ABSTRACT
This quasi-experimental study utilizing the Pretest-Posttest Control Group Design aimed to determine the effect of team-teaching and mono-teaching approach on the academic achievement of selected Grade 10 students in Physics and Biology. The scores of the students were compared before and after the administration of the two strategies. t-test for two dependent means at a=0.05 revealed that team teaching and mono teaching significantly improved the post-test scores of the students in Physics and Biology. Moreover, t-test for two independent means showed that team-teaching is effective in teaching Biology while in teaching Physics team-teaching and mono-teaching can be both use in improving the academic achievement of the students. Therefore, team-teaching is an effective strategy because teachers who handle subjects in their field of discipline are not only knowledgeable and confident but they can provide more insights as to the practical application of the topics in everyday life and can clarify misconceptions pertaining to the topics. On the other hand, mono-teaching is also an effective strategy since students who are already accustomed to that learning style still manage to learn and master the learning competency. Based on the results, school administrators shall consider the implementation of the team teaching approach especially in the various learning areas of Science where students can have a better understanding and application of the concepts with the help of the teachers who are experts in the particular field of discipline.
INTRODUCTION
Republic Act number 10533 known as “The Enhanced Basic Education Act of 2013” aims to improve the basic education system of the Philippines by strengthening its curriculum attuned to the 21st century and lengthening the number of years of basic education from ten to twelve years (Department of Education, 2013). Its aspiration is to provide sufficient time for mastery of concepts and skills, develop lifelong learners, and prepare graduates for higher education, skills development, employment, and entrepreneurship. Its guiding principle is to make Filipino graduates globally competitive. One of the reforms made in developing the enhanced basic education curriculum is that it shall use the spiral progression approach to ensure mastery of knowledge and skills after each level (SEAMEO-INNOTECH, 2012).
According to Jerome Bruner, in the “spiral curriculum”, ideas are presented in repeated learning opportunities over time, and are organized from the simple to the complex, from the general to the specific, and are examined in relation to one another (Mcleod, 2008). Before the implementation of this curriculum, specific Science core subject was taught for one school year: General Science for first year, Biology for second year, Chemistry for third year and Physics for fourth year. With this new curriculum, all four Science core subjects are taught in one school year with concepts and skills revisited at each grade level with increasing depth and complexity.
Now on its third year of implementation, Negros Occidental High School employed the team teaching approach from the first section to section 17 of every grade level and mono-teaching to the rest of the sections. This set up motivated the researcher to find out the students’ academic achievement in Science and the teaching approaches used.
This research study aimed to determine the academic achievement in Physics and Biology of Grade 10 students of Negros Occidental High School for A.Y. 2017-2018 and the teaching approaches used. Specifically, this study sought to answer the following objectives: determine the pretest scores in Physics and Biology using the team-teaching and mono-teaching approach; determine the posttest scores in Physics and Biology of using the team-teaching approach and mono-teaching approach; determine whether significant difference exists between the pretest scores in Physics and Biology using the team-teaching approach and mono-teaching approach; determine whether significant difference exists between the pretest and posttest scores in Physics and Biology using the team-teaching approach and the mono-teaching approach; and determine whether significant difference exists between posttest scores in Physics and Biology using the team-teaching approach and mono-teaching approach.
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