An appraisal of the science education program of four Agustinian secondary schools

• Main Author: Gicole, Genevieve G.
• Format: text
• Language: English
• Published: Animo Repository 2000
• Subjects: Education; Secondary; Education > Curricula; Science > Study and teaching; Achievement tests; Curriculum evaluation; Catholic high schools; Secondary Education
• Online Access: https://animorepository.dlsu.edu.ph/etd_masteral/2532
• Institution: De La Salle University

This study appraises the science education program of the four Augustinian secondary schools particularly in the areas of students' achievement, teachers' academic qualification, teachers' in-service training, adequacy of the science laboratory and curriculum content. Two thousand one hundred eighty-seven students for academic year 1999-2000 and eighteen science teachers of the four schools were systematically chosen as respondents. The descriptive-evaluative-comparative research method was used in this study. The instruments used to appraise the students' achievements were the National Secondary Achievement Test (NSAT) and the Adkins McBride General Science Test, for both teacher academic preparations and in-service training, survey questionnaires were used for the adequacy of laboratory facilities, the Philippine Accrediting Association of Schools, Colleges and Universities (PAASCU) Science Facilities Questionnaire was used and for the curriculum content, the Secondary Education Development Program (SEDP) Minimum and Desired Learning Competencies was used. The results of the study revealed that in the National Secondary Achievement Test, the students got a high rating, while in the Adkins McBride General Science Test the students performed poorly except for one school which consistently reached the passing mean score. On teachers' academic qualifications, it was found out that the science teacher-respondents are qualified to teach in terms of baccalaureate degrees but they lack graduate studies. The results also revealed that the teacher-respondents have attended enough seminars but they lack training with regard to new developments in science teaching, computer-assisted instruction and construction of apparatus. On laboratory facilities, the schools had limited to extensive provisions for laboratory rooms, equipment and supplies, maintenance and improvement, and experiment and activities. Finally, on curriculum content, the first year curriculum seemed to meet the minimum and desired learning competencies required. In the second, third and fourth year curriculums, some of the competencies were not taught especially on the application parts of the lessons.