1

Chapter 1

THE PROBLEM AND ITS SCOPE

INTRODUCTION

Rationale of the Study

Science is beneficial because it connects technology and industry, two areas where the

government prioritizes development. It cultivates the student's scientific investigative

skills, values, and attitudes, which are beneficial to the student's personal development,

future career, and life in general. However, on some research, Filipino pupils lack the

skills required to acquire basic sciences, such as retention concepts, reasoning and

analytical skills, and communication skills.

The results of the National Achievement Test for high school students between 2005

and 2010 demonstrate this. From a high of 49.26% in the 2007-2008 academic year,

the average percentage score (MPS) declined to 47.40 percent in 2008-2009 and 46.30

percent in 2009-2010. The results of the actual achievement test, on the other hand,

showed minimal improvements. It rose to 66.33 percent in 2008-2009, up from 64.81

percent in 2007-2008, and grew somewhat in 2009-2010, with MPS results of 69.21.

One of the reasons for pupils' poor performance in the Philippines is outdated

educational infrastructure. Public schools are frequently challenged by out-of-date

architecture, deteriorating environs, and shifting utilization demands. The difficulty is

that visible flaws in physical school facilities have serious ramifications for student

learning and accomplishment, as well as for teaching standards and the persistence of

health and safety issues for faculty and students. The failure of the competent
 2

authorities to carry out actions aimed at assisting in the acquisition of modern and

necessary facilities and training individuals to manage those resources exacerbates

these problems.

Only a tiny percentage of teachers are qualified to teach physics, chemistry, or biology.

Although the number has grown thanks to government scholarship programs, more

professional development programs such as training and conferences are still needed.

Teachers must be informed in their field of study. Indeed, any expectation of efficacy is

thrown out the window if a teacher in his or her topic is uneducated. The level of subject

matter competency of a teacher, which is viewed as a primary predictor of student

learning, might thus be used to quantify effective teaching.

In addition, a lack of sufficiency in the science curriculum has a negative impact on

student achievement. In K–12 curricula, science only begins in third grade, which

encourages kids' progress in basic science. Critical thinking skills should be acquired at

an early age. In science, there is also a minimal amount of time allotted for laboratories

and non-lecture activities.

A competent teacher possesses a diverse set of teaching and learning methods,

approaches, strategies, and techniques and the ability to manage a class to maximize

learning. This implies that a science teacher's pedagogical content expertise is critical

for student learning.

The study's goal is to see how teachers' pedagogical content understanding affects

student accomplishment. As a teacher who teaches a variety of courses, the researcher

feels that science education will significantly impact the current state of Filipino pupils.
 3

It's crucial to think about how to increase pedagogical topic knowledge at the individual

teacher level and the settings that will foster change in assessment for learning

practices at the school level.

Theoretical Background

In many ways, efficacy improves human achievement and personal well-being.

People who are confident in their talents see tough jobs as challenges to be conquered

rather than threats to be avoided (Garrido, 2020).

On the other hand, it is afraid of and avoids persons who have low self-efficacy

and regard difficult jobs as personal threats. They are less motivated in life and do not

pursue a goal-oriented route. When confronted with challenging responsibilities, they

make excuses for not confronting or resolving the issue at hand (Garrido, 2020).

It is feasible to establish people's perceptions about their efficacy by using the four

basic foundations of influence. Having experiences is the most efficient approach to

developing a strong sense of efficacy. Success builds a strong belief in one's efficacy.

Failures undercut it, mainly if they occur before a strong sense of effectiveness has

developed (Garrido, 2020).

A transmitted experience supplied by social models is the second approach of

generating and strengthening efficacy self-beliefs. Observing people who have

achieved success similar to one's fosters the conviction in spectators that they, too,

have the potential to master similar activities and accomplish. Modeling motivates

people to do more than provide a social norm against which their own abilities can be
 4

measured. People are looking for competent models who possess the skills they

desire (Garrido, 2020).

THEORIES LEGAL BASES

Self-Efficacy Republic Act No. 7836
Theory Philippine Teachers
(Bandura as cited by Professionalization Act of
Garrido, 2020) 1994
Theory of
Constructivism Republic Act No.
(Bruner as cited by 10533
McLeod, 2019) Enhanced Basic
Education Act of 2013

Pedagogical Content
Knowledge of Teachers and
Learners’ Performance in
Science

Science Training Guide

Figure 1
 5

The Theoretical Framework

Unique ideas can be reinforced in a third way: through social persuasion. This

is true when it comes to motivating others to succeed. The more verbal persuasion is

used to persuade less motivated people, the more they will be urged to complete their

assigned jobs rather than be fed on personal insecurities (Garrido, 2020).

Reduce people's stress reactions and change their negative emotional

tendencies and misinterpretations of their physical being as the fourth technique to

change people's self-beliefs about efficacy (Garrido, 2020).

Individuals' coping skills will reveal their amount of despair and stress in stressful

situations and their level of motivation. Perceived self-efficacy determines the function

of stressors in the excitation of anxiety. People who believe they can exert control over

others will not have unsettling mental patterns. People who do not think they can

handle stress, on the other hand, will experience a significant amount of worry

(Garrido, 2020).

The individuals themselves are the environment's product. As a result, one's

personal beliefs impact the future by influencing one's decisions and the surroundings.

People avoid activities and situations that they fear they will be unable to handle.

However, individuals begin to engage in things that they believe they can handle with

confidence. Individuals cultivate a wide range of talents, interests, and significant

others that shape their future based on their choices. Any factor that influences the

selected behavior can significantly impact personal growth (Garrido, 2020).

Because self-efficacy is associated with scientific teachers' perceptions about

their capacity to provide prescribed performance levels during teaching, this study
 6

employs Albert Bandura's Sell Efficacy hypothesis. The Bandura theory is particularly

applicable to assist the current study because the variables involve instructional

methods and process skills.

Thinking is a result of cognitive development. "Generic coding schemes that

allow one to go beyond the data to fresh and possibly productive forecasts," says the

intelligent mind (McLeod, 2019).

People's talents and "cultural tools that help build these capacities" are needed

for cognitive development. These culturally produced technologies include evident

items such as computers and television and the immaterial certainty of how culture

organizes phenomena, such as language. Bruner agrees with Vygotsky that language

can help to enable environmental stimuli and people's responses (McLeod, 2019).

Learners develop their own set of beliefs and knowledge, which can be done

with the help of a coding system. The most effective technique to build a coding

system is deciding rather than being dictated by the teacher. Learning to discover

implies that children develop their knowledge for their purposes (McLeod, 2019).

The Republic Act No. 7836, also referred to as the "Teachers' critical role in nation-

building and development through a responsible and informed populace is recognized

by the Philippine Teachers Professionalization Act of 1994. To this purpose, the state

must ensure and promote high-quality education by properly supervising and

regulating licensure examinations and the professionalization of teachers.

The role of the instructor is to promote the learning process rather than to teach

the truth about learning. This means that the teacher will create lesson plans to assist

students in understanding the relationship between truth and information and how it
 7

pertains to real-life situations. A teacher should speak with students about the

information they will need to gather on their own. The spiral curriculum might assist the

youngster in learning to discover.

The Republic Act No. 10533, also referred to as the "Enhanced Basic Education

Act of 2013′′, it is hereby declared the policy of the State that every graduate of basic

education shall be an empowered individual who has learned the foundations for

learning throughout life, the competence to engage in work and be productive, the

ability to coexist in fruitful harmony with local and global communities, and the

capability to engage in auto repair through a program that is based on sound

educational principles and geared toward excellence.

To this end, the state will establish a viable basic education system that will

produce productive and responsible individuals equipped with the necessary skills,

knowledge, and values for lifelong learning and employment.

Bruner's constructivist theory is appropriate to support this study because it deals with

how teacher experiences influence their teaching. The variables of this study include

science teacher pedagogical practices and process skills and how they affect their

students' performance.

Lesson planning and teaching require a lot of cognitive action, with the teacher

applying information from various subjects. Teachers with a growing body of

knowledge will possess more skills than those with a limited body of knowledge. As a

result, it's critical to organize and discuss lessons that assist students in developing a

deep and consistent understanding (Grossman, 2018).

 8

According to several research findings, learners are expected to begin to understand

their lesson about the natural world if they observe actual events, using the scientific

process to enhance the capacity of their various senses.

Within the classroom, students are re-energized to build their meaning; they are

frequently tagged with their experiences with the phenomenon. They are encouraged

to create and reform their learning systems through investigative conversation and

teacher intervention (Driver, 2019).

The K–12 science curriculum will significantly strengthen learners' ability to

tackle the world of work and a knowledge-based society through various

competencies. Its goal is to create a technologically oriented, scientifically educated,

ecologically conscious, and creative society with critical problem solvers, responsible

agents of nature, creative citizens, competent decision-makers, and effective

communicators.

Understanding and applying scientific information not just in the local

environment, but also in a worldwide context where possible, executing scientific

procedures and skills, and developing and showing scientific attitudes and values were

used to build this curriculum. The procurement of various domains is aided by the

following approaches: multi/interdisciplinary approach, science-technology-society

approach, contextual learning, problem/issue-based learning, and research approach.

Furthermore, the model of social cognition learning, the theory of learning styles, and

brain-based learning and constructivism are employed as the cornerstone of these

methods in comprehensive pedagogies of education (DepEd, 2016).

 9

The K–12 science curriculum stresses using empirical data more when

developing conclusions, which is why it is a learner-centered and research-based

curriculum. Ideas and abilities in Life Sciences, Physics, Chemistry, and Earth

Sciences are presented using cumulative levels of complexity from one grade level to

the next in a spiral pattern, paving the way for a deeper grasp of basic concepts.

Integration of science themes and other fields will aid in comprehending concepts and

their application to real-world scenarios.

To help students build specialized scientific knowledge, teachers must have

knowledge of their students' comprehension of specific science topics, which is a

component of pedagogical content knowledge. There are two forms of knowledge: the

demand for studying particular science topics and the domain of science that is

challenging for students.

Teachers' knowledge about learning requirements for detailed scientific

information and their understanding of differences in students' learning approaches as

they relate to the evolution of knowledge within certain subject areas make up the

knowledge of learning requirements.

Teachers should be aware of the knowledge that learners must have in order to

understand specific concepts.

THE PROBLEM

Statement of the Problem

The outcomes of this study is to generate the level of pedagogical

competencies of teachers in relation to the learners achievement in the identified

Schools in Minglanila District, Cebu Province, for School Year 2021-2022.

 10

Specifically, it sought to answer the following inquiries:

1. What is the relevant information of the teachers as to:

1.1 age and gender;

1.2 civil status;

1.3 highest educational attainment;

1.4 number of years in service;

1.5 performance rating; and

1.6 appropriate trainings, seminars, and workshops attended?

2. What is the respondents' level of pedagogical competency in terms of the

following topics:

2.1 Orientation; ;

2.2 curriculum;

2.3 science topics;

2.4 science assessment; and

2.5 instructional strategies?

3. What is the level of science achievement among students?

4. Is there a link between the respondents' level of pedagogical competency

and the level of learners' Science performance?

5. What Science training guide can be created based on the findings?

Statement of Null Hypothesis

There is no significant relationship between level of pedagogical content

knowledge of the respondents and level of learners’ performance in Science.

 11

Significance of the Study

The study ascertained the relationship of pedagogical content knowledge of

Science teacher and the achievement of the learners which was used as basis for

creation of a training program for the improvement of teaching.

It is yearned that the findings and recommendations of the study can be of

practical use to the following:

Department of Education. This study will help them in looking into the

Science teachers’ classroom practices and knowledge and how these might affect

positively the quality of instruction of the school.

School Administration. This study will help them to make use of the

findings as catalyst in planning for programs in teaching Science for the

development of the teaching and learning systems

External Stakeholders. This study will serve them as a data base of

information of their initiatives in helping the schools. This will further motivate them

to constantly assist the school in whatever endeavor in the future.

Teachers. The findings of this study will be of practical use to the teachers

since they will be able to gain new insights in the teaching of Science, thus, serving

them in their functions as teachers and managers in their respective classrooms.

But most importantly, they can look into their own teaching approaches, methods,

and strategies and their positive impact to teaching and learning.

 12

Learners. They will benefit directly from this study since it is the basis for the

enhancement of teaching and learning process. The actions that will be taken by

the teachers and the administration are a database to some progressive actions for

the benefit of the students.

Parents. This study will also be given them assurance of the schools

concerned to continue cultivating the quality of science education through their best

effort to look intensively into areas like teachers’ practices as basis for further

enhancement of their educational programs.

Researcher. The results of this study will enhance the researcher’s capacity

to monitor and supervise practices in the school she is serving in as well as quench

her thirst for knowledge about this area which can be practiced also in other

subjects/course.

Future Researchers. The future researchers along this line of study will

avail of the opportunity to solicit new ideas and directions of their studies.

RESEARCH METHODOLOGY

This section provides the research methodology, which includes the method to

be employed, the study's flow, the research locale, the research respondents,

research tools, data collection procedures, statistical data treatment, scoring

systems, and term definitions.

Design
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In order to determine the level of pedagogical content knowledge of instructors to

the success of scientific learners in the specified study setting, the researcher used

the descriptive-correlational technique of research.

Flow of the Study

The study took into account the instructors' age, gender, civil status, greatest

educational attainment, number of years in service, performance rating, and attendance

at appropriate trainings, seminars, and workshops. This also includes the association

between teachers' pedagogical subject knowledge and scientific learners' achievement

in the research location, as well as the relationship between respondents' pedagogical

content knowledge and science learners' performance. The research procedure had to

be properly followed, and it had to be led by the research methodology, which was the

descriptive-correlational method of research. The study's final product was a science

teacher training guide.

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INPUT PROCESS OUTPUT

Related Information Transmittal Letter

can be taken from
Teachers’
Collection of Data
Age and Gender
Civil Status Applying Statistical
Highest Educational Treatment
Attainment
Number of Years in Presentation,
Service Analysis and
Performance Rating
Highest level of
Interpretation of
appropriate trainings, Data
seminars, and
workshops attended Draw Findings,
Conclusion and
Level of pedagogical
content knowledge of
offers
Recommendations Science Training
teachers to the
achievement of
Guide
science learners

Relationship between
level of pedagogical
content knowledge of
the respondents and
level of learners’
performance in
Science
 15

Figure 2

The Flow of the Study

Environment

The research locale of the study were all the schools in Minglanilla I District with

grade 3 teacher/s handling Science subject. Bacay Elementary School,

Candulawan Elementary School, Calajoan Elementary School, Guindaruhan

Elementary School, Lower Tunghaan Elementary School, Minglanilla Central

Elementary School, Tungkop Elementary School, Upper Tunghaan Elementary

School, Vito Elementary School.

.
 16

Figure 3

Location Map of the Study

Respondents

The study's participants were 13 Grade 3 teachers from Minglanilla District

I. Non-random purposive sampling was used to choose the participants. The

following were the conditions for inclusion: a) they must be Minglanilla District I

teachers; b) they must have worked for a year; and c) they must be willing to join

and collaborate in the project.

The distribution of responders is seen in Table 1.

Table 1

Distribution of Respondents
 17

Teachers
Schools
f %

2 100%
BACAY ELEMENTARY SCHOOL
1 100%
CADULAWAN ELEMENTARY SCHOOL
1 100%
CALAJOAN ELEMENTARY SCHOOL
2 100%
GUINDARUHAN ELEMENTARY SCHOOL
1 100%
LOWER TUNGHAAN ELEMENTARY SCHOOL
2 100%
MINGLANILLA CENTRAL ELEMENTARY SCHOOL
1 100%
TUNGKOP ELEMENTARY SCHOOL
2 100%
UPPER TUNGHAAN ELEMENTARY SCHOOL
1 100%
VITO ELEMENTARY SCHOOL
13 100
Total

Instrument

This study's research instrument was separated into three parts. The first

section asks for information about the teachers' backgrounds, such as their age,

gender, civil status, highest educational attainment, number of years in service,

performance rating, training, seminars, and workshops.

The primary tool, which was derived from Manawatao's (2019) study, will be

used to assess Science instructors' pedagogical subject understanding. The

science instructors' pedagogical content knowledge was divided into five parts, each

with ten items. The first is the science teacher's pedagogical content knowledge,

followed by knowledge of the curriculum, specific science topics, science

 18

assessment knowledge, and science instructional methodologies. Strongly Agree,

Agree, Disagree, and Strongly Disagree are the four possible responses on a four-

point Likert scale. This will determine the Science teachers' pedagogical content

knowledge.

Finally, the learners' scores based on class activities for the fourth grading

period of SY 2020-2021 were utilized to assess their Science performance.

Data Gathering Procedure

In acquiring data, the researcher followed a step-by-step procedure.

First, the researcher wrote a letter to the Minglanilla District I District Supervisor

requesting permission to perform the study.

The researcher personally distributed the questionnaire to the teachers and

students after the letter was authorized. Before beginning the actual questionnaire, the

researcher requested that you sign a waiver form. The respondents were given plenty of

time to complete the questionnaire, preferably 15-20 minutes.

The data was collected and then presented, analyzed, and interpreted.

For finalization and revisions, a final draft was supplied.

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Statistical Treatment of Data

The answers of the respondents were subjected to statistical treatment with the

use of the different non-parametric measures:

Simple Percentage. This statistical treatment was used to determine the

relevant information taken from teachers’ age and gender, civil status, highest

educational attainment, number of years in service, performance rating and

appropriate trainings, seminars and workshops attended.

Weighted Mean. This statistical treatment was used to determine the level of

pedagogical content knowledge of teachers to the achievement of science learners

in the said research locale.

Pearson R. This was used to determine the relationship between level of

pedagogical content knowledge of the respondents and level of learners’

performance in Science.

Scoring Procedures

The following were the scoring procedures:

Weight Range Response Category Verbal Description

4 3.26 -4.00 Very High Strongly Agree

3 2.51 – 3.25 High Agree

2 1.76 – 2.50 Low Disagree

1 1.00 -1.75 Very Low Strongly Disagree

DEFINITION OF TERMS
 20

Terms are operationally defined as how it is used in the study:

Knowledge about assessment in Science. It refers to the level of cognition

and notion of the teacher about assessment in Science.

Knowledge about instructional strategies for teaching Science. It refers

to the level of perception and concept of the teacher about instructional strategies in

teaching Science.

Knowledge about Science curriculum. It is described as the level of

understanding and assumptions of the teacher on the Science curriculum.

Knowledge toward understanding of specific Science topics. It is

defined as the level of awareness and mindset of the teacher on specific topics in

Science.

Orientation towards Science teaching. In this study, it is defined as the

skill of the teacher in handling instructional decisions about the school’s curricula,

classroom activities, student assignments, classroom materials, and the evaluation

of students’ learning in Science.

Pedagogical Content Knowledge. This refers to the learning actions that

support the unit of content; the instructional approach such as active learning,

constructivist model, student to student engagement; teaching to multiple learning

styles.

Relevant Information. This pertains to the demographic characteristics of

school heads/teachers as to age, gender, civil status, highest educational

 21

attainment, number of years in service and number of appropriate trainings,

seminars and workshops attended.

Special Science Training Program. This refers to the output of the study

which will be based on the important findings and salient conclusions and

generalizations.

Chapter 2

PRESENTATION, DATA ANALYSIS, AND INTERPRETATION

This chapter presents the data obtained from the respondents of the study

with the corresponding analysis and interpretation. The respondents are 13

teachers from Minglanila Division, Province of Cebu. The profile of the teachers

in respect to the age and gender, civil status, highest educational attainment,

number of years in service, performance rating, and appropriate trainings,

seminars, and workshops were presented. The level of pedagogical content

 22

knowledge of the respondents as well as the level of learners’ performance in

Science in the research environment are also tabulated and presented

consequently with corresponding analysis and interpretation.

RELEVANT INFORMATION OF THE TEACHER-RESPONDENTS

Age. Table 2 presents the distribution of the teacher-respondents in terms of

age.

Table 2
Age Profile of the Teacher-Respondents

Variable Frequency Percentage

(n=13) (100%)

Age

21-30 years old 3 23

31-40 years old 5 39

41-50 years old 3 23

51-60 years old 2 15

Total 13 100

As seen on the table, five (5) of the respondents (39%) are within the age range

of 31-40 years old. It is followed by the group aged 21-30 and 41-50 with three (3)

respondents or 23% of them. The group aged 51-60 falls in last with two (2)

respondents or 15% of them. According to the findings, the majority of the respondents

were middle-aged adults. According to Erik Erikson, this stage of adulthood is known as
 23

the generativity-versus-stagnation stage. Some cognitive decline may occur in people in

their middle adulthood or middle age. This loss usually goes unnoticed because life

experiences and strategies are developed to compensate for any decline in mental

abilities (Michel, 2017).

Gender. Table 3 shows the gender profile of the teacher-respondents.

Table 3
Gender Profile of the Teacher-Respondents

Variable Frequency Percentage

(n=13) (100%)

Gender
Male - -
Female 13 100
Total 13 100

Based on gender, all respondents are female. The proportion of women in the

teaching profession is well known to be increasing. Women are significantly

overrepresented in the teaching profession. The reasons for the gender imbalance in

teaching must be understood and addressed. It depicts a labor market that is skewed in

this direction. It could also send and reinforce negative messages about men's and

women's career goals, which would be detrimental to both men and women. For men,

becoming a teacher has a high opportunity cost when compared to other professions.

Men forego a higher potential salary by choosing teaching over a non-teaching career.
 24

Because non-teaching occupations pay lower average salaries, becoming a teacher has

a lower opportunity cost (Tani, 2019).

Civil Status. Table 4 indicates the profile of the teacher-respondents in terms of

their civil status.

Table 4
Civil Status of the Teacher-Respondents

Variable Frequency Percentage

(n=13) (100%)

Civil Status
Single 3 23
Married 8 62
Widow/Widower 2 15
Total 13 100

In relations to civil status, majority of them are married with eight (8) or 62% of

them. It is followed by the respondents who are single with three (3) or 23% of them.

The group who are widow/widower falls in last with two (2) respondents or 15% of them.

The majority of them are married, according to our findings. Individuals' focus on job

growth and/or income may have a negative impact on the quality of their personal

relationships and, as a result, their happiness in some cases. This implies that marriage

necessitates career commitment. Their efforts pay off, allowing them to succeed and

perform well (Shepherd, 2016).

 25

Highest Educational Attainment. Table 5 presents the highest educational

attainment of the teacher-respondents.

Table 5
Highest Educational Attainment of the Teacher-Respondents

Variable Frequency Percentage

(n=13) (100%)

Highest Educational Attainment

Master’s Degree 2 15
With units in Master’s 11 85
Degree
BSEEd/BSSEd - -
Graduate
Total 13 100

Looking into the respondents’ highest education attainment, most of them obtained

units in their Master’s Degree specifically 11 of them or 85%. Respondents who has

Master’s degree falls in last with two (2) or 15% of them. MA units, according to the

findings, are now required for higher-level professionals' professional development and

advancement. In terms of teaching and learning, the educational background of a

teacher is critical. Will a bachelor's degree in education help you become a better

higher-education teacher? Teachers who began teaching with a Master's degree or

earned one within five years were equally effective as those who did not. After teaching

for more than five years, teachers who received a master's degree were less effective

than those who did not (Alufohai, 2015).

 26

Years in Service. Table 6 shows the number of years in service of the teacher-

respondents.

Table 6
Number of Years in Service of the Teacher-Respondents

Variable Frequency Percentage

(n=13) (100%)

Number of Years in Service

More than 6 years 7 54
4 – 6 years 5 38
1 – 3 years 1 8
Less than a year - -
Total 13 100

In terms of number of years in service, most of the respondents have worked more

than 6 years with seven (7) or 53% while five (5) or 25% of them are connected with the

school for 4 – 6 years. Respondent who have worked for 1 – 3 years falls in last with

one (1) or 8% of them. The majority of the respondents had worked with the school for a

long time, according to the findings. Student achievement gains are positively

associated with teaching experience throughout a teacher's career. Experience-related

gains in teacher effectiveness are greatest in the early years of a teacher's career, but

they continue to be significant as teachers enter their second, and often third, decades.

Teachers who are carefully chosen and well prepared when they enter the teaching

profession, as well as intensively mentored and rigorously evaluated prior to receiving

tenure, will benefit the most from their experience(Podolsky, 2016).

 27

Performance Rating. Table 7 presents the profile of the respondents in terms of

their performance rating.

Table 7
Performance Rating

Variable Frequency Percentage

(n=13) (100%)

Performance Rating
Outstanding - -
Very Satisfactory 13 100
Satisfactory - -
Unsatisfactory - -
Poor - -
Total 13 100

In the area of performance rating, all of them are very satisfactory with 13 or

100%. All of the priorities and objectives were met or exceeded. According to the

findings, they performed admirably in the areas of education, engagement, subject

understanding, independent teaching of learning, and learning management. The

teacher's presence has a positive impact on the learner's trust and interest in learning in

all ways. Teacher performance evaluations should be contextualized in order to better

understand their meaning, improve teacher professional development, and thus improve

the progress of their students, as well as their relative importance in gathering factors

that lead to the same goal (Hounsou, 2019).

 28

Appropriate Trainings, Seminars, and Workshops Attended. Table 7

indicates the appropriate trainings, seminars, and workshops attended of the teacher-

respondents.

Table 8
Appropriate Trainings, Seminars, and Workshops Attended of the Teacher-Respondents

Variable Frequency Percentage

(n=20) (100%)

Highest level of appropriate trainings, seminars, and workshops

attended
International 1 8
National - -
Regional 2 15
Division 7 54
District 3 23
Total 13 100

When it comes to the appropriate trainings, seminars, and workshops attended,

majority of the respondents have attended division with seven (7) or 54% of them. It is

followed by three (3) or 12% respondents who have attended division. Respondents

who have attended regional comes in next with two (2) or 15% of them. The group who

have attended international falls in last with one (1) or 8% of the respondents. Given

that these teachers have been teaching for more than 6 years and have only open

teaching experience and Department of Education training, this is to be expected.

According to the National Education Policy, teachers should be given opportunities to

 29

keep up with new innovations in their profession through teacher meetings,

conferences, seminars, training sessions, and academic study circles. Effective

professional development can help educators gain the knowledge and skills they need

to address their students' learning challenges (Mizell, 2015).

LEVEL OF PEDAGOGICAL CONTENT KNOWLEDGE

The tables below show level of pedagogical content knowledge of the respondents.

This overall weighted mean suggests that the teacher-respondents have a very high

level of pedagogical content knowledge in terms of orientation towards science

teaching, knowledge about science curriculum, knowledge toward understanding of

specific science topics, knowledge about assessment in science, and knowledge about

instructional strategies for teaching science in the research environment.

Orientation towards Science Teaching

Table 9 below shows level of pedagogical content knowledge of the teacher-

respondents specifically in orientation towards Science teaching. The grand mean of

3.68 suggest that the teacher-respondents in the research environment have a very

high level of orientation towards Science teaching.

Table 9
Science Teaching
 30

Weighted
Mean Interpretation
Item
Science Teaching
My goal in class is to encourage
students to get involved in science 3.69 Very High
problems like a scientist would.
When we start a new instructional
unit, it is important to understand 3.77 Very High
students’ prior knowledge when
planning my instruction.
When we start a new instructional
unit, I try to engage my students in 3.52 Very High
the topic by using a demonstration
activity or example
When a student brings up an
interesting question or problem, I 3.62 Very High
sometimes change the class plan to
allow time to explore that question
I encourage my students to follow
up an interesting question or 3.61 Very High
problem by performing their own
investigation.
I often let students have a hands-on
experience with scientific 3.85 Very High
phenomena before introducing
vocabulary words.
I use questions to probe students’
understandings of a concept and to 3.77 Very High
adapt my instruction.
I use discussions in class to 3.69 Very High
promote learning about concepts.
I let students develop explanations
from prior knowledge and/or hands-
Very High
on activities before I fill in the gaps 3.62
myself
I use real-life examples of scientific 3.62 Very High
principles in my class.
Grand Mean 3.68 Very High
Legend
3.26 – 4.00 Very High
2.51 – 3.25 High
1.76 – 2.50 Low
1.00 – 1.75 Very Low
 31

Items with weighted mean scores interpreted as very high include: My goal in class

is to encourage students to get involved in science problems like a scientist would with

a weighted mean of 3.69; When we start a new instructional unit, it is important to

understand students’ prior knowledge when planning my instruction with a weighted

mean of 3.77; When we start a new instructional unit, I try to engage my students in the

topic by using a demonstration activity or example with a weighted mean of 3.52; When

a student brings up an interesting question or problem, I sometimes change the class

plan to allow time to explore that question with a weighted mean of 3.62; I encourage

my students to follow up an interesting question or problem by performing their own

investigation with a weighted mean of 3.61; I often let students have a hands-on

experience with scientific phenomena before introducing vocabulary words with a

weighted mean of 3.85; I use questions to probe students’ understandings of a concept

and to adapt my instruction with a weighted mean of 3.77; I use discussions in class to

promote learning about concepts with a weighted mean of 3.69; I let students develop

explanations from prior knowledge and/or hands-on activities before I fill in the gaps

myself with a weighted mean of 3.62; and I use real-life examples of scientific principles

in my class with a weighted mean of 3.62

Among these items, I often let students have a hands-on experience with scientific

phenomena before introducing vocabulary words has the highest mean score of 3.85.

The result implied that the Science teachers of Minglanilla District I are mindful of the

different strategies to use in teaching science subjects. This could be due to the various

trainings and seminars that they are required to attend on a yearly basis, such as In-

service training.
 32

Teachers' pedagogical content knowledge is heavily influenced by teaching

orientations. Furthermore, Magnusson, Krajcik, and Borko asserted that teaching

orientations serve as "conceptual maps" that guide a teacher's instructional decisions

regarding the school's curricula, classroom activities, student assignments, classroom

materials, and assessment of students' learning, and thus contribute to the formation of

teachers' Pedagogical Content Knowledge (Friedrichsen and Dana, 2015).

Knowledge about Science Curriculum

Table 10 below shows level of pedagogical content knowledge of the teacher-

respondents specifically in knowledge about Science curriculum. The grand mean of

3.36 suggest that the teacher-respondents are very knowledgeable about Science

curriculum.

Table 10
Curriculum

Weighted
Mean Interpretation
Item
Curriculum
Goals and objectives are well-
articulated across topics and grade 3.46 Very High
levels
Is relevant, responsive and
research-based, gender and culture High
sensitive 3.08
Uses pedagogical approaches that
are inquiry-based, Contextualized Very High
and global 3.62
Curricular programs and materials
are relevant to teaching a particular High
domain 3.23
Starts from unknown to known in
developing concepts 3.31 Very High

Have increasing difficulty in terms of 3.38 Very High

 33

concepts development
Define the expected proficiency
level of students that are evidenced- Very High
based 3.54
Uses English as medium of
instruction in intermediate level
while uses mother tongue in the Very High
primary level 3.38
Encourage the use of technology in
the delivery of instruction 3.15 High

Students develop specific scientific

knowledge using prior learning Very High
experience 3.46
Grand Mean 3.36 Very High
Legend
3.26 – 4.00 Very High
2.51 – 3.25 High
1.76 – 2.50 Low
1.00 – 1.75 Very Low

Items with weighted mean scores interpreted as very high include: Goals and

objectives are well- articulated across topics and grade levels with a weighted mean of

3.46; Uses pedagogical approaches that are inquiry-based, Contextualized and global

with a weighted mean of 3.62; Starts from unknown to known in developing concepts

with a weighted mean of 3.31; Have increasing difficulty in terms of concepts

development with a weighted mean of 3.38; Define the expected proficiency level of

students that are evidenced-based with a weighted mean of 3.54; Uses English as

medium of instruction in intermediate level while uses mother tongue in the primary

level with a weighted mean of 3.38; and Students develop specific scientific knowledge

using prior learning experience with a weighted mean of 3.46.

Items with weighted mean scores interpreted as high include: Is relevant,

responsive and research-based, gender and culture sensitive with a weighted mean of
 34

3.08; Curricular programs and materials are relevant to teaching a particular domain

with a weighted mean of 3.23; and Encourage the use of technology in the delivery of

instruction with a weighted mean of 3.15.

Among these items, Uses pedagogical approaches that are inquiry-based,

Contextualized and global has the highest mean score of 3.62. Because the

Department of Education ensures the preparedness of their teachers through training

conducted throughout the school year, the result implied that the science teachers were

well-versed in the Science curriculum.

Knowledge of Science Curriculum refers to a teacher's understanding of the

curriculum materials used to teach a specific subject as well as the curricula for that

subject. This element reflects a teacher's understanding of the importance of topics in

relation to the overall curriculum. This knowledge enables teachers to identify core

concepts, adjust activities, and eliminate aspects deemed to be unrelated to the desired

conceptual understanding (Grossman, 2015).

Knowledge Toward Understanding of Specific Science Topics

Table 11 below shows level of pedagogical content knowledge of the teacher-

respondents specifically in knowledge toward understanding of specific Science topics.

The grand mean of 3.33 suggest that the teacher-respondents in the research
 35

environment have a very high level of knowledge toward understanding of specific

Science topics.

Table 11
Science Topics

Weighted
Mean Interpretation
Item
Science Topics
Earth’s physical features (layers,
landforms, bodies of water, rocks, High
soil 3.00
Earth in the solar system and the
universe (interactions between
Earth, sun, and moon; relationship High
to planets and stars 3.08
Human body - structure and
function of organs and system 3.15 High

Interactions of living things 3.23 High

Classification of matter 3.46 Very High
Physical properties and physical
changes of matter (weight, mass, Very High
states of matter, boiling, freezing 3.38
Forces and motion (types of forces,
balanced/unbalanced forces, fluid High
behavior, speed, acceleration 3.15
Scientific method (formulating
hypotheses, making observations, 3.62 Very High
drawing conclusions, generalizing
Experimental design (experimental
3.69 Very High
control, materials, and procedures)
Gathering, organizing, and
representing data (units, tables, 3.54 Very High
charts, graphs
Grand Mean 3.33 Very High
Legend
3.26 – 4.00 Very High
2.51 – 3.25 High
1.76 – 2.50 Low
1.00 – 1.75 Very Low
 36

Items with weighted mean scores interpreted as very high include: Classification

of matter with a weighted mean of 3.46; Physical properties and physical changes of

matter (weight, mass, states of matter, boiling, freezing with a weighted mean of 3.38;

Scientific method (formulating hypotheses, making observations, drawing conclusions,

generalizing with a weighted mean of 3.62; Experimental design (experimental control,

materials, and procedures) with a weighted mean of 3.69; and Gathering, organizing,

and representing data (units, tables, charts, graphs) with a weighted mean of 3.54.

Items with weighted mean scores interpreted as high include: Earth’s physical

features (layers, landforms, bodies of water, rocks, soil with a weighted mean of 3.00;

Earth in the solar system and the universe (interactions between Earth, sun, and moon;

relationship to planets and stars with a weighted mean of 3.08; Human body - structure

and function of organs and system with a weighted mean of 3.15; Interactions of living

things with a weighted mean of 3.23; and Forces and motion (types of forces,

balanced/unbalanced forces, fluid behavior, speed, acceleration with a weighted mean

of 3.15.

Among these items, experimental design (experimental control, materials, and

procedures) has the highest mean score of 3.69. Learners demonstrate understanding

of basic science concepts and application of science-inquiry skills as the core learning

area in all K to 12 Science learning programs.

As a teacher's classroom experience grows, so does his or her knowledge, and

as a result, he or she practices a highly personalized pedagogy or belief system that

essentially panels the teacher's perception, judgment, and behavior. Furthermore, even
 37

if teachers have similar scientific knowledge, they are likely to teach in different ways

because teachers' beliefs have a greater influence on how they teach than their

knowledge (Kagan, 2017).

Knowledge about Assessment in Science

Table 12 below shows level of pedagogical content knowledge of the teacher-

respondents specifically in knowledge about assessment in Science. The grand mean

of 3.49 suggest that the teacher-respondents are very knowledgeable about

assessment in Science.

Table 12
Assessment in Science

Weighted
Mean Interpretation
Item
Assessment in Science
How to matched pre- and post-
module assessment in science 3.00 High
teaching
Doing Prediction activities in 3.15 High
teaching science
Hands-on assessments and science 3.92 Very High
notebook
Paper-and-pencil tests in science. 3.38 Very High
Assessment through 3.77 Very High
Documentation and record keeping
Informal assessment in teaching 3.69 Very High
science.
Embedded assessment in teaching 3.08 High
science.
Classroom assessment is an 3.38 Very High
integral part of science instruction
Should plan the assessment at the 3.85 Very High
beginning of a topic of study.
Effective assessment assists 3.69 Very High
learning. It helps focus effort on
implementing strategies to facilitate
 38

learning both inside and outside the

classroom.
Grand Mean 3.49 Very High
Legend
3.26 – 4.00 Very High
2.51 – 3.25 High
1.76 – 2.50 Low
1.00 – 1.75 Very Low

Items with weighted mean scores interpreted as very high include: Hands-on

assessments and science notebook with a weighted mean of 3.92; Paper-and-pencil

tests in science with a weighted mean of 3.38; Assessment through Documentation and

record keeping with a weighted mean of 3.77; Informal assessment in teaching science

with a weighted mean of 3.69; Classroom assessment is an integral part of science

instruction with a weighted mean of 3.38; Should plan the assessment at the beginning

of a topic of study with a weighted mean of 3.85; and Effective assessment assists

learning. It helps focus effort on implementing strategies to facilitate learning both inside

and outside the classroom with a weighted mean of 3.69.

Items with weighted mean scores interpreted as high include: How to matched

pre- and post-module assessment in science teaching with a weighted mean of 3.00;

Doing Prediction activities in teaching science with a weighted mean of 3.15; and

Embedded assessment in teaching science with a weighted mean of 3.08

Among these items, Hands-on assessments and science notebook has the

highest mean score of 3.92. The findings indicated that Science teachers have a

sufficient understanding of science assessment, as evidenced by education, training,

and seminars.
 39

Assessment knowledge is an important component of pedagogical content

knowledge. This component consists of knowledge of the important aspects of Science

learning to assess, as well as knowledge of the methods for assessing that learning.

Knowledge of specific instruments, approaches, or activities is included in this

component (Tamir, 2018).

Knowledge about Instructional Strategies for Teaching Science

Table 13 below shows level of pedagogical content knowledge of the teacher-

respondents specifically in knowledge about instructional strategies for teaching

Science. The grand mean of 3.71 suggest that the teacher-respondents possess an

excellent level of knowledge about instructional strategies for teaching Science.

Table 13
Instructional Strategies for Teaching Science

Weighted
Mean Interpretation
Item
Knowledge about Instructional Strategies for Teaching Science
Letting my student Participate in
small groups to make sense of
Very High
science is an effective way in 3.46
teaching science.
Giving an explanation about how
they solved a science problem or
designed an experiment is an Very High
effective strategy in science 3.38
teaching
Discussion of alternative
explanations for a question or 3.62 Very High
problem is a good strategy in
teaching science.
Designing and conducting their own
experiment or scientific investigation
Very High
is an upright strategy in science 3.77
teaching.
Using technology in science 3.92 Very High
 40

teaching helps in the learning

process of the students.
Exploring questions created by
student helps in the learning 3.92 Very High
process.
Analyzing data using charts, tables,
or graphs helps students learn in 3.69 Very High
science
Apply science situations to life
outside of school is an effective 4.00 Very High
strategy.
Explaining science concepts to
student helps in the teaching and 3.92 Very High
learning process.
Writing results about scientific
investigation is a good strategy in 3.38 Very High
science teaching.
Grand Mean 3.71 Very High
Legend
3.26 – 4.00 Very High
2.51 – 3.25 High
1.76 – 2.50 Low
1.00 – 1.75 Very Low

Items with weighted mean scores interpreted as very high include: Letting my

student Participate in small groups to make sense of science is an effective way in

teaching science with a weighted mean of 3.46; Giving an explanation about how they

solved a science problem or designed an experiment is an effective strategy in science

teaching with a weighted mean of 3.38; Discussion of alternative explanations for a

question or problem is a good strategy in teaching science with a weighted mean of

3.62; Designing and conducting their own experiment or scientific investigation is an

upright strategy in science teaching with a weighted mean of 3.77; Using technology in

science teaching helps in the learning process of the students with a weighted mean of

3.92; Exploring questions created by student helps in the learning process with a

weighted mean of 3.92; Analyzing data using charts, tables, or graphs helps students
 41

learn in science with a weighted mean of 3.69; Apply science situations to life outside of

school is an effective strategy with a weighted mean of 4.00; Explaining science

concepts to student helps in the teaching and learning process with a weighted mean of

3.92; and Writing results about scientific investigation is a good strategy in science

teaching with a weighted mean of 3.38.

Among these items, apply science situations to life outside of school is an

effective strategy has the highest mean score of 4.00. Because of their education and

up-to-date trainings, such as the annual in-service, science teachers were found to be

knowledgeable about teaching strategies in science.

Subject-specific strategies and topic-specific strategies make up the knowledge of

instructional strategies for teaching science. Learning cycles, conceptual change

strategies, and inquiry-oriented instruction are examples of subject-specific strategies

that are consistent with the goals of Science teaching in teachers' minds. Topic-specific

strategies are detailed strategies for teaching specific topics within a scientific domain

(Magnussonet, 2019).

LEVEL OF PERFORMANCE IN SCIENCE OF THE LEARNERS

Table 14 presents the level of learners’ performance in Science under the new

learning approach of DepEd in the research environment.

Table 14
Level of Performance in Science of the Learners

Variable Frequency Percentage

(n=22) (100%)
Level of Academic Performance
 42

Outstanding 10 45
Very Satisfactory 5 23
Satisfactory 4 18
Fairly Satisfactory 3 14
Did Not Meet - -
Expectations
Total 22 100

In relations to the performance in Science of the learners under the new learning

approach of DepEd, majority of them are in the outstanding level with 10 or 45%. It is

followed by the learners who are under the very satisfactory level with five (5) or 23% of

them. Learners who are in the satisfactory level comes in next with four (4) or 18% of

them. The group who are considered as fairly satisfactory falls in last with three (3) or

14% of the entire count of learner-respondents. The findings suggest that most of them

have high performance in Science under the new learning approach of DepEd.

Governments all over the world have closed or implemented localized closures of

educational institutions, affecting over 60% of the global student population. Around 155

countries have used a variety of methods and learning platforms to keep the education

process going during the pandemic. The COVID-19 pandemic lockdown hampered

most participants' academic performance in various grades.

In practice, science process skills are inextricably linked to the conceptual

understanding required for learning and applying science. Over the last three decades,

classroom studies on scientific reasoning have centered on basic and integrated

 43

science process skills; many researchers have focused their attention on these skills

(Harlen, 2019).

According to DepEd (2016), learners should have developed the essential skills of

scientific inquiry by the end of Grade 6 – designing simple investigations, using

appropriate procedure, materials, and tools to gather evidence, observing patterns,

determining relationships, drawing conclusions based on evidence, and communicating

ideas in a variety of ways to make sense of observations and/or changes that occur in

the environment. The knowledge and skills acquired will be used to maintain good

health, ensure environmental protection and improvement, and practice safety

measures. Furthermore, academic achievement is extremely important to learners

because it is a major determinant of their future (Clark, 2019).

TESTING OF RELATIONSHIPS BETWEEN PEDAGOGICAL CONTENT

KNOWLEDGE AND PERFORMANCE IN SCIENCE OF LEARNERS

Table 15 present the results of the testing of relationship between the level of

pedagogical content knowledge among the teacher-respondents and level of learners’

performance in Science.

Table 15
Pedagogical Content Knowledge and Performance in Science of Learners
p-value Decision Interpretation
Pedagogical
Content
Knowledge and Significantly
0.118 Reject Ho
Performance in Related
Science of
Learners
@ 0.05 level of significance
 44

The testing of relationship between level of pedagogical content knowledge

among the teacher-respondents and the level of learners’ performance in Science

resulted in a significant correlation given the computed p value of 0.118 tested at 0.05

level of significance. This means that learners’ performance in Science is impacted by

the pedagogical content knowledge among the teacher-respondents.

Subject-matter knowledge, teaching skills, dedication to teaching, and openness

to new ideas are all factors that can influence a teacher's success in the classroom

(Waseka, et al., 2015). The teaching process is influenced by six factors, according to

Schreerens (as cited in Kubiatko, Torkar, & Rovnanova, 2017): the school curriculum,

class teamwork, a traditional teaching strategy, a constructivist teaching strategy, the

school climate, and evaluation. A good teaching method can help students develop a

positive attitude toward a subject. According to Eggen and Kauchak (2018), a teacher's

mastery of subject matter can be classified into three categories: content knowledge,

pedagogical content knowledge, and general pedagogical knowledge. This implies that

the teacher must be familiar with the body of knowledge being taught, as well as an

understanding of a specific topic and how to explain it to the students in a way that they

will understand.

In Osun State, Nigeria, Akinsolu (2019) looked into whether there is a link

between the quantity and quality of teachers and students' academic performance.

According to the findings of the study, teachers with authentic subject knowledge were

significantly related to students' attitudes and academic performance. These qualities,

according to Mhonyiwa (2015), cause a student to become interested in a lesson and

thus aspire for success. The preceding assertions highlight the teacher's PCK prowess
 45

in promoting high-quality instruction in order to improve students' attitudes toward

learning and, as a result, their academic performance.

PCK enables a teacher to anticipate difficulties that students may face and to

prepare methods, explanations, including useful and appropriate analogies or

representations, and symbols in expressing specific lesson topics. Teacher quality is

influenced by subject matter knowledge and knowledge of how to teach the subject

matter, as well as student attitude and achievement. When a teacher who is an expert

in his or her subject matter teaches the lesson, students understand it better and are

more engaged. When a teacher's teaching results in students learning and changing

their attitudes, they are said to be effective. A subject-matter expert could deliver

excellent instruction. The level of acquired pedagogical content knowledge of the

subject matter influences teachers' teaching. Teachers today must have a strong

understanding of the subject matter if they are to gain respect from students and

improve their attitude and academic performance in the subject (Lucenario, 2019).

Based on the researcher’s study, there is a direct positive effect between level of

pedagogical content knowledge among the teacher-respondents on the learners’

performance in Science. This means that the higher the pedagogical content knowledge

of the teachers are, the better the learners perform their activities in Science.

Chapter 3
SUMMARY O, FINDINGS, CONCLUSION AND RECOMMENDATIONS
 46

This section presents the summary, finding, conclusions and recommendation

based on the result of the study.

Summary

The summary assessed the level of pedagogical content knowledge of teachers

to the achievement of Science among learners in Minglanilla District I, Province of

Cebu, for School Year 2021-202. Findings will serve as basis for a Science Training

Guide. The researchers employed a descriptive-correlational design using quantitative

approach to find answers to the main problem.

Findings

Most of the teacher-respondents are within the age range of 31-40 years old,

female, married, obtained units in Master’s degree, have been in the institution for more

than 6 years, very satisfactory performance rating, and have attended division trainings,

seminars and workshops.

As for the first variable, the teacher-respondents have a very high level of

pedagogical content knowledge in terms of orientation towards science teaching (very

high), knowledge about science curriculum (very high), knowledge toward

understanding of specific science topics (very high), knowledge about assessment in

science (very high), and knowledge about instructional strategies for teaching science

(very high) in the research environment.

Meanwhile, most of the learners’ level of performance in Science suggest that

most of them have high performance under the new learning approach of DepEd.
 47

The level of pedagogical content knowledge among the teacher-respondents

when tested with the level of learners’ performance in Science resulted in a significant

correlation.

Conclusion
Based on the important findings of this study, it can be concluded that there is a

direct positive effect between teachers’ level of pedagogical content knowledge on the

learners’ performance in Science. This means that the higher the pedagogical content

knowledge of the teachers is in the areas stipulated in this study, the better the learners

perform their activities in Science.

Recommendation

Based on the findings and conclusions of the study, the researcher recommends the

following:

1. The Science Training Guide be utilized in the research locale of this study.

2. Future studies include bigger pool of respondents or different set of

respondents to confirm the reliability of findings.

3. Teachers to continue harnessing their pedagogical knowledge about Science

so they remain effective in their profession and in molding young minds they

are responsible in shaping.

4. Modify and evaluate existing programs related to pedagogical content

knowledge to address issues which may arise from them.

5. Other related topics be pursued in order to have a holistic interpretation of the

topic.
 48

Chapter 4

OUTPUT OF THE STUDY

 49

Rationale

Within the new normal, the situation poses a unique challenge to every

educational leader's decision-making process. As a result, this article discusses options

for dealing with issues, problems, and trends that have arisen and will arise in the future

as a result of the COVID-19 pandemic in order to maintain the delivery of high-quality

instruction to all schools. The author is passionate about new normal education's

current and future trends. The ramifications for the next day, i.e., what changes need to

be made, the scope of the problem, and defining the basic dimensions of education and

learning in formal education systems and organizations cope with educational

disruptions, are worth studying after returning to normalcy.

In the Philippines, pedagogical content knowledge (PCK) is a critical component

of classroom instruction. It is a term used in education to describe several

interconnected domains of knowledge that are useful to teachers in both the classroom

and out of the classroom. Subject-specific content knowledge and knowledge of the

pedagogy used in teaching a subject are the most important domains.

A PCK in the teaching and learning process refers to a teacher's ability to deliver

the subject matter's conceptual approach, relational understanding, and adaptive

reasoning. Teachers who do not have a thorough understanding of PCK may find it

difficult to effectively teach the subject. The educator's ability to develop pedagogical

content knowledge is crucial. Teachers should be well-versed in the content areas and

pedagogy that they are responsible for instructing; otherwise, students may struggle to
 50

learn. Furthermore, improving teachers' PCK may result in improved instructional

practices and, as a result, improved student academic achievement.

It's important to note that pedagogical content knowledge is complex, as it's only

one aspect of an educator's professional knowledge, and it can be tied to the specific

educator, topic, and even teaching situation. PCK could refer to a set of pedagogical

approaches that an experienced teacher develops after teaching a subject several

times. These elements, when combined, are critical for effective teaching and learning

in and out of the classroom.

With this premise, the researcher who concluded that the pedagogical content

knowledge of the teacher-respondents when tested with the level of learners’

performance in Science in a significant correlation, strongly believes that this proposed

measure be carried out.

Objectives

 To ensure teachers continue to effectively use their pedagogical content

knowledge in Science to benefit the learners; and

 To improve the level of academic performance in Science among the learners

subjected to the new learning modal for SY 2020-2021.

 51

Scheme of Implementation

Areas of Strategies/ Persons Source of Time Expected Actual

Objective Budget Remarks
Concern Activities Involved Budget Frame Outcome Accomplishment
Pedagogical To ensure Presentation Principals, NA NA May Teachers
Content teachers of the teachers, 2022 more aware
Knowledge continue to important researcher of their tasks
of Science effectively results of this and role in
Teachers in carry out study to the effectively
the New their roles in teachers in the implementing
Normal of the research the new
Education implementati locale. learning
on of the new modality with
learning a better
modalities of understandin
DepEd with g of their
a better pedagogical
understandin knowledge in
g of their Science
pedagogical
knowledge in
Science

To ensure Navigating the Principals, Php 5,000 School June Teachers

teachers New Normal teachers Funds 2022 with
continue to Effectively by strengthened
effectively tapping One’s level of
use their Pedagogical pedagogical
pedagogical Knowledge: knowledge
content An content in
knowledge in Assessment Science
Science to for Science
benefit the Teachers
learners

To ensure Webinar on Principals, Php 5,000 School July Teachers

teachers Innovative teachers Funds 2022 with
continue to Pedagogical strengthened
effectively Approaches in level of
 52

use their Science pedagogical

pedagogical Classes knowledge
content featuring an content in
knowledge in Expert- Science
Science to Teacher from
benefit the DepEd or
learners Science High
School

To improve Year-end Teachers, Php School June Learners with

performance Online Learners 10,000 Funds and 2022 improved
of learners in Science Quiz sponsorships academic
Science performance
tapping on and interest
the in Science
Pedagogical
Content
Knowledge
of Teachers

To improve Experimental Teachers, Php School June Learners with

performance and Learners 10,000 Funds and 2022 improved
of learners in Experiential sponsorships academic
Science Science at performance
tapping on Home: A and interest
the Project-based in Science
Pedagogical Contest for
Content Learners
Knowledge
of Teachers
 53

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 54

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APPENDICES
 58

APPENDIX A

LETTER OF TRANSMITTAL

Date: October 16, 2021

DR. RHEA MAR A. ANGTUD

Division Superintendent
Cebu Province Division

Sir:

Good day.

I am presently conducting the study entitled, “SCIENCE INSTRUCTION,

COMPETENCY AND ACADEMIC SUCCESS”, as partial fulfilment of the
requirement for the Degree of Master of Arts in Education.
In view of this, I have the honor permission from your good office that I
would be allowed to conduct the study among the school heads and teachers.
Your granting of the permission could go a long way in the realization of the
study. Rest assured that the responses will be held with strict confidentiality and
would be used for study purposes.

Hoping for your favorable response on this matter.

Thank you.

Respectfully yours,

LOURDES BONGAY ET. AL

Researchers
Noted:

PEDRITO S. OCBA JR., Dev.Ed

Adviser

Approved:

___________________________
District Supervisor
 59

Minglanilla District I

APPENDIX B

QUESTIONNAIRE

Direction: Check the answer to the questions and if you have other answers not
found in the structured answer, please feel free to place your answer on the
space provided for.

I. PROFILE:

Age: ____________

Gender:

[ ] Male

[ ] Female

Civil Status

[ ] Single

[ ] Married

[ ] Widow/Widower

Highest Educational Attainment

[ ] Doctorate Degree

[ ] with units in Doctorate Degree

[ ] Master’s Degree

[ ] with units in Master’s Degree

[ ] BSEEd/BSSEd graduate

[ ] Others, please specify:___________________________

 60

____________________________________________

Number of years in service:

[ ] less than a year

[ ] 1 - years

[ ] 4 – 6 years

[ ] more than 6 years

Performance Rating:

[ ] Outstanding

[ ] Very Satisfactory

[ ] Satisfactory

[ ] Unsatisfactory

[ ] Poor

Appropriate trainings, seminars, and workshops attended:

[ ] International

[ ] National

[ ] Regional

[ ] Division

[ ] District
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II. PEDAGOGICAL PRACTICES OF SCIENCE TEACHER

A. Orientation towards Science Teaching

Direction: Please assess the level of your orientation toward science teaching
according to the indicators below. Put a check (/) under the appropriate column.

Strongly Agree (4) - this means that one strongly favors the statement
without a little disagreement or doubt.

Agree (3) - this means that one favors the statement without a little
disagreement or doubt.

Disagree (2) - this means that one is not in favor with the statement but
with a little agreement.

Strongly Disagree (1) - this means that one is strongly not in favor with the
statement without a little agreement.

Statements 4 3 2 1

1. My goal in class is to encourage

students to get involved in
science problems like a scientist
would.
2. When we start a new instructional
unit, it is important to understand
students’ prior knowledge when
planning my instruction.
3. When we start a new instructional
unit, I try to engage my students
in the topic by using a
demonstration activity or example
4. When a student brings up an
interesting question or problem, I
sometimes change the class plan
to allow time to explore that
question
5. I encourage my students to follow
up an interesting question or
 62

problem by performing their own

investigation.
6. I often let students have a hands-
on experience with scientific
phenomena before introducing
vocabulary words.
7. I use questions to probe students’
understandings of a concept and
to adapt my instruction.
8. I use discussions in class to
promote learning about concepts.
9. I let students develop
explanations from prior
knowledge and/or hands-on
activities before I fill in the gaps
myself
10. I use real-life examples of
scientific principles in my class.

B. Knowledge about Science Curriculum

Direction: Please assess the level of your knowledge about science curriculum
according to the indicators below. Put a check (/) under the appropriate column.

Strongly Agree (4) - this means that one strongly favors the statement
without a little disagreement or doubt.

Agree (3) - this means that one favors the statement without a little
disagreement or doubt.

Disagree (2) - this means that one is not in favor with the statement but
with a little agreement.

Strongly Disagree (1) - this means that one is strongly not in favor with the
statement without a little agreement.

Statements 4 3 2 1

1. Goals and objectives are well-

articulated across topics and
grade levels
2. Is relevant, responsive and
research-based, gender and
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culture sensitive
3. Uses pedagogical approaches
that are inquiry-based,
Contextualized and global
4. Curricular programs and
materials are relevant to teaching
a particular domain
5. Starts from unknown to known in
developing concepts
6. Have increasing difficulty in terms
of concepts development
7. Define the expected proficiency
level of students that are
evidenced-based
8. Uses English as medium of
instruction in intermediate level
while uses mother tongue in the
primary level
9. Encourage the use of technology
in the delivery of instruction
10. Students develop specific
scientific knowledge using prior
learning experience

C. Knowledge toward understanding of specific science topics

Direction: Please assess the level of your knowledge toward understanding of
specific science topics according to the indicators below. Put a check (/) under
the appropriate column.

Strongly Agree (4) - this means that one strongly favors the statement
without a little disagreement or doubt.

Agree (3) - this means that one favors the statement without a little
disagreement or doubt.

Disagree (2) - this means that one is not in favor with the statement but
with a little agreement.

Strongly Disagree (1) - this means that one is strongly not in favor with the
statement without a little agreement.

Statements 4 3 2 1
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1. Earth’s physical features (layers,

landforms, bodies of water, rocks,
soil
2. Earth in the solar system and the
universe (interactions between
Earth, sun, and moon;
relationship to planets and stars
3. Human body - structure and
function of organs and system
4. Interactions of living things
5. Classification of matter
6. Physical properties and physical
changes of matter (weight, mass,
states of matter, boiling, freezing
7. Forces and motion (types of
forces, balanced/unbalanced
forces, fluid behavior, speed,
acceleration
8. Scientific method (formulating
hypotheses, making
observations, drawing
conclusions, generalizing
9. Experimental design
(experimental control, materials,
and procedures)
10. Gathering, organizing, and
representing data (units, tables,
charts, graphs

D. Knowledge about assessment in science

Direction: Please assess the level of your knowledge about assessment in
science according to the indicators below. Put a check (/) under the appropriate
column.

Strongly Agree (4) - this means that one strongly favors the statement
without a little disagreement or doubt.

Agree (3) - this means that one favors the statement without a little
disagreement or doubt.

Disagree (2) - this means that one is not in favor with the statement but
with a little agreement.

Strongly Disagree (1) - this means that one is strongly not in favor with the
statement without a little agreement.
 65

Statements 4 3 2 1

1. How to matched pre- and post-

module assessment in science
teaching
2. Doing Prediction activities in
teaching science
3. Hands-on assessments and
science notebook
4. Paper-and-pencil tests in
science.
5. Assessment through
Documentation and record
keeping
6. Informal assessment in teaching
science.
7. Embedded assessment in
teaching science.
8. Classroom assessment is an
integral part of science instruction
9. Should plan the assessment at
the beginning of a topic of study.
10. Effective assessment assists
learning. It helps focus effort on
implementing strategies to
facilitate learning both inside and
outside the classroom.

E. Knowledge about instructional strategies for teaching science

Direction: Please assess the level of your knowledge about instructional
strategies for teaching science according to the indicators below. Put a check (/)
under the appropriate column.

Strongly Agree (4) - this means that one strongly favors the statement
without a little disagreement or doubt.

Agree (3) - this means that one favors the statement without a little
disagreement or doubt.

Disagree (2) - this means that one is not in favor with the statement but
with a little agreement.
 66

Strongly Disagree (1) - this means that one is strongly not in favor with the
statement without a little agreement.

Statements 4 3 2 1

1. Letting my student Participate in

small groups to make sense of
science is an effective way in
teaching science.
2. Giving an explanation about how
they solved a science problem or
designed an experiment is an
effective strategy in science
teaching
3. Discussion of alternative
explanations for a question or
problem is a good strategy in
teaching science.
4. Designing and conducting their
own experiment or scientific
investigation is an upright
strategy in science teaching.
5. Using technology in science
teaching helps in the learning
process of the students.
6. Exploring questions created by
student helps in the learning
process.
7. Analyzing data using charts,
tables, or graphs helps students
learn in science
8. Apply science situations to life
outside of school is an effective
strategy.
9. Explaining science concepts to
student helps in the teaching and
learning process.
10. Writing results about scientific
investigation is a good strategy in
science teaching.
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III. LEVEL OF LEARNERS’ ACADEMIC PERFORMANCE

NAME OF STUDENT GPA (based on class activities)

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CURRICULUM VITAE
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