Home-based biology experiments for teachers (HBE4T) towards self-efficacy, resiliency, and professional development
Teachers are the key players in successful curriculum innovations and educational reforms. As the implementer of the new programs and innovative practices such as the home-based biology experiments (HBEs), teachers must be equipped with the knowledge, skills, and professional support system to enhan...
Saved in:
| Main Author: | |
|---|---|
| Format: | text |
| Language: | English |
| Published: |
Animo Repository
2022
|
| Subjects: | |
| Online Access: | https://animorepository.dlsu.edu.ph/etdd_scied/11 https://animorepository.dlsu.edu.ph/cgi/viewcontent.cgi?article=1010&context=etdd_scied |
| Tags: |
Add Tag
No Tags, Be the first to tag this record!
|
| Institution: | De La Salle University |
| Language: | English |
| Summary: | Teachers are the key players in successful curriculum innovations and educational reforms. As the implementer of the new programs and innovative practices such as the home-based biology experiments (HBEs), teachers must be equipped with the knowledge, skills, and professional support system to enhance their teaching skills. The Home-based Biology Experiment for Teachers (HBE4T) was a 10-week microtraining aimed to guide the teachers in developing, implementing, and evaluating HBEs. Specifically, this study aimed to determine the effects of HBE4T microtraining on the teachers' knowledge gains, self-efficacy, resiliency, and perceived level of professional development. This study employed a quasi-experimental research design guided by the PDSA (Plan-Do-Study-Act) model using a mixed-method approach. Overall, fifty teacher-participants and 116 students participated in the study. Results revealed that the HBE4T microtraining significantly improved the teachers' knowledge gains, t(46)=6.64 (p<0.05), self-efficacy t(46)=8.64, (p<0.05), resiliency t(46)=7.53 (p<0.05), and perceived level of professional development t(46)=7.54 (p<0.05). Moreover, findings revealed that responses significantly differed when grouped according to age, gender, and years of experience (p<0.05). Strong linear relationships were also found among the variables knowledge gains, resiliency, and selfefficacy (p<0.05). Thematic analysis results generated the themes "Training Experience" and 'Training Features" for the affordances and the themes "Teaching Duties" and "Parents" for the constraints. At the end of the microtraining, all HBEs outputs of the teacher-participants were compiled and published as "Home-based Biology Experiments Manual for Teachers, Students, and Parents”. Overall, the evaluation results using the Guskey Model revealed that the HBE4T microtraining brought a positive change in the teaching practices and strategies of the teacher-participants, reflecting on their student's learning outcomes and academic achievements. For the next cycle, it is recommended to include the perceptions of the parents or guardians in guiding or supervising the implementation of home-based biology experiments.
Keywords: Home-based Biology Experiments, Microtraining, Self-efficacy, Resilience, Professional Development |
|---|