INTRODUCTION

Science is one of the key academic disciplines that covers the field of knowledge which

investigates the structure, behavior and essence of the different physical and natural environment

phenomena. Even if Science is interesting to some students, many of them presume Science as

the most difficult subject to learn in school. This is because learning Science requires more than

just memorizing scientific terms and performing different experiments, but it also has greater

demands on students’ time. Students frequently say that science classes are dull because the

subject matter is too abstract and wholly unrelated to their lives. As a result, the rising number of

young individuals who lack interest in learning the Science subject becomes alarming.

Students who have a strong drive to learn science are more likely to set goals and put

forth effort with ease in the areas that interest them (Cavas, 2013). According to Decristan,

Decker, Butnerr et al. (2019), students' interest and self-efficacy in Science are influenced by

teacher competency, which includes pedagogical content knowledge, self- efficacy, and teaching

enthusiasm. Consequently, student’s motivation in a particular subject area rises when the

teacher employs clear and captivating media and makes learning materials concise,

understandable, and interesting (Sutarto, Sari & Fatturochman, 2020). Thus, Science teachers are

really essential in nurturing and fostering students' engagement and interest in Science (Tanner,

2013).

In international studies, that reveals different concepts and problems. In Western

European nations, primary and secondary school pupils' interest in science and technology is low

and appears to be fading (van Griethuijsen, van Ejick, Haste et al., 2015). The same problem

arise in Ghana for students' lack of interest in Science is caused by a number of factors, including

increased time demands on students for learning science, the overly broad nature of science
content, a lack of supportfor science students, and the difficulty of Science context in comparison

to other subjects(Adu-Gyamfi, 2013). That is why, for young learners to understand science in

Pakistan, the teacher-student relationships were improved to create positive impact on the

academic performance of high school students (Rauf, Mahmood, & Ali, 2016). In addition, the

work of Chen and Van Driel (2019), found that Israeli students' perceptions of their science

teachers’ effectiveness in delivering the lesson is positively related to their science motivation

and achievement (Chen & Van Driel, 2019).

In Asia, several matters regarding with Science interest and Teaching Acceleration are

evident In Indonesia, most students cut classes during Science period for students believe that

Science is closely related to Mathematics (Roebianto, 2020). It is easy for students to lose

interest in any topic that requires advanced computing skills or logical reasoning. Nevertheless,

some countries in Asia like Singapore excel in the Programme for International Student

Assessment (PISA), an assessment that focuses on the core school subjects of science, reading

and mathematics (Tempel, 2016). PISA report to determine whether these resources are

necessary, to assess their influence on students' learning, and performance in science, math, and

reading. The research adopted a special technique. considering the variables chosen and the data

analysis utilizing two statistical measures. The findings indicate that overusing social networks

and technology, performance is affected on weekdays and weekends. This finding is more acute

in the case of male students because, according to the data, they begin at a younger age and are

more likely to engage in the destructive activity of online gaming on social media.
 Meanwhile, in the Philippines the state of science education is uncertain. There are

several factors that contribute to the nation's present state in Science Education. Some of these

include the scarcity of teachers in the nation, the absence of science laboratories and adequate

classroom space, the low quality of the learner's module, and the widespread complaints from

teachers that the books are out-of-date and riddled with inaccuracies (Sunga, 2021). Given these

limitations in Science Education, it is not surprising that Filipinos perceive Science as

uninteresting for they are bombarded with theories and terminologies to memorize rather than

predict outcomes, and actually perform experiments. (Mejia, 2023).

For the first time, the Philippines took part in PISA and at the same time k-12 testing, although

not absolutely. This is a good start to find out world rank in science literacy for Filipino students. PISA

2018 data collection takes place during the transition phase between the old and new education

systems, with students completing half of each. PISA has elevated itself to the position of being the

world's the global standard for measuring excellence, equity, and effectiveness of educational

reforms and an influential force within school systems (Scheicher, 2019, p.4). In 2018, PISA

focused on Reading Literacy as its major area and Global Competence as its innovative area, while

Financial Literacy is an optional area. For the first time the Philippines participated in PISA 2018 to

gather indicators of the effectiveness of the Kto12 reform (DepEd, 2019) According to the DepEd 2019

report, the PISA 2018 Philippine results reveal that the 15-year-old senior high school students tested

performed significantly better than the junior high school students. Moreover, the students in the

private schools performed significantly better than those in the public schools.
 Overall, this study focuses on the relationship between the teaching performance and

teaching strategies of a teacher towards the interest of students in learning Science. Based on the

diligent search of the literatures found in Google Scholar and Proquest, although there are

existing studies about the effect of Teaching Performance on student’s Interest in learning a

particular subject, we found out that there are only limited studies regarding the impact Teaching

Acceleration to the Interest of students particularly in the field of Science. Aside from that, no

local studies were made regarding the association of the effectiveness of a teacher and the

development of a student’s attentiveness in the Science-related subjects. Thus, this motivates the

researcher to further push this study to help teachers or even the institution to identify possible

solutions about the Lack of student’s interest in Science, if proven that teaching acceleration is

one of the factors.

 QUESTIONAIRE

Aspects related to teaching performance SD D No Opinion AGREE SA

A. Subject Matter Knowledge 1 2 3 4 5

Have you sound and updated knowledge on

subject
Gives adequate information considering students
level
Makes topics easily understandable

Gives appropriate and lively example from real

life situation to motivate the students for learning
B. Presentation and Management

Has clear and audible voice

Keep class lively using wit (Humor)& body

language
Encourages students’ participation (question-
answer
Provide and maintain lesson plan

C. Assessment

Remains keen and use multiple techniques for

continuous Assessment
Set easily understandable questions

Sets questions relevant to intended learning

outcomes
Remains fair and unbiased in assessment

D. Student Development

1. Always keen to explore potentials of the

students
 2. Provide Guidance and counseling

3. Plays a role model for values and ethics

E. Professional Behavior

Remains honest, polite and gentle in any

situation.
Shows respect towards students and
encourages class participation
Arrives and leaves the class on time

Always completes the whole course

Available during the specified office hours

and for after- class Consultations

STUDENT SCIENCE INTREST

SD D No agre SA

opinion e

A. Self efficacy 1 2 3 4 5

1. Whether the science content is difficult or easy, I am sure that I

can understand it
2. I am not confident about understanding difficult science

concepts.

3. I am sure that I can do well on science tests

4. No matter how much effort I put in, I cannot learn science.

5. When science activities are too difficult, I give up or only do the

easy parts.
6. During science activities, I prefer to ask other people for the
answer rather than think for myself.
7. When I find the science content difficult, I do not try to learn it

B. Active learning strategies

8. When learning new science concepts, I attempt to understand

them.
9. When learning new science concepts, I connect them to my
previous experiences.
10. When I do not understand a science concept, I find relevant
resources that will help me.
11. When I do not understand a science concept, I would discuss
with the teacher or other students to clarify my understanding
12. During the learning processes, I attempt to make connections
between the concepts that I learn.
13. When I make a mistake, I try to find out why

14. . When I meet science concepts that I do not understand, I still

try to learn them.
15. When new science concepts that I have learned conflict with
my previous understanding, I try to understand why
C. Science Learning Value

16. I think that learning science is important because I can use it in

my daily life.
17. I think that learning science is important because it stimulates
my thinking
18. . In science, I think that it is important to learn to solve
problems
19. In science, I think it is important to participate in inquiry
activities.
20. It is important to have the opportunity to satisfy my own
curiosity when learning science.
D. Performance Goal

21. I participate in science courses to get a good grade.

22. . I participate in science courses to perform better than other
students
23. I participate in science courses so that other students think that
I’m smart.
24. I participate in science courses so that the teacher pays
attention to me
E. Achievement Goal

25. During a science course, I feel most fulfilled when I attain a

good score in a test
26. . I feel most fulfilled when I feel confident about the content in
a science course.
27. During a science course, I feel most fulfilled when I am able to
solve a difficult problem.
28. During a science course, I feel most fulfilled when the teacher
accepts my ideas.
29. During a science course, I feel most fulfilled when other
students accept my ideas.
F. Learning Environment Stimulation

30. I am willing to participate in this science course because the

content is exciting and changeable.
31. I am willing to participate in this science course because the
teacher uses a variety of teaching methods.
32. I am willing to participate in this science course because the
teacher does not put a lot of pressure on me.
33. . I am willing to participate in this science course because the
teacher pays attention to me
34. I am willing to participate in this science course because it is
challenging.
35. I am willing to participate in this science course because the
students are involved in discussions.
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%20students%20motivation-2012.pdf