PRE-SERVICE TEACHERS’ BELIEFS AND PREPAREDNESS

IN TEACHING SCIENCE IN THE ELEMENTARY GRADES:

INPUT TO THE EXISTING INSTRUCTIONAL
MATERIAL ENHANCEMENT

An Undergraduate Thesis
Presented to
the Faculty Committee of the College of Teacher Education
BATANGAS STATE UNIVERSITY ARASOF-NASUGBU
Nasugbu, Batangas

In Partial Fulfillment
of the Requirements for the Degree
BACHELOR OF ELEMENTARY EDUCATION
Major in General Curriculum

by
FRITZIE AILE F. ENDOZO
ANGELIKA T. LAZAT
JOAN M. URCIA

2022
 CERTIFICATE OF COMMITTEE APPROVAL

In partial fulfillment of the requirements for the degree Bachelor of Elementary Education, this
thesis entitled “PRE-SERVICE TEACHERS’ BELIEFS AND PREPAREDNESS IN TEACHING
SCIENCE IN THE ELEMENTARY GRADES: INPUT TO THE EXISTING INSTRUCTIONAL
MATERIAL ENHANCEMENT” was prepared and submitted by FRITZIE AILE F. ENDOZO,
ANGELIKA T. LAZAT, and JOAN M. URCIA is recommended for Oral Examination.

RAYMART O. BASCO, PhD

Adviser

Approved by the Committee on Oral Examination with the grade of ___________

ANANIA B. AQUINO, Ed.D.

Chairperson

ESTELITO J. PUNONGBAYAN, Ed.D. LEOLANDA A. BALILLA, MAED

Member Member

Date of Oral Examination: June 16, 2022

Accepted in Partial fulfillment of the requirements for the degree:

BACHELOR OF ELEMENTARY EDUCATION
Major in General Curriculum

Dr. ANANIA B. AQUINO, Ed.D.

Dean, College of Teacher Education
BatStateU ARASOF-Nasugbu

ii
 PRE-SERVICE TEACHERS’ BELIEFS AND PREPAREDNESS
IN TEACHING SCIENCE IN THE ELEMENTARY GRADES:
INPUT TO THE EXISTING INSTRUCTIONAL
MATERIAL ENHANCEMENT

Fritzie Aile F. Endozo, Angelika T. Lazat and Joan M. Urcia

College of Teacher Education
Batangas State University ARASOF-Nasugbu
Nasugbu, Batangas, Philippines

Abstract

This study assessed the pre-service teachers’ belief and preparedness in teaching science in the
elementary grades. Specifically, the study aimed to determine the beliefs and preparedness of the pre-
service teachers in teaching science in the elementary grades. This study sought to answer the pre-
service teacher’s perception of science and teaching science, the level of preparedness in teaching
science in terms of classroom management, instructional method, content knowledge, and assessment,
challenges, and best practices of the respondents in teaching science, and the enrichment to the existing
instructional material. This study utilized a mixed-method approach wherein the qualitative method and
quantitative method design was used. A survey questionnaire form is being used to gather appropriate
data followed by the standardized open-ended interview design. The questionnaire was distributed to 68
out of 96 students from the third-year and fourth-year levels of Bachelor of Elementary Education
under the College of Teacher Education (CTE) Department in Batangas State University ARASOF-
Nasugbu.
The findings of the study revealed that the perceptions in Science and teaching Science when it
comes to their sex and programs, there is a significant difference in the responses of the respondents in
their perception when it comes to the level of preparedness in teaching, there is a significant
relationship between the classroom management, instructional, method, content knowledge and
assessment of pre-service teachers in teaching Science in elementary grades. The study also determined
that there is a significant difference in the responses between the pre-service teachers’ perceptions in
science and in teaching science when their sex and year level are considered. Moreover, the findings
show that science is challenging to teach, and the best practice is the enhancement of the teaching
science module. The enhanced existing instructional material provides additional resources in the
science module.

Keywords: perception, pre-service teachers, science, instructional material

iii
 ACKNOWLEDGMENT

The researchers would like to extend their sincere gratitude to the following who contributed

to making this study prosperous:

First and foremost, the researchers are very much grateful to ALMIGHTY GOD whose love

never fails, for the strength, the knowledge he had given the researcher to finish this research study,

and for without his grace and blessings, this research work would not have been possible. Glory to

him.

Boundless appreciation and deepest thanks are extended for the help and support to all the

people who in one way or the other kick into the realization of this research work.

To Dr. Enrico M. Dalangin, Batangas State University ARASOF-Nasugbu Chancellor, for

the opportunity to pursue this research study as one of the missions of the university;

To Dr. Lorissa Joana E. Buenas, Vice Chancellor for Academic Affairs, for giving them the

favor to conduct this research work;

To Dr. Anania B. Aquino, concurrent Dean of the College of Teacher Education and

Chairman of the thesis panel, for the guidance, for her valued suggestions and critique which

inspired the researchers to put a big effort and diligently accomplish the study;

Dr. Estelito J. Punongbayan and Assoc. Prof. Leolanda A. Balilla, the Panelist Examiners

member, for their detailed and constructive comments and suggestions for the enrichment of the study;

To Dr. Raymart O. Basco, Research Adviser, for the support, effort, and everything he had

done throughout the long journey of completion of this study;

To the respondents/participants, the third year and fourth year BEEd students of Batangas

State University ARASOF-Nasugbu for the cooperation and sharing their time in answering the

iv
 research questionnaires and interviews which contributes a lot to the success of this study;

Finally, to the researchers’ family, relatives, and friends for their continued belief and constant

financial support that made huge help by providing the required information.

F.A.F.E

A.T.L

J. M. U

v
 DEDICATION

This study is wholeheartedly dedicated to our beloved families, friends,

classmates, co-researchers, instructors, panelists, and above all,

to our Almighty God.

vi
 CHAPTER I

THE PROBLEM

Introduction

Education is an important instrument that gives individuals a wealth of

knowledge and information, as well as allows them to understand their role and

obligations to their social responsibilities. It is critical to each one's learning and

success as an educated person. A person's identity is strengthened by education,

which also helps to combat societal evils and advances society and the nation.

Understanding the secrets of nature is made easier by education. It aids in our

ability to understand and improve the operation of our society. It generates

favorable circumstances for a better existence.

         Education develops the skills necessary to combat social oppression. Every

man has the right to receive an education. It gives everyone more leverage. It is a

significant factor that has shaped the contemporary, rest of the developed world.

People require education to keep up with technological developments in this

highly competitive environment, as well as a cultural structure through which

society offers information, facts, work skills, and morals to its citizens.

Furthermore, teachers play an important role in providing quality education

to students and molding them into globally competitive professionals in the future.

1
Teachers' responsibilities in education go beyond actually teaching and passing on

knowledge. Teaching is a multifaceted profession that has a tremendous impact on

the development of students in the classroom. Teachers serve as evaluators, role

models, strategists, organizers, resource creators, and information suppliers,

among other things. These responsibilities are clearly affected by the different

constituents with whom they engage, such as parents, officials, and learners, and

all these responsibilities may alter based on the perspectives of these constituents.

         In the Philippines setting, introducing an education profession began with a

teacher training program within a university's education department, followed by

an undergraduate program for pre-service education instructors. The education

program is meant to provide academic and professional preparation for a career in

education. Pre-service teaching according to (Yunus, 2020) is a term for

monitored, directed instruction. A supervisor or assisting teacher progressively

introduces the university student to the faculty position for a certain class. As the

program develops, the collaborating teacher is able to supports the pre-service

teacher to take on more responsibilities in classroom administration and teaching.

         The pre-service teacher is introduced as an observer and ends as a skilled

professional during their pre-service professional experience. The engagement is

intended to offer a supervised environment for learning in which a future teacher

may put the ideas and practices taught in their higher education degree into reality

2
(Incecay, et. al., 2016). The primary objective for a pre-service teacher is to

demonstrate proficiency in entry-level teaching abilities.

         Furthermore, most primary, or elementary teacher education programs

educate students to teach all subjects across the education system. Elementary

teachers generally take only a few core courses in STEM areas, such as science,

due to their multidisciplinary backgrounds. (Jaipal-Jamani, et. al., 2017). Prior to

implementing the approach, the focus of the research is to determine the pre-

service teachers’ beliefs and preparedness in teaching science in elementary as it is

one of the focuses of the program. 

In line with these, the development of teaching beliefs and preparedness

among pre-service teachers has sparked a lot of academic interest since they are

difficult to change once they have been formed. According to recent research of

(Mahalingappa, et. al., 2018) on the preparedness of pre-service teachers, there are

numerous variables that contribute to this reluctance to change. The consciousness

of teaching competency, personal traits, psychological and instructional

encouragement, and the training program are all factors that influence the pre-

service instructors.

         Pre-service teachers should clearly acquire certain abilities throughout their

college teacher preparation courses to be good instructors in the future. One of

those skills is teaching beliefs and preparedness in the context of teaching.

3
Although pre-service teachers are taught and trained about the relevant theoretical

concepts (Reeves et. al., 2016), nobody can really say that they are effective in a

real-world teaching situation without seeing them as they put the ideas they have

learned into practice.

         According to the records and findings from the published study on pre-

service teachers' beliefs and preparedness, there are indeed underlying issues

addressing the topic at hand. The aforementioned scenarios prompted the

researcher to conduct a study to better understand pre-service teachers' beliefs and

preparedness in teaching science in the elementary grades at Batangas State

University ARASOF-Nasugbu. Furthermore, the study's findings will be used to

conceptualize instructional materials that will improve the beliefs and

preparedness of pre-service teachers at Batangas State University ARASOF-

Nasugbu, addressing the issue presented in the study.

Statement of the Problem

This study aimed to determine the pre-service teachers’ beliefs and

preparedness in teaching science in the elementary grades: input to the existing

instructional material enhancement.

Specifically, this study sought answers to the following questions:

1. What is the pre-service teachers’ perception of Science and teaching Science?

4
2. What is the pre-service teachers' level of preparedness in teaching Science in

terms of:

2.1 Classroom management;

2.2 Instructional method;

2.3 Content knowledge; and

2.4 Assessment?

3. Is there any significant difference between the respondents' perception of

science and teaching science when categorized according to their profile

variables?

4. What are the challenges and best practices of the respondents in teaching

science?

5. Based on the findings of the study, what enrichment of the existing instructional

material in the course may be proposed?

Scope, Delimitation, and Limitation of the Study

This study determines the belief and preparedness of pre-service teachers of

Batangas State University ARASOF-Nasugbu in teaching science in the

elementary grades. The researchers focus on what are the possible enhancements

in the existing instructional materials that pre-service teachers can use in teaching

science in the elementary grades.

5
 This study was delimited to the college students of the Batangas State

University ARASOF-Nasugbu, specifically from Bachelor of Elementary

Education under the College of Teacher Education (CTE) Department.

The weakness of this study is the quality of survey questionnaires due to the

limited access to data that will be mostly coming from college students. It was a

limitation due to unstable internet connection especially on the administering of

survey questionnaires through Google Forms. This may affect the authenticity of

the answers of the chosen respondents.

The study was limited to the responses of the pre-service teachers in

Batangas State University ARASOF – Nasugbu. However, this study did not

include the students from other programs and/or departments that offer Science

related courses.

Significance of the Study

      The study was deemed beneficial for the following:

         Batangas State University. The findings of this study would help the

University with information regarding the beliefs and preparedness of pre-service

teachers in teaching science in the elementary grades. It may lead to the

continuous improvement of the quality of pre-service teacher support services or

programs that they provide for the students.

6
         College Faculty Members. The findings of this study may provide an added

reference to the beliefs and preparedness of pre-service teachers in teaching

science in the elementary grades. It can serve as an input for teaching and learning

to help the faculty members to further enhance and develop new avenues for the

pre-service teachers.

         College of Teacher Education (CTE). The findings of the study can provide

additional knowledge to prepare them to be efficient teachers in teaching science

among elementary grades in the future.

         Researchers. The findings of this study would help in improving the

analytical skills of the researchers and be able to carry out the research activities

with understanding, patience, cooperation, respect, and knowledge. The result of

this study will also provide input to the existing instructional material

enhancement for the pre-service teachers’ beliefs and preparedness in teaching

science in the elementary grades that may eventually help them in their teaching

journey.

         Future Researchers. The results of the study may serve as a frame of

reference for future researchers in conducting similar future investigations relative

to the study. This may also help as a basis to improve research techniques and

strategies leading to more structured results that would contribute to the

continuous development of the University’s instructional materials for the pre-

7
service teachers’ beliefs and preparedness in teaching science in the elementary

grades.

CHAPTER II

REVIEW OF RELATED LITERATURE

This chapter presents the review of conceptual and research literature which

has a significant bearing on the present study. This study reviews relevant

concepts connected to the problem of the study. It also presents the review of

conceptual and literature which has direct support from this study.

Conceptual Literature

           The following review includes concepts on 1.) Pre-Service Teacher 2.)

Instructional Materials, and 3.) Teaching Science in the Elementary Grades.

Pre-service Teachers. Pre-service teachers are undergraduate students

enrolled in teacher education programs who must successfully complete their

degree requirements, including field experience teaching, before graduating from

college and beginning their professions as teachers (Gauthier et.al., 2017).

To acquire the knowledge and abilities required to educate others, pre-

service teachers participate in teacher preparation. Pre-service teachers are

students engaged in a teacher education program with the aim of gaining teaching

8
credentials domestically or internationally in public or private sectors (Dejene et

al., 2018).

  Pre-service teachers may make mistakes and receive targeted feedback

from coaches or a professional learning community to improve individual skill

sets (Dalgarno et. al., 2016).

There is a lack of empirical evidence regarding the impact of pre-service

teachers' support in conjunction with their background and science profile, such as

attitudes toward teaching science experience. This relationship is especially

important because it has been discovered that individual characteristics of pre-

service teachers (attitudes, ease of use, innovativeness) have a significant impact

on their use for educational purposes. (Milutinovic et. al, 2016)

Many studies have focused on pre-service teachers' characteristics related to

their science competencies, such as their teaching proficiency attitudes or “ease of

use”. (Holland et. al, 2016)

It is also necessary to identify specific beliefs that are incompatible with

self-regulation learning and may obstruct the promotion of self-regulation learning

in the classroom (Lawson et al. 2019).

Moreover, pre-service teachers must have a sense of preparedness to

become good instructors in the future. Also, pre-service teachers with high levels

of preparedness will experience higher levels of teaching satisfaction and faceless

9
difficulties at their entry level. The beliefs of pre-service teachers that they can

manage teaching efficiently and successfully in their life played a key role in

influencing important academic outcomes such as learner achievement and

motivation. Having a positive attitude as a characteristic of pre-service teachers

will create good communication between teachers and learners to manage the

classroom effectively. In that way, the learners will be motivated, and they will

achieve knowledge in science. Also, a pre-service teacher with the characteristic of

“ease of use”, affects their educational purposes because it will give better

preparedness for teaching science, and it will have a better learning outcome for

the students. Furthermore, pre-service teachers with characteristics of innovative

behavior will manage the classroom effectively. In the 21st century, the learners

are innovative, it is necessary to have pre-service teachers practice being prepared

for innovative behavior. In that case, the learners and teachers have good

communication and good outcomes.

Instructional Materials. Instructional materials assist topic learning,

provide a chance for assessment as well as the opportunity for pupils to apply

concepts. They are intended to make it simpler for students to comprehend the

material being taught (Staff, 2020). The term "instructional materials" refers to the

knowledge or content provided during a course. A course's lectures, readings,

textbooks, multimedia lessons, and other materials. Although some of these

10
resources will need to be modified or generated specifically for use online, they

can be used in both traditional classroom settings and virtual ones. The best

instructional resources are used for all other course components, including the

learning objectives, evaluations, and activities.

Instructional materials are defined as an important and necessary instrument

for teaching and learning school subjects to increase efficiency and improve

student performance (Olayinka, 2016). 

It was explained that instructional materials as an object or device that aids

teachers to present their lessons sequentially and logically to the students (Akpan

et al., 2017). 

Thus, instructional materials are required by both teachers for effective

learning and for students to improve their performance in the learning process.

Another purpose of educational materials is to boost students' self-esteem, self-

actualization, and motivation of students in learning (Saad, 2017). 

There are several types of instructional materials that can be used in

learning. Based on their sensory appeal, instructional materials can be classified

into three categories: audio, visual, and audio-visual (Akpan, 2017). Also, Fritz

(2021) claimed that there are two types of instructional materials which are printed

materials and digital media.

11
 Examples of printed materials like textbooks, workbooks, photocopied

handouts, newspapers, and other instructional materials are used to transmit

knowledge and as well as the example of digital media like CD-ROMs, movies,

and recorded lectures (Hidayati, 2017). 

Textbooks, teacher guides, reference books, maps, and globes are examples

of instructional materials. Other types of teaching materials are textbooks,

worksheets, workbooks, modules, worktext, and manuals (Lyimo, 2017). 

The integration of digital literacy into instructional materials is also needed

to support a school literacy program. Digital literacy comprises basic, scientific,

economic, technological, visual, information, and multicultural literacy (Turiman,

2016).

Teachers need to consider the characteristics of making good instructional

materials. As specified by Hawk (2021), instructional materials should be

appropriate for the age, emotional and social development, and skill level of the

pupils for whom they are selected. This should also be varied in terms of

complexity and reader appeal, as well as presenting a diversity of viewpoints.

Furthermore, instructional materials should meet high standards of accuracy and

presentation of factual content.

In this case, it is important to remember that instructional materials are a

tool that can assist teachers and students in the learning process and improve

12
learning effectiveness. In the learning process, it is vital to use instructional

materials (Asrizal, 2018).  Furthermore, it was significant in improving students'

academic performance in teaching and learning aims to help individuals to

enhance their knowledge, abilities, and capabilities. It provides the learners with

the sensory experiences they require for effective and long-term behavioral

change. The goal of instructional materials is to improve educational quality to

achieve academic success. When instructional materials are used, learning

becomes more interesting, practical, realistic, and appealing. They also allow

teachers and students to participate actively and successfully in class.

Teaching Science in the Elementary Grades. Science is an essential element

of every child's educational foundation, and it is not only suitable for college

courses or high school graduates.  Teaching science in elementary school must be

approached differently than teaching science at a higher level of education.

Science is an ideal subject to study because it allows students to explore their

surroundings and learn new things. Elementary students are naturally intrigued

about what makes science an ideal subject to study. Since it incorporates hands-on

exercises and experiments, it is also an active subject. As a result, science is well-

suited to active young children, who can grasp scientific concepts and develop

scientific reasoning (Jessica Cook, 2016).

13
 According to Brown (2019), all science teachers have implicit and explicit

attitudes about science, learning, and teaching. Teachers can only be successful

guides for pupils learning science if they are given the opportunity to analyze their

own ideas as well as gain knowledge of the standards principle.

Teaching science in the elementary grade can create a limited

understanding of how science works. Children enter school with reasoning skills

and natural world perceptions that serve as a foundation for science learning (Bell

et.al, 2017).

Early experiences in science, according to Ericka Coop (2019), encourage

children to pursue a lifelong interest in nature and help them develop their

problem-solving skills. Elementary students that start learning science are better

equipped to handle any future scientific issues that may arise in our world.

According to Dr. Eric Albone (2020), science has taken over our lives and

has presented society with a wide range of opportunities as well as challenges. We

must teach science to our students at the elementary level and continue it at the

secondary level if we want them to take advantage of those opportunities and meet

those challenges.

The term "science" is broad and encompasses a variety of phenomena and

occurrences, such as weather, the solar system, animal, and plant life, and more.

As they move through the K–12 educational system, the pupils will undoubtedly

14
become more interested in science. It is the responsibility of the teacher to

essentially present science and some of its divisions to elementary school students.

Elementary school teachers should concentrate on making science engaging for

their students. Students are encouraged to become interested in the subject in

school as a result.

According to Pearson et.al (2021), there are three effective ideas in teaching

science in the elementary grades: (a) nature, (b) experiments, and (c) projects.

Nature. It is concerned with the philosophical and practical understanding

of scientific processes and reasoning, as well as its nature as a very human

endeavor. Nature in teaching science in the elementary grades is one of the

essential components of science literacy and a vital aspect in most worldwide

curricular frameworks in science education. There are a lot of phenomena that

involve science, thus, students enjoy being outside, so teachers must organize

outdoor lessons that show how science is applied to the natural world. Teachers

must encourage pupils to think like scientists by introducing studies of science

processes and the features of scientific knowledge (the nature of science) into the

curriculum. On the other hand, they can arrange for an expert to discuss various

environmental events and how they affect plants and animals on a field trip to a

nature center with their students. Experiments. Science activities in the early

grades set the foundation for students' understanding of the subject. The ideal way

15
to introduce kids to scientific inquiry is the process of asking questions and doing

experiments to better comprehend the natural world, is through laboratory

experimentation. It encourages students to participate in the exploratory character

of scientific learning by searching for information through inquiries, research, and

data collection. At the primary level, the emphasis should be on teaching students

the scientific method, which allows teachers to undertake a variety of experiments

in the classroom with their students, ranging from simple to advanced. Teachers

should ensure that each experiment follows the scientific process step by step and

that students are as involved in creating hypotheses and solving issues as feasible.

Project. In teaching science in the elementary grades, the project is one of the

strategies to get students more motivated and enthused about science. Organizing a

school science fair will give each student a task to construct a science project that

is connected to the science phenomena (teachers must approve all projects before

the student arrives at work). Most science fair project examples are dioramas of

the solar system, showing a scale model, and others. In line with this, teachers

must ensure that every student can present their project to the class and explain

their project to the class and explain what it indicates, and they should urge parents

to assist their children with these projects.

There are different characteristics of effective teaching science among

elementary students wherein the educator develops learning environments in

16
which students take part actively both as individuals and as team members.

Additionally, it encourages pupils to learn by offering a safe, healthy, and

encouraging environment that promotes compassion in the classroom. Thus, the

most typical aspect of science instruction is the presence of a safe atmosphere

supported by the teacher, where high, distinct standards are created, healthy

connections are encouraged, and active learning is encouraged. (Kentucky

Department of Education, 2020).

    Cafarella et al., (2017) studied that science education in basic education is

important because basic science promotes a narrow view of how science works.

By the time children enter elementary school, they have logical thinking and

understanding of the natural world, which forms a good foundation for science

learning, as science education begins from early childhood and continues into

elementary school.

       Teaching science among elementary grades has many components and

characteristics that need to be examined. The science subject prepares students to

become more scientifically literate citizens. Teaching science is effective to

learners of all ages (Wang, 2016). Elementary school teachers should concentrate

on engaging students in science. Students are encouraged to become interested in

the subject in education as a result. The pre-service teacher needs to know more

about how to teach science effectively. 

17
 In line with this, the researchers incorporate the syllabus that is based on

the CHED Memorandum Order 74, s. of 2017 entitled Policies, Standards and

Guidelines for Bachelor of Elementary Education (BEEd) wherein the goal of the

BEEd degree program is to produce highly motivated and capable elementary

school teachers who specialize in content and pedagogy. The BEED program is

composed of New General Education Courses, Professional Education Courses,

Specialization/Major Courses, Elective/Cognate Courses, Special Topics, and

Mandated Courses (PE and NSTP). The curricula offered by higher education

institutions that offer the BEED program may be flexible. However, Teaching

Science in the Elementary Grades (Physics, Earth, and Earth Science) is one of the

courses that BEED students must take as Major/ Specialization Courses.

Understanding basic science concepts and using scientific inquiry in

physics, earth science, and space science are all part of teaching science in the

elementary grades, as are developing instructional resources, evaluation, and

strategies for teaching elementary science. In this course, topics in Earth and

Space Science include Geology, Meteorology, and Astronomy while topics in

Physics include Force Motion and Energy.

Students in this course will develop a better understanding of effective

science teaching and learning not only in the classroom but also in a broader

18
perspective to critically examine the power of science in the individual,

community, and environment and in the pursuit of improving such.

This course will be taught through a combination of online synchronous

discussion using PowerPoint and video clip presentations and asynchronous

sessions using modules. Students will be assessed in a variety of ways. Aside from

the usual class participation, other forms of assessment will be given.

Students will be asked to answer the activities after each topic in the

module. Additional requirements like activities and written outputs will also be

provided. Announced long tests and chapter tests will be given to test students’

learning. Students will also be required to conduct demonstration teaching of any

chosen topics in science. As for the major requirements, two major examinations:

midterm and the final and semestral project shall be given. Unless otherwise

stated, exams will be given on the dates determined by the department. The topics

covered in the class for the allotted time will be included in the exam's scope,

although they are not the only ones. It might cover some of the previously

mentioned relevant topics. Exams will start and end during the synchronous

classes that are scheduled.

Research Literature

19
 To gain concepts and insights related to this study, investigations conducted

by past researchers were reviewed. The related literature provides the necessary

ideas and concepts that serve as a guide in conducting the present study.         

Relating to the study of Tajjedin (2019), “Effective Language Teachers as

Persons: Exploring Pre-Service and In-Service Teachers' Beliefs”, the pre-service

teacher's personal belief reflects on their positive attitude toward teaching,

establishing a welcoming classroom environment, and treating all students

equally. The pre-service teacher's beliefs and preparedness were based on their

planning and preparation, and execution of the instruction to their students. As a

result, being a good teacher was based on how positive their belief is and how

prepared they are to teach their lesson. It is important to recognize the pre-service

teacher's beliefs and preparedness to improve students’ learning. The more

prepared the pre-service teacher is, the more effective their teaching is.

Furthermore, in the study by Malinauskas (2017) entitled “Enhancing of

Self-Efficacy in Teacher Education Students ', the personal belief of pre-service

teachers that one can do things in an acceptable and efficient attempt to ensure

specific goals is known as consciousness. It may be found in many aspects of

human behavior, with both professional and personal interactions. In the context

of teaching and learning, pre-service teachers' preparedness is based on their

competence to organize teaching and achieve educational objectives. It is, in fact,

20
the teacher's belief in his or her capacity to instruct students efficiently and

successfully. As a result, a pre-service teacher’s beliefs and preparedness is a

strong sense of self trait that allows instructors to enhance their performance to

improve students' learning. It is important to recognize that a pre-service teacher’s

preparedness is linked to "persistence;" the higher levels of self, the higher the

persistence, and the larger the determination, the more likely the teaching

behaviors will be effective.

In line with this, the study entitled “Pre-service Elementary Teachers’

Science Self-Efficacy Beliefs and Science Content Knowledge” by Saddler et.al.

(2017) stated that beliefs have a significant influence on influencing teachers'

scientific teaching methods and has always been a popular issue in pre-service

science teacher education. Beliefs and preparedness have been linked to

instructors' motivation and performance in pre-service teacher education. Pre-

service science teachers have higher levels of belief in employing instructional

strategies and managing classrooms than in engaging all kids in learning. Pre-

service teachers’ awareness of their capabilities and belief that they can manage

obstacles in their life; that is, they are optimistic, is what well-being means. Pre-

service teachers who have high levels of well-being are better emotionally stable

and transform unpleasant situations into opportunities.

21
 The perceived level of preparedness of pre-service teachers is consistent

with the experience of in-service teachers. Raker et al. (2018) highlighted from

their study entitled “Pre-service Teachers’ Perception of Preparedness to Teach as

an Indicator of Teacher Preparation Program Effectiveness” found that pre-service

teachers' perceptions of preparedness are linked to their beliefs about their talents

and responsibilities. Beliefs are formed early in the teacher preparation and

development process. It is concluded that prepared teachers have a positive

attitude toward interacting with other teams. It's also been discovered that the best

time to assist teachers in developing a positive belief is during their pre-service

training.

It was mentioned in the study of Swars et.al. (2022) entitled “Primary Pre-

service Teachers’ Teaching Efficacy Beliefs: Level of Preparedness to Teach” The

research indicates that teachers' preparation has the capacity to influence teachers'

efficacy, and that people's beliefs are most influenced in their early phases of

development. Primary school teachers, who are often trained and expected to teach

across many subject areas, can relate to this. In addition, the outcome expectations

of teachers have a substantial impact on their profession and the learning of their

students as pre-service teachers. Positive evaluation of their own abilities are more

likely to come from teachers who feel prepared for the classroom. Pre-service

teachers' beliefs and preparedness for the course are vital to their professional

22
success. It demonstrates how having a positive view on education may help one

realize their own potential as effective teachers.

Moreover, in a recent study by Uslu et.al. (2020) entitled, “Teaching

Preparedness of Pre-Service Teachers: Perception to Practice”, the training of

today's pre-service teachers to be well-equipped educators can be a time-

consuming task in teaching science. In the field of education, the teachers have

been actively studying to find the best methods to prepare future educators to be

the best in the real classroom environment. The facilitators of teacher’s training

are challenged to design learning that integrates content and pedagogy to foster the

development of twenty-first-century skills in conjunction with the advancement

and rapid change of science. The training is utilized to prepare future educators to

teach science and share their knowledge in society. Moreover, the pre-service

teacher’s preparedness is determined by the rigorous training and impactful

preparation they will receive now. The findings show that when a pre-service

teacher is prepared to teach, it will have a good outcome and be effective within

the classroom. Also, pre-service teachers must understand their course in teaching

science to have more knowledge and be more motivated to teach science subjects

when they finally become a teacher.

Synthesis

23
 This presents the reviewed summary of research literature which involves

the significance and relation to the present study. 

From the aforementioned studies, there are similarities here that the pre-

service teacher’s beliefs and preparedness are shown. The beliefs of pre-service

teachers must be acknowledged, and their preparedness must be improved to teach

science in elementary grade more effectively.

The individual studies conducted by Tajjedin (2019), Raker et al. (2018),

and Swars et.al. (2022) stated that all have both positive beliefs when it comes to

teaching and it is effective to have a good outcome inside the classroom. Also,

pre-service teachers’ positive belief in teaching is reflected in their preparedness as

educators. Their beliefs and preparedness are formed in the preparation and

development process to deliver good execution of their teaching. Pre-service

teachers’ preparedness has the potential to develop their own beliefs when it

comes to instruction. The outcome expectations of pre-service teachers have an

impact on their profession and learning. Pre-service teachers are more likely to

believe positively about themselves if they are well-prepared for the classroom.

The beliefs and preparation for the course of pre-service teachers are critical to

their professional achievement. It demonstrates that having a positive attitude

toward teaching might lead to a better awareness of one's own ability to educate

24
well. The better prepared a pre-service teacher is, the more effective their

instruction.

As mentioned above, there are similarities between the study of Raker et.al.

(2018) and Swars et.al. (2022) that they both have positive beliefs when it comes

to teaching. Both studies also have similarities as their beliefs are related to the

pre-service teacher's capability to teach. Raker et.al. (2018) stated in their study

that the pre-service teacher’s beliefs are linked to their talents and responsibilities.

Relating to the study by Swars et.al. (2022) that the pre-service teacher’s belief in

teaching is based on one's own ability to teach in an appropriate manner which

makes both studies connected because the pre-service teacher’s belief that their

capacity to teach is relevant for themselves.

In the individual studies conducted by Malinauskas (2017) and Saddler

et.al. (2017), there were similarities between their study in the preparedness of

instructional strategies and managing the classroom. Malinauskas (2017), pre-

service teachers' preparedness is based on their competence to organize teaching

and achieve educational objectives. Also, pre-service teachers' preparedness in

organizing teaching and achieving educational objectives is like managing a

classroom because, in teaching, it is necessary to be organized and presentable in

the teaching of pre-service teachers. In that case, the outcome will be good for

teaching the learners. In relation to the study, Saddler et.al. (2017) stated that

25
beliefs and preparedness have been linked to the performance of pre-service

teachers because they have higher levels of belief in employing instructional

strategies and managing classrooms. The pre-service teacher’s belief was focused

on instructional strategies that will motivate the learners inside the classroom and

enhance their performance to improve students' learning. Also, their preparedness

in managing the classroom will have a good outcome.

As mentioned above, there are similarities between the study of

Malinauskas (2017) and Saddler et.al. (2017) in that they both use instructional

strategies to manage the classroom as per the pre-service teacher's belief. Both

studies also have similarities as their beliefs have an impact to enhance their

performance in teaching which relates to the study of Uslu et.al. (2020). Uslu et.al.

(2020) stated that training is utilized to prepare future educators to teach science

and to make pre-service teachers well-equipped educators. It pertains to the

improvement of pre-service teachers by attending training to enhance their ability

in teaching which makes the three studies connected to one another.

Overall, most of the studies pointed out the positive beliefs of pre-service

teachers when it comes to teaching. Also, most of the research mentioned the use

of instructional strategies while some of them mentioned the pre-service teachers'

beliefs that enhancing their performance has an impact on their teaching. In

accordance with the individual studies conducted by Tajjedin (2019), Raker et al.

26
(2018), and Swars et.al. (2022) stated that all have both positive beliefs when it

comes to teaching and it is effective to have a good outcome inside the classroom.

Also, pre-service teachers’ positive belief in teaching is reflected in their

preparedness as educators. Furthermore, there are similarities between the study of

Raker et.al. (2018) and Swars et.al. (2022) that they both have positive beliefs

when it comes to teaching. Both studies also have similarities as their beliefs are

related to the pre-service teacher's capability to teach. In addition, there are also

similarities between the study of Malinauskas (2017) and Saddler et.al. (2017) in

that they both use instructional strategies to manage the classroom as per the pre-

service teacher's belief. Both studies also have similarities as their beliefs have an

impact to enhance their performance in teaching which relates to the study of Uslu

et.al. (2020).

Theoretical Framework

This study is anchored on intensive research relative to different theories.

27
 Figure 1

Theoretical Paradigm of the Study

Teachers employ a combination of skills and practices called classroom

management to keep their pupils focused, attentive, organized, and academically

productive throughout a lesson. According to McDaniel et.al. (2019), to create a

successful learning environment, teachers must manage their classrooms

effectively. Classroom management encompasses more than just policing student

misbehavior and enforcing discipline. It involves developing, supporting, and

monitoring experiences that promote high levels of learning for a diverse group of

pupils. It also includes building and maintaining personally comfortable and

28
intellectually stimulating educational environments. As a result, it suggests that

pre-service teachers must be prepared in their classroom management.

Additionally, they can use their teaching strategies to develop a learning

environment that encourages and supports active participation in academic, social,

and emotional development.

An instructional method is a type of activity or style of instruction that

directs the facilitation of learning during each stage of the instructional process.

Instructional methods consist of principles and methods used by teachers to

enhance the teaching and learning process. It is defined by the process that

teachers use to instruct students on a particular topic. The study conducted by

Mervis et.al. (2016), explains that teachers used different instructional methods to

create good learning environments and to specify the nature of the activity that

may emphasize active and experiential learning. It also allows students to explore

the topic and see how it connects to their own thoughts, values, and experiences.

With different instructional methods, activities will lead to interesting discussions

and lots of questions. In conclusion, the preparedness of a pre-service in using

different instructional methods is important in delivering the lesson inside the

classroom.

The development of teaching as a profession depends on content

knowledge as technical expertise. They served as stand-ins for a broader concept

29
of pre-service teacher knowledge that emphasized content knowledge. According

to Shulman et. al. (2016), although content knowledge is critical to enhancing

teaching and learning, attention to its development and study has been

inconsistent. Assuring that content exchanges are relevant to teaching and that the

conversation stays on topic. It is a content-based form of professional knowledge

that is exclusive to pre-service teachers. To conclude, the preparedness of pre-

service teachers in using content knowledge is most important to teaching the

learners.

Pre-service teacher's assessment abilities are intertwined with individual

assessment-related ideas, and the two together control how and what the teacher

analyzes, interprets, and uses the assessment results. According to Eyers et. al.

(2016), pre-service teachers' assessment abilities are far more complicated than

merely employing skills to obtain and understand assessment data. During pre-

service teacher education, their assessment ideas and skills are molded. To

conclude, the preparedness of pre-service teachers in the use of assessment is most

important. In this way, it will know if the learners learned something about the

pre-service teacher teaching.

The aforementioned theories and concepts above will serve as the

researcher’s foundation of their study regarding the pre-service teacher’s beliefs

and preparedness in teaching science in the elementary grades.

30
31
 Conceptual Framework

INPUT PROCESS OUTPUT

Pre- service
teachers’ perception

Pre-service teachers’
levels of
preparedness in
teaching Science in Data gathering and
terms of: collection through
Enrichment of
survey questionnaire
existing Instructional
 Classroom and virtual
materials in
management interview.
Teaching Science in
 Instructional the Elementary
method Analysis and
Grades
 Content interpretation of the
knowledge collected data
 Assessment?

Pre-service teachers’
challenges and best
practices

Figure 2: Research Paradigm on the Pre-Service Teachers’ Beliefs and

Preparedness in Teaching Science in the Elementary Grades: Input to the Existing

Instructional Material Enhancement

32
 It is important to recognize the importance of instructional materials in both

teaching and learning. Numerous articles have been written to show the value of

instructional resources. Using instructional materials makes learning more

intriguing, applicable, plausible, and enticing. They also enable effective and

active participation in class from both professors and students. They enable the

development of skills and knowledge as well as the self-actualization and increase

of self-confidence.

Frame 1 represents the input. This stage includes the pre-service teachers’

perceptions. Furthermore, it primarily focuses on the pre-service teachers’ level of

preparedness in teaching Science in terms of Classroom Management,

Instructional Method, Content Knowledge, and Assessment. Lastly, the pre-

service teachers’ challenges and best practices in teaching Science.

Frame 2 shows the process which includes data gathering and collection

through survey questionnaires and recorded interviews. This implies how the

study will be carried out. To facilitate the data gathering procedures the

researchers will use software to retrieve and gather the data. Furthermore, the

collected data will be interpreted and analyzed.

Frame 3 presents the output of the study which is enrichment of

existing instructional materials in Teaching Science in the Elementary Grades.

33
Definition of Terms

The relevant vocabulary is described conceptually and operationally for a

clearer appreciation of the investigation. The conceptual definition, as employed in

this study, refers to what the concept means and what the concept is by explaining

how it is related to other constructs, whereas the operational definition just

describes how the researchers use the term in the study.

Bachelor of Elementary Education. It is a four-year degree program in

the Philippines that prepares teachers to work with elementary students (Munoz,

2021). Operationally, they are the students from Batangas State University-

ARASOF Nasugbu under the College of Teacher Education.

Beliefs. The way we believe things, what we believe to be true, and what

we expect to happen because of our actions (Max, 2019). In this study, it is the

determinants of how pre-service teachers think, behave, and feel toward

themselves in teaching science at the elementary grade level.

Classroom Management. Teachers employ a range of strategies to keep

their pupils on task, in order, alert, engaged, and academically productive

throughout a class period (Lemov, 2017). Operationally, it was one of the

variables that the researchers will use in this study.

34
 Instructional Materials.  It is an essential tool in learning every subject in

the school curriculum (Bukoye, 2018). It refers to the input that pre-service

teachers can use in teaching science in elementary grades.

         Instructional Strategies. A teacher may employ any kind of learning

strategy to aid students in learning or gaining a deeper understanding of the course

material (Namoco, 2017). Operationally, it was one of the variables that the

researchers will use in this study.

Preparedness. It is the condition of being capable to act or respond as

required (Lexicon, 2020). Operationally, it is the determinant of how ready pre-

service teachers are to teach science at the elementary grade level.

Pre-Service Teachers. Those enrolled with the aim of gaining teaching

certifications in either public or private schools domestically or internationally

(Lee, 2017). This study refers to Batangas State University-ARASOF Nasugbu

students that the researchers use to gather data and make this study possible.

Respondents. An individual who completes a survey or interview for the

researcher, or who provides data to be analyzed for the research study (Allen,

2018). Operationally, this refers to Batangas State University-ARASOF Nasugbu

students that the researchers use to gather data and make this study possible.

Science Subject in Elementary. A system of observations and experiments

is used to gain knowledge about how the universe works (Marris, 2017). In this

35
study, it is the subject that pre-service teachers need to teach with the help of their

own beliefs and preparedness in teaching. 

         Student Engagement. It explains the extent of focus, interest, zeal,

optimism, and passion that students exhibit when learning or being taught, as well

as their desire to advance their education (Nicolas, 2018). In this study, it was one

of the variables that the researchers will use in this study.

36
 CHAPTER III

RESEARCH METHODOLOGY

This chapter presents the research in terms of the research design, research

environment, subjects of the study, data gathering instruments, data gathering

procedure, and statistical treatment of data using computational techniques and

data analysis from the interview.

Research Design

The research used a mixed-methods approach, which includes three major

design types: exploratory, explanatory, and triangulation (Wallen et.al, 2017). To

gather data on individuals, both quantitative and qualitative methods are equally

weighted in the triangulation design, also known as Cronbach's alpha coefficient

(Schwarzer et al, 1995). The two strategies are implemented simultaneously and

then examined independently. This design was chosen because it allows

researchers to see if the two methods agree on a single understanding of the study

subject at hand. As a result, the triangulation design adds to the depth of

comprehension of both quantitative and qualitative data-derived conclusions. A

survey questionnaire form is being used to gather appropriate data about the study

and provide the guidance that they can be used. This focuses on the input to the

existing instructional material enhancement that CTE faculty will use, and the pre-

37
service teacher's beliefs and preparedness in teaching science in the elementary

grade. Through this method, the researchers collect the appropriate input as the

basis for the final output of this study.

Bachelor of Elementary Education students of Batangas State University-

ARASOF Nasugbu are the respondents of this study. 

The researchers selected respondents based on their programs since there

are limited respondents in this study. The researchers selected the respondents who

they think can best represent the target audience of the study considering that the

Bachelor of Elementary Education students will teach science subjects. These

respondents, according to the researchers, would provide them with all the

knowledge and data they required for this study.

Research Environment

The study is conducted at Batangas State University ARASOF-Nasugbu

located at R. Martinez St. Brgy. Bucana Nasugbu, Batangas. The public

educational institution was first known as the Philippine Institute of Fisheries

Technology. In 1957, it started its operation with the name Batangas School of

Fisheries (BSF). Rapid and significant developments came that paved the way for

more program offerings for the institution. It is one of the BatStateU campuses

that offers not only quality Fishery Education, but also academic programs in the

38
fields of Hotel Management, Teacher Education, Information Technology,

Engineering, and Computing Science, Industrial Technology, and Arts and

Sciences.

The University has respectful courses such as the Bachelor of Elementary

Education which is under the College of Teacher Education (CTE). Also, the study

primarily focuses on the pre-service teachers’ beliefs and preparedness in

Batangas State University- ARASOF Nasugbu in teaching science at the

elementary grade level. As per record, a total of 240 students enrolled in the

College of Teacher Education under Bachelor of Elementary Education in the

Academic Year 2021-2022.

The researchers decided to conduct the study in the said institution because

it is a university that provides continuous support for the students in the present

kind of education which is flexible learning. And for the other reason, the

researchers believed that it is the most accessible place for the gathering of data

needed with regards to this study.

Subject of the Study

The respondents of the study are 68 out of 96 students from third year and

fourth year of Bachelor of Elementary Education under the College of Teacher

Education (CTE) Department in Batangas State University ARASOF-Nasugbu for

39
Academic Year 2021-2022. The researchers chose pre-service teachers because

they do believe that these students will help a lot in doing this research. Also,

these pre-service teachers will experience teaching science subjects in elementary

grade. Likewise, the researchers believe that the pre-service teachers as

respondents would give them enough knowledge and information to maintain the

quality and effectiveness of this study. Everyone chooses whether to participate or

not. Since the instrument is confidential, there was no determination whether the

entire Bachelor of Elementary Education students participated.

The table shows that the researchers have retrieved 68 survey

questionnaires. 58 of them came from the third year and 10 of them came from the

fourth year. Also, it presents the distribution of the respondents in terms of their

sex. 65 0r 85 % of the respondents are female while 3 or 15 % of the respondents

are male. This indicates that most respondents are female.

40
 Profile of the Respondents in Terms of Sex and Year

Bachelor of Male Female Total Percentage (%)

Elementary

Education

Third Year 3 55 58 85%

Fourth Year 0 10 10 15%

Total: 3 65 68 100

Data Gathering Instruments

The questionnaire is the major instrument used in this study. It was

designed to obtain information on the pre-service teachers’ beliefs and

preparedness in teaching science in the elementary grades. The questionnaire was

developed by reading reference materials and related documents about the topic.

Construction of the Questionnaire. The research made further readings

regarding the ensure that the questionnaire contained all the information required

for the study. The questionnaire's items were checked by the researchers to make

sure they matched the problem statement. The questionnaire used a 4-point Likert

Rating Scale namely 4-Strongly Agree, 3- Agree, 2- Disagree, and 1- Strongly

Disagree because the researchers thought that it would be easier for the

41
respondents to answer. The first part of the questionnaire consists of the statements

regarding the perceptions of the pre-service teacher in science and in teaching

science. The second part of the questionnaire consists of the statements regarding

the respondents’ level of preparedness in teaching science in terms of classroom

management, instructional method, content knowledge, and assessment. The third

part of the questionnaire contains the significant difference between the

respondents' perception of science and teaching science when categorized

according to their profile variables. On the last part of the survey form, the consent

for the interview is included so that qualitative data can be obtained.

Validation of the Questionnaire. Upon constructing the questionnaire, the

researcher’s used different thesis and unpublished journals to gain background

knowledge on the topic and how to come up with a questionnaire. The thesis

adviser was then given the first draft of the product to review and offer any

necessary adjustments. The researchers then included the changes in the second

draft and resubmitted it to the adviser for additional corrections and

recommendations. When all the revisions had been made, the final output of the

questionnaire was presented again to the adviser. The researchers waited for their

adviser’s go signal and it was given to the selected experts from Batangas State

University-ARASOF Nasugbu for validation.

42
Administration. The researchers wrote letters of request to the students involved

in the survey questionnaire gathering. The letters were included in the survey form

that is given to them through personal messages or emails to ensure the

effectiveness of delivery. Upon the final editing, the researchers input all the

questions into Google Forms as their medium for gathering the data.

Questionnaires were equally distributed to the target respondents.

Scoring. The Likert Rating Scale was the scale used by the researchers in the

questionnaire to gather data. The scale used ranges from one (1) being the lowest

and four (4) being the highest. The Likert Rating Scale used in this study are the

following:

Likert Rating Scale

Scale Value Ranges of Weighted Description Verbal Interpretation

Mean

4 3.51-4.00 Strongly Agree Very Good / Highly

Prepared

3 2.51-3.50 Agree Good/ Prepared

2 1.51-2.50 Disagree Fair/ Slightly Prepared

1 1.00-1.50 Strongly Disagree Poor/ Unprepared

The researchers distributed the questionnaires through messenger applications and

email. It was distributed to 68 respondents in the third year and fourth year from

CTE in Batangas State University ARASOF-Nasugbu. The researchers seek help

43
from the Class Presidents in distributing the data by sending it to their respective

group chats. Also, they personally send it through Gmail and Messenger

Applications to those who are not active in their group chats. Questionnaires were

explained to the respondents clearly and assured them that all their answers will be

exclusive to the study only and with full confidentiality.

Interview. One of the research questions aimed to answer the pre-service

teachers’ beliefs and preparedness in teaching science in the elementary grades:

input to the existing instructional material enhancement by letting the chosen

respondents describe it. Since it calls for qualitative data, the researchers will use

the standardized open-ended interview. It is a structured interview wherein the

open-ended questions will be asked to all interviewees exactly how it was written

following a specific order (Johnson et.al, 2016).

Consultation with the adviser was done for suggestions and corrections on

the interview guide questions. The corrections and suggestions given were

incorporated and again presented to the adviser for checking whether they can be

already used for the study. After gaining the suggestion and comments of the

thesis adviser, the researchers follow those, and afterward, the researchers encoded

the questionnaire on Google Form for the distribution of the questionnaires will be

online and a link will be provided for each participant.

44
 Due to the restrictions made by the COVID-19 pandemic, the interview will

be conducted online on Google Meet according to pre-arranged appointments. The

links of the created electronic survey were distributed to the target respondents

through their messenger or institutional e-mails. The researchers also took the

chance to ask the respondents whether they want to participate in an interview at

the end of the questionnaires. They were selected based on who indicated that they

wanted to participate in the interview, and they also received informed consent.

Besides, because the interview cannot be conducted face-to-face, the researchers

used video conferencing such as Google Meet.

Data Gathering Procedure

Before the selection, the researchers prepared a letter request to the Dean of

Colleges to conduct the study. Upon approval of the request, the survey

questionnaires created in Google Forms were distributed to first year to fourth-

year students of the Bachelor of Elementary Education through messenger and

email. It is followed by conducting interviews virtually through Google Meet with

the students who also participated in the online survey. After the target responses

were submitted by the respondents, those were gathered automatically from

Google Form by downloading it in a spreadsheet form through Google Sheets. In

45
the interview, the selected respondents were interviewed, and they answered the

open-ended questions during the time that they preferred.

The researchers presented the gathered data. In the questionnaire, the

responses were tabulated while in the interview the participants’ responses were

coded into transcripts after which the researchers analyzed and interpreted the

findings accordingly.

Statistical Treatment of Data

The data or responses collected from the questionnaires were tabulated,

analyzed, and interpreted with the aid of statistical tests. The data were subjected

to analysis in both descriptive and inferential statistics.

A frequency distribution provided a visual representation of the distribution

of survey questionnaires as a statistical tool. The data gathered in a sample was

shown or illustrated by the researchers using frequency distribution.

Weighted Mean. It is used to evaluate how strongly survey respondents

generally agree or disagree with a specific statement.

Mean. This was used to describe the self-efficacy of the first-year up to

fourth-year students in teaching science among elementary grades. Particularly,

this describes the self-efficacy of each pre-service teacher as it was aggregated to

profile variables.

46
 Likert Scale Method. Using this tool, it was simple to add up the

respondents' scores and turn qualitative data into something that could be

statistically analyzed.

Z-Test. It is a statistical technique used for comparison or significance

analysis, particularly the mean from a normally distributed population or between

the perception of a pre-service teacher in science and in teaching science and the

relationship between the pre-service teacher’s level of preparedness in teaching

science in the elementary grades.

Data Analysis of Data from Interview

Transcription. The researchers converted the interview recordings into

words by typing them into Microsoft (MS) Word documents. After that, the

researchers read through the data to get information.

In Vivo Coding. For the first cycle of coding, the researchers used the

exact words and phrases from the participants’ actual language to generate codes

(Patel, 2018).

Pattern Coding. After the first round of coding, the generated codes were

grouped into a smaller number of themes to describe a pattern.

Categorization. The themes were categorized based on similar codes or

concepts in relation also to the interview questions.

47
 Analysis and Interpretation. The researchers make sense of the data by

understanding the meaning of the responses of the respondents.

Generalization. The researchers identified the similarities and differences

of the responses in each identified them as a means of summarizing the idea from

the interview.

Validation. To validate the findings and the final themes that were made,

the researchers checked it by reading through the transcripts again.

48
 CHAPTER IV

PRESENTATION, ANALYSIS, AND INTERPRETATION OF DATA

This chapter presents the findings from the data analysis and interpretation based

on responses to the questionnaire and interview with the respondents. The tables

were used to organize data, and the related interpretations were presented.

1. Pre-service teachers’ perception of Science and teaching Science.

This part shows the pre-service teacher's perception of Science and teaching

Science.

1.1 The Pre-Service Teachers' Perception of Science and Teaching

Science

Table 1 presents the level of agreement of the male and female respondents

when it comes to the perception of Science and teaching Science. The general

weighted mean of the level of agreement on the perception of Science and

teaching Science is 3.57 for males and 3.10 for females interpreted as Agree. As

shown in the table, most of the female respondents strongly agreed that Science

proves ideas with a weighted mean of 4.4 which is considered as the highest mean

among 25 indicators.

49
 Table 4.1

The Pre-Service Teachers' Perception of Science and Teaching Science

Perception in Science and Male Verbal Female Verbal

Teaching Science Weighted Mean Interpretation Weighted Mean Interpretation

1. The nature and 2.2 Disagree 2.55 Agree

process of Science

are add-ons to the

curriculum, and

there is no time to

address them.

2. The nature and 2.2 Disagree 2.46 Disagree

process of science

can be understood by

memorizing items on

a list.

3. Students aren't 3.33 Agree 2.4 Disagree

interested in the

nature and process of

science.

4. Students cannot 5 Strongly Agree 2.86 Agree

really understand the

nature and process of

science; the

philosophical issues

are too complex for

them.

50
5. Science is a 4.33 Strongly Agree 4.25 Strongly Agree

collection of facts.

6. The process of 3 Agree 2.70 Agree

science is purely

analytic and does not

involve creativity.

7. Scientific ideas 4 Strongly Agree 3.03 Agree

are absolute and

unchanging.

8. Because scientific 3.33 Agree 2.67 Agree

ideas are tentative

and subject to

change, they can't be

trusted.

9. Science proves 4 Strongly Agree 4.4 Strongly Agree

ideas.

10 Science can only 2 Disagree 2.57 Agree

disprove ideas.

11. Scientific ideas 5 Strongly Agree 3.23 Agree

are judged

democratically based

on popularity.

12. Science 4.33 Strongly Agree 3.21 Agree

contradicts the

existence of God.

13. Science and 3.33 Agree 3.35 Agree

technology can solve

all our problems.

14. Science is

51
boring. 2.33 Disagree 2.18 Agree

15. Science is not 2.67 Agree 1.88 Disagree

important in my life.

16. Teaching about 3 Agree 2.12 Disagree

the nature and

process of Science is

not allowed because

these topics are not

included in

standards.

17. An instructor 3.67 Strongly Agree 3.72 Disagree

can't teach the nature

and process of

Science unless he or

she knows

everything about

these topics

18. The nature and 3 Agree 3.12 Strongly Agree

process of Science

can't be taught unless

the teacher uses an

inquiry-based

instruction method.

19. The nature and 3.67 Strongly Agree 3.8 Agree

process of Science

must be taught in

lessons distinct from

the science content.

20. When teaching a

52
lesson that deals 3.67 Strongly Agree 4.39 Strongly Agree

with the nature and

process of Science,

all concepts

regarding these

topics should be

addressed.

21. Teaching about

the nature and 2.33 Disagree 2.83 Strongly Agree

process of Science

will cause students

to devalue Science

since they'll see it as

open to change and

not completely

objective.

22. The curriculum

materials provided to 4 Strongly Agree 2.88 Agree

teachers contain

sufficient

information about

the nature and

process of science.

In this regard,

teachers do not need

to supplement or go

beyond the standard

curriculum to

accurately teach

53
 these topics.

23. The nature and

process of science Agree

can be taught in a 4 Strongly Agree 2.74

single unit at the

beginning of the

year.

24. Students will

automatically learn

the nature and 4 Strongly Agree 4 Agree

process of Science

by doing hands-on

science or authentic,

inquiry oriented

investigations.

Teaching Science

25. The nature and

process of Science

must be incorporated 4.33 Strongly Agree 4.13 Strongly Agree

into all science

instruction.

PST-MEAN 3.47 Agree 3.10 Agree

The finding could be an indication that pre-service teachers believed that

science proves ideas. On the other hand, females also strongly agreed that When
54
teaching a lesson that deals with the nature and process of Science, all concepts

regarding these topics should be addressed with a weighted mean of 4.39 and it is

considered as the second-highest weighted mean among the 25 indicators. This

implies that when teaching Science, all the concepts regarding the topics that deal

with nature and process should be addressed. This could mean that the nature and

process of science can and should be covered in several lessons as necessary. The

third highest weighted mean was 4.25 which is Science is a collection of facts and

it is from the female respondents. This implies that the pre-service teachers

believed that science is a collection of facts. However, male respondewho nts

showed the least agreement on Science can only disprove ideas with a weighted

mean of 2 considered as the lowest weighted mean among the 25 indicators. This

could be an indication that pre-service teachers believed that science can only

disprove ideas. The second-lowest weighted mean was 2.2 which is The nature

and process of Science are add-ons to the curriculum, and there is no time to

address them and The nature and process of science can be understood by

memorizing items on a list and it is from the male respondents. This implies that

teachers should not need the student to memorize a list of subjects on the nature

and process of science in order to grasp the nature and process of science. And

lastly, the third-lowest weighted mean was 2.33 which is Science is boring and

Teaching about the nature and process of Science will cause students to devalue

55
Science since they'll see it as open to change and not completely objective and it is

from the male respondents. This could be an indication that the male respondents

disagree and can’t believe that science is boring and students will become less

appreciative of science because they will perceive it as subject to change and less

objective after learning about the nature and process of science.

The overall result reveals that pre-service teachers’ Agree that knowing the

perception of Science and teaching Science is important because science is an

ongoing process in establishing different ideas. This result is further supported by

the study of Egger et.al. (2020) that when it comes to teaching science, they

should be able to know the nature and process that is evident in science to fully

understand the concepts behind the science subject.

2. Pre-service Teachers' Level of Preparedness in Teaching Science

This part shows the respondent’s sex aggregated level of preparedness in

teaching Science in terms of classroom management, instructional method, content

knowledge, and assessment.

2.1 Classroom management. Classroom management is a broad range of

abilities and strategies that instructors employ to maintain students' focus,

attention, order, and academic productivity during a lesson.

56
 Table 4.2

The Pre-Service Teachers' Level of Preparedness in Teaching Science

in Terms of Classroom Management

Classroom Management

After taking the course SA A D SD WM

Teaching Science in the

Elementary Grades (Physics,

Earth, and Space Science), I

believe …

1. I can demonstrate 15 53 0 0 4.03

the ideal behavior (22.06%) (77.94%)

that I want to see in

my Science class.

2. I can ensure that 28 39 1 0 4.29

there is a safe and (41.18%) (57.35%) (1.47%)

conducive

environment in my

Science class.

3. I can give praise 32 36 0 0 4.35

generously to raise (47.06%) (52.94%)

learners’ self-

esteem and

encourage positive

behavior and

participation.

4. I can establish 30 38 0 0 4.33

routines and goals

57
 in my Science class. (44.12%) (55.88%)

5. I can control

disruptive behavior 16 47 5 0 3.94

during our science (23.53%) (69.12%) (7.35%)

discussion.

6. I can get learners to

follow the rules 20 48 0 0 4.19

during science (29.41%) (70.59%)

activities.

7. I can make my

learners calm who 16 52 0 0 4.10

are disruptive or (23.53%) (76.47%)

noisy during

science discussions.

8. I can establish a

classroom 19 48 1 0 4.16

management system (27.94%) (70.59%) (1.47%)

with the help of

Science subjects.

9. I can respond to

defiant learners 16 52 0 0 4.01

during our science (23.58%) (76.47%)

class.

10. I can create a

positive and 23 45 0 0 4.26

welcoming (33.82%) (66.18%)

classroom

environment for the

preparation in

science class.

58
 11. I can control

disruptive behavior

during collaborative 15 52 0 0 4.09

learning science (23.53%) (76.47%)

activities.

The information about the level of pre-service teachers' level of

preparedness in teaching Science is provided in Table 2.1 above. As manifested in

the table, it presents the level of preparedness of the respondents when it comes to

classroom management in teaching Science. The table shows the highest

percentage of 77.94 % or 53 out of 68 respondents agreed. It implies that pre-

service teachers are prepared to demonstrate the ideal behavior that they want to

see in their science class. The second-highest percentage of respondents was

76.47% or 52 out of 68 respondents agreed. It could be an indication that pre-

service teachers are prepared to make their learners calm who are disruptive or

noisy during science discussions. Also, they are prepared to respond to defiant

learners during their science class. The third-highest percentage of respondents

was 70.59% or 48 out of 68 respondents agreed. This implies that pre-service

teachers are prepared to get their learners to follow the rules during science

activities. However, the table shows a lower percentage of 1.47 % or 1 out of 68

respondents disagreed. It could be an indication that pre-service teachers are

slightly prepared to ensure that there is a safe and conducive environment in their

59
Science class. Also, they are slightly prepared to establish a classroom

management system with the help of Science subjects. The second-lowest

percentage of respondents was 23.53% or 16 out of 68 respondents agreed. It

implies that only some pre-service teachers are controlling disruptive behavior

during their science discussions. Also, some of them are prepared to make their

learners calm who are disruptive or noisy during science discussions and to

respond to defiant learners during their science class. The third-lowest percentage

of respondents was 33.82% or 15 out of 23 respondents who strongly agreed. It

could be an indication that only some pre-service teachers are highly prepared to

create a positive and welcoming classroom environment for the preparation in

science class.

The overall result reveals that the pre-service teachers are Highly

Prepared. This simply shows that pre-service teachers are highly prepared to

demonstrate the ideal behavior that they want to see in my Science class. The

result of the study was related to the study conducted by Patterson (2018) that

classroom management has a significant influence on the development of the pre-

service teachers’ levels of preparedness in teaching.

60
 2.2 Instructional Method. An instructional method is a kind of

instructional way or activity used to guide the facilitation of learning in each phase

of the instructional process.

Table 4.3

The Pre-Service Teachers' Level of Preparedness in Teaching Science

in Terms of Instructional Method

Instructional Method

After taking the course SA A D SD WM

Teaching Science in the

Elementary Grades

(Physics, Earth and Space

Science), I believe …

1. I can use 17 51 0 0 4.07

research-based (25%) (75%)

instructional

strategies in

teaching

Science.

2. I can use 30 38 0 0 4.38

collaborative (44.12%) (55.88%)

activities in

teaching lessons

in Science.

3. I can give real- 37 31 0 0 4.47

life word (54.41%) (45.59%)

examples when

61
 discussing

scientific

concepts.

4. I can emphasize

teaching 27 41 0 0 4.29

scientific (39.71%) (60.29%)

methods in

investigating

Science

phenomena

5. I can integrate

technology in 35 33 0 0 4.43

teaching science (51.47%) (48.53%)

concepts.

6. I can use role-

playing in 14 48 5 1 3.75

teaching (20.59%) (70.59%) (7.35%) (1.47%)

Science.

7. I can integrate

the use of virtual 34 33 1 0 4.44

Science labs (50%) (48.53%) (1.47%)

when applicable.

8. I can use mind

maps, graphic 36 32 0 0 4.5

organizers, (52.94%) (47.06%)

infographics,

and other related

visual

instructional

materials in

62
 teaching

Science.

9. I can gauge

learner

comprehension 23 45 0 0 4.22

of what I have (33.82%) (66.18%)

taught in

science.

10. I can adjust my

science lesson to 24 44 0 0 4.80

the proper level (35.29%) (64.71%)

for individual

learners.

11. I can provide an

alternative 21 47 0 0 4.19

explanation (30.88%) (69.12%)

during our

science

discussion when

learners are

confused.

12. I can provide

appropriate 28 40 0 0 4.38

science activities (41.18%) (58.82%)

and challenges

for learners.

13. I can help my

learners to be 25 43 0 0 4.25

independent and (36.76%) (63.24%)

strategic in

63
 science.

14. I can provide an

alternative

explanation 22 46 0 0 4.25

when my (32.35%) (67.65%)

learners are

confused during

science

discussions.

15. I can prepare the

necessary

instructional 27 41 0 0 4.32

materials to (39.70%) (60.29%)

enhance my

learner's

understanding in

Science.

16. I can integrate

technology into

teaching science. 31 37 0 0 4.37

17. I can establish (45.59%) (54.41%)

routines and

procedures in the 23 45 0 0 4.25

science subject (33.82%) (66.18%)

inside the

classroom.

64
 The information about the level of pre-service teachers’ level of

preparedness in teaching Science is provided in Table 2.2 below. As manifested in

the table, it presents the level of preparedness of the respondents when it comes to

instructional methods in teaching Science. The table shows that 51 out of 68

respondents or 75% agreed. It implies that pre-service teachers are prepared in

using research-based instructional strategies in teaching Science. The second-

highest percentage of respondents was 70.59% or 48 out of 68 respondents agreed.

It implies that the pre-service is prepared in using role-playing in teaching Science.

Also, the third-highest percentage of respondents was 69.12% agreed or 47 out of

68 respondents. It implies that the pre-service teachers will provide an alternative

explanation during our science discussion when learners are confused. However,

the table also shows the lowest percentage of 35.29% or 24 out of 68 respondents

agreed. It implies that the pre-service teachers are prepared to adjust their science

lessons to the proper level for individual learners. The second-lowest percentage

of respondents was 33.83% or 23 out of respondents strongly agreed. It implies

that the pre-service teachers are highly prepared to gauge learner comprehension

of what they have taught in science. Also, some of them are prepared to establish

routines and procedures in the science subject inside the classroom. And lastly, the

third-lowest percentage of respondents was 1.47% or 1 out of 68 respondents

disagreed. It implies that the pre-service teachers are slightly prepared in

65
integrating the use of virtual Science labs when applicable. It could be an

indication that some pre-service teachers are highly prepared to utilize and create

an effective instructional method in teaching.

The overall result reveals that the pre-service teachers are Highly

Prepared. This simply shows that pre-service teachers are highly prepared for

their instructional methods that are essential in teaching science. This result is

further strengthened by the study of Manasia et.al. (2020) the ability of the pre-

service teachers to choose the most effective teaching strategies for the students

was a result of their preparation in teaching science.

2.3 Content Knowledge. Content knowledge refers to the in-depth

knowledge of the teacher in terms of the subject matter based on his mastery of

ideas, theories, and familiarity with recent revisions and development in the

subject matter.

Table 4.4

The Pre-Service Teachers' Level of Preparedness in Teaching Science

in Terms of Content Knowledge

Content Knowledge

After taking the course SA A D SD WM

Teaching Science in the

66
Elementary Grades (Physics,

Earth and Space Science), I

believe …

1. I can investigate 15 53 0 0 4.10

changes in some (22.06%) (77.94%)

observable properties

of materials when

mixed with other

materials or when

force is applied to

them.

2. I can identify the 22 46 0 0 4.18

elements of weather (32.35%) (67.65%)

and apply knowledge

on weather

conditions in making

decisions for the day.

3. I can infer the 31 37 0 0 4.37

importance of the (45.59%) (54.41%)

Sun to life on Earth

4. I can decide whether 26 40 2 0 4.25

materials are safe (38.24%) (58.82%) (2.94%)

and useful by

investigating some of

their properties.

5. I can describe the 11 57 0 0 4.03

movement of objects (16.18%) (83.82%)

in terms of distance

and time traveled.

67
6. I can identify 11 54 3 0 3.91

patterns and (16.18%) (79.41%) (4.41%)

determine natural

events by observing

the

appearance/phases of

the Moon. 13 55 0 0 4.07

7. I can describe that (19.12%) (80.88%)

heat, light, sound,

electricity, and

motion studied

earlier are forms of

energy and these

undergo 18 50 0 0 4.20

transformation. (26.47%) (73.53%)

8. I can explain what

happens during

earthquakes and

volcanic eruptions

and demonstrate

what to do when they 11 57 0 0 4

occur. (16.18%) (83.82%)

9. I can infer that the

weather follows a

pattern in the course

of a year. 12 54 0 0

10. I can describe the (17.65%) (83.35%) 4.04

solar system, with

emphasis on the

motions of the Earth

68
 as a prerequisite to

the study of seasons

in another grade

level.

The information about the level of pre-service teachers' level of

preparedness in teaching Science is provided in Table 2.3 above. As manifested in

the table, it presents the level of preparedness of the respondents when it comes to

their content knowledge in teaching Science. The table shows the highest

percentage of 57.82 % or 57 out of 68 respondents agreed. It implies that pre-

service teachers have a piece of good content knowledge and they are prepared to

describe the movement of objects in terms of distance and time traveled. Also,

they are prepared to infer that the weather follows a pattern in a year. They are

prepared to. The second-highest percentage of respondents was 83.35% or 54 out

of 68 respondents agreed. It could be an indication that pre-service teachers have a

piece of good content knowledge, and they are prepared to describe the solar

system, with emphasis on the motions of the Earth as a prerequisite to the study of

seasons in another grade level. The third-highest percentage of respondents was

79.41% or 54 out of 68 respondents agreed. This implies that pre-service teachers

have a piece of good content knowledge, and they are prepared to identify patterns

and determine natural events by observing the appearance/phases of the Moon.

69
However, the table shows the lowest percentage of 2.94% or 2 out of 68

respondents disagreed. It could be an indication that pre-service teachers have a

very low content knowledge and are slightly prepared about deciding whether

materials are safe and useful by investigating some of its properties. The second-

lowest percentage of respondents was 19.12% or 13 out of 68 respondents strongly

agreed. It could be an indication that only some pre-service teachers know very

well and are highly prepared to describe that heat, light, sound, electricity, and

motion studied earlier are forms of energy and these undergo transformation. The

third-lowest percentage of respondents was 22.06% or 15 out of 68 respondents

strongly agreed. It implies that only some pre-service teachers know very well and

are highly prepared to examine how some visible qualities of some materials

change when they are combined with other materials or are subjected to force.

The overall result reveals that the pre-service teachers have Very Good

content knowledge about teaching science. This simply shows that pre-service

teachers are highly prepared to describe the movement of objects in terms of

distance and time traveled. Also, they are prepared to infer that the weather

follows a pattern in a year. The result of the study was related to the study

conducted by Voogt (2017) that pre-service teachers must prepare their content

knowledge to improve their teaching.

70
 2.4 Assessment. It pertains to valuable feedback that can be used to

enhance teaching and learning. It is student-to-teacher feedback regarding the

student's learning.

Table 4.5

The Pre-Service Teachers' Level of Preparedness in Teaching Science

in Terms of Assessment

Assessment

After taking the course SA A D SD WM

Teaching Science in the

Elementary Grades

(Physics, Earth and Space

Science), I believe …

1. I can determine 30 38 0 0 4.38

learners who (44.12%) (55.88%)

need assistance

through the

assessment

results.

2. I can track 23 44 1 0 4.26

learners’ (33.82%) (64.71%) (1.47%)

progress

toward the

standards set in

my Science

class.

3. I can identify

71
 what 21 47 0 0 4.19

intervention (30.88%) (69.12%)

and support are

required based

on the

assessment

results.

4. I can

communicate 24 44 0 0 4.31

assessment (35.29%) (64.71%)

results to

learners and

their

parents/guardia

ns.

5. I can use varied

assessment 26 42 0 0 4.29

tools in my (38.24%) (51.76%)

Science class.

6. I can design

assessment 26 42 0 0 4.30

activities that (38.24%) (51.76%)

are aligned

with the objects

of my lesson.

7. I can provide

feedback on 25 43 0 0 4.35

learners’ output (36.76%) (63.24%)

and

performance

72
 tasks.

8. I can involve

my learners in

designing 23 45 0 0 4.25

rubrics for (33.82%) (66.18%)

science

experiments or

science

projects.

9. I can prepare

written works

(quizzes, 22 46 0 0 4.28

summative (32.35%) (67.65%)

tests) with the

table of

specifications.

10. I can develop

and follow a

plan for 29 39 0 0 4.35

completing all (42.65%) (55.75%)

required work

in Science on

time.

11. I can diagnose

learners’

understanding 21 47 0 0 4.21

in science (31.88%) (69.12%)

subjects

through

formative

73
 assessment.

12. I can use peer

assessment in

science

subjects to

foster students’ 23 45 0 0 4.29

learning. (33.82%) (66.18%)

13. I can use self-

assessment in

science

subjects to

improve 23 45 0 0 4.31

students’ (33.82%) (66.18%)

learning.

14. I can craft good

questions

related to

science for my

learners. 22 46 0 0 4.25

(32.35%) (67.65%)

The information about the level of pre-service teachers’ level of

preparedness in teaching Science is provided in Table 2.4 below. As presented in

the table, it entails the level of agreement of respondents towards the level of

preparedness in teaching Science in terms of assessment. The table shows that 47

out of 68 respondents or 69.12 % agreed. It implies that pre-service teachers are

74
prepared in diagnosing learners’ understanding in science subjects through

formative assessment. Also, they are prepared in identifying what intervention and

support are required based on the assessment results. The second-highest

percentage of respondents was 67.75% or 46 out of 68 agreed. It implies that they

are prepared in preparing written works with the table of specifications and

crafting good questions related to science for the learners. 45 out of 68

respondents agreed that they can involve their learners in designing rubrics for

science experiments or science projects, using peer assessment in science subjects

to foster students’ learning, and using self-assessment in science subjects to

improve. It implies that they are prepared in using the assessment techniques in

teaching science and it was supported by the percentage of 66.18%. However, the

table also shows the lowest percentage of 1.47 % or 1 out of 68 respondents who

disagreed. This could be an indication that pre-service teachers are slightly

prepared in tracking the learners’ progress toward the standards set in Science

class. The second-lowest percentage of respondents was 38.28 % or 26 out of 68

respondents who strongly agreed. It implies that they are highly prepared to use

varied assessment tools in Science class. Also, some of the respondents are

prepared in designing assessment activities that are aligned with the objects of the

lesson. The third-lowest percentage of respondents was 44.12 % or 30 out of 68

75
agreed. It could be an indication that pre-service teachers are prepared in

determining the learners who need assistance through the assessment results.

The overall result reveals that the pre-service teachers are Highly Prepared

in using the assessment techniques in teaching Science. This simply shows that

pre-service teachers are highly prepared in using feedback for the improvement of

teaching and learning of science in the elementary grade. This result is further

strengthened by the study of Brookhart (2016) that assessment in science

instruction must take into account and satisfy the needs of the particular students

whose learning is being evaluated and it has a great impact on the level of

preparedness in teaching.

As shown in Table 2.1, the overall result reveals that the pre-service teachers

are Highly Prepared. This simply shows that pre-service teachers are highly

prepared to demonstrate the ideal behavior that they want to see in their Science

class. On the other hand, Table 2.2 contains the overall result that reveals the pre-

service teachers are Highly Prepared. This simply shows that pre-service teachers

are highly prepared for their instructional methods that are essential in teaching

science. Furthermore, Table 2.3 shows the overall result reveals that the pre-

service teachers have Very Good content knowledge about teaching science. This

simply shows that pre-service teachers are highly prepared to describe the

movement of objects in terms of distance and time traveled. Also, they are

76
 prepared to infer that the weather follows a pattern in a year. Moreover, Table 2.4

contains the overall result that reveals the pre-service teachers are Highly

Prepared in using the assessment techniques in teaching Science. This simply

shows that pre-service teachers are highly prepared in using feedback for the

improvement of teaching and learning of science in the elementary grade.

2.5 Test of Significant Relationship Between the Pre-Service Teachers’ Level

of Preparedness in Teaching Science in Elementary Grades

This section shows the significant relationship between the pre-service

teachers’ level of preparedness in teaching science in elementary grades when it

comes to classroom management, instructional method, content knowledge, and

assessment.

Table 4.6

Test of Significant Relationship Between the Pre-Service Teachers’ Level of

Preparedness in Teaching Science in Elementary Grades

Classroom Instructional Content

Management Methods Knowledge Assessment

Classroom Management Pearson 1 .766** .562** .611**

Correlation

Sig. (2-tailed) .000 .000 .000

77
 N 68 68 68 68

Instructional Methods Pearson .766** 1 .708** .723**

Correlation

Sig. (2-tailed) .000 .000 .000

N 68 68 68 68

Content Knowledge Pearson .562** .708** 1 .711**

Correlation

Sig. (2-tailed) .000 .000 .000

N 68 68 68 68

Assessment Pearson .611** .723** .711** 1

Correlation

Sig. (2-tailed) .000 .000 .000

N 68 68 68 68

**. Correlation is significant at the 0.01 level (2-tailed).

The relationship between the respondents’ preparedness in teaching Science

in Elementary Grades is revealed in Table 2.5. The correlation coefficients were

found significant at the 0.01 level. It can be described that there is a moderate to a

strong positive relationship between the tested variables. Further, it illuminates the

fact that the null hypothesis at 68 cannot be rejected. That is, there is no evidence

that classroom management, instructional method, content knowledge, and

assessment can be considered different from others.

78
 The result is related to the result of the study conducted by Ruby (2017)

since science education is frequently abstract and complex, it may call for great

attention and effectiveness on the part of teachers to better engage pupils and

impart knowledge using straightforward, concrete techniques. Additionally, a

science misperception is personal information that is unrelated to or without

meaning in terms of scientific principles that is learned through informal

experiences or educational experiences.

3. Significant difference between the respondents' perception of science and

teaching science when categorized according to their profile variables.

This part shows the difference in the responses of pre-service teachers in

the perception of science and teaching science when categorized according to their

profile variables.

Table 4.7

Test of Significant Difference Between the Pre-Service Teachers’ Perception

on Science When Grouped According to Sex and Year Level

Science Sex Mean SD z value Sig. Decision

Perception Male 3.53 .41 Cannot

2.48 .107 Reject Null

Female 2.92 .64
Hypothesis

Year Level Mean SD z value Sig. Decision

79
 Third Year 2.99 .64 Cannot

1.14 .275 Reject Null

Fourth Year 2.72 .69
Hypothesis

To evaluate the differences between the perception of male and female and

third year and fourth about Science, data was tested using z- test. The tests

revealed that there have insignificant differences in their perception when grouped

according to sex and year level. Both p-values were greater than 0.05 which means

that there is no sufficient evidence to reject the null hypothesis. This can be

attributed to the fact that there is a difference between the perception of the

respondents to science when grouped according to sex and year level because

there is not enough evidence to infer that it is true.

Table 4.8

Test of Significant Difference Between the Pre-Service Teachers’

Perception on Teaching Science When Grouped According to Sex and

Year Level

Teaching Sex Mean SD z value Sig. Decision

Science Male 3.83 .15 3.66 .010* Reject Null

Perception Female 3.40 .62 Hypothesis

80
 Year Level Mean SD z value Sig. Decision

Third Year 3.43 .64 Cannot

1.56 .878 Reject Null

Fourth Year 3.40 .49
Hypothesis

In terms of the test of significant difference between the pre-service

teachers’ perception of teaching science when grouped according to sex and year

level, it is notable that male and female respondents' perceptions varied

significantly.. The p-value of .010 is less than the 0.05 significance level; thus, the

null hypothesis is rejected. This can be supported by their means of 3.83 (SD=.15)

and 3.40 (SD=.62), respectively. This can be ilustarted by the fact that there is

enough evidence to infer that it is true. In addition, it can also be gleaned that the

year level of the respondents has a difference, and it cannot reject the null

hypothesis. This can be attributed to the fact that there is a difference between the

perception of the two-year level when it comes to teaching science because there is

not enough evidence to infer that it is true.

4. Challenges and best practices of the respondents in teaching science.

There are a lot of perceptions about teaching science in elementary grades.

Some find it challenging to teach because of the subject itself and sometimes, the

disruptive behavior as stated by Smith (2016). According to Fontanilla (2019),

81
even if some teachers find science challenging to teach, there are some practices

that teachers must do to overcome those challenges.

The following discussed the possible challenges in teaching science,

challenges in teaching science, practices to overcome the possible challenges in

teaching science, and practices to deal with the challenges in teaching science.

Challenges in Teaching Science

Possible challenges in teaching science to elementary students. In general,

it reveals that the challenges in teaching science are the lack of resources while the

best practice in teaching science is by implementing more strategies that will help

the learners to cope with the subject. The result of the study was related to the

study conducted by Gagne (2016) stated that the resources or materials are one of

the important components of teaching because these different resources in the

teaching and learning process will become more productive and it develops the

skills and abilities of each student that is why implementing is essential for

teachers to consider carefully the talent or task they wished to teach, then to ensure

that the student had the needed knowledge to master that skill. through the support

of the different learning resources.

The study of Hagman (2018) revealed that the use of learning resources

takes place which is the transfer of learning is the effective way to make the

82
discussion lively. With the use of different strategies, the learning happens

between the teachers and students by means of sharing their ideas and thoughts to

attain the objectives.

Challenges in teaching science to elementary students. Most of the

respondents find teaching science challenging to teach resulting in its least

popularity in elementary students. Respondent 4 said that “It appears to be one of

the least popular subjects among young students because it is hard to teach”. Also,

most of the respondents think that in teaching science, pre-service teachers need to

be prepared as Respondent 12 said that “We must be prepared to handle this

situation so that teaching science to elementary students does not become

difficult”. One of the challenges that the respondents stated was that it is hard to

get the attention of some learners because they are not interested in the subject.

In the participant’s words:

Respondent 5; “As a pre-service teacher who completed Teaching Science

courses, it is quite challenging to teach. Since there are lots of scientific methods,

contents, formulas, vocabularies, processes, and many more, elementary students

get bored and there are times that they are not paying much attention.”

Respondent 7; “In my opinion, teachers need to design meaningful and fun

activities that will catch student’s attention.”

83
Respondent 11; “We all know that students do not have a broad enough mind and

do not focus fully on their studies so it’s hard to get their attention.”

However, as the conversation progresses, there are still respondents who

think that science is not challenging if you have the mastery and appropriate

strategy to implement it.

Practices to Deal with the Challenges in Teaching Science

Most of the findings of the interview participants emphasized that in

creating a meaningful environment, effective and efficient learning materials for

the learners. Respondent 5 stated that “The practices are regularly employing

active learning strategy, select and engaging instructional materials, connect my

lesson in a real-life context, utilize technology in my lesson, and create a

meaningful environment”. In line with this, it is supported by the statement given

by Respondent 4 saying “Teach the students to explore in anything that talks about

science and teach them to be creative in experimenting.” One of them also

mentioned that “Implement the five macro skills in the creation of instructional

materials.” The findings signify that pre-service teacher are able to create a

creative instructional material in teaching science. On the other hand, some of the

interview participants shared the other possible challenges in teaching science.

Respondent 10 mentioned the research and adoption for a more effective teaching

84
strategy that suits in every topic of Science for the betterment of the teaching-

learning process.

Instructional materials are required by both teachers for effective learning

and students to improve their performance in the learning process. Another

purpose of educational materials is to boost students' self-esteem, self-

actualization, and motivation of students in learning (Saad, 2017). There are

several types of instructional materials that can be used in learning. Based on their

sensory appeal, instructional materials can be classified into three categories:

audio, visual, and audio-visual (Akpan, 2017).

Most of the respondents mentioned that the best practices to deal with the

challenges in teaching science are awareness and the relationship between pre-

service teachers and learners, building the confidence of pre-service teachers, and

time management of teachers. Respondent 1 added that “I think awareness and the

relationship between a teacher and learner is the important practice for the learning

process to smoothly go with the flow. With this, teachers can incorporate and

instill knowledge to his/her learners effectively.” It is awareness and the

relationship between teacher and learner that should be done to deal with the

challenges. It also improves the communication of the teacher and learners in that

way they will have a good relationship. It is also supported by the statement given

by Respondent 2 about the awareness and relationship between teacher and learner

85
saying “Create a meaningful environment because it can build positive

relationships, it can promote class discussion and peer interaction. And can

connect me with my students.” This shows that the best deal with the challenges in

teaching science is in the elementary grade. On the other hand, some of the

respondents have different answers regarding the best deal with the challenges in

teaching science. According to Respondent 5, “The best practice is to train

yourself at your own pace. For you to be more active and professional in teaching

the course, you should start improving yourself as an educator before asking

somebody for assistance.” Supported by the statement given by Respondent 3, she

mentioned that the best practice to deal with the challenge is to train yourself at

your own pace. For you to be more active and professional in teaching the course,

you should start improving yourself as an educator before asking somebody for

assistance. Moreover, Respondent 4 shared that “Teachers must take steps to

effectively manage time. By adopting teacher time management techniques, it is

feasible to meet all of the students' educational demands, deal with critical

circumstances quickly, and keep from falling behind when unexpected

occurrences happen. Time management is at the heart of every successful work or

task. The skilled and efficient prefer to use time management as a skill to assure

the success and advancement of their given work. To accomplish your goals,

86
effective time management is essential. This shows that every pre-service teacher

has their own way to deal with those challenges in teaching science.

According to Poulou et. al., (2018), it is gleaned that the perception of pre-

service teachers in classroom management is a subset of their level of

preparedness, and it relates to their confidence in their ability to plan and carry out

activities that promote a pleasant educational experience. Relationships among

teacher efficacy (i.e., confidence in effectively directing the classroom) and

student accomplishment have been discovered. In general, teachers who have a

high level of self-efficacy are better at managing their classrooms. It is important

for pre-service teachers to have self-efficacy while teaching. Pre-service teachers

who have a high level of preparedness may lead to an effective approach and

strategy that they may give to their students (Gallagher et.al, 2017).

5. Enrichment of the existing instructional material in the course may be

proposed.

A module is a self-independent unit of a planned sequence of educational

activities created to primarily aid students in achieving specific, clearly stated

objectives and learning competencies over the course of a given period of time.

According to Bedaure (2017) it stated that the enhancement of modules for the

87
teaching and learning process aimed to achieve quality education and it has a

significant effect on the performance of the learners.

A module is one type of teaching material used to teach students

independence. According to (Basilotta, 2017) the module is systematically

assembled, and it includes content, methods, and the developed evaluation tool.

The data gathered by the researchers through surveys and interviews reveal

numerous challenges in Batangas State University ARASOF Nasugbu Campus

who's taking up the course of Teaching Science in the Elementary Grades

(Physics, Earth and Earth Science) in terms of identifying patterns and

determining natural events by observing the appearance/phases of the Moon,

inferring that the weather follows a pattern in the course of a year that only gains

16.18% of the respondents who have a good content knowledge about it. In

addition, describing the solar system with emphasis on the motions of the Earth as

a prerequisite to the study of seasons in another grade level, only 17.65% of

respondents have a good content knowledge about teaching it. Moreover, 19.12%

of the pre-service teachers are slightly prepared in describing that heat, light,

sound, electricity, and motion studied earlier are forms of energy and undergo a

transformation, while 22.06% of them in investigating changes in some observable

properties of materials when mixed with other materials or when force is applied

to them.

88
 For pre-service teachers to improve the quality of their learning, the

existing module was enhanced by the researcher in order to better serve all of the

needs of the students. "Enhanced Teaching Module in BEEd 321: Teaching

Science in the Elementary Grades (Physics, Earth and Earth Science)" was the

chosen title for the enhanced module. The contents of the developed guide were

based on the data gathered through surveys and interviews regarding the

challenges faced by inclusive teachers. This guide includes additional information

and assessments that are appropriate for all pre-service teachers taking up the

course of Teaching Science in the Elementary Grades (Physics, Earth, and Earth

Science). This enhanced module can help pre-service teachers to improve their

knowledge about teaching science.

89
 CHAPTER V

SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

This chapter summarizes the study’s findings, conclusion, and

recommendation of the study on Pre-Service Teacher’s Beliefs and Preparedness

in Teaching Science in the Elementary Grades: Input to the Existing Instructional

Material Enhancement.

Summary

This study aimed to assess the pre-service teachers’ beliefs and

preparedness in teaching science in the elementary grade.

Specifically, this study sought answers to the following questions:

1. What is the pre-service teachers’ perception of Science and teaching Science?

The

90
 2.1 Classroom management;

2.2 Instructional method;

2.3 Content knowledge; and

2.4 Assessment?

3. Is there any significant difference between the respondents' perception of

science and teaching science when categorized according to their profile

variables?

4. What are the challenges and best practices of the respondents in teaching

science?

5. Based on the findings of the study, what enrichment of the existing instructional

material in the course may be proposed?

Findings

The study yielded the following findings.

1. Perception in Science and Teaching Science

The findings show that the pre-service teachers agree that knowing the

perception of Science and teaching Science is important. It simply shows that

science is an ongoing process of establishing different ideas in teaching it.

2. Pre-service teachers' level of preparedness in teaching Science in terms of:

2.1 Classroom Management

91
 The findings show that the respondents strongly agree about classroom

management in teaching Science. This simply shows that pre-service teachers are

highly prepared to demonstrate their plan to have organized classroom

management in teaching science in the elementary grade.

2.2 Instructional Method

The data gathered revealed that the pre-service teachers strongly agree

about using the instructional method in teaching Science. This simply shows that

pre-service teachers are highly prepared for using the instructional method in

teaching science in the elementary grade.

2.3 Content Knowledge

The result revealed that the pre-service teachers have very good content

knowledge about teaching science. This simply shows that pre-service teachers are

highly prepared for their content knowledge in teaching science in the elementary

grade.

2.4 Assessment

The findings displayed that the pre-service teachers strongly agree about

using assessment in teaching Science. This simply shows that pre-service teachers

are highly prepared for using assessment in teaching science in the elementary

grade.

92
3. Significant Difference Between the Respondents' Perception of Science and

Teaching Science when Categorized According to their Profile Variables.

The computed significant difference between the perception of male and

female and third year and fourth about Science and teaching Science, the tests

revealed that there have insignificant differences in their perception when

categorized according to sex and year level. This can be attributed to the fact that

there is a difference in respondents' perceptions of science when grouped

according to sex and year level because there is insufficient evidence to infer that

it is true.

Moreover, the computed significant difference between pre-service

teachers' perceptions of teaching science when grouped by sex and year level

reveals a significant difference in male and female respondents' perceptions. This

can be explained by the fact that there is enough evidence to infer that it is true. In

addition, it can also be gleaned that the year level of the respondents has a

difference, and it cannot reject the null hypothesis. This can be attributed to the

fact that there is a difference in the perception of the two-year level when it comes

to teaching science because there is not enough evidence to infer that it is true.

4. Challenges and Best Practices of the Respondents in Teaching Science

Challenges in Teaching Science

93
 The majority of the respondents find teaching science challenging to teach

resulting in its least popularity among elementary students. Also, most of the

respondents think that in teaching science, pre-service teachers need to be

prepared in teaching the subject. In addition, it is hard to get the attention of some

learners because they are not interested in the subject.

Practices to Deal with the Challenges in Teaching Science

The majority of the findings of the interview participants emphasized that

in creating a meaningful environment, effective and efficient learning materials for

the learners. The findings signify that pre-service teachers can create creative

instructional material in teaching science. On the other hand, some of the

interview participants shared other possible challenges in teaching science.

Moreover, the researchers adopt a more effective teaching strategy that suits every

topic of Science for the betterment of the teaching-learning process.

5. Enhancement of the Teaching Science Module

The findings showed that in terms of identifying patterns and determining

natural events by observing the appearance/phases of the Moon, understanding

that heat, light, sound, electricity, and motion studied earlier are forms of energy

that undergo a transformation, explaining that the weather follows a pattern over

the course of a year, describing the solar system with an emphasis on Earth's

94
motions as a prerequisite for the study of seasons in another grade level, and

investigating changes in some observable properties of materials when mixed with

other materials or when force is applied to them are all topics covered in this unit,

we the researchers of BatState-U ARASOF have decided to enhance the existing

module in teaching science that can be used by the students while taking up the

Teaching Science in the Elementary Grades (Physics, Earth and Earth Science)

subject. This enhancement will contain the following guidelines that students will

follow while taking up the course.

Conclusions

Based on the outcomes of the study, the succeeding assumptions were

drawn:

1. This study determined the pre-service teacher’s view in science and in

teaching science as an ongoing process of establishing different ideas in

teaching it.

2. This study determined that there is a substantial relationship between the

pre-service teachers’ level of preparedness in teaching Science in

elementary grades.

95
 3. This study determined that only the perception of the pre-service teachers in

teaching Science when grouped according to year level has a significant

difference.

4. This study determined that science is challenging to teach, and the best

practice is the enhancement of the teaching science module.

5. The enhanced existing instructional material provides additional resources

in the science module.

Recommendations

From the findings and conclusions of the study, the following

recommendations are hereby proposed:

1. The College of Teacher Education may consider the enhancement of the

instructional material utilized in the Teaching Science in the Elementary

Grades (Physics, Earth, and Space Science) to support and in improving the

student’s understanding of learning the course.

2. The enhanced instructional material in the Teaching Science in the

Elementary Grades (Physics, Earth, and Space Science) should undergo

further evaluation and validation procedure for the use of the College of

Teacher Education, CTE Faculty members, and pre-service teachers.

96
 3. The future researchers may use this study as a source of material and new

ideas about the course Teaching Science in the Elementary Grades

(Physics, Earth, and Space Science).

BIBLIOGRAPHY

A. Journals
Akar, H., & Üstüner, M. Gauthier (2017). Mediation role of self-efficacy
perceptions in the relationship between emotional intelligence levels
and social entrepreneurship traits of pre-service teachers. Journal of
Education and Future, (12), 95-115.  and Doctoral Studies, 1.
https://scholarworks.waldenu.edu/dissertations/7701/
Batane, T., Olayinka & Ngwako, A. (2016). Technology use by pre-service
teachers during teaching practice: Are new teachers embracing
technology right away in their first teaching experience?
Australasian Journal of Educational Technology. Published.
https://doi.org/10.14742/ajet.2299ng
Clark, S., Dejene & Newberry, M. (2018). Are we building preservice
Teacher self-efficacy? A large-scale study examining Teacher
education experiences. Asia-Pacific Journal of Teacher Education,

97
 47(1), 32–47. classroom practices: A preliminary investigation.
School Psychology International, 40(1),
https://doi.org/10.1080/1359866x.2018.1497772
Incecay, G., & Dollar, Y. K. (2016). Classroom management, self-efficacy,
and readiness of Turkish pre-service English teachers. ELT Research
Journal, 1(3), 189-198.
Jaipal-Jamani, K., & Angeli, C., Akpan (2017). Effect of robotics on
elementary preservice teachers’ self-efficacy, science learning, and
computational thinking. Journal of Science Education and
Technology, 26(2), 175-192.
Malinauskas, R. K. (2017). Enhancing Self-Efficacy in Teacher Education
Students. European Journal of Contemporary Education, 6(4).
https://doi.org/10.13187/ejced.2017.4.732
Menon, D., & Sadler, T. D. (2016). Preservice Elementary Teachers’
Science Self-Efficacy Beliefs and Science Content Knowledge.
Journal of Science Teacher Education, 27(6), 649–673.
https://doi.org/10.1007/s10972-016-9479-y
Pfitzner-Eden, F. (2016). Why Do I Feel More Confident? Bandura’s
Sources Predict Preservice Teachers’ Latent Changes in Teacher
Self-Efficacy. Frontiers in Psychology, 7.
https://doi.org/10.3389/fpsyg.2016.01486

B. Thesis/Dissertation
Ali Swars, Siun NicMhuiri, Aisling Twohill (2022) Retrieved January
2022, from Primary Pre-service Teachers’ Teaching Efficacy
Beliefs: Level of Preparedness to Teach
https://www.academia.edu/73960419/

98
Cayirdag, N. (2017). Creativity Fostering Teaching: Impact of Creative
Self-efficacy and Teacher Efficacy. Educational Sciences: Theory &
Practice. Published. https://doi.org/10.12738/estp.2017.6.0437
Colson, T., Sparks, K., Berridge, G., Frimming, R., & Willis, C. Bell A.
(2017). Pre-service Teachers and Self-Efficacy: A Study in Contrast.
Discourse and Communication for Sustainable Education, 8(2), 66–
76. https://doi.org/10.1515/dcse-2017-0016
Harun, A. (2017). Emotional intelligence and self-esteem as predictors of
teacher self-efficacy. Educational Research and Reviews, 12(22),
1107–1111. https://doi.org/10.5897/err2017.3385
Mahalingappa, L., Hughes, E. M., & Polat, N. Dalgano (2018). Developing
preservice teachers’ self-efficacy and knowledge through online
experiences with English language learners. Language and
Education, 32(2), 127-146.
Mitchell, M.& Ericka Coop (2019). Teacher Self-Efficacy and Classroom
Management. Walden Dissertations
Poulou, M. S., Reddy, L. A., & Dudek, C. M. (2018). Relation of
teacher self-efficacy and classroom practices.
Raker, Stites, Michele L. Raker, Christopher R. Noggle, Amy K. Shah,
Sabrina (2018). Preservice Teacher Perceptions of Preparedness to
Teach in Inclusive Settings as an Indicator of Teacher Preparation
Program Effectiveness. (2018, January 11). MD-SOAR. Retrieved
July 2, 2022, from https://mdsoar.org/handle/11603/19027
Reeves, T. D., & Lowenhaupt, R. Holland J. Brown (2016). Teachers as
leaders: Pre-service teachers' aspirations and motivations. Teaching
and Teacher Education, 57, 176-187.

99
Tajedin A. (2019). Effective Language Teachers as Persons: Exploring
Pre-service and In- service Teachers' Beliefs. (n.d.). TESL-EJ.
Retrieved July 30, 2019, from
https://files.eric.ed.gov/fulltext/EJ1204608.pdf
Yunus, W. N. M. Eric Albone M. (2020). The role of teachers in education.
Exploring ESL Pre-service teachers' teaching metaphors: A case
study. GRIN Verlag. https://doi.org/10.1177/0143034318798045
Zonoubi, R., Eslami Rasekh, A., & Tavakoli, M., Cook (2017). EFL
teacher self-efficacy development in professional learning
communities. A system, 66, 1–12.
https://doi.org/10.1016/j.system.2017.03.003

C. Websites
https://doi.org/10.11648/j.ijeedu.20170603.11
https://doi.org/10.1007/978-3-319-42465-1_2
https://doi.org/10.1080/09500693.2015.1075077
https://doi.org/10.1002/(SICI)1098-237X(199809)82:5%3C553::AID-
SCE2%3E3.0.CO;2-8
https://www.bing.com/search?
q=Teaching+Preparedness+of+PreService+Teachers
%3A+Perception+to+Practice&go=Search&qs=ds&form=QBRE 
https://doi.org/10.12738/estp.2017.6.0437
https://doi.org/10.1177/014303431879804590078
https://files.eric.ed.gov/fulltext/EJ120cdd7ggj4608.pdf
https://doggfi.org/10.3389/fpsyg.201fdaf6.01486
https://doi.org/10.3389/fpsyg.2016.0148677845

100
https://doi.org/10.1007/978-3-319-42465-122-009
https://doi.org/10.1080/1359866x.2018.1497772
https://doi.org/10.14742/ajet.2299nggg.pdf

101
APPENDICES

102
 APPENDIX A
Dr. ANANIA B. AQUINO
Dean, College of Teacher Education
This University
Madam:
Greetings!
We, the undersigned Third Year Bachelor of Elementary Education students are
currently conducting a study entitled “PRE-SERVICE TEACHERS’ BELIEFS
AND PREPAREDNESS IN TEACHING SCIENCE IN THE
ELEMENTARY GRADES: INPUT TO THE EXISTING INSTRUCTIONAL
MATERIAL ENHANCEMENT”.
In connection with this, we would like to request permission from your good
office to please allow us to conduct the proposed study and distribute survey
questionnaires to the students who will be part of our study. Rest assured that the
information to be gathered will be used in the said study and will be treated with
the utmost confidentiality.
Thank you in anticipation of your favorable response.

Respectfully yours,
ENDOZO, FRITZIE AILE F.
LAZAT, ANGELIKA T.
URCIA, JOAN M.
Researchers

Noted:
Dr. RAYMART O. BASCO
Thesis Adviser

Dr. ESTELITO J. PUNONGBAYAN

Program Chairperson, BEED

103
 ATTESTATION AND CONSENT
By ticking the “Yes” button, I certify that all information provided in this
form is complete and true. I hereby declare my consent to participate, collect, and
process information only for this research. However, my information contained
herein will not be shared with any third party following the R. A. No. 10173 or the
Data Privacy Act of 2012.
o Yes, I will participate.
o No, I will not participate.

Profile of the Respondent

Email Address: ___________________
Full name (in Certificate): ________________
Sex
o Male
o Female
Age: ____
Program and Section
o BEEd 3201
o BEEd 3202
o BEEd 4201
Year Level
o Third Year
o Fourth Year

104
ENDOZO, FRITZIE AILE F.
MARGARITA ST., BRGY.7 NASUGBU, BATANGAS
Contact No. 09269994574
Email address: fritzieaile.endozo@g.batstate-u.edu.ph

I. PERSONAL BACKGROUND

Date of Birth: June 14, 2001

Place of Birth: Nasugbu, Batangas
Age : 21 years old
Gender : Female
Civil Status : Single
Nationality : Filipino

II. EDUCATIONAL ATTAINMENT

Tertiary : Batangas State University ARASOF-Nasugbu

R. Martinez St., Brgy. Bucana Nasugbu, Batangas
2019 – present
Secondary

Senior High School : Dr. Francisco L. Calingasan Memorial Colleges

Foundation Inc.
Campo, Avejar Nasugbu, Batangas
2017-2019

105
Junior High School : Bilaran National High School
Pantalan Nasugbu, Batangas
2013-2017

Primary : Nasugbu West Central School

Concepcion St., Brgy. IV Nasugbu, Batangas
2007-2013

III. CHARACTER REFERENCES

Dr. Anania B. Aquino Associate Dean, CTE

Dr. Estelito J. Punongbayan Program Chair, Bachelor of Elementary
Education
Dr. Raymart O. Basco Research Adviser

106
LAZAT, ANGELIKA T.
BRGY. TALANGAN NASUGBU, BATANGAS
Contact No. 09215492189
Email address: angelika.lazat@g.batstate-u.edu.ph

I. PERSONAL BACKGROUND

Date of Birth: December 04, 2000

Place of Birth: Nasugbu, Batangas
Age : 21 years old
Gender : Female
Civil Status : Single
Nationality : Filipino

II. EDUCATIONAL ATTAINMENT

Tertiary : Batangas State University ARASOF-Nasugbu

R. Martinez St., Brgy. Bucana Nasugbu, Batangas
2019 – present
Secondary

Senior High School : Pantalan Senior High School

Pantalan Nasugbu, Batangas
2017-2019

Junior High School : Dr. Crisogono B. Ermita Sr. Memorial National High
School
Pantalan Nasugbu, Batangas

107
 2013-2017

Primary : Nasugbu West Central School

Concepcion St., Brgy. IV Nasugbu, Batangas
2007-2013

III. CHARACTER REFERENCES

Dr. Anania B. Aquino Associate Dean, CTE

Dr. Estelito J. Punongbayan Program Chair, Bachelor of Elementary
Education
Dr. Raymart O. Basco Research Adviser

108
URCIA, JOAN M.
VILLAVIRAY ST., BRGY. 6 NASUGBU, BATANGAS
Contact No. 09358481337
Email address: joan.urcia@g.batstate-u.edu.ph

I. PERSONAL BACKGROUND

Date of Birth: May 31, 2001

Place of Birth: Nasugbu, Batangas
Age : 21 years old
Gender : Female
Civil Status : Single
Nationality : Filipino

II. EDUCATIONAL ATTAINMENT

Tertiary : Batangas State University ARASOF-Nasugbu

R. Martinez St., Brgy. Bucana Nasugbu, Batangas
2019 – present
Secondary

Senior High School : Nasugbu East Senior High School

Lumbangan Nasugbu, Batangas
2017-2019

Junior High School : RB Cordero Academy

Concepcion St., Brgy. 8 Nasugbu, Batangas
2013-2017

109
Primary : Nasugbu West Central School
Concepcion St., Brgy. IV Nasugbu, Batangas
2007-2008

Wawa Elementary School

Brgy. Wawa Nasugbu, Batangas
2008-2013

III. CHARACTER REFERENCES

Dr. Anania B. Aquino Associate Dean, CTE

Dr. Estelito J. Punongbayan Program Chair, Bachelor of Elementary
Education
Dr. Raymart O. Basco Research Adviser

110
111