Mastery Level of Chemistry Cognitive Competencies by Pre-Service Science Teachers of Benguet State University
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Jun 28, 2021
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Mastery level of cognitive competencies covers the understanding of facts imperative for science teaching and learning in the new science curriculum following the Spiral Progression Approach. The study assessed the status of mastery level of Chemistry cognitive competencies by pre-service science teachers of Benguet State University as the basis for instructional recommendations to the College of Teacher Education. The mastery level was studied using mean percentage scores (MPS) with their differences in the grade levels and specialization (Biology and Physical Science). The quantitative descriptive method was employed using a reliable and valid Chemistry Achievement Test (CAT). Results revealed that pre-service teachers of both Biology and Physical Science majors had an overall performance of Average Mastery (between 3565MPS). The mastery goal in basic education is 75MPS or better which was obtained only by the Physical science majors at the grade 7 level. The Physical science majors had significantly higher mastery levels on the chemistry cognitive competencies in grades 7 and 10 but had similar mastery levels with the biology majors in grades 8 and 9. In both majors, the grade 7 cognitive competencies were mastered best while the grade 9 chemistry cognitive competencies were least mastered.
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Martin, V. (2008). Teachers implementing contextbased teaching materials: a framework for case-analysis in chemistry. Chemistry Education Research and Practice, 11(3): 193-206.
Michael, J. (2006). Where’s the evidence that active learning works. Advance in Physiology Education, 30, 159-167. https://journals.physiology.org/ doi/full/10.1152/advan.00053.2006
National Council for Accreditation of Teacher Education. (2015). What makes a teacher effective?: a summary of key research findings on teacher preparation. Institute of Education Sciences. https://files.eric.ed.gov/fulltext/ED49 5408.pdf
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Sanchez, J.M. (2017). Integrated macro-microsymbolic approach in teaching secondary Chemistry. Kimika, 28(2): 22-29. https://doi. org/10.26534/kimika.v28i2.22-29
Seameo Innotech. (2012). K to 12 Toolkit: Resource Guide for Teacher Educators, School, Administrators, and Teachers. Philippine Institute for Development Studies. https:// www.seameoinnotech.org/eNews/Kto12Toolkit_ ao17july2012.pdf
Science Education Institute, Department of Science and Technology & University of the Philippines National Institute for Science and Mathematics Education Development. (2011). Framework for Philippine science teacher education. Manila: SEIDOST & UP NISMED.
Sirhan, G. (2007). Learning difficulties in chemistry: an overview. Journal of Turkish Science Education, 4(2). https://www.tused.org/index.php/tused/ article/view/664
Taber, K.S. (2002). Chemical misconceptionsprevention, diagnosis and cure: theoretical background. Journal of Chemical Education, 1 & 2. https://doi.org/10.1021/ed080p491.1
Alvarez, L.A., Apurada, D.A., Carmona, H.I. (2017). Dep-Ed learner’s module in grade 9 science. Pasig City: Studio Graphics Corporation.
Arazo, V. (2014). Perceptions of grade I teachers in the K to 12 curriculum. Department of Education, Philippines. http://eras.orgsg/2013fullpaper/14 04%20Percep%20tions%20Of%20Grade%20 I%20Teachers....pdf
Asuncion, A.J., Catris, L.V., Maramag, C.M., & Morales, M.E. (2017). Dep-Ed learner’s material in grade 7 science. Pasig City: FEP Printing Corporation.
Bernardo, A.B.I., Limjap, A.A., Prudente, M.S., & Roleda, L.S. (2008). Students’ Perception of Science Classes in the Philippines. Asia Pacific Education Review, 9(3): 285-295. www.files.eric. ed.gov/fulltext/EJ835201.pdf
Borman, G., & Dowling, M. (2008). Teacher attrition and retention: A meta-analytic and narrative review of the research. Review of Educational
Research, 78(3): 367-409. https://doi.org/10.310 2/0034654308321455
Bruner, J.S. (1960). The process of education. Harvard University Press. http://edci770.pbworks.com/ w/file/fetch/45494576/Bruner_Processes_of_ Education.pdf
Bruner, J.S. (1964). The course of cognitive growth. American Psychologist, 19(1): 1-15. https://doi. org/10.1037/h0044160
Bruner, J.S. (1977). Structures in learning, curriculum planning: A new approach (1st ed.), 192-194. London: Allyn & Bacon Inc.
Cabansag, M. (2014). Impact statements on the K-12 science program in the enhanced basic education curriculum in provincial schools. Researchers World Journal of Arts Science & Commerce, 5(2): 29. www.researchersworld.com
Campo, P.C., Chavez, M.R., Catalan, M.D.H., Catris, L.V., Ferido, M.B., Fontanilla, I.C., Gutierrez, J.M., Jusayan, S.R., Mantala, M.B. Maramag, C.M., Morales, M.E., Obille, E.C. Jr., Paningbatan, D., Pasamonte, G.F., Sebastian, M.D., Tan, R.M., & Treyes, R.S. (2013). Dep-Ed learner’s module in grade 8 science (1st ed). Pasig City, Vibal Publishing House, Inc.
Castleberry, E. (2010). Influences of professional development on teachers and teacher. ProQuest LLC. https://search.proquest.com/docview/7622 35169/513253110A6A473EPQ/4? account=17 3015
Chavan, R. (2014). Difficulties Encountered by Science Teachers during Teaching Concepts of Science. Research Gate Organization. https://www. researchgate.net/publication/259772342_ Difficulties_Encountered_by_Science_Teachers_ during_Teaching_Conecpts_of _Science
Clark, S. (2010). Jerome Bruner: teaching and learning and spiral curriculum, community and thought in education. WordPress. https://sheldonclark.files. wordpress.com/2011/07/jerome-bruner-teaching -learning-and-the-spiral-curriculum2.pdf
Cohen-Vogel, L. (2011). Staffing to the test”: Are today’s school personnel practices evidencebased?. Educational Evaluation and Policy Analysis, 33(4): 483-505. https://graduate.lclark.edu/live/ files/18713-twp-li-2515-staffing-to-the-test.pdf
Corpuz, B.B., & Salandanan, G.G. (2015). Principles of teaching 2 (with TLE). Quezon City: Lorimar Publishing, Inc.
Creswell, J.W. (2012). Educational research- planning, conducting, and evaluating quantitative and qualitative research. Boston: Pearson Education, Inc.
Darling-Hammond, L. (2003). Wanted: A National Teacher Supply Policy for Education: The Right Way to Meet the "Highly Qualified Teacher" Challenge. Education Policy Analysis Archives Journal, 11(1): 33. http://epaa.asu.edu/ ojs/article/viewFile/261/387
Davis, E.G. (2007). A study of the effects of an experimental spiral physics curriculum taught to sixth-grade girls and boys. Dissertation paper. https://www.researchgate.net/publication/ 253471942_A_study_of_the_effects_of_an_ experimental_spiral_physics_curriculum_ taught_to_sixth_grade_girls_and_boys
De Dios, A.C. (2013). Dep-Ed’s spiral curriculum. http://philbasiceducation.blogspot.com/2012 /04/depeds-spiral-curriculum.htmltm#ixzz 2txFtOn12
Department of Education. (2012). Policy guidelines on the implementation of grades 1-10 of the K-12 basic education (BEC) effective school year 20122013. https://www.deped.gov.ph/2012/04/17/ do-31-s-2012-policy-guidelines-on-theimplementation-of-grades-1-to-10-of-the-k-to12-basic-education-curriculum-bec-effectiveschool-year-2012-2013/
Department of Education. (2013). The Philippine accreditation system for basic education (PASBE) supplemental guidelines to Dep-Ed Order no. 83, s. 2012 (The implementing guidelines of the revised SBM framework, assessment process and tool). https://www.deped.gov.ph/2013/04/08/do-20-s2013-the-philippine-accreditation-system-forbasic-education-pasbe-supplemental-guidelinesto-deped-order-no-83-s-2012-the-implementingguidelines-of-the-revised-sbm-framework-asses/
Department of Education. (2016). Policy guidelines on daily lesson preparation for the K-12 basic education program. https://www.deped.gov. ph/2016/06/17/do-42-s-2016-policy-guidelineson-daily-lesson-preparation-for-the-k-to-12basic-education-program/
Ely, L.L. (2019). Mastery learning of chemistry competencies through the spiral progression approach in curriculum. Published dissertation. Don Mariano Marcos Memorial State University.
Fernandez, A.F. (2013). Standards based assessment: DepEd’s perspective. National Education Testing and Research Center. https://www.ceap.org.ph/ upload/download/20136/31131995_1.pdf
Haeusler, C. (2013). Examining the curriculum and assessment framework of the australian curriculum: Science. Curriculum Perspective,33(1): 15–30. https://www.researchgate.net/publication /260165258_Examining_the_curriculum_and_ assessment_framework_of_the_Australian_ curriculum_Science
Howard, J. (2012). The spiral curriculum: research into practice. Education Partnerships, Inc. https://eric.ed.gov/?id=ED538282
Kalande, W. (2007). The Influence of Science Teacher Preparation Programs on Instructional Practices of Beginning Primary School Teachers in Malawi. Dissertation paper. Virginia Polytechnic Institute and State University. www.scholar.lib.vt.edu/ theses/available/etd.../Wotchiwe-DissFinal.pdf
Kola, A.J., Sunday O.S., & Ayinde, G.I. (2015). Teacher’s effectiveness and its influence on student learning. International Journal of Educational Research and Information Science, 2(4). https://doi.org/10.14738/assrj.24.1082
Machina, M. (2012). Prospective Teachers’ Preparedness to facilitate Chemistry Instruction at Secondary School Level in Nairobi Teaching Practice Zone- Kenya. Kenyatta University Institutional Repository. https://ir-library.ku.ac.ke/bitstream /handle/123456789/6887/MIHESO%20JOSE PHAT%20MACHINApdf?sequence=1&isAllowed =y
Martin, V. (2008). Teachers implementing contextbased teaching materials: a framework for case-analysis in chemistry. Chemistry Education Research and Practice, 11(3): 193-206.
Michael, J. (2006). Where’s the evidence that active learning works. Advance in Physiology Education, 30, 159-167. https://journals.physiology.org/ doi/full/10.1152/advan.00053.2006
National Council for Accreditation of Teacher Education. (2015). What makes a teacher effective?: a summary of key research findings on teacher preparation. Institute of Education Sciences. https://files.eric.ed.gov/fulltext/ED49 5408.pdf
Padre, J. (2010). The Enhanced K+12 Basic Education Program Rationale. Philippine Education Research Journal, 1. https://perj. wordpress.com/2010/12/07/the-enhancedk12basic-education-program-rationale/
Quijano, Y. (2012). K to 12 updates: outcomes, issues, challenges and next steps. http://ceap. org.ph/upload/download/201210/11111845626 _1.pdf
Ressureccion, J., & Adanza, J.R. (2015). Spiral progression approach in teaching Science in selected private and public schools in Cavite. Semantic Scholar. http://www.dlsu.edu.ph/conferences8dl suNresearchNcongress8201/8proceedings8BB"8 01BB"N*esurrecionN-
Sakib, E.J., & Obra, Jr. M.R. (2019). Teacher preparedness in teaching K to 12 secondary science curriculum. Asia Pacific Journal of Multidisciplinary Research, 7(2). http://www. apjmr.com/wp-content/uploads/2019/06/ APJMR-2019.7.2.2.14.pdf
Sanchez, J.M. (2017). Integrated macro-microsymbolic approach in teaching secondary Chemistry. Kimika, 28(2): 22-29. https://doi. org/10.26534/kimika.v28i2.22-29
Seameo Innotech. (2012). K to 12 Toolkit: Resource Guide for Teacher Educators, School, Administrators, and Teachers. Philippine Institute for Development Studies. https:// www.seameoinnotech.org/eNews/Kto12Toolkit_ ao17july2012.pdf
Science Education Institute, Department of Science and Technology & University of the Philippines National Institute for Science and Mathematics Education Development. (2011). Framework for Philippine science teacher education. Manila: SEIDOST & UP NISMED.
Sirhan, G. (2007). Learning difficulties in chemistry: an overview. Journal of Turkish Science Education, 4(2). https://www.tused.org/index.php/tused/ article/view/664
Taber, K.S. (2002). Chemical misconceptionsprevention, diagnosis and cure: theoretical background. Journal of Chemical Education, 1 & 2. https://doi.org/10.1021/ed080p491.1