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Apr 12, 2021
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Abstract
The descriptive-correlational research examined the awareness, attitude, and implementation of science spiral curriculum concerning students’ academic performance. Findings revealed that teachers are moderately aware, have a favorable attitude, and moderately implemented the science curriculum, including objectives, methodology, learning resources, and assessment were relatively implemented while facilities were less implemented. It was also determined that they have a satisfactory rating in a science subject regarding students’ performance. The level of awareness, attitude, and implementation of the K to 12 science curriculum regarding sex, academic qualification, and teaching length had no significant difference. Finally, it revealed further that the level of awareness, attitude, and implementation of the spiral progression curriculum to students’ academic performance has no significant relationship to the aforementioned variable. Thus, enhancement programs, skills training, and the procurement of science laboratory equipment are needed to enhance the educational process to meet the K to 12 science curriculum set standards
Article Details
This work is licensed under a Creative Commons Attribution 4.0 International License.
How to Cite
Balinario, J. C. (2021). Awareness, Attitude, Implementation and Academic Performance in Science Curriculum: A Correlational Study. International Journal of Multidisciplinary: Applied Business and Education Research, 2(4), 337-348. https://doi.org/10.11594/ijmaber.02.04.07
References
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Smolen, L., Colville-Hall, S., Liang, X., & Mac Donald, S. (2006). An empirical study of College of Education faculty’s perceptions, beliefs, and commitment to the teaching of diversity in teacher education programs at four urban universities. The Urban Review, 38, 45–61. South Carolina Department of Education. (2006). Quick facts about S.C. education. Retrieved April 30, 2008, from http://ed.sc.gov/agency/offices/research/documents/ 44932_QuickFacts06.pdf
Strong, J. H. (2007). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
Tafrova-Grigorova, A. & Boiadjieva, E. & Emilov, Iliya & Kirova, Milena. (2012). Science teachers' attitudes towards constructivist environment: A Bulgarian case. Journal of Baltic Science Education. 11. 184-191.
Tiwari, P. S. N., & Singh, M. (2013). Study of environmental awareness among teachers. Indian Journal of Health and Wellbeing, 4(7), 1461-1462. Retrieved from https://search.proquest.com/docview/1788197106?account id=33508
Aikenhead, G.S. (2006). Science education for everyday life: Evidence-based practice. New York: Teachers College Press.
Akar, E. Ö. (2014). Constraints of curriculum implementation as perceived by turkish biology teacher. Egitim Ve Bilim, 39(174) Retrieved from https://search.proquest.com/docview/1554961153?account id=33508
Akessa, G. M and Dhufera, A J (2015). Factors that Influences Students Academic Performance: A Case of Rift Valley University, Jimma, Ethiopia: Journal of Education and Practice Vol.6, No.22, 2015. Retrieved from http://files.eric.ed.gov/fulltext/EJ1079600.pdf
Bruner, J. S. (1960). The Process of education. Cambridge, Mass.: Harvard University Press.
Cabansag, M. G (2014). Impact Statements On The K-12 Science Program In The Enhanced Basic Education Curriculum In Provincial Schools. International Refereed Research Journal Vol.– V, Issue–2, April 2014
Corpuz, B. B. (2013). The spiral progression approach in the K to 12curriculum. Retrieved from http://pacu.org.ph/wp2/wp-content/uploads/2014/07/The- Spiral-Progression-Approach-in-K-to-12-Dr-Brenda- Corpuz.pd
Crisol, L. G. and Alamillo, J. B. (2014). A Comparative Study of the Attitudes between the Students and Teachers of Two Public Elementary Schools in Northern Mindanao toward the K to 12 Curriculum Shif: DLSU Research Congress 2014, Retrieved from http://www.dlsu.edu.ph/conferences/dlsu_research_congr ess/2014/_pdf/proceedings/LLI-II-012-FT.pdf
DO 43, s. 2013 - Implementing Rules and Regulations (IRR) of Republic Act No. 10533 Otherwise Known as the Enhanced Basic Education Act of 2013. Retrieved http://www.deped.gov.ph/orders/do-43-s-2013
DO 8, s. 2015. Policy Guidelines on Classroom Assessment for the K to 12 Basic Education Program: Retrieved http://www.deped.gov.ph/orders/do-8-s-2015
Dalanon, Junhel. (2017). Filipino Teachers Sense of Efficacy in Inclusion Classes. Asia Pacific Journal of Research. 1. 339-343. 10.5281/zenodo.1161784.
Duze, Chinelo O (2012). Principal’s Perception of Educational Inputs and Students’ Academic Performance in Junior High School in Dela State of Nigeria. An International Multidisciplinary Journal, Ethiopia Vol. 6 (1).
Estacio, M. (2015). All set for K to 12 implementation. DepEd Complex, Meralco Ave., Pasig City Retrieved from http://www.deped.gov.ph/regions/region-xi/regional- press-releases/all-set-k-12-implementation
Ferido, M. (2013). Chemistry in the k to 12 program. University of the Philippines, National Institute for Science and Mathematics Education Development Retrieved from http://www.pinoychemteacher.org/content/Convention51/F eridoChemInTheKto12.pdf
Jolly, E. J., Campbell, P. B., & Perlman, L. (2004). Engagement, capacity and continuity: A trilogy for student success. http://www.campbell-kibler.com/trilogy.pdf.
Henson, R. K. (2001). Teacher self-efficacy: Substantive implications and measurement dilemmas. Paper presented at the Annual Meeting of the Educational Research Exchange, College Station, TX.
Legaspi, A. (2014) Lack of materials, facilities still hound K to 12 implementation - See more at: http://www.gmanetwork.com/news/story/363734/news/specialreports/lack-of-materials-facilities-still-hound-k-to-12-implementation#sthash.BGIpWCR5.dpuf
McLean, V. M. (2010). Teacher attitudes toward differentiated instruction in third grade language arts (Order No. 3437901). Available from Education Database. (821848301). Retrieved from https://search.proquest.com/docview/821848301?accounti d=33508.
Montebon, D. R. (2014). K12 Science Program in the Philippines: Student Perception on its Implementation: International Journal of Education and Research Vol. 2 No. 12. Retrieved from http://www.ijern.com/journal/2014/December-2014/15.pdf
Ramey-Gassert, L., Shroyer, M. G., & Staver, J. R. (1996). A qualitative study of factors influencing science teaching self-efficacy of elementary level teachers. Science Education, 80, 283–315. https://doi.org/10.1002/(SICI)1098- 237X(199606)80:33.0.CO;2-A
Resurreccion, J.A. and Adanza, J. (2015). Spiral Progression Approach in Teaching Science in Secondary Private and Public Schools in Cavite. DLSU Research Congress
Patenaude, S. (2011). A qualitative case study on the nature of teachers' awareness of the impact of their words on students (Order No. 3487170). Available from Education Database. (912208220). Retrieved from https://search.proquest.com/docview/912208220?accounti d=33508
Sanders, M. S., Haselden, K., & Moss, R. M. (2014). Teaching diversity to preservice teachers: Encouraging self-reflection and awareness to develop successful teaching practices. Multicultural Learning and Teaching, 9(2), 171-185. doi:http://dx.doi.org/10.1515/mlt-2012-0012.
Smolen, L., Colville-Hall, S., Liang, X., & Mac Donald, S. (2006). An empirical study of College of Education faculty’s perceptions, beliefs, and commitment to the teaching of diversity in teacher education programs at four urban universities. The Urban Review, 38, 45–61. South Carolina Department of Education. (2006). Quick facts about S.C. education. Retrieved April 30, 2008, from http://ed.sc.gov/agency/offices/research/documents/ 44932_QuickFacts06.pdf
Strong, J. H. (2007). Qualities of effective teachers. Alexandria, VA: Association for Supervision and Curriculum Development.
Tafrova-Grigorova, A. & Boiadjieva, E. & Emilov, Iliya & Kirova, Milena. (2012). Science teachers' attitudes towards constructivist environment: A Bulgarian case. Journal of Baltic Science Education. 11. 184-191.
Tiwari, P. S. N., & Singh, M. (2013). Study of environmental awareness among teachers. Indian Journal of Health and Wellbeing, 4(7), 1461-1462. Retrieved from https://search.proquest.com/docview/1788197106?account id=33508