The measurable effects of a physics in-service program on teachers' knowledge, attitude and classroom behaviors

• Main Author: Cadorna, Erwin F.
• Format: text
• Language: English
• Published: Animo Repository 1997
• Subjects: Physics teachers > Training of; Teachers > In-service training; Teachers > Attitudes; Teaching > Methods; Physics > Study and teaching; Physics; Teacher Education and Professional Development
• Online Access: https://animorepository.dlsu.edu.ph/etd_doctoral/774
• Institution: De La Salle University

This study investigates the effects of in-service training program offered by the Mariano Marcos State University - Regional Science Teaching Center (MMSU-RSTC) on teachers' knowledge of Physics and attitude toward teaching Physics.Respondents of the study consisted of 64 science teachers from the different high schools within the jurisdiction of MMSU-RSTC, Laoag City. In general, two teachers were taken from each school, one trainee and one non-trainee. The respondents were classified into: 32 science teachers trainees who attended the Physics in-service program by MMSU-RSTC from April-May 1995 and 32 science teachers non-trainees who did not attend said in-service program. The non-trainees were randomly selected among the colleagues of the trainees.The study made use of two research designs: 1) the one-group pretest-posttest no control group design to examine the effects of the Physics in-service training on teachers' knowledge in Physics and attitude toward teaching Physics 2) equivalent control group design to determine the effects of the in-service program on teachers' performance in the classroom and teaching methods used. A pretest and posttest on the knowledge of Physics and attitude toward teaching Physics were given to the trainees. After the training, the in-service trainees together with selected non-trainees from their respective schools were observed by three observers for two consecutive days in their classes using the observation scheme developed and validated by the researcher. At the same time, classroom discussion was audio-recorded by observers. Transcipts of the audio recordings and the observation instrument served as the main sources of data on the frequency of occurrence of the indicators of teaching behaviors as well as the frequency and level of use of different teaching methods/strategies. Using the t-test, ANCOVA and a series if multiple linear regression analysis through the Statistical Package for the Social Sciences (SPSS) PC +, the researcher found the following: 1) The trainees gained significantly in their knowledge of Physics and attitudes toward teaching the subject. The Physics In-Service Training Program can enhance the teachers' understanding of the concepts of Physics which, in turn, contributes to their increased knowledge of Physics and a more positive attitude toward teaching the subject. 2) The Physics in-service trainees demonstrate significantly better teaching behaviors than the untrained teachers. 3) The trainees used more teaching methods/strategies and demonstrate these strategies better than those who did not attend the training. 4) Trainees' post training knowledge of Physics significantly influenced teaching behaviors. High knowledge of Physics improved teaching behaviors. 5) Trainees' post training knowledge of Physics and attitude toward teaching Physics, singly and in combination, do not significantly influence teachers' teaching methods/strategies. In general, the trainees demonstrate better teaching behaviors, use more teaching methods/strategies and demonstrate these methods/strategies better than the non-trainees.