Teachers educational background largely affects students
academic performance. Morada (2005), Adedoyin (2011) & Liven
and Lockhead (1991) Teacher Education Development Program
(TEDP)TEDP (DepEd, 2004) Partnership with Higher Education
Institute (HEI)
Slide 5
Slide 6
In-service Training is an ongoing growth continuum that is
characterized by participatory learning that includes real
classroom needs experienced by the teachers on the ground. It is a
long term program that needs continuous monitoring among
instructional leaders. (Craig, Kraft & Plessis, 1998) K to 12
Basic Education Program, or RA 10533 is a flagship program of
DepEd; a curriculum that is attuned to the 21 st century. (DepEd,
2012)
Slide 7
OLD SCIENCE CURRICULUM 1 st Year Integrated Science 2 nd Year
Biology 3 rd Year Chemistry 4 th Year Physics NEW SCIENCE
CURRICULUM Grade 7 Integrated Science 1 Grade 8 Integrated Science
2 Grade 9 Integrated Science 3 Grade 10 Integrated Science 4
(Spiral Progression )
Slide 8
STATEMENT OF THE PROBLEM 1. What is the level of instructional
competence of the teacher respondents before and after the conduct
of intervention activity, based on: a. Teachers self-assessment? b.
Instructional supervisors assessment? 2. Is there a significant
difference between the pre-assessment and post- assessment of the
level of instructional competence as determined by: a. Teachers
self-assessment? b. Instructional Supervisors assessment?
Slide 9
3. Is there a significant relationship of pre-assessments
between teachers self-assessment and instructional supervisors
assessment? 4. Is there a significant relationship of
post-assessments between teachers self-assessment and instructional
supervisors assessment?
Slide 10
RESEARCH DESIGN descriptive-correlational action research
RESPONDENTS 13 science teachers in Clarin National High School 1
Head Teacher serving as direct instructional supervisor.
Slide 11
RESEARCH INSTRUMENTS Adapted Competency-Based Performance
Appraisal for Teachers (CB-PAST) Comprised of 28 items: Diversity
of Learners (7 items); Curriculum, Content and Pedagogy (12 items);
and Planning, Assessing and Reporting (9 items). Were all copied
verbatim as all components are included in the intervention
activity.
Slide 12
PROGRAM IMPLEMENTATION PRE-ACTIVITY Pre-assessment ( Needs
Assessment) Submission of Proposal & Approval by SH & SDS
Deliberation Signing of MOA w/ La Salle University-Ozamiz ACTIVITY
Regular session (modularized) Pre-test Hands-on Activity
Conceptualization Class Observation POST-ACTVITY Post-assessment
Periodic Evaluation and Feedbacking Reporting
Slide 13
RESULTS
Slide 14
Level of Instructional Competence Self-Assessment Supervisory
Assessment f%f% Below Basic (BB) 00%0 Basic (B) 754%862% Proficient
(P) 646%538% Highly Proficient (HP) 00%0 Total13100%13100% Table 1.
Level of Instructional Competence Before the Conduct of
Intervention Activity PRE-ASSESSMENT
Slide 15
Items Self-AssessmentSupervisory Assessment Weighted Mean
Verbal Description Weighted Mean Verbal Description A. Diversity of
Learners 2.48 Basic 2.48 Basic B. Curriculum, Content and Pedagogy
2.49 Basic 2.40 Basic C. Planning, Assessing and Reporting 2.50
Basic 2.53 Proficient OVERALL MEAN 2.49Basic2.46Basic Table 2.
Inventory of Responses per Item on Level of Instructional
Competence Before the Conduct of the Intervention Activity
Slide 16
Level of Instructional Competence Self-Assessment Supervisory
Assessment f%f% Below Basic (BB) 00%0 Basic (B) 00%0 Proficient (P)
862%646% Highly Proficient (HP) 538%754% Total13100%13100% Table 3.
Level of Instructional Competence After the Conduct of Intervention
Activity POST-ASSESSMENT
Slide 17
Table 4. Inventory of Responses per Item on Level of
Instructional Competence After the Conduct of the Intervention
Activity Items Self-AssessmentSupervisory Assessment Weighted Mean
Verbal Description Weighted Mean Verbal Description A. Diversity of
Learners 3.55 Highly Proficient 3.45 Proficient B. Curriculum,
Content and Pedagogy 3.51 Highly Proficient 3.56 Highly Proficient
C. Planning, Assessing and Reporting 3.44 Proficient 3.48
Proficient OVERALL MEAN 3.50Proficient3.51Highly Proficient
Slide 18
Self-Assessment Over All Mean Verbal Interpretation
Interpretation Pre-assessment 2.49BasicReject H o Post-assessment
3.50Proficient *Wilcoxon-Signed Rank Test Z=-3.181; p-value=0.001
STATISTICAL ANALYSIS RESULTS Table 5. Difference between
Pre-assessment and Post-assessment as Assessed by the Teacher
Respondents
Slide 19
Instructional Supervisory Assessment Over All Mean Verbal
Interpretation Pre-assessment 2.46Basic Post-assessment 3.51Highly
Proficient *Wilcoxon-Signed Ranks Test Z=--3.183; p-value=0.001
Table 6. Difference between Pre-assessment and Post-assessment as
Assessed by the Instructional Supervisor
Slide 20
Pair of Variables Correlation Coefficient p-valueInterpretation
Pre-assessment (Self) Pre-assessment (Supervisor) 0.6050.029 With
significant relationship Post-assessment (Self) Post-assessment
(Supervisor) 0.3190.289 No significant relationship Table 7.
Relationships between the Pre-assessments and Post-assessments
Conducted by Teacher Respondents and Instructional Supervisor
Slide 21
IMPLICATIONS 1. There is a positive change brought by the
designed intervention activity as teacher respondents have improved
their instructional competence as assessed by themselves and the
instructional supervisor. 2. Adoption of this activity is
recommended to help augment science education and answer
apprehensions towards instructional competence. However, needs
analysis must be considered in order to devise the activity
suitable to the needs of the teachers.
Slide 22
Adedoyin, O. O. (2011). The Impact of Teachers In-Depth
Pedagogical Mathematical Content Knowledge on Academic Performance:
As Perceived by Botswana Junior Secondary School Pupils. European
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service_Education_and_Training_A_reflection_on_the_Projects_for_Strengthening_Mathematics_and_Science_Education
Amigable, M. D. (2009). Determinants of the First year Students
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