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Teaching methodology preferences of secondary Science teachers in South Cavite / Cynthia R. Gerpacio.

By:

Gerpacio, Cynthia R [author]

Contributor(s):

Mojica, Leonora [adviser]

Material type: Text

TextLanguage: English Publication details: Indang, Cavite : 2003. Cavite State University- Main Campus,Description: xiv, 91 pages : illustrations ; 28 cmContent type:

text

Media type:

unmediated

Carrier type:

volume

Subject(s):

DDC classification:

373.07 G31 2003

Online resources:

Click here to view thesis abstract and table of contents

Production credits:

Graduate Studies Open Learning College (GSOLC)

Abstract: GERPACIO, CHYNTHIA ROLLO, Cavite state University, Indang, Cavite. Teaching Methodology Preferences of Secondary Science Teachers in South Cavite. Major Adviser: Dr. Leonora Mojica This study was conducted mainly to determine the teaching methodology preferences of secondary science teachers in South Cavite. Specifically, it aimed to: l) describe the demo-socio-psychological characteristics of secondary science teachers in South Cavite; 2) identify the teaching methodology preferences of secondary science teachers in South Cavite; 3) determine the extent of use of the teaching methodologies; 4) ascertain the factors associated with the teaching methodologies preferences; 5) determine the factors associated with the extent of use of teaching methodologies; and 6) identify the problems encountered in the use of preferred teaching methodologies. Data were gathered through administration of questionnaires to 94 secondary science teachers from 19 public secondary schools in South Cavite. The secondary science teachers were relatively young having a mean age of 33. Majority were female, married, specialized in science, with MAIMS units and had attended seminars/trainings. Less than one half had one to ten years of teaching experience. Findings showed that majority had a very favorable attitude towards teaching, students and immediate superiors. Results revealed that laboratory method, recitation, discussion, demonstration, brainstorming, drill and practice, written assignment, cooperative learning, role playing, project method, lecture demonstration, inductive and problem solving were the highly preferred methodologies. On the other hand, deductive, panel discussion, modula approach, TV with VHS/VCD/DVD, overhead projector, movies, slides, lecture, castudies, field trip and computer-based instruction were the less preferred teaching methodologies. Findings also showed that the most often used teaching methodologies by the secondary science teachers were cooperative learning, recitation, discussion, problem solving, demonstration, drill and practice, brainstorming, laboratory method, inductive method, lecture demonstration, project method, written assignment, and deductive method. On the contrary, the less often used teaching methodologies were modular field trip, movies, overhead projector, TV with VHS/VCD/DVD, slides, lecture, case studies, role playing, panel, and the computer-based instruction. Correlation test revealed that experience in teaching, attitude towards teaching, attitude towards students, educational attainment, and sex had a negative relationship with teaching methodology preferences. Analysis also showed that attitude towards teaching, attitude towards students, attitude towards •immediate superior, experience in teaching and age were found to have a positive relationship with the extent of use of teaching methodology. Further, this study revealed that the experience in teaching, attitude towards teaching and age had significant positive relationship with the extent of use of teaching methodology. On the other hand, educational attainment was found to have a negative relationship with the extent of use of teaching methodology. Inadequate laboratory facilities and lack of interest of students were the most frequently mentioned problems encountered in the use of a teaching methodology.

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Holdings ( 1 )
Title notes ( 5 )

Holdings
Item type	Current library	Collection	Call number	Materials specified	URL	Status	Notes	Date due	Barcode
Theses / Manuscripts	Ladislao N. Diwa Memorial Library Theses Section	Non-fiction	373.07 G31 2003 (Browse shelf(Opens below))		Link to resource	Room use only	T-2657		00002965

Thesis (Master of Arts -- Science Education) Cavite State University.

Includes bibliographical references.

Graduate Studies Open Learning College (GSOLC)

GERPACIO, CHYNTHIA ROLLO, Cavite state University, Indang, Cavite.
Teaching Methodology Preferences of Secondary Science Teachers in South Cavite. Major Adviser: Dr. Leonora Mojica
This study was conducted mainly to determine the teaching methodology preferences of secondary science teachers in South Cavite. Specifically, it aimed to:
l) describe the demo-socio-psychological characteristics of secondary science teachers in South Cavite; 2) identify the teaching methodology preferences of secondary science teachers in South Cavite; 3) determine the extent of use of the teaching methodologies; 4) ascertain the factors associated with the teaching methodologies preferences; 5) determine the factors associated with the extent of use of teaching methodologies; and 6) identify the problems encountered in the use of preferred teaching methodologies. Data were gathered through administration of questionnaires to 94 secondary science teachers from 19 public secondary schools in South Cavite.
The secondary science teachers were relatively young having a mean age of 33. Majority were female, married, specialized in science, with MAIMS units and had attended seminars/trainings. Less than one half had one to ten years of teaching
experience. Findings showed that majority had a very favorable attitude towards teaching, students and immediate superiors.
Results revealed that laboratory method, recitation, discussion, demonstration, brainstorming, drill and practice, written assignment, cooperative learning, role playing, project method, lecture demonstration, inductive and problem solving were the highly preferred methodologies. On the other hand, deductive, panel discussion, modula approach, TV with VHS/VCD/DVD, overhead projector, movies, slides, lecture, castudies, field trip and computer-based instruction were the less preferred teaching methodologies.
Findings also showed that the most often used teaching methodologies by the secondary science teachers were cooperative learning, recitation, discussion, problem solving, demonstration, drill and practice, brainstorming, laboratory method, inductive method, lecture demonstration, project method, written assignment, and deductive method.
On the contrary, the less often used teaching methodologies were modular field trip, movies, overhead projector, TV with VHS/VCD/DVD, slides, lecture, case studies, role playing, panel, and the computer-based instruction.
Correlation test revealed that experience in teaching, attitude towards teaching, attitude towards students, educational attainment, and sex had a negative relationship with teaching methodology preferences.
Analysis also showed that attitude towards teaching, attitude towards students, attitude towards •immediate superior, experience in teaching and age were found to have a positive relationship with the extent of use of teaching methodology.
Further, this study revealed that the experience in teaching, attitude towards teaching and age had significant positive relationship with the extent of use of teaching methodology. On the other hand, educational attainment was found to have a negative relationship with the extent of use of teaching methodology.
Inadequate laboratory facilities and lack of interest of students were the most frequently mentioned problems encountered in the use of a teaching methodology.

Submitted to the University Library 09/13/2003 T-2657