Paper Title
DIFFICULTIES IN SCIENCE TEACHING EXPERIENCED BY THE GRADE 4 TEACHERS IN THE MATATAG CURRICULUM
Article Identifiers
Authors
ALMERA A. LANGIT
Keywords
difficulties, Science, Grade 4 teachers, MATATAG Curriculum
Abstract
The main objective of this study was to assess the difficulties in science teaching experienced by the Grade 4 teachers in the MATATAG curriculum in terms of the profile of the respondent schools; difficulties encountered by the teachers in teaching science under the MATATAG curriculum in terms of content and sequencing; instructional materials and facilities; evaluation of learners’ performance; and teacher’s preparation. The results showed that the teacher-respondents were in the early adulthood, female and married. They were education graduates with specialization in General Science and had units only in master’s degree. They were considered experienced in the teaching professions. They had very limited training relevant to their field of specialization. The number of their teaching loads was within the ideal. Teacher-respondents had a slight problem on teaching the content of Science, in administering evaluation of students’ performance, and in teaching and administration of the lessons in Science under the MATATAG curriculum. The respondent schools had a problem on the availability of instructional materials, laboratory equipment and manuals on Science. Learners have difficulty in performing the prescribed activities in the manual. Instructional materials like teaching manual and learner’s manual and laboratory facilities in the respondent schools were inadequate to effectively implement the MATATAG Curriculum. There was a significant relationship between sex of the teacher and evaluation of student’s performance; male teachers had more difficulties in evaluating learners’ performance than female teachers. Study showed that female teachers were more considerate in giving grades than male teachers. There’s also significant relationship between highest level of education of the teachers and evaluation of learner’s performance, and the more the seminars and training teachers attended and the more difficulties teachers encountered in evaluating learner’s performance. And lastly, there was a significant relationship between the number of classes handled by teachers and science content and instruction. The researcher recommended that the administrators should encourage and allow more number of teachers to attend seminars and training for Science teachers particularly on the contents of Science in MATATAG. Higher education institutions offering teacher’s education may review the curriculum and align this according to the demands of the new MATATAG curriculum. This will enhance teachers’ preparedness to deliver the content of the MATATAG curriculum. More instructional materials should be provided to teachers like teaching guide manuals, more books in Science, computers and others so that teaching can be improved. Teachers should be more creative, innovative and resourceful in devising instructional materials and laboratory apparatus to help promote effective teaching.
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How To Cite (APA)
ALMERA A. LANGIT (July-2024). DIFFICULTIES IN SCIENCE TEACHING EXPERIENCED BY THE GRADE 4 TEACHERS IN THE MATATAG CURRICULUM. INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT, 9(7), f531-f540. https://ijnrd.org/papers/IJNRD2407453.pdf
Issue
Volume 9 Issue 7, July-2024
Pages : f531-f540
Other Publication Details
Paper Reg. ID: IJNRD_225901
Published Paper Id: IJNRD2407453
Downloads: 000121437
Research Area: Other
Country: LINGAYEN (Capital), Region I - PANGASINAN, Philippines
Published Paper PDF: https://ijnrd.org/papers/IJNRD2407453.pdf
Published Paper URL: https://ijnrd.org/viewpaperforall?paper=IJNRD2407453
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Journal Name: INTERNATIONAL JOURNAL OF NOVEL RESEARCH AND DEVELOPMENT(IJNRD)
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