Home and school environment and the proficiency in Science and Technology II of selected second year high school students in the public schools in Southern Cavite Lourdes V. de Grano

Thesis (M.A. - - Secondary Education) Cavite State University.

Includes bibliographical references.

Graduate Studies Open Learning College (GSOLC)

DE GRANO, LOURDES VIDALLO, CAVr1E STATE UNIVERSTY, INDANG CAVITE, APRIL 1999. HOME AND SCHOOL ENVIRONMENT AND 'THE PROFICIENCY SCIENCE AND Technology 11 OF SELECTD SECOND YEAR HIGH SCHOOL Students IN PUBLIC SCHOOLS SOUTHERN CAVITE. Major Professor: Dr. Cecilia B. Banaag

"This study was conducted to determine the relationship of home and school environment and the proficiency in Science and Technology Il of second year high school students in the public schools of Southern Cavite for the School Year 1997-1998.
Specifically, it aimed to a) determine the home with respect to time spent by students per week in watching science television programs; in reading science books, journals, or magazines at home; in studying Science and Technology Il subject at home; time spent by parents per week in tutoring their children in Science and
Technology Il and attitudes of students toward Science, b) determine the school variables with respect to teachers' profile in terms of sex, educational attainment and teaching experience; time spent by students per week in reading science books, journals or Illegalness in the library; teaching methods/techniques frequently used by teachers in teaching Science and Technology Il and the performance of teachers in teaching Science and Technology Il as rated by the students; c) to determine the proficiency in Science and
Technology Il of second year high school students in the public schools in Southern Cavite and d) to find out the relationship between the students' proficiency in Science and Technology Il and the selected home and school variables.
study used the descriptive-correlation method, with the questionnaires as its glacial instrument to gather the needed data The respondents
were 364 second year high school students and 27 biology teachers. The statistical tests employed were frequency count, percentage, mean and multiple correlation and standard deviation
After analyzing and interpreting the data, the following were revealed:
fie student-respondents spent different time per week in doing the following activities at home and in the school, such as: 3.07 hours in watching science television program at home; 3.53 hours in reading science books, journals, or magazines at home; hours in reading the same materials in the library, and 3.32 hours in studying the Science and Technology Il subject. The parents spent 2.37 hours per week in tutoring their children in Science and Technology Il. The students had a very favorable attitude towards science with an average mean of 3.62.
Majority (93%) of the teacher-respondents are female. Forty-four percent of the teacher-respondents are holders of Bachelor of Science in Education degree. Six (23%) earned units in Master of Arts md seven (26%) finished other courses. Nineteen ( 700'o) had experienced in teaching Science and Technology Il for ten years below (less experience), four (15%) were more e)experienced teachers (11-15 years) and only four (150/0) were Very much experienced (20-25 years) in teaching Science and Technology Il in term of the length of service.
Discussion, lecture, reporting, laboratory methods, socialized recitation, fieldtrips, lecture, and problem solving were the teaching methods/techniques commonly used by the Science and Technology teachers.
'Ihe proficiency of students in Science and Technology Il was satisfactory (84.07)
Four of the selected home and school variables were significantly related to students' proficiency in science. These were: a) the time spent by students per week in watching science television programs (r=.40); b) in reading science books, journals or magazines at home (r=.40); c) educational attainment of teachers (1=.48); and d) teachers' performance e in teaching Science and Technology Il as rated by the students (r=.48).
"Ille time spent in studying Science and Technology Il subject (F.21), time spent by parents per week in tutoring their children in Science and Technology Il (r=.02), altitude of students towards Science (r=.32), teachers' sex (r=.36), teachers' teaching experience (1-=.16), time spent by students per week in reading science books, journals and magazines in the library (r=.29) and teaching methodologies/techniques (r=.36) were not significantly related to the students' proficiency in Science and Technology Il.

Submitted to the University Library 05/05/1999 T-1927