Assessment of the capacity building program for science teachers: The K to 12 perspectives

• Main Author: Magno, Ricky M.
• Format: text
• Language: English
• Published: Animo Repository 2016
• Subjects: Science teachers; Career development; Chemistry
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/463
• Institution: De La Salle University

The study examined the effectiveness of the Capacity Building Program (CBP), a professional development program for K to 12 Grade 10 science teachers under Enhanced Basic Education Curriculum. The conduct of this evaluation study was anchored on the Context, Input, Process and Product (CIPP) evaluation model. The participants-respondents of the study were the trained Grade 10 science teachers, their immediate supervisors and their students as well as the service provider who facilitated the CBP. Mixed methods design was employed in the conduct of the study. Quantitative data were analyzed using descriptive and inferential statistics while the qualitative data were treated and using the thematic analysis approach. The research investigated the content knowledge and pedagogical competencies of Grade 10 science teachers as implementers of the K to 12 Basic Education Program. Specifically, the study explored the capabilities of teacher-participants in terms of efficacy belief, increased content knowledge and enhanced competence in teaching and continued professional development. Findings of the study revealed that the competency needs of the teacher-participants were met and properly addressed by the CBP goals and objectives. The implementation plans for the CBP were carefully outlined and executed. Logistical requirements were quite sufficient and properly addressed the identified needs of the training program and that of the participants. The results of the study indicated that the CBP caused a significant increase in the participants Science Teaching Efficacy Belief and Science Content Knowledge. The participants teaching performance particularly in viii classroom planning and preparation, classroom management, teaching skills and assessment of learning outcomes had shown a remarkable improvement. It is therefore reasonable to conclude that the CBP had a positive effect on the teachers personal and professional growth. The CBP had served its intended purpose and it was successful as measured by its effects on the participants.