring students to learn science --------------------------------------
b) Explaining science concepts or principles by doing -----------------
science experiments
c) Helping students appreciate the value of learning science ----------
d) Making science relevant to students -----------------------------------
e) Developing students’ higher-order thinking skills -------------------
6
Please answer the questions below about your awareness and knowledge about
Vivarium since you start teaching. Check one circle for each line.
No
Yes
a) Are you aware about Vivarium? ---------------------------------------------------

b) Do you have the knowledge about Vivarium? -----------------------------------
c) Do you agree of using living animals in teaching science with a -------------
special emphasis on behavioral biology?
d) Is is it effective to have a vivarium in school to maximize the learning ------
of the students with living animals and to increase the teaching process
of science teachers?
e) Are you well prepared of teaching the differences among major -------------
taxonomic groups of organisms (plants, animals, fungi, mammals,
birds, reptiles, fishes, and amphibians) without concluding to have a
vivarium on your school?
f) Do you suggest integrating living animals into classroom teaching, ---------
including practical aspects, such as handling of the animals, seeking out
encounters with insects and arthropods, not only in school teaching but
also in other ways during our lives, regardless of whether such animals
are cute or not? And in short, having a vivarium in your school.
THANKYOU!


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MANUEL S. ENVERGA UNIVERSITY FOUNDATION CANDELARIA, INC.