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100			_e _e _aAmimirog, Angelito M. _d _b4 _u _c0 _q16
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245		0	_a _aAn assessment of science instruction in the public secondary schools of the Division of Santa Rosa City / _d _b _n _cAngelito M. Amimirog. _h6 _p
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300			_e _e _c26 cm. _axiv, 164 pages : _billustration
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336			_b _atext _2rdacontent
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500			_a _aThesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2012.;A thesis presented to the faculty of the Graduate School of Arts, Sciences and Education, in partial fulfillment of the requirements for the degree Master of Arts in Education major in Educational Administration.;Includes bibliographical references. _d _b _c56
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520			_b _b _c _aThis research study was designed to assess the status of science instruction in public secondary schools of the Division of Santa Rosa City during the School Year 2010-2011. Specifically, this study sought to answer the following problems: 1. How do teachers and students-respondents assess the science instruction in terms of: a. Teacher performance; b. Facilities and equipment; c. Curriculum; and d. Management support? 2. Is there a significant difference between the assessment of the teachers and students with regards to the above cited variables? 3. What is schools' performance in the Division Achievement Tests in science for the last four years? 4. Is there a significant relationship between the schools' performance in the Division Achievement Tests in science and the respondents' assessment of the science instruction? 5. What enhancement program may be proposed to improve science instruction? The study utilized the descriptive method of research where in the data were gathered through a researcher-made instrument, questionnaire checklist and the unstructured random interview of the teacher respondents. The analysis of schools' performance in the division achievement test in science for SY 2008-2011 was also resorted. The seven schools were assessed by 47 secondary science teachers and the 348 high school students from all year levels. Purposive sampling and simple random sampling were used to determine the population of teachers and students respectively as samples of the study. The descriptive data were analyzed using the frequency counts, weighted means and means. To test the significant difference between the teachers and students' assessment of science instruction, the paired samples t-test was used. The Spearman rank-order correlation coefficient was also utilized to determine the significant relationship between the schools' performance in the division achievement tests in science and the respondents' assessment of the science instruction. The null hypotheses were tested at 0.05 level of significance. The findings of the study revealed that most of the indicators were often shown or demonstrated by the sciences teachers in terms of teacher performance, school facilities and equipment, curriculum, and management support. There is no significant difference between the assessments of the respondents in terms of teacher performance, curriculum and management support but significant difference is shown in facilities and equipment where teachers rated their laboratory facilities were rarely well maintained. It was found out that the results of the schools' performance in the Division Achievement Test (DAT) in sciences during the last four years were consistently moving towards mastery. There is no significant relationship between the schools' performance in Division Achievement Tests in science and the respondents' assessment instruction. In this view, this investigation implies that the respondents' assessment of the components of science instruction do not affect the schools' performance in the DAT in science. The conclusions drawn were that (1) the science instruction appears to be at a steady-state. Science teachers perform their duties in terms of teacher performance, facilities and equipment, curriculum as well as management support; (2) there is no significant difference between the assessments of the respondents in teacher performance, curriculum and management support but it occurred in facilities and equipment which suggests that there is a need to maintain the schools' science laboratory facilities and to provide adequate laboratory supplies in the schools; (3) the schools' performance in the Division Achievement Tests in science for the last four years was still at the borderline of moving towards mastery; (4) there is no significant relationship between the schools' performance in the Division Achievement Tests in science and the respondents' assessments of science instruction; (5) science instruction development of public secondary school needs to focus on developing teachers competency in using multimedia and technology appropriate to the learners level of intelligence, maintaining the science laboratory facilities and providing laboratory supplies, using the instructional intervention materials in teaching the least learned skills in science, improving management support and students' achievement test in science. Based on the findings and conclusions of the study, the researcher recommended that (1) each school should be provided with at least one per year level multimedia and technology appropriate to the learners' level of intelligence which should be used by science teachers for teaching variety and to improve students' learning; schools without laboratory room should be provided with functional laboratory room equipped with basic and adequate science facilities, equipment and laboratory supplies which should be maintained by at least one of the science teachers per school for safety and record purposes; each science teacher should be encouraged to create and use SIMs per year level for teaching the least learned skills in science ; management support should attend to the needs of science teachers to sustain their positive or highly favorable attitude towards teaching science specifically as regards to the provisions of adequate science laboratory facilities, equipment and supplies. (2) There is a need to conduct training for science teachers on the improvisation and maintenance of laboratory equipment and supplies so that alternative teaching and learning materials will be made available for class use. (3) Schools' performance in DAT in science needs to be further improved thru content validation for DAT by EPS in science. (4) The administration should find a way to improve science instruction and the schools' performance in DAT in science. _u
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