Science and technology III under the secondary education development program in selected public and private schools in the division of Cavite school year 1999 - 2000 / Ferdinand M. de Castro

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

Includes bibliographical references.

Graduate Studies Open Learning College (GSOLC)

DE CASTRO, FERDINAND MONTANO, Cavite state University, Indang, Cavite, April 2000, Science and Technology Ill under the Secondary Education Development Program in Selected Private and Public Schools in the Division of Cavite Adviser: Dr. Constancia G. Cueno.
This study assessed the science teaching in selected private and public schools in the Division of Cavite for School Year 1999-2000. Specifically, the study ought to: 1) determine the profile of the respondents with respect to their age, civil status, degree earned, field of specialization, Chemistry units earned, length of service, civil service eligibility, number of subject preparations, daily teaching load/assignment, number of students per class, in-service trainings attended, and extent of knowledge gained from inservice trainings attended; 2) determine the administrative support given to Science and Technology Ill teachers; 3) identify the instructional facilities used in teaching science; 4) determine the teachers' perception of the implementation of Science and Technology
Ill instruction under SEDP; 5) determine the level of performance of teachers handling Science and Technology Ill; 6) identify the problems encountered by the respondents in teaching Science and Technology Ill under the New Secondary curriculum (NSEC); 7) identify the remedial measures taken by the respondents to solve the problem; 8) determine the teachers' perception of the implementation of Science and Technology Ill instruction under SEDP in relation to their field of specialization, length of service, civil service eligibility, number of subject preparations, student population per class, extent of knowledge gained from in-service trainings attended, support given by administrators and instructional facilities available for use; 9) determine the relationship between teachers' performance and students' performance; 10) determine the

relationship between teachers' perception of the implementation of Science and Technology Ill instruction under SEDP and students' performance in Science and Technology Ill; and 11) describe the relationship between teachers' performance and their perception of the implementation of Science and Technology Ill instruction under SEDP.
This study made use of the descriptive-correlation research using questionnaire as its principal instrument. The respondents were the 52 Science and Technology Ill teachers. Frequency counts, percentages, mean, Person-product moment coefficient of correlation and biserial correlation coefficient were used to analyzed the data.
Majority of the teacher-respondents belonged to the 31-45 years old bracket, were single, Bachelor of Science in Education degree holders, specialized in General Science and Chemistry, obtained the minimum units in Science needed to teach Chemistry, had been teaching Chemistry for five years and below, passed the Professional Board Examination for Teachers / Licensure Examination for Teachers. Some 42.31 percent of them mentioned that subjects were evenly distributed to teacherrespondents, had the maximum 340 minutes or more daily teaching load or assignment, had acquired sufficient knowledge in teaching the subject, revealed that they gained adequate knowledge from the subject.
On the administrative support given to the respondents to become more effective, most of the items were rated "Supported"
As regards to instructional facilities available the respondents "Sometimes Used" them.
As to teachers' perception of the implementation of Science and Technology Ill instruction under SEDP, the most favored response was that the curriculum was "Well implemented"
Majority of the teacher-respondents were rated "Very satisfactory". and adopted "effective" remedial measures in solving different problems.
Teachers' perception of the implementation of Science and Technology Ill instruction under SEDP was significantly related to their field of specialization, number of subject preparation, and had high significant relationship to administrative support. Length of service, civil service eligibility, student population per class, extent of knowledge gained from in-service trainings and instructional facilities available for use was not significantly related to teacher's perception of the implementation of Science and Technology Ill under SEDP. Teachers' performance and perception of the implementation of Science and Technology Ill under SEDP were significantly related to students' performance.

Submitted to the University Library 04/10/2001 T-2210