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CLARIN NHS

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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)

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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)

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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 )

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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?

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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?

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RESEARCH DESIGN descriptive-correlational action research RESPONDENTS 13 science teachers in Clarin National High School 1 Head Teacher serving as direct instructional supervisor.

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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.

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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

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RESULTS

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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

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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

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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

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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

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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

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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

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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

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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.

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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 Journal of Educational Studies, 3(2), 277- 292, Retrived from http://www.ozelacademy.com/EJES_v3n2_10.pdf Albert, K., & Ogwel, A. (n.d.). Enhancing Teachers Capacity through In-Service Education and Training: A Reflection on Projects for Strengthening Mathematics and Science Education. Academia.edu. Retrieved from https://www.academia.edu/419166/Enhancing_teachers_capacity_through_In- 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 Science Performance in Ten Public Schools in Ozamiz City: Basis for Enrichment Activities (Unpublished masters thesis). La Salle University. Ozamiz City. Balaba, C. (2008). Qualities of an Ideal Teacher. The Philippine Journal of Education. 82 (6), 20-23. Braun, H., Coley, R., Jia, Y., & Trapini, C. (2009). Exploring What Works in Science Instruction: A Look at the Eighth-Grade Science Classroom (Policy Information Report). Retrieved from Educational Testing Service website: http://webcache.googleusercontent.com/search?q=cache:http://files.eric.ed.gov/fulltext/ED507837.pdf Craig, H. J., Kraft, R. J., & du Plessis, J. (1998). Teacher Education Making an Impact [Adobe Digital Editions version]. Retrieved from http://people.umass.edu/educ870/teacher_education/Documents/Craig-book.pdf Department of Education. (2004). National Competency-Based Teacher Standards-TSNA Primer and Toolkit Handbook. Retrieved from http://prime.deped.gov.ph/wp-content/uploads/downloads/2011/09/22June_POPULAR-VERSION-FINAL.pdf Department of Education (2012). Re: The K to 12 Education Program [Discussion group]. Retrieved from http://www.gov.ph/k- 12/ Morada, P. (2005). Ideal Traits that Teachers Should Possess. The Philippine Journal of Education. 83(8), 26-29. Republic Act No. 10533. S. No. 3286. H. No. 6643. (2013). REFERENCES

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