BIBLIOGRAPHY

TAGLE, RICHEAL B. March 2007. Instructional Methods Used by
Secondary Science Teachers in Baguio City. Benguet State University, La
Trinidad, Benguet
Adviser: Mary Jane L. Laruan, Ph.D
ABSTRACT

The study determined the instructional methods used by 48 science
teachers and the preferred instructional methods of 320 students of private and
public secondary schools in Baguio City. Lecture was the most utilized
instructional method in teaching science by the teachers followed by
demonstration and problem solving method. The perceptions of the science
teachers on the instructional methods they use vary as to their age, gender and
length of service. On the other hand, the teachers’ perceptions did not vary when
they were grouped according to educational attainment and type of school.
Lecture, laboratory, demonstration and game methods were preferred by the
students in learning science. The students’ perceptions on instructional methods
varied when grouped as to type of school. The students did not differ in their
preferences on instructional methods that best suits their learning in science, when
grouped as to gender and year level. There was no significant difference between

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the instructional methods utilized by the science teachers in teaching science and
the preferred instructional methods of the students in learning science. The
knowledge of the teachers on the subject matter was the number one factor that
affected the learning of science as perceived by the students and by the teachers.

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TABLE OF CONTENTS


Page

Bibliography…………………………………………..………………….....
i

Abstract……………………………………………………………………...
i

Table of Contents……………………………………………………………
iii

INTRODUCTION


Background of the Study……………………………………………….
1

Statement of the Problem……………………………………………….
2

Objectives of the Study…………………………………………………
3

Importance of the Study………………………………………………..
4

Scope and Delimitation of the Study…………………………………..
6

REVIEW OF LITERATURE


Teachers’ Profile………………………………………………………..
7

Students’ Profile…………………………………………………….….
9

Teaching Method……………………………………………………….
11

Teaching Science……………………………………………………….
14

Instructional Methods Used in Science Teaching………………………
17

Factors that Affect the Learning of Science…………………………….
27

Conceptual Framework…………………………………………………
28

Definition of Terms……………………………………………………..
32

Hypotheses of the Study……………………………………………..…
35

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METHODOLOGY


Locale and Time of the Study ……………………………………….…
36

Respondents of the Study……………..………………………..…….....
38

Instrumentation ……………………………..……………....………….
43

Data Collection of the Study………………………………..……...…...
44

Statistical Analysis of the Data………………………………………....
44

RESULTS AND DISCUSSIONS


Frequency of use of instructional methods used by science teachers in

Baguio City…………………………………………………………..…
47


Frequency of use of instructional methods used in teaching science as

to variables……………………………………………………...………
51

Instructional methods preferred by the students in learning

science……………………………………………………………….....
57

Instructional methods preferred by the students in learning science as

to variables………………………….………………………………..…
60

Comparison between the instructional methods utilized by the teachers
62
and the preferred instructional methods of students……………..……..

Factors that are perceived by the students and teachers that affect the

learning of science ……………………………………………………
64


SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Findings………………………………………………………………...
71


Conclusions…………………………………………………………….
73


Recommendations…………………………………………………..…..
74

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LITERATURE CITED…………………………………..……..………...…
76


APPENDICES


A. Letter of Permission to Administer Questionnaires…………………
79

B. Letter to the Teacher Respondent……………………………………
80

C. Letter to the Student Respondent…………………………………....
81

D. Survey Questionnaire for Teaching Staff…………………………...
82

E. Survey Questionnaire for Students………………………………..…
84

BIOGRAPHICAL SKETCH………………………………………..........…
86


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1
INTRODUCTION


Background of the Study


Teaching is to be interpreted as a process of stimulating, directing and
guiding the learner. The teacher must have an intensive knowledge and
understanding of the physical, mental, social and emotional potentialities of those
educational activities he hopes to direct and guide.

Teacher education today differs considerably from the past in which it
consisted of a few courses on educational theory. Programs are much more field-
oriented than ever before, requiring prospective teachers to spend more time on-
site working with students in school. The present emphasis on practical
experience with students should not be interpreted as a movement away from
theory. Rather, educational theory is being integrated with practice. This
integration recognizes that theory, to be internalized, must be learned in the
context in which it is being applied. Science is one of the fundamental learning
areas wherein a person must greatly involve himself. It is empirical that every
individual must equip himself with the necessary concepts and skills in Science.
In everyday living, one uses Science, whether one is aware of it or not.

Each school day, millions of parents entrust their most precious
possessions to the care and influence of teachers. It should come as no surprise
that what teachers do and how they do it are subjects of great interest and
potentially intense controversy. Undeniably, a teacher is a person whose primary
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professional or occupational function is to help others learn and develop new
ways because students are passive learners and that their minds are like blank
slates to be filled up with bits of knowledge and information.

Apparently, teachers are now struggling with students who are difficult to
teach, where no one version of teaching strategy is likely to be most effective with
all of them. The wide number of variables on which these students differ interacts
with the strategies teachers use to teach them.

There is a need to build a repertoire of teaching strategies from which the
teacher could select one that fits the learning situations. It is then the aim of this
research to find out the effects of different instructional methods used by science
teachers in secondary schools in Baguio City.
Statement of the Problem

The study sought to find answers to the following questions:
1. What is the frequency of use of instructional methods used by Science
teachers in Baguio City?
2. Are there significant differences on the frequency of use of instructional
methods in teaching Science when compared according to teachers’:
a) age
b) gender
c) highest educational attainment
d) number of years in teaching
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e) type of school currently teaching
3. What instructional methods do the students prefer in learning Science?
4. Are there significant differences on the preferred instructional methods of
the students in learning Science according to:
a. gender
b. year level
c. type of school currently enrolled
5. Are there significant differences between the instructional methods utilized
by the teachers and the preferred instructional methods of students?
6. What factors are perceived by the students and teachers that affect the
learning of Science?
Objectives of the Study

The general objective of the study is to find out the effects of teachers’
teaching strategies to students in both public and private secondary schools in
Baguio City. More specifically, the study aimed to:
1. Determine the frequency of teachers use on the identified instructional
methods in teaching Science.
2. Determine the significant differences on the frequency of use of the
methods used in teaching Science when compared according to teachers’:
a. age
b. gender
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c. highest educational attainment
d. number of years in teaching
e. type of school currently teaching
3. Identify the different instructional methods preferred by the students in
learning Science.
4. Determine the significant differences on the preferred instructional methods
of the students according to:
a. gender
b. year level
c. type of school currently enrolled
5. Determine the significant differences between the instructional methods
utilized by the teachers and the preferred instructional methods of
students.
6. Identify the different factors perceived by the students and teachers that
affect the learning of Science.
Importance of the Study

Teaching is a systematic presentation of facts, ideas, skills, and techniques
to students. Although human beings have survived and evolved as a species partly
because of a capacity to share knowledge, teaching as a profession did not emerge
until recently. The societies of the ancient world that made substantial advances in
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knowledge and government, however, were those in which specially designated
people, assumed responsibility for educating the young.

Teaching and learning supplement and complement each other. Teaching
is something that takes place only when learning does. Both are important in the
educative process. The concept of teaching must not be sacrificed to the concept
of learning nor the other way around. From the nature of this relationship, the
systematic transmission of knowledge and values from teacher to learner needs to
proceed smoothly.

This study is then important in providing insights and facts about
instructional methods as potent variables affecting science teaching in secondary
schools in Baguio City.

On the bases of the findings of this study, concerned school
administrators, faculty members, guidance counselors and other school officials
may be provided with relevant feedback to guide them to re-focus their strategies
and programs towards the improvement of instruction with the end in view of
improving students’ academic performance, personal and social development.

Ultimately, the findings of the study are directed toward the opening of
new frontiers of knowledge, which were not provided by previous researches and
the discovery of facts essential in theory building.


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Scope and Delimitation of the Study

This study aimed to identify the different instructional methods used by
science teachers in both public and private secondary schools in Baguio City
during the school year 2006-2007. In dealing with this study, the researcher
considered the teachers’ profile like age, gender, highest educational attainment,
number of years in teaching and type of school currently teaching. The students’
profile like gender, year level and type of school currently enrolled were
considered in determining their preferred instructional methods.


























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REVIEW OF RELATED LITERATURE



This chapter summarizes some research studies and literature which
pertains to the main aspects which are studied in this research.
Teacher’s profile

The teaching profession varies from country to country. In many
countries, teaching is a highly respected and prestigious profession. All countries,
particularly developing nations, lose many of their most qualified teachers to
more lucrative positions in commerce and industry.

The 1996 report of the Department of Education’s National Commission
on Teaching and America’s Future presented a clear program for change in
teacher education. This report cited several barriers in improving teaching in the
United States, such as inadequate teacher education programs; poor teacher
recruitment efforts, particularly in such subjects as mathematics and science; poor
administrative practices that typically saddle new teachers with the most
challenging and demanding tasks; and lack of rewards for teachers who
demonstrate outstanding skills and performance. To overcome these problems, the
commission challenged the nation to accomplish six goals by the year 2006: (1)
for all children to be taught by teachers who have the knowledge, skills, and
commitment to teach children well; (2) for all teacher education programs to meet
national professional standards, or else be closed; (3) for all teachers to have
access to high-quality professional development; (4) for teachers and principals to
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be hired and retained based on their ability to meet professional standards of
practice; (5) for teachers’ salaries to be based on their knowledge and skills; and
(6) for high-quality teaching to be the central investment of schools, with most
educational funding directed toward classroom instruction.To achieve these goals,
the commission made specific recommendations. For example, it recommended
that funding be made available to expand the work of the National Board for
Professional Teaching Standards (NBPTS). Founded in the late 1980s, the
NBPTS specifies levels of competency and expertise for teachers. Experienced
teachers can become certified by the NBPTS only after passing a screening based
on both their knowledge of academic subjects and their performance with
children. This certification has afforded teachers recognition as professionals and,
in many cases, has enabled them to command higher salaries. It also has helped to
establish national standards for quality teaching.

On the other hand, the chronological age maturity of an individual is said
to be affecting the effectiveness of strategic teaching. Psychology had it that
mental age in relation to the chronological age of an individual plays an important
role in the teaching learning process. It is then important to consider one’s
intelligence or ability for it helps in the greater realization of the instructional
method used.

According to Angel (1993), females excel in language arts, spelling and
penmanship. They are more creative and have more initiative to look for ways and
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means to execute strategies effectively. Thus, saying that female teachers are
more effective in handling strategic instructions than males. Long term experience
has something to do with the improvement of teaching strategies. Teachers who
had acquired many experiences will likely to discover new techniques and styles
of teaching.

Educational attainment of a teacher plays an important role in the
attainment of science teaching not only in science but in any subject. The higher
the degree earned, the more the individual is expected to have varied strategies
and techniques in teaching science to varied students. They may have to come up
with methods that suit the students’ learning styles.
Student’s profile

There is no doubt that people vary widely in many ways, such as their
abilities to use words, to solve arithmetic problems and perceive and remember
spatial information. Some investigators have suggested that certain intellectual
abilities are completely independent of one another. And from their different
abilities, their interests grow.

Many psychologists believe that there are gender differences in verbal
ability, with girls surpassing boys in most verbal tasks during the early years.

It turns out that the old consensus about gender differences is at least
exaggerated and at most simply wrong. Hyde (1998) examined 165 research
studies on gender differences in verbal ability; these studies had tested a total of
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1.419 million people. Although Hyde found a gender difference in favor of
females, it was so small that they claimed it not worth mentioning. He further
argued that more refined tests and theories of intelligence are needed to examine
any gender difference that may exist. Boys are motivated to achieve more and
strive harder at math, in part because more of them have career aspirations that
involve mathematical skills. As a consequence of these aspirations, boys tend to
take additional courses particularly advanced math courses. Jaddin (1999)
emphasized that these aspirations have biases in cultural expectation. In general, it
is fair to say that the difference between the tests scores of males and those
females are disappearing and that this change has been occurring in many
cultures, according to Slevenson (1994).

Balictan (1995) concluded that there is a significant difference between
the performance of males and females. The most apparent difference among
people are age and sex. Thus, it is not surprising that a great deal of research has
been conducted on the extent to which intellectual abilities vary with increasing
age and between males and females. Of course, this issue is highly relevant
socially. It is obvious that our intellectual reasoning increases as we grow older, at
least until early childhood. Grusec as cited in the book of Sergio (2001),
recognized this fact in constructing his test that mental age increases with
chronological age, but theorized that IQ remains stable as a constant reflection of
individuals’ intellectual abilities with respect to population.
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Teaching Method
Teaching is something that takes place when learning does. No matter
what the teacher is doing in his class if the students are not learning something
significant, the teacher is not teaching as stated by Aquino (1988).

Similarly, Odiem (1999) pointed out Dewey’s idea that, teaching and
learning are correlated activities, that when a child has not learned anything it is
because the teacher has not taught. The teacher should be concerned with the
learner and promoting learners and guiding the learner’s development with
teaching methods.
On the other hand, Arrends (1994) says that common teaching methods
are lecture method, the guided discussion method, and the demonstration-
performance method. A discussion on cooperative or group learning also is
included since this type of learning may be useful in conjunction with either the
lecture or guided discussion methods. A teaching method is seldom used by itself.
In a typical lesson, an effective instructor normally uses more than one method.
For example, a demonstration is usually accompanied by a thorough explanation,
which is essentially a lecture.
Regardless of the teaching method used, Duke (1999) specifies that an
instructor must properly organize the material. The lessons do not stand alone
within a course of training. There must be a plan of action to lead instructors and
their students through the course in a logical manner toward the desired goal. In
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all cases, a systematic plan of action requires the use of an appropriate training
syllabus. Generally, the syllabus must contain a description of each lesson,
including objectives and completion standards. Some schools and independent
instructors may develop their own syllabus for use in their aviation training
program. Thus, Joyce (1992) says in his book that the main concern of the
instructor usually is the more manageable task of organizing a block of training
with integrated lesson plans. The traditional ways of organizing a lesson plan
according to Hansen (1997) are introduction, development, and conclusion. The
introduction sets the stage for everything to come. Efforts in this area pay great
dividends in terms of quality of instruction. In brief, the introduction is made up
of three elements- attention, motivation, and an overview of what is to be covered.
The purpose of the attention element is to focus each student's attention on the
lesson. The instructor may begin by telling a story, making an unexpected or
surprising statement, asking a question, or telling a joke. Any of these may be
appropriate at one time or another. Regardless of which is used, it should relate to
the subject and establish a background for developing the learning outcomes. The
purpose of the motivation element is to offer the students specific reasons why the
lesson content is important to know, understand, apply, or perform. This
motivation should appeal to each student personally and engender a desire to learn
the material. Every lesson introduction should contain an overview that tells the
group what is to be covered during the period. A clear, concise presentation of the
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objective and the key ideas gives the students a road map of the route to be
followed. A good visual aid can help the instructor show the students the path that
they are to travel.
Morsen (1995) added that development is the main part of the lesson.
Here, the instructor develops the subject matter in a manner that helps the students
achieve the desired learning outcomes. The instructors logically organize the
material to show the relationships of the main points. The instructor usually
shows these primary relationships by developing the main points in one of the
following ways: from past to present, simple to complex, and known to unknown.
In past to present pattern of development, the subject matter is arranged
chronologically, from the present to the past or from the past to the present. Time
relationships are most suitable when history is an important consideration. The
simple-to-complex pattern helps the instructor lead the student from simple facts
or ideas to an understanding of involved phenomena or concepts. In some
subjects, certain information or concepts are common to all who use the material.
Under each main point in a lesson, the subordinate points should lead naturally
from one to the other. With this arrangement, each point leads logically into, and
serves as a reminder of the next. Meaningful transitions from one main point to
another keep the students oriented, aware of where they have been, and where
they are going. This permits effective sorting or categorizing chunks of
information in the working of short-term memory. Organizing a lesson so the
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students will grasp the logical relationships of ideas is not an easy task, but it is
necessary if the students are to learn and remember what they have learned.
Poorly organized information is of little or no value to the student because it
cannot be readily understood or remembered.
An effective conclusion retraces the important elements of the lesson and
relates them to the objective. This review and wrap-up of ideas reinforces student
learning and improves the retention of what has been learned. By organizing the
lesson material into a logical format, the instructor has maximized the opportunity
for students to retain the desired information. Each teaching situation is unique.
The setting and purpose of the lesson will determine which teaching method,
lecture, guided discussion, demonstration performance, cooperative or group
learning, computer- based training, or a combination- is used as stated by Johnson
(1991). In addition, Vito (1993) emphasized on how teachers operate or how they
call their teaching method. What matters is that, teachers create a learning
environment that will recognize and respond to individual needs and differences.
Teaching Science
According to Montgomery (2002), it is a common place observation that
people with little formal schooling are often quite adept at finding practical
"hands on" solutions to the problems of everyday life. In the rich countries, the
educated lives and consumes in an artificial environment of technologies, too
complex to be understood, much less controlled, by individuals. For most,
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experience with natural phenomenon and basic technical systems is very limited.

Thus, Butzow (2000) states that it is not at all surprising that, those
relatively unschooled villagers in developing countries often demonstrate
technical inventiveness and environmental understanding which astonish rich
visitors. Farmers, for example, make complex decisions about which crops to
plant and when, based on their knowledge of the soil and ecological interactions.
Most village-level technical innovation comes from trial and error and
observations, often over many seasons. Village technology evolves as a result.
But unsupported by systematic knowledge of natural science, the rate of village
technology development is much slower than it could be.
Unfortunately, Reynolds (1996) observed that the science taught in
schools in developing countries does not contribute to useful innovations in
village technologies. Science studies should equip students on how to apply the
basic principles and scientific laws of physics and biology to address a common
problem. Related skills on how to systematically control and vary a set of
experimental trials, and how to carefully observe and record the results are
equally important. But educational methods and curricula that are based on
repetition and memorization, or inherited from a colonial past, usually mean that
science teaching in the South concentrates on phenomena that are beyond the
students' everyday experience, with little or no practical value.

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Keane (2000) says that Science education (and education in general) is, in
fact, too often part of a sorting process through which a fortunate few may escape
the rural areas and qualify for an urban job in government. Science teachers
themselves, the products of such a system, do not expect the community to
demand that they teach a practical curriculum relevant to local conditions. These
teachers are, in any case, ill-equipped to do so; in most cases science is simply
one of a number of subjects the teacher is covering each day. As the science
material taught is abstract and has little to do with local conditions, so it is natural
that science teaching equipment for demonstrations is composed of what is by
local standards expensive and exotic apparatus. The lucky teacher who succeeds
in obtaining such apparatus from the education ministry is faced with two
alternatives: to use it to demonstrate what are likely to be seen as peculiar and
rather magical events, more a property of the equipment than the real world, or
lock it away in a closet to prevent damage to something so valuable. In either case
it is rarely (if ever) used by the students themselves, who never get a chance to get
excited about science and carry out their own simple experiments.

On the other hand, Science teaching as cited in the book of Trowbridge
(1990) should facilitate students’ learning about Science and Technology as they
need to understand and use them in their personal lives and as future citizens.
Science teaching should sustain students’ natural curiosity; develop their skills
and use technology, contribute to their understanding of the role limits and
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possibilities of Science and Technology in society and inform the choices they
must make in their personal and social lives.

Teaching Science is fundamental to effective schooling. From the studies
of the Institute for Research on Teaching (1996), there is a picture of effective
teachers as semi autonomous professionals who are clear about their instructional
goals, knowledgeable about lesson content and strategies of teaching, can
communicate to their students what is expected and why, can make expert use of
existing instructional materials in order to devote more time to practices that
enrich and clarify lesson content, can teach students metacognitive strategies and
give them opportunities to master them, can address higher as well as lower level
of cognitive objectives, can monitor students understanding by offering regular
and appropriate feedback, can integrate their instruction with that of the other
areas, can accept responsibility for student outcomes and are thoughtful and
reflective about their practice
Instructional Methods used in Science Teaching
Demonstration Method. Demonstration can be used to teach concepts or
skills directly or to prepare students for work in the laboratory. Demonstrations
are often used due to safety concerns or lack of equipments. The best
demonstrations have a dramatic quality and usually deal with something that is
puzzling to the students. Demonstrations can also be given inductively, by the
instructor asking several questions but seldom giving answers. A demonstration
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has an advantage of stressing inquiry which encourages students to analyze and
make hypothesis based on their knowledge, Cooper (1999).
Matthews (1994) revealed that inviting students to inquire at something
taxes their minds and requires them to think. Thinking is an active mental process.
The only way students can learn to think is by having opportunities to do so. A
demonstration provides this opportunity because students’ answers to the
instructors’ questions act as a feedback. The teacher has a better understanding of
students’ comprehension of the demonstration. Banks (1995) added that the
feedback acts as a guide for further questioning until the students discover the
concepts and principles involved. The teacher is now sure that they know the
meaning and purpose.
Lecture Method. The lecture method is the most widely used form of
presentation. Lectures are used for introduction of new subjects, summarizing
ideas, showing relationships between theory and practice, and reemphasizing
main points.
The lecture method of teaching needs to be very flexible since it may be
used in different ways, Ornstein (1992). There are several types of lectures such
as the illustrated talk where the speaker relies heavily on visual aids to convey
ideas to the listeners. With a briefing, the speaker presents a concise array of facts
to the listeners who normally do not expect elaboration of supporting material.
During a formal lecture, the speaker's purpose is to inform, to persuade, or to
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entertain with little or no verbal participation by the students. When using
teaching thru lecture, the instructor plans and delivers an oral presentation that
allows some participation by the students and truly helps direct them toward the
desired learning outcomes. The teaching thru lecture is favored by aviation
instructors because it allows some active participation by the students. The
instructor must determine the method to be used in developing the subject matter.
The instructor also should carefully consider the class size and the depth of the
presentation. As mentioned in the book of Bernardino (1999), covering a subject
in too much detail is as bad as or worse than a sketchy coverage. Regardless of
the method of development or depth of coverage, the success of the teaching thru
lecture depends upon the instructor's ability to communicate effectively with the
class. The lecture may be conducted in either a formal or an informal manner. The
informal lecture includes active student participation. The primary consideration
in the lecture method, as in all other teaching methods, is the achievement of
desired learning outcomes. Learning is best achieved if students participate
actively in a friendly, relaxed atmosphere. Therefore, the use of the informal
lecture is encouraged. At the same time, it must be realized that a formal lecture is
still preferred on some subjects and occasions, such as lectures introducing new
subject matter.

Arrellano (1991) added that the purpose of films, video or CD-ROM is to
present information in an interesting and efficient manner. Its predominant
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learning modes are auditory and visual. Most students are interested in films and
video. Science teachers need to use films in a manner that will attain the
established objectives.
Project Method. Many science teachers like having students work on
projects and participate in local and regional science fairs. The purpose of project
method is to give students knowledge, skills and understanding related to unique
problems.
Cooper (1999) mentioned that, science teachers should consider in giving
projects a list of project ideas for students. He must provide written guidelines
concerning the purpose and nature of the project, the final product, time limits and
any special expectations. He should also provide time and assistance as the
students work on their projects, particularly in locating resources and designing
experiments.
For the younger children, project work can be thought of as the more
formal part of the program involving more teacher guidance than might be found
when the children are at play. However, for the older children, project work is
more likely to constitute the more informal part of the program, the part where
they have greater autonomy in the development of their work than when involved
in teacher directed instruction. Project work and systematic instruction can be
seen as providing complementary learning opportunities. Children not only need
to know how to use a skill but also when to use it. They need to learn to recognize
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for themselves the context in which the skill might be useful and the purposes
which it can most appropriately serve. In systematic instruction, the children
acquire the skills and in project work they apply those skills in meaningful
contexts. The project work can be seen as the part of the curriculum which is
planned in negotiation with the children and which supports and extends the more
formal and teacher directed instructional elements, Keane (2000). The types of
activity or task the teacher plans will be different according to which kind of
learning is intended. The teacher's role is different in relation to the child at work.
Where the child is acquiring skills, the teacher is more of a director whereas when
children are applying skills they already have, the teacher is more of a guide. The
child can also feel quite different about the activity according to which kind of
learning is involved.
Laboratory/Experimental Method. Laboratory method is given to
formalize their experiences and make connections between prior and present
knowledge. Amorin (1996) said that Science is not really a Science unless it is
accompanied by experimentation and laboratory works. In the late 1800’s,
laboratories were constructed in secondary schools and colleges with
corresponding change in emphasis in the methods of instruction. The recitation
method and catechetical method for learning science principles were gradually
replaced by experiments in the laboratories with the expressed purpose of
verifying the laws of Physics and Chemistry. Laboratory apparatus were
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designed to duplicate as nearly as possible the materials and equipments used in
the original experiments, with the modern refinements to ensure reasonable
accuracy in the hands of Science students.
In addition, experimental method is usually taken to be the most scientific
of all methods, the 'method of choice'. Potter (1995) stressed that the main
problem with all the non-experimental methods is lack of control over the
situation. The experimental method is a means of trying to overcome this
problem. The experiment is sometimes described as the cornerstone of
psychology: This is partly due to the central role experiments play in many of the
physical sciences and also of the psychology's historical view of itself as a
science. A considerable amount of psychological research uses the experimental
method. An experiment is a study of cause and effect. It differs from non-
experimental methods in that it involves the deliberate manipulation of one
variable, while trying to keep all other variables constant.
Problem solving Method. Problem-solving means the processes involved
in the solution of a problem, Reber (2001). According to the research of cognitive
psychology, the thinking process involved are figuring out the solutions of
anagrams, puzzle box and water-jar problems. Problem solving is the ability to
solve problems. A problem is simply a request for a satisfying outcome to a
situation. Solving the problem is a method of organizing the given information
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and using that information, along with knowledge it possesses, to obtain the
desired outcome or solution.
According to Gage (1991), there are five critical cognitive processes of
problem solving. First, Identification: Recognizing that a problem exists. Less
mature and less able learners often simply fail to see that a problem exists. Thus,
they do not feel the need for a solution. Second, Definition: Defining problems,
classifying problem types, and building representations. The method of solution
greatly depends on how the problem is initially coded and defined. Usually, there
is more than one way to solve a problem. Different mental representations of the
problem lead to different attempts at a solution. Third, Exploration: Exploring
strategies for a solution. This particular strategy attempt depends on how the
problem was initially defined and coded. Fourth, Action: Acting out strategies in
order to obtain the desired outcome to the problem. Fifth, Looking and Learning:
Reflecting on the effects of our actions. More successful problem solvers revise or
abandon faulty strategies. Less successful problem solvers keep on working with
inadequate strategies.

Trowbridge (1990) added that problem solving is not used as often as one
would expect. Basically, the method is to place the students in a situation where
they must take some action that is not immediately obvious. Problem solving is
closely related to the technological design and provides opportunities for students
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to encounter concepts such as criteria, constraints, costs, risks, benefits and trade
–offs.
Fieldtrip Method. This method can be an exciting complement to the
Science program. On the contrary, this method can also be a disaster. The
difference between learning experience and a disaster lies in the preparation for
and appropriateness of the trip. A science teacher decides on the appropriateness,
timing, destination and place of the trip in the instructional sequence. The purpose
of fieldtrip is to provide a learning experience that is unique and can not be
accomplished in the classroom. Fieldtrip predominant learning modes are
kinesthetic, visual and auditory.
Reading Method. Reading is an activity characterized by the translation of
symbols, or letters, into words and sentences that have meaning to the individual.
The ultimate goal of reading is to be able to understand written material, to
evaluate it, and to use it for one's needs. Reading refers to activities as varied as a
first grader's struggling with simple sentences in a storybook, a cook's following
directions from a cookbook, or a scholar's attempting to understand the meanings
of a poem. Reading exposes people to the accumulated wisdom of human
civilization. Mature readers bring to the text their experiences, abilities, and
interests; the text, in turn, allows them to expand those experiences and abilities
and to find new interests. To reach maturity in reading, an individual goes through
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a series of stages, from readiness to adult reading ability (Microsoft Encarta
2006).
Reading is central to effective instruction, Brigham (1991) said that
reading should be used in Science classes. It should not be the exclusive learning
method. The reading of materials other than the textbook is encouraged. Reading
materials that are appropriate to the students abilities and program objectives, and
assigning of variety of readings (for example textbook, science book, popular
magazines and articles or tracts of historical significance) are necessary because
the purpose of reading is to present information that is uniform and consistent.
Games Method. Use of games can provide students with a variation on the
usual classroom procedures. If used wisely, they can be valuable for developing
concepts and ideas not generally conveyed by other methods. Science should have
some guidelines in method like considering the difficulty of the game,
appropriateness of the game for their objectives, providing clear rules for the
game and conducting pre and post game discussion.
Debate Method. Debate is talking or arguing about something: to talk
about something at length and in detail, especially as part of a formal exchange of
opinion (Microsoft Encarta 2006)
Brandwein (1990) added that, debate is an effective way to introduce
different sides of science-related issues. The debate continues over several days
and involves several teams in various aspects of a topic. Students will have to
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understand information concerning their position and develop the skills of
analysis and evaluation concerning their opponent’s position. Debate is an
excellent method to encourage students to take a different perspective and engage
in ethical discussion of issues. The soul purpose of giving a debate is to allow the
students to gain information and discuss different sides of an issue and resolve
conflicts. In addition, Ramigo (1991) stated that, this method requires students to
synthesize everything they have learned to this point and to present a coherent,
well-researched, well-supported position to classmates and the instructor. Debates
may well expose differences and similarities in the arguments more clearly than
written assignments can. Although formal methods are presented, debates can also
be more informal, if appropriate for a particular issue. An expository debate can
be created simply by asking two students to come to class prepared to discuss the
issue at the next meeting. This form of debate may take no more than a few
minutes and will leave one free to amplify or detract from either argument.
Whether formal or informal, debates have many advantages: they force students
to speak in front of their peers, they force students to adopt a point of view and
defend that position--as they may well have to do in the real world, debates, with
the provided text materials, are fairly well outlined and may require a minimum of
student research in order to successfully defend a position, debates relieve the
teacher of extensive lecture preparation and give students responsibility for
generating their own learning experience, debates allow issues to move freely into
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areas not necessarily covered by the text materials, debates are excellent formats
for group discussion and are easily adapted to situations where teaching assistants
are responsible for discussion groups outside of the standard classroom lecture
and debates give students a role and structure in which to express opinions that
may differ from the instructor's.
Factors affecting the learning of science.

One aspect of teaching is how effective the teacher is. The two major
categories into which the characteristics of an effective teacher may be grouped
are 1) professional qualities and 2) personal qualities. Professional qualities refer
to the mastery of the subject matter, understanding of the learner, understanding
the teaching principles and skills in the use of techniques. Personal qualities are
related to the 5 aspects of personality; intellect, social, physical, emotional and
moral, according to Lardizabal (1991). In her study, Lubrica (1996) found that
there was academic under qualification for science teaching and that there was
deficiency in teacher’s training within the CAR.

Several and varied difficulties cropped up in the learning of science. The
teaching of Science conducted by Molina (1971), found that inadequacy of
Science equipments was the most serious problem encountered. Because of these
inadequacies, teachers are suggested to make different improvised equipment and
materials that are available with in the community resources.
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The insufficiency of materials and other science equipment for teaching is
a common problem in many government schools. Thus, there is a need to make
science programs that will fit into the local setting and the need for more
textbooks that are upgraded.

The ideas gathered from the related articles and studies lent valuable
information in the development of the present study, from the introduction until
the formulation of the detailed steps followed throughout the study.
Conceptual Framework

Science is important to everyone. The world is in desperate need of more
and better science precisely because it has been one of the dominant forces in
people’s lives and the life of the world for several hundred years. Science and its
derivative, technology, have increased the life expectancy and material well-being
of people but at the same time have led the world to the brink of disaster through
ecological catastrophe or nuclear war. Science raises the hope that people can
truly progress to a higher understanding of others and their relationships with
nature.

There are different methods/tactics in Science teaching. These methods are
a combination of older and newer ideas that are useful in any educational level
from kindergarten to collegiate as to: bridging and applying, using control, using
analogy, using substitution, and analyzing faculty procedures.
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Craig (1958) delved on methods of teaching Science and quoted an author
thus:
“Of all the methods that have been proposed for the use in
high schools, one method must have special consideration in the
teaching of Science, the scientific method. The application of
scientific method is a matter of securing the most reliable
information within the easy comprehension of the students. It is
evident that students do not discover new information for they are
to become adequate for the world of today and tomorrow.”


There are different instructional methods in Science teaching. The role of
the Science teacher is to see to it that the instructional methods used is appropriate
with the objectives of the lesson and is suitable for learning. Figure 1 shows the
variables in the study. Instructional methods in Science teaching are the
independent variable. Frequency of using the instructional methods used by
Science teachers, instructional methods preferred by the students in learning
Science and factors perceived by the teachers and students that affect the learning
of Science are the dependent variables. Teachers and students profile are the
intervening variables.
Learning is a process of acquiring and integrating into one’s personality,
information, skills, habits and attitudes. Learning takes place when the whole
being and the total stimulation are considered as stressed in Gestalt Theory. This
simply means that the individual does not only act merely to stimulus but rather to
the background and setting. A teacher, through his/her instructional methods
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affects the students’ initiatives and enthusiasm. Since instruction should begin at
the point of interest of the student, a full knowledge of students’ preferred
instructional methods is required.















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INTERVENING
DEPENDENT
VARIABLES
VARIABLES


A. Teachers profile
Frequency of using
INDEPENDENT

instructional methods
VARIABLES
a. Age
by Science teachers

b. Gender

Instructional
c. Highest educational
Instructional methods
methods in
attainment
preferred by the
Science teaching
d. Number of years in
students in learning

teaching
Science
e. Type of school

currently teaching
Factors perceived by

the teachers and
B. Students Profile
students that affect

the learning of
a. Year level
Science

b. Gender
c.

Type of school
currently enrolled





Figure 1. Paradigm of the Study


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Definition of Terms

For the common and clear understanding of the study, the significant
terms are hereby defined:
Age. The number of years computed from the time of birth to the last
birthday categorized into the following 21-30 years old, 31-40 years old, 41-50
years old, 51 and above.
Debate Method. This methodology requires one to talk or argue about
something at length and in detail, especially as part of a formal exchange of
opinion.
Demonstration Method. This learning activity is performed by a student
or a small group while the rest of the class observe. This activity is done for
experiments involving expensive materials or dangerous chemicals.
Educational attainment. Categorized as bachelor’s degree, master’s or
doctorate degree.
Fieldtrip Method. It is an out of classroom activity whereby, students
study things in their natural settings.
Games Method. These are activities or contests governed by sets of rules.
People are engaged in games for recreation and to develop mental or physical
skills.
Instructional materials. It is an established way of doing anything or the
means or manner by which it is presented or taught.
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Instructional Method. It is an art of teaching with the use of devices and
application of methods and principles in teaching in order to affect the proper
development of the individual student.
Laboratory/Experimental Method. One way of teaching, that actively
involves every student in the class in manipulating materials and simple
equipment to find answers to questions and solve problems.
Lecture Method. It is a teaching procedure for clarifying or explaining a
major idea cast in the form of a question or a problem. This type can be
dominated by the teacher, can be a discussion between the class and the teacher,
and can be accompanied by visual materials such as slides, films and
transparencies.
Length of service. The total number of years experience in the teaching
profession. This is categorized as 5 years and below, 6-10 years, 11-15 years, 16-
20 years, 21 and above.
Problem Solving Method. It is a question, matter, situation or person that
is difficult. It also refers to the process of removing difficulty through rational
procedures involving analytical and reflective thinking.
Project Method. It is a significant unit of problematic nature, planned and
carried to completion by the learners in the natural manner and involving the use
of physical materials to complete the unit of experience.
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Reading/Study type Method. This methodology requires students to gather
facts and information or solve problems by reading printed materials.
Science. A branch of knowledge dealing with the body of facts
systematically arranged and showing the operation of general laws.
Science teaching. It refers to the instruction of science in the secondary
schools of Baguio City.
Science teachers. These are teachers in the High school Science subjects
of Saint Louis Laboratory High School, University of Baguio-Science High
School, Baguio City National High School and Pines City National High School.
Sex. Classification of the teacher and student respondents as to whether
they are male or female.
Student respondents. These are high school students of Saint Louis
Laboratory High School, University of Baguio-Science High School, Baguio City
National High School and Pines City National High School.
Type of school currently enrolled. It is categorized as private or public
secondary school.
Year Level. The level where the student-respondents belong, categorized
as First year, Second year, Third year and Fourth year.


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Hypotheses of the Study

On the basis of the problems that were raised, the following hypotheses
were tested:
1. There are significant differences on the frequency of use of the methods used in
teaching Science when compared according to teachers’:
a. age
b. gender
c. highest educational attainment
d. number of years in teaching
e. type of school currently teaching
2. There are significant differences on the preferred instructional methods of the
students as to:
a. gender
b. year level
c. type of school currently enrolled
3. There are significant differences between the instructional methods used by the
Science teachers and the preferred instructional methods by the students.




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METHODOLOGY
Locale and Time of the Study
This study was conducted in two private and two public secondary
schools in Baguio City namely Saint Louis Laboratory High School (SLU-LHS),
University of Baguio-Science High School, Baguio City National High School
(BCNHS) and Pines City National High School (PCNHS).Figure 2 shows the map
of the study.
Saint Louis Laboratory High School before was Saint Louis Boy’s High
located at Mabini Street, Baguio City. By the name itself, it is exclusively for
boys only. Now, it is at Navy Base, Baguio City. It has already incorporated girls
to have Cooperative education with boys. On the other hand, University of
Baguio-Science High School is located adjacent to its college school and known
to produce intelligent students because they focus on the academic line of
teaching.

Baguio City National High School is at Governor-Pack Road, it was
formerly known as Mountain Province High School. In 1937, the national
government transferred the financial responsibility of maintaining the school to
the government. With this transfer, the school was renamed Baguio City National
High School. Pines City National High School formerly as Pines City High
School was one of Baguio City National High School’s sister school but time

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came that Pines City High School became independent and is now known as
Pines City National High School.
Respondents of the Study
The respondents of the study are 48 instructors and 320 students in the
four private and public secondary schools in Baguio City. The teachers were
chosen for the reason that they are directly teaching Science to the student
respondents. Likewise, the students’ respondents were chosen based on the notion
that among the student populace, they have the longest exposure and encounter
with the formal teaching-learning process. Hence, they represented the most
rational group to make an assessment on how they learn.

The profile of the teachers are as follows:

Age. Table 1 indicates the different classifications of teachers as to age
groups namely: 21-30 years old, 31-40 years old, 41-50 years old, 51 and above.
50 percent have ages ranging from 51 and above; 25 percent with ages ranging
from 41-50; 10.4 percent have ages ranging from 31-40 and 14.6 percent with
ages ranging from 21-30.

Many of the older teachers preferred to stay in the country to continue
serving the youth because they believe in the idea of Dr. Rizal that the youth is
the only hope of the country. Another reason is that they expect to receive
benefits after retiring. Age groups from 31-40 years old prefer to explore globally.
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Teachers abroad are now in demand, that’s why they grabbed the opportunity so
that they can give better life to their children and family.
Table 1. Profile of teacher respondents according to age
Age Frequency
Percent Rank
21-30 years old
7
14.6
3
31-40 years old
5
10.4
4
41-50 years old
12
25.0
2
51 and above
24
50.0
1
Total 48
100


Gender. Table 2 presents the gender of the teacher respondents in both
public and private schools in Baguio City classified as male and female. Majority
of the respondents are females with 56.25 percent while 43.75 percent are males.

The findings imply that females outnumber males in the teaching
profession. The reason to the ratio is that females usually prefer to teach.
Angiwan (2005) in her study stated that females preferred to teach because they
have the innate feeling of being a mother and that teachers are considered as the
second parents of the students and the fact that most of their time awake is spent
in school.
Table 2. Profile of teacher respondents according to gender
Gender Frequency Percent Rank
Male 21
43.75
2
Female 27
56.25
1
Total 48
100.00


Educational Attainment. Table 3 presents the distribution of science
teachers according to educational attainment classified as Bachelor’s Degree,
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Bachelor’s Degree with MA units, MA Degree with Doctorate units and
Doctorate Degree.

The table reveals that 27.1 percent are holders of Bachelor’s Degree, 33.3
percent are holders of Bachelor’s Degree with MA units, 37.5 percent are holders
of MA Degree with Doctorate units and only 2.1 percent are holders of Doctorate
Degree.

The finding reveals that teacher respondents possessed the necessary
educational qualification in that majority of them are MA degree holders with
doctorate units for teaching in the secondary level contradicting the findings of
Amorin (1996), that most of the science teachers are holders of Bachelors Degree
and only have some MA units.
Table 3. Profile of teacher respondents according to Educational
attainment
Degree Frequency
Percent
Rank

BS/BSE/BEED/AB 13
27.1
3
BS Degree/with MA units
16
33.3
2
MA Degree/with PhD units
18
37.5
1
PhD Degree/EdD Degree
1
02.1
4
Total 48
100


Number of years in teaching. Table 4 presents the distribution of science
teachers in terms of the number of years in the teaching profession classified as 5
years and below, 6-10 years, 11-15 years, 16-20 years, 21 years and above.

Of the science teachers 27.1 percent had served for 21 years and above,
while 14.6 percent had 10 years and below experiences.
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The findings imply that majority of the respondents already taught science
for a long time and that they have already mastered their subject matter.

It supports the study conducted by Quipot (2005) that teachers who taught
for not less than 8 long years provide better type or wide range of professional
service because of their mastery of the subject matter.
Table 4 Profile of teacher respondents according to length of service
Length of Service
Frequency Percent Rank
5 years and below
7
14.6
4.5
6-10 years
7
14.6
4.5
11-15 years
11
22.9
2
16-20 years
10
20.8
3
21 years and above
13
27.1
1
Total 48
100



Type of school currently teaching. Table 5 indicates the even distribution
of science teachers from both public and private secondary schools in Baguio
City. 50 percent was taken from both public and private schools.
Table 5. Profile of teacher respondents according to type of school currently
teaching
Type of School
Frequency
Percent
Private 24
50
Public 24
50
Total 48
100



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The following are the profile of the students:
Gender. Table 6 presents the gender of the student-respondents classified
as male and female. A great majority of the respondents are females with a total
of 66.56 percent. Males comprise 33.44 percent
This result confirms the surveys done by the National Statistics Office
(2006) that females compose 68 percent which outnumber the males with 32
percent in the Philippines.
Table 6. Profile of the students as to gender.
Gender Frequency Percent Rank
Male 107
33.44
2
Female 213
66.56
1
Total 320
100



Year
level. Table 7 presents the even distribution of student respondents
from four schools in Baguio City which is according to year level. 25 percent per
year level was selected, 80 students per school was taken with a total of 320
students.
Table 7. Profile of students as to year level
Year Level
Frequency
Percent
1st year
80
25
2nd year
80
25
3rd year
80
25
4th year
80
25
Total 320
100


Type of school currently enrolled. Table 8 shows the even distribution of
students respondents according to the type of school currently enrolled. 160
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students were randomly selected from the public schools and the same number
was taken from the private schools.
Table 8. Profile of students as to type of school currently enrolled
Type of School
Frequency
Percent
Private 160
50
Public 160
50
Total 320
100

Instrumentation
The study made use of a descriptive method of research. The questionnaire
was the main instrument used in gathering the empirical data needed in this study.
Interviews were also conducted to verify data collected. Two sets of questionnaire
were prepared by the researcher. Set A questionnaire was answered by the
teachers and Set B questionnaire was answered by the students. The questionnaire
for the teachers was composed of three parts. Part I, selected faculty
characteristics (age, gender, highest educational attainment, length of service and
type of school currently teaching) Part II, data on how frequent the instructional
methods were used by the science teachers Part III, factors that affected the
learning of Science as perceived by the teachers. On the other hand, the
questionnaire for the students was composed of three parts. Part I, students profile
(age, gender, type of school enrolled), Part II data on the preferred instructional
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methods in teaching Science, Part III was on factors that affected the learning of
Science as perceived by the students.
Data Collection

Permission was secured by the researcher from the Principal/ Officer-in-
charge of each school before gathering the data. The questionnaires were
administered on January 2007. The questionnaires were retrieved personally by
the researcher with the help of some friends, former professors and subject
teachers who were in their classroom during the administration of the
questionnaire.

After the questionnaires were retrieved, the data was classified, tabulated
and analyzed.
Statistical Analysis.

The data gathered in this study were presented in tables and discussed in
the text. They were classified, tabulated and statistically analyzed.
The descriptive statistical tools such as frequency, ranking and getting the
percentage was used in the study.
Formula: P = X (100%) Where: P = percentage
N X = total frequency
N = total population


The average weighted mean was used to present the frequency of use of
instructional materials used by science teachers, the preferred instructional
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materials by the students and the factors perceived by both the students and
teachers in the selected schools in Baguio City.

The formulas used in the study are as follows:
___
X = Σ x Where :__
n X = weighted mean
Σx =summation of all the scores
n = total frequency


The scale used in determining the frequency of use of instructional
methods is as follows:
Numerical value Limits Descriptive Equivalent
1 1.00-1.75 Never
2 1.76-2.50 Seldom
3 2.51-3.25 Often
4 3.26-4.00 Always


The scale used in determining the factors that affect the learning of science
as perceived by the students and teachers is as follows:
Numerical value Limits Descriptive Equivalent
1 1.00-1.75 Not at all
2 1.76-2.50 fairly affect
3 2.51-3.25 much affect
4 3.26-4.00 very much affect



Essentially, the formula for Friedman’s two way analysis of variance by
ranks determined the differences among the items identified in the study.
X2r= ____12____ Σ (R12+R22…)2 - 3N (K+1)
NK (K+1)



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where:
X2r = Friedman’s Two way ANOVA by ranks

R= number of rows

K= number of columns
As the basis of acceptance or rejection of the hypotheses, 0.05 was the
level of significance used.




























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RESULTS AND DISCUSSION

This chapter discussed various aspects that are related to the instructional
methods utilized by secondary science teachers in selected schools in Baguio
City. The data collected were tabulated and discussed accordingly.
The data presented in this chapter were derived from the responses to the
questionnaires administered and from interviews with 320 students and 48
teachers.

Frequency of use of instructional methods used
by Science teachers in Baguio City

The important concern of science teachers is determining and choosing the
most appropriate effective instructional method in presenting the lesson.
According to Salandanan (2001), the learning process is a significant factor
especially in the ability to know the students’ background information previously
learned, availability of instructional materials and other facilities in the Science
room. In selecting the instructional methodology, no one is in the best position to
make the proper decision but the teacher herself because she is familiar with the
characteristics of her students and their needs, interests and attitudes.

Table 9 shows the instructional methods used by science teachers in
Baguio City. They are classified as demonstration method, lecture method, project
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method, laboratory method, problem solving method, fieldtrip method, reading
method, games method and debate method.
Table 9. Frequency of use of instructional methods used by Science teachers in
Baguio City
Methods WM
D.E.
Rank
1.Demonstration 3.16
often
3
2.Lecture 3.39
always
1
3.Project 1.87
seldom
8
4.Laboratory 2.97
often
4
5.Problem Solving
3.37
always
2
6.Fieldtrip 1.70
never
9
7. Reading
2.91
often
5
8.Games 2.35
seldom
6
9.Debate 2.08
seldom
7
Legend:
WM=weighted mean
D.E.=Descriptive Equivalent


The leading instructional method was lecture with an average weighted
mean of 3.39. The least utilized instructional method in teaching science was
fieldtrip as indicated by an average weighted mean of 1.70.

Potter (1996) stated that lecturing is one of the most frequently used
methods in teaching not only in science but also in other subjects in the secondary
level. An interview from Lagasca (2007) of Pines City National High School
states that:
“I daily use lecture method in teaching science because
it is adaptable to many different settings, especially in a large
group. I want to emphasize that lectures may also be used to
introduce a unit of instruction and may be combined with
other teaching methods to give added meaning and
direction”.
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On the contrary, Alcorn (1978) specified that lecture technique can only
be functional when it is correctly used such as in explaining a problem,
illustrating and demonstrating a process or a point, telling a story or introducing a
new lesson.
On the other hand, the purpose of fieldtrip is to provide a learning
experience that is unique and can not be accomplished in the classroom. Datoc
(2007) of Pines City National High School emphasized that:
“Fieldtrip is a very interesting instructional method to
use but I never make lesson plans that involve fieldtrips
because obviously as a science teacher I should decide on the
appropriateness, timing, destination and place of the trip in
the instructional sequence. And the fact that, the budget of
the school is not enough for fieldtrips especially in public
schools. Parents also complain if teachers, classmates or
school administration will collect money”.


Parents also influence their child’s trait and their learning. According to
Reddy as cited by Fermin (2003), educators consider parents’ involvement as
essential to any educational program. The basic assumption underlying this point
of view is that parents can play an educative role to their children.
Demonstration, Laboratory and Reading methods are often utilized as
instructional methods in teaching science. Demonstrations are often used due to
safety concerns or lack of equipments. This is actually proven when a survey
conducted by Molina as cited in the book of Quipot (2005), found that inadequacy
of Science equipments was the most serious problem encountered not only in
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grade schools but also in secondary schools. Laboratory method is given to
formalize students experience and make connections between prior and present
knowledge but Brandwein (1993) stated that laboratory experiments do not
provide opportunities for the students to use their minds to solve problems posed
in the laboratory. All that is required is to make sure all the detailed instructions
found in the laboratory manual are carried out and all the blanks are filled after
the experiment is completed. Reading method exposes people to the accumulated
wisdom of human civilization as what Garlejo (2007), a Filipino teacher from
Pines National High School stated:
“The ability to read has economic consequences.
Students who are better-than-average readers are also higher-
than-average earners or are more likely to have high-paying
jobs. The growing technicalization of society has brought
increasing demands for literacy, which the schools are hard
pressed to meet. A higher level of literacy is needed in
business and industry, in the armed forces, and even in
everyday life. The reading ability needed to comprehend
materials are important to daily living, such as income tax
forms and newspapers, has been estimated to be high. Some
efforts have been made to simplify forms and manuals, but
the lack of sufficient reading ability definitely impairs a
student capacity to function in modern society”.

Teachers should therefore encourage students to read materials aside from
textbooks that are appropriate to student’s abilities and program objectives.

Games, debate and project methods are seldom used in teaching science.
Teachers seldom use games because it is very hard to look for a game that is
appropriate to the objectives of the lesson. Debate method is only given according
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to some teachers when there’s ample time because students have to understand
informations concerning their sides on the given issue and develop the skills of
analysis and evaluation concerning their opponent’s position which will take time.
Project method is seldom used because from observations, teachers don’t like the
responsibility of providing time and assistance as the students work on their
projects, particularly in locating resources.

On the contrary, the findings of Levinson (1994) added that a number of
distinguished educators have urged that an effective teaching method requires
learning experiences which are designed in such a way that they reflect and
illustrate the conceptual and methodological structure of discipline. Hence,
teachers are encouraged to make use of different methods in teaching science
which they think is suitable for the kind of students they have.
Frequency of use of instructional methods
used in teaching science as to variables

Age. Table 10 shows the frequency of use of teaching methods as to age.
The computed value as indicated by 10.4 was higher than the tabular value of 7.82
using 0.05 level of significance. The hypothesis therefore stating that the teachers
from different age groups have different perceptions in using science instructional
methods is accepted.
From this data, ages ranging from 31-40 had the highest average weighted
mean of 3.80 in utilizing lecture method and ages ranging from 21-30 had the
lowest mean of 3.28 in utilizing lecture method in teaching science. The study of
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Lubrica (1996) states that science teachers who are in their younger years are in
their most energetic and productive years. This tries to explain that fresh
graduates have many ideas in mind. Aside from lecturing, they think of better
ways of tackling the subject matter. This stage may be referred as the trial and
error stage. This explains why teachers aging from 31-40 are already tired from
experimenting what instructional method suits best a subject matter and so, they
just elaborate or explain the topic through lecturing.
Table 10. Frequency of use of methods used in teaching science as to
variables
Variables X2r X²0.05
Result
1.Age 10.4
7.82
significant
2. Gender
5.44
3.84
significant
3. Educational attainment
6.73
7.82
not significant
4. Length of service
13.18
11.07
significant
5. type of school
2.77
3.84
not significant
Legend:
X2r = computed value
X² 0.05 = tabular value


Ages ranging from 51 years and above used lecture and problem solving
methods in teaching science. Even if teachers teaching science grow old, they
have different perceptions on what instructional method is best in teaching as long
as they are committed to their work.
Gender. Table 10 presents the comparison of frequency of use of
instructional methods as to gender.
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The computed value as indicated by 5.44 was higher than the tabulated
value of 3.84 using 0.05 level of significance. Therefore, the hypothesis stating
that the male and female science teachers; have different perceptions regarding
the instructional method to be utilized in teaching science is accepted.

Male science teachers had higher frequency rate of using lecture as
indicated by 3.47 compared to female science teachers who had 3.40.

According to Angel (1993), males do not excel in language arts, spelling
and penmanship, most likely not to be creative and do not have the initiative to
look for ways and means to execute strategies effectively. These can be the
reasons why males prefer lecture over other teaching methods.
On the contrary, according to Sison (2000), females are more effective
teachers in handling teaching strategies than males. Thus, female teachers can be
more creative and have more initiative to look for ways and means to execute
strategies effectively.
Educational
attainment. Table 10 shows the comparison of frequency of
use of teaching methods as to educational attainment of teachers who are teaching
science.

The computed value as indicated by 6.73 was lower than the tabulated
value of 7.82 using 0.05 as level of significance. This indicates that the hypothesis
that the science teachers of different educational attainments have varied
perceptions on what instructional method to be used in teaching science is
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rejected. This means that no matter the degree the teachers have, their perceptions
on instructional methods used in teaching science are similar.

The educational attainment of science teachers classified as Bachelor’s
Degree, Bachelor’s Degree with MA units, MA Degree with PhD units and PhD
Degree prefer lecture in teaching science. Quipot (2005) emphasized that teachers
whatever degree they hold are acquainted with current and varied ideas in science
that is why they see lecture as the best way to share these new ideas.

Interviews from teachers with different educational attainment emphasized
that lecture is a traditional procedure that carries prestige as a dignified and
respectable teaching procedure. Its efficacy depends upon who does the lecturing,
what new informations have to be imparted and how it is presented.

Length of service. Table 10 presents the comparison of frequency of use
of instructional methods as to the length of service of science teachers in Baguio
City.

As gleaned in Table 10, the computed value of 13.18 was higher than the
tabulated value as indicated by 11.07 using 0.05 as level of significance. The
hypothesis that teachers with different length service have different perceptions
on instructional methods in teaching science is accepted. This means that science
teachers with different length service have different perceptions on instructional
methods to be used in teaching science.
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Teachers who taught for 5 years and below always utilized lecture in
teaching science; often used in teaching are demonstration, laboratory, problem
solving and reading method; seldom used in teaching are project, fieldtrip, games
and debate methods

Those teachers who had 6-10 years teaching experiences always utilized
lecture in teaching science; often used in teaching are demonstration, laboratory
and reading method; seldom used in teaching are problem solving, games and
debate method; never used are project and fieldtrip method in teaching science.

In addition, those with 11-15 years always utilized lecture in teaching
science; often used in teaching are demonstration, laboratory, problem solving
and reading methods; seldom used in teaching are games and debate methods; and
never used are project and fieldtrip methods in teaching science.
Furthermore, the teachers with 16-20 years always utilized demonstration,
lecture and problem solving method in teaching science; often used are laboratory
and reading method; seldom used are project, fieldtrip, games and debate method
in teaching science.
Finally, those with 21 years and above utilized demonstration and problem
solving method in teaching science; often used in teaching are lecture, laboratory
and game method; seldom used are project method, fieldtrip and debate method in
teaching science.
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From the given data, teachers who taught for 16-20 years have utilized
different instructional methods in teaching science. Teachers who acquired many
experiences will likely discover new techniques and styles of teaching other than
using lecture method in teaching science. Binay-an (1985) as cited by Quipot
(2005) added that teachers with 16-20 years in service have already enough
science materials and equipments because they have started collecting and making
them during their early years of service. These are the reasons why they are more
acquainted with other instructional methods.

She also identified the teaching difficulties of elementary school teachers
of Modern science in selected schools in Manila. The study revealed that teachers
with less experience in teaching science have larger percentage of errors than
those who have more teaching experience and Potter (1995) as cited by Soria
(1999) indicated that teaching effectiveness is not positively related to
experiences and professional service. She found out that those teachers with little
or no teaching experience is judged by the students to be as good as teachers with
4 or more years in teaching.

Type of school. Table 10 shows the comparison of frequency of use of
instructional methods as to type of school whether public or private.

The computed value of 2.77 was lower than the tabulated value of 3.84
using 0.05 as level of significance. This indicates that the hypothesis that
hypothesis that both public and private school science teachers in Baguio City
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have different perceptions regarding what instructional method to use in teaching
science is rejected. This means that science teachers whether public or private,
have similar perceptions on the instructional method to be used.

The results of the study show that science teachers of both types of
schools utilized the same instructional methods in teaching science. According to
some public and private teachers, funds are not enough to support all the needs of
the school especially on materials and laboratory equipments that’s why many of
them just use lecture as a method of teaching. This was proven by Brown (1968)
as cited by Lubrica (1996) that the deficiency of teachers stemmed from
insufficient facilities. Teachers from public and private schools are therefore
challenged to make use of other instructional materials aside from what the
government can give to supplement their tasks as a teacher for their students’
growth and development.
Instructional methods preferred by the students
in learning science

If the teacher possess good personality traits, the students will develop a
good performance in school, Pakilo and Palig-ad (2001) as cited by Amorin
(1996) emphasized that the more the teacher succeeds in establishing a genuine
relationship of trust and confidence, the more the students are prepared to meet
the requirements set by them.



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Table 11.Instructional methods preferred by the students in learning science
METHODS
WM
D.E.
Rank
1.Demonstration 3.33
highly
preferred 2.5
2.Lecture 3.40
highly
preferred
1
3.Project 2.73
moderately
preferred
9
4.Laboratory 3.33
highly
preferred
2.5
5.Problem Solving
3.21
moderately preferred
5
6.Fieldtrip 3.13
moderately
preferred
6
7. Reading
3.05
moderately preferred
7
8.Games 3.30
highly
preferred
4
9.Debate 2.93
moderately
preferred
8
Legend:
D.E. = Descriptive Equivalent
WM = Weighted Mean


Table 11 shows the instructional methods preferred by the students in
selected schools in Baguio City. The leading instructional method preferred by the
students in learning science was lecture with an average weighted mean of 3.4 and
the least preferred instructional method in learning science was project method
with an average weighted mean of 2.73.
The lecture is particularly suitable for introducing a new subject and for
explaining the necessary background information. By using lecture, the teacher
can offer students with varied backgrounds and a common understanding of
essential principles and facts. This can be the reason why students in secondary
schools in Baguio City preferred lecture as a way to learn in their science subject.
Students also highly preferred demonstration and laboratory with an
average weighted mean of 3.33. They also highly preferred games with an
average weighted mean of 3.30 in learning science.
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Interviews with some students in private schools emphasized that
demonstrations and laboratory methods of teaching is based on the simple, yet
sound principle that they can learn by doing. Through doing, students learn to
follow correct procedures and to reach established standards. This is also true in
using progressive principles of play as an effective way for the teacher to
encourage learners to become effective decision makers and intelligent
performers. The primary idea is that students will be able to understand a variety
of games more effectively and as a result enjoy the games they are playing more.
Interviews with some public students revealed that they are more likely to
become explorers where in they will try everything in order to learn and from
their experience they will choose the best. They also have more self-confidence in
learning that’s why they wanted to have more experience which actually pushes
them to prefer demonstration and laboratory methods.

Students moderately preferred project, problem solving, fieldtrip, reading
and debate methods in learning science. Having a project is expensive but they
can actually apply and develop their skills in the different kinds of tasks or
activity the teacher plans. Some of the students also felt that they don’t have the
ability to solve problems. Some also said that they just don’t know how to
organize the given informations and use these informations to obtain the desired
outcomes. Readings as well as debates are boring according to some students and
there are very few interesting topics that are debatable in the society. Lastly,
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students consider educational fieldtrips as impossible now a days because of lack
of school funds.
Instructional methods preferred by the students
in learning science as to variables

Gender. Table 12 presents the preferred instructional methods of the
students in learning science as to gender. The computed value as indicated by
2.77 was lower than the tabular value of 3.84 using 0.05 level of significance.
This indicates that the hypothesis that male and female students have different
preferences on what method suits the learning of science is rejected. Both male
and female students prefer lecture and game methods in learning science
According to Odiem (1999), male students are predominantly dynamic learners
and female students are mostly innovative learners. Despite the slight
discrepancy, there’s no difference in their preference in learning styles.

The results confirm the findings of Laluan as cited by Puntaue (2004), that
student’s personal background such as sex did not affect the performance of the
students. That is why male and female students prefer lecture where they can
listen and apply what they have learned
Table 12.Instructional methods preferred by the students in learning science as to
variables
Variables X2r
X2 0.05
Result
1. Gender
2.77
3.84
not significant
2.Year level
2.36
7.82
not significant
3. type of school
4.00
3.84
significant
Legend:
X2r = computed value
X2 0.05= tabular value
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Year
level. Table 12 shows the preferred instructional methods of students
in learning science as to year level classified as 1st year to 4th year. The computed
value as indicated by 2.36 was actually lower than the tabulated value of 7.82
using 0.05 as level of significance. This indicates that the hypothesis stating that
the students from different year levels have different preferences on what
instructional methods in learning science is rejected.

First year to fourth year students preferred lecture in learning science.
Interviews from students reflect that they can learn new concepts through
listening to lectures because science by nature is dynamic. As science develops,
some concepts become obsolete. New concepts are born in the form of new
discoveries and therefore the teacher is expected to share these advancements
through lecturing.

Type of school. Table 12 presents the type of school where the computed
value at 4.00 and the tabular value at 3.84 using 0.05 as level of significance,
indicate that the computed value was higher than the tabular value. Therefore, the
hypothesis stating that the public and private schools where the students are
currently enrolled have different preferences on instructional methods in learning
science, is accepted. This means that students from public and private schools
have different perceptions on instructional methods used in learning science.
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Students who are currently enrolled in public schools prefer lecture
method and the least preferred is debate method in learning science. Interviews
from a number of students in public schools mentioned that they have to face the
reality that as the population increases in government schools, the opportunity to
handle and manipulate equipments become lesser. “Practicality” as they say is
the reason why they prefer lecture and demonstration in learning science. The
least preferred is debate method. Structured discussion in class can lead naturally
to the most formal method for taking sides: wherein the debate can be actually
boring for some science topics.

Students who are currently enrolled in private schools prefer game
method. Interviews from students in private schools emphasized the use of game
method because they believe that learning science is fun and easy through games.
Other preferred methods are lecture, demonstration, problem solving, laboratory
and fieldtrip methods. Some of these methods are preferred daily in classroom
settings. For them, project is necessary when a student has failing grades or for
others who violate the policies of the school like discipline.
Comparison between the instructional methods
utilized by the teachers and the preferred
instructional methods of students
Table 13 shows the instructional methods utilized by the teachers and the
preferred instructional methods by the students in the selected schools in Baguio
City.
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Table 13.Instructional methods utilized by the teachers and the preferred
instructional methods of students
METHODS TEACHERS
STUDENTS
WM
WM
1.Demonstration 3.16
3.33
2.Lecture 3.39
3.40
3.Project 1.87
2.73
4.Laboratory 2.97
3.33
5.Problem Solving
3.37
3.21
6.Fieldtrip 1.70
3.13
7.Reading 2.91
3.05
8.Games 2.35
3.30
9.Debate 2.08
2.93
Legend:
WM=weighted mean
X2r =2.77 not significant
X²0.05= 3.84
The computed value as indicated by 2.77 was lesser than the tabulated
value of 3.84. This means that the hypothesis stating that there is a significant
difference between the utilized instructional methods by the teachers and the
preferred instructional methods by the students is rejected. This further means that
teachers and students have similar perceptions on instructional method
preferences.

Science teachers utilized lecture in teaching science with an average
weighted mean of 3.39 while students also preferred lecture in learning science
with an average weighted mean of 3.40. Teachers also utilized demonstrations
and problem solving which are actually the same with that of the students’
preference in learning science.
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Orstein (1992) stated that lecture method is the oldest approach to
teaching in higher education. A lecture is a convenient way to instruct large
groups of students. Lecture can be used to present information that would be
difficult for the students to get from other sources. Hyman (1997) added that
lecture can also be used successfully to supplement other teaching devices and
methods. Lecturing is unquestionably the most economical of all teaching
methods in terms of time required to present a given amount of material. These
are the reasons why science teachers utilize lecture in teaching science.
On the contrary, Bernardino (1999) emphasized that although the lecture
method can help the teacher meet special challenges, it does have several
drawbacks, such that many students willingly let the teacher do all the work.
Maybe this is the reason why the students preferred lecture in learning science
and that they are lazy to do their part as students. Learning is an active process
and lecture method tends to foster passiveness and does not bring about maximum
desired learning outcomes. To achieve desired learning outcomes through the
lecture method, the teacher needs to have considerable skills in speaking.
Factors that are perceived by the students and teachers
that affect learning of Science

Factors encountered in learning science are a great hindrance for effective
teaching and learning. This portion of the study tries to find out these factors that
are perceived by the students that really affect the learning of Science.
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Table 14 presents the factors that affect the learning of science as
perceived by the students and by the teachers.
Table 14. Factors that are perceived by the students and teachers that affect
learning of science
FACTORS STUDENTS
Rank TEACHERS Rank
WM D.E
WM D.E.
1.knowledge of the subject
3.50 vma 1 3.70 vma 1
matter by the teacher
2.complexity of the subject
3.24
ma 2 3.37
vma 2
matter
3.availability of textbooks
3.12
ma
3
3.10
ma
4
4. in adequacy of library
2.88 ma 4 3.04 ma 6
facilities
5.in adequacy of audio-
2.73 ma 6.5 3.02 ma 7
visual room, equipment and
facilities
6.limited school site
2.73
ma
6.5
2.77
ma
10.5
7.poor classroom conditions
2.69
ma
9.5
3.08
ma
5
8.in adequacy of children’s
2.37 fa 12 2.77 ma 10.5
table, chairs and lockers
9.lack of manipulative
2.69 ma 9.5 2.95 ma 9
materials
10. lack of learning resource
2.71 ma 8 2.75 ma 12
centers/corners
11.inappropriate attitudes of
2.80 ma 5 3.25 ma 3
the students
12.lack of administrative
2.63 ma 11 3.00 ma 8
support
Legend:
4-very much affect (vma) = (3.26-4.00) WM=weighted mean
3-much affect (ma) = (2.51-3.25) D.E=Descriptive Equivalent
2-fairly affect (fa) = (1.76-2.50)
1- not at all (na) = (1.00-1.75)


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The knowledge of the subject matter by the teacher ranks first with an
average weighted mean of 3.50 as perceived by the students and 3.70 as perceived
by the teachers. Interviews from students of both private and public schools
pointed out that the knowledge of the subject matter by the teacher have a great
impact on them to be motivated in studying. Students do not look only on the
physical aspect of their teachers but also on the mental aspects. They further said
that they really respect teachers who are not only knowledgeable but also have a
unique way of sharing their knowledge to the students. This statement is
supported by Cannolly (1993) as cited by Taeza (1995) when he said that learning
and understanding the lesson is poor when students do not like the technique of
instruction, personality traits and characteristics of the teachers. If the teacher is
unapproachable, the students end up having difficulty in understanding the lesson.

Second factor that very much affects the learning of science was the
complexity of the subject matter with an average weighted mean of 3.24 as
perceived by the students and average weighted mean of 3.37 as perceived by the
teachers. According to Gregorio (1996), the most important determinant in the
entire school situation is the teacher. A good teacher is not necessarily one born
with a teaching instinct. More likely, he has been a product of years of effort. It is
quite difficult to over estimate the importance of knowledge of subject-matter in
the teaching process. Only teachers with good understanding of the subject matter
can organize effectively what is to be taught. The knowledge of one’s subject is
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tremendously important as the knowledge of the method of teaching and
knowledge of children, society and the like. The more a teacher knows about the
subject, the more he is able to present the subject in a stimulating way when
students are confused and discouraged and knows what remedial action he has to
take.

Textbooks are very essential factors that supplement the teachers’ role as a
facilitator. In the Philippines, lack of textbooks is a very common problem
especially in the government schools. Except for the lack of funds to reproduce a
lot of textbooks, natural disasters such as typhoons can also cause the destruction
of school facilities like textbooks. As reported in ABS-CBn’s “Magandang Gabi
Bayan” last January 29, 2007, children from Lano, Bohol were asking for
donations from any concerned citizen because their textbooks were destroyed due
to the typhoon that hit their area last December.
In library institutions, there are a lot of collections of books and other
informational materials made available to students for reading, study or reference.
The central mission of a library is to collect, organize, preserve and provide
access to knowledge and information which can not be attained if the library
facilities are inadequate. Teachers have no resources to assist them in their work,
students lack supplements to enhance their classroom experiences thus, they will
not learn skills in locating sources of informations and unfortunately they can not
develop good reading and study habits.
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A factor for quality learning and teaching appears to be dependent on
concrete materials or illustrations as students may see, feel and manipulate them.
Most schools could not afford to provide a concrete basis for all educational
activity, even though it was possible or desirable. In teaching and in learning,
visual devices supply one form of aid to attention, understanding, imagination and
incentive to action. Visual devices are used to attract attention. According to
Gregorio (1996), the teacher who has a repertoire of good visual devices at hand
usually maintains full attention. Visual devices are also used to facilitate
reasoning and understanding. The fundamental reasons for the use of visual
devices are to stimulate imagination and provide incentives to actions.
Unfortunately, the larger possibilities of intellectual development of students are
hampered because of the failure to adequately stimulate the imagination and the
will for intellectual activity.
Good school site is important in promoting efficient instructions and it
also contributes to the general welfare of the students as well as the whole
community. Location, health, safety and lighting are factors to be considered in
the construction of school buildings.
A well managed classroom according to Gregorio (1996) will give the
students rich opportunities for mental growth and development. A good classroom
condition produces favorable working conditions conducive for good learning.
But as the population in a classroom increases, the ideal classroom conditions are
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now put aside. In fact, teaching and learning is impossible in poor classroom
conditions.
Inappropriate attitude of the students is always a problem for the teachers.
Developing expertise in using behavior modification will not relieve teachers
from the necessity to work hard. According to Cannolly (1993), teachers need to
change their behavior, they have to keep a daily record of students’ performance
and have to be very systematic. They must be willing to fail and try again in order
for the students to be encouraged to study hard and behave inside the classroom.
School administrators play an important role in the improvement of the
teaching and learning situations and the conditions that affect them.
Administrators should look for solutions to the existing problems that really affect
the teaching and learning conditions.
On the other hand, inadequacy of children’s tables, chairs and lockers
fairly affect the learning of science as perceived by the students with an average
weighted mean of 2.37 while their teachers were much affected with a mean of
2.77. This means that according to students’ perceptions, they are not so much
affected in learning science even if there is a shortage or inadequacy of tables,
chair and lockers because they can still learn with out it. What is important to
them is the presence of the teacher inside the classroom, unlike the teachers who
are much affected when they see that their students don’t have tables, chairs and
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lockers. For them, the basic classroom equipments are the tables and chairs in
order for the students to have better learning experiences.
The problems met in science teaching were found to be obstacles to the
success of science education. Several fields have revealed a number of
shortcomings and weaknesses of the educational system. Dasallas (1994)
enumerated some of the problems which prevailed during the implementation of
the Revised secondary education curriculum which are as follows 1) inadequacy
of instructional materials for the students, 2) lack of congruence of instructional
materials and learning competencies specified by the Bachelor of Secondary
Education curriculum 3) inadequacy of preparation of teachers and 4) lack of
substantial content. Brown as cited by Lubrica (1996), found out that the
deficiency of teaching stemmed from poor teaching of faculty members,
insufficient facilities, largeness of classes and overloading of teachers. These are
parallel to the problems identified in the present study.
Soria (1999) added that the teacher quality has remained dismally low as
evidenced by the evaluation of the Revised secondary education program of 1991
of teachers’ performance in subjects taught, one of which is Science and
Technology.





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SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary

The study generally dealt with the instructional methods used by
secondary science teachers in Baguio City.

This study was conducted in 4 private and public schools in Baguio City
namely; Saint Louis University-Laboratory High School, University of Baguio-
Science High School, Baguio City National High School and Pines City National
High School.

The respondents of the study were 320 students and 48 science teachers.

The questionnaires were retrieved personally by the researcher and
interviews with the respondents were the main instruments used in gathering the
empirical data needed in this study.

The data gathered were presented in tables and discussed in the text. As
the basis of acceptance or rejection of the hypothesis, 0.05 was the level of
significance used.

Based on the respondents’ answers, the researcher came up with the
following findings:
1.The teachers always utilized lecture method in teaching science with a
weighted mean of 3.39 while they never utilized fieldtrip as a method of teaching
with weighted mean of 1.70.
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2. a. Teachers belonging to the age group ranging from 31-40 had the
highest weighted mean of 3.80 in using lecture as an instructional method in
teaching science while teachers with ages ranging from 21-30 had the lowest
weighted mean of 3.28.

b. Males always utilized lecture as a method in teaching with a weighted
mean of 3.47 while females had a lower weighted mean of 3.40.

c. Teachers with Bachelor’s degree, Master’s degree and Doctorate
degrees always utilized lecture in teaching Science.

d. Teachers with 6-10 years in service had the highest weighted mean of
3.85 in using lecture as an instructional method in teaching science while teachers
with 21 years and above in service had the lowest weighted mean of 3.28.

e. Teachers who are currently teaching in private and public schools
always preferred lecture in teaching science.

3. Lecture method with a weighted mean of 3.40 was highly preferred by
students in learning science while project method was moderately preferred with a
weighted mean of 2.73.

4. a. Both male and female students highly preferred lecture as an
instructional method in learning science.

b. First, Second, Third and Fourth year students preferred lecture as an
instructional method in learning science.
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c. Students who are currently enrolled in public schools highly preferred
lecture method in learning science with a weighted mean of 3.40 while students
from private schools with a weighted mean of 3.55 highly preferred game method
in learning science.

5. Both teachers and students highly preferred lecture as a teaching
method in science with a weighted mean of 3.39 and 3.40 respectively.

6. Knowledge of the subject matter by the teachers very much affected the
students and the teachers with a weighted mean of 3.50 and 3.70 respectively.
The teachers were also very much affected by the complexity of the subject
matter. On the other hand, students were fairly affected by the inadequacy of
student’s tables, chairs and lockers.
Conclusions
Guided with the salient findings of the study, the following conclusions
are derived:
1. Science teachers always utilize lecture and problem solving as an
instructional method in teaching science.
2.a. There are significant differences among the different age groups of the
science teachers on the frequency of use of instructional methods.

b. There are significant differences between the male and female science
teachers on the frequency of use of instructional methods.
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c. There are no significant differences among the science teachers as to
educational attainment on the frequency of use of instructional methods.
d. There are significant differences among the science teachers as to length
of service on the frequency of use of instructional methods.

e. There are no significant differences between the public and private
secondary science teachers on the frequency of use of instructional methods.

3. Students highly preferred lecture, demonstration, laboratory and game
methods in learning science.

4. a. There are no significant differences between the male and female
students on their preferences of instructional methods

b. There are no significant differences among the first, second, third and
fourth year students on their preferences of instructional methods.

c. There are significant differences between the public and private school
students on their preferences of instructional methods.

5. There are no significant differences between the teachers and students
on the instructional methods used in teaching and learning science.
6. Both teachers and students consider the knowledge of subject matter by
the teacher as the leading factor that affects the learning of science.
Recommendations

In the light of the foregoing summary of findings and conclusions, this
study recommends the following:
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1.Teachers are encouraged to make use of different teaching
methodologies aside from lecture in teaching science to meet the needs and suit
the nature of the students like project method, games, debate method and
fieldtrips.
2.Teachers need to be more dynamic and open minded in using varied
instructional methodologies as they grow older in the teaching profession.
3. Students are also encouraged to be more dynamic in the teaching-
learning process by engaging in projects, debates, fieldtrips, problem solving and
reading.
4.Schools can coordinate science activities involving debates on science
issues, fieldtrips and competitions on research projects to motivate students to
participate
5. Seminars and workshops on instructional methodologies can be
provided to teachers so they become oriented and made aware on the use of a
variety of teaching methods.
6.School administrators need to prioritize the procurement of tables, chairs
and lockers to improve learning in science.








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LITERATURE CITED

ANGEL. C. L. 1993. Mathematical Competencies of Prospective Elementary
Mathematics Teachers of Baguio City and Benguet. Unpublished Master
of Arts Thesis, Don Mariano Marcos Memorial State University, La
Union. Pp. 48-50

AMORIN, C.L.1996. Science Teaching in the Public Elementary Schools of
Baguio City: An Assessment.Unpublished Master’s Thesis. Benguet State
University, La Trinidad Benguet. Pp.36-45.

AQUINO, G. 1998. Principles and Methods of Effective Teaching. Manila:
National Bookstore, Inc., and Gaudencio V. Aquino. Pp. 63-64.

BALICTAN, F.E. 1995. Performance of Second year Students in Science and
Technology II at Rizal Annex, Baguio City National High School. Baguio
Unpublished Master’s Thesis . Benguet State University, La Trinidad
Benguet. Pp.110-114

BERNARDINO, V.O. 1999. Outline of Principles of Education. Manila:
Publishing Homes. P.23

COOPER, J.M. 1999. Classroom Teaching Skills. 6th Edition. New York:
University of Virginia Houghton Co. Pp.20-25.

DASALLAS, A. 1994. New Secondary Curriculum Science and Mathematics
forum 3(4):25-27

DUKE, D.L. 1999. Teaching: An Introduction. New York: McGraw Hill
Publishing Corporation. P. 225

FERMIN, E.Q. 2003. Parents influence Toward Academic Performance of Pre-
school Children Perceived by Teachers. Unpublished Undergraduate
Thesis. Benguet State University, La Trinidad Benguet. P. 28

GAGE, N.L. 1991. Educational Psychology. 5th Edition. Houghton Mifflin
Company. Pp. 304-306

GREGORIO, H.C. 1996. Principles and Methods of Teaching. R.P Garcia
Publishing Company. Pp.113-115

HYMAN, R.T. 1997. Ways of Teaching. California: J.B. Publishing P. 747
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KEANE, N.J. 2000. Teaching Science for Kids. New York: The Century
Company. Pp. 4-7.

LUBRICA, A. 1996. The Teaching of Science and Technology in Secondary
Schools of CAR. Unpublished Doctorate Dissertation, Benguet State
University, La Trinidad Benguet. Pp. 59-61

MONTGOMERY, D.F. 2002. Helping Teachers Develop Through Classroom
Observation. 2nd Edition. David Fulton Publisher, London. Pp. 12-23.

MORSEN, L.P. 1995. Principles of Secondary Education. Second Edition. New
Jersey: Prentice Hall. Pp.42-62

ODIEM, M.P. 1999. Teaching and Learning Styles: Their Correlation to
Academic Performance of Students in Different State Universities and
Colleges of Cordillera Administrative Region. Unpublished Dissertation,
Benguet State University, La Trinidad Benguet P.32.

ORNSTEIN, A.C. 1992. Strategies for Effective Teaching. New York: Harper
Collins Publisher. Pp. 526-569.

PUNTAUE, R.F. 2004. Performance of Freshmen students in General Science
and Inorganic Chemistry in Benguet State University. Unpublished
Master’s Thesis. Benguet State University, La Trinidad Benguet. P 25

POTTER, J. 1995. Science in Seconds for Kids. Boston: Houghton Mifflin
Company. Pp. 4-5

QUIPOT, C.C. 2005. Assessment of Science Teaching in Public Elementary
Schools of La Trinidad District. Unpiblished Master’s Thesis. Benguet
State University, La Trinidad Benguet. P.32

RAMIGO, M.M. 1991. The Teacher and Personality Traits: Their Effect on
Students Performance. Manila: Bookman Inc., Pp.9-15.

REBER, A.S. 2001. Solving Discipline and Classroom Management Problems.
5th Edition. England:Clays Ltd., Pp.34-36

REYNOLDS, K. E. 1996. Technology for the Teaching and Learning of Science.
Boston: Allyn and Bacon. Inc.,P. 63

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SALANDANAN, G.G. 2001. Teacher’s Journal. Katha Publishing Co., Inc. Pp.
33-35

SISON, G. 2000. Factors Influencing the Attitude of Second year Saint Louis
Pacdal students towards Basic Math during the school year 2000-2001.
Unpublished Junior Thesis. Saint Louis University, Baguio City. P.32

SERGIO, D.B. 2001. Factors Contributing to the Negative Attitudes of Baguio
City National High School- Bakakeng Annex Students toward Problem
Solving Skills in Physics During School year 2001-2002. Unpublished
Undergraduate Thesis. Saint Louis University. Baguio City. Pp18-19

SORIA, I.P. 1999. Science Literacy Among High School Students in Easter
College during the school year 1997-1998. Unpublished Master’s Thesis.
Benguet State University, La Trinidad Benguet. P.13

TAEZA, C.F. 1995. Science Literacy Among Third Year High School Students in
Abra Catholic Schools. Unpublished Master’s Thesis, Saint Louis
University, Baguio City. P. 26

TROWBRIDGE, L.W. 1990. “Teaching Secondary Schools: Perceptions of Ideal
Science Teacher” School Science and Mathematics McMillan Publishing
Inc., Pp.13-22

VITO, A.D. 1993. Creative Teaching: A Practical Approach. New York: Harper
Collins College Publishers, P. 30.















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Appendix A

LETTER OF PERMSSION TO ADMINISTER QUESTIONNAIRES


JC 311 Balangcia Road
Pico La Trinidad, Benguet

January 2007

Dr. Elma D. Dona-al
Principal
Baguio City National High School
Main Campus, Baguio City

Madam:


The researcher is conducting a study entitled, “INSTRUCTIONAL
METHODS USED BY SECONDARY SCIENCE TEACHERS IN BAGUIO
CITY”, in partial fulfillment of the requirements for the degree MASTER OF
ARTS IN EDUCATION (Educational Administration and Supervision), Benguet
Sate University.

In this regard, the researcher is seeking permission from your good office
to administer the prepared questionnaire and gather data from a sample of
students and teachers from your school. The data that will be collected from your
school will help a lot in the completion of this research.

The assistance that will be given to the researcher shall be highly
appreciated.



Very truly yours,

Richeal B. Tagle
Researcher
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Appendix B

LETTER TO THE TEACHER-RESPONDENT


JC 311 Balangcia Road
Pico La Trinidad, Benguet

January 2007

Sir/Madam,


Greetings!


This study is conducted to determine the teaching strategies in Science
used in both public and private Secondary Schools in Baguio City.



This study is then important in providing insights and facts about
instructional methods as potent variables affecting Science teaching in Secondary
Schools in Baguio City.
Please answer the questionnaire, considering the fact that there are no right
or wrong answers to these questions. Rest assured that the information you will
furnish and your identity will be treated with utmost confidentiality.

Thank you for your support and cooperation.

Very truly yours,

Richeal B.Tagle
Researcher








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Appendix C

LETTER TO THE STUDENT-RESPONDENT


JC 311 Balangcia Road
Pico La Trinidad, Benguet

January 2007

Dear Student,

Greetings!


This study is conducted to determine the teaching strategies in Science
used in both public and private Secondary Schools in Baguio City.



This study is then important in providing insights and facts about
instructional methods as potent variables affecting Science teaching in Secondary
Schools in Baguio City.
In view of this, kindly answer honestly and frankly the questions asked in
the questionnaire. All the answers that you will provide have nothing to do with
your grades. They will be held strictly confidential and will be used for the
purpose of this study only.


Thank you for your kind consideration.

Very truly yours,

Richeal B. Tagle
Researcher







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Appendix D


SURVEY QUESTIONNAIRE
(For Teaching Staff)

I. Personal data

a. Name (optional)_______________________________________

b. Age (please check):

_____21-30 years old
_____31-40 years old
_____41-50 years old
_____51 and above

c. Gender:

_____Male
_____Female


d. Educational Attainment

_____BS/BSE/BEED/AB
_____BS Degree/with MA units
_____MA Degree/with PhD units
_____PhD Degree/EdD Degree

e. Length of Service
_____5 years and below
_____6-10 years
_____11-15 years
_____16-20 years
_____21 and above

f. Type of school currently teaching
_____Private
_____Public

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II. Below are list of instructional methods in Science teaching

DIRECTION: Please check the number that corresponds to your answer on how
often you use the said instructional methods.
4-always (everyday) 3-often (every other day)
2-seldom (once a week) 1- never (not at all)

METHODS
4 3 2 1
• Demonstration




• Lecture




• Project




• Laboratory/experimental




• Problem solving




• Fieldtrip




• Reading/study type




• Games




• Debate




• Others, please specify_______________________
__________________________________________________________________

III. What are the factors that affect the learning of Science?

DIRECTION: Please check the number that corresponds to your answer
4-very much affect 3-much affect
2-fairly affect 1- not at all

Factors that affect the learning
of
Science
4 3 2 1
1. knowledge of the teacher




2. complexity of the subject matter




3. availability of textbooks




4. in adequacy of the library facilities




5. in adequacy of audio-visual room, equipment and facilities




6. limited
school
site

7. poor
classroom
conditions

8. in adequacy of children’s tables, chairs, lockers




9. lack of manipulative materials




10. lack of learning resource centers/corners




11. inappropriate attitudes of the students




12. lack of administrative support




13. Others, please specify______________________________________________________

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Appendix E


SURVEY QUESTIONNAIRE
(For students)

I. Personal data

a. Name (optional)_______________________________

b. Year level (please check):
_____First year
_____Second year
_____Third year
_____Fourth year
c. Gender:
_____Male
_____Female
d. Type of school
_____Private
_____Public

II. Below are lists of instructional methods in teaching Science.

DIRECTION: Please check the number that corresponds to your answer on what
instructional methods you prefer in learning Science.

4-highly preferred 3-moderately preferred
2-fairly preferred 1- not preferred
METHODS 4 3 2 1
• Demonstration- this learning activity is performed by a student or a teacher



while the rest of the class observe. This activity is done for experiments
involving expensive materials or due to lack of materials.
• Lecture- it is a teaching procedure for clarifying or explaining a major idea




cast in the form of question or a problem. This type can be dominated by the
teacher, can be discussion between the class and the teacher, and can be
accompanied by visual materials such as slides, films and transparencies.
• Project- is a significant unit of problematic nature, planned and carried to



completion by the learners in the natural manner and involving the use of
physical materials to complete the unit of experience.
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• Laboratory/experimental- one way of teaching, that actively involves every



student in the class in manipulating materials and simple equipment to find
answers to questions and solve problems.
• Problem solving- Refers to the process of removing difficulty through rational



procedures involving analytical and reflective thinking.
• Fieldtrip- it is an out of classroom activity whereby students study things in



their natural settings.
• Reading/study type- this methodology requires students to gather facts and



information or solve problems by reading printed materials.
• Games- These are activities or contests governed by sets of rules. People




engage in games for recreation and to develop mental or physical skills.
• Debate- this methodology requires one to talk or argue about something at



length and in detail, especially as part of a formal exchange of opinion.
•
Others, please specify_____________________________________________

III. What are the factors that affect the learning of Science?

DIRECTION: Please check the number that corresponds to your answer
4-very much affect 3-much affect
2-fairly affect 1. no effect
Factors that affect the learning
of
Science
4 3 2 1
1.knowledge of the teacher




2.complexity of the subject matter




3.availability of textbooks




4.in adequacy of the library facilities




5. in adequacy of audio-visual room, equipment and facilities




6.limited
school
site

7.poor
classroom
conditions

8.in adequacy of children’s tables, chairs, lockers




9.lack of manipulative materials




10.lack of learning resource centers/corners

11.inappropriate attitudes of
the
students

12.lack of administrative support




13. Others, please specify__________________________________________________________




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BIOGRAPHICAL SKETCH


The researcher turned 24 last December 9, 2006. She was born in Manila
but grew up in Baguio City. Her father was a policeman and her mother stayed at
home to take care of her four brothers. She is already married to Johndy and
blessed with a son, John Jacob (5 years old). She is presently residing at JC 311
Balangcia Road, Km.5 Pico, La Trinidad, Benguet.
She took Bachelor of Secondary Education major in Science and
Technology at Saint Louis University, Baguio City and took the Licensure
Examination last August 14, 2005 and passed. She is presently enrolled at
Benguet State University taking Master of Arts in Education major in Educational
Administration and Supervision and her minor is Science and Technology.
Her working experience includes a tutorial at Touch International for a
year and Pines City Colleges employed her as a Substitute teacher for two
months.

Instructional Methods Used by Secondary Science Teachers
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Document Outline

• Instructional Methods Used by Secondary Science Teachers in Baguio City
  • BIBLIOGRAPHY
  • ABSTRACT
  • TABLE OF CONTENTS
  • INTRODUCTION
    • Background of the Study
    • Statement of the Problem
    • Objectives of the Study
    • Importance of the Study
    • Scope and Delimitation of the Study
  • REVIEW OF RELATED LITERATURE
    • Teacher�s profile
    • Student�s profile
    • Teaching Method
    • Teaching Science
    • Instructional Methods used in Science Teaching
    • Factors affecting the learning of science.
    • Conceptual Framework
    • Definition of Terms
    • Hypotheses of the Study
  • METHODOLOGY
    • Locale and Time of the Study
    • Respondents of the Study
    • Instrumentation
    • Data Collection
    • Statistical Analysis.
  • RESULTS AND DISCUSSION
    • Frequency of use of instructional methods usedby Science teachers in Baguio City
    • Frequency of use of instructional methodsused in teaching science as to variables
    • Instructional methods preferred by the studentsin learning science
    • Instructional methods preferred by the studentsin learning science as to variables
    • Comparison between the instructional methodsutilized by the teachers and the preferredinstructional methods of students
    • Factors that are perceived by the students and teachersthat affect learning of Science
  • SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
    • Summary
    • Conclusions
    • Recommendations
  • LITERATURE CITED
  • Appendix
  • BIOGRAPHICAL SKETCH

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