ASSESSMENT OF THE CAPACITY BUILDING PROGRAM FOR GRADE 10 SCIENCE TEACHERS: THE K TO 12 PERSPECTIVES

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ASSESSMENT OF THE CAPACITY BUILDING PROGRAM FOR GRADE 10 SCIENCE TEACHERS: THE K TO 12 PERSPECTIVES

Journal Title: International Journal of Educational Science and Research (IJESR) - Year 2017, Vol 7, Issue 2

Abstract

The study examined the effectiveness and curricular implications 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 study was anchored on the Context, Input, Process and Product (CIPP) evaluation model. Product evaluation of the CIPP model ascertained the extent to which a program achieved its goals. Thematic analysis approach was employed in the treatment of qualitative data. Paired t-test for dependent samples was used in determining changes in the participants’ science content knowledge and science teaching efficacy belief. Descriptive statistics was used to analyze quantitative data obtained from the participants’ teaching performance and end of the program assessment. The school heads’ responses during interviews generated central themes involving participants’ learning from joining the CBP. The participants-respondents of the study were the 34 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 employed the use of the thematic analysis approach. The research investigated the content knowledge and pedagogical competencies and capabilities of Grade 10 science teachers as implementers of the K to 12 Basic Education Program. 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 CBP caused a significant increase in the participants’ Science Content Knowledge and Science Teaching Efficacy Belief. The participants’ teaching performance particularly in 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 impact 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

Authors and Affiliations

RICKY M. MAGNO

Keywords

K to 12 Science Curriculum Professional Development & Teacher Training Program

EP ID EP221864
DOI -
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