CHAPTER I

INTRODUCTION

Background of the Study

The science curriculum in the Enhanced Basic Education Act of

2013 recognizes the place of science and technology in every day human

affairs. The curriculum design is anchored on the three domains of learning

science which are: understanding and applying scientific knowledge in local

setting as well as global context whenever possible, performing scientific

processes and skills and developing scientific attitudes and values. The

acquisition of these domains are best facilitated using interdisciplinary

approach, science-technology-society approach, problem-based teaching

and inquiry approaches. Moreover, the new science curriculum follows a

spiral progression approach. The concepts and skills in Chemistry, Biological

Science, Physics and Earth Sciences are taught with increasing complexity

from grade I to grade 10. Science teachers therefore will not be specializing

only in one field. (K to 12 Curriculum Guide Science – version as of January

31, 2012).

The shift from discipline based science teaching in the secondary level

to spiral progression teaching will be able to address the three domains of

learning science required in the Enhanced Basic Education science program.

 2

However, the science teachers who are expected to teach in the

secondary level are graduates from Teacher Education Institutions (TEIs) who

are either majors in Physical Science, Biological Sciences, or General Science,

and have been trained in specific field of discipline for their specialization in

which the mode of delivery is by discipline and not inter- disciplinary nor

integrative approach.

This new paradigm of the educational system in the Philippines,

specifically in the science curriculum necessitates that basic education

institutions comply with the enhanced K-12 basic education guidelines.

The Presentation of Mary Schools, which is composed of eight (8) basic

education institutions in Mindanao and one (1) in Central Visayas, are owned and

administered by the Congregation of the Sisters of the Presentation of Mary also

known as PM Sisters. This is an international apostolic religious community

founded in 1796 in Thueyts, Ardeche, France by Blessed Marie Rivier

(http://presentationofmary.ca/). The congregation is committed to serve in the

teaching mission of the Church by the Christian education of youth (Rule of Life

C7).

In fidelity to its founding charism and in the pursuit of its teaching mission,

the PM educational institutions seek to adhere and fully implement the enhanced

K-12 Basic Education curriculum as mandated by the Department of Education.

However, the transition from a discipline based to inter-disciplinary and spiral

progression approach to teaching becomes a predicament with regards to the

teachers’ preparedness.
 3

As a member of the corporate body, the Presentation of Mary Schools, the

researcher is compelled to further assess formally the competence of the grade

VII science teachers of the Presentation of Mary Schools in view of the utilization

of the K to 12 Grade VII Science curriculum guide and the use of assessment of

the learning outcomes. The aim of this study is to determine the preparedness of

the teachers in teaching grade VII science that will serve as a basis for Grade VII

science teachers in-service training program.

Theoretical Framework

This research study is anchored on the Theory of Instruction of Jerome

Seymour Bruner (1966) which is both prescriptive and normative

The theory is prescriptive in the sense that it sets forth rules concerning

the most effective way of achieving knowledge or skill.

The theory is a normative theory because it sets up a criteria that has a

high degree of generality that provides a yardstick for criticizing or evaluating any

particular way of teaching or learning.

The four major features of Bruner’s theory of instruction are (1) specify the

experiences which most effectively implant in the individual a predisposition

toward learning, (2) specify the ways in which a body of knowledge should be

structured so that it can be most readily grasp by the learner, (3) specify the most

effective sequences in which to present the materials to be learned and (4)

specify the nature and pacing of rewards and punishments in the process of

learning and teaching.

 4

Evolving from the second feature of Bruner’s Theory of Instruction is the

development of the spiral progression curriculum. Such curriculum begins with

rudiments that children already have learned and builds upon them by adding

more complex and subtle categories and codes; teaching as it moves upward,

constantly circles back to build upon previous understanding (Bigge,1982).

Moreover, underpinning this theory is a guideline for evaluating instruction

which calls for the preparedness of teachers to deliver instruction.

The K to 12 science curriculum is structured following spiral progression

approach that requires the teachers to teach the four disciplines of science for

every grade level with its increasing complexity. It is from this premise therefore

that the teachers’ preparedness must be assessed.

Conceptual Framework

The Enhanced K-12 Basic Education Grade VII Science is a

curriculum which consists the four content areas of learning, namely: Chemistry,

Biological Science, Physics, and Earth Science. During this first year of the

implementation of the new curriculum, an assessment of the Grade VII teachers’

competency in view of their undergraduate preparation, perceived competence

and the grade VII science teachers test is to be conducted. The assessment

results serve as the basis for the grade VII science teachers’ in-service training

program.
 5

Competency Profile of the

Grade VII Science
K to 12 Grade VII Teachers
Science curriculum
content areas of learning  Teachers’
undergraduate
Preparation
 Teachers’ perceived
competency
 Grade VII Science
Teachers’ Test

Grade VII Science

Teachers’ In-service
Training Program

Figure 1. Schematic Diagram of the Conceptual Framework

Statement of the Problem

The research aims to assess the preparedness of the eleven (11) science

teachers in the eight (8) Presentation of Mary Schools in Mindanao to teach the

enhanced science curriculum. Specifically, the study will answer the following

questions:
 6

1. What are the undergraduate preparations of the Grade VII Science

teachers?

2. What is the perceived level of competencies of the Grade VII teachers in

terms of teaching with reference to the content standards, performance

standards and learning competencies?

3. What is the level of competencies of the Grade VII teachers as revealed

by the Grade VII science teachers’ test results?

4. Based on the findings on questions no. 2 & no. 3, what program will be

designed to address the needs of the grade VII science teachers.

Scope and Delimitation of the Study

The study will focus on the preparedness of the eleven (11) Grade VII

Science Teachers of the eight (8) Presentation of Mary Schools in Mindanao for

school year 2013-2014 as revealed by their undergraduate preparation which

have its sole basis from the descriptive title of the science subject taken as

shown in the official transcript of records, personal perception of their level of

competencies and the test scores on Grade VII science teachers’ test based

from K-12 Grade VII Science learning content.

The schools included in this study are: Holy Cross College of Calinan,

Holy Cross of Mintal, St. Peter’s College of Toril, St. Michael’s School of Padada,

Holy Cross of Malalag, Holy Cross of Sta. Maria, Holy Cross of Malita and Notre

Dame of M’lang.
 7

Significance of the Study

The result of the study is primarily important to PM School administrators

because this can be used as basis for faculty development and curriculum

development for schools with teacher education program.

The science teachers will benefit from the in-service training to enhance

their skill in integrative and interdisciplinary approach.

The administrators of the Presentation of Mary Schools in Mindanao could

make use of the result of the study as benchmark for faculty and curriculum

development plan.

The students of the Presentation of Mary Schools in Mindanao will be

benefited once the teachers have met up with the standard of competence as

science teachers through the in-service training program that will be designed

based on the results of the study. Hopefully, there will be an improved delivery of

content, better facilitation of classroom instruction and consequently an improved

learning outcome.

The Parents will have more confidence in sending their children to the

Presentation of Mary Schools upon knowing that the schools are concerned of

the welfare of their children by giving prime importance on the improvement of its

instruction.

The researcher will be encouraged to pursue the research endeavour of

contribute to the realization of the institution’s aim to initiate research-based

programs for quality education.

 8

Finally, this study may also be beneficial to other educational institutions

by making it as reference for a similar research undertaking.

Definition of Terms

The following terms are defined in reference to this study:

Assessment refers to the scheme of gathering information on the teaching

competence of the Grade VII Science teachers.

Teaching Competence refers to the teachers’ ability to deliver instruction

and assess learning outcomes as reflected in the result of the assessment.

Grade VII Science Teachers refer to the permanent and probationary

teaching personnel who are hired to teach science in Grade VII in the PM

Schools.

Preparedness of Teachers refers to the teachers’ readiness to teach the

content areas of Chemistry, Biological Science, Physics and Earth Science, with

reference to their undergraduate preparation, perceived level of competence and

the grade VII science teachers’ test results.

Teacher Education preparation refers to the undergraduate science

courses completed by the grade VII science teachers as shown in the transcript

of records.

Perceived competencies – the competencies that are consciously

acknowledged by the respondents as being recognizable in them.

 9

Grade VII Science Teachers’ Test – A forty item researcher-made test

which covers the content/topics of Chemistry, Biological Science, Physics and

Earth Science found in the K-12 Grade VII Science curriculum.

Grade VII Science Curriculum refers to the subject matter taught in grade

VII with its corresponding content area of learning prescribed by the Enhanced

Basic Education Program.

Assessment of Learning outcomes refer to the standards-based

assessment system prescribed by the Department of Education which are

Knowledge, Process or Skills, Understanding and Products/Performance.

Presentation of Mary Schools refer to the schools owned and administered

by the Sisters of the Presentation of Mary in Mindanao.

High and Satisfactory ratings refer to the level of competence that is

considered proficient to teach Grade VII Science curriculum.

Fair and Low ratings refer to the level of competence that is considered less

proficient to teach the Grade VII Science curriculum.

 10

CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

This chapter reviews the literature and studies that relate to the

assessment of the preparedness of the grade VII science teachers of the

Presentation of Mary Schools in view of the implementation of the Enhanced K to

12 Basic Education Program. The following topics are arranged as follows:

Educational Preparation of Teachers, Teacher Competence, Attributes of the K

to 12 teachers’, The K to 12 Science curriculum standards, Instruction and

Assessment, The Importance of Assessing Teachers’ Competence, and Related

Studies.

Educational Preparation of Teachers

Teaching involves a higher order of human functioning. The most effective

teachers are well informed regarding modern pedagogical principles and are able

to translate those principles of teaching and learning into effective practice.

Teachers need a repertoire of skills and methods that will enable them to

accommodate a host of instructional demands. However, state of the art

pedagogy remain only a promise until it is made functional by competent

teachers whose own personalities and perceptions provide the dynamic

dimension of pedagogy (Wilen et.al, 2008)

Thus, preparing for teachers at the teacher education institution is truly

important because the more knowledge and skill one have in planning and
 11

delivering instruction and evaluating learning, the better the students should

learn. Persons without sufficient pedagogical or teaching knowledge are forced to

teach by instinct and are doomed to trial and error approaches (Cruickshank, D

et al 2012).

In the Philippine context, the Teacher Education curriculum is designed to

prepare professional teachers for practice in primary and secondary schools in

the Philippines. It includes various components that correspond to the basic and

specialized knowledge and skills that will be needed by a practicing professional

teacher: foundational general education knowledge and skills, theoretical

knowledge about teaching and learning, methodological skills and professional

and ethical values and subject matter knowledge appropriate to the level of

teaching (Article V, Section 7 Revised Policies and Standards for undergraduate

Teacher Education Curriculum).

Furthermore, what is learned during teacher education program provide a

sound and solid foundation for teaching and the confidence to get started. The

formal education for teaching represents only a starting point of a lifetime of

professional growth and development. Highly skilled and experienced teachers

know that learning how to teach did not come to an end when they completed

their teacher education program (Pugach, M, 2006).

 12

Teacher Competence

To teach science according to the standards of the K to 12 curriculum,

necessitates that teachers need to understand not only the learning content more

profoundly but also the important aspect of the art and science of teaching.

According to Salandanan (2009), a teacher’s competence is focused on

one’s abilities in terms of knowledge of the subject matter and skills in teaching

methodologies. Competence in both knowledge and skills is gained initially

during pre service training and continued throughout their stay in the field.

Shulman (1986) also said that, “Those who can, do. Those who

understand, teach”. Thus, he pioneered on the Pedagogical content knowledge

which is a type of knowledge that is unique to teachers, and is based on the

manner in which teachers relate their pedagogical knowledge (what they know

about teaching) to their subject matter knowledge (what they know about what

they teach). It is the integration or the synthesis of teachers' pedagogical

knowledge and their subject matter knowledge that comprises pedagogical

content knowledge.

Likewise, it is a form of knowledge that makes science teachers teachers

rather than scientists (Gudmundsdottir, 1987a,b). According to Cockran (1997),

teachers differ from scientists, not necessarily in the quality or quantity of their

subject matter knowledge, but in how that knowledge is organized and used. In

other words, an experienced science teacher's knowledge of science is

organized from a teaching perspective and is used as a basis for helping

students to understand specific concepts.

 13

Keegan (1996) commented that a beautiful building and expensive

equipment, stocked in, will not lead to effective learning without the qualified

teacher putting them into use and making students to participate in the

experimental procedures.

Hence, knowledge alone does not make a teacher competent. A teacher’s

competence lies in how she/he uses that knowledge while teaching. It is when

one is able to translate principles into practice and turn ideologies into realities

and thereby effect learning in the actual teaching and learning process.

Ornstein and Lasley (2000) described a competent teacher in the following

way: (a) Plans instruction at a variety of cognitive level, (b) Can state pupil’s

outcomes in behavioral terms, (c) Identifies and evaluates learning problems of

students, (d) knows how to organize and use appropriate instructional materials

(e) uses a variety of instructional strategies, (f) uses convergent and divergent

inquiry strategies, (g) establishes transitions and sequences in instruction that

are varied, (h) modifies instructional activities to accommodate learner’s needs,

(i) Demonstrates ability to work with individuals, small groups and large groups

and ( j) Demonstrates knowledge in the subject area.

Attributes of K to 12 Teachers

At the onset of the implementation of the Enhanced Basic Education Act

of 2012, teachers are not only compelled to meet with the standards set forth in
 14

its implementing guidelines but are also to possess, the following attributes that

are expected of them, namely (SEAMEO INNOTECH, 2011):

Multi-literate - As the 21st century expands our learning, literacy or “the

ability to identify, understand, interpret, create, communicate and compute

printed and written materials” (UNESCO, 2005) must also expand to include

media and digital literacy. A multiliterate teacher knows how to use various

technologies in teaching.

Multispecialist - K to 12 education gears for the holistic development of

learners. In developing the whole child, various learnings and experiences must

be integrated. For this, teachers must be multispecialist, that is, they must be

knowledgeable not only in the subject area they are teaching but in other areas

as well so that they can help the learner build up what they gain in classrooms

and outside the school and make sense of what was learned.

Multiskilled- K to 12 ushers in various ways of learning. For teachers to cope

with the demand for widening learning opportunities, they must be skillful not just

in teaching but also in facilitating, organizing groups and activities.

Self-directed- Teachers who are responsible in various aspects of school life

must know how to initiate action and bring to fruition the learning goals of the

students and the educational goals of the country.

Lifelong learner-For K to 12 teachers, learning never ends. Teachers must be

constantly updated on the latest information related to their subject and the

trends in pedagogy. Moreover, they should also be sharing and applying what

they are learning with their students and colleagues.

 15

Flexible- K to 12 education is student-centered. Thus, teachers must be

able to adapt to various learning styles and needs of the learners. Teachers must

also be flexible enough to ensure that learning takes place all the time using

alternative modes.

Creative problem solver-Providing quality education is not without hurdles.

Problems will be there inside the classroom and within the school. Teachers

must be there to offer innovative ideas and creative solutions to problems.

Critical thinker-The development of higher order thinking skills is an

important goal of K to 12 Education. Teachers need to be critical thinkers so that

they could stir students to think about what they have learned, ask questions,

reason out, probe, and establish their own knowledge and belief.

Has passion for excellent teaching- Having the passion to teach effectively

ensures that students learn under the care and guidance of a teacher. An

ordinary teacher merely talks and gives instruction to students, but a K to 12

teacher has a passion that motivates students to learn and succeed in life.

High Emotional Quotient (EQ)- To be a successful K to 12 teacher, one

must not only have the head but also the heart to teach. Teaching is an

emotionally taxing and influential job as it involves interaction with human beings.

This demands that negative emotions be held in check to avoid intimidating

students, thus stunting learning. On the other hand, teaching also demands for

some level of emotional connections to create a conducive learning environment.

 16

The K to 12 Science curriculum standards

In order to handle the teaching and learning process with relevance, it is

presumed that teachers’ delivery of instruction meet with the K to 12 standards

Such standards are as follows:

Core learning area standard : Science for the entire K to 12

The learner demonstrates understanding of basic science concepts,

applies science process skills, and exhibits scientific attitudes and values to solve

problems critically, innovate beneficial products, protect the environment and

conserve resources, enhance the integrity and wellness of people, and make

informed and unbiased decisions about social issues that involve science and

technology. This understanding will lead to learner’s manifestation of respect for

life and the environment, bearing in mind that Earth is our ONLY HOME.

Standard for Science learning area for Grade VII - X

At the end of Grade 10, the learner should have developed scientific,

technological and environmental literacy so that they will not be isolated from the

society where they live, will not be overwhelmed by change, and can make

rational choices on issues confronting them. Having been exposed to scientific

investigations related to real-life, they should recognize that the central feature of

an investigation is that if one variable is changed (while controlling all others), the

effect of the change on another variable is measured. The context of the

investigation can be problems at the local or national level to allow them to

 17

communicate with students in other parts of the Philippines or even from other

countries using appropriate technology.

Grade VII Science Learning Standards

Learners will recognize the system of classification of matter through

semi-guided investigations but emphasizing fair testing.

Learners will describe what makes up the Philippines as a whole and the

resources found in the archipelago. They will explain the occurrence of breezes,

monsoons, and ITCZ and how these weather systems affect people. Using

concepts in the previous grade, learners will demonstrate why the seasons

change and how eclipses occur.

Learners will describe the motion of objects in terms of distance and

speed and represent this in tables, graphs, charts, and equations.

They will also investigate how various forms of energy travel through

different media.

After studying how organ systems work together in plants and animals in

the lower grades, learners will now observe very small organisms and structures

using a microscope. They will understand that living things are organized into

different levels: cells, tissues, organs, organ systems, and organisms. These

organisms comprise populations and communities which interact with nonliving

things in ecosystems.
 18

Instruction and Assessment

Indeed, adhering to the abovementioned K to 12 standards is quite a

challenge during this transition year of its implementation. However, once the

level of teacher’s competence is enhanced, the delivery of instruction and the

ability to assess its learning outcomes would most likely be improved.

Killen (2007) noted that the success of the teaching-learning process

becomes noticeable when after the lesson the students understand things that

they did not understand before the lesson. Teaching and learning will never be

successful if it is not planned carefully. No matter what level of expertise a

teacher has, thoughtful teacher planning helps to make student’s learning

purposeful, effective and efficient

Without a clear decision on how to go about the lesson activities, the

discussion would result in a hit or miss recitations of fragmented facts and

information. In the real meaning of teaching, such unplanned start cannot be

considered an act of teaching, rather a series of activities with no definite

direction to take or no goal to pursue. Thus to ensure successful completion, a

teacher must prepare and follow a course of action (Salandanan 2008).

Successful teaching therefore according to Mursell (1946) as cited by

Wiggins and McTighe (2005), is teaching that brings about effective learning. The

decisive question is not what methods or procedures are employed, and whether

they are old fashioned or modern, time- tested or experimental, conventional or

progressive. All such considerations may be important but none of them is

 19

ultimate, for they have to do with means not ends. The ultimate criterion in the

success of teaching is – results.

To have taught well is not to have used a great set of techniques or given

the learner some words to give back but to have cause understanding through

words, activities, tools, guided reflection, the learners’ efforts and the feedback. It

is a complex interactive achievement not one way set of skills (Wiggins and Mc

Tighe, 2005).

Accordingly, to ensure that understanding takes place and to determine if

the expected outcome of the lesson planning is achieved, teachers make use of

assessment which is an integral part of teaching and learning process (Killen

2007).

Assessment is the art of placing learners in a context that brings out or

clarifies what a learner knows and can do as well as what the learner may not

know and cannot do.

In determining what to assess, teacher’s curricular aims play a prominent

role in the teacher’s choice of assessment emphases. In particular, large grain-

size measurable objectives were recommended as helpful vehicles for

identifying potential assessment targets (Popham 2011).

If assessment is done to uncover what a learner knows or is able to do at

the end of some period of learning, then it is called a summative assessment.

On the other hand, if the purpose of assessment is to provide feedback so that

additional learning can occur, then it is called a formative assessment (Misual

2009).
 20

Teachers have the grave responsibility to develop assessments that are

just and equitable and that enhance learning. This responsibility is particularly

important in the teaching profession and such responsibility requires teachers to

be vigilant and self reflective because fairness, justice and equity are difficult to

evaluate in the middle of the teachers’ daily pressures (Misual 2009).

The Importance of Assessing Teachers’ Competence

The core of education is teaching and learning, and the teaching and

learning connection works best when there are competent and effective teachers

working with every student every day.

According to Karachi (2012), Good teachers constantly seek to explore

new and improved ways of teaching to comply with modern standards. Teaching

does not just involve qualifications or education a teacher has gained, but it is a

constant process of learning, exploring and evaluating the teaching standards

and the quality of education offered to students.

Thus, a scheme for the evaluation of teachers is indeed essential.

According to Stronge & Tucker ( 2003), without high quality evaluation systems, it

would be difficult to determine if the institution have high quality teachers.

Teacher evaluation is about first documenting the quality of teacher

performance: then its focus shifts to helping teachers improve their performance

as well as to holding them accountability for their work .(Stronge, 2006). The

accountability purpose reflects the need for determining competence of teachers

in order to assure that services delivered are safe and effective (McGaghie,1991)
 21

and typically has been viewed as summative in nature. The performance

improvement purpose reflects the need for professional growth and development

of the individual teacher and typically has been considered to be formative in

nature (Stronge, 2006).

Competence assessment and development is not only focused on the

appraisee’s development needs, but is also aimed at making judgments on

performance. This is usually linked to accountability mechanisms. In competence

assessment and development models, there is usually an emphasis on aligning

individuals to organizational goals (Campbell et al, 2004).

To enhance teaching competence is an on-going process and as such,

expert teachers incessantly engage in instructional self-assessment as a

mechanism for continual improvement (Covino & Iwanicki, 1996).

Moreover, the Code of Ethics for Professional Teachers stipulates on the

importance of professional growth as stated in Article IV Section 3: Every

teacher shall participate in the Continuing Professional Education (CPE) of the

Professional Regulation Commission, and shall pursue other studies as will

improve his efficiency, enhance the prestige of the profession, and strengthen his

competence, virtues and productivity in order to be nationally and internationally

competitive.

Likewise the Education Act of 1982, Section 16 nos. 2 and 4 mandates

that teachers must be accountable for the efficient and effective attainment of

specified learning objectives in pursuance of national development goals within

the limits of available school resources. They are likewise to assume the
 22

responsibility to maintain and sustain his professional growth and advancement

and maintain professionalism in his behavior at all times

Related studies

The TIMSS 2003 report as cited by Macugay & Bernardo (2013), showed

that in the Philippines only 13% of students have teachers who majored in

education with a specialization in science, and another 4% had teachers who

majored in science (Martin, Mullis, Gonzalez, & Chrostowski, 2004) in their

postsecondary education; 54% had science teachers who majored in education

without a specialization in science, and 18% had teachers who majored in

education with a specialization in mathematics.

In his study, Orleans (2010) likewise mentioned about the report of

UNESCO (2002) that in the Philippines, unqualified teachers were mostly found

in science education. Many secondary science teachers in the country

possessed academic preparations unrelated to science teaching.

Mencidor (2006) cited the study of Giammatteo (1981) which pointed out

that success and failures of schools have been attributed to the skills

characteristics and values of the teachers. Likewise, the latter mentioned in her

thesis that a competent faculty is essential for a good school.

According to Padama (1992) as cited by Taho (2000) and later by Licas

(2003) the content knowledge and pedagogical competency of teachers are

important component of their readiness in the classroom. The higher the

 23

competency level of the teacher on the subject matter, the higher is the

readiness skills observed.

The study of McDiarmid et al (1989), concluded that teachers’

understanding of subject matter and their pedagogical orientation critically

influence the quality of their teaching. The teacher’s capacity to pose questions,

select tasks, evaluate their pupil’s understanding and make curricular decisions

all depend on how they themselves understand the subject matter.

Teacher competence according to Coker (1985) as cited by Batiao (2002)

refers to the total repertoire of competencies a teacher possesses. This

repertoire includes the knowledge, skills and other personal characteristics that

have bearing on his/her teaching performance.

Also, in the study of Donayre (2001), she mentioned that teachers’

instructional competence comprise of the following: Knowledge of the Subject

Matter, methodology, delivery skills and classroom management.

Toleco (2004),quoted the Presidential Commission to Survey Philippine

Education (1973), report on the need to assess and improve the educational

system to make it responsive to the challenge of modernization and the goals of

national development, and whereas, such improvement to be effective must be

based on educational appraisal.

However, Silverman (1970) as cited by Toleco (2004) commented that not

every innovation now being done is necessarily effective; it is simply that every

innovation now being done needs to be evaluated to determine if it is effective.

 24

CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research design, the respondents and sampling

technique, the research locale, the research instruments, the data gathering

procedure and the statistical treatment.

Research Design

The descriptive survey design was used for the assessment of the

competency of the Grade VII science teachers of the Presentation of Mary

Schools in Mindanao.

Respondents and Sampling technique

There were eleven (11) Grade VII Science Teachers of the Presentation of

Mary Schools in Mindanao. Thus, Universal Sampling Technique was used.

Research Locale

The study was conducted in the Presentation of Mary Schools in

Mindanao located in Davao City, Davao del Sur and North Cotabato. The three

(3) schools in Davao City are: Holy Cross College of Calinan, Holy Cross of

Mintal and St. Peter’s College of Toril; The four (4) schools in Davao del Sur are:

Holy Cross of Malalag, Holy Cross of Malita and Holy Cross of Sta. Maria and St.
 25

Michael’s School of Padada; and one (1) school in North Cotabato which is Notre

Dame of Mlang.

 Holy Cross College of Calinan

 Holy Cross of Mintal
 St. Peter’s College of Toril
 Holy Cross of Malita
 Holy Cross of Sta. Maria
 Holy Cross of Malalag
 St. Michael’s School of
Padada
 Notre Dame of Mlang


Figure 2. Map of Southern Mindanao

Research Instruments

The instruments used for this study were as follows: (1) A researcher-

made self - assessment questionnaire was used to probe into the teacher’s

perceived competencies to teach the different content/topics covered in the K-12

Grade VII Science curriculum (as shown in appendix V) and; (2) A forty (40)

item researcher-made test which covers content/topics in (a) Chemistry (Matter)

(b) Biological Sciences (Living Things and their Environment) (c) Physics (Force,

Motion and Energy) and (d) Earth Science (Earth and Space) ( as shown in

Appendix W).

 Validity and Reliability

The questionnaire for the perceived level of competencies and the

Grade VII Science Teachers’ Test were subjected for content validity by

least three (3) evaluators for each set, who were experts in the field of
 26

science education and have the competence to examine the

appropriateness of the content and format of the research instruments

(Refer to Appendices O – T).

Furthermore, The test questions were tested for its reliability using

the test – retest method. In this method, the same research instrument

was administered twice to the same group of respondents, who were

science teachers from other schools, within an interval of three weeks.

The scores of the first and second administrations were correlated with the

use of the Spearman rank correlation coefficient or Spearman rho (rs)

which yielded a value of 0.7932 (Refer to appendix X).

According to Paler-Calmorin (2012), If the rs value obtained is from

0.71 to 0.90, it denotes high correlation and as such, the instrument is

reliable.

Data Gathering Procedure

The following activities were to be done for the gathering of data from the

respondents:

1. The official Transcript of Records, through which the data for the

Grade VII science teachers’ undergraduate preparation, were sought

from the respective school’s human resource office with the consent of

the respondents and the school director.

2. Sending of formal letters to the eight (8) Directors of the Presentation

of Mary Schools in Mindanao requesting them to allow the researcher

to administer the perceived level of competency questionnaire and the

 27

Grade VII science teachers' test to the grade VII science teachers (As

shown in Appendices A-H).

3. The conduct of the questionnaire on the Grade VII science teachers’

perceived level of competencies and the Grade VII science teachers’

test was done at St. Peter’s College of Toril on January 25, 2014 at

9:00 in the morning.

Statistical Treatment of Data

The data gathered were treated using the mean.

For problem no.1, Based on the Official Transcript of Records each

undergraduate science subject for every cluster was given an equivalent value of

one (1) point. The mean of the total points earned in that particular cluster was

calculated and assigned with a descriptive rating. The researcher decided to use

a four level rating scale. The rating scale is as follows:

Mean of Science Descriptive Rating

subject per cluster
5 and above High (H)
3 – 4.99 Satisfactory (S)
1 – 2.99 Fair (F)
0 - 0.99 Low (L)

For problem no. 2, Based on the Grade VII science teachers’ perceived

level of competencies the mean for each topic in every cluster was calculated. It

was consolidated thereafter per cluster and was assigned with a descriptive

rating. The researcher decided to use a four level rating scale. The rating scale

is as follows:
 28

Mean of Perceived Descriptive Rating

Competency
4 above High (H)
3 – 3.99 Satisfactory (S)
2 – 2.99 Fair (F)
1 – 1.99 Low (L)

For Problem no. 3, Based on the Grade VII science teachers’ test, the

mean for every cluster was calculated from the total score of the ten (10) items

per cluster was assigned with a descriptive rating. The researcher decided to use

a four level rating scale. The rating scale is as follows:

Mean of Science Descriptive Rating

subject per cluster
10 above High (H)
7 – 9.99 Satisfactory (S)
4 – 6.99 Fair (F)
1 – 3.99 Low (L)
 29

CHAPTER IV

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the analysis and interpretation of data necessary in

determining the level of competencies of the Grade VII Science Teachers of the

Presentation of Mary Schools in Mindanao.

The order of the Presentation is based on the Statement of the Problem

found in Chapter I.

The undergraduate preparation of the Grade VII Science teachers

The undergraduate preparation of the eleven Grade VII Science Teachers

of the Presentation of Mary Schools in Mindanao are as follows: Six (6) earned a

in degree in Bachelor of Science in Education major in Biological Sciences, three

(3) earned a degree in Bachelor of Science in Education major in General

Science, one (1) Bachelor of Science in Education major in Mathematics and

one (1) earned a degree in Bachelor of Science major in Biology.

The official transcript of records of the eleven (11) Grade VII Science

teachers of the eight (8) Presentation of Mary Schools in Mindanao served as

secondary data relative to knowing their undergraduate preparation profile. Each

undergraduate science subject for every cluster was given an equivalent value of

one (1) point and rated as follows: 5 and above High (H), 3 - 4.99 Satisfactory

(S), 1- 2.99 Fair (F) and 0 – 0.99 Low (L).

 30

The evaluation result is tabulated in details (as illustrated in Appendix U)

and its summary is tabulated below.

. Table 1

Summary of the Profile of Grade VII Science Teachers'

Undergraduate Preparation

Content Area Mean Description

Chemistry 2.73 Fair
Biological Science 6.18 High
Physics 1.55 Fair
Earth Science 1.18 Fair

The above data reveal that the rating for the undergraduate preparation to

teach the concepts of biological science is High while for Chemistry, Physics and

Earth Science is Fair.

This result implies that in terms of the respondents’ academic preparation,

they are more likely prepared to teach the content/topic of Biological Science

than that of Chemistry, Physics and Earth Science.

This result attests to the statement of Salandanan (2009) that a teacher’s

competence in both knowledge and skills is gained initially during pre-service

training and continued throughout their stay in the field.

Grade VII Science teachers’ perceived level of competencies

The data for the perceived level of competencies of the Grade VII science

teachers were obtained using the researcher – made assessment questionnaire

adapted from the K-12 Grade VII Science Curriculum of the Department of
 31

Education. This questionnaire was subjected for content-validity by evaluators

competent in the field of science and education (refer to Appendices O-Q).

The topics contained in the researcher – made assessment questionnaire

are arranged accordingly per cluster, namely: First Grading – Chemistry, Second

Grading – Biological Science, Third Grading – Physics and Fourth Grading –

Earth Science. Each particular topic for every cluster bears a corresponding

statement which serves as the basis for assessing their level of competence in

terms of the content standards, performance standards and learning

competencies expected of the students as stipulated in K-12 Grade VII Science

Curriculum Guide.

The self – assessment rating for each particular topic which ranges from 1

– 4 was tabulated (As shown in Appendices Y- Z & AA) and consolidated per

cluster. The resulting mean score was assigned with a descriptive rating such as:

4 High (H), 3.0 – 3.99 Satisfactory (S), 2.0-2.99 Fair (F) and 1.0 – 1.99 Low (L).

Table 2.1 presents the summary of the Perceived Level of Competencies

of Grade VII Science Teachers in terms of content standards.

Table 2.1

Summary of the Perceived Level of Competencies

of Grade VII Science Teachers

CONTENT STANDARDS
Content/Topic Mean Description
Chemistry (Matter) 2.90 Fair
Biological Science (Living Things and Their Environment) 3.15 Satisfactory
Physics (Forces, Motion and Energy) 2.56 Fair
Earth Science (Earth and Space) 2.93 Fair
 32

In terms of the Content standards, the respondents gave the following

ratings for each cluster: Chemistry – fair, Biological Science – Satisfactory,

Physics – Fair and Earth Science – Fair.

As what was pointed out by Padama (1992) as cited by Taho (2000) and

later by Licas (2003) that the content knowledge and pedagogical competency of

teachers are important component of their readiness in the classroom. The

higher the competency level of the teacher on the subject matter, the higher is

the readiness skills observed.

Table 2.2 presents the summary of the Perceived Level of Competencies

of Grade VII Science Teachers in terms of performance standards.

Table 2.2

Summary of the Perceived Level of Competencies

of Grade VII Science Teachers

PERFORMANCE STANDARDS
Content/Topic Mean Description
Chemistry (Matter) 2.90 Fair
Biological Science (Living Things and Their Environment) 3.13 Satisfactory
Physics (Forces, Motion and Energy) 2.92 Fair
Earth Science (Earth and Space) 2.98 Fair

In terms of the Performance standards their self- ratings are: Chemistry –

fair, Biological Science – Satisfactory, Physics – Fair and Earth Science – Fair.

.
 33

McDiarmid et al (1989) likewise have concluded that teachers’

understanding of subject matter and their pedagogical orientation critically

influence the quality of their teaching. The teacher’s capacity to pose questions,

select tasks, evaluate their pupil’s understanding and make curricular decisions

all depend on how they themselves understand the subject matter.

Table 2.3 presents the summary of the Perceived Level of Competencies

of Grade VII Science Teachers in terms of learning competencies

Table 2.3

Summary of the Perceived Level of Competencies

of Grade VII Science Teachers

LEARNING COMPETENCIES
Content/Topic Mean Description
Chemistry (Matter) 2.90 Fair
Biological Science (Living Things and Their Environment) 3.20 Satisfactory
Physics (Forces, Motion and Energy) 2.54 Fair
Earth Science (Earth and Space) 2.69 Fair

In terms of the Learning Competencies, their self- ratings are: Chemistry –

fair, Biological Science – Satisfactory, Physics – Fair and Earth Science – Fair.

As noted by Killen (2007), the success of the teaching-learning process

becomes noticeable when after the lesson the students understand things that

they did not understand before the lesson. Teaching and learning will never be

successful if it is not planned carefully. No matter what level of expertise a

 34

teacher has, thoughtful teacher planning helps to make student’s learning

purposeful, effective and efficient

Apparently, the results show that in terms of the content standards,

performance standards and Learning competencies, the general trend of the

respondents perceived assessment of their level of competencies for each

cluster are as follows Chemistry – fair, Biological Science – Satisfactory, Physics

– Fair and Earth Science – Fair.

These results suggest that in adherence to the content standards,

performance standards and learning competencies of the K-12 Grade VII

Science curriculum, the respondents perceived themselves to be satisfactorily

competent to teach the content/topics of Biological Science while on the other

hand they are fairly competent to teach the content/topics of Chemistry, Physics

and Earth Science.

Through these results, it can be construed that the respondents are more

prepared to teach the content/topics of Biological Science than that of Chemistry,

Physics and Earth Science.

The level of competencies of the Grade VII Science teachers as revealed by

the Grade VII science test results

The respondents’ mean score for every cluster was computed (As

illustrated in Appendix BB) and its summary was tabulated and arranged per

cluster as shown below.

 35

Table 3

Summary of the Science Teachers Test Results by Cluster

CONTENT/TOPICS MEAN DESCRIPTION

Chemistry (Matter) 5.36 Fair
Biological Science
5.73 Fair
(Living Things and Their Environment)
Physics (Forces, Motion and Energy) 5.09 Fair
Earth Science (Earth and Space) 5.36 Fair

The results of the Grade VII Science Teachers’ test turned out to have a

fair rating for all of the four clusters. However, as the respondents’ scores were

looked into by cluster, they scored higher on the content/topics in Biological

Science, followed by the content/topics in Chemistry, then in Physics and lastly,

Earth Science.

The test results reveal that the respondents are fairly competent to teach

the content/topics of all the four disciplines of science contained in the K -12

Grade VII Science curriculum. Moreover, although the result is Fair for all the four

clusters, the respondents’ mean score in Biological science was higher

compared with the other content areas. This can be construed that in contrast

with the other content areas, the respondents have an edge on the grasp of

knowledge in Biological Science and therefore teaching its content/topic have

probably made them more competent compared with the other disciplines.

Licas (2003) cited the dissertation study of Bongar (2002) on the content

competency of BSED student teachers of Biological science whereby the

respondents rating was fair. He stated that a fair rating is an indication of below

average level of knowledge competence.

 36

Nevertheless, the result of the above test does not offer a guarantee that

such is an absolute determinant factor of the respondents’ level of competencies

since there are some factors that may affect test results, such as how fatigued a

test taker is, motivation level of the test taker, physical discomfort and anxiety.

(http://homepages.rpi.edu/~verwyc/Chap3tm.htm)

Proposed Grade VII Science In-Service Training program

The assessment of the level of competencies of the Grade VII Science

Teachers of the Presentation of Mary Schools in Mindanao as revealed by the

respondents’ undergraduate preparation yielded a high competence result to

teach the contents/topics in Biological Sciences while for Chemistry, Physics and

Earth Science, it yielded a fair competence result.

Based on the respondents’ self-perception, their level of competence to

teach the contents/topics in Biological Sciences is satisfactory whereas in

Chemistry, Physics and Earth Science, it is fair.

On the other hand, the assessment based from the Grade VII Science

Teachers’ test revealed a fair result for all of the four disciplines of science

contained in the Grade VII Science curriculum.

Noticeably, the assessment results based on the data and research

instruments used, differ from each other and as such, the trend is regressing

from high to satisfactory and to fair.

 37

With these results, the researcher construed that the High rating indicates

that as far as the undergraduate preparation is concerned, the respondents are

more proficient to teach the concept/topics of Biological Sciences than the

concept/topics of Chemistry, Physics and Earth Science.

The satisfactory rating on the perceived level of competencies on the

likewise indicates that the respondents are more proficient to teach the

concept/topics of Biological Sciences than the concept/topics of Chemistry,

Physics and Earth Science.

Furthermore, the fair result for all the four disciplines in science in the

Grade VII Science Teachers’ Test indicates that the respondents are less

proficient to teach the content/topic of the four disciplines of science in the K-12

Grade VII Science curriculum.

In consideration with the new approach of the K-12 Grade VII Science

curriculum, it is expected that the teachers’ competence to teach the subject

would not only be limited to one discipline of science but rather it must

encompass all the four disciplines namely: Chemistry, Biological Sciences,

Physics and Earth Science. However, this year of transition is faced with

predicament especially in terms of the teachers’ preparedness. Thus, an

assessment of their competency was undertaken.

As stated in the National Competency Based Standards (NCBTS, 2006),

the self-assessment process for teachers can help them be aware of his/her

strengths as a teacher and ensure that he/she becomes more consistent in

demonstrating his/her strengths. At the same time, she can plan on professional
 38

development strategies so that she can improve on her weaknesses. Moreover,

its assumptions at improving teaching point out to the understanding that the

teachers themselves are the most important agents in the improvement of their

teaching. But their personal efforts are enhanced when groups of teachers work

together to improve their teaching and when the immediate and larger work

environment supports the efforts of the teachers.

It is from this premise, that a proposed Grade VII Science Teachers In-

Service Training program is designed in order to address the need of the Grade

VII Science teachers of the Presentation of Mary Schools in Mindanao.

 39

PRESENTATION OF MARY SCHOOLS

PROPOSED GRADE VII SCIENCE IN-SERVICE TRAINING PROGRAM

2014 – 2015

Introduction

This proposed Grade VII Science In-service training program which covers

the four disciplines of Science found in the Grade VII Science curriculum was

conceptualized in the view of the results of the assessment of the competency of

the Grade VII Science Teachers of the Presentation of Mary Schools.

Rationale

The K-12 Grade VII Science, is an interdisciplinary science curriculum

which covers the content/topics of Chemistry, Biological Science, Physics and

Earth Science. This requires that teachers assigned in this curriculum must be

prepared to teach with adequate content knowledge background of the four

disciplines of Science.

The Assessment undertaken on the Competency of the Grade VII Science

teachers of the Presentation of Mary Schools in Mindanao having as its scope

the undergraduate preparation, the perceived level of competencies, and the test

results of the Grade VII Science Teachers’ Test, revealed a regressing

competency level from being High in the undergraduate preparation to

Satisfactory in the self- perceived level of competencies and to Fair in the Grade

VII Science Teachers’ Test Result.

 40

Since the K-12 Grade VII Science Curriculum includes all the four

disciplines of science, it is imperative that teachers be proficient in this field.

Thus considering the outcome of the assessment, Grade VII science In-

Service Training Program is being proposed.

Purpose
The purpose of this plan is to provide professional growth opportunities
that would better prepare and help enhance the competencies of the Grade VII
Science teachers.

Timetable
The implementation of the one-year plan will commence on June 2014.
This will be reviewed at set time intervals. Annual evaluation of the plan must
also be set at the end of the school year.
 41

Objectives Activities Performance

Time Frame
Indicator
1. To get acquainted Grade VII Science -Familiarity in handling
with the K-12 Teachers’ /manipulating IT
Session 1
Grade VII Science Orientation ( devices
Curriculum Guide
curriculum guide and
-maximum use of
IT related instructional internet resources in
2. To share ideas and
resources on the Materials) class
use of Technology
-increased confidence
3. To enrich one’s Training on in facilitating
skills in facilitating Facilitating Laboratory laboratory activities
laboratory Activities Activities
-prepared laboratory
manual
4. To gain sufficient
Lecture – Forum An exhibit of the
knowledge on how students’ investigatory
to guide the How to guide students project
students with their in their Investigatory
investigatory Project
Project
1. To be prepared in Seminar – Workshop Prepared simple
Teaching the Teaching Grade VII solutions
Session 2
concepts of Chemistry (Solutions,
solutions, acids and acids and bases) Correct labels of acids
bases and bases in the
laboratory

Teacher Evaluation
by the subject
coordinator and
principal

Students’
Achievement

1. To be prepared to Seminar – Workshop Teacher Evaluation

teach the concepts Teaching Grade VII by the subject
Session 3
of Biological Biological Science coordinator and
Science(Heredity (Heredity and
principal
and Interactions) Interactions)

Students’
Achievement

Action plan on the

protection and
preservation of
ecosystems in the
locality
 42

Objectives Activities Performance

Time Frame
Indicator
1. To be prepared in Seminar – Workshop Teacher Evaluation
Teaching the Teaching Grade VII by the subject
Session 4
Concepts of Physics (Forces and coordinator and
Forces and Motion) principal
Motion to Grade
VII students Students’
Achievement
1. To assess how the Midyear Evaluation Assessment
program have Instruments
Session 5
been beneficial to
the teachers
2. To brainstorm
some suggestions
on what else can
be done
1. To be prepared in Seminar – Workshop Teacher Evaluation
Teaching the Teaching the by the subject
Session 6
Concepts of Earth Concepts of Earth and coordinator and
and Space Space ( The principal
( The Philippine Philippine Archipelago
Archipelago and and Interactions in the Students’
Interactions in the Atmosphere) to Grade Achievement
Atmosphere) to VII students
Grade VII students
1. To be prepared in Seminar – Workshop Teacher Evaluation
Teaching the Teaching the by the subject
Session 7
Concepts of Earth Concepts of Earth and coordinator and
and Space Space ( Seasons principal
(Seasons in the in the Philippines and
Philippines and Eclipses) to Grade VII Students’
Eclipses) to Grade students Achievement
VII students

1. To gain knowledge Educational Tour A broader

through exposure perspective in the
Session 8
to science related practice of one’s
places and profession
establishments
1. To assess how the Year End Evaluation Assessment
program have and Planning Instruments
Session 9
been beneficial to
the teachers Grade VII Science
Grade VII Science
Teachers’ In-service
2. To be actively Teachers’ Test Training Program
involved in framework for AY
planning for the 2015-2016
Science Teachers’
In- Service
Training Program
for the next
Academic Year.
 43

CHAPTER V

SUMMARYOF FINDINGS AND RECOMMENDATIONS

Presented in this chapter are the summary of findings and

recommendations.

Summary of findings

The objective of the study was to assess the preparedness of the eleven

grade (11) VII science teachers to teach the K-12 science curriculum in the eight

(8) Presentation of Mary Schools in Mindanao. Specifically, the study sought the

following questions:

1. What are the undergraduate preparation of the Grade VII Science

teachers?

Among the eleven (11) Grade VII Science teachers of the

Presentation of Mary Schools in Mindanao, ten (10) of them earned in

Bachelor of Secondary Education with the following major areas of

concentration: Biological Sciences – six (6) teachers, General Science –

three (3) teachers, Mathematics – one (1) teacher. One of them has a

degree in Bachelor of Science major in Biology.

Their competency based on the undergraduate preparation as

reflected from the Official Transcript of Records is higher in Biological

Science than in Chemistry, Physics and Earth Science..

 44

2. What is the perceived level of competencies of the Grade VII teachers in

terms of teaching the content standard, performance standard and

learning competencies?

The Grade VII Science Teachers perceived themselves to be

satisfactorily competent to teach the content/topic in Biological Science

and fairly competent to teach the content/topic of Chemistry, Physics and

Earth Science.

3. What is the level of competencies of the Grade VII Science teachers as

revealed by the Grade VII science test results?

The Grade VII Science Teachers are fairly competent to teach the

content/topic of the four disciplines of science of the K-12 Grade VII

Science Curriculum.

4. Based on the findings on questions no. 2 & no. 3, what program will be

designed to address the needs of the grade VII science teachers.

Based on the findings on questions no. 2 & no. 3, a one year In-

Service Training program which covers the content/topic of the four

disciplines of science derived from the Grade VII K-12 Science Curriculum

was designed in order to address the needs of the grade VII science

teachers.

Recommendations

Based on the results of the study, the following recommendations are

formulated:
 45

1. That aside from the usual requirements, the applicants will be asked to

take the assessment of the level of competencies and the Grade VII

Science teachers’ test may also be considered in hiring teachers for

Grade VII Science.

2. That the Science teaching personnel’s competence be enhanced by

encouraging and supporting them to attend on-going professional

development through in-service trainings, seminars , workshops and

professional readings related to the K-12 science curriculum and to pursue

further studies with the agreement of serving the institution for a specified

number of years.

3. That a similar study be also conducted to the Grades VIII to X Science

teachers and for other areas of the K-12 Curriculum.

 46

References

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K to 12 toolkit: reference guide for teacher educators, school administrator and

teachers. (2012). Retrieved from http://www.seameo-innotech.org.

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Cengage Learning Australia.

Licas, M (2003), The competencies of student teachers of State Universities and

Colleges in Region XI [Davao City, Philippines] : Ateneo de Davao

University.

Macugay, E. B & Bernadott, Allan B. I. (n.d). Science coursework and

pedagogical beliefs of science teachers: the case of science teachers in

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Mencidor (2006), Teaching qualities and the academic performance of High

School students in Science-3 in Division of Tagum City. Davao City,

Philippines: Ateneo de Davao University.

Misual, D. et. Al. (2009) , Foundations of Meaningful Educational Assessment.

Boston ; McGraw-Hill Higher Education.

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guide for Filipino teachers. (2006). Retrieved from

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POPULAR-VERSION-FINAL.pdf.
 48

Nolledo, J. N. (1990). The Education Act of the Philippines annotated

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Paler- Calmorin,(2012). Statistics in Education and the Sciences: with Application

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http:// dawn.com/news/609637/to-teach-is-to-learn-twice)

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prime.deped.gov.ph/wp-content/plugins/download.../download.php?id.

http://www.narst.org/publications/research/pck.cfm
 51

Appendix A

January 9, 2014

Sr. Samuelita Enriquez, p.m.

President
St. Peter’s College of Toril, Inc.
Toril, Davao City

Dear Sr. Samuelita,

I am commencing my research study entitled: “ An Assessment of the

Competence of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, I would like to ask your permission to allow me to work in

collaboration with the science teacher/s of your school as respondents of the
aforementioned study. As such, may I request them to come to St. Peter’s
College of Toril on Saturday, January 25, 2014 from 9:00 am to 12:00 noon for
the conduct of the study.

Thank you and God bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 52

Appendix B

January 9, 2014

Sr. Stephanie Gimena, p.m.

School Director
Holy Cross of Mintal, Inc.
Mintal, Davao City

Dear Sr. Stephanie,

I am commencing my research study entitled: “ An Assessment of the

Competence of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, I would like to ask your permission to allow me to work in

collaboration with the science teacher/s of your school as respondents of the
aforementioned study. As such, may I request them to come to St. Peter’s
College of Toril on Saturday, January 25, 2014 from 9:00 am to 12:00 noon for
the conduct of the study.

Thank you and God bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 53

Appendix C

January 9, 2014

Sr. Grace Bueno, p.m.

School Director
Holy Cross College of Calinan, Inc.
Calinan, Davao City

Dear Sr. Grace,

I am commencing my research study entitled: “ An Assessment of the

Competence of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, I would like to ask your permission to allow me to work in

collaboration with the science teacher/s of your school as respondents of the
aforementioned study. As such, may I request them to come to St. Peter’s
College of Toril on Saturday, January 25, 2014 from 9:00 am to 12:00 noon for
the conduct of the study.

Thank you and God bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 54

Appendix D

January 9, 2014

Sr. Elizabeth Garrote, p.m.

School Director
Holy Cross of Malita, Inc.
Malita, Davao del Sur

Dear Sr. Elizabeth,

I am commencing my research study entitled: “ An Assessment of the

Competence of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, I would like to ask your permission to allow me to work in

collaboration with the science teacher/s of your school as respondents of the
aforementioned study. As such, may I request them to come to St. Peter’s
College of Toril on Saturday, January 25, 2014 from 9:00 am to 12:00 noon for
the conduct of the study.

Thank you and God bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 55

Appendix E

January 9, 2014

Sr. Gina Mae Campugan, p.m.

School Director
Holy Cross of Malalag, Inc.
Malalag, Davao del Sur

Dear Sr. Gina Mae,

I am commencing my research study entitled: “ An Assessment of the

Competence of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, I would like to ask your permission to allow me to work in

collaboration with the science teacher/s of your school as respondents of the
aforementioned study. As such, may I request them to come to St. Peter’s
College of Toril on Saturday, January 25, 2014 from 9:00 am to 12:00 noon for
the conduct of the study.

Thank you and God bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 56

Appendix F

January 9, 2014

Sr. Elvie Borlado, p.m.

School Director
Holy Cross of Sta. Maria, Inc.
Sta. Maria, Davao del Sur

Dear Sr. Elvie,

I am commencing my research study entitled: “ An Assessment of the

Competence of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, I would like to ask your permission to allow me to work in

collaboration with the science teacher/s of your school as respondents of the
aforementioned study. As such, may I request them to come to St. Peter’s
College of Toril on Saturday, January 25, 2014 from 9:00 am to 12:00 noon for
the conduct of the study.

Thank you and God bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 57

Appendix G

January 9, 2014

Sr. Elnora Taparan, p.m.

School Director
St. Michael’s School of Padada, Inc.
Padada, Davao del Sur

Dear Sr. Elnora,

I am commencing my research study entitled: “ An Assessment of the

Competence of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, I would like to ask your permission to allow me to work in

collaboration with the science teacher/s of your school as respondents of the
aforementioned study. As such, may I request them to come to St. Peter’s
College of Toril on Saturday, January 25, 2014 from 9:00 am to 12:00 noon for
the conduct of the study.

Thank you and God bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 58

Appendix H

January 9, 2014

Sr. Delicia Amador, p.m.

School Director
Notre Dame of Mlang, Inc.
Mlang, North Cotabato

Dear Sr. Delicia,

I am commencing my research study entitled: “ An Assessment of the

Competence of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, I would like to ask your permission to allow me to work in

collaboration with the science teacher/s of your school as respondents of the
aforementioned study. As such, may I request them to come to St. Peter’s
College of Toril on Saturday, January 25, 2014 from 9:00 am to 12:00 noon for
the conduct of the study.

Thank you and God bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 59

Appendix I

November 13, 2013

Sr. Samuelita Enriquez, p.m.

President
Saint Peter’s College of Toril
Toril, Davao City

Dear Sr. Samuelita,

Greetings of Peace!

I am a student from the School of Education of Ateneo de Davao University

taking up Masters of Science major in Teaching General Science.

Currently, I am commencing my research study entitled: “ An Assessment of

competency of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, may I request you to be one of the Evaluators for the content
validity of my research questionnaires.

Thank you and God Bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 60

Appendix J

November 13, 2013

Bonifacio Gabales, Ph.D

Dean – College of Education
University of Southeastern Philippines
Bo. Obrero, Davao City

Dear Dr. Gabales,

Greetings of Peace!

I am a student from the School of Education of Ateneo de Davao University

taking up Masters of Science major in Teaching General Science.

Currently, I am commencing my research study entitled: “ An Assessment of

competency of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, may I request you to be one of the Evaluators for the content
validity of my research questionnaires.

Thank you and God Bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 61

Appendix K

November 13, 2013

Renielda Ortizo, Ed. D

Coordinator of Student Services
Saint Peter’s College of Toril
Toril, Davao City

Dear Dr. Ortizo,

Greetings of Peace!

I am a student from the School of Education of Ateneo de Davao University

taking up Masters of Science major in Teaching General Science.

Currently, I am commencing my research study entitled: “ An Assessment of

competency of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, may I request you to be one of the Evaluators for the content
validity of my research questionnaires.

Thank you and God Bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 62

Appendix L

November 13, 2013

Ms. Angela S. Dellosa

Science Coordinator
Calinan National High School
Calinan, Davao City

Dear Ms. Dellosa,

Greetings of Peace!

I am a student from the School of Education of Ateneo de Davao University

taking up Masters of Science major in Teaching General Science.

Currently, I am commencing my research study entitled: “ An Assessment of

competency of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, may I request you to be one of the Evaluators for the content
validity of my research questionnaires.

Thank you and God Bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 63

Appendix M

November 13, 2013

Ms. Janet Manalo

Science Coordinator
Doňa Carmen Denia National High School
Toril, Davao City

Dear Ms. Manalo,

Greetings of Peace!

I am a student from the School of Education of Ateneo de Davao University

taking up Masters of Science major in Teaching General Science.

Currently, I am commencing my research study entitled: “ An Assessment of

competency of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, may I request you to be one of the Evaluators for the content
validity of my research questionnaires.

Thank you and God Bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 64

Appendix N

November 13, 2013

Ms. Melina Gonzales

Research Officer
Holy Cross College of Calinan
Calinan, Davao City

Dear Ms. Gonzales,

Greetings of Peace!

I am a student from the School of Education of Ateneo de Davao University

taking up Masters of Science major in Teaching General Science.

Currently, I am commencing my research study entitled: “ An Assessment of

competency of the Grade VII Science Teachers of the Presentation of Mary
Schools in Mindanao”.

In view of this, may I request you to be one of the Evaluators for the content
validity of my research questionnaires.

Thank you and God Bless!

Respectfully yours,

Sr. Cherie Eloisa Garrote, p.m.

Researcher
 65

Appendix O
Content Validation for Self-Perceived Competency Questionnaire

Name: Sr. Samuelita Enriquez, p.m.__________________________________

Highest Degree Attained: Ph. D._____________________________________
Position: President – Saint Peter’s College of Toril________________________

VALIDATION SHEET
To the evaluator: Please check the appropriate box for your ratings
Point equivalent: 5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 – Poor

5 4 3 2 1
1. Clarity of Language
The vocabulary level, language structure and conceptual

level of questions suit the levels of respondents. The
items are written in a clear understandable manner
2. Presentation/Organization of topics
The items presented are organized in a logical manner

3. Suitability of items
The items appropriately represent the substance of the

research, the questions are designed to determine the
conditions, knowledge, perceptions and attitudes that are
supposed to be measured
4. Adequateness of Purpose
The items represent the coverage of the research

adequately. The number of questions per area is
representative enough of all questions needed for the
research
5. Attainment of purpose
The instrument as a whole fulfills the objective for which it

was constructed
6. Objectivity
No aspect of the questionnaire suggests bias on the part

of the researcher

(Sgd.) Sr. Samuelita Enriquez, p.m.______

Name and Signature of Evaluator
 66

Appendix P
Content Validation for Self-Perceived Competency Questionnaire

Name: Bonifacio Gabales Jr._______________________________________

Highest Degree Attained: Ph. D.____________________________________
Position: Dean - College of Education – USEP, Davao City________________

VALIDATION SHEET
To the evaluator: Please check the appropriate box for your ratings
Point equivalent: 5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 – Poor
5 4 3 2 1
1. Clarity of Language
The vocabulary level, language structure and conceptual

level of questions suit the levels of respondents. The
items are written in a clear understandable manner.
2. Presentation/Organization of topics 
The items presented are organized in a logical manner
3. Suitability of items
The items appropriately represent the substance of the
research, the questions are designed to determine the
conditions, knowledge, perceptions and attitudes that are 
supposed to be measured
4. Adequateness of Purpose
The items represent the coverage of the research

adequately. The number of questions per area is
representative enough of all questions needed for the
research
5. Attainment of purpose
The instrument as a whole fulfills the objective for which it

was constructed
6. Objectivity
No aspect of the questionnaire suggests bias on the part

of the researcher

(Sgd.) Bonifacio Gabales Jr, Ph. D.____

Name and Signature of Evaluator
 67

Appendix Q
Content Validation for Self-Perceived Competency Questionnaire

Name: Renielda Ortizo_____________________________________________

Highest Degree Attained: Ed. D._____________________________________
Position: Coordinator of Student Services – Saint Peter’s College of Toril _____

VALIDATION SHEET
To the evaluator: Please check the appropriate box for your ratings
Point equivalent: 5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 – Poor
5 4 3 2 1
1. Clarity of Language
The vocabulary level, language structure and conceptual

level of questions suit the levels of respondents. The
items are written in a clear understandable manner

2. Presentation/Organization of topics
The items presented are organized in a logical manner 
3. Suitability of items
The items appropriately represent the substance of the
research, the questions are designed to determine the
conditions, knowledge, perceptions and attitudes that are 
supposed to be measured
4. Adequateness of Purpose
The items represent the coverage of the research

adequately. The number of questions per area is
representative enough of all questions needed for the
research
5. Attainment of purpose
The instrument as a whole fulfills the objective for which it

was constructed
6. Objectivity
No aspect of the questionnaire suggests bias on the part

of the researcher

(Sgd.) Renielda T. Ortizo, ED. D_______

Name and Signature of Evaluator
 68

APPENDIX R
Content Validation for Researcher –made Test
Name: Janet A. Manalo____________________________________________
Highest Degree Attained: BSE with 45 MA units.________________________
Position: Teacher III /Science Coordinator – Doňa Carmen Denia National High
School Toril, Davao City____________________________________
VALIDATION SHEET
To the evaluator: Please check the appropriate box for your ratings
Point equivalent: 5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 – Poor
5 4 3 2 1
1. Clarity of Language

The test direction and items are written in a clear and
understandable manner.
2. Presentation/Organization of topics
The items presented are organized in a logical manner 
3. Suitability of items
The items appropriately represent the substance of the

research, the questions are designed to determine the
conditions, knowledge, perceptions and attitudes that are
supposed to be measured
4. Adequateness of Purpose
The items represent the coverage of the research

adequately. The number of questions per area is
representative enough of all questions needed for the
research
5. Attainment of purpose
The instrument as a whole fulfills the objective for which 
it was constructed
6. Objectivity

No aspect of the questionnaire suggests bias on the part
of the researcher

(Sgd.) Janet A. Manalo__________

Name and Signature of Evaluator
 69

APPENDIX S
Content Validation for Researcher –made Test

Name: Angela F. Dellosa __________________________________

Highest Degree Attained: MA Ed.____________________________________
Position: Teacher III / Science Coordinator – Calinan National High School-___
Calinan, Davao City _______________________________________
VALIDATION SHEET
To the evaluator: Please check the appropriate box for your ratings
Point equivalent: 5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 – Poor
5 4 3 2 1
1. Clarity of Language

The test direction and items are written in a clear and
understandable manner.
2. Presentation/Organization of topics
The items presented are organized in a logical manner 
3. Suitability of items
The items appropriately represent the substance of the 
research, the questions are designed to determine the
conditions, knowledge, perceptions and attitudes that are
supposed to be measured
4. Adequateness of Purpose
The items represent the coverage of the research 
adequately. The number of questions per area is
representative enough of all questions needed for the
research
5. Attainment of purpose
The instrument as a whole fulfills the objective for which 
it was constructed
6. Objectivity

No aspect of the questionnaire suggests bias on the part
of the researcher

(Sgd.) Angela F. Dellosa _________

Name and Signature of Evaluator
 70

APPENDIX T
Content Validation for Researcher –made Test

Name: Melina Gonzales_____________________________________________

Highest Degree Attained: Master of Educational Studies- Pedagogy__________
Position: Research Officer – Holy Cross College of Calinan_________________
VALIDATION SHEET
To the evaluator: Please check the appropriate box for your ratings
Point equivalent: 5 – Excellent 4 – Very Good 3 – Good 2 – Fair 1 – Poor
5 4 3 2 1
1. Clarity of Language
The test direction and items are written in a clear and 
understandable manner.
2. Presentation/Organization of topics
The items presented are organized in a logical manner 

3. Suitability of items
The items appropriately represent the substance of the 
research, the questions are designed to determine the
conditions, knowledge, perceptions and attitudes that
are supposed to be measured

4. Adequateness of Purpose
The items represent the coverage of the research 
adequately. The number of questions per area is
representative enough of all questions needed for the
research
5. Attainment of purpose
The instrument as a whole fulfills the objective for which 
it was constructed
6. Objectivity
No aspect of the questionnaire suggests bias on the part 
of the researcher

(Sgd.) Melina Gonzales, MA__________

Name and Signature of Evaluator
 71

Appendix U

Profile of Grade VII Science Teachers' Undergraduate Preparation

Teacher Chemistry Description Biological Description Physics Description Earth Description

Science Science
Teacher 4 Satisfactory 12 High 3 Satisfactory 0 Low
A
Teacher 3 Satisfactory 4 Satisfactory 3 Satisfactory 2 Fair
B
Teacher 3 Satisfactory 6 High 3 Satisfactory 1 Fair
C
Teacher 4 Satisfactory 8 High 1 Fair 2 Fair
D
Teacher 0 Low 1 Fair 1 Fair 1 Fair
E
Teacher 3 Satisfactory 7 High 0 Low 2 Fair
F
Teacher 2 Fair 3 Satisfactory 1 Fair 1 Fair
G
Teacher 4 Satisfactory 8 High 0 Low 0 Low
H
Teacher 3 Satisfactory 4 Satisfactory 2 Fair 0 Low
I
Teacher 2 Fair 9 High 1 Fair 2 Fair
J
Teacher 2 Fair 6 High 2 Fair 2 Fair
K
Mean 2.73 Fair 6.18 High 1.55 Fair 1.18 Fair
 72

APPENDIX V

Grade VII Teachers’ Perceived Level of Competence

Name: ____________________________ Age: ____ Sex:_____ Status: _____

School : ___________________________ Years of Service ___________
Degree Earned: ______________________________

Instruction:
Based on your experience on the use of the enhanced K to 12 Science
curriculum, how do you assess yourself in terms of the level of your competence
in teaching grade VII science with reference to the learners’ content standard,
performance standard and learning competencies.

Please check the column for each item that is appropriate

Numerical Descriptive Interpretation

Rating Rating
4 (H) High Very Competent in teaching the content/topic
and do not need training.
3 (S) Satisfactory Satisfactorily competent teaching the
content/topic but still needs training
2 (F) Fair Fairly competent in teaching the
content/topic and needs further training.
1 (L) Low Have low competence in teaching the
content/topic and urgently needs further
training.
 73

FIRST QUARTER/FIRST GRADING PERIOD

CHEMISTRY
(MATTER)
Content/Topic Content Standard 1 2 3 4 Total
1.0 Investigatory Process
demonstrates understanding of
scientific way of acquiring
knowledge and solving problems

1.1 Diversity of Materials in the Environment

demonstrates understanding of
 Solutions solutions such as acids and bases
and ways of describing their
concentration

interprets properly product labels

 Acids and Bases of common acids and bases for
safety and cost benefits.

demonstrates understanding of
 Substances and
the properties of substances
Mixtures which distinguish them from
mixtures

 Elements and
demonstrates understanding of
Compounds
classifying substances as
elements or compounds

 Metals and Non distinguishes between metals and

Metals nonmetals.

Total Mean
 74

SECOND QUARTER/SECOND GRADING PERIOD

BIOLOGICAL SCIENCES
(LIVING THINGS AND THEIR ENVIRONMENT)
Content/Topic Content Standard 1 2 3 4 Total

2.1 Parts and Functions

demonstrates understanding of the
different levels of organization

demonstrates understanding that aside

from plants and animals, there are other
much smaller organisms that can only be
seen through the microscope; many of
which consist of only one cell

2.2 Heredity: Inheritance and Variation

demonstrates understanding that
reproduction can be asexual or sexual

2.3 Interactions
demonstrates understanding that
organisms interact with each other and with
their environment to survive

Total Mean
 75

THIRD QUARTER/THIRD GRADING PERIOD

PHYSICS
(FORCE, MOTION AND ENERGY)
Content/Topic Content Standard 1 2 3 4 Total

3.1 Constant and Uniformly Accelerated Motion

demonstrates understanding of constant
and uniformly accelerated motion in one-
dimension.
3.2 Waves
demonstrates understanding of constant
and uniformly accelerated motion in one-
dimension.
3.3 Sounds
demonstrates understanding of the
characteristics of sound such as pitch and
loudness
3.4 Light
demonstrates understanding of the
characteristics of light: intensity or
brightness and color

3.5 Heat
demonstrates understanding of the
different modes of heat transfer:
conduction, convection, radiation

3.6 Electricity

demonstrates understanding of the

different charging processes.

Total Mean
 76

FOURTH QUARTER/FOURTH GRADING PERIOD

EARTH SCIENCE
(EARTH AND SPACE)
Content/Topic Content Standard 1 2 3 4 Total

4.1 The Philippine Archipelago

demonstrates understanding of the

physical features of the Philippine
archipelago and its natural resources,
including the ways by which these
resources are conserved and protected.

4.2 Interactions in the Atmosphere

demonstrates understanding of the

different phenomena that occur in the
atmosphere and how they affect human
activities

4.3 Seasons in the Philippines

demonstrates understanding of the

relationships of the seasons and the
position of the sun in the sky

4.4 Eclipses

demonstrates understanding of the

occurrence of eclipses.

Total Mean
 77

FIRST QUARTER/FIRST GRADING PERIOD

CHEMISTRY
(MATTER)
Content/Topic Performance Standard 1 2 3 4 Total
2.0 Investigatory Process
conducts simple investigations
using the inquiry approach

1.1 Diversity of Materials in the Environment

prepares different concentrations of
 Solutions mixtures considering the following:
- has practical uses
- prepared within the best possible
period of time
- easily available materials
- with right composition and
proportion of components.
interprets properly product labels of
common acids and bases for safety
and cost benefits.

 Acids and
Bases
practices safe ways of handling
acids and bases by using protective
clothing and safety gears.

 Substances and chooses appropriate materials

Mixtures available in the community for
specific purposes.
 78

Content/Topic Performance Standard 1 2 3 4 Total

chooses appropriate materials
 Elements and
available in the community for
Compounds
specific purposes.

chooses appropriate materials

 Metals and available in the community for
Non Metals specific purposes.

Total Mean
 79

SECOND QUARTER/SECOND GRADING PERIOD

BIOLOGICAL SCIENCES
(LIVING THINGS AND THEIR ENVIRONMENT)
Content/Topic Performance Standard 1 2 3 4 Total
2.1 Parts and Functions
employs appropriate techniques using
standard tools or equipment to gather data
about very small objects
recognizes that many organisms, including
humans, have organ systems that work
together to carry out essential processes of
the body

engages in activities that promote proper

nutrition and healthful habits to maintain
proper functioning of the organ systems

Total Mean
2.2 Heredity: Inheritance and Variation
recognizes which organisms multiply on
their own through asexual and sexual
means
decides on which means of asexual
reproduction is appropriate to use in
propagating economically important plants
Total Mean
2.3 Interactions
initiates and/or participates in activities that
protect and preserve ecosystems in the
locality

Total Mean
 80

THIRD QUARTER/THIRD GRADING PERIOD

PHYSICS
(FORCE, MOTION AND ENERGY)
Content/Topic Performance Standard 1 2 3 4 Total
3.1 Constant and Uniformly Accelerated Motion
advocates road safety.

Total Mean
3.2 Waves

Total Mean
3.3 Sounds
recognizes the use of indigenous materials
in creating melodious music.

Total Mean
3.4 Light
appreciates proper lighting in doing various
activities.
Total Mean
3.5 Heat
chooses right materials for a particular
purpose for cooking, food storage, and
building homes.

Total Mean
3.6 Electricity

protects himself/herself during

thunderstorm.
Total Mean
 81

FOURTH QUARTER/FOURTH GRADING PERIOD

EARTH SCIENCE
(EARTH AND SPACE)
Content/Topic Performance Standard 1 2 3 4 Total
4.1 The Philippine Archipelago

practices conservation and protection of

resources (soil, water, rocks and minerals,
fossil fuels) in the community

Total Mean
4.2 Interactions in the Atmosphere

adapts and manages weather phenomena-

related risks to human lives, properties, and
the environment

discusses how human activities contribute

to or lessen ozone depletion and global
warming
Total Mean
4.3 Seasons in the Philippines

plans activities appropriate to the seasons

in the Philippines
Total Mean
4.4 Eclipses

discusses whether or not beliefs and

practices about eclipses have scientific
basis
Total Mean
 82

FIRST QUARTER/FIRST GRADING PERIOD

CHEMISTRY
(MATTER)
Content/Topic Learning Competencies 1 2 3 4 Total

Investigatory Process
3.0
describes what is meant by fair test.

recognizes that the design of an

investigation should show fair testing.

identifies the components of an

investigation: research problem,
hypothesis, method for testing hypothesis
(identifying independent/dependent
variables), and conclusions based on
evidence

conducts simple investigations using

processes involving mixtures common to
the locality

chooses an interesting topic for

investigation.
- formulates a research problem.

- formulates a hypothesis.
- designs a procedure to test the
hypothesis.
- collects, organizes and interprets data.
- makes conclusions based on the data,
accounting and rejecting the hypothesis.
- writes a brief summary of the report.
- shares and presents the results of the
investigations with other classmates or
schoolmates.
Total Mean
 83

Content/Topic Learning Competencies 1 2 3 4 Total

1.1 Diversity of Materials in the Environment

investigates the different types of solutions.
- unsaturated
- saturated
- supersaturated
 Solutions explains the difference between
Percentage by Weight and by Volume
solutions.

identifies and explains the factors

affecting solubility.

recognizes common acids and bases

recognizes the concept of pH.

investigates properties of acids and bases
using natural indicators such as eggplant
skin, mayana leaves or violet colored
 Acids and camote leaves.
Bases investigates action of acids on metals and
building materials.
investigates action of bases on materials.

practices safe handling of acids and bases.

investigates neutralization of acids and
bases.
recognizes that a substance has a unique
 Substances set of properties.
and Mixtures investigates the properties of mixtures of
varying concentrations.
 84

Content/Topic Learning Competencies 1 2 3 4 Total

recognizes that substances are classified

into elements and compounds.

 Elements and recognizes that compounds consist of

Compounds specific elements
gather information about common elements
such as names, symbols and whether it is a
metal or non-metal from a Periodic Table
demonstrates the different properties of
 Metals and
metals and nonmetals such as luster,
Non Metals
malleability, ductility, and conductivity.
recognizes the elements considered as
metals and those that are non-metals
Total Mean
 85

SECOND QUARTER/SECOND GRADING PERIOD

BIOLOGICAL SCIENCES
(LIVING THINGS AND THEIR ENVIRONMENT)
Content/Topic Learning Competencies 1 2 3 4 Total

2.1 Parts and Functions

differentiates organ systems, organs,
tissues, cells from each other

identifies parts of the microscope and their

functions
differentiates plant and animal cells
according to presence or absence of
certain organelles
describes the structures of
microorganisms using a microscope
identifies beneficial and harmful
microorganisms
explains why the cell is considered the
basic structural and functional unit of all
organisms

Total Mean
2.2 Heredity: Inheritance and Variation
compares asexual and sexual
reproduction
describes the process of fertilization

differentiates offspring resulting from

asexual reproduction with that from sexual
reproduction in terms of similarities to
parents
Total Mean
 86

Content/Topic Learning Competencies 1 2 3 4 Total

2.3 Interactions
identifies which of the things found in the
environment are biotic or abiotic

describes the different ecological

relationships found in an ecosystem

predicts the effect of changes in one

population on other populations in the
ecosystem

predicts the effect of changes in abiotic

factors on the ecosystem

explains the importance of individual and

collective actions on protecting and
preserving ecosystems

Total Mean
 87

THIRD QUARTER/THIRD GRADING PERIOD

PHYSICS
(FORCE, MOTION AND ENERGY)
Content/Topic Learning Competencies 1 2 3 4 Total

3.1 Constant and Uniformly Accelerated Motion

describes the motion of an object in terms
of distance or displacement, speed or
velocity, and acceleration.
differentiates quantities (in terms of
magnitude and direction) using the
concepts of distance vs. displacement and
speed vs. velocity
creates and interprets visual
representation of the motion of objects such
as tape charts, motion graphs.
solves problems involving constant and
uniformly accelerated motion in one
dimension using scalar quantities.
enumerates some technologies that make
use of motion detectors and
explains/describes their applications.
innovates/enhances a simple toy car to
meet some standards through fair testing.
discusses various measures to improve
road safety from the point of view of the
physics involved.
Total Mean
 88

Content/Topic Learning Competencies 1 2 3 4 Total

3.2 Waves
infers that energy, like light and sound,
travel in the form of waves.

explains how waves carry energy from one

place to another.
distinguishes between transverse and
longitudinal waves and mechanical and
electromagnetic waves.
creates a model to demonstrate the
relationship among frequency, amplitude,
wavelength, and wave velocity
Total Mean
3.3 Sounds
uses the concepts of wavelength, velocity,
and amplitude to describe
characteristics of sound such as pitch,
loudness and quality.
demonstrates changes in pitch and
loudness using real or improvised musical
instrument through fair testing.
explains sound production in the human
voice box and how pitch, loudness and
quality of sound vary from one person to
another.
describes how organisms produce,
transmit and receive sound of various
frequencies (infrasonic, audible and
ultrasonic sound).
creates harmonious music using
indigenous products.
Total Mean
 89

Content/Topic Learning Competencies 1 2 3 4 Total

3.4 Light
relates characteristics of light such as color
and intensity to frequency and wavelength.
designs and implements an experiment that
shows that light travels in a straight line.
investigates the relationship between light
intensity and the distance from a light
source through fair testing.
Total Mean
3.5 Heat
infers the condition necessary for heat
transfer to occur.
conducts simple investigations to
demonstrate the different modes of heat
transfer.
identifies good and poor conductors of
heat and describe their specific uses

Total Mean
3.6 Electricity
differentiates the three types of charges.

demonstrates the different types of

charging processes.
explains the importance of earthing or
grounding.
describes how a lightning rod works

Total Mean
 90

FOURTH QUARTER/FOURTH GRADING PERIOD

EARTH SCIENCE
(EARTH AND SPACE)
Content/Topic Learning Competencies 1 2 3 4 Total

4.1 The Philippine Archipelago

demonstrates how places on Earth may be

located using a coordinate system.

describes the location of the Philippines

with respect to the continents and oceans
of the world.
describes the major landforms and bodies
of water in the Philippines.

recognizes that soil, water, rocks, coal,

and other fossil fuels are Earth materials.

recognizes that Earth materials provide

many of our resources.
describes ways of using Earth's resources
wisely.
investigates the effects of unwise use of
Earth's resources.

Total Mean
4.2 Interactions in the Atmosphere

describes the different layers of the

atmosphere.
illustrates how some human activities affect
the atmosphere. (*Ozone depletion is
included here.)
explains how energy from the sun enters
the atmosphere. (*Greenhouse effect is
included here.)
 91

Content/Topic Learning Competencies 1 2 3 4 Total

accounts for the occurrence of land and

sea breezes and monsoons.

gives reasons for the occurrence of the

inter-tropical convergence zone (ITCZ)

describes the effects of certain weather

systems in the Philippines

Total Mean
4.3 Seasons in the Philippines

- the tilt of the Earth to the length of

daytime
- the length of daytime to the amount of
energy received
- the position of the Earth in its orbit to
using models, the height of the Sun in the sky
relates... - the height of the Sun in the sky to the
amount of energy received

- the latitude of an area to the amount of

energy the area receives.

shows what causes the seasons in the

Philippines to change using models

Total Mean
4.4 Eclipses

communicates how solar and lunar

eclipses occur.
collects, records and reports data on the
beliefs and practices of the community in
relation to eclipses
Total Mean
 92

Appendix W

Grade VII Science Teachers’ Test

Name: ___________________________ Age: __________ Gender: ________

School: __________________________ Years of service: ________________

Instruction: Write the letter of your best answer on the answer sheet

FIRST QUARTER

1. Which of the following is not a component of an investigatory research?

a. Comments b Hypothesis c. Problems d. Variables

2. A group of students was asked to investigate how fast table salt dissolves
in cold and in hot water? If this is going to be a fair test, what variables
should they control?
a. Amount of water and table salt in each cup, method of stirring, time
when the solid is added to water, how long each solution is stirred.
b. Amount of water and table salt in each cup, method of stirring, how long
each solution is stirred.
c. Amount of table salt in each cup; method of stirring, time when the solid
is added to water, how long each solution is stirred.
d. Amount of water in each cup, method of stirring, time when the solid is
added to water; how long each solution is stirred.

3. The label of the 200-mL rubbing alcohol shows that it contains 70%
isopropyl alcohol. What is the volume of isopropyl alcohol does the
rubbing alcohol contain?
a. 140-mL b. 150-mL c. 160-mL d. 170-mL

4. What happens to a supersaturated solution if a tiny crystal is added on it?

a. The solution boils
b. The crystals dissolved
c. The substance quickly crystallizes and separates out of the solution
d. Nothing happens to the solution
 93

5. How does temperature affect solubility?

a. Solubility is not affected by temperature
b. Solubility decreases with an increase in temperature
c. Solubility increases with an increase in temperature
d. Solubility increases then decreases with an increase in temperature

6. In conducting an experiment using acids, it is best to _________.

a. add acid to water
b. add water to acid
c. pour together the acid and water in an empty flask
d. never mix acid with water

7. Which of the following is the most accurate way of showing neutralization?

a. acid + base neutral solution
b. acid + base salt + water
c. acid + base sodium chloride + hydrogen
d. acid + base no reaction

8. A combination of pure substances, not in fixed amounts, that can be

easily separated.is a _________.
a. mixture b. compound c. atom d. molecule

9. Most salts are composed of _________.

a. metals c. metals and acid
b. metals and non metals d. metals and base

10. The reason why metals are usually good electrical conductors is
because______
a. their atoms are loosely packed and in no particular arrangement and
are able to move freely
b. metal ions form a lattice surrounded by a “sea” of free electrons
c. metal atoms form long lines that allow little movement
d. their atoms are tightly arranged and are not able to move freely
 94

SECOND QUARTER

11. The pumping of the heart is the force that directly _______
a. moves blood through the arteries
b. causes the lungs to expand
c. sends nerve messages to the brain
d. allows movement of the muscles

12. The field of view of a microscope with a 10X ocular and a 4X objective is
5mm. What is will be the field of view with a 10X objective?
a. 3.14 mm2 b. 20 mm c. 2 mm2 d. 2mm

13. Which of the following organelles is responsible for making proteins?

a. Lysosomes b. Ribosomes c. Mitochondria d. Golgi apparatus

14. Which of the following is the correct sequence of binary fission?

a. DNA replication DNA strand separation cross wall formation
formation of two daughter cells
b. DNA strand separation DNA replication cross wall
formation
formation of two daughter cells
c. DNA replication cross wall formation DNA strand
separation
formation of two daughter cells
d. cross wall formation DNA replication DNA strand
separation
formation of two daughter cells

15. Which of these kingdoms are bacteria found in?

a. Protists b. Animals c. Plants d. Archaebacteria

16. Which of the following is an example of vegetative reproduction?

a. A new baby fern shows up your back yard, just like the fern your
neighbors have next door
b. A single lily bulb once planted becomes a large colony of identical lilies
in three years
c. A new starfish grows from the severed tip of a tentacle
d. Some bacteria quickly colonized in your body and made you sick
 95

17. Which sequence represents the order of some events in human

development?
a. zygote sperm tissues egg
b. zygote tissues organs fetus
c. fetus tissues zygote egg
d. sperm zygote organs tissues
18. In an environment with unlimited resources and space, and which lacks
competition or predation, the expected population growth rate would be:
a. logistic b. exponential c. arithmetic d. negative

19. Pollution can cause problems within any ecosystem. The pollutants can
enter this ecosystem by combining with the water vapor in the air. Their
effect is felt when they become ______.
a. basic and cannot be decomposed
b. acidic and cannot be decomposed
c. basic and increase plant growth
d. acidic and destroy the ecosystem

20. The most important action to protect biodiversity would be to _______.

a. practice conservation
b. practice neoclassical economics
c. practice anthropocentrism
d. practice preservation

THIRD QUARTER

21. A rocket is launched at a speed of 10 kilometres per second. How far will
it travel in 1⁄2 minute?
a. 300 km b. 5 km c. 300 m d. 30 km

22. Which graph best represents the relationship between velocity and time
for an object which accelerates uniformly for 2 seconds, then moves at a
constant velocity for 1 second, and finally decelerates for 3 seconds?

a. c
 96

b. d.

23. All waves are caused by _________.

a. movement b. harmonic motion c. vibration d. transverse
motion

24. Using the graph below, between which of the following points should the
amplitude be measured?

a. points U and Z c. points W and Y

b. points V and X d. points X and Z

25. If the frequency of a wave is 24 Hz and the wavelength is 10 m, the

wave's speed is _____.

a. 8 m/s b. 1.5 m/s c. 120 m/s d. 240 m/s

26. If you were listening to 96.3 FM (96.3 MHz on the radio), what is this radio
station's wavelength?
a. 0.33 m b. 1.5 m c. 3.1 d. 96.3 m

27. White light can be separated into the various colors of the visible
spectrum. Which of the following is form due to this phenomenon?

a. transverse light b. rainbow c. shadow d. photoelectric light

28. The visible spectrum of light from the longest to shortest wavelength
is________.
a. violet, indigo, blue, green, yellow, orange, red
b. infrared, ultraviolet, gamma, X-rays, microwaves
c. red, orange, yellow, green, blue, indigo, violet
d. yellow, green, blue, red, violet, indigo
 97

29. The purpose of putting a cold beverage into an insulated container is

to _________.
a. cause the transfer of heat
b. prevent the transfer of heat
c. increase the liquid’s thermal energy
d. decrease the liquid’s thermal energy

30. What energy change takes place when a battery is connected to a light
bulb?
a. electrical → heat → light
b. chemical → heat → light
c. electrical → light → heat
d. chemical → electrical → light

FOURTH QUARTER

31. What is the location of the Philippines in terms of latitude and longitude?
a. 13° N and 122° E c. 30° N and 110° E
b. 25° N and 150° E d. 45° N and 150° E
32. Which of the following is largest body of water located east of the
Philippines?

a. Atlantic Ocean b. Celebes Sea c. China Sea d. Pacific Ocean

33. Which of these diagrams shows the most likely pattern of air currents
above a coastal region in the late afternoon on a hot, sunny day?

a. c.
 98

b. d.

34. How does atmospheric circulation influence climate?

a. by producing ocean currents
b. by distributing air that causes wind
c. by producing winds that cause ocean currents
d. by producing winds that distribute heat and moisture

35. What effect does the circulation of ocean currents have in regard to
weather and climate?
a. It drives the extensive system of global winds
b. It transfers heat by drawing warm water toward the equator
c. It transfers heat by drawing warm water towards the poles
d. It transfers heat by drawing cold water toward the poles

36. How does atmospheric circulation influence climate?

a. by producing ocean currents
b. by distributing air that causes wind
c. by producing winds that cause ocean currents
d. by producing winds that distribute heat and moisture

37. This is also known as the southwest monsoon. This natural phenomenon
starts during the summer months in the northern hemisphere, when the
Asiatic continent becomes warmer than the surrounding seas.
a.Hanging Amihan c. inter-tropical
convergence zone
b. Hanging Habagat d. trade winds

38. Why is the Philippines often visited by typhoons?

a. It is a tropical country c. It is because of its
geographical location
b. It lies within the Pacific ring of fire d. It is because of its fault lines

39. When can a solar eclipse occur?

a. Anytime c. During a full moon
b. During a new moon d. In the last quarter of a full moon
 99

40. Which of the following pictures shows the appearance of the Moon when a
solar eclipse occurs?

a. b. c. d.
 100

Appendix X

Computation for the Test on Reliability of the Grade VII Science Teachers’ Test

SCORES RANKS DIFFERENCES

Respondents S1 S2 R1 R2 D D2
A 29 28 2 4 -2 4
B 28 30 3.5 3 0.5 0.25
C 19 24 11 8 3 9
D 31 33 1 1 0 0
E 25 19 6 11 -5 25
F 28 32 3.5 2 1.5 2.25
G 21 23 8.5 9 -0.5 0.25
H 21 25 8.5 7 1.5 2.25
I 20 20 10 10 0 0
J 27 26 5 5.5 -0.5 0.25
K 24 26 7 5.5 1.5 2.25
ΣD 2 45.5

rs = 1- 6ΣD2
N3 - N

Where:
rs = Spearman rho
6ΣD2 = the sum od squared difference between ranks
N = Total number of cases

Given:
ΣD2 = 45.5
N = 11
 101

Computation:

rs = 1- 6ΣD2
N3 – N

rs = 1- 6 ( 45.5)
(11)3 - 1

1 - 273
1,331-11

1 - 273
1,320

rs = 1 - 0.2068

0.7932
 102

Appendix Y

Perceived Level of Competencies of Grade VII Science Teachers

Content Standards
FIRST QUARTER/FIRST GRADING PERIOD
MATTER
Content/Topic Mean Description
1.0 Investigatory Process 2.73 Fair
1.1 Diversity of Materials in the 3.06 Satisfactory
Environment
Mean 2.90 Fair
SECOND QUARTER/SECOND GRADING PERIOD
LIVING THINGS AND THEIR ENVIRONMENT
Content/Topic Mean Description
2.1 Parts and Functions 3.27 Satisfactory
2.2 Heredity, Inheritance and Variation 2.91
2.3 Interactions 3.27 Satisfactory
Mean 3.15 Satisfactory
THIRD QUARTER/THIRD GRADING PERIOD
FORCES, MOTION AND ENERGY
Content/Topic Mean Description
3.1 Constant and Uniformly Accelerated 2.55 Fair
Motion
3.2 Waves 2.27 Fair
3.3 Sounds 2.45 Fair
3.4 Light 2.64 Fair
3.5 Heat 2.91 Fair
3.6 Electricity 2.55 Fair
Mean 2.56 Fair
FOURTH QUARTER/FOURTH GRADING PERIOD
EARTH AND SPACE
Content/Topic Mean Description
4.1 The Philippine Archipelago 3.09 Satisfactory
4.2 Interactions in the Atmosphere 3.00 Satisfactory
4.3 Seasons in the Philippines 2.91 Fair
4.4 Eclipses 2.73 Fair
Mean 2.93 Fair
 103

Appendix Z

Perceived Level of Competencies of Grade VII Science Teachers

Performance Standards
FIRST QUARTER/FIRST GRADING PERIOD
MATTER
Content/Topic Mean Description
1.0 Investigatory Process 2.82 Fair
1.1 Diversity of Materials in the 2.98 Fair
Environment
Mean 2.90 Fair
SECOND QUARTER/SECOND GRADING PERIOD
LIVING THINGS AND THEIR ENVIRONMENT
Content/Topic Mean Description
2.1 Parts and Functions 3.21 Satisfactory
2.2 Heredity, Inheritance and Variation 2.82 Fair
2.3 Interactions 3.36 Satisfactory
Mean 3.13 Satisfactory
THIRD QUARTER/THIRD GRADING PERION
FORCES, MOTION AND ENERGY
Content/Topic Mean Description
3.1 Constant and Uniformly Accelerated 3.18 Satisfactory
Motion
3.2 Waves NA NA
3.3 Sounds 2.64 Fair
3.4 Light 2.82 Fair
3.5 Heat 3.00 Satisfactory
3.6 Electricity 3.00 Satisfactory
Mean 2.92 Fair
FOURTH QUARTER/FOURTH GRADING PERIOD
EARTH AND SPACE
Content/Topic Mean Description
4.1 The Philippine Archipelago 3.18 Satisfactory
4.2 Interactions in the Atmosphere 3.00 Satisfactory
4.3 Seasons in the Philippines 2.82 Fair
4.4 Eclipses 2.91 Fair
Mean 2.98 Fair
 104

Appendix AA

Perceived Level of Competencies of Grade VII Science Teachers

Learning Competencies
FIRST QUARTER/FIRST GRADING PERIOD
MATTER
Content/Topic Mean Description
1.0 Investigatory Process 2.82 Fair
1.1 Diversity of Materials in the 2.98 Fair
Environment
Mean 2.90 Fair
SECOND QUARTER/SECOND GRADING PERIOD
LIVING THINGS AND THEIR ENVIRONMENT
Content/Topic Mean Description
2.1 Parts and Functions 3.22 Satisfactory
2.2 Heredity, Inheritance and Variation 3.08 Satisfactory
2.3 Interactions 3.31 Satisfactory
Mean 3.20 Satisfactory
THIRD QUARTER/THIRD GRADING PERION
FORCES, MOTION AND ENERGY
Content/Topic Mean Description
3.1 Constant and Uniformly Accelerated 2.62 Fair
Motion
3.2 Waves 2.43 Fair
3.3 Sounds 2.53 Fair
3.4 Light 2.39 Fair
3.5 Heat 2.82 Fair
3.6 Electricity 2.45 Fair
Mean 2.54 Fair
FOURTH QUARTER/FOURTH GRADING PERIOD
EARTH AND SPACE
Content/Topic Mean Description
4.1 The Philippine Archipelago 2.92 Fair
4.2 Interactions in the Atmosphere 2.70 Fair
4.3 Seasons in the Philippines 2.54 Fair
4.4 Eclipses 2.59 Fair
Mean 2.69 Fair
 105

Appendix BB

Grade VII Science Teachers’ Test Results

EARTH AND SPACE

FORCES, MOTION
LIVING THINGS

ENVIRONMENT
Respondents

AND ENERGY
AND THEIR
(10 items)

(10 items)

(10 items)
10 items)
MATTER
A 4 9 5 6
B 6 6 6 2
C 6 2 7 6
D 7 6 4 6
E 5 5 6 4
F 3 4 3 4
G 4 5 3 7
H 7 6 6 5
I 4 8 5 5
J 5 7 6 7
K 8 5 5 3
Total 59 63 56 55
Mean 5.36 5.73 5.09 5.00
 106

Curriculum Vitae

Personal Data

Name: Sr. Cherie Eloisa L. Garrote, p.m.

Address: Sisters of the Presentation of Mary
Seminary Road, Catalunan Grande, 8000 Davao City

Place of Birth: Padada, Davao del Sur

Date of Birth: January 28, 1967
Date of Baptism: February 26, 1967
Date of Religious Profession: May 1, 1994 (First Profession)
May 4, 2000 (Perpetual Profession)
Father: Alejandro Lumanas Garrote (deceased)
Mother: Isabel Lovitos Garrote
Siblings: Alexander, Sr. Elizabeth,p.m., Samuel and Rizalino

Education

Elementary: Padada Central Elementary School (1979)

Padada, Davao del Sur

High School: Saint Michael’s School of Padada (1983)

Padada, Davao del Sur

College: University of San Carlos (1988)

Cebu City

Degree earned: Bachelor of Science in Pharmacy

: St. Peter’s College of Toril

Toril. Davao City
Units earned: 18 units Professional Education

: Holy Cross College of Calinan

Calinan, Davao City
Units earned: 9 units Professional Education

Licensure Examinations:

Licensure Examination for Pharmacists (1989)

Licensure Examination for Teachers ( Secondary- Major in Science) (1998)