ANNALIZA F.

MELLA CHAPTER I The Problem Introduction: The efficient instrumental cause of learning is teaching, which is the stimulation, guidance and encouragement of learning. Teaching includes all the activities performed in directing the progress of learning. The teacher¶s function is to stimulate learning activity. therefore, it is of utmost importance that the teachers has an accurate knowledge of the nature of the learning process, a complete understanding of how and when learning takes place of how it may be directed in order that all the desirable skills and knowledge may be acquired efficiently, effectively and economically. Many people, believed that the quality and quantity of learning Science depends on certain mysterious characteristics of a teachers as a person. To function properly and successfully, the teachers must be prepared to meet all important teaching demands with assurance and confidence, such demands are reflected not only on the general competencies for effective teaching but also the difficulties which teachers commonly encountered in teaching. We all know that Science is required for all elementary pupils. Most pupils especially the lower section enter the classroom with definite ideas as to the difficulty of the subject. They think o it as the necessary link whose elimination in the school curriculum they eagerly and hopefully wait for. This attitude of dislike is naturally a great barrier in learning which leads to the difficulty in teaching Science to Grade VI-F.

Statement of the Problem This research analyzed the difficulties encountered by teachers in teaching Science to Grade VI-F of Juan Morente Sr. Memorial Pilot School in relation to some variables. 1. What are the characteristics of Science teachers in Juan Morente Sr. Memorial Pilot School in terms of: a. Age; b. Sex; c. Civil status; d. Educational qualification; e. Length of services; f. Teaching strategies used; g. Teachers personality; and h. Teachers competence in teaching Science. 2. What are the perceptions of the pupils on the personality and competence of their Science Teachers?

3. 1. Definition of Terms: To make this study clear to the readers. 4. Grades III. Length of Service. Is there a significant relationship between teachers characteristics and teachers perceptions on their personality and competence? 8. thru raising the questions of what is the best thing to do or how can the task be best accomplished. It is a situation that provokes doubt. What difficulties are encountered by the teachers in teaching Science to Grade VI ± F pupils? 4. . Study habits ± refers to the study practices of the students to facilitate learning in Science. Are pupils characteristics significantly related to the difficulties encountered by the teachers? 7. Is there a significant relationship between characteristics of Science teachers and the difficulties encountered by them? 6. Is there a significant relationship between students characteristics and their perceptions on their teachers personality and competence? 9. The researcher fully hopes that the analysis of the difficulties encountered by teachers will be of great help in order to place Science on a Higher level of appreciation in the National Achievement Test. Scope and Limitations: The study dealt only on the difficulties encountered by teachers in teaching Science to Grade VI-F pupils of Juan Morente Sr. Educational Qualification ± refers to the highest degree earned and seminars attended by a teacher in preparation for teaching.refers to the total number of years of the teachers in teaching Science. Teaching Strategy ± refers to the methods and approaches used by the teacher in teaching Science. 6. V background in Science ± refers to the pupils experiences and performance in his grades III. IV and V Science represented by his final grade in card. the writer includes some definition of terms which will enable them to have a clear understanding of the problem. Difficulty ± is a hindrance that has to be overcome. Memorial Pilot School in School year 2011-2012. Attitude towards Science b. Grades II-V background in Science 5. 5. Is there a significantly difference between teachers and students perception on the teachers personality and competence in teaching Science? Significance of the Study The result of this study will lead us to know the difficulties encountered by the teachers in teaching Science to Grade VI-F pupils and therefore will help the teachers and school administrators overcome the difficulties by preparing necessary measures before they encounter such difficulties. 2.IV. What are the characteristics of Grade VI-F pupils in terms of: a. 3. Study habits c.

Teachers Personality ± refers to the characteristics of a teacher that distinguished him in his relationship with others. Teachers competence in teaching Science. Chapter II Conceptual Framework The conceptual framework of this study is shown in Figure 1. V background in Science DV Teachers perception on their personality and competence Difficulties encountered by teacher in teaching Science to Grade VI-F pupils DV Students perception on the personality and competence of their Science Teachers . Figure 1. Grade VI-F ± refers to the pupils with very low Grades based on their performance and grades in card. Civil status. Sex. d. Conceptual Framework IV Teachers characteristics in terms of: a. Teachers and pupils characteristics serve as the independent variables and the difficulties encountered by teachers in teaching Science to Grades VI F pupils serve as the dependent variable. g. IV. Educational qualification. Teachers competence ± refers to the teachers skills and ability in teaching and in handling the class. Teachers personality. Attitude towards Science b.7. b. IV Students characteristics in terms of: a. and h. Teaching strategies used. e. Grade III. Study Habits c. f. Age. 9. c. 8. Length of services. The other dependent variables are teachers perception on their personality and competence and the students perception on the personality and competence of their Science teachers.

Sign up to vote on this title
UsefulNot useful