CLARIN NHS

Teachers’ educational background largely affects students’ academic performance. Morada (2005), Adedoyin (2011) & Liven and Lockhead (1991) Teacher Education Development Program (TEDP)TEDP (DepEd, 2004) Partnership with Higher Education Institute (HEI)

In-service Training is an ongoing “growth continuum” that is characterized by participatory learning that includes real classroom needs experienced by the teachers on the ground. It is a long term program that needs continuous monitoring among instructional leaders. (Craig, Kraft & Plessis, 1998) K to 12 Basic Education Program, or RA is a flagship program of DepEd; a curriculum that is attuned to the 21 st century. (DepEd, 2012)

OLD SCIENCE CURRICULUM 1 st Year Integrated Science 2 nd Year Biology 3 rd Year Chemistry 4 th Year Physics NEW SCIENCE CURRICULUM Grade 7 Integrated Science 1 Grade 8 Integrated Science 2 Grade 9 Integrated Science 3 Grade 10 Integrated Science 4 (Spiral Progression )

STATEMENT OF THE PROBLEM 1. What is the level of instructional competence of the teacher respondents before and after the conduct of intervention activity, based on: a. Teachers’ self-assessment? b. Instructional supervisor’s assessment? 2. Is there a significant difference between the pre-assessment and post- assessment of the level of instructional competence as determined by: a. Teachers’ self-assessment? b. Instructional Supervisor’s assessment?

3. Is there a significant relationship of pre-assessments between teachers’ self-assessment and instructional supervisor’s assessment? 4. Is there a significant relationship of post-assessments between teachers’ self-assessment and instructional supervisor’s assessment?

RESEARCH DESIGN  descriptive-correlational action research RESPONDENTS  13 science teachers in Clarin National High School  1 Head Teacher serving as direct instructional supervisor.

RESEARCH INSTRUMENTS  Adapted Competency-Based Performance Appraisal for Teachers (CB-PAST)  Comprised of 28 items: Diversity of Learners (7 items); Curriculum, Content and Pedagogy (12 items); and Planning, Assessing and Reporting (9 items).  Were all copied verbatim as all components are included in the intervention activity.

PROGRAM IMPLEMENTATION PRE-ACTIVITY  Pre-assessment ( Needs Assessment)  Submission of Proposal & Approval by SH & SDS  Deliberation  Signing of MOA w/ La Salle University-Ozamiz ACTIVITY  Regular session (modularized) Pre-test Hands-on Activity Conceptualization  Class Observation POST-ACTVITY  Post-assessment  Periodic Evaluation and Feedbacking  Reporting

RESULTS

Level of Instructional Competence Self-Assessment Supervisory Assessment f%f% Below Basic (BB) 00%0 Basic (B) 754%862% Proficient (P) 646%538% Highly Proficient (HP) 00%0 Total13100%13100% Table 1. Level of Instructional Competence Before the Conduct of Intervention Activity PRE-ASSESSMENT

Items Self-AssessmentSupervisory Assessment Weighted Mean Verbal Description Weighted Mean Verbal Description A. Diversity of Learners 2.48 Basic 2.48 Basic B. Curriculum, Content and Pedagogy 2.49 Basic 2.40 Basic C. Planning, Assessing and Reporting 2.50 Basic 2.53 Proficient OVERALL MEAN 2.49Basic2.46Basic Table 2. Inventory of Responses per Item on Level of Instructional Competence Before the Conduct of the Intervention Activity

Level of Instructional Competence Self-Assessment Supervisory Assessment f%f% Below Basic (BB) 00%0 Basic (B) 00%0 Proficient (P) 862%646% Highly Proficient (HP) 538%754% Total13100%13100% Table 3. Level of Instructional Competence After the Conduct of Intervention Activity POST-ASSESSMENT

Table 4. Inventory of Responses per Item on Level of Instructional Competence After the Conduct of the Intervention Activity Items Self-AssessmentSupervisory Assessment Weighted Mean Verbal Description Weighted Mean Verbal Description A. Diversity of Learners 3.55 Highly Proficient 3.45 Proficient B. Curriculum, Content and Pedagogy 3.51 Highly Proficient 3.56 Highly Proficient C. Planning, Assessing and Reporting 3.44 Proficient 3.48 Proficient OVERALL MEAN 3.50Proficient3.51Highly Proficient

Self-Assessment Over All Mean Verbal Interpretation Interpretation Pre-assessment 2.49BasicReject H o Post-assessment 3.50Proficient *Wilcoxon-Signed Rank Test Z=-3.181; p-value=0.001 STATISTICAL ANALYSIS RESULTS Table 5. Difference between Pre-assessment and Post-assessment as Assessed by the Teacher Respondents

Instructional Supervisory Assessment Over All Mean Verbal Interpretation Pre-assessment 2.46Basic Post-assessment 3.51Highly Proficient *Wilcoxon-Signed Ranks Test Z= ; p-value=0.001 Table 6. Difference between Pre-assessment and Post-assessment as Assessed by the Instructional Supervisor

Pair of Variables Correlation Coefficient p-valueInterpretation Pre-assessment (Self) Pre-assessment (Supervisor) With significant relationship Post-assessment (Self) Post-assessment (Supervisor) No significant relationship Table 7. Relationships between the Pre-assessments and Post-assessments Conducted by Teacher Respondents and Instructional Supervisor

IMPLICATIONS 1. There is a positive change brought by the designed intervention activity as teacher respondents have improved their instructional competence as assessed by themselves and the instructional supervisor. 2. Adoption of this activity is recommended to help augment science education and answer apprehensions towards instructional competence. However, needs analysis must be considered in order to devise the activity suitable to the needs of the teachers.

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