Science and mathematics instructional strategies, teaching performance, and academic achievement in selected secondary schools in upland Cavite / by Maria Belen C. Costa.

Thesis ( Master of Arts Education major in Educational Management ) Cavite State University

Includes bibliographical references.

Graduate Studies Open Learning College (GSOLC)

COSTA, MARIA BELEN C., Science and Mathematics Instructional Strategies, Teaching Performance, and Academic Achievement in Selected Secondary Schools in Upland Cavite. Master of Arts in Education major in Educational Management. Cavite State University, Indang, Cavite. October 2014. Adviser: Dr. Liza C. Costa
The main objective of the study was investigate the relationship of the teachers' instructional strategies with their teaching performance and students' academic achievement in Science and Mathematics in selected secondary schools in Upland Cavite.
Specifically, the study sought to: l) describe the profile of teacher participants in terms of age, sex, educational attainment, and length of teaching experience; 2) determine the preferred instructional strategies of the participants; 3) determine the instructional strategies being practiced by the participants in teaching Science and Mathematics.; 4) identify the instructional strategies in Science and Mathematics preferred by the students; 5) identify the instructional strategies being practiced by the participants in teaching Science and Mathematics as perceived by the students; 6) describe the level of teaching performance of Science and Mathematics teachers; 7) describe the level of academic achievement of students in Science and Mathematics; 8) determine if there are significant relationships between the instructional strategy preferences of the participants and their age, sex, educational attainment, and length of teaching experience; 9) determine if there are significant relationships between the participants' teaching performance and their instructional strategy preferences and extent of use of the different instructional strategies; 10) determine if there are significant relationships between the participants' instructional strategy preferences and students' academic achievement in Science and Mathematics; I I ) determine if there are significant relationships between the participants' extent of use of the different instructional strategies and students' academic achievement in Science and Mathematics; 12) determine if there is significant difference between teacher participants' instructional strategy preference and student participants' instructional strategy preferences; and 13) determine if there is significant difference between teacher participants' extent of use of the different instructional strategies and student participants' perceived extent of use.
The participants of the study consisted of a total enumeration of 61 teachers who were chosen through total enumeration and 610 students who were selected using two-stage random sampling technique. The descriptive correlation design was used in this study with a self-made questionnaire as the main tool in the data gathering procedure. The data gathered were analyzed using frequency, percentage, mean, standard deviation, Spearman Rank Correlation Coefficient, point biserial con-elation coefficient, chi-square test and Wilcoxon Signed Rank test statistics.
The teacher participants under study mainly belonged to the age group of "young" (35 years and below) and mostly were females. With regards to professional qualification, majority's highest educational attainment was bachelor’s degree with "very much experienced" (16 years and above) in teaching.
The teacher participants "much preferred" a variety of instructional strategies as supported by a mean of 3.82 and standard deviation of 0.596 and often used a variety of instructional strategies as evidenced by a mean score of 3.89 and standard deviation of
0.390 with a verbal interpretation of "high"
The student participants "much preferred" a multi-modal instructional strategy as evidenced by a mean score of 3.74 and standard deviation of 0.554. Furthermore, teachers use a variety of instructional strategies in teaching Science and Mathematics as perceived by the student participants.
The overall performance of Science and Mathematics teacher participants was ''very satisfactory" as evidenced by a mean score of 3.34 and standard deviation of 0.263 On the other hand, the overall academic achievement of student participants in Science and Mathematics was satisfactory as supported by a mean score of 84.18 and standard deviation of 3.632.
Demographic profile and teaching performance of teacher participants were found to be "not significant" to their instructional strategy preferences. However, the teacher participants' extent of use of the different instructional strategies was found to be 'significant" to their teaching performance.
Academic achievement of student participants was found to be "significant" to the teacher participants' instructional strategy preferences. On the other hand, teacher participants' extent of use of Instructional strategies showed to be "not significant" to the academic achievement of students in Science and Mathematics.
Finally, the results of the study revealed that there was a significant difference between the teacher participants' preference of instructional strategy and the student participants' instructional strategy preference as well as between teacher participants' extent of use and student participants' perceived level of use of the different instructional strategies.

Submitted copy to the University Library. 06/05/2015 T-5661