ABSTRACT
This study is being conducted to find out the pedagogical approaches used by Science teachers from selected public elementary schools in the District of Rosario East, Division of Batangas. Furthermore, the research is interested in knowing the challenges encountered in the utilization of the pedagogical approaches during the school year 2017-2018.
Specifically, it sought answers to the following questions:
1. What Science learning competencies in the intermediate grades are carried out for the first and second quarter?
2. To what extent are the pedagogical approaches in teaching Science utilized by teachers as assessed by the school heads and teachers themselves?
3. What are the challenges encountered by teachers in using pedagogical approaches in Science instruction?
4. Is there a significant difference in the assessment of school heads and teachers regarding the use of pedagogical approaches in teaching Science?
5. Based from the findings, what measures may be proposed to enhance the use of pedagogical approaches in Science instruction?
The data gathering was limited to the sixty-three (63) public elementary school intermediate grade Science teachers and (21) school heads from the East District of Rosario during the school year 2017-2018. Data was gathered utilizing the research tool survey. The study was delimited to teachers not teaching Science subject and the social factors that have impact on pupils learning capacity.
The study used the descriptive method. The questionnaire was the main instrument used in data gathering. The responses of the study were treated and analyzed using the Frequency and Percentage, Weighted Mean and t-test.
Based on the findings, the study revealed that the Science learning competencies in the intermediate grades were carried out for the first and second quarter by Teacher-Respondents gave a Enhance lifelong learning ranked 1 in knowledge and Promote learner participation and engagement ranked 1 in skills .
The Science learning competencies in the intermediate grades were carried out for the first and second quarter by Head Teacher respondents resulted to Established interaction with students, including questioning techniques that promote learning and achievement ranked 1 in knowledge and used science teaching action ,strategies and methodologies ranked 1 in skills.
In teaching Science as Assessed by the Teachers Themselves, Collaborative approach was used to ‘Very Great Extent’; Integrative Approach was used to ‘Great Extent’; Inquiry-Based Approach was used to ‘Great extent’; Reflective Approach was used to ‘Great Extent’; and Constructivism Approach was used to ‘Very Great Extent’.
As to the pedagogical approaches in teaching Science as assessed by the School Heads; Collaborative approach was used to ‘Very Great Extent’; Integrative Approach was used to ‘Very Great Extent’; Inquiry-Based Approach was used to ‘Very Great extent’; Reflective Approach was used to ‘Very Great Extent’; and Constructivism Approach was used to ‘Very Great Extent’.
The challenges encountered by teachers in using pedagogical approaches in Science instruction as perceived by teachers themselves were only the fast learner can do the activity; insufficient science technology; wide range of teaching technique; students’ different ability levels control the productivity of the teachers; large or bigger class size; and pupils don’t know how to connect lessons to observations of the social and natural environment’.
As to the challenges encountered by teachers in using pedagogical approaches in Science instruction as perceived by the School Heads were insufficient science technology; wide range of teaching technique; large or bigger class size; time allotment or time management in each activity; students’ different ability levels control the productivity of the teachers; only the fast learner can do the activity; and pupils don’t know how to connect lessons to observations of the social and natural environment.
The summary of approaches utilized by teachers indicated that ‘Constructive and Collaborative approaches were the most common pedagogical approaches utilized in teaching Science with Integrative approach as being the least utilized.
There was no significant difference in the assessment of school heads and teachers regarding the use of Collaborative Approach in Science (Accept). However, there were significant differences in the assessment of school heads and teachers regarding the use of the other pedagogical Approaches in Science namely Integrative, Inquiry – Based, Reflective, and Constructive as shown under decision column as being rejected
Keywords: Approach, collaborative approach, inquiry based approach, integrative approach, learning competency, pedagogical approaches, reflective approach, teaching strategy