CHAPTER 1

INTRODUCTION

Background of the Study

A student learning is one of the difficult process needs to fulfill given by both

teachers and students. It is also the most important thing taken to the learning

environment with the satisfaction of the response to the possible barriers of it.

A students learning isn’t merely easy, there would several barriers that could

affect its process to the learning acquisition of the students and these barriers such as

deficiency of an equipment, facilities and a resources could be a destruction to the

exchanging process of teachers and students particularly in science students who were

basically necessary to explore and experience an actual opportunities in the field.

The present study may inform them of the importance and the effect of those

barriers to the teaching and learning of both teachers and students in the learning

process.

The importance of this study applied to the school, to the teacher and to the

students. The school will know and be inform the specific barriers such as lacking of

equipments, facilities, and resources and provide them for the better learning

materials. The teacher must have a lot of experiences and expert in the field of the

said course and must meet students learning standards when it comes to their major

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subject. The students will be able to explore and make adjustment how to cope up

with the said barriers and learn to help themselves.

Science educators in the early 21st century are facing a myriad of issues.

Indeed, students in the United States still lag behind students in other nations in

science achievement, particularly European and Asian countries (National Center for

Education Statistics, 2007). Some of the complex issues in the field of science

education include the availability of appropriate textbooks and classrooms resources;

the preparation and training of science teachers (including both pre-service training

and in-service professional development

The objectives of this study is to raise an awareness to both teachers and

students and gather information about the importance of the facilities, resources,

equipment and how these affect the teaching and learning process of teachers and

students.

This study was conducted on June-July 2022 At Datu Ibrahim Paglas

Memorial College, Poblacion Datu Paglas, Maguindanao, BARMM PHILIPPINES.

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Statement of the Problem

This research study was aimed to determine the Barriers Affecting the

Learning of Bachelor of Secondary Education Major in Science.

This study sought to find the following questions;

1. What was the profile of the respondents in terms of:

a.) Age

b.) Sex

c.) Year Level

2. What was the barriers affecting the respondents learning in terms of;

a.) Laboratory Facilities

b.) Learning resources

c.) Instructors competency

3. What was the academic performance of the respondents?

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Theoretical Framework

The study is based on the theory of Constructivism which was propounded by

Jean Piaget. The theory of Constructivism states that “people construct their own

understanding and knowledge of different things, through experiencing things and

reflecting on those experiences.”

The theory has relevance to this study because the theory is particularly

applicable to the barriers affecting the learning of various things including science

subjects. A performance is an outcome of learning; hence ways of learning

determines outcome or performance. The academic performance in science subjects is

an outcome of how the subjects were learnt. The process of teaching and learning

science subjects involves asking of questions, experiment, observation, exploration

and assessment and seal those activities are elaborated as main principles of

Constructivism learning theory.

Piaget (1950) suggested that knowledge is internalized through

accommodation and assimilation, and learners construct new knowledge and ideas

from their experiences. Constructivism views learning as a process in which students

actively construct or build new ideas and concepts based upon prior knowledge and

new information. And all these processes elaborated by the theory are required for

effective learning of science subjects since learning of science require practical’s,

experiment observation and retention so the learning theory of constructivism comply

with the teaching and learning of science, and the performance either good or poor

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performance is determined by the whole process of teaching and learning, hence this

theory has relevance to this study.

Conceptual Framework

Independent Variable Dependent Variable

Barriers Affecting the Academic Performance

Learning

Figure1. Schematic presentation of Independent and Dependent Variables

The figure above shows the specific barriers affecting learning of the students.

Null Hypothesis

Ho: There is no effect of barriers in the learning of the BSED science college

students.

Significance of the study

The study would be significant to the following people;

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 School Administrators- the finding of this study will help the administrators

to determine the barriers affecting the learning of bachelor of secondary education

major in science.

In connection with that, the school administrators would be able to identify and

inform which of the teachers are performing well in the class and doing their

responsibilities and the administrators would be capable to guide instructors of how to

teach to students in order to attain the learning objectives, it will help them identify

what specific barriers affecting the learning of the science students, for to provide the

lacking of the school.

Teacher- As teacher play significant role in the learning acquisition of the

students. Therefore, the finding of this study will benefits teachers as it would serve

as their guide to improve the learning of the students, and it will help them identify

what specific barriers those affect their students.

Students- The main goal of this study is at least to determine the effect of

their relationship to the teacher wherein the recommendation of this study will help

students to realize possible changes and adjustment they need for them to foster

positive relationship with their teachers that increase their academic performance.

Future Researchers- This study will be benefit the future researcher about

this study that would serve as their guide and basis in conducting their future research

studies.

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Scope of Limitations of the study

This study was focused on significance of the barriers affecting the learning of

science students. The respondents will be the BSED Science College that was

enrolled in this school year 2021-2022 at Datu Ibrahim Paglas Memorial College.

Operational Definition of Terms

The following terms hereby operationally defended for a better understanding

of this study.

Affecting- refers on how the learning of the students occurred.

Learning- refers to the knowledge, adaptation and acquisitions of the students

in science subject.

Specific Barriers- refer to the challenges and destruction to the learning

process that encountered by the students in science subject.

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 CHAPTER II

REVIEW OF RELATED LITERATURE

As explained by Howe, K.R. and Berv F. (2000) Constructivism is basically

a learning theory based on observation and scientific study about how people learn. It

says that people construct their own understanding and knowledge of the world,

through experiencing things and reflecting on those experiences. When we encounter

something new, we have to reconcile it with our previous ideas and experience,

maybe changing what we believe, or maybe discarding the new information as

irrelevant. In any case, we are active creators of our own knowledge.

As elaborated by Educational Broadcasting Corporation (2004) in the

classroom, the constructivist view of learning can point towards a number of different

teaching practices. In the most general sense, it usually means encouraging students

to use active techniques (experiments, real-world problem solving) to create more

knowledge and then to reflect on and talk about what they are doing and how their

understanding exchanging periods.

Before the administration of the study, the research problem was identified.

The researcher made an instrument which is the Science Interest Scale to know the

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interest of students in learning science. The first phase of the study involved the

“validation” of the instrument to be used in the study. The instrument was validated

by an expert in the field of research based on face validity and content validity. The

instrument was assumed as reliable valid.

Goodrum and Rennie (2007) as cited by Logan and Skamp (2013) specified

the combination of activities in school and out-of-school experiences which enhances

the learning of students and appreciates the science subject. Moreover, as long as the

environment has comprehensive textbooks, competitive teachers, and guided science

curricula integrated with non-school science such as field trips and experiences with

science activities, students’ interest will boost and increase (Bulunuz & Jarrett, 2010).

Also, the study of Cheung (2018) on descriptive analysis indicated that all the 60

students interviewed were interested in science regardless of school group and type.

Tippett (2010) argued that textbooks are the dominant source for science

instruction in most classrooms; therefore, text design for facilitating conceptual

change should be examined. His review of refutation text in science education

indicated in reading refutation text rather than traditional expository text was more

likely to result in conceptual change. As new technology emerges, except textbooks,

digital learning instrument is the other powerful tool for us to explore its design and

effectiveness for assisting students’ conceptual change. Furthermore, this review

addresses what has been uncovered regarding specific instructional methods for

specific school science subjects.

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 The goal is for classroom structures to promote a knowledge-centered

environment designed to develop understanding and facilitate knowledge transfer

(NRC, 2000).

Appreciation of the complex nature of science, along with development of

more specific beliefs, attitudes, and dispositions toward knowledge, provide a

foundation for understanding the scientific enterprise. The characteristics along with

an appreciation for scientific argumentation (Duschl & Osborne 2002), can lead to

improvement in students’ abilities to adjudicate conflicting knowledge claims and to

evaluate scientific evidence (Nussbaum, Sinatra, & Poliquinn, 2008).

Knowing what students know prior instruction is particularly important in

science classrooms. We know that the students come to the learning situation of ideas

of their own, many of which are in conflict with science content. Prior topic

knowledge assessments often are used in science classrooms. However, we would

recommend a greater emphasis be placed on formative assessment to be better inform

teachers about how to toiler their instruction to build requisite prior knowledge and

addressed misconceptions. (At et al., 2005).

Much research suggests that there are effective and ineffective ways to

provide professional development programs with a nationally representative sample

of science teachers indicates that effective professional development programs (Garet,

Porter, Desimone, Birman, & Yoon, 2001).

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 Teachers’ beliefs about how students learn, as well as teachers’ own epistemic

beliefs about knowledge, influence the types of instructional practices that they use in

classrooms (Maggioni & Parkinson, 2008); consequently, in order to ensure that

science teachers choose appropriate instructional practices during daily instruction,

school leaders have a responsibility to include instruction regarding students learning,

cognition, and motivation in professional development activities.

The adequacy of laboratory facilities has been reported to have a significant

effect on the students’ academic performance in Science (Okafor, 2001). However, a

study on the influence of the adequacy of the laboratory facilities and academic

performance in Science found that adequacy had a significant influence sudents’

academic performance in secondary school science teaching (Aburime, 2004).

India’s National Curriculum Framework (NCF) (NCERT, 2005a) observed

that schools particularly those in rural areas, should be equipped with laboratories or

equipment for science and mathematical activities. The absence of such facilities

drastically narrows subject options for children, denying them equal opportunities for

learning and future life chances. While elementary schools can benefit from a science

and mathematics corner, secondary schools require well-equipped laboratories.

The NCF (2005) also suggested that schools have well-equipped laboratories,

libraries, and access to computers, were essential, and all efforts must be made to

ensure that schools and junior colleges are well equipped with such resources.

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 According to Owoko (2010), the term resources refers not only to teaching

methods and materials but also the time available for instruction, the knowledge and

skills of teachers acquired through training and experience.

Implementing successful inclusive education often requires adequate support

human resource teaching and learning resources. Teachers frequently feel there is

lack of human resources, teaching and learning facilities; this poses great barriers to

implementing successful inclusion (Crawford, 2004).

In their study, Schwartz et al. (2000) sought to evaluate the effectiveness of

hiring specialists to teach science in equipped secondary science rooms. In their

evaluation, the researchers determined that specialist views of secondary science

instruction where more aligned with the reforms vision for secondary apparent

absence constraints to teaching science (e.g., adequate planning time, materials, space

etc.) voiced classroom teachers suggest specialists could play that the cause of hiring

specialists might also serve as a barrier for some school district.

We live in a world of science and technology, throughout our lives, human

beings encounter issues and problems that have their root in science. Science and

technology had become critical factor of economic and social development. Through

science resources of nature have been well utilized and transform into meaningful

resources for a better living in the world. The tremendous emerging trends in science

education has assured man of comfortable living within the society (FGN, 2004, p.5).

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 Fundamental research among science educators and cognitive scientists

focuses on how people learn science and how they apply this knowledge in their daily

lives. Science education provides students with knowledge, training, and learning

experience while stimulating their physical and mental growth. According to the

National Science Board Commission on pre-college education, mathematics, and

technology, in its report stressed that, most states are failing to provide its students

with adequate too Is, resources of facilities needed to excel in the 21 st century. It is

necessary to provide students with a strong broad background in the area of science

and mathematics education when laboratory facilities are adequate in schools,

students should be offered opportunities to enable them grow in their problem solving

abilities, thinks critically acquired scientific and technological literacy, (William and

Maureen, 2012).

This study was propelled by the fact that previous studies conducted in

Tanzania showed that the implementation of Competence-Based Curriculum (CBC)

as remained traditional and not effective. The study revealed that, teachers were

aware of the paradigm shift but most of them did not implement due to factors such as

lack teaching and learning resources and poor level of language proficiency on the

part of some teachers and most students. A study by (Makunja, 2015) analyzed that

challenges facing teachers in implementation of the CBC in secondary schools in

Morogoro. The findings showed that, effective implementation of the curriculum is

affected by lack of in-service training to teachers, lack of knowledge and

understanding of CBC, low quality of students joining secondary schools and

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students’ reluctance to accept competence-based curriculum. Furthermore, Komba

and Mwandanji (2015) investigated about the implementation of the CBC in

secondary schools in Morogoro and found that, most teachers did not have proper

understanding of the objectives of the CBC.

Adequacy of TLR refers to satisfactory or acceptable quality and quantities of

material resources, physical facilities and human resources. According to DFID

(2007), adequacy of instructional materials such as textbooks which is the main

instruction materials is the most cost effective input affecting students’ performance.

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 CHAPTER III

RESEARCH METHODOLGY

The following are the methods and procedure that will use to conduct this

study including the research design, locale of the study, respondents of the study a

sampling procedures, researcher instrument , data gathering procedure and statistical

tool.

Research Design

The researcher was used descriptive approach design to determine the effect

of barriers to the learning of the students.

Locale of the study

This study was conducted at Datu Ibrahim Paglas Memorial College

Poblacion Datu Paglas, Maguindanao located along National Highway.

Sampling Method

To provide valuable data the purposive sampling procedure was applied to

this study to choose best-fit participants.

Respondents of the study

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 The respondents of the study were bachelor of secondary education major in

science who are officially enrolled at Datu Ibrahim Paglas Memorial College for the

school year 2021-2022.

Research Instrument

The questionnaire was used as a primary tool in gathering the needed data for

the study. The questionnaire will be divided into 3 parts, part 1- profile of the

respondents, part 2- what are the barriers affecting the respondents learning and part

3- what are the academic performance of the respondents.

Data Gathering Procedure

To gather the necessary data, a permission later to launch this study sought

first from the college Dean of Datu Ibrahim Paglas Memorial College, upon approval

of the same, a letter of introduction will likewise seek from the undergraduate thesis

coordinator seeking permission from the school heads for the conducting study.

Statistical Tool

The data was presented tabular form and use to interpret the data gather will

frequency counts, percentage distribution, mean and group mean shall be used in its

analysis.

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 CHAPTER IV

PRESENTATION, INTERPRETATION, AND ANALYSIS

This chapter presents the results of the study in tabular form. The frequency and

percentage distribution were use in its interpretation and the mean and grand mean

were use in its analysis.

Table 1.A
Age of the Respondents

Indicators Frequency Percentage

20 years old and below 12 42.86

21-25 years old 13 46.43

26 years old and above 3 10.71

Total 28 100

The table above shows the age of the respondents.

Table 1.1 showed that among 28 respondents, 12 or 46.86% were in the age

bracket of 20 years old and below followed by 13 or 46.43% were in the age of

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bracket of 21-25 years old followed by 3 or 10.71% were in the age bracket of 26

years old and above.

This means that majority of the respondents were in the age bracket 21-25

years old.

Table 1.B

Sex of the Respondents

Indicators Frequency Percentage

Male 7 25.0

Female 21 75.0

Total 28 100

The table above shows the sex of the respondents.

Table 1.2 presented that among 28 respondents, 7 or 25% were in the sex of a

male and 23 or 75% were in the sex of a female.

This means that majority of the respondents were in the sex of a female.

Table 1.C

Year Level of the Respondents

Indicators Frequency Percentage

First Year 18 64.38

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 Second Year 5 17.86

Third Year 5 17.86

Total 28 100

The table above shows the year level of the respondents.

Table 1.3 shows that among 28 respondents, 18 or 64.38% were in the first

year follower by 5 or 17.86% were in the second year followed by 5 or 17.86% were

in the third year.

This means that majority of the respondents were in the first year.

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 TABLE II

Barriers Affecting the Respondents Learning

Indicators Mean Description

1. Lack of equipments. 2.79 Agree

2. Well ventilated laboratory. 2.82 Agree
3. Lack of storage room for equipments. 2.79 Agree
4. Adequate facilities and equipments. 2.93 Agree
5. Lack of laboratory furniture. 2.86 Agree
6. Availability of teaching resources enhances. 2.75 Agree
the effectiveness of the school.
7. Necessary to provide human resources to 2.82 Agree
support teachers and staffs (libraries,
laboratories, classrooms).
8. Using teaching and learning resources 2.89 Agree
provide interesting, meaningful, and
relevant equipment to the students.
9. Schools endower with materials performed 2.71 Agree
better than schools that are less endowed.
10. Ensuring adequate and appropriate facilities 2.89 Agree
for teaching and learning so that programs
could implemented effectively.
11. Science teachers have professional 2.93 Agree
development opportunities in teaching science
with diverse students group.
12. Improving secondary teachers’ knowledge 2.82 Agree
and practice in teaching science.
13. Teaching expert in serving as sources of 2.89 Agree
knowledge, external institutions and
organization providing financial resources.
14. Teachers facilitate English-language learners 2.79 Agree
participation on classroom discourse to enhance
students’ understanding of academic content.

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15. Teachers facilitate with complete sets of 2.93 Agree
curriculum, including consumable students
workbooks, teachers’ guide, science supplies
and supplements on the project website.

Grand Mean 2.84 Agree

Table II implies the barriers affecting the respondents learning.

This table presented that all given indicators were rated agree by instructors with a

mean of 2.79, 2.82, 2.79, 2.93, 2.86, 2.75, 2.82, 2.89, 2.71, 2.89, 2.93, 2.82, 2.89, 2.79

and 2.93 respectively.

This means that all of them agreed that the barriers in learning has an effect on the

student’s academic performance.

TABLE III

Academic Performance of the Respondents

Grades Frequency Description

1.0-1.67 7 Excellent

1.68-2.34 19 Very Satisfactory

2.35-3.0 2 Satisfactory

Total 28 Very Satisfactory

Table III implies the academic performance of the respondents.

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 This table implies that out of 28 respondents 7 of them obtained an excellence

grade, 19 obtained a grade of very satisfactory and the rest 2 respondents obtained

satisfactory grade.

This means that majority of the Science major has a very satisfactory grade in

Science.

CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS AND RECOMMENDATIONS

This chapter presents the summary of findings of the study, its conclusions

and recommendations.

Summary of Findings

The foregoing statements on the result of findings are herein presented as

summary of findings.

This study aimed to determine the Barriers Affecting the Respondents

Learning on their Academic Performance.

Specifically, this study aimed to determine the profile of the respondents

according to their age, sex and year level. The barriers affecting the respondents

learning on their academic performance.

The result showed that majority of the respondents were female were the age

of 21-25 years old most of the respondents are first year college.

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 On the indicators from part 2 the respondents rated agree with a grand mean

of 2.84 signifying that the respondents are affected by the barriers in learning.

Conclusion

Based on summary of findings presented, it is therefore safe to conclude:

That most of the student’s respondents were female and most of their ages

were 21 to 25 years old and many of them are First Year College.

Thus, this study concluded that the barriers in learning has a great effect to the

academic performance of the respondents.

Respondents have acknowledge the existing of Barriers in Learning Science

but somehow they have managed to have very satisfactory grades.

Since there is an inferentially satisfaction effect of barriers in learning and to

the academic performance of the students, the null hypothesis therefore was accepted.

Recommendations

Based on the conclusions presented, the students below are hereby advocated;

School should maintain adequate facilities, teaching and learning resources

and develop more opportunities for teachers in order to improve the academic

performance of the students.

1. There is need to fulfil the needs of the students in teaching and learning

process in order to meet their learning standards.

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 2. Students and teachers should build a healthy relationship in order to

motivate the students to learn and build new ideas.

3. There is need to maintain the needs of the students in teaching and learning

process in order to maintain their learning standards.

4. In the future researchers they can continue this study by searching what

coping mechanism does the respondents to have very satisfactory grades even though

there is an existing barriers.

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