Whole Thesis PDF

PEDAGOGICAL AND EPISTEMOLOGICAL BELIEFS AND INSTRUCTIONAL
PRACTICES OF SCIENCE TEACHERS
A Thesis Presented to the

Faculty of the Graduate School
Filamer Christian University
Roxas City
In Partial Fulfillment of the

Requirements for the Degree
Master of Arts in Teaching
(General Science)
by
Adonis P. Besa
April 2016
APPROVAL SHEET
This thesis entitled Pedagogical and Epistemological

Beliefs and Instructional Practices of Science Teachers,
prepared
and
submitted
by
Adonis
P.
Besa,
in
partial
fulfillment of the requirements for the degree of Master of

Arts in Teaching (General Science) is hereby recommended
for acceptance and approval for oral examination.
FELIMON A. PIMENTEL JR., Ph.D.

Adviser
Approved by the Thesis Committee on Oral Examination
on March 17, 2016.
JONATHAN P. LEAL, Ph.D.

Chairperson
RAMY LLOYD L. LOTILLA, MAT

Member
LOLITA H. DEMONTAO, Ed.D.

External Panel
Accepted and approved in partial fulfillment of the
requirements for the degree of Master of Arts in Teaching
(General Science).
Comprehensive Examination Passed on May 28, 2011.
March 17, 2016

Date
FELIMON A. PIMENTEL JR., Ph.D.

Dean, Graduate School
Acknowledgment
The success of this study required the help of various

individuals. Without them, the researcher might not meet
his objectives in doing this study. The researcher wants to
give gratitude to the following for their invaluable help
and support:
Jesus
giving
Christ,
the
things,
our
wisdom,
for
omnipresent
strength
answering
his
and
Lord
and
knowledge
prayers
Savior,
in
and
for
exploring
for
giving
determination to pursue his studies and to make this study

possible.
Dr. Felimon Pimentel Jr., Dean of the Graduate School,
current
valuable
adviser
and
comments,
statistician,
suggestions
for
and
his
guidance,
provisions
that
benefited him much in the completion of this study and for

helping him in the analysis of data and its statistical
computations.
Dr.
Ma.
Lida
Solano,
former
adviser,
for
all
the
encouragement, patience and generous wisdom, for carefully

reading
and
commenting
on
countless
revisions
of
his
manuscript during the proposal stage.

Dr. Erlyn Beup, editor and English critic, for her
comments, effort in checking and editing the manuscript.
Dr. Jonathan P. Leal, chairperson of the panel, Engr.

Ramy Lloyd L. Lotilla, and Dr. Lolita H. Demontao, members
of the panel, who manifested their distinguished skills and
talents
in
their
own
fields
as
seen
in
their
way
of
correction and ideas shared.

Mrs. Rita Villareal, Principal IV of Capiz National
High School High School and to the CHNS Science Department
teachers,
for accommodating the researcher in conducting
the pilot test.

Mr.
Roel
F.
Bermejo,
CESO
V,
Schools
Division
Superintendent and to all the secondary school heads in the

Division
of
Roxas
City,
for
giving
the
researcher
the
permission to conduct his study.

Dumolog
National
High
School
and
to
the
principal,
Emilda Dela Cruz, for all the considerations, understanding

and motivation.
Saint Marys Academy of Capiz, Dr. Mercedita Abas and
to the RVM sisters especially to S. Violy, S. Remy, S.
Cheng and S. Nelia, for all the continuous support, prayers
and encouragement to pursue his graduate study.
To his respondents, all secondary Science teachers in
the Division of Roxas City both public and private, for
their utmost support and cooperation.
To his family, relatives, friends and colleagues, for

the moral support and prayers.
To all whom he failed to mention, yet have contributed
to the positive result of this research, the
sincerely
extends
his
deepest
gratitude.
Thank
researcher
you
much!
Adonis P. Besa
April 2016
very
Besa, Adonis P. Pedagogical and Epistemological Beliefs

and
Instructional Practices of Science Teachers.
Unpublished Master of Arts in Teaching (General
Science) Thesis, Filamer Christian University, Roxas
City, April 2016.
Abstract
This survey-correlational descriptive study determined the

pedagogical
and
epistemological
beliefs
and
the
instructional practices of Science teachers. Relationships

among
these
study
was
three
variables
conducted
among
were
the
also
entire
determined.
65
This
population
of
secondary private and public school Science teachers in the

Division of Roxas City during the school year 2015-2016.
The Teaching and Learning Conceptions Questionnaire (TLCQ)
(Chan et. al, 2004), Epistemological Belief Inventory (EBI)
(Schraw et. al, 2002) and a researcher-made questionnaire
for instructional practices were utilized to determine the
pedagogical
beliefs,
instructional
epistemological
practices
of
beliefs
Science
and
teachers
correspondingly. The descriptive statistical tools such as

frequency count, percentage, mean, and standard deviation
were employed. On the other hand, Pearson r, t-test for
independent
(ANOVA)
samples
which
set
and
at
One-Way
.05
alpha
Analysis
level,
of
were
Variance
used
as
inferential
statistics.
generally,
the
Study
Science
results
teachers
revealed
have
high
that
level
of
pedagogical beliefs. When it comes to the two domains, they

have very high level constructivist beliefs and high level
traditional beliefs. They are generally sophisticated as to
their
epistemological
dimensions,
believers
the
of
beliefs.
Science
the
In
terms
teachers
structure
of
of
are
the
nave-certain
knowledge,
nave-simple
believers of the source of knowledge. On the other hand,

they are sophisticated-personal experience believers of the
source of knowledge, sophisticated-changeable believers of
the
control
gradual
of
knowledge
process
acquisition.
acquisition
believers
As
to
of
the
the
and
sophisticated-
speed
instructional
of
practices,
Science teachers are outstanding in general.

they
are
practices
outstanding
such
strategies,
as
in
No
significant
belief,
instructional
practices
to
age,
domains
sex,
Similarly,
instructional
planning,
instructional
assessment,
difference
epistemological
of
the
of
environment,
pedagogical
according
instructional
learning
professionalism.
the
knowledge
teachers
tenure,
existed
belief
when
highest
and
in
and
classified
academic
qualification, teaching load, monthly salary, and type of

school. Finally, no significant correlation was noted among
pedagogical
belief,
instructional
practices
weak-positive
epistemological
of
relationship
belief
and
Science
teachers
however,
existed
between
pedagogical
belief and epistemological belief.
Table of Contents
Chapter
1
Page
INTRODUCTION TO THE STUDY
Background and Theoretical

Framework of the Study
Statement of the Problem and

The Hypotheses
11
Significance of the Study
14
Definition of Terms
16
Delimitation of the Study
24
REVIEW OF RELATED LITERATURE
26
Pedagogical Beliefs
27
Epistemological Beliefs
33
Instructional Practices
52
Synthesis
70
RESEARCH DESIGN AND METHODOLOGY
72
Purpose of the Study and

Research Design
72
Method
74
Participants
74
Data-Gathering Instrument
78
Data-Gathering Procedure
82
Statistical Data Analyses

Procedure
84
Chapter
4
Page
RESULTS AND DISCUSSIONS
86
Descriptive Analyses
86
Level of Pedagogical Beliefs

of Science Teachers
86
Epistemological Beliefs of
Science Teachers
91
Instructional Practices of
Science Teachers
95
Inferential Data Analyses

5
SUMMARY, CONCLUSIONS AND RECOMMENDATIONS
100
117
Summary of the Problems, Methods

and Findings
117
Conclusions
122
Recommendations
128
REFERENCES
133
APPENDIXES
141
List of Figures
Figure
Title
1
tructional Practices as affected
by the Pedagogical and
Epistemological Beliefs of
Science Teachers
Page
Ins
11
List of Tables
Table
Title
1
tribution of Respondents
According to School
Page
Dis
75
pondents Profile
Res
77
criptives of Pedagogical Belief
Des
90
3
4
criptives of Epistemological
Belief
5
criptives of Instructional
Practices
Des
95
Des
100
6a
t-test in Pedagogical Belief of

Sex and Type of School
101
6b
Analysis of Variance in Pedagogical

Belief of Age, Tenure, Highest
Academic Qualification, Teaching
Load and Monthly Salary
103
7a
t-test in Epistemological Belief of

Sex and Type of School
104
7b
Analysis of Variance in
Epistemological Belief of Age,
Tenure, Highest Academic
Qualification, Teaching Load and
Monthly Salary
107
8a
t-test in Instructional Practices
108
of Sex and Type of School

8b
Analysis of Variance in Instructional

Practices of Age, Tenure, Highest
Academic Qualification, Teaching
Load and Monthly Salary
111
Pearson r Among Pedagogical Belief,

Epistemological Belief and
116
0
List of Appendixes
Appendix
Title
Page
Communication Letters
141
Research Instrument
164
Reliability Test Analysis
182
Statistical Analyses
193
Curriculum Vitae
210
1
Pedagogical and Epistemological Beliefs and Instructional
Practices of Science Teachers
Mr. Adonis P. Besa
Chapter 1
Introduction to the Study
Chapter 1 consists of five parts: (1) Background and

Theoretical Framework of the Study, (2) Statement of the
Problem and the Hypotheses, (3) Significance of the Study,
(4) Definition of Terms, and (5) Delimitation of the Study.
Part One, Background and Theoretical Framework of the
Study, presents the rationale for choosing the problem and
the theoretical framework upon which the investigation was
anchored.
Part Two, Statement of the Problem and the Hypotheses,
states
the
main
purpose
of
the
study,
enumerates
the
specific problems, and the hypotheses to be tested.

Part
benefits
Three,
that
the
Significance
various
of
the
stakeholders
Study,
of
derive from the findings of the investigation.
cites
the
education
may
2
Part Four, Definition of Terms, gives the conceptual
and operational meanings of the important terms used in the
study.
Part Five, Delimitation of the Study, specifies the
scope and coverage of the investigation in terms of the
variables, the research design and sampling procedure, the
data-gathering technique, categorization of the variables,
statistical tools employed in data analysis and the alpha
level of significance.
Background and Theoretical Framework of the Study
In
science
indispensable
key
education,
players
in
the
teachers
developing
the
are
the
scientific
literacy among the students that will prepare them to be

informed and to become participative citizens who are able
to make decisions and judgments regarding applications of
scientific knowledge that are of positive social, healthrelated
or
teachers
are
with
environmental-friendly
expected
to
ensure
impacts.
effective
Thus,
instructional
practices in the classrooms in order to achieve competitive

and relevant learning among the students.
Effectiveness of teaching in the classroom is affected
by many internal and external factors. The teacher is one
3
vital factor that dictates the pacing of the teaching and
learning
process.
proficiency
The
and
competitiveness
his
of
innovativeness
teacher,
determine
his
how
sophisticated learning and teaching can be in the years and

generations to come.
Teachers are believed to possess set
of
that
complex
decisions.
beliefs
influence
their
actions
According to Khader (2012), teachers
and
beliefs
are the attitudes and values about teaching students, and

the education process those teachers bring to classrooms.
How and what teachers believe have a tremendous impact on
their
behavior
in
the
classroom.
They
are
an
important
factor that stimulates change processes in schools, as well

as the adoption of new techniques and strategies to be used
in the classrooms (Fluck & Dowden, 2010).
Among
pedagogical
these
and
important
teachers
epistemological
beliefs
beliefs.
The
are
the
pedagogical
beliefs refer to the beliefs held by teachers about their

preferred ways of teaching and learning. These include the
meaning of teaching and learning and the roles of teacher
and
pupils
(Chan
& Elliot,
2004).
There
are
two
main
opposite beliefs on teaching and learning: traditional and

constructivist.
Traditional
belief
in
teaching
utilizes
teacher-centered teaching strategies. This belief sees the

teacher as the source of knowledge and the student as the
4
passive
receiver
constructivist
of
knowledge.
conception
uses
On
the
other
hand,
student-centered
the
teaching
strategies because this type of learning will help students

develop
critical
learning
takes
thinking
place
in
and
collaboration
environments
where
skills
and
students
are
able to participate actively (Chan & Elliot, 2004).

Epistemological beliefs on the other hand, express the
beliefs on the nature of knowledge and gaining knowledge
(learning). Schommer (1994, in Cheng et. al., 2009) defines
personal
epistemology as
independent
dimensions
system
which
which
can
also
includes
be
five
together:
certainty of knowledge, structure of knowledge, source of

knowledge, control of knowledge acquisition and speed of
knowledge
acquisition.
Personal
epistemological
beliefs
have an important influence on personal cognitive and metacognitive processes. These beliefs also influence learning
not only individually but also as a whole (Schommer, 1994 in
Cheng et. al., 2009).
Teachers are faced with a multitude of complex tasks
and
decisions
performance
is
in
the
not
daily
only
classroom
based
on
environment.
their
Their
professional
knowledge of didactics (i.e. knowledge on instruction) or

the subjects they teach. Teaching decisions and mannerisms
are
also
affected
by
teachers
attitudes
and
beliefs
5
about
knowledge
and
its
acquisition,
i.e.,
epistemic
beliefs (Cheng et. al., 2009). These beliefs may affect the
way teachers view their role as teachers, how they view
their students role as learners and their potential, or
how they structure and present information and knowledge
(Cheng et. al., 2009; Topcu, 2011).
Epistemological beliefs were related to teaching and
learning
beliefs
and
these
beliefs
were
influenced
by
epistemological beliefs. Teachers epistemological beliefs

and
beliefs
of
teaching
and
learning
are
viewed
as
important since they will influence their behavior in the

classroom
eventually
and
determine
lead
to
their
their
teaching
effectiveness
strategies
(Cheng,
which
et.
al.
2009). Furthermore, it is important to determine teachers

epistemological
and
pedagogical
beliefs
as
well
as
the
relationship between them since both can affect teachers

instructional practices in the classroom.
According to Paek, et. al. (2005), teachers have a
broad
range
of
instructional
practices
from
which
to
choose. These practices play an important role in every

classroom and influence student learning in a variety of
ways. Paek et. al., (2005) described successful teachers as
those who utilize a variety of instructional practices.
6
Individual teachers beliefs are strong indicators of
his/her instructional classroom practices. What teachers do
in
the
classroom
is
said
to
be
governed
by
what
they
believe, and these beliefs often serve as a filter through

which
instructional
judgments
and
decisions
are
made
(Pajares, in Khader, 2012).

These situations hold true with the observation and
personal experience of the researcher himself. For nine (9)
years that he has been teaching Science and been working
with different teachers, he has noticed that they hold set
of beliefs which at some point, similar however, different
in most cases. For example, there were teachers who believe
that knowledge is always innate at birth, however, there
were those who believe that it can be acquired through
experience
and
by
studying.
Some
teachers
believe
that
knowledge is always absolute that, even if time passes by,

it remains true, and others believe that is dynamic and can
be changed over time. In terms of teaching and learning,
there were teachers, especially the young ones, who believe
that the students can best learn if they are engaged in
varied
classroom
activities
and
given
an
opportunity
to
learn from their own. But, some teachers, especially the

seasoned ones, who still believe that the best way for the
students to learn is through the conventional method which
7
is focused on memorization of facts, dictation, lectures
and copying notes and wherein the teacher monopolize the
talking in the classroom. For one instance, a teacher will
not give a perfect score in essay exam for he believes that
a student could not outsmart a teacher. In addition, he has
also
discovered
especially
that
about
there
teaching,
were
teachers
learning
and
whose
beliefs,
knowledge,
were
reflected on what they are doing and on what they practice

inside the classroom. But there were also teachers whose
actions are inconsistent with what they believe in. The
researcher has also found out that there were instances in
which his actions in the classroom and in dealing with the
students
are
parallel
but
there
were
times
when
these
actions were not parallel with his personal beliefs. He

tends to exhibit also different beliefs on how teaching and
learning would take place in the classroom. There will be
instances that teachers beliefs may not be manifested on
his
actions
but,
most
of
the
time,
beliefs
can
be
transpired on what the teachers do in the classroom.

This
study
finds
its
foundation
on
the
Schommers
(1990) Theory of Epistemology in assessing the teachers

beliefs about nature of knowledge and learning. According
to Schommer (1990), personal epistemology may be far too
complex
to
be
captured
in
single
dimension.
8
Epistemological
about
the
beliefs
nature
and
constitute
acquisition
system
of
of
knowledge
beliefs
that
are
relatively independent of each other and that have direct

and indirect effects on learning. Schommer (1990) described
five dimensions of beliefs as (1) ability to learn which
refers to whether an individual believes that the control
of knowledge acquisition is fixed at birth or is malleable;
(2)
structure
individual
of
knowledge
believes
that
which
refers
knowledge
to
consists
whether
of
an
isolated
bits and pieces or of interconnected concepts; (3) speed of

learning
which
refers
to
whether
an
individual
believes
that knowledge is acquired quickly or not at all or that

knowledge is acquired gradually; (4) stability of knowledge
which
refers
knowledge
is
to
whether
absolute
or
an
individual
tentative;
and
believes
(5)
that
source
of
knowledge which refers to whether an individual believes

that knowledge is handed down by authority or derived from
reason.
The
domains
of
epistemological
beliefs
were
classified by Schommer (1990) as either involving nave or

mature, sophisticated approach. In the nave perspective,
knowledge
is
information,
seen
to
absolute,
be
simple,
inborn,
isolated
quickly
unchangeable truth from the authority.
pieces
learned,
of
and
9
Another
framework
of
this
study
is
the
Ajzen
and
Fishbeins (1980) Theory of Reasoned Action which suggest

that a person's behavior is determined by his/her intention
to perform the behavior and that this intention is, in
turn, a function of his/her attitude toward the behavior
and his/her subjective norm. The best predictor of behavior
is intention. Intention is the cognitive representation of
a person's readiness to perform a given behavior, and it is
considered to be the immediate antecedent of behavior. This
intention
is
determined
by
three
things:
their
attitude
toward the specific behavior, their subjective norms and

their
perceived
Theory
of
beliefs
behavioral
Reasoned
and
Action
attitudes
control.
(Ajzen
According
&
determine
to
Fischbein,
human
the
1980),
behavior
and
consequently, teachers practices, to a significant extent.

In support to this theory, Gregory Schraw & Olafson (2002)
found
out
that
about
the
specific
nature
of
types
of
knowledge
beliefs
and
decisions that teachers make about
teachers
learning
have
influence
curriculum, pedagogy,
and assessment.
Teachers
beliefs
are
viewed
to
have
significant
impact on the effectiveness of teaching in the classrooms.

They
encompass
learning
and
teachers
the
roles
perception
of
teachers
of
the
purpose
and
learners
in
of
an
10
academic
setup.
Teachers
beliefs of teaching and
epistemological
beliefs
and
learning are viewed as important
since they will influence their behavior in the classroom

and
determine their teaching strategies
which eventually
lead to their effectiveness.

According to Khader (2012), beliefs are thoughts held
by the teacher about the teaching and learning process,
which
influence
his/her
classroom
practices.
Therefore,
differences on it connote differences in their classroom

practices and wrong or right beliefs about teaching and
learning of teachers greatly affect actual teaching and its
effectiveness.
Research on teachers beliefs is essential in science
education to determine how effective teaching is in actual
situation
and
to
provide
better
understanding
about
teachers beliefs as essential factors to improve teaching

practices.
Thus,
epistemological
relationship
it
and
between
is
important
pedagogical
these
two
to
determine
beliefs
beliefs
as
teachers
well
since
as
the
both
can
affect teachers performance in the classroom. These views

motivated the researcher to study along this line.
Figure 1, which is found in the following page, shows
the variables relationship in the study.
11
Independent Variables
Dependent Variable
Pedagogical Beliefs
Instructional
Practices
Figure 1. Instructional Practices as affected by the

Pedagogical and Epistemological Beliefs of Science Teachers
Statement of the Problem and the Hypotheses
This
study
pedagogical
aimed
and
to
determine
epistemological
the
influence
beliefs
on
of
the
instructional practices of Science teachers.

Specifically,
it
sought
to
answer
the
following
questions:
1. What is the level of pedagogical belief of science
teachers
in
terms
of
traditional
and
constructivist
beliefs?
2.
What
is
the
epistemological
belief
of
science
teachers in terms of certainty of knowledge, structure of
12
knowledge,
source
of
knowledge,
control
of
knowledge
acquisition and speed of knowledge acquisition?

3.
What
are
the
instructional
practices
of
Science
teachers in terms of instructional planning, instructional

practices,
learning
environment,
assessment
and
professionalism?
4. Is there a significant difference in pedagogical
belief
of
Science
according
to
teachers
age,
sex,
when
they
tenure,
are
classified
highest
academic

school?
5.
Is
there
significant
difference
in
epistemological belief of Science teachers when they are

classified according to age, sex, tenure, highest academic
school?
6.
Is there a significant difference in instructional
practices
of
according
to
Science
age,
teachers
sex,
when
they
tenure,
are
classified
highest
academic

school?
7.
Are
pedagogical
there
belief,
significant
relationships
epistemological
instructional practices of Science teachers?
belief,
among
and
13
Based
on
the
above
statement
of
the
problem,
the
following hypotheses are forwarded.

1. There is no significant difference in pedagogical
belief
of
Science
according
to
teachers
age,
sex,
when
they
tenure,
are
highest
classified
academic

school.
2.
There
is
no
significant
difference
in

school.
3.
There is no significant difference in instructional
practices
of
according
to
Science
teachers
age,
sex,
when
they
tenure,
are
highest
classified
academic

school.
4.
There
pedagogical
are
no
belief,
significant
relationships
epistemological
belief,
among
and
14
Significance of the Study
Effective Science teaching will only take place when

different
factors
practices
and
that
behavior
addressed.
Teachers
beliefs
some
are
affect
are
teachers
identified
pedagogical
of
the
instructional
and
contributory
and
properly
epistemological
factors
to
ensure
effective teaching since beliefs are known to be the strong

indicators of how teachers behave in an actual classroom
situation.
The results of the study may be beneficial to the
Science
teachers,
students,
school
administrators,
Department of Education and future researchers.

Science
understand
Teachers.
the
This
study
can
of
their
relationship
epistemological
beliefs
and
the
help
the
teachers
pedagogical
influence
to
and
their
instructional practices. Findings can trigger and inspire

them
to
reflect
on
and
re-examine
their
own
teaching
practices in the light of their beliefs and to strengthen

their
weak/bad
strong/good
beliefs
beliefs
heighten
their
beliefs
in
to
awareness
influencing
and
benefit
about
their
maintain/improve
students.
the
It
significant
teaching
their
can
also
role
actions
of
and
decisions. This awareness can further serve as a guide to
15
their own personal and professional development. The result
will also contribute to the understanding of how teachers
beliefs
influence
the
interpretation
of
their
teaching
environment and how they use this interpretation to justify

and guide their behaviors and actions to better produce a
better result on the performance of students.
Students. This study can benefit the students who are
the end recipients of the teaching process. They will be
aware of their teachers beliefs and being aware, they will
develop a better understanding of their teachers in terms
of their behavior and action in the classroom, they can do
some adjustments in their own learning and at tune their
beliefs
with
that
of
their
teachers
so
that
they
will
perform better in the classroom.

School Administrators. This study will help the school
administrators to be aware of teachers beliefs. Because of
this, they will understand why teachers teach in different
manners.
This
will
further
help
them
understand
the
dynamics of belief and the importance of beliefs in teacher

development. The school administrators can plan a program
for the teachers to deeply understand their beliefs. They
can conduct belief awareness and re-orientation program to
improve belief system of the teachers and the entire school
in general.
16
Department of Education. This study will be beneficial
to
the
Department
of
Education
in
designing
in-service
trainings and programs for teachers that give emphasis to

the understanding of teachers beliefs and its effect to
their
classroom
practices.
The
study
will
also
provide
information to the Department of Education that they can

use to evaluate the curricula and to propose new program
directions.
Future Researchers. This study can serve as basis for
future studies regarding the
relationship
of pedagogical
and epistemological beliefs of teachers. This can serve as

a reference for further understanding of teachers beliefs
as
one
conduct
of
the
indicators
qualitative
teachers
beliefs
of
research
effective
for
specifically
this.
with
teaching
Since
regard
to
and
to
studies
on
nature
of
knowledge and knowing, teaching and learning are limited.

Therefore, this study will provide additional information
to the existing studies about teachers beliefs.
Definition of Terms
For purposes of clarity and precision, important terms

which were used in this study are defined conceptually and
operationally.
17
Assessment-- refers to the wide variety of methods or
tools that educators use to evaluate, measure, and document
the
academic
readiness,
acquisition,
or
learning
educational
progress,
needs
of
skill
students
(http://edglossary.org/assessment/, retrieved: 12/28/2015).

In
this
obtained
by
study,
the
assessment
Science
referred
teachers
in
to
10
the
items
scores
of
the
researcher-made questionnaire measuring their instructional

practices which were classified into outstanding (4.21
5.00), very satisfactory (3.41 4.20), satisfactory (2.62
3.40),
moderately
satisfactory
(1.81
2.60)
and
not
satisfactory (1.00 1.80).

Belief in the certainty of knowledge-- refers to the
belief ranging from knowledge is absolute and certain to
knowledge is tentative and evolving (Schommer, 1994).
In this study, belief in the certainty of knowledge
referred to the scores obtained by Science teachers in the
3
items
of
the
Epistemological
Belief
Inventory
(EBI)
adopted from Schraw et. al. (2002) which were classified as

nave-certain
(3:41
5:00)
and
sophisticated-tentative
(1:00 3:40).
Belief
in
the
control
of
knowledge
acquisition--
refers to the belief ranging from the ability to learn is
18
fixed at birth or innate to the ability to learn can be
changed (Schommer, 1994).
In this study, belief in the control of knowledge
acquisition
referred
teachers
the
in
to
the
items
of
scores
the
obtained
by
Epistemological
Science
Belief
Inventory (EBI) adopted from Schraw et. al. (2002) which

were
classified
as
nave-innate/fixed
(3:41
5:00)
and
sophisticated-changeable (1:00 3:40).

Belief in the speed of knowledge acquisition-- refers
to the belief ranging from knowledge is acquired quickly or
not-at-all
to knowledge
is acquired
gradually
(Schommer,
1994).
In
this
study,
belief
acquisition
referred
teachers
the
in
to
items
the
of
in
the
scores
the
speed
of
obtained
knowledge
by
Epistemological
Science
Belief
Inventory (EBI) adopted from Schraw et. al. (2002) which

were
classified
as
nave-quick
(3:41
5:00)
and
sophisticated-gradual process (1:00 3:40).

Belief in the structure of knowledge-- refers to the
belief ranging from knowledge is organized as isolated bits
and is best characterized as isolated facts to knowledge is
organized as highly interwoven concepts (Schommer, 1994).
In this study, belief in the structure of knowledge
19
7
items
of
the
Epistemological
Belief
Inventory
(EBI)

nave-simple (3:41 5:00) and sophisticated-complex (1:00
3:40).
Belief
in
the
source
of
knowledge--
refers
to
the
belief ranging from knowledge is handed down by authority

to knowledge is derived through reason (Schommer, 1994).
In this study, belief in the source of knowledge
2
items
of
the
Epistemological
Belief
Inventory
(EBI)

nave-expert/authority
(3:41
5:00)
and
sophisticated-
personal experience (1:00 3:40).

Constructivist
learning
occurs
as
belief--
refers
learners
are
to
the
actively
belief
involved
that
in
process of meaning and knowledge construction rather than

passively
receiving
information
(http://saskschoolboards.ca/research/instruction/9707.htm#Table%20of%20Contents, retrieved: 12/28/2015).

In this study, constructivist belief referred to the
scores obtained by the Science teachers in 10 items of the
Teaching
and
Learning
Conceptions
Questionnaire
(TLCQ)
(Chan et. al., 2004) which classified into very high (4.21
20
5.00), high (3.41 4.20), average (2.62 3.40), low
(1.81 2.60) and very low (1.00 1.80).
Epistemological beliefs-- refer to those beliefs about
knowledge
and
the
nature
of
knowing
that
an
individual
develops and comes to hold (Hofer, 2008).

In this study, epistemological beliefs referred to
the
scores
obtained
by
Science
teachers
in
the
21-item
Epistemological Belief Inventory (EBI) adopted from Schraw

et.
al.
(2002),
divided
into
five
dimensions
such
as

knowledge acquisition and classified as nave (3:41 5:00)
and sophisticated (1:00 3:40).
Instructional Planning-- refers to the preparation for
teaching
and
objectives,
learning,
and
including
instructional
and
construction
assessment
of
goals,
methodology
(http://www.scribd.com/doc/20772909/InstructionalPlanning#scribd, retrieved: 12/28/2015).

In this study, instructional planning referred
to
the scores obtained by the Science teachers in 10 items of

the
researcher-made
instructional
practices
questionnaire
which
were
measuring
classified
their
into
outstanding (4.21 5.00), very satisfactory (3.41 4.20),
21
satisfactory (2.62 3.40), moderately satisfactory (1.81
2.60) and not satisfactory (1.00 1.80).
Instructional Practices-- refer to a set of teaching
strategies
and
methods
of
instruction
employed
in
the
classroom (Cotton, 1995).

In this study, instructional practices referred to
the scores obtained by the Science teachers in a 49-item
practices in terms of instructional planning, instructional
strategies,
learning
professionalism.
The
environment,
scores
were
assessment
and
classified
into

Instructional Strategies-- refer to the methods use in
teaching
(in
the
classroom,
online,
or
in
some
other
medium) to help activate students' curiosity about a class

topic,
to
engage
the
students
in
learning,
to
probe
critical thinking skills, to keep them on task, to engender

sustained and useful classroom interaction, and in general,
to
enable
and
enhance
their
learning
of
course
content
(http://webcache.googleusercontent.com/search?q=cache:http:
//teachingresources.uregina.wikispaces.net/Instructional%2B
Strategies, retrieved: 12/28/2015).
22
In this study, instructional strategies referred to
the scores obtained by the Science teachers in 10 items of
the
researcher-made
instructional
questionnaire
practices
which
measuring
were
their
classified
into

Learning Environment-- refers to the diverse physical
locations, contexts, and cultures in which students learn
(https://opentextbc.ca/teachinginadigitalage/chapter/5-2what-is-a-learning-environment/, retrieved: 12/28/2015).
In this study, learning environment referred to the
3.40),
moderately
satisfactory
(1.81
2.60)
and
not

Pedagogical beliefs-- refer to teachers beliefs about
teaching and learning (Lim et. al., 2008).
In this study, pedagogical beliefs referred to the
scores
obtained
Teaching
(Chan
et.
and
al.
by
the
Learning
2004),
Science
teachers
Conceptions
measuring
in
Questionnaire
the
two
27-item
(TLCQ)
categories
of
23
pedagogical beliefs such as traditional and constructivist
beliefs. The scores were classified into very high (4.21
5.00), high (3.41 4.20), average (2.62 3.40), low (1.81
2.60) and very low (1.00 1.80).
Professionalism-or competence that
refers to the level of excellence
is
expected
of
a professional
(http://www.businessdictionary.com/definition/professionali
sm.html, retrieved: 12/28/2015).
In
this
study,
professionalism
referred
to
the

3.40),
moderately
satisfactory
(1.81
2.60)
and
not

Traditional
concerned
with
Belief-the
refers
teacher
to
being
the
the
belief
controller
that
of
is
the
learning environment (Novak, 1998).

In this study, traditional belief referred to the
Teaching
and
Learning
Conceptions
Questionnaire
(TLCQ)
(Chan et. al. 2004) which classified into very high (4.21
5.00), high (3.41 4.20), average (2.62 3.40), low (1.81
2.60) and very low (1.00 1.80).
24
Delimitation of the Study
This study aimed to determine the influence of the

pedagogical
and
epistemological
beliefs
on
the

The
entire
65
population
of
secondary
private
and
public school Science teachers in the Division of Roxas

City served as the participants of the study.
The
study
utilized
the
Teaching
and
Learning
Conceptions Questionnaire (TLCQ) (Chan et. al. 2004) and

the Epistemological Belief Inventory (EBI) (Schraw et. al.
2002) to determine the Science teachers pedagogical and
epistemological beliefs respectively. Likewise, the personal
data information sheet was used to gather the teachers
personal
characteristics.
practices
of
To
Science
determine
teachers,
the
a
instructional
researcher-made
questionnaire was used.

The
independent
pedagogical
variables
beliefs,
constructivist
and
the
in
categorized
the
study
as
traditional
epistemological
were
beliefs,
the
and
divided
into five dimensions: certainty of knowledge, structure of

knowledge,
source
of
acquisition
and
speed
instructional
practices
knowledge,
of
of
control
knowledge
Science
of
knowledge
acquisition.
teachers
in
terms
The
of
25
instructional planning, instructional strategies, learning
environment, assessment and professionalism were set as the
dependent variables.
Data
gathered
were
computer-processed
using
the
Statistical Package for the Social Science (SPSS) software.

Descriptive
statistical
tools
such
as
frequency
count,
percentage, mean, and standard deviation were employed. On

the other hand, Pearson r, t-test for independent samples
and One-Way Analysis of Variance (ANOVA) which set at .05
alpha level, were used as inferential statistics.
26
Chapter 2
Review of Related Literature
Chapter 2 is divided into four parts: (1) Pedagogical

Beliefs;
(2)
Epistemological
Beliefs;
(3)
Instructional
Practices; and (4) Synthesis.

Part One, Pedagogical Beliefs describes the nature,
categories,
significance
and
related
studies
about
teachers pedagogical beliefs.

Part Two, Epistemological Beliefs presents the nature,
model/dimension, importance and related studies relating it
with pedagogical beliefs.
Part Three, Instructional Practices provides a more
in-depth review of the literature surrounding instructional
practices
and
regarding
constructivist
Four,
Synthesis,
presents
instructional
practices.
Part
synthesis
of
the
salient points discussed in the chapter and the important

contributions of the findings in the research literature
reviewed.
27
Pedagogical Beliefs
According to Cavanagh et. al. (2004), pedagogy can be

defined
as
encompass(ing)
variety
of
teaching
and
learning methods grounded in theories of student learning

and
influenced
by
internal
and
external
socio-political
contexts of the school.

Research has indicated that teachers possess a vast
array
of
complex
beliefs
about
pedagogical
issues.
Accepting the nature and role of these beliefs is essential

to understanding the choices and decision these teachers
will
make.
It
has
become
widely
recognized
that
the
teachers pedagogical beliefs play a central role in their

teaching practices (Handal & Herrington, 2003).
viewpoint
of
Mansour
(2008)
the
teachers
From the
beliefs
are
described as being the most valuable in the psychological

composition of the teacher. Tatto & Coupland (2003) believe
that there is a pressing need to define the concept of
teachers
beliefs,
while
recognizing
that
there
is
difficulty in identifying a clear definition of the beliefs

due
to
the
conflict
of
views
of
researchers
and
intellectuals. Barcelos (2003) sees that the beliefs are a

form of thoughts that cover all matters that one does not
have a sufficient knowledge about, but one has enough trust
28
to work on them. On the other hand, Ghaith (2004) sees that
the teachers beliefs are holistic conception of several
dimensions
related
to
the
beliefs
on
education
and
teaching, curricula and the teaching profession in general,

and that such beliefs form the education culture which
affects pedagogical objectives and values.
From the viewpoint of Tsui (2003), the perceptions and
presumptions the teachers receive from this source may be
considered
very
strong
influence
in
affecting
their
pedagogical beliefs.
According to Entwistle et. al. (2005), beliefs about
what teaching and learning can be broadly classified under
the
knowledge
transmission
category
or
the
knowledge
construction category (Entwistle et. al., 2005). The former

is
characterized
didactic
teaching
as
teacher-centered,
practice
that
content-oriented
emphasizes
on
passive
reception of knowledge by students. As for the later, it is

usually
characterized
as
student
centered,
learning-
oriented constructivist teaching that encourages students

to actively make sense of their experiences situated within
the social cultural contexts.
Other researchers claimed that beliefs about teaching
and
learning
can
be
categorized
as
mainly
traditional
29
teaching
and
learning,
or
constructivist
teaching
and
learning (Cheng et. al., 2009).

The traditional pedagogical beliefs are characterized
by
teacher-centeredness
more
associated
with
with
its
theoretical
behaviorism.
The
foundations
constructivist
pedagogical beliefs, on the other hand, are characterized

by
child
centeredness
constructivism
as
with
its
constructivism
theoretical
and
grounding
social
(Chan
&
Elliott, 2004; Sinatra & Kardash, 2004). Teachers holding

the traditional beliefs tend to see teaching as a process
of transmitting knowledge to the students. To achieve that,
they assume control of the classroom environment as well as
students
behavior
sequences.
They
and
act
the
as
instructional
the
authority
to
content
and
assess
the
correctness of students learning outcomes. The students

are treated as passive recipients of verified knowledge.
Traditional
teachers
teach
in
didactic
manner
and
function as an information source during teaching (Brooks &

Brooks, 1999, in Hofer, 2008). They are also responsible
for
disseminating
teachers
look
students
learn
teachers
are
environment
information
for
the
what
correct
is
responsible
for
to
students
students.
answer
taught.
to
However,
for
setting
up
and
facilitating
Traditional
know
whether
constructivist
the
learning
interactions
30
among
students
and
themselves.
While
constructivist
teachers need more time to prepare a learning environment

than traditional teachers, traditional teachers cover the
learning
subject
in
shorter
time
than
constructivist
teachers (Slavin, 2006).

Teachers
who
hold
the
constructivist
view
tend
to
emphasize more student-centered activities that facilitate

students
knowledge
reflection,
peer
construction
interaction,
and
through
active
meaning-making
selfprocess
(Wong et. al., 2009; Chan & Elliott, 2004). Constructivist

teachers should not be a center of information; they are
not
responsible
for
transmitting
knowledge
to
students
(Doolittle & Hicks, 2003). The constructivist teacher is

responsible for creating a learning environment in which
students
interact
providing
with
students
with
peers
and
the
opportunities
teacher,
and
to
previous
use
for
knowledge to construct new knowledge. In this environment,

teachers
facilitate
the
learning
process
of
students
by
giving directions and clues. Constructivism proposes that

students build their knowledge based on previous knowledge,
so
they
process
need
to
(Brady,
be
actively
2004).
involved
Furthermore,
in
in
a
the
learning
constructivist
classroom, students interact with each other as well as

with content, which enables them to be active participants
31
and
to
be
responsible
for
their
learning
process.
Therefore, the more active students are in the learning

process, the more likely they are to be engaged (Brady,
2004). In some cases, constructivist teachers need to use
direct teaching, at which point they should establish the
extent
of
that
type
of
teaching
and
give
students
opportunities to construct knowledge by themselves. Since

social
constructivists
constructed
internally
believe
through
that
knowledge
exchanging
ideas
is
among
learners as well as by learners own experiences, it is

important for teachers to create an ideal environment for
students in class (Brady, 2004).
While
the
above
literature
shows
the
popularity
of
conceptualizing teaching in a dichotomous way, which seems

to be theoretically consistent, empirical studies challenge
such dichotomous views. Many studies showed that while some
teachers pedagogical beliefs can be classified as either
traditional or constructivist, many teachers are reporting
eclectic beliefs (Cheng et. al., 2009; Sang et. al., 2009;
Tondeur et. al., 2008). In particular, both Sang et. al.
(2009) and Tondeur et. al. (2008) employ cluster analysis
and report four broad groups of teachers with different
belief
profiles
among
Chinese
and
Flanders
elementary
school teachers. They are: constructivist; constructivist
32
and
traditional;
traditional;
nor
traditional.
Recent
and
neither
developments
constructivist
in
the
study
of
personal beliefs suggest that there is a possibility that

teachers
could
see
beliefs
as
cognitive
resources
and
activate different forms of beliefs for different contents

and students to be taught (Maggioni & Parkinson, 2008). In
the study of Chai et. al. (2009), they found out that both
Singaporean and Taiwanese pre-service teachers are inclined
towards constructivist teaching and less inclined towards
traditional teaching. In the study conducted by Chan, et.
al. (2004), Hong
Kong
inclined towards
constructivist
while
the
Taiwanese
inclination
also
towards
teachers
nor
stronger
are
neither
traditional teaching
teachers
constructivist
expressing
traditional
pre-service
express
teaching,
stronger
they
inclination
are
towards
teaching.
Al-abdulkareem
(2004)
investigated
Saudi
Science
teachers' beliefs about Science and Science teaching, and

to determine how Saudi Science teachers view pedagogical
reform
in
Science,
and
how
do
they
view
change
in
education. The sample was 329, consisting of 298 Science

teachers
and
31
supervisors.
The
results
showed
that
although Saudi Science teachers presented inquiry based
33
views
about
Science
and
teaching
Science,
they
do
not
practice these views in Science classes.
The process of making sense of the world begins at a

very
young
age,
powerful
impact
concepts
and
and
on
this
an
initial
understanding
individuals
information
(Bransford
has
representation
et.
al.,
1999,
a
of
in
Hofer, 2008). Because initial understanding plays a central

role
in
the
learning
process,
there
is
an
increased
interest in the role beliefs about knowledge and knowing

play
in
the
learning
process.
Research
geared
towards
epistemological development and epistemological beliefs is

an
important
area
psychologists
that
continue
many
to
educational
pursue
researchers
(Hofer,
2008).
and
Because
beliefs about knowledge and knowing influence learning and

can
even
enhance
teaching
effectiveness,
Hofer
(2008)
points out that the study of personal epistemology as a

construct with educational implications is at a critical
point in time (Hofer, 2008).
According to Hofer (2008), within the broad context of
personal
epistemology,
reside
an
individuals
epistemological beliefs. Epistemological beliefs focus on
34
the manner in which individuals come to know, their beliefs
about
knowing,
and
how
those
beliefs
are
part
of
and
influence cognitive processes. These beliefs are activated

as learners engage in learning and knowing. Hofer (2008)
offers
the
following
examples
to
illustrate
how
epistemological beliefs influence learning and knowing. As

we read the morning paper, we make judgments about the
credibility of the claims in the particular article. In our
professional lives, we confront the learning of a new skill
and make determination about their particular value. In a
more
formal
context,
epistemological
beliefs
play
an
important role in most academic experiences. Hofer (2008)

clarifies how personal epistemology relates to learning and
education in general. If epistemology is developmental and
development is the aim of education, the goal of education
is
to
foster
epistemological
development (Hofer,
2008).
Furthermore, because epistemological thinking is a critical

component of lifelong learning both in and outside of a
classroom,
which
epistemological
individuals
resolve
beliefs
impact
competing
the
manner
knowledge
in
claims,
evaluate new information, and make fundamental decisions

that affect their own lives and the lives of others(Hofer,
2008).
35
Much
of
the
existing
research
on
epistemological
beliefs can be traced back to the seminal work of William

Perry
(1970,
in
Hofer,
documentation
of
experiences
Harvard
at
2008).
Perrys
undergraduate
and
work
began
students
Radcliffe
(Perry,
as
college
1970,
in
Hofer, 2008). The Harvard Bureau of Study Counsel noticed

that students dealt with academic relativism in a variety
of ways. In fact, some students found multiple frames of
reference
wholly
unintelligible
(Perry,
1970,
in
Hofer,
2008). The students variety in interpretation of academic

experiences also led to an equally wide variation in how
students
acted
upon
the
experiences.
Through
their
observations, counselors concluded that the escapability of

relativism might well be a development of the twentieth
century.
The
conclusion
generated
concern
amongst
the
Harvard faculty because the growing persons response to

pluralism in thought and values, and indeed his capacity to
generate pluralism himself, are critical to the destiny of
a democracy. As a result, Perry (1970, in Hofer, 2008)
began to explore how students responded differently to the
diverse
views
environments.
of
His
the
universitys
longitudinal
academic
study
included
and
social
interviews
with Harvard undergraduates to collect descriptive accounts

of
their
experiences.
Based
upon
the
interviews,
Perry
36
(1970, in Hofer, 2008) outlined a scheme of intellectual
and ethical development that included nine positions as an
ongoing
Hofer,
organization
2008).
The
of
meaning
nine
making
positions
of
(Perry,
Perrys
1970,
scheme
in
are
typically clustered into four sequential categories: (1)

dualism,
(2)
multiplicity,
(3)
relativism,
and
(4)
commitment within relativism (Hofer & Pintrich, 1997, in

Chai, 2010). The movement of students through the sequences
of
epistemological
growth
begins
as
individuals
hold
knowledge as being simple, dichotomous, certain, and handed

down by authority. Perry (1970, in Hofer, 2008) noted that
these
beliefs
are
often
characteristic
of
first-year
college student (Hofer, 2008). As epistemological beliefs

develop and become more sophisticated, reasoning becomes
more
complex,
evaluation,
relativistic
and
empirical
and
derived
evidence
from
reason,
(Schommer-Aikins
&
Easter, 2006). Perry emphasized that a dualistic view of

knowledge
was
typically
challenged
and
transformed
over
four years of college. Specifically, when students entered

college,
they
tended
to
believe
in
simple,
certain
knowledge that is handed down by authority, yet as they

reached
their
senior
year,
they
believed
in
tentative,
complex knowledge obtained through observations and reason

(Schommer-Aikins & Easter, 2006).
37
It was not until the 1990s that researchers began to
further
examine
the
idea
of
an
epistemological
belief
system. Identifying epistemological beliefs was important,

but
more
importantly,
illustrate
aspects
how
of
the
researchers
epistemological
learning
were
beliefs
(Schommer-Aikins,
driven
impact
2004).
to
multiple
The
early
research supported the idea that belief in quick learning

related
to
related
to
simple
defined
students
grades,
students
and
certain
problem
study
belief
simple
strategies,
knowledge
solving
in
related
and
to
(Schommer-Aikins,
knowledge
beliefs
students
2004).
in
ill-
Pajares
(1992, in Schommer-Aikins, 2004) also contributed to the

evolution
of
epistemological
epistemology.
beliefs
as
His
an
work
important
described
component
of
teachers instructional beliefs and practices.

As a result of the early research and William Perrys
work, Schommer (1994, in Cheng et. al., 2009) developed the
notion of epistemology into a belief system that include
five
different
structure
control
of
of
domains:
(a)
knowledge,
knowledge
(c)
certainty
source
acquisition,
of
of
and
knowledge,
(b)
knowledge,
(d)
(e)
speed
of
knowledge acquisition. Certainty of knowledge belief ranges

from personal beliefs that knowledge static throughout time
to the view that knowledge is tentative and changes over
38
time. The structure of knowledge belief ranges from beliefs
that knowledge is simply facts to the belief that knowledge
is
better
knowledge
represented
beliefs
as
are
complex
the
theories.
beliefs
that
Source
people
of
hold
regarding where knowledge comes from: whether it come from

those in authority to something that can be discovered and
learned by anyone. The control of knowledge belief relates
to the beliefs individuals hold about the ability to learn,
ranging from the belief that ability to learn is fixed at
birth or that the ability to learn changes throughout an
individuals
life.
The
speed
of
knowledge
acquisition
belief refers to the belief in how quickly knowledge can be

acquired.
Individuals
hold
beliefs
that
range
from
the
perception that knowledge will only be learned in a small

amount of time or it wont be learned at all to the belief
that most things can be learned by most people if enough
time is dedicated. These domains are proposed to be more or
less independent of each other, suggesting that that an
individual can hold sophisticated beliefs in one domain and
more nave beliefs in another.
According to Schommer (1994, in Cheng et. al., 2009),
personal
epistemological
sophisticated.
For
beliefs
example,
vary
from
teacher
who
nave
holds
to
naive
epistemologies generally believes that knowledge is simple,
39
clear and specific, whilst the learning ability is innate
and fixed and can be transmitted directly to the students.
A teacher who holds sophisticated beliefs will believe that
knowledge is complex, uncertain and tentative, and can only
be gradually constructed by the learner (Howard et. al.,
2000).
Teachers
with
more
sophisticated
beliefs seem to be more engaged than
epistemological
their peers, with
regards to personal learning (Ravindran et. al., 2005). In

addition,
those
with
sophisticated
way
of
knowing
as
regarding teaching from a constructivist or transformative

perspective.
Sophisticated
epistemological
beliefs
are
identified as elements that support flexible thinking, yet

underlying that ability to take in new ideas or change old
ideas will be a steadfastness of core concepts (SchommerAikins, 2002).From a nave perspective, teachers will pay
little attention to how learners make personal meaning and
make connections with their prior knowledge; reproductive
approach
having
negative
effect
on
the
learning
experience (Brownlee, 2004).

With
measure
the
development
epistemology,
of
instruments
researchers
can
designed
document
to
how
epistemology impacts students motivational approaches to

learning. For example, Kizilgunes et. al. (2009) examined
how
epistemological
beliefs,
achievement
motivation,
and
40
learning approaches are related to achievement. Their work
was influenced by previous empirical studies that examined
how
students
epistemological
beliefs
influenced
the
selection of deep or surface learning approaches and the

relationship
among
epistemological
beliefs,
goal
orientation, and self-efficacy. Kizilgunes et. al. (2009)

proposed
path
epistemological
model
beliefs
assuming
influence
that
students
their
achievement
motivation and learning approaches. The results indicated

that epistemological beliefs, achievement motivation, and
choice of learning approaches were important determinants
of
students
Additionally,
achievement
Chan
epistemological
(2003)
beliefs
(Kizilgunes
explored
and
study
et.
the
al.,
2009).
relationship
approaches,
of
including
learning strategies, in a non-Western culture. Chan (2003)

found that students who believed that ability is fixed and
innate (a relatively unsophisticated belief) used surface
learning approaches and strategies more frequently, while
students who believed that learning requires effort were
more
likely
to
adopt
deeper
learning
approaches
(Chan,
2003). The relationship between beliefs about intelligence

and
learning
strategies
structural
equation
particular
study
were
modeling.
supported
the
later
The
confirmed
results
claim
that
of
using
this
students
41
epistemological beliefs are related to learning approaches,
learning strategies, and motivation to learn.
A
their
learners
level
epistemological
of
cognitive
beliefs
play
and
they
engagement,
role
in
also
influence the type of achievement goals a learner sets.

Achievement
goals
refer
to
students
self-reported
motivations for completing tasks in specific achievement

settings(Ravindran et. al., 2005, p. 222).
Paulsen and Feldman (1995, in Schommer-Aikins, 2004)
supported the claim that students epistemological beliefs
impact additional motivational constructs. The results of
their
study
correlated
efficacy.
indicated
with
Using
that
epistemological
motivational
Schommers
constructs,
framework
of
beliefs
including
are
self-
epistemological
beliefs, three of the four dimensions were significantly

correlated
(intrinsic
with
goal
four
or
more
orientation,
motivational
extrinsic
goal
constructs
orientation,
task value, control of learning, self-efficacy, and test

anxiety)
2004).
(Paulsen
The
Feldman,
significant
epistemological
supports
&
beliefs
development
as
1995,
in
relationship
and
an
Schommer-Aikins,
between
motivational
important
aspect
students
constructs
of
formal
education. In fact, Paulsen and Feldman (1995, in SchommerAikins, 2004) stated teachers can enhance the motivation of
42
their
students
to
learn
by
promoting
motivationally
productive epistemological beliefs. In other words, helping

students
simple,
to
recognize
absolute,
or
that
knowledge
certain,
and
is
not
necessarily
promoting
the
concept
that knowledge is complex and evolving can influence their

motivation to learn (Paulsen & Feldman, 1995, in SchommerAikins, 2004).
The previously cited examples provide evidence of the
influence
epistemological
motivational
beliefs
constructs,
also
information
impacts
beliefs
yet
the
(Kizilgunes
upon
learners
level
et.
have
at
al.,
epistemological
which
2009)
multiple
and
they
the
process
type
of
goals that are set (Ravindran et. al., 2005).

Students
learning
epistemological
processes,
and
beliefs
influence
epistemological
their
beliefs
also
influence how teachers approach teaching (Brownlee et. al.,

2001).
After
elementary
watching
and
teachers
secondary
for
schools
years
and,
as
pupils
in
subsequently,
as
students in college, (pre-service teachers) already think

they
know
Aikins,
what
2004).
they
need
Pajares
in
(1992,
order
in
to
teach
(Schommer-
Schommer-Aikins,
2004)
emphasized that a teachers beliefs ultimately impacts how

they
teach.
Therefore,
if
pre-service
teachers
have
an
understanding of their belief structures, it could prove
43
essential
in
practices.
improving
limited
their
amount
preparation
of
and
research
teaching
exists
that
examines the impact teachers epistemological beliefs have

on
their
However,
motivational
previous
constructs
researchers
and
have
self-perceptions.
found
significant
correlations between students epistemological beliefs and

motivational
constructs
(Paulsen
&
Feldman,
1995,
in
Schommer-Aikins, 2004). Teacher preparation programs must

build
when
upon
pre-service
preparing
future
teachers
teachers.
epistemological
Brownlee
et.
al.
beliefs
(2001)
pointed out that there is a growing evidence to suggest

that
it
is
important
to
consider
pre-service
teachers
beliefs, in particular epistemological beliefs, in teacher

education since such beliefs will influence performance in
the classroom. If such beliefs are not addressed within the
teacher
preparation
program,
pre-service
teachers
conceptions about teaching (accurate or inaccurate) may be

so strong that they may be impervious to change within
teacher education program (Munby et. al., 2001). Additional
researchers supported the claim of Munby et. al. (2001). If
the
quality
of
teaching
is
to
be
improved,
prospective
teachers need to reflect upon their personal beliefs about

teaching and its contexts in relation to alternative models
of practice (Dart et. al., 1992, in Schommer-Aikins, 2004).
44
At the beginning of teacher preparation programs, preservice teachers beliefs about knowledge and knowing must
be examined because these beliefs influence how a person is
likely
to
approach
(Brownlee
et.
teaching
al.,
2001).
in
particular
Unfortunately,
contexts
pre-service
teachers epistemological beliefs are often not addressed

in
teacher
preparation
programs,
even
though
there
is
growing evidence that consideration of those beliefs can

influence performance and approaches in the classroom (Luft
&
Roehrig,
2007).
Specifically,
Maggioni
and
Parkinson
(2008) pointed out that there is a relationship between a

teachers personal epistemology and their tendency to adopt
specific
pedagogical
practices.
teachers
beliefs
characterize the way in which individuals look at the world

in order to gain knowledge and have been found to influence
teachers
choice
of
teachers
beliefs
pedagogical
influence
practices.
their
Pre-service
perception
of
the
effectiveness of instructional strategies. If they believe

a particular teaching method will not be effective or is
not valid, it will not be implemented (Cronin-Jones, 1992,
in Schommer-Aikins, 2004).
All
students,
limited
teachers
hold
and
their
amount
of
beliefs
roles
and
information
about
their
work,
responsibilities,
related
to
their
yet
pre-service
45
teachers
epistemological
beliefs
has
appeared
in
the
literature (Pajares, 1992, in Schommer-Aikins, 2004). Even

though
findings
teachers
play
interpretation
behavior
and
responsible
suggest
that
pivotal
of
that
for
role
beliefs
in
their
knowledge
and
unexplored
entering
the
of
pre-service
acquisition
subsequent
perpetuation
beliefs
of
and
teaching
may
antiquated
be
and
ineffectual teaching practices, the research related to the

beliefs
of
(Pajares,
pre-service
1992,
in
teachers
is
relatively
scarce
2004).
Teacher
Schommer-Aikins,
educators must identify the epistemological beliefs of preservice

beliefs,
teachers
and
and
perhaps
challenge
even
them
change
to
them.
examine
However,
those
because
such studies require longitudinal designs, most research

focuses
on
in-service
experience.
Clearly,
related
the
to
teachers
there
is
epistemological
or
the
also
student
need
beliefs
for
of
teaching
research
pre-service
teachers. While there is little debate that epistemological

beliefs play a role in the teaching and learning process,
questions still remain if epistemological beliefs can be
changed. The various models of personal epistemology differ
in how implicitly or explicitly they consider the roles of
learning, motivation, and affect (Bendixen & Rule, 2004).
Therefore, invoking epistemological change may prove to be
46
a slow and difficult task. The more a belief is connected
with other beliefs, the less likely it is to be changed
(Brownlee et. al., 2001). Brownlee et. al. (2001) pointed
out that only a few studies have challenged individuals to
explicitly reflect upon their epistemological beliefs as a
method to facilitate change. In fact, although there is
some
evidence
of
interventions
focused
on
changing
epistemological beliefs, it seems that this area is still

relatively unchartered territory. In their study, Brownlee
et. al. (2001) examined how the epistemological beliefs of
pre-service teachers changed as a result of an intervention
program requiring explicit reflection upon their beliefs.
Their study provided evidence that epistemological beliefs
can
become
more
sophisticated
as
result
of
explicit
reflection, and the results suggest that the change maybe

have been facilitated by the intervention program (Brownlee
et. al., 2001).
Employing
Schommers
(1994,
in
Chai
et.
al.,
2010)
multidimensional model, several researchers have explored

the
epistemic
beliefs
of
pre-service
teachers
in
Asia.
Adapting Schommers (1990, in Chai et. al., 2010) fourfactor questionnaire, Chan and Elliott (2004a) surveyed 385
Hong Kong pre-service teachers using the 30-item Epistemic
Beliefs Questionnaire. The results indicated that teachers
47
tended to believe that knowledge is ever changing. They
seemed
to
believe
that
knowledge
is
constructed
through
effortful learning processes rather than handed down from

authority figures. Most students were uncertain in their
beliefs about whether learning ability is innate or fixed.
They suggested that the in-depth interview would facilitate
better
understanding
of
the
complexity
of
epistemic
beliefs. Cheng et. al. (2009) follow-up study employing the

same questionnaire coupled with additional interviews has
discovered similar pattern of beliefs among the Hong Kong
pre-service teachers.
By adapting Chan and Elliotts four-factor instrument,
Chai and Khine (2008) have reported similar profiles of
epistemic beliefs held by Singaporean pre-service teachers
(N=877).
Several
background
variables
were
found
to
be
associated with these teachers epistemic beliefs. These

variables included teachers program level, gender, major
subjects,
same
ethnicity,
instrument,
epistemic
beliefs
and
Chai
held
teaching
et.
by
al.
experience.
(2010)
teacher
Using
the
investigated
the
education
students
(N=445) from the South China context. The Chinese student

teachers epistemic beliefs were similar to the preservice
teachers from Hong Kong and Singapore.
48
In the study conducted by Go et. al. (2014) among
1,068 Filipino primary and secondary teachers working in a
network
of
following
schools
findings:
epistemological
analysis
in
With
beliefs
resulted
the
in
regard
of
the
to
beliefs:
Learning
Learning
yielded
the
teachers,
extraction
epistemological
Effort,
Philippines,
self-reported
exploratory
of
five
Innate
factor
factors
Authority/Expert
Process,
the
of
Knowledge,
Ability,
and
Fixed Ability. Based on their responses, this sample seemed

to
exhibit
rating
maturity
themselves
in
their
high
in
beliefs
(Learning
Effort
scoring
low
the
in
the
and
naive
epistemological
beliefs,
sophisticated
learning
Learning
beliefs
Process),
while
(Authority/Expert
Knowledge, Innate Ability, and Fixed Ability). They further

concluded
more
that
inclined
older
to
and
believe
more
that
experienced
Innate
teachers
Ability
were
impeded
learning. More specifically, teachers above the age of 40

were more inclined to subscribe to beliefs about Innate
Ability than those from 26 to 30 years old. Female teachers
were more likely to value experts and effort in learning,
while their male colleagues tended to accept the limits
resulting from ones inborn ability. Compared to their less
experienced colleagues, the Veteran teachers (over twenty
years of teaching experience) tended to believe that our
49
innate abilities could impede learning. Richardson (2003)
stated that the demographic characteristics and attributes
such as age, gender, and ethnicity contribute to beliefs

that pre-service teachers hold.
The
beliefs
relationships
and
their
considerable
conceptually
between
teachers
epistemological
attention
accepted
from
viewpoint
pedagogical
beliefs
have
researchers.
about
the
drawn
Such
relationship
between the two constructs has been buttressed by a few

empirical studies. Beliefs about the nature of knowledge
influence beliefs about learning and teaching (Bendixen &
Rule,
2004).
across
et.
The
individuals
al.,
2008).
epistemological
and
In
teachers
relativistic
reportedly
related
to
beliefs
disciplines
the
Western
epistemic
(EB)
vary
(Kaartinen-Koutaniemi
context,
beliefs
constructivist
can
preservice
have
pedagogical
been
beliefs
(Brownlee, 2004; Sinatra & Kardash, 2004). Using interview

methods, Schraw and Olafsons (2002) found that 23 out of
24 practicing teachers can be categorized as relativist.
These
teachers
teaching.
In
tended
Kang
and
to
prefer
Wallaces
constructivist
(2005)
work,
oriented
practicing
teachers who view science as a body of factual information

were
inclined
belief.
to
express
transmissionist
pedagogical
50
Only a small number of studies have investigated the
above
relationship
within
an
Asian
context.
Chan
and
Elliott (2004b) required 385 Hong Kong pre-service teachers

to
complete
their
two
epistemic
five-point
beliefs
Likert-scales
and
for
assessing
pedagogical
beliefs,
respectively. Their results were slightly different from

those generated from the aforementioned Western studies.
For
example,
positively
dimensions
traditional
and
of
significantly
epistemic
authority/expert
However,
the
beliefs
related
beliefs:
knowledge,
constructivist
about
teaching
to
the
innate/fixed
and
certainty
beliefs
about
were
three
ability,
knowledge.
teaching
were
found to be negatively related to learning effort/process

dimension.
The
direction
of
these
correlations
appeared
conceptually inconsistent. Chan and Elliott suggested that

this surprising result may be due to the fact that the Hong
Kong pre-service teachers perceive learning effort/process
as working hard in terms of repetitive drills for knowledge
acquisition. Using Structural Equation Modeling approach,
Chai
and
his
colleagues
(2010)
investigated
the
relationships among beliefs about learning, knowledge, and

teaching
of
pre-service
teachers
(N=718)
in
Singapore.
Results indicated that transmissionist pedagogical beliefs

were positively related to innate/fixed ability, but were
51
negatively related to learning effort/process dimension.
The
constructivist
pedagogical
beliefs
were
positively
predicted by the learning effort/process dimension.

However, several conflicting findings should be noted
when
interpreting
the
relationships
between
teachers
epistemological beliefs and their pedagogical beliefs. In

Chan
and
Elliotts
(2004)
work,
for
example,
Hong
Kong
preservice teachers may be categorized as relativists, but

these
teachers
constructivist
did
not
pedagogical
show
inclination
beliefs.
towards
Likewise,
Richardson
(2003) suggested that pre-service teachers may express a

relativistic
epistemic
belief,
but
they
may
also
view
teaching as knowledge transmission. As reported by Lee et.

al. (2010), Singaporean pre-service teachers were found to
embrace
they
constructivist
may
not
hold
beliefs
relativistic
about
teaching,
beliefs
about
although
knowledge.
Therefore, the relationships between these two constructs

should be addressed in future research. Furthermore, the
above studies seemed to investigate such relationships by
mainly
using
quantitative
methods
(Likert-type
questionnaire). According to Hofer (2008), these simplified

written measures may risk trivializing the complexity of
individuals beliefs. She also suggested that assessment
has
been
most
reliable
and
valid
with
interviews.
52
Furthermore, a large majority of studies reviewed seemed to
examine
the
relationships
teachers.
Very
cultural
background,
epistemological
few
studies,
have
beliefs
and
by
recruiting
especially
pre-service
within
investigated
the
how
pedagogical
Asian
teachers
beliefs
are
intertwined in their real-life teaching practice.
Teachers have a broad range of instructional practices

from which to choose. These practices play an important
role in every classroom and influence student learning in a
variety of ways. Successful teachers are those who utilize
a variety of instructional practices (Paek, et. al. 2005).
Effective
achieving
instructional
desired
student
practices
outcomes
are
for
the
key
to
developmental
programs. Research has linked the following instructional

practices with success for developmental learners:
1. Sound principles of learning theory are applied
in the design and delivery of courses in the developmental
program.
2. Curricula and practices that have proven to be
effective within specific disciplines are employed.
53
3. The
holistic
developmental
development
of
education
all
program
aspects
of
addresses
the
student.
Attention is paid to the social and emotional development

of the students as well as to their cognitive growth.
4. Culturally
Responsive
Teaching
theory
and
practices are applied to all aspects of the developmental

instructional programs and services.
5. A
high
degree
of
structure
is
provided
in
developmental education courses.

6. Developmental education faculty employ a variety
of instructional methods to accommodate student diversity.
7. Programs align entry/exit skills among levels and
link
course
content
to
college-level
performance
requirements.
8. Developmental
education
faculty
routinely
share
instructional strategies.
9. Faculty
and
advisors
closely
monitor
student
performance.
10.
support
Programs
mechanisms,
provide
including
the
comprehensive
use
of
academic
trained
tutors
(http://www.cccbsi.org/websites/basicskills/images/instruct
ionalpractices.pdf, retrieved: 11/26/2015).
Instruction is a complex, multifaceted activity, often
requiring instructors to juggle multiple tasks and goals
54
simultaneously
and
flexibly.
The
following
small
but
powerful set of principles can make instruction both more

effective and more efficient, by helping them create the
conditions that support student learning and minimize the
need for revising materials, content, and policies. While
implementing these principles requires a commitment in time
and effort, it often saves time and energy later on.
1.
Effective instruction involves acquiring relevant
knowledge about students and using that knowledge to inform

course
design
teach,
they
and
do
not
classroom
just
teaching.
teach
the
When
instructors
content,
they
teach
students the content. A variety of student characteristics

can affect learning. For example, students cultural and
generational backgrounds influence how they see the world;
disciplinary backgrounds lead students to approach problems
in
different
accurate
and
Although
they
ways;
and
inaccurate
cannot
students
aspects)
adequately
prior
knowledge
(both
shapes
new
learning.
measure
all
of
these
characteristics, gathering the most relevant information as

early as possible in course planning and continuing to do
so during the semester can (a) inform course design (e.g.,
decisions about objectives, pacing, examples, format), (b)
help explain student difficulties (e.g., identification of
common
misconceptions),
and
(c)
guide
instructional
55
adaptations (e.g., recognition of the need for additional
practice).
2.
major
Effective instruction involves aligning the three

components
of
instruction:
learning
objectives,
assessments, and instructional activities. Taking the time

to do this upfront saves time in the end and leads to a
better
course.
Teaching
is
more
effective
and
student
learning is enhanced when (a) the instructors articulate a

clear set of learning objectives (i.e., the knowledge and
skills that they expect students to demonstrate by the end
of a course); (b) the instructional activities (e.g., case
studies,
learning
labs,
discussions,
objectives
by
readings)
providing
support
goal-oriented
these
practice;
and (c) the assessments (e.g., tests, papers, problem sets,

performances)
demonstrate
provide
and
opportunities
practice
the
for
students
knowledge
and
to
skills
articulated in the objectives, and for instructors to offer

targeted feedback that can guide further learning.
3.
explicit
Effective
expectations
instruction
involves
regarding
learning
articulating
objectives
and
policies. There is amazing variation in what is expected of

students
across
discipline.
differ
For
greatly
classrooms
example,
across
and
what
even
within
constitutes
courses;
what
is
given
evidence
may
permissible
56
collaboration in one course could be considered cheating in
another. As a result, students expectations may not match
that
of
instructors.
expectations
and
Thus,
being
communicating
clear
them
about
their
explicitly
helps
students learn more and perform better. Articulating their

learning objectives (i.e., the knowledge and skills that
they expect students to demonstrate by the end of a course)
gives students a clear target to aim for and enables them
to monitor their progress along the way. Similarly, being
explicit
about
course
participation,
laptop
syllabus
in
and
differences
early
policies
use,
class
and
and
late
allows
tends
(e.g.,
assignment)
instructors
to
on
reduce
to
class
in
the
resolve
conflicts
and
tensions that may arise. Altogether, being explicit leads

to
more
productive
learning
environment
for
all
students.
4.
knowledge
Effective
and
instruction
skills
involves
instructors
prioritizing
choose
to
focus
the
on.
Coverage is the enemy: Dont try to do too much in a single

course. Too many topics work against student learning, so
it is necessary for them to make decisions
sometimes
difficult ones about what they will and will not include
in a course. This involves (a) recognizing the parameters
of the course (e.g., class size, students backgrounds and
57
experiences, course position in the curriculum sequence,
number of course units), (b) setting their priorities for
student learning, and (c) determining a set of objectives
that can be reasonably accomplished.
5.
Effective
instruction
involves
recognizing
and
overcoming instructors expert blind spots. They are not

their students! As experts, instructors tend to access and
apply knowledge automatically and unconsciously (e.g., make
connections,
draw
on
relevant
bodies
of
knowledge,
and
choose appropriate strategies) and so they often skip or

combine critical steps when they teach. Students, on the
other
hand,
dont
yet
have
sufficient
background
and
experience to make these leaps and can become confused,

draw incorrect conclusions, or fail to develop important
skills. They need instructors to break tasks into component
steps, explain connections explicitly, and model processes
in detail. Though it is difficult for experts to do this,
instructors need to identify and explicitly communicate to
students the knowledge and skills they take for granted, so
that
students
can
see
expert
thinking
in
action
and
practice applying it themselves.

6.
Effective
instruction
involves
adopting
appropriate teaching roles to support our learning goals.

Even though students are ultimately responsible for their
58
own learning, the roles instructors assume are critical in
guiding students thinking and behavior. They can take on a
variety
of
roles
in
their
teaching
(e.g.,
synthesizer,
moderator, challenger, commentator). These roles should be

chosen in service of the learning objectives and in support
of
the
instructional
activities.
For
example,
if
the
objective is for students to be able to analyze arguments

from a case or written text, the most productive instructor
role might be to frame, guide and moderate a discussion.
If the objective is to help students learn to defend their
positions or creative choices as they present their work,
their role might be to challenge them to explain their
decisions and consider alternative perspectives. Such roles
may be constant or variable across the semester depending
on the learning objectives.
7.
refining
feedback.
Effective
instruction
instructors
Teaching
courses
requires
involves
based
on
adapting.
progressively
reflection
They
need
and
to
continually reflect on their teaching and be ready to make

changes when appropriate (e.g., something is not working,
they want to try something new, the student population has
changed, or there are emerging issues in their fields).
Knowing what and how to change requires them to examine
relevant information on their own teaching effectiveness.
59
Much
of
this
information
already
exists
(e.g.,
student
work, previous semesters course evaluations, dynamics of

class participation), or they may need to seek additional
feedback
(e.g.,
with
help
interpreting
from
the
early
university
course
teaching
evaluations,
center
conducting
focus groups, designing pre- and posttests). Based on such

data, they might modify the learning objectives, content,
structure, or format of a course, or otherwise adjust their
teaching. Small, purposeful changes driven by feedback and
their
priorities
are
most
likely
to
be
manageable
and
effective
(https://www.cmu.edu/teaching/principles/teaching.html,
retrieved: 12/29/2015).
Instructional practices in Science must be carefully
chosen for several reasons (Bybee et. al., 2006). Students
may
come
to
the
Science
classroom
with
incorrect
preconceived notions and require an adequate background of

facts and context to build upon. Students must also have
the ability to organize and retrieve knowledge. According
to the authors, Science educators must teach content indepth, recognize misconceptions, correct them, and teach
reflective
involves
thinking.
more
than
Instruction
teaching
related
content
for
to
Science
students
successfully grasp difficult scientific concepts.
to
60
Critical
important,
thinking
both
in
Science
historically
and
education
in
is
todays
also
classroom
(Vieira et. al., 2011). Educators must select instructional

practices in the classroom that promote critical thinking.
Critical thinking skills allow the general population to
understand
occurring
the
in
todays
discoveries,
related
scientific
and
areas.
understand,
to
and
society,
prepare
Students
assess,
technological
and
the
importance
individuals
must
be
make
advances
for
able
careers
to
decisions
of
new
in
critically
based
on
the
relevance of science to their lives.

Vieira
must
their
be
et.
able
own
al.
to
(2011)
analyze
arguments,
also
suggested
evidence
make
in
that
students
arguments,
inferences,
and
present
assess
the
credibility of sources. Students in todays society benefit

from
appropriate
accuracy,
hypotheses,
These
knowledge
precision,
context,
cause/effect,
concepts
are
of
part
variables,
validity,
correlation,
of
both
and
critical
controls,
reliability,
significance.
thinking
and
scientific literacy. The Science classroom as an open, safe

environment
for
creativity
and
questioning
provides
an
opportunity to promote critical thinking, as well as the

knowledge and attitudes to carry it successfully into the
modern world. Activities in the science classroom including
61
discussions, analyzing journal articles, reading scientific
papers, and other relevant projects promote these skills.
Constructivist
student
centered
instructional
instead
of
practices
teacher
are
centered,
often
providing
students with the opportunity to be active participants in

their own learning (Paek et. al., 2005; Woolfolk, 2010).
Practices from a constructivist perspective promote student
construction
of
knowledge
with
broad
applications
for
problem solving under more ambiguous conditions (Schuman,

1996, in Knapp, 2013). There is no single constructivist
theory
of
learning.
principles:
But
learners
knowledge
is
(Woolfolk,
2010),
each
variation
actively
construct
constructed
through
compared
to
agrees
on
two
knowledge
and
social
traditional
interactions
practices
in
which the learner is passive.

Constructivism can be divided into two broad classes:
psychological
and
constructivists
individual,
individual
and
stores
examine
and
constructivists.
social
are
how
meaning
sometimes
Constructivism
constructs
the
(Woolfolk,
internal
information,
2010).
is
Psychological
formed
called
revolves
around
representations,
retrieves
for
the
individual
how
the
modifies
information,
and
analyzes and modifies information. According to the author,

Piagets version of this constructivism is sometimes called
62
cognitive
constructivism
because
the
focus
lies
on
the
process of constructing meaning.

Social constructivism on the other hand was informed
by the
work of Vygotsky (Woolfolk, 2010). In this view
students must participate in a variety of activities with

others in order to appropriate new behaviors. Appropriation
is
"being
cultural
able
to
tools"
reason,
(Woolfolk,
act,
and
2010,
p.
participate
312).
The
using
process
occurs in the zone of proximal development, or the area

where a child can accomplish a task with anothers help. In
this view cognition and culture create each other, making
individuals a product of the society and culture to which
they
belong.
Societal
elements
can
be
used
to
bring
students to the zone of proximal development, as Moussiaux

et. al. (1997, in Knapp, 2013) stressed the importance of
activating prior knowledge. Not surprisingly this type of
culture is more likely to emerge among students if it is
already
present
among
the
staff.
If
staff
members
collaborate with peers, they are more likely to foster the

same
environment
of
collaboration
among
students.
In
climate where learning occurs in context, constructivists

propose that assessment should occur in context as well.
Testing
should
be
integrated
into
the
task
and
not
separate activity (Merrill, 1991, in Knapp, 2013). In doing
63
all of these things students must be able to work together
in a group or multiple groups to achieve the ultimate goal
while taking ownership of the learning and understanding
the
influences
that
shape
it
(Woolfolk,
2010).
Moreover
information must be presented in many contexts throughout

the
year
for
students
to
successfully
understand
it
in
depth. This idea developed in the 1960s after the Russian

launch of Sputnik via the work of Jerome Bruner. He created
a
spiral
simple,
curriculum
concrete
in
which
ideas
the
to
work
progresses
complex,
abstract
from
ideas
throughout the school years (Hewitt, 2006).

The effects of the quality of instructional practices
on student achievement have been well documented (Schmoker,
2006). Put simply, The teaching effectiveness research has
shown
that
student
positive
outcomes
teacher
(Martinez
behaviors
et.
al.,
produce
1999
in
positive
MacGregor,
2007). Such conclusions beg the question: which teaching

behaviors are more likely to produce positive results? Good
and Brophy (1994 in MacGregor, 2007) described effective
teachers
as
teachers
who:
1)
make
maximum
use
of
instructional time, 2) present material in a way to meet

students needs, 3) monitor programs and progress, 4) plan
opportunities for students to apply learning, 5) reteach
when needed, 6) maintain high, but realistic goals. In her
64
synthesis of effective school practices, Kathleen Cotton
(1995, in MacGregor, 2007) listed six domains under the
heading,
classroom
characteristics
and
practices:
1)
planning and learning goals, 2) classroom management and

organization,
3)
instruction,
4)
teacherstudent
interaction, 5) equity, 6) assessment.

A wide body of research shows that the single greatest
factor
affecting
instruction.
In
student
one
study,
achievement
Woolfolk
is
(2010)
classroom
found
that
classroom instruction has more impact on student learning

than any other factor. As McKinsey & Company (2007, in
Woolfolk, 2010) concluded in their study of the worlds
best
schools,
The
only
way
beliefs
or
to
improve
outcomes
is
to
improve instruction.
Pedagogical
beliefs
on
teaching
and
learning and epistemological beliefs or the belief about

the
nature
of
knowledge
and
knowing
influence
the
instructional practices of teachers.

Mansour (2008) sees that although there is a lot of
research which indicates that the teachers practices in
the
classrooms
are
affected
by
their
beliefs,
there
is
still a need to examine teachers beliefs to clarify how

they affect their practices.
65
Pajares
(1992,
in
Schommer-Aikins,
2004)
emphasized
that a teachers beliefs ultimately impacts how they teach.

Therefore,
if
teachers
have
an
understanding
of
their
belief structures, it could prove essential in improving

their preparation and teaching practices.
Faour (2003) investigated the relationship between the
beliefs and practices of Lebanese early childhood teachers
and
whether
they
differ
in
relation
to
schools'
socioeconomic status, class size, grade level, extent of

teachers' pedagogical background, their teacher experience
or other situational factors. The study is comprised of 135
preschool
moderate
teachers'
practices
and
kindergarten
association
beliefs
between
and
status,
Lebanese
practices.
significantly
socioeconomic
teachers.
differ
class
size,
Results
early
Teachers'
on
grade
childhood
beliefs
depending
and
showed
and
schools'
level
they
teach in. Teachers' level of general education, training,

age, salary, and principal's support were also related to
beliefs and practices of teachers.
Wang (2006) probed in China into two teachers' beliefs
about the English language and its teaching and learning
and their classroom practice. Data were collected with two
semi-structured
observations.
The
interviews
data
and
suggested
fourteen
that
the
two
classroom
teachers'
66
beliefs and practice were largely consistent in terms of
teaching activities and teaching methods.
Bernardo (2009), studied Investigating the Influence
of Teachers Pedagogical Beliefs and Reported Practices on
Student Achievement in Basic Mathematics investigated the
pedagogical
beliefs
of
the
elementary
and
high
school
(mathematics) teachers. It sought to find out whether their

pedagogical
beliefs
are
Mathematics
Tradition
consistent
(SMT)
and
with
the
Inquiry
School
Mathematics
Tradition (IMT). It determined if there are differences in

the pedagogical beliefs of (math) teachers in high, average
and low performing schools at the elementary and secondary
levels. It also determined how the pedagogical beliefs of
teachers are related to their reported teaching practices.
Results
teaching
show
that
practices
there
in
is
high,
no
difference
average
and
in
low
reported
performing
schools at the elementary and secondary levels. Teachers

pedagogical beliefs but not practices might be related to
the performance of their students. There was clearer link
between
the
performance
level
of
the
school
and
the
teachers pedagogical beliefs.

Harcarik (2009) investigated the relationship between
fifth-grade teachers social studies knowledge and beliefs
and their relationship to classroom practices. Quantitative
67
data were collected through beliefs and classroom practices
survey and 60-item knowledge test covering several fields
of knowledge. In order to provide a comprehensive picture
of the fifth-grade teachers knowledge, beliefs, and selfreported classroom practices relating to social studies.
The
findings
relationship
of
this
between
study
indicate
teachers
beliefs
that
there
is
and
their
self-
reported classroom practices in the domains of resources,

best practice, time, and personal interest.
In the study of Sue and Rohs (2000, in Chai & Khine,
2008), they examined the prospective teachers' shifts of
pedagogical beliefs over time and they found out that there
were significant differences found between beliefs reported
at the onset of a teacher education program when compared
to beliefs reported at graduation and after one year of
employment.
Prospective teachers had higher mean scores on
learner-centered beliefs at graduation and after one year

of employment than did students at the beginning of the
teacher
education
program.
The
findings
revealed
the
changes of prospective teachers' beliefs as a result of

participation
in
one
early
childhood
teacher
education
program (Sue & Rohs, 2000, in Chai & Khine, 2008).

Bisland, OConner and Malow-Iroff (2009) investigated
the
teaching
beliefs
of
social
studies
teachers
in
the
68
basic cycle in New York and the extent of the classroom
practice of those beliefs. Views of the sample teachers
were
surveyed
practices.
about
Results
beliefs
were
and
constructive
compared
with
the
classroom
results
of
individual and group interviews, as well as the observation

method
of
the
teachers
teaching
in
the
social
studies
classrooms by supervisors. The study found no proof of the

relationship
classroom
between
practices
observation
process
teachers
beliefs
in
the
social
of
teaching
in
and
studies
the
constructive
through
social
the
studies
classrooms.
In
the
study
conducted
by
Khader
(2012)
on
Social
Studies Teachers' Pedagogical Beliefs and Actual Classroom

Practices, results showed that there was no statistically
significant correlation between the prevailing pedagogical
beliefs among teachers and their classroom practice of such
beliefs.
Kizilgunes et. al. (2009) examined how epistemological
beliefs,
are
achievement
related
to
motivation,
achievement.
The
and
learning
results
approaches
indicated
that
epistemological beliefs, achievement motivation, and choice

of
learning
approaches
were
important
determinants
of
students achievement. Ravindran et. al. (2005) examined

achievement
goals
and
epistemological
beliefs
as
69
antecedents
of
predicting
cognitive
engagement.
Specifically, their study examined the relationship among

achievement
goals,
epistemological
beliefs,
cognitive
engagement, and performance on a 32 complex learning task.

Using
population
of
101
(pre-service)
teachers,
they
found that those who set performance achievement goals were

more
likely
knowledge.
to
believe
Mastery
goals
epistemological
belief
hypothesis
the
indicating
of
that
in
innate
did
not
variables.
regression
performance
ability
correlate
and
simple
with
any
the
null
Furthermore,
analysis
goals
and
was
simple
rejected,
knowledge
beliefs were predictors of shallow engagement (Ravindran

et.
al.,
2005).
relationship
This
between
study
provides
evidence
epistemological
of
beliefs
the
and
achievement goals, and the findings indicated that (preservice) teachers nave epistemological beliefs should be
challenged because they influence meaningful engagement and
achievement goals.
Studies have reported that teachers epistemological
beliefs
influence
teaching
practices
(Brownlee
&
Berthelsen, 2005). One consistent finding is that teachers

with more sophisticated epistemological beliefs are more
likely to endorse student-centered instructional practices
that emphasize critical reasoning. In contrast, teachers
70
with less sophisticated beliefs are more likely to focus on
traditional
basic
curriculum,
concepts.
In
student
testing
addition,
and
teachers
mastery
with
of
more
sophisticated personal epistemologies used a greater number

of
pedagogical
designed
to
strategies
promote
in
deeper
their
classrooms
learning
and
that
are
reflection,
including generating, constructing and reconstructing. Such

practices
are
likely
to
influence
the
achievement
or
performance of students.
Synthesis
Fundamentally,
teachers'
professional practice, have

life.
Two
influence
of
these
their
that
shape
their
profound impact on classroom
beliefs
classroom
beliefs
that
teachers
practices
are
possess
and
pedagogical
and
epistemological beliefs. Pedagogical beliefs or the beliefs

about
teaching
and
teacher-centered.
learning
can
Epistemological
be
student-centered
beliefs
focus
on
or
the
manner in which individuals come to know and their beliefs

about
knowledge.
instructional
Teachers
practices
which
have
play
a
an
broad
range
important
every classroom and influence student learning.
role
of
in
71
Previous
researchers
have
supported
the
claim
that
teachers beliefs about teaching and learning (pedagogical

beliefs) and beliefs about the knowledge (epistemological
beliefs) influence their teaching practices and how they
approach
teaching.
Moreover,
researches
showed
how
pedagogical and epistemological beliefs of teachers relate

with each other but, conflicting findings were also drawn
about the relationship of these two constructs. Pedagogical
and
epistemological
significantly
influence
instructional practices.
beliefs
student
have
been
learning
and
shown
to
teachers
72
Chapter 3
Research Design and Methodology
Chapter 3 is divided into three parts: (1) Purpose of

the
Study
and
Research
Design,
(2)
Method,
and
(3)
Statistical Data Analyses Procedure.

Part One, Purpose of the Study and Research Design,
restates the purpose of the study, explains the research
design, and describes the variables
Part
Two,
Method,
used in the research.
describes
the
subjects,
the
data
gathering instruments, the process of data collection, and

the
research
procedure
employed
in
the
conduct
of
the
investigation.
Part
Three,
Statistical
Data
Analyses
Procedure,
details the statistical tools used in the analyses.
Purpose of the Study and Research Design
This study aimed to determine the influence of the

pedagogical
beliefs,
constructivist
and
the
categorized
as
epistemological
traditional
beliefs,
and
divided

knowledge,
source
of
knowledge,
control
of
knowledge
73
acquisition
and
instructional
speed
practices
of
knowledge
of
Science
acquisition
teachers
in
on
the
terms
of

environment, assessment and professionalism.
This study employed the survey-correlational method of
research. Fraenkel and Wallen (2006) described this method
as the process of collecting data to test a hypothesis or
to answer questions concerning the current status of the
subject of the study.
The
independent
pedagogical
variables
beliefs,
constructivist
and
in
categorized
the
the
study
as
traditional
epistemological
were
beliefs,
the
and
divided

knowledge,
source
of
acquisition
and
speed
instructional
practices
knowledge,
of
of
control
knowledge
Science
of
knowledge
acquisition.
teachers
in
terms
The
of

environment, assessment and professionalism were set as the
dependent variables.
Data
gathered
were
computer-processed
using
the
Statistical Package for the Social Science (SPSS) software.

Descriptive
statistical
tools
such
as
frequency
count,

the other hand, t-test for independent samples, Pearson r
74
and
One-Way
Analysis
of
Variance
(ANOVA)
were
used
as
inferential statistics which were set at .05 alpha level.
Method
Participants
Due to the small population of science teachers in the

Division
of
Roxas
City,
the
entire
65
population
of
secondary private and public school Science teachers for

school year 2015-2016 served as the participants of this
study.
The distribution of participants according to school
is reflected in Table 1. The table shows that majority of
the respondents, 8 or 12.3%, came from Tanque National High
School. Others were from Colegio Dela Purisima Concepcion
(6 or 9.2%), Congressman Ramon A. Asis High School and
Roxas
City
School
respectively),
Del
Rosario
School,
and
for
Craftsmen(5
or
7.7%
Culasi National High School, Don Ynocencio
National
Marcos
respectively),
Philippine
High
School,
Fuentes
Balijuagan
Dumolog
Integrated
National
High
National
School(4
School,
or
High
6.2%
Filamer
Christian University, Hercor College High School, and Our

Lady of Grace Academy (3 or 4.6% respectively), College of
75
Saint
Milibili
Roxas,
Inzo
National
Arnoldo
High
Village
School,
Saint
Integrated
Marys
School,
Academy
of
Capiz and St. Pius the X Seminary (2 or 3.1% respectively)

and Bago National High School, Olotayan Integrated School
and
Sofronio
Cordovero
Integrated
School
(2
or
3.1%
respectively).
Table 1
Distribution of Respondents According to School
Name of School
Bago National High School

Balijuagan National High School
Colegio Dela Purisima Concepcion
College of Saint John Roxas
Congressman Ramon A. Asis High School
Culasi National High School
Don Ynocencio Del Rosario National High School
Dumolog National High School
Hercor College - High School
Inzo Arnaldo Village Integrated School
Marcos Fuentes Integrated School
Milibili National High School
Olotayan Integrated School
Our Lady of Grace Academy
Roxas City School for Philippine Craftsmen
Saint Mary's Academy of Capiz
Sofronio Cordovero Intergrated School
St. Pius the X Seminary
Tanque National High School
Total
1
3
6
2
5
4
4
4
3
3
2
4
2
1
3
5
2
1
2
8
65
1.5
4.6
9.2
3.1
7.7
6.2
6.2
6.2
4.6
4.6
3.1
6.2
3.1
1.5
4.6
7.7
3.1
1.5
3.1
12.3
100.0
76
Profile of the Respondents
Table
displays
the
distribution
of
the
Science
teachers according to selected variables namely: age, sex,

tenure,
highest
academic
qualification,
teaching
load,
monthly salary and type of school.

Statistics
revealed
that
teachers covered by the study,
out
of
the
65
Science
majority of them, 32 or
49.2%, belong to middle age (26 35 years old), 23 or

35.4% were old (above 35 years old) and 10 or 15.4% were
young (below 25 years old).
When classified according to sex, 54 or 83.1% were
female, 11 or 16.9% were male. In terms of tenure, 31 or
47.7% had short tenure (below 5 years), 22 or 33.8% had
average tenure (6 15 years) and 12 or 18.5% had long
tenure (16 years and above). In terms of highest academic
qualification, 38 or 58.5% were bachelors degree holder,
16 or 24.6% were bachelors degree holder with masters
degree units, 6 or 9.2% were masters degree holder with
doctoral degree units and 5 or 7.7% were masters degree
holder.
Moreover, in terms of teaching load, 29 (44.6%) were
overload (more than 25 hrs./week), 28 or 43.1% were regular
(18 25 hrs./week) and 8 or 12.3% were underload (below 18
77
hrs./week). In terms of monthly salary, 30 or 46.2% had
average monthly salary (P 15 000 - P 20 000), 18 or 27.7%
had high monthly salary (above P 20 000) and 17 or 26.2%
had low monthly salary (below P 15 000).
Finally, when grouped according to type of school, 44
or
67.7%
were
from
public
and
21
or
32.3%
were
from
private.
Table 2
Respondents' Profile
Category
Age
Young (below 25 yrs old)
Middle age(26-35 yrs old)
Old (above 35 yrs old)
Sex
Male
Female
Tenure
Short (below 5 yrs)
Average (6-15 yrs)
Long (16 yrs and above)
Highest Academic Qualification
Bachelor's degree
Bachelor degree with Master's degree units
Master's degree
Master's degree with Doctoral degree units
Teaching Load
Underload (below 18hrs/week)
Regular(18-25 hrs/week)
Overload (more than 25 hrs/week)
Monthly Salary
Low (below PhP15,000)
Average (PhP15,000-20,000)
High (above PhP20,000)
Type of School
Public
Private
Total
10
32
23
15.4
49.2
35.4
11
54
16.9
83.1
31
22
12
47.7
33.8
18.5
16
38
5
6
24.6
58.5
7.7
9.2
8
28
29
12.3
43.1
44.6
17
30
18
26.2
46.2
27.7
44
21
65
67.7
32.3
100.0
78
Data-gathering Instrument
The
main
instrument
of
the
study
is
self-
administered questionnaire divided into four parts:

Personal Data Sheet. A brief personal data sheet was
used
to
gather
characteristics
the
such
Science
as
age,
teachers
sex,
tenure,
personal
academic
qualification, teaching load, salary and type of school.

Teaching
and
Learning
Conceptions
Questionnaire
(TLCQ). The Teaching and Learning Conceptions Questionnaire

(TLCQ)
(Chan,
pedagogical
composed
of
et.
al,
beliefs
27
2004)
of
items
was
teachers.
measuring
used
to
The
questionnaire
the
two
evaluate
categories
the
is
of
pedagogical beliefs such as traditional and constructivist

beliefs. Originally, it is made up of 30 items however,
after the reliability test, 27 items were retained.
27
items,
17
items
(item
nos.
1-17)
Of the
described
the
traditional or teacher-centered pedagogical belief and 10

items
(item
nos.
18-27)
described
the
constructivist
or
student-centered pedagogical belief. All items were rated

on a 5-point Likert-type scale:
1
2
3
4
5
Never
Rarely
Sometimes
Often
Always
79
Scores are separately obtained for the two categories
and were interpreted using the scale below:
4.21
3.41
2.62
1.81
1.00
5.00
4.20
3.40
2.60
1.80
Epistemological
Very high
High
Average
Low
Very low
Belief
Inventory
(EBI).
Teachers
epistemological beliefs in this study were assessed with

the Epistemological Belief Inventory (EBI) (Schraw et. al
2002). The EBI consists of 21 items measuring five (5)
dimensions
of
general
epistemological
beliefs
such
as

knowledge
acquisition.
Originally,
it
is
composed
of
28
items but after the reliability test, only 21 item were

retained. 3 items (item nos. 4, 14 & 18) are beliefs about
the
certainty
of
certain/unchanging
knowledge,
or
whether
changing/tentative.
knowledge
7
items
is
(item
nos. 1, 7, 8, 9, 13, 16 & 17) in the questionnaire describe

teachers beliefs on the structure of knowledge, whether
knowledge is simple or more in bits and pieces or complex
or more composed of integrated components. 2 items (item
nos.
19
knowledge
figures
&
20)
describe
whether
and
the
knowledge
experts
or
belief
is
on
the
transmitted
obtained
source
of
by
authority
through
personal
80
experience. 4 items (item nos. 3, 5, 10 & 12) comprised the
belief about the control of knowledge acquisition, whether
ones ability to acquire knowledge is innate/fixed at birth
or more fluid and changeable.
15
&
21)
make
up
the
5 items (item nos. 2, 6, 11,
belief
describing
the
speed
of
knowledge acquisition, whether knowledge acquisition should

be seen more as quick, not at all, or as more of a gradual
process.
All items were responded on a Likert-type scale:

1
2
3
4
5
Strongly Disagree
Disagree
Uncertain
Agree
Strongly Agree
Items are totaled and mean score for each of the five
(5) dimensions is computed, resulting to a minimum score of
1 to a maximum score of 5. The five (5) dimensions of
epistemological
beliefs
were
interpreted
using
the
following scale:
Dimension
Sophisticated
(1:00 3:40)
Nave
(3:41 5:00)
Certainty of
Knowledge
Structure of
Knowledge
Source of
Knowledge
Control of
Knowledge
Acquisition
Speed of
Knowledge
Acquisition
Tentative
Certain
Complex
Simple
Personal
Experience
Changeable
Expert/Authority
Gradual
Process
Quick
Innate/Fixed
81
Higher scores indicated more naive beliefs and lower
scores indicated more sophisticated beliefs. According to
Schommer (1994, in Howard et. al., 2000), a person holding
nave belief along all five dimensions generally believes
that: knowledge is simple, clear and specific, resides in
authorities
learned
and
quickly
is
therefore
or
not
at
unchanging,
all
and
concepts
learning
ability
are
is
innate. In contrast, a person holding sophisticated belief

along all five dimensions generally believes that knowledge
is complex and uncertain, can be learned gradually through
reasoning processes and can be constructed by himself.
The research-made questionnaire was used to evaluate
the
instructional
practices
of
Science
teachers.
The
questionnaire is composed of 49 items. Originally, it is

made up of 50 items but after the reliability test, only 49
items were retained. The questionnaire is divided into 5
categories
strategies,
namely,
instructional
learning
planning,
environment,
instructional
assessment
and
professionalism. 10 items (item nos. 11-10) describe the

instructional planning of teachers, 10 items (item nos. 1120) for instructional strategies, 9 items (item nos. 21-29)
for learning environment, 10 items (item nos. 30-39) for
assessment
and
10
items
(item
nos.
40-49)
for
82
professionalism. All items were rated on a 5-point Likerttype scale:
1
2
3
4
5
Never
Seldom
Sometimes
Often
Always
Scores are separately obtained for the five categories

and were interpreted using the scale below:
4.21
3.41
2.62
1.81
1.00
5.00
4.20
3.40
2.60
1.80
Outstanding
Very Satisfactory
Satisfactory
Moderately Satisfactory
Not Satisfactory
Data-Gathering Procedure
Before
the
start
of
data
gathering
procedure,
permission from the Superintendent of the Division of Roxas

City and the school heads of all secondary schools was
sought by the researcher for him to start the conduct of
the study. Upon approval, pilot testing was conducted. The
three questionnaires were submitted to panel of experts who
examined
determine
each
individual
whether
they
item
of
the
questionnaires
measure
the
pedagogical
to
and
epistemological beliefs of teachers within the Philippine

context
and
the
instructional
practices
of
Science
83
teachers. After the validation, the three questionnaires
were pretested to 30 Science teachers of Capiz National
High
School
Cronbach
who
Alpha
were
was
not
used
included
to
in
the
study.
The
determine
the
reliability
coefficient because there is no right or wrong answer. The

three
questionnaires
Conceptions
such
Questionnaire
Epistemological
Belief
as
the
Teaching
(TLCQ)
Inventory
(Chan,
(EBI)
and
et.
Learning
al,
(Schraw,
2004),
et.
al,
2002) and the researcher-made questionnaire measuring the

instructional
reliability
practices
of
coefficients
of
respectively.
More
so,
teachers
0.831,
the
obtained
0.619
individual
the
and
0.976
items
with
reliability coefficient above the reliability coefficient

of
the
entire
reliability
questionnaire
test,
the
questionnaires
to
the
questionnaires
were
were
discarded.
researcher
distributed
participants.
gathered,
After
tabulated,
The
the
the
completed
analyzed
and
interpreted according to the research design described in

this
chapter
using
the
Science (SPSS) software.
Statistical
Package
for
Social
84
Statistical Data Analyses Procedure
The data gathered were subjected to descriptive and

inferential analyses:
Frequency and Percentage. These were used to analyze
data
on
the
categories
characteristics
such
as
of
of
Science
age,
teachers
sex,
tenure,
personal
academic
qualification, teaching load, salary and type of school.

Mean. This test was used to ascertain the pedagogical
beliefs
as
to
epistemological
traditional
beliefs
as
and
constructivist,
to
the
five
the
dimensions:

knowledge acquisition and the instructional practices in
terms of
instructional planning, instructional strategies,
learning
environment,
assessment
and
professionalism
of
Science teachers.
Standard
determine
deviation.
the
This
homogeneity
and
test
was
employed
heterogeneity
of
to
the
pedagogical and epistemological beliefs and instructional

practices of Science teachers
t-test
for
independent
samples.
Set
at
0.05
alpha
level of significance, this test was used to determine the

difference in the pedagogical and epistemological beliefs
85
and instructional practices of teachers based on sex and
type of school.
Pearson r. This test, set at 0.05 alpha level, was
used
to
between
determine
the
instructional
significance
practices
and
of
the
the
relationship
pedagogical
and
epistemological beliefs respectively.

One-Way Analysis of Variance (ANOVA). This test, set
at 0.05 alpha level, was used to determine if significant
differences existed in the pedagogical and epistemological
beliefs and instructional practices of teachers based on
age,
tenure,
salary.
academic
qualification,
teaching
load,
and
86
Chapter 4
Results and Discussions
Chapter 4 is divided into two parts: (1) Descriptive

Data Analyses and (2) Inferential Data Analyses.
Part
One,
Descriptive
Data
Analyses,
gives
the
respondents pedagogical beliefs categorized as traditional

and constructivist beliefs, epistemological beliefs divided
into certainty of knowledge, structure of knowledge, source
of knowledge, control of knowledge acquisition and speed of
knowledge
acquisition
categorized
into
strategies,
and
instructional
instructional
learning
planning,
environment,
practices
instructional
assessment
and
professionalism.
Part
Two,
Inferential
Data
Analyses,
presents
the
inferential data and their respective interpretation.
Descriptive Data Analyses
Level of Pedagogical Belief of

Science Teachers
Data
beliefs
in
of
Table
Science
reveal
the
teachers.
In
level
of
general,
pedagogical
the
Science
87
teachers have high (M=4:10, SD=.35) pedagogical beliefs.
For the two categories, their traditional belief is high
(M=3.42,
SD=.53)
and
the
constructivist
belief
is
very
high (M=4.78, SD=.42).

The
overall
Science
teachers
possessed
high
level
indicates
strong,
well
pedagogical
that
the
developed
beliefs
Science
and
well
of
teachers
established
beliefs about teaching and learning as byproducts of their

long
years
of
schooling
profession,
teaching
colleagues,
superiors
and
exposures
and
training
with
learning
on
teaching
varied
students,
environments,
active
attendance to varied orientations, seminars and trainings,

and
professional
different
developments
perspectives
with
where
regards
they
to
engaged
teaching
in
and
learning. With these, the Science teachers are confident

enough that what they believe on how teaching and learning
occur in the classroom is the effective means to deliver
maximum
indicate
learning
that
pedagogical
to
their
although
beliefs,
students.
the
Science
these
The
results
teachers
beliefs
further
have
are
high
eclectic,
inconsistent and unstable and vary at different contexts as

reflected by their very high constructivist and high
traditional
beliefs.
It
means
that
the
Science
teachers
have a very strong belief that constructivist teaching is
88
the most effective way for
learning
occurs
as
the students to learn that,
students
are
actively
involve
in
process of meaning and knowledge construction rather than

passively
receiving
students
as
Oftentimes,
the
they
information
makers
believe
facilitating
students
understanding
of
the
of
and
they
meaning
that
teaching
construction
phenomena
they
often
and
is
of
view
knowledge.
process
meaning
of
and
experience, fostering
critical thinking and creating motivated and independent

learners.
More
so,
they
also
believe
that
learning
environment should be democratic and student-centered where

activities are varied and interactive, can promote active
sense-making and which students are engage in meaning-making
inquiry,
action,
imagination,
invention,
interaction,
hypothesizing and personal reflection. However, the Science

teachers are still strongly inclined with and cannot go
away
from
learning.
their
conventional
views
of
teaching
and
This means that they are still holding the idea
that in any way, traditional teaching and learning is still

effective.
At
some
point,
they
still
believe
and
see
teaching as a process of transmitting knowledge, providing

students
with
students
are
accurate
treated
as
and
complete
passive
knowledge,
recipients
of
where
verified
knowledge and teachers act as the authority to assess the
89
correctness of students learning outcomes. Also, they tend
to
believe
learning
that
effective
process
only
and
occurs
meaningful
teaching
and
when
students
are
the
controlled at all times and through drill and practice.

Furthermore,
their
constructivist
beliefs
were
developed
due to the paradigm shift in the educational system and

curriculum
of
the
Philippines,
from
teacher-centered
to
student-centered and through their exposure to trainings

and seminars which already adopted the modern perspective
of education. However, their traditional beliefs are due to
the manner or style they were taught and trained while they
are
obtaining
their
profession,
the
influence
of
traditionally oriented teachers, their personal experiences

which made them prove that the best and effective way to
learn is still through traditional or conventional approach
and the conservative kind of culture by which they were
practically been brought up and raised.
The results of the study relate with the findings of
Sang et. al. (2009) and Tondeur et. al. (2008) that while
some
teachers
either
pedagogical
traditional
or
beliefs
can
constructivist,
be
classified
as
many
teachers
are
reporting eclectic beliefs. In particular, both Sang et.

al. (2009) and Tondeur et. al. (2008) reported four broad
groups
of
teachers
with
different
belief
profiles
among
90
Chinese and Flander elementary school teachers. They are:
constructivist;
traditional;
Recent
constructivist
and
neither
developments
and
constructivist
in
the
study
of
traditional;
nor
traditional.
personal
beliefs
suggest that there is a possibility that teachers could see

beliefs as cognitive resources and activate different forms
of beliefs for different contents and students to be taught
(Maggioni
et.
al.,
2008).
In
the
study
of
Chai
et.al
(2009), they found out that both Singaporean and Taiwanese

pre-service
teachers
are
inclined
towards
constructivist
teaching and less inclined towards traditional teaching. In

the study conducted by Chan, et. al. (2004), Hong
pre-service
teachers
constructivist
Taiwanese
nor
teachers
constructivist
are
traditional
towards
they
inclined
teaching
express stronger
teaching,
stronger inclination
neither
traditional
towards
while
inclination
are
Kong
also
the
towards
expressing
teaching.
Table 3
Descriptives of Pedagogical Belief
Category
Pedagogical Belief
Traditional Belief
Constructivist Belief
Mean
4.21
3.41
2.62
1.81
1.00
Score
5.00
4.20
3.40
2.60
1.80
Mean
4.10
3.42
4.78
Description
Very high
High
Average
Low
Very low
SD
.35
.53
.42
Description
High
High
Very High
91
Epistemological Belief of
Science Teachers
As
shown
in
Table
4,
the
overall
epistemological
beliefs of the Science teachers is sophisticated (M=3.17,

SD=.62).
In
terms
of
certainty
of
knowledge,
they
have
nave-certain epistemological beliefs (M=3.45, SD=.71), for

the
structure
epistemological
of
knowledge,
beliefs
they
(M=3.76,
have
more
SD=.55),
nave-simple
for
source
of
knowledge, control of knowledge acquisition, and speed of

knowledge
acquisition,
personal
experience
changeable
process
have
(M=3.13
(M=2.80,
(M=2.74
they
SD=.75)
SD=.91),
and
SD=.75)
more
sophisticatedsophisticated-
sophisticated-gradual
epistemological
beliefs
respectively.
The
sophisticated
epistemological
beliefs
indicate
that the Science teachers have generally well developed,

more
experienced,
complex
and
matured
beliefs
about
the
nature of knowledge and how knowledge is acquired in which,

they
believe
discovered,
that
knowledge
uncertain,
is
tentative
complex,
and
can
yet
be
to
be
gradually
constructed by individuals. With this, the Science teachers

tend
they
to
encourage
conceive
students
teaching
as
conceptual
change.
facilitating
and
As
such,
learner-
92
centered, rather than transmitting knowledge and teachercentered
and
they
constructivist
develop
tend
learning
understanding
to
immerse
environment
and
students
that
knowledge
to
allow
through
more
students
personal
experience, reflection and independency. More so, results

also revealed that the Science teachers have sophisticatedpersonal experience belief for source of knowledge. This
implies that they believe that knowledge is derived from
his personal experience and independently assembled by an
individual
and
not
received
figures.
Furthermore,
they
from
the
also
expert/authority
believe
that
expert/authority of knowledge can be questioned, doubted or

criticized.
For
epistemological
control
belief
of
is
knowledge
acquisition,
their
sophisticated-changeable
which
points out that the Science teachers strongly believe that

the ability of an individual to learn and acquire knowledge
is not inborn and fixed at birth that, it is changeable and
can be gained when he is not controlled instead, allow him
to explore on his own. For speed of knowledge acquisition,
Science teachers epistemological belief is sophisticatedgradual process. This means that they strongly believe that
the ability of an individual to learn and acquire knowledge
is a gradual process that requires learning effort that, he
can learn based on his own pacing and capability. However,
93
in
terms
of
certainty
and
structure
of
knowledge,
the
Science teachers epistemological beliefs are nave-certain

and
nave-simple
Science
respectfully.
teachers
unchangeable.
traditional
believe
that
Furthermore,
perspective
These
knowledge
they
that,
denote
it
view
is
is
that
the
certain
and
knowledge
always
in
absolute
a
and
least likely to change. They also view knowledge as simple

which means that they believe that knowledge is made up of
only small bits and pieces of information and not of vast
complex ones.
Finally,
the
sophistication
of
Science
teachers
epistemological beliefs is the result of their deep selfreflection
and
experiences,
reflective
problems
and
judgments
the
regarding
complex
issues
the
vast
they
went
through and decisions they made over the years. However,

their
nave
beliefs
at
some
point,
are
probably,
the
influence of their experiences with teachers, parents and

other
people
they
encounter
who
instilled
them
nave
epistemologies.
The outcome of the study supports the work of Hofer
(2008)
and
Schommer
Epistemological
educational
pursue
(1994,
in
Cheng
et.
beliefs
are
important
researchers
and
psychologists
because
beliefs
about
area
knowledge
al.,
2009.
that
continue
and
many
to
knowing
94
influence
learning
and
can
even
enhance
teaching
effectiveness (Hofer, 2008). According to Schommer (1994,

in Cheng et. al., 2009), personal epistemological beliefs
vary from nave to sophisticated. A teacher who holds
naive epistemologies generally believes that knowledge is
simple, clear and specific, while the learning ability is
innate and fixed and can be transmitted directly to the
students. A teacher who holds sophisticated beliefs will
believe that knowledge is complex, uncertain and tentative,
and
can
(Howard
only
et.
sophisticated
be
gradually
al.,
2000).
way
constructivist
of
or
constructed
In
knowing,
by
addition,
regarded
transformative
the
learner
those
with
teaching
perspective.
from
From
nave perspective, teachers will pay little attention to

how learners make personal meaning and make connections
with their prior knowledge; reproductive approach having a
negative effect on the learning experience (Brownlee 2004).
The result also further supports Chan and Elliotts
(2004a)
study
which
indicated
that
teachers
tended
to
believe that knowledge is ever changing. They seemed to

believe
that
knowledge
is
constructed
through
effortful
learning processes rather than handed down from authority

figures. Most were uncertain in their beliefs about whether
learning ability is innate or fixed.
95
Table 4
Descriptives of Epistemological Belief
Category
Mean
Epistemological Belief
SD
Description
3.17 .62
Sophisticated
Certainty of Knowledge
3.45 .71
Nave-certain
Structure of Knowledge
3.76 .55
Naive-simple
Source of Knowledge
3.13 .91
Sophisticatedpersonal
experience
Control of Knowledge
Acquisition
2.80 .75
Sophisticatedchangeable
Speed of Knowledge
Acquisition
2.74 .83
Sophisticatedgradual process
Dimension
Sophisticated
(1:00 3:40)
Nave
(3:41 5:00)
Certainty of
Knowledge
Structure of
Knowledge
Source of
Knowledge
Control of
Knowledge
Acquisition
Speed of
Knowledge
Acquisition
Tentative
Certain
Complex
Simple
Personal Experience
Expert/Authority
Changeable
inborn/Fixed
Gradual Process
Quick
Instructional Practices of
Science Teachers
Table 5 reveals the instructional practices of Science

teachers.
In
general,
the
Science
teachers
have
outstanding (M=4.63, SD=.46) instructional practices. In
96
terms
of
(M=4.60,
dimensions,
SD=.52),
their
instructional
instructional
planning
strategies
(M=4.58,
SD=.53), learning environment (M=4.72, SD=.45), assessment

(M=4.53, SD=.59) and professionalism (M=4.71, SD=.38) are
all outstanding.
The overall outstanding instructional practices of
Science
teachers
implies
that
the
Science
teachers
are
always demonstrating or performing what is ideal for an

effective
and
themselves
21st
efficient
as
ideal
century
teachers
teacher.
They
see
always
act
as
who
professional, facilitators and good planners; who always

maintain a positive and nonthreatening learning atmosphere;
who
always
demonstrate
effective
teaching
methods
that
guide interaction in the classroom and to efficiently move

students
track
forward
of
assessments.
in
their
students
learning
and
development
Furthermore,
the
who
always
through
result
keep
effective
implies
that
the
Science teachers are provided with a lot of opportunities

by
the
school
where
they
Department of Education
are
connected
and
by
the
in order to become well-equipped
educators with deep commitment to and passion for teaching

and
learning
innovations
such
in
as
multiple
education,
exposures
attendance
to
to
varied
in-service
trainings, constant monitoring, supervision, observation of
97
classes
heads,
and
evaluation
of
demonstration
assistance
given
by
their
department
teaching
sessions,
the
principals,
and
school
technical
supervisors
and
assistant superintendent and periodic calibration of their

teaching performance.
The result further shows that the Science teachers are
also outstanding in instructional planning meaning, they
continuously and carefully plan the content of instruction,
select teaching materials, design the learning activities
and
grouping
allocation
of
methods,
and
decide
instructional
time.
on
the
Besides,
pacing
they
and
always
determine what learning opportunities their students are

going to have and constantly collaborate with others while
planning. Nevertheless, they always make the students as
the core of designing their instructions. For instructional
strategies,
they
are
outstanding.
This
implies
that
the
Science teachers effectively engage students in learning

that
is
student-centered
instructional
learning needs.
strategies
and
in
by
order
using
to
meet
variety
of
individual
Also, they constantly develop the thinking
skills of students through the use of multiple levels of

questioning and in-depth learning activities. The Science
teachers are also outstanding in learning environment which
denotes that they consistently use resources, routines, and
98
procedures to provide a respectful, positive, safe, student
centered
environment
that
is
conducive
to
learning.
Moreover, assessment dimension of Science teachers is also

outstanding.
gather,
This
analyze,
indicates
and
use
that
all
they
relevant
systematically
data
to
measure
student academic progress, guide instructional content and

delivery
methods,
and
provide
timely
feedback
to
both
students and parents throughout the school year. Finally,

professionalism is perceived as outstanding. This points
out that the Science teachers always maintain a commitment
to professional ethics, communicate effectively, and take
responsibility for and participate in professional growth
that results in enhanced student learning.
The results relate with the work of Paek, et. al.
(2005). According to them, teachers have a broad range of
instructional
practices
from
which
to
choose.
These
practices play an important role in every classroom and

influence student learning in a variety of ways. Paek et.
al.,
(2005)
utilize
Brophy
teachers
described
variety
(1994
as
in
of
successful
instructional
MacGregor,
teachers
teachers
who:
2007)
1)
those
who
practices.
Good
and
described
effective
make
as
maximum
use
of
instructional time, 2) present material in a way to meet

students needs, 3) monitor programs and progress, 4) plan
99
opportunities for students to apply learning, 5) reteach
when
needed,
Moreover,
the
6)
maintain
result
high,
supports
but
the
realistic
following
goals.
small
but
powerful set of principles that can make instruction both

more
effective
and
more
efficient
posted
in
https://www.cmu.edu/teaching/principles/teaching.html,
retrieved:
12/29/2015
that
1.)
Effective
instruction
involves acquiring relevant knowledge about students and

using
that
classroom
aligning
learning
knowledge
teaching;
the
to
2.)
three
objectives,
inform
our
Effective
major
course
design
instruction
components
assessments,
of
and
and
involves
instruction:
instructional
activities; 3.) Effective instruction involves articulating

explicit
expectations
regarding
learning
objectives
and
policies; 4.) Effective instruction involves prioritizing

the
knowledge
and
skills
we
choose
to
focus
on;
5.)
Effective instruction involves recognizing and overcoming

our expert blind spots; 6.) Effective instruction involves
adopting appropriate teaching roles to support our learning
goals and; 7.) Effective instruction involves progressively
refining our courses based on reflection and feedback.
100
Table 5
Descriptives of Instructional Practices
Category
Mean
SD
Description
4.63
.46
Outstanding
Instructional Planning
4.60
.52
Outstanding
Instructional Strategies
4.58
.53
Outstanding
Learning Environment
4.72
.45
Outstanding
Assessment
4.53
.59
Outstanding
Professionalism
4.71
.38
Outstanding
Mean
4.21
3.41
2.62
1.81
1.00
Score
5.00
4.20
3.40
2.60
1.80
Description
Outstanding
Very Satisfactory
Satisfactory
Moderately Satisfactory
Not Satisfactory
Inferential Data Analyses
Difference in Pedagogical Beliefs

of Science Teachers
The results on the difference in pedagogical beliefs

of Science teachers when classified according to sex, age,
tenure,
highest
academic
qualification,
teaching
load,
monthly salary and type of school are shown in Tables 6a

and 6b.
In Table 6a, it was noted that there is no significant
difference in the pedagogical beliefs of Science teachers
101
when they are classified according to sex, where t (63) = .84, p>.05. Similarly, there is no significant difference
in
the
pedagogical
belief
of
public
and
private
school
Science teachers, where t (63) = 1.53, p>.05.
Table 6a
t-test in Pedagogical Belief of Sex and Type of School
Category
Mean
SD
df
Sig.
Male
11
4.02
.52
-.84
63
.40n.s
Female
54
4.12
.31
Public
44
4.15
.33
1.53
63
.13n.s
Private
21
4.00
.37
Sex
Type of School
n.s
p > .05 not significant at 5% level
As reflected in Table 6b, findings reveal that there

is no significant difference in the pedagogical belief of
Science teachers when classified according to age, tenure,
highest academic qualification, teaching load, and monthly
salary, where F (2, 62)= 1.39 with p = .26 (age), F (2, 62)
= 1.36 with p = .27 (tenure), F (3, 61) = .07 with p = .97
(highest academic qualification), F (2, 62) = .02 with p =
.98 (teaching load), and F (2, 62) = 2.05 with p = .14
(monthly salary) > .05 respectively.
102
The results indicate that regardless of sex, age, tenure,
highest
academic
qualification,
teaching
load,
monthly
salary and type of school, Science teachers pedagogical

beliefs or beliefs about teaching and learning are more or
less the same. Their beliefs about the nature of knowledge
and knowledge acquisition do not change whether they are
male
or
female,
experienced
masters
or
young,
more
degree,
or
middle
aged,
experienced,
doctoral
or
old,
bachelors
degree
holder,
less
degree,
underload,
regular, or overload and from public or private school. The

results
further
indicate
that
the
Science
teachers
have
most likely the same personal experiences in general and

teaching
in
particular
including
the
administrative
support,
attitude
of
colleagues,
school
atmosphere,
students
abilities
and
backgrounds,
unified
curriculum,
educational system and training program which taught and

trained them since all of them graduated from the same
teaching
profession
and
field
of
specialization.
In
addition, they are bound with the same culture, educational

philosophies, principles, goals and ideals since they all
belong to the division of Roxas City.
Hence, the hypothesis which states that there is no
significant
difference
in
pedagogical
belief
of
Science
teachers when they are classified according to sex, age,
103
tenure,
highest
academic
qualification,
teaching
load,
monthly salary and type of school, is hereby accepted.
Table 6b
Analysis of Variance in Pedagogical Belief of Age, Tenure,
Highest Academic Qualification, Teaching Load and Monthly
Salary
Category
SS
Df
MS
Sig.
.336
.168
1.39
.26n.s
Within Groups
7.487
62
.121
Total
7.823
64
.328
.164
1.36
.27n.s
Within Groups
7.495
62
.121
Total
7.823
64
.07
.97n.s
.02
.98n.s
2.05
.14n.s
Age
Between Groups
Tenure
Between Groups

Between Groups
.029
.010
Within Groups
7.795
61
.128
Total
7.823
64
.004
.002
Within Groups
7.819
62
.126
Total
7.823
64
.486
.243
Within Groups
7.337
62
.118
Total
7.823
64
Teaching Load
Between Groups
Monthly Salary
Between Groups
n.s
104
Difference in Epistemological Belief
of Science Teachers
Presented in Tables 7a and 7b are the results on the

difference in epistemological beliefs of Science teachers
when
classified
according
to
sex,
age,
tenure,
highest
academic qualification, teaching load, monthly salary and

type of school.
Data in Table 7a reveal that there is no significant
difference
teachers
in
when
the
epistemological
classified
according
belief
to
sex
of
and
Science
type
of
school, where t(63) = .29 with p = .70 (sex) and t (63) =

1.37 with p = .17 (type of school) > .05 respectively.
Table 7a
t-test in Epistemological Belief of Sex and Type of
School
Category
Mean
SD
df
Sig.
Male
11
3.24
.76
.39
63
.70n.s
Female
54
3.16
.59
Public
44
3.25
.65
1.37
63
.17n.s
Private
21
3.02
.53
Sex
Type of School
n.s
105
Likewise,
significant
data
in
difference
Table
in
the
7b
show
that
there
epistemological
is
no
belief
of

salary, where F(2, 62) = .76 with p = .47 (age), F (2, 62)
= 1.79 with p = .18 (tenure), F (3, 61) = 1.11 with p = .35
(highest academic qualification), F (2, 62) = .20 with p =
.82 (teaching load), and F (2, 62) = .55, p = .43 (monthly
salary) > .05.
The results reveal that the epistemological beliefs of
Science teachers are more or less the same across sex, age,
tenure,
highest
academic
qualification,
teaching
load,
monthly salary and type of school. So, whether the Science

teachers are male or female, young, middle aged, or old,
less experienced or more experienced, bachelors degree,
masters
degree,
or
doctoral
degree
holder,
underload,
regular, or overload and from public or private school,

their beliefs about the nature of knowledge and knowledge
acquisition do not differ. This is due to the fact that the
Science teachers have the same learning experiences, living
with the same culture, raised and brought up in the same
way and received the same kind of training and education.
However, the result is contrary to the idea of Hofer
(2001) and Kaartinen-Koutaniemi et. al.(2008). According to
106
them,
the
epistemological
beliefs
(EB)
can
vary
across
individuals and disciplines. In the study of Go et. al.

(2013),
they
concluded
that
older
and
more
experienced
teachers were more inclined to believe that Innate Ability

impeded learning. More specifically, teachers above the age
of 40
were more inclined to subscribe to beliefs about
Innate Ability than those from 26 to 30 years old. Female

teachers were more likely to value experts and effort in
learning, while their male colleagues tended to accept the
limits
resulting
their
less
(over
twenty
believe
ones
experienced
that
Moreover,
from
years
Richardson
characteristics
and
ability.
colleagues,
of
innate
inborn
teaching
abilities
(2003)
the
Veteran
experience)
could
stated
attributes
Compared
that
such
as
the
age,
teachers
tended
impede
to
to
learning.
demographic
gender,
and
ethnicity contribute to beliefs that pre-service teachers

hold.
Consequently, the hypothesis which states that there
is no significant difference in the epistemological belief
of Science teachers when they are classified according to
sex, age, tenure, highest academic qualification, teaching
load,
monthly
accepted.
salary
and
type
of
school,
is
hereby
107
Table 7b
Analysis of Variance in Epistemological Belief of Age,
Tenure, Highest Academic Qualification, Teaching Load and
Monthly Salary
Category
SS
Df
MS
Sig.
.58
.29
.76
.47n.s
Within Groups
23.75
62
.38
Total
24.34
64
Between Groups
1.33
.66
1.79
.18n.s
Within Groups
23.01
62
.37
Total
24.34
64
1.11
.35n.s
.20
.82n.s
.85
.43n.s
Age
Between Groups
Tenure

Between Groups
1.26
.42
Within Groups
23.08
61
.38
Total
24.34
64
.15
.08
Within Groups
24.19
62
.39
Total
24.34
64
.65
.32
Within Groups
23.69
62
.38
Total
24.34
64
Teaching Load
Between Groups
Monthly Salary
Between Groups
n.s
108
Difference in Instructional Practices
of Science Teachers
The
results
on
the
difference
in
instructional
practices of Science teachers when classified according to

sex, age, tenure, highest academic qualification, teaching
load, monthly salary and type of school are shown in Tables
8a and 8b.
As shown in Table 8a, the instructional practices of
Science teachers when classified according to sex and type
of school revealed no significant difference where t (63) =
1.07 with p = .29 (sex) and t (63) = 1.53 with p = .13
(type of school) > .05 respectively.
Table 8a
t-test in Instructional Practices of Sex and Type of
School
Category
Mean
SD
df
Sig.
Male
11
4.76
.36
1.07
63
.29n.s
Female
54
4.60
.47
Public
44
4.69
.42
1.53
63
.13n.s
Private
21
4.51
.51
Sex
Type of School
n.s
109
In
the
same
way,
Table
8b
shows
that
there
is
no
significant difference in the instructional practices of

salary, where F (2, 62) = .63, p = .53 (age), F (2, 62) =
1.44, p = .25 (tenure), F (3, 61) = .32, p = .81 (highest
academic
qualification),
(2,
62)
1.13,
.33
(teaching load), and F (2, 62) = 1.06, p = .35 (monthly

salary) > .05.
The results denote that the instructional practices of
Science teachers do not differ as to sex, age, tenure,
highest
academic
qualification,
teaching
load,
monthly
salary and type of school. Thus, male or female, young,

middle aged, or old, less experienced or more experienced,
bachelors
degree,
masters
degree,
or
doctoral
degree
holder, underload, regular, or overload and from public or

private school Science teachers perform or demonstrate more
or less the same instructional practices. This is due to
the
fact
that
the
Science
teachers
are
given
equal
opportunities to be exposed to varied seminars, trainings,

workshops and other professional developments which enable
them to acquire new, effective and appropriate methods and
approaches that improve and enhance their craft, help them
stay up to date with new trends and learn fresh strategies,
110
techniques and methods for classroom
challenges, improve
student achievement and eventually develop their classroom

practices,
Furthermore,
supervised
and
they
evaluated
by
are
constantly
their
department
monitored,
and
school
heads to ensure that they are performing well at all times

and they are periodically evaluated and calibrated on their
instructional
competence,
learners
achievement,
professional and personal characteristics and attendance.

They also observe and follow the same performance standards
when it comes to planning, strategies, competence, learning
environment,
Department
teachers
Moreover,
assessment
of
on
Education
professionalism
to
all
schools
day
to
day
action
teachers
are
their
the
and
guided
by
set
which
and
the
by
the
guide
the
instruction.
same
teaching
principles and theories, making teaching and at the same

time,
learning
effective
and
productive.
Also,
these
teachers use and follow the same curriculum that provides a

structure for an educational development and an end goal to
reach.
Therefore, the hypothesis which states that there is
no significant difference in the instructional practices of
Science teachers when they are classified according to sex,
age, tenure, highest academic qualification, teaching load,
monthly salary and type of school, is hereby accepted.
111
Table 8b
Analysis of Variance in Instructional Practices of Age,
Tenure, Highest Academic Qualification, Teaching Load and
Monthly Salary
Category
SS
df
MS
Sig.
.27
.13
.63
.53n.s
Within Groups
13.01
62
.21
Total
13.27
64
.59
.29
1.44
.25n.s
Within Groups
12.69
62
.20
Total
13.27
64
.32
.81n.s
1.13
.33n.s
1.06
.35n.s
Age
Between Groups
Tenure
Between Groups

Between Groups
.21
.07
Within Groups
13.07
61
.21
Total
13.27
64
.47
.23
Within Groups
12.81
62
.21
Total
13.27
64
.44
.22
Within Groups
12.83
62
.21
Total
13.27
64
Teaching Load
Between Groups
Monthly Salary
Between Groups
n.s
112
Relationships among Pedagogical
Belief, Epistemological Belief
and Instructional Practices of
Science Teachers
Table 9 reflects the data on the relationships among

pedagogical
belief,
epistemological
belief
and
instructional practices of Science teachers. Statistically,

it was found out that the pedagogical and epistemological
beliefs and the instructional practices of Science teachers
were
not
significantly
correlated
as
evidenced
by
the
obtained correlation coefficients of 0.168 with p = .181

and 0.052, p = .683 respectively. On the other hand, a
weak-positive significant relationship is observed between
the
pedagogical
and
epistemological
beliefs
of
Science
teachers as proven by the obtained correlation coefficient

of 0.298 with p = .016.
Results
imply
that
the
instructional
practices
of
Science teachers do not depend on their pedagogical and

epistemological beliefs. Thus, whether the Science teachers
have
high
constructivist
teaching
and
or
low,
and
strong
traditional
learning)
and
or
weak,
beliefs
have
nave
pedagogical
(beliefs
about
epistemological
beliefs in terms of the certainty, structure and source of

knowledge and control and speed of knowledge acquisition,
113
who believe
that knowledge is simple, clear and specific,
resides
authorities
in
and
is
therefore
unchanging,
concepts are learned quickly or not at all and learning

ability
is
beliefs,
innate
who
uncertain,
have
believe
can
processes
or
and
be
that
learned
can
sophisticated epistemological
be
knowledge
is
gradually
constructed
complex
through
by
and
reasoning
himself,
their
instructional practices are not affected at all. More so,

even
though
the
Science
teachers
found
to
have
high
pedagogical and sophisticated epistemological beliefs and

outstanding
still
instructional
observed
due
to
practices,
the
reason
no
correlation
is
teachers
are
that
confronted with different factors which lead them to the

adjustment
and
modification
of
pedagogical
and
epistemological
their
beliefs.
preexisting
These
factors
include the mandatory educational policies and guidelines

that the Department of Education and the school have set
that
give
support
teachers
of
school
no
option
community
but
to
follow,
including
inadequate
administrator,
parents and students, the need to cover and finish the

curriculum and its underlying competencies on time just to
prepare
students
for
the
periodic
assessment
of
performance, insufficient time to plan instruction due to

additional assignments given to teachers which are not in
114
line
with
their
facilities
and
duties
and
resources
responsibilities,
available
in
inadequate
school,
negative
behavior of students towards schooling and large class size

plus
the
fact
that
regarding
ability
positive
relationship
epistemological
students
level.
On
differ
the
between
beliefs
of
from
one
another
other
hand,
the
pedagogical
teachers
the
indicates
weakand
that
the
pedagogical and epistemological beliefs of Science teachers

are related with one another. The higher the pedagogical
beliefs
of
Science
teachers,
the
more
sophisticated
are
their epistemological beliefs that, they will believe that

knowledge is complex and uncertain, can be learned gradually
through
reasoning
processes
and
can
be
constructed
by
himself, but, the lower the pedagogical beliefs, the more

nave are their epistemological beliefs wherein, they will
believe
that
resides
in
knowledge
is
authorities
simple,
and
is
clear
and
therefore
specific,
unchanging,
concepts are learned quickly or not at all and learning

ability is innate. This is due to the fact that beliefs
such as pedagogical and epistemological beliefs held by a
person are interrelated and cannot be separated since they
influence
each
other.
developed
simultaneously
In
addition,
along
with
these
similar
beliefs
were
experiences,
115
attitudes,
education,
formal
training
and
cultural
background.
As
to
the
epistemological
relationships
beliefs
and
among
pedagogical
instructional
and
practices
of
Science teachers, the results relate with the result of the

Khaders
(2012)
study
that
there
was
no
statistically
significant correlation between the prevailing pedagogical

beliefs among teachers and their classroom practice of such
beliefs and with the result of Bisland et. al. (2009) study
which
concluded
that
there
is
no
relation
between
the
teachers beliefs and constructive classroom practice

social
studies.
result
of
However,
Harcariks
the
(2009)
results
study
disagree
which
with
concluded
in
the
that
there is a relationship between teachers beliefs and their

self-reported
classroom
practices
in
the
domains
of
resources, best practice, time, the and personal interest

and with the result of the study conducted by Brownlee et.
al.
(2005)
influence
that
teaching
relationship
the
teachers
practices.
between
epistemological
While
pedagogical
the
and
result
beliefs
on
the
epistemological
beliefs, conforms to the result of the study of Bendixen

et. al. (2004) that beliefs about the nature of knowledge
influence beliefs about learning and teaching. This further
relates with the result of the study conducted by Chan and
116
Elliott (2004) that the traditional beliefs about teaching
were
positively
dimensions
of
and
significantly
epistemic
beliefs:
related
to
innate/fixed
the
three
ability,
authority/expert knowledge, and certainty knowledge.

As a result, the hypothesis which states that there
are
no
significant
epistemological
Science
relationships
beliefs
teachers,
is
and
among
pedagogical
instructional
hereby
accepted
and
practices
as
to
of
the
relationships among pedagogical and epistemological beliefs

and instructional practices however, is rejected as to the
relationship
between
the
pedagogical
and
epistemological
beliefs.
Table 9
Pearson r Among Pedagogical Belief, Epistemological Belief
and Instructional Practices
Pedagogical
Belief
Epistemological
Belief
Epistemological
Instructional
Belief
Practices
.298*
.168
Sig.
.016
.181
.052
Sig.
.683
* p < .05 significant at 5% level
117
Chapter 5
Summary, Conclusions, and Recommendations
Chapter 5 is divided into three parts: (1) Summary of

the Problem, Method, and Findings, (2) Conclusions, and (3)
Recommendations.
Part
One,
Summary
of
the
Problem,
Method,
and
Findings, summarizes the salient points of the study.

Part Two, Conclusions, presents the conclusions drawn
from the results of the study.
Part Three, Recommendations, presents possible areas
for future research and application of the findings.
Summary of the Problem, Method and Findings
This
pedagogical
study
and
aimed
to
determine
epistemological
the
influence
beliefs
on
of
the
instructional practices of Science teachers of the Division

of Roxas City for S.Y. 2015 2016.
118
Specifically,
it
sought
to
answer
the
following
questions:
1. What is the level of pedagogical belief of Science
teachers
in
terms
of
traditional
and
constructivist
beliefs?
2.
What
is
the
epistemological
belief
of
Science
teachers in terms of certainty of knowledge, structure of

knowledge,
source
of
knowledge,
control
of
knowledge
acquisition and speed of knowledge acquisition?

3.
What
are
the
instructional
practices
of
Science
teachers in terms of instructional planning, instructional

practices,
learning
environment,
assessment
and
professionalism?
4. Is there a significant difference in pedagogical
belief
of
according
Science
to
age,
teachers
sex,
when
they
tenure,
are
highest
classified
academic

school?
5.
Is
there
significant
difference
in

school?
119
6.
Is there a significant difference in instructional
practices
of
according
to
Science
teachers
age,
sex,
when
they
tenure,
are
classified
highest
academic

school?
7.
Are
pedagogical
there
significant
belief,
relationships
epistemological
among
belief,
and
instructional practices of Science teachers?

Based
on
the
above
statement
of
the
problem,
the
following hypotheses are forwarded.

1. There is no significant difference in pedagogical
belief
of
according
Science
to
age,
teachers
sex,
when
they
tenure,
are
highest
classified
academic

school.
2.
There
is
no
significant
difference
in

school.
3.
There is no significant difference in instructional
practices
according
of
to
Science
age,
teachers
sex,
when
tenure,
they
are
highest
classified
academic
120
school.
4.
There
pedagogical
are
no
belief,
significant
relationships
epistemological
among
belief,
and

This study employed the survey-correlational method of
research.
The
entire
65
population
of
secondary
private
and
public school Science teachers in the Division of Roxas

City served as the participants of the study.
The
study
utilized
the
Teaching
and
Learning
Conceptions Questionnaire (TLCQ) (Chan et. al, 2004) and

the Epistemological Belief Inventory (EBI) (Schraw et. al,
2002) to determine the Science teachers pedagogical and
epistemological
personal
teachers
data
beliefs
information
personal
respectively.
sheet
was
characteristics.
used
To
Likewise,
to
gather
determine
the
the
the
instructional practices of Science teachers, a researchermade questionnaire was used.

Descriptive statistical tools such as frequency count,
the other hand, Pearson r, t-test for independent samples
and One-Way Analysis of Variance (ANOVA) which set at .05
alpha level, were used as inferential statistics.
121
The findings of the present study were the following:
1.
In general, the Science teachers have high level
of pedagogical beliefs. When it comes to the two domains,

they have very high level constructivist beliefs and high
level traditional beliefs.
2.
They
epistemological
Science
of
of
generally
beliefs.
teachers
structure
source
are
are
In
terms
of
nave-certain
knowledge,
knowledge.
sophisticated
the
to
hand,
the
of
the
of
the
they
are
believers
other
their
dimensions,
believers
nave-simple
On
as
sophisticated-personal experience believers of the source

of
knowledge,
sophisticated-changeable
believers
of
the
control of knowledge acquisition and sophisticated-gradual

process believers of the speed of knowledge acquisition.
3.
As to the instructional practices, the Science
teachers are outstanding in general.

outstanding
in
the
domains
of
Similarly, they are
instructional
practices
such as instructional planning, instructional strategies,

learning environment, assessment, and professionalism.
4.
belief
No significant difference existed in pedagogical

of
according
Science
to
age,
teachers
sex,
when
they
tenure,
are
highest
classified
academic

school.
122
5.
No
significant
difference
existed
in
epistemological beliefs of Science teachers when they are

school.
6.
No
significant
difference
existed
in
instructional practices of Science teachers when they are

school.
7.
No
significant
pedagogical
belief,
instructional
practices
weak-positive
correlation
was
epistemological
noted
among
belief
and
of
Science
teachers
relationship
existed
between
however,
pedagogical
belief and epistemological belief.
Conclusions
In
view
of
the
findings
presented,
the
following
conclusions were drawn:

1.
Science teachers possessed eclectic, inconsistent
and unstable high level of pedagogical beliefs with very

high constructivist and high traditional beliefs. This is
due to teachers long years of schooling and trainings in
123
the field of teaching, active and constant attendance to
varied
them
orientations,
seminars
and
trainings
that
enable
to know relevant educational philosophies, teaching
principles,
methodologies,
techniques,
innovations
and
current trends, teaching experiences including their daily

exposure with various students and colleagues, professional
developments
that
helped
them
to
upgrade
themselves
and
openness to embrace the changes in the educational system

and curriculum. As a consequence, teachers have developed
strong
and
non-conventional
beliefs
about
teaching
and
learning. Despite of this development in their pedagogical

beliefs, they are still inclined to the conventional views
about teaching and learning. This is the result of the
conventional manner they were taught and trained while they
are
obtaining
their
profession,
the
influence
of
traditionally oriented teachers, their personal experiences

which made them prove that the best and effective way to
learn is still through traditional or conventional approach
and the conservative kind of culture by which they were
practically
been
brought
up
and
raised.
Consequently,
teachers are observed to have beliefs about teaching and

learning
that
change
from
contexts and conditions.
time
to
time
under
different
124
2.
The epistemological beliefs of Science teachers
including their beliefs in the source of knowledge, control

and speed of knowledge acquisition are sophisticated while
their beliefs in the certainty and structure of knowledge
are
naive.
Teachers
exposures
to
different
opinions,
viewpoints, learning environments, continuous engagement in

advanced education and trainings, constant encounter with
their
complicated
personal
and
professional
problems,
endless dealing with complex personal and societal issues,

and the decisions they made over the years have made an
impact for the development of more experienced, complex,
matured
and
knowledge
sophisticated
and
how
beliefs
knowledge
is
about
the
acquired.
nature
However,
of
their
immature, simple and nave beliefs are byproducts of their

reserved and conservative personality and culture and their
conventional upbringing. Since these kinds of beliefs were
developed and established at their very early age, these
are already difficult to change.
3.
actual
Effective
teaching
instructional
classroom.
practices
This
study
comprising
is
mainly
practices
of
has
that
shown
the
reflected
teachers
the
instructional
on
in
the
the
instructional
planning,
instructional strategies, learning environment, assessment

and professionalism of Science teachers are outstanding.
125
This
positive
Science
development
teachers
is
the
in
the
effect
actual
of
performance
several
of
opportunities
given by the school and by the Department of Education to

the
teachers
in
order
for
them
to
become
well-equipped
educators, the many in-service trainings, SLAC sessions,

demonstration teaching sessions and conferences they have
attended
to
improve
their
methodologies,
techniques
and
teaching performance, the constant monitoring, supervision,

observation of classes and evaluation of their department
and school heads, the technical assistance given by the
principals,
them
and
supervisors
the
performance
to
periodic
and
assistant
calibration
document
teachers
superintendent
of
their
performance
to
teaching
in
the
classroom. Furthermore, the performance standards in the

aspects
of
planning,
strategies,
competence,
attendance,
learning environment, assessment and professionalism set by

the
school
administrators
and
by
the
Department
of
Education for teachers to observe have also contributed to

the
commendable
classroom
instructional
practices
of
teachers.
4.
across
Teachers
the
personal
pedagogical
beliefs
characteristics
of
do
not
teachers
change
such
as
age, sex, tenure, highest academic qualification, teaching

load, monthly salary, and type of school. Perhaps, this due
126
to the same and unified curriculum, educational system and
training
program
teachers,
the
that
same
taught
culture,
and
trained
educational
the
Science
philosophies,
principles, goals and ideals that guide the teachers since

they all belong to the division of Roxas City and most
likely,
they
have
the
same
personal
and
teaching
experiences including the administrative support, attitude

of colleagues, school atmosphere, students abilities and
backgrounds
that
they
encountered.
similarities
that
prevail
among
the
Because
of
teachers,
these
they
are
likewise expected to develop similar pedagogical beliefs.

5.
The epistemological beliefs are not significantly
different
across
the
age,
sex,
tenure,
highest
academic

school of Science teachers. This is because the Science
teachers
have
the
same
learning
experiences,
raised
and
brought up in the same way and received the same kind of

training and education, and living with the same culture.
6.
In academic institutions, the teachers must be
well-equipped
with
the
necessary
skills
to
achieve
positive and meaningful learning outcome. Thus, they were

given equal opportunities to be exposed to varied seminars,
trainings,
workshops
and
other
professional
developments
which enable them to acquire new, effective and appropriate
127
methods
and
practices.
approaches
They
also
that
develop
observe
and
their
follow
classroom
the
same
performance standards set by the Department of Education to

all schools and guided by the same teaching principles and
theories. Therefore, consistency in these areas results to
no significance difference in the instructional practices
of Science teachers across their age, sex, tenure, highest
academic qualification, teaching load, monthly salary, and
type of school.
7.
Science
teachers
pedagogical
belief,
epistemological belief and instructional practices are not

significantly
pedagogical
related
and
among
others.
epistemological
However,
beliefs
are
their
positively
related with each other. These imply that the instructional

practices
of
Science
teachers
do
not
depend
on
their
pedagogical and epistemological beliefs. This is due to the

fact that the teachers are bound with educational local and
national
standards,
policies,
guidelines,
standard
operating procedures, and professional ethics which obliged

them to observe and follow that, oftentimes they need to
make necessary adjustments and deviate them from displaying
their
own
manifested
acquisition,
teaching
beliefs
and
about
learning.
knowledge,
More
so,
knowledge
teachers
depend their actions and behavior with the kind of school
128
culture
and
community,
parents,
other
teachers,
heads,
students, instructional resources, and time thus, they tend

to modify their personal beliefs to suit to local settings.
Teachers
pedagogical
and
epistemological
beliefs
are related to each other. It means that the higher the

pedagogical
beliefs
of
Science
teachers,
the
more
sophisticated are their epistemological beliefs, the lower

the
pedagogical
beliefs,
the
more
nave
are
their
epistemological beliefs. This is because all beliefs held

by a person are interrelated since they rooted from the
same
sources
experiences,
and
context
lifestyle
simultaneously
through
of
and
intelligence,
culture
experiences,
and
personality,
were
education
developed
and
formal
training. So, the pedagogical and epistemological beliefs

could not be separated because they influence each other.
Recommendations
Based on the findings and conclusions, the following

recommendations are advanced:
1.
Knowing
the
results,
the
Science
teachers
can
strengthen their weak and naive beliefs and maintain and

enhance their strong and sophisticated beliefs to benefit
the students who are the end recipients of the teaching
129
process.
This
reflection,
can
be
achieved
self-awareness
and
through
constant
self-assessment
self-
sessions,
continuous and active involvement in seminars, trainings,

symposia and personal and professional development programs
that
emphasize
on
the
development
of
individual
belief
system and which promote the use of constructivist approach

to
ensure
effective
Furthermore,
they
can
and
meaningful
continue
to
learning
engage
in
outcome.
situations,
experiences and activities that require them to make wise

decisions and judgments in order to make deep realizations
and develop their thinking skills and beliefs.
2.
Science
teachers
may
minimize
their
traditional
views about teaching and learning through the observance of

non-conventional
principles,
educational
faithful
philosophies
implementation
of
and
teaching
student-centered
teaching methodologies, strategies and approaches and by

keeping
themselves
abreast
of
the
current
trends
and
innovations in education. In doing so, teachers need to be

open-minded in order to embrace changes that will lead them
to renew their perspectives and mindset towards teaching
and learning.
3.
To
maintain
the
outstanding
instructional
practices, the Science teachers are encouraged to further

equip
themselves
with
necessary
knowledge
and
skills
to
130
intensify
their
classroom
practices
in
terms
of

environment, assessment and professionalism. This can be
done through their willingness and openness to grab every
opportunity offered to them including the attendance in inservice trainings, SLAC sessions, seminars and workshops
about how to improve teachers instructional practices and
the observance of performance standards set by the school
and by the Department of Education.
4.
Informed
Education
along
encouraged
to
of
the
with
implement
findings,
the
school
periodic
the
Department
administrators
profiling
of
of
are
personal
beliefs of teachers to keep track of the possible changes

or development on their own beliefs and that may serve as
basis for planning and conducting belief awareness and reorientation program for teachers to understand and improve
their belief system and the entire school in general.
5.
The school administrators are also encouraged to
continue supporting their teachers in the intensification

of their instructional practices by advising and allowing
teachers to grow professionally and to attend trainings,
seminars and workshops leading to the enhancement of their
beliefs
and
practices.
They
are
further
recommended
to
design and implement school-based in-service trainings to
131
help
teachers
gain
additional
relevant
information
that
they may use in their own classrooms and to continue giving

technical assistance and constructive feedbacks after the
class observations and evaluating teachers performance on
regular basis since these are very helpful in maintaining
the outstanding instructional practices of teachers in the
classrooms.
6.
Knowing
the
results,
the
students
may
develop
better understanding of their teachers in terms of their

behavior and action in the classroom. They can do some
adjustments in their own learning and at tune their beliefs
with
that
of
their
teachers
so
that
they
will
perform
better in the classroom and develop harmonious relationship

with their teachers. For these reasons, it is suggested to
the
students
to
be
supportive
and
cooperative
to
their
teachers by being present and active in all the classroom

activities,
by
successfully
accomplishing
their
responsibilities and assigned tasks and by working hand-inhand with their teachers to create a respectful, positive,
safe
and
interactive
environment
conducive
for
their
learning.
7.
Since pedagogical and epistemological beliefs and
instructional practices of teachers are not related among

others, it is recommended that teachers through the help of
132
their administrators and Department of Education may find
ways to remove all barriers which prevent the teachers from
translating their beliefs into practices in the classroom.
The
Department
of
Education
together
with
the
school
administrators may hold training courses and programs for

teachers
related
practices.
They
to
how
may
to
review
translate
the
the
existing
beliefs
into
policies
and
evaluate the curricula along with the teachers beliefs so

that revisions may be proposed and can help teachers to
transpire
beliefs
create
supportive
that
teachers
into
actions.
school
will
not
More
so,
they
community
and
environment
encounter
can
difficulties
help
so
in
translating their beliefs into actions.

8.
Future
researchers
are
advised
to
further
investigate the results of this study or to conduct a more

comprehensive
study
using
variables
or
factors
that
may
influence teachers beliefs and instructional practices and

with respondents from different settings.
133
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141
APPENDIX A
Communication Letters
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
APPENDIX B
Research Instrument
165
GRADUATE SCHOOL
Roxas City
Dear Respondent,
I
am
currently
conducting
a
study
entitled
Pedagogical and Epistemological Beliefs and Instructional
Practices of Science Teachers. I am soliciting your time
to answer the items honestly. Please do not leave any item
unanswered for it is important for the completion of this
research undertaking. Rest assured that all data provided
will be kept confidential. Thank you very much for your
utmost cooperation.
Mr. Adonis P. Besa
MAT Science Student
Part I. Personal Data
Directions: Please fill in the necessary information or put
a check on the space provided which corresponds to your
answer.
Name(optional):_______________________________________
Age: ___________
Sex: ______ Male
______ Female
Tenure
(number
of
years
in
teaching
Science):
__________
Highest Academic Qualification:
______ Bachelors Degree
______ Bachelors Degree with Masters Degree Units
______ Masters Degree
______ Masters Degree with doctoral units
______ Doctoral Degree
Teaching Load (number of hours/units per week):
________
Monthly Salary: _______________________
Type of School:
______ Public ______ Private
Name
of
School:
_______________________________________
166
Part II. Pedagogical Beliefs

Directions: Please indicate your response if how teaching
and learning as described by statements below would often
take place in the classroom.
Always
(5)
1. A teachers major
task is to give
students
knowledge/informati
on, assign them
drill and practice,
and test their
recall.
2. During the lesson,
it is important to
keep students
confined to the
textbooks and the
desks.
3. Learning means
remembering what
the teacher has
taught.
4. Good students keep
quiet and follow
teachers
instruction in
class.
5. The
traditional/lecture
method for teaching
is best because it
covers more
information/knowled
ge.
6. It is best if
teachers exercise
as much authority
as possible in the
classroom.
Often
(4)
Sometimes
(3)
Rarely
(2)
Never
(1)
167
Always
(5)
7. Good teaching
occurs when there
is mostly teacher
talk in the
classroom.
8. Learning mainly
involves absorbing
as much information
as possible.
9. Students have to be
called on all the
time to keep them
under control.
10. Teaching is to
provide students
with accurate and
complete knowledge
rather than
encourage them to
discover it.
11. A teachers task
is to correct
learning
misconceptions of
students right away
instead of verify
them for
themselves.
12. No learning can
take place unless
students are
controlled.
13. Teachers should
have control over
what students do
all the time.
14. Learning to teach
simply means
practicing the
ideas from
lecturers without
questioning them.
Often
(4)
Sometimes
(3)
Rarely
(2)
Never
(1)
168
Always
(5)
15. Teaching is
simply telling,
presenting or
explaining the
subject matter.
16. Learning occurs
primarily from
drilling and
practice.
17. It is important
that a teacher
understands the
feelings of the
students.
18. Good teachers
always encourage
students to think
for answers
themselves.
19. Learning means
students have ample
opportunities to
explore, discuss
and express their
ideas.
20. Every child is
unique or special
and deserves an
education tailored
to his or her
particular needs.
21. Effective
teaching encourages
more discussion and
hands on activities
for students.
22. Instruction
should be flexible
enough to
accommodate
individual
differences among
students.
Often
(4)
Sometimes
(3)
Rarely
(2)
Never
(1)
169
Always
(5)
Often
(4)
Sometimes
(3)
Rarely
(2)
Never
(1)
23. Different
objectives and
expectations in
learning should be
applied to
different students.
24. Students should
be given many
opportunities to
express their
ideas.
25. The ideas of
students are
important and
should be carefully
considered.
26. Good teachers
always make their
students feel
important.
Part III. Epistemological Beliefs
Directions: Please indicate how strongly you agree or
disagree with each of the statements listed below.
Strongly
Agree
(5)
1. Most things
worth knowing
are easy to
understand.
2. Students who
learn quickly
are the most
successful.
3. Peoples
intellectual
potential is
fixed at birth.
Agree
(4)
Uncertain
(3)
Disagree
(2)
Strongly
Disagree
(1)
170
Strongly
Agree
(5)
4. Parents should
teach their
children all
there is to
know about
life.
5. Really smart
students dont
have to work as
hard to do well
in school.
6. If a person
tries too hard
to understand a
problem, they
will most
likely end up
being confused.
7. Too many
theories just
complicate
things.
8. The best ideas
are often the
most simple.
9. Instructors
should focus on
facts instead
of theories.
10. How well you
do in school
depends on how
smart you are.
11. If you dont
learn something
quickly, you
wont ever
learn it.
Agree
(4)
Uncertain
(3)
Disagree
(2)
Strongly
Disagree
(1)
171
Strongly Agree Uncertain Disagree Strongly
Agree
(4)
(3)
(2)
Disagree
(5)
(1)
12. Some people
just have knack
(skill) for
learning and
others dont.
13. Things are
simpler than
most professors
would have you
believe.
14. If two
people are
arguing about
something, at
least one of
them must be
wrong.
15. If you
havent
understood a
chapter the
first time
through, going
back over it
wont help.
16. Science is
easy to
understand
because it
contains so
many facts.
17. The more you
know about the
topic, the more
there is to
know.
18. What is true
today will be
true tomorrow.
172
Strongly Agree Uncertain Disagree Strongly
Agree
(4)
(3)
(2)
Disagree
(5)
(1)
19. When someone
in authority
tells me what
to do, I
usually do it.
20. People
shouldnt
question
authority.
21. Working on a
problem with no
quick solution
is a waste of
time.
Part IV. Instructional Practices
Directions: Please indicate the level that best reflects
the extent to which you use each of the practices in
teaching science in your classroom.
I
Always Oftentimes Sometime Seldom Never
(5)
(4)
s
(2)
(1)
(3)
1. Set clear,
specific, and
easy to
understand
learning
objectives to
communicate
intended
learning
outcomes.
2. Analyze and
use student
assessment
data to plan
what goals and
objectives to
address.
173
I
3. Develop daily
lesson plans
that are
clear,
logical,
sequential,
and align with
the curriculum
guide.
4. Plan
instruction
effectively
for content
mastery,
pacing, and
transitions.
5. Plan for
instruction to
meet the needs
(learning
style,
multiple
intelligence,
mental
capacity) of
all students.
6. Plan a
learnercentered
environment
that allows
for student
choice,
flexibility,
and
independence.
Always
(5)
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
174
I
7. Sequence
learning
materials and
activities
logically and
develop
appropriate
timelines for
the completion
of
instructional
units of study
8. Evaluate the
quality of
available
resources when
designing a
unit or
lesson.
9. Integrate
other content
areas, related
values and
societal
issues when
appropriate.
10. Collaborate
with one or
more teachers
while
planning,
rather than
plan lessons
alone.
Always
(5)
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
175
I
Always
(5)
11. Use multiple
instructional
materials,
activities,
strategies,
and assessment
techniques to
meet students
needs and
maximize the
learning of
all students.
12. Implement a
variety of
classroom
techniques and
strategies
that enhance
student
motivation and
decrease
discipline
problems.
13. Choose
appropriate
pedagogical
strategies
that can best
present the
content.
14. Provide indepth
explanations
of the content
and covers
higher-order
concepts and
skills
thoroughly.
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
176
I
15. Develop
higher-order
thinking of
students
through
questioning
and problemsolving
activities.
16. See to it
that learning
process and
the outcomes
of learning
have authentic
relevance with
students
life.
17. Make the
learning
studentcentered.
18. Teach
students to
reflect on
learning
progress.
19. Utilize
multiple
levels
(particularly
higher order
thinking) of
questioning to
stimulate
student
thinking and
monitor
student
learning.
Always
(5)
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
177
I
Always
(5)
20. Adjust the

delivery and
pacing of the
lesson,
learning
activities and
assessment
techniques in
response to
student
behavior and
speed of
learning the
concept.
21. Show
concerns for
students
emotional and
physical wellbeing.
22. Create a
warm,
supportive and
conducive
classroom
climate.
23. Treat
students
fairly.
24. Maintain
professional
role while
being
friendly.
25. Strengthen
values such as
responsibility
, effort,
honesty,
perseverance,
determination,
and
commitment.
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
178
26. Establish
clearly
defined
classroom
procedures,
policies and
practices.
27. Use space,
proximity, or
movement
around the
classroom for
nearness to
trouble spots
and to
encourage
attention.
28. Maintain
neat, clean
and orderly
physical
conditions
within the
classroom.
29. Interpret
and respond to
inappropriate
behavior
promptly.
Assessment
30. Use multiple
assessments to
evaluate
students
learning.
31. Encourage
students
selfassessment of
their own
thinking,
reasoning,
processes, and
products.
179
I
32. Develop
well-designed
assessments
that align
with learning
objectives and
curriculum.
33. Design
assessments to
assess both
higher- and
lower-level
content and
skills.
34. Use rubrics
or scoring
guides for
student
assignments,
products, and
projects.
35. Use
assessment
data to selfassess
instructional
effectiveness
and identify
areas of
strengths and
weaknesses.
36. Design
appropriate
interventions
for students
in needs of
additional or
different
forms of
instruction.
37. Check and
return student
work in a
timely manner.
Always
(5)
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
180
I
38. Document
student
progress and
achievement
over time.
39. Share
progress
reports with
students and
parents in a
timely manner.
Professionalism
40. Take
pleasure in
teaching.
41. Demonstrate
interest about
students
personal and
developmental
needs.
42. Adhere to
legal and
ethical
guidelines,
standards for
the
profession,
and school
policies.
43. Demonstrate
professional
behavior and
positive
interaction
with others
44. Demonstrate
involvement in
learning
activities
inside and
outside
school.
Always
(5)
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
181
I
45. Incorporate
learning from
professional
development
activities
into classroom
practice.
46. Support
school change
and
initiatives.
47. Maintain
professional
distance with
students and
parents.
48. Observe
punctuality in
attending
school
functions,
conferences
and other
related
activities.
49. Set high
expectations
for personal
classroom
performance.
Always
(5)
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
182
APPENDIX C
Reliability Test Analysis
183
Reliability Testing
Reliability
Notes
Output Created
21-Dec-2015 14:32:29
Comments
Input
Active Dataset
DataSet0
Filter
<none>
Weight
<none>
Split File
<none>
N of Rows in Working Data
30
File
Matrix Input
Missing Value Handling
Definition of Missing
User-defined missing values are treated

as missing.
Cases Used
Statistics are based on all cases with

valid data for all variables in the
procedure.
Syntax
RELIABILITY
/VARIABLES=VAR00001 VAR00002
VAR00003 VAR00004 VAR00005
VAR00006 VAR00007 VAR00008
VAR00009 VAR00010 VAR00011
VAR00012 VAR00013 VAR00014
VAR00015 VAR00016 VAR00017
VAR00018 VAR00019 VAR00020
VAR00021 VAR00022 VAR00023
VAR00024 VAR00025 VAR00026
VAR00027
VAR00028 VAR00029 VAR00030
/SCALE('Pedagogical Belief') ALL
/MODEL=ALPHA
/SUMMARY=TOTAL.
Resources
Processor Time
0:00:00.031
Elapsed Time
0:00:00.124
184
Scale: Pedagogical Belief

Case Processing Summary
N
Cases
Valid
30
100.0
.0
30
100.0
Excludeda
Total
a. Listwise deletion based on all variables in

the procedure.
Reliability Statistics
Cronbach's
Alpha
N of Items
.831
30
185
Item-Total Statistics
Scale Mean if Item
Scale Variance if
Corrected Item-
Cronbach's Alpha if
Deleted
Item Deleted
Total Correlation
Item Deleted
VAR00001
107.9000
84.852
.694
.814
VAR00002
109.7333
87.099
.401
.823
VAR00003
109.1667
83.385
.534
.817
VAR00004
108.9667
80.447
.641
.812
VAR00005
109.5667
83.909
.596
.816
VAR00006
108.9667
84.516
.499
.819
VAR00007
110.1000
87.266
.420
.823
VAR00008
109.1667
87.178
.342
.826
VAR00009
109.4000
85.007
.572
.817
VAR00010
110.1000
88.300
.353
.825
VAR00011
108.8000
87.407
.302
.828
VAR00012
109.4333
86.599
.455
.821
VAR00013
109.1000
88.783
.432
.823
VAR00014
110.1000
87.197
.331
.827
VAR00015
108.9333
86.271
.458
.821
VAR00016
109.5667
88.599
.343
.826
VAR00017
108.4667
91.568
.128
.834
VAR00018
108.2000
90.855
.241
.829
VAR00019
107.5667
92.185
.217
.829
VAR00020
107.6333
92.171
.180
.830
VAR00021
107.4333
92.254
.262
.828
VAR00022
107.6333
94.792
-.045
.836
VAR00023
107.5000
93.293
.118
.831
VAR00024
107.5000
93.017
.148
.831
VAR00025
107.7000
95.183
-.082
.835
VAR00026
107.6000
92.455
.159
.831
VAR00027
107.8333
90.282
.236
.829
VAR00028
107.5000
91.431
.320
.827
VAR00029
107.5667
91.426
.295
.827
VAR00030
107.5667
90.599
.332
.826
186
Notes
Output Created
21-Dec-2015 14:38:37
Comments
Input
Active Dataset
DataSet0
Filter
<none>
Weight
<none>
Split File
<none>
N of Rows in Working Data File
30
Matrix Input
User-defined missing values are treated as

missing.
Cases Used
Statistics are based on all cases with valid

data for all variables in the procedure.
Syntax
RELIABILITY
VAR00003 VAR00004 VAR00005
VAR00006 VAR00007 VAR00008
VAR00009 VAR00010 VAR00011
VAR00012 VAR00013 VAR00014
VAR00015 VAR00016 VAR00017
VAR00018 VAR00019 VAR00020
VAR00021 VAR00022 VAR00023
VAR00024 VAR00025 VAR00026
VAR00027
VAR00028 VAR00029 VAR00030
VAR00031 VAR00032 VAR00033
VAR00034 VAR00035 VAR00036
VAR00037 VAR00038 VAR00039
VAR00040 VAR00041 VAR00042
VAR00043 VAR00044 VAR00045
VAR00046 VAR00047 VAR00048
VAR00049 VAR00050
/SCALE('Instructional Practices') ALL
/MODEL=ALPHA
/SUMMARY=TOTAL.
187
Resources
Processor Time
0:00:00.078
Elapsed Time
0:00:00.250
Scale: Instructional Practices

N
Cases
Valid
Excludeda
Total
%
30
100.0
.0
30
100.0
a. Listwise deletion based on all variables in the

procedure.
Cronbach's
Alpha
N of Items
.976
50
188
Cronbach's
Scale Mean if
Item Deleted
Scale Variance if Corrected ItemItem Deleted
Total Correlation
Alpha if Item
Deleted
VAR00001
221.9333
343.720
.519
.976
VAR00002
222.2000
340.993
.559
.976
VAR00003
221.9333
341.306
.643
.976
VAR00004
222.0333
341.826
.584
.976
VAR00005
222.1000
339.334
.696
.975
VAR00006
222.0667
343.789
.549
.976
VAR00007
222.1667
345.178
.415
.976
VAR00008
222.0000
340.621
.743
.975
VAR00009
222.0000
342.897
.615
.976
VAR00010
222.2000
339.200
.586
.976
VAR00011
221.9333
342.823
.653
.975
VAR00012
222.1000
341.541
.667
.975
VAR00013
222.1667
338.626
.661
.975
VAR00014
222.0667
338.616
.735
.975
VAR00015
222.0667
339.030
.810
.975
VAR00016
222.0000
341.034
.720
.975
VAR00017
222.0333
343.482
.573
.976
VAR00018
222.3333
340.230
.699
.975
VAR00019
222.1333
340.464
.724
.975
VAR00020
222.1000
339.886
.757
.975
VAR00021
221.8667
345.016
.570
.976
VAR00022
222.0000
340.276
.763
.975
VAR00023
221.9000
344.093
.600
.976
VAR00024
221.9333
343.168
.633
.976
VAR00025
221.8667
345.154
.561
.976
VAR00026
222.0000
339.586
.802
.975
VAR00027
222.0667
339.926
.760
.975
VAR00028
222.0333
340.516
.648
.975
VAR00029
222.1667
341.592
.530
.976
VAR00030
222.6000
347.007
.221
.977
189
VAR00031
222.1667
337.247
.798
.975
VAR00032
222.2333
336.461
.848
.975
VAR00033
222.2333
337.564
.794
.975
VAR00034
222.1667
337.109
.804
.975
VAR00035
222.0333
337.826
.781
.975
VAR00036
222.1667
337.868
.767
.975
VAR00037
222.2667
340.202
.605
.976
VAR00038
222.4000
339.834
.560
.976
VAR00039
222.3000
339.872
.701
.975
VAR00040
222.2333
339.909
.678
.975
VAR00041
222.0333
342.792
.537
.976
VAR00042
222.0667
342.961
.594
.976
VAR00043
222.0000
339.724
.794
.975
VAR00044
222.1000
336.714
.824
.975
VAR00045
222.1000
336.024
.776
.975
VAR00046
222.1000
336.024
.776
.975
VAR00047
222.0667
336.616
.753
.975
VAR00048
222.0667
341.030
.617
.976
VAR00049
222.1667
335.316
.808
.975
VAR00050
222.1333
340.257
.735
.975
190
Reliability
Notes
Output Created
21-Dec-2015 14:36:00
Comments
Input
Active Dataset
DataSet0
Filter
<none>
Weight
<none>
Split File
<none>
30
File
Matrix Input

as missing.
Cases Used
Statistics are based on all cases with

valid data for all variables in the
procedure.
Syntax
RELIABILITY
VAR00003 VAR00004 VAR00005
VAR00006 VAR00007 VAR00008
VAR00009 VAR00010 VAR00011
VAR00012 VAR00013 VAR00014
VAR00015 VAR00016 VAR00017
VAR00018 VAR00019 VAR00020
VAR00021 VAR00022 VAR00023
VAR00024 VAR00025 VAR00026
VAR00027
VAR00028
/SCALE('Epistemological Belief') ALL
/MODEL=ALPHA
/SUMMARY=TOTAL.
Resources
Processor Time
0:00:00.047
Elapsed Time
0:00:00.140
191
Scale: Epistemological Belief

N
Cases
Valid
Excludeda
Total
%
30
100.0
.0
30
100.0
a. Listwise deletion based on all variables in the

procedure.
Cronbach's
Alpha
N of Items
.619
28
192
Cronbach's
Scale Mean if
Item Deleted
Scale Variance if Corrected ItemItem Deleted
Total Correlation
Alpha if Item
Deleted
VAR00001
82.7000
57.941
.480
.582
VAR00002
83.6000
71.076
-.420
.671
VAR00003
83.4333
62.116
.135
.615
VAR00004
82.2667
64.823
-.052
.634
VAR00005
84.2333
58.737
.442
.587
VAR00006
82.9667
72.102
-.477
.676
VAR00007
82.2000
60.579
.236
.605
VAR00008
84.4667
61.913
.179
.611
VAR00009
83.9333
58.685
.396
.589
VAR00010
83.7333
59.168
.460
.588
VAR00011
82.5333
59.292
.390
.592
VAR00012
82.8333
62.282
.133
.615
VAR00013
81.9000
64.162
.030
.622
VAR00014
83.7333
53.651
.640
.554
VAR00015
84.2333
58.047
.402
.587
VAR00016
83.6000
59.697
.198
.609
VAR00017
83.2333
59.633
.307
.598
VAR00018
83.6000
56.938
.392
.584
VAR00019
83.4667
67.913
-.239
.654
VAR00020
84.6000
57.972
.539
.580
VAR00021
82.8333
61.661
.225
.607
VAR00022
82.7667
62.668
.109
.617
VAR00023
83.4667
55.913
.372
.584
VAR00024
83.1333
71.085
-.425
.670
VAR00025
83.5333
54.602
.575
.563
VAR00026
84.0000
56.828
.539
.575
VAR00027
84.2667
57.444
.395
.586
VAR00028
83.3333
67.885
-.220
.661
193
APPENDIX D
Statistical Analyses
194
Statistical Analysis
Descriptives
Notes
Output Created
20-Jan-2016 15:01:50
Comments
Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>

65
User defined missing values are treated as
missing.
Cases Used
Syntax
All non-missing data are used.

DESCRIPTIVES VARIABLES=pedagogical
traditional constructivist epistemological
certainty structure source control speed
practices planning strategies environment
assessment professionalism
/STATISTICS=MEAN STDDEV MIN MAX.
Resources
Processor Time
0:00:00.016
Elapsed Time
0:00:00.079
195
Descriptive Statistics
N
Minimum
Maximum
Mean
Std. Deviation
Pedagogical Belief
65
3.03
4.69
4.0995
.34962
Traditional Belief
65
1.94
4.47
3.4217
.52845
Constructivist Belief
65
3.00
5.00
4.7769
.41562
65
2.33
4.71
3.1732
.61667
Certainty of Knowledge
65
2.00
5.00
3.4471
.71041
Structure of Knowledge
65
2.43
4.86
3.7589
.54948
Source of Knowledge
65
1.50
5.00
3.1308
.90690
Control of Knowledge Acquisition
65
1.00
4.50
2.7962
.74986
Speed of Knowledge Acquisition
65
1.60
4.80
2.7385
.82910
65
3.08
5.00
4.6298
.45543
65
3.00
5.00
4.6031
.52320
65
3.00
5.00
4.5769
.53085
65
3.22
5.00
4.7217
.45293
Assessment
65
2.20
5.00
4.5338
.59009
Professionalism
65
3.80
5.00
4.7138
.38401
Valid N (listwise)
65
196
T-Test
Notes
Output Created
20-Jan-2016 15:03:25
Comments
Input
Data
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>

65

missing.
Cases Used
Statistics for each analysis are based on the

cases with no missing or out-of-range data
for any variable in the analysis.
Syntax
T-TEST GROUPS=sex(1 2)
/MISSING=ANALYSIS
/VARIABLES=pedagogical epistemological
practices
/CRITERIA=CI(.95).
Resources
Processor Time
0:00:00.047
Elapsed Time
0:00:00.327
Group Statistics
Sex
Pedagogical Belief
Mean
Std. Deviation
Std. Error Mean
male
11
4.0182
.51569
.15549
female
54
4.1161
.30948
.04211
male
11
3.2400
.75565
.22784
female
54
3.1596
.59191
.08055
male
11
4.7636
.35987
.10850
female
54
4.6026
.47070
.06405
197
Independent Samples Test

Levene's Test
for Equality of
Variances
t-test for Equality of Means

95%
Confidence
Interval of the
Difference
Sig.
(2-
F
Pedagogical
Equal
Belief
variances
7.227
Sig.
.009 -.845
df
Mean
Std. Error
tailed) Difference Difference Lower
Upper
63
.401
-.09793
.11591 -.32956 .13371
-.608 11.509
.555
-.09793
.16109 -.45058 .25472
63
.697
.08037
.20536 -.33000 .49074
.333 12.619
.745
.08037
.24166 -.44330 .60404
63
.289
.16104
.15049 -.13968 .46176
1.278 17.777
.218
.16104
.12600 -.10391 .42600
assumed
Equal
variances not
assumed
Epistemological Equal
Belief
.319
.574 .391
variances
assumed
Equal
variances not
assumed
Instructional
Equal
Practices
variances
1.249
.268 1.070
assumed
Equal
variances not
assumed
198
Oneway
Notes
Output Created
20-Jan-2016 15:04:34
Comments
Input
Data
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>

65

missing.
Cases Used
Statistics for each analysis are based on

cases with no missing data for any variable
in the analysis.
Syntax
ONEWAY pedagogical epistemological

practices BY age
/MISSING ANALYSIS.
Resources
Processor Time
0:00:00.031
Elapsed Time
0:00:00.046
ANOVA
Sum of
Squares
Pedagogical Belief
Between Groups
df
Mean Square
.336
.168
Within Groups
7.487
62
.121
Total
7.823
64
.584
.292
Within Groups
23.754
62
.383
Total
24.338
64
.266
.133
Within Groups
13.008
62
.210
Total
13.275
64
Epistemological Belief Between Groups
Instructional Practices Between Groups
Sig.
1.392
.256
.762
.471
.635
.534
199
Oneway
Notes
Output Created
20-Jan-2016 15:04:51
Comments
Input
Data
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>

65

missing.
Cases Used

in the analysis.
Syntax

practices BY tenure
/MISSING ANALYSIS.
Resources
Processor Time
0:00:00.015
Elapsed Time
0:00:00.016
ANOVA
Sum of
Squares
Pedagogical Belief
Between Groups
df
Mean Square
.328
.164
Within Groups
7.495
62
.121
Total
7.823
64
1.326
.663
Within Groups
23.012
62
.371
Total
24.338
64
.589
.294
Within Groups
12.686
62
.205
Total
13.275
64
Sig.
1.357
.265
1.786
.176
1.439
.245
200
Oneway
Notes
Output Created
20-Jan-2016 15:05:06
Comments
Input
Data
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>

65

missing.
Cases Used

in the analysis.
Syntax

practices BY academic
/MISSING ANALYSIS.
Resources
Processor Time
0:00:00.032
Elapsed Time
0:00:00.032
ANOVA
Sum of
Squares
Pedagogical Belief
Between Groups
df
Mean Square
.029
.010
Within Groups
7.795
61
.128
Total
7.823
64
1.260
.420
Within Groups
23.078
61
.378
Total
24.338
64
.208
.069
Within Groups
13.067
61
.214
Total
13.275
64
Sig.
.075
.973
1.110
.352
.324
.808
201
Oneway
Notes
Output Created
20-Jan-2016 15:05:21
Comments
Input
Data
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>

65

missing.
Cases Used

in the analysis.
Syntax

practices BY load
/MISSING ANALYSIS.
Resources
Processor Time
0:00:00.031
Elapsed Time
0:00:00.031
ANOVA
Sum of
Squares
Pedagogical Belief
Between Groups
df
Mean Square
.004
.002
Within Groups
7.819
62
.126
Total
7.823
64
.153
.076
Within Groups
24.185
62
.390
Total
24.338
64
.467
.233
Within Groups
12.808
62
.207
Total
13.275
64
Sig.
.016
.984
.196
.822
1.130
.330
202
Oneway
Notes
Output Created
20-Jan-2016 15:05:35
Comments
Input
Data
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>

65

missing.
Cases Used

in the analysis.
Syntax

practices BY salary
/MISSING ANALYSIS.
Resources
Processor Time
0:00:00.015
Elapsed Time
0:00:00.030
ANOVA
Sum of
Squares
Pedagogical Belief
Between Groups
df
Mean Square
.486
.243
Within Groups
7.337
62
.118
Total
7.823
64
.649
.324
Within Groups
23.689
62
.382
Total
24.338
64
.440
.220
Within Groups
12.835
62
.207
Total
13.275
64
Sig.
2.055
.137
.849
.433
1.063
.352
203
T-Test
Notes
Output Created
20-Jan-2016 15:06:21
Comments
Input
Data
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>

65
missing.
Cases Used
Statistics for each analysis are based on the

cases with no missing or out-of-range data
for any variable in the analysis.
Syntax
T-TEST GROUPS=school(1 2)
/MISSING=ANALYSIS
/VARIABLES=pedagogical epistemological
practices
/CRITERIA=CI(.95).
Resources
Processor Time
0:00:00.032
Elapsed Time
0:00:00.048
Group Statistics
Type of
School
Pedagogical Belief
Mean
Std. Deviation
Std. Error Mean
public
44
4.1450
.33495
.05049
private
21
4.0043
.36861
.08044
public
44
3.2452
.64711
.09756
private
21
3.0224
.53037
.11574
public
44
4.6889
.41775
.06298
private
21
4.5062
.51459
.11229
204
Independent Samples Test

Levene's Test
for Equality of
Variances
t-test for Equality of Means

95%
Confidence
Interval of the
Difference
Sig. (2-
F
Pedagogical
Equal
Belief
variances
.461
Sig.
.500 1.533
df
Mean
Std. Error
tailed) Difference Difference Lower Upper

63
.130
.14071
.09177 -.04267 .32409
1.482 36.250
.147
.14071
.09497 -.05186 .33328
63
.175
.22285
.16244 -.10177 .54746
1.472 47.390
.148
.22285
.15137 -.08160 .52729
63
.132
.18267
.11955 -.05623 .42158
1.419 33.040
.165
.18267
.12875 -.07925 .44460
assumed
Equal
variances not
assumed
Epistemological Equal
Belief
1.119
.294 1.372
variances
assumed
Equal
variances not
assumed
Instructional
Equal
Practices
variances
2.101
.152 1.528
assumed
Equal
variances not
assumed
205
Frequencies
Notes
Output Created
20-Jan-2016 15:38:13
Comments
Input
Data
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>
65
File

as missing.
Cases Used
Statistics are based on all cases with valid

data.
Syntax
FREQUENCIES VARIABLES=age sex

tenure academic load salary school
/ORDER=ANALYSIS.
Resources
Processor Time
0:00:00.015
Elapsed Time
0:00:00.062
Statistics
Highest
Age
N
Valid
Missing
Sex
Tenure
Academic
Teaching
Monthly
Type of
Qualification
Load
Salary
School
65
65
65
65
65
65
65
206
Frequency Table
Age
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Young (below 25 yrs old)
10
15.4
15.4
15.4
Middle age (26-35 yrs old)
32
49.2
49.2
64.6
Old (above 35 yrs old)
23
35.4
35.4
100.0
Total
65
100.0
100.0
Sex
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
male
11
16.9
16.9
16.9
female
54
83.1
83.1
100.0
Total
65
100.0
100.0
Tenure
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
short ( below 5 yrs)
31
47.7
47.7
47.7
Average (6-15 yrs)
22
33.8
33.8
81.5
16 yrs and above
12
18.5
18.5
100.0
Total
65
100.0
100.0

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Bachelor's degree
16
24.6
24.6
24.6
Bachelor with Master's units
38
58.5
58.5
83.1
Master's degree
7.7
7.7
90.8
Master's with Doctoral units
9.2
9.2
100.0
207

Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
Bachelor's degree
16
24.6
24.6
24.6
Bachelor with Master's units
38
58.5
58.5
83.1
Master's degree
7.7
7.7
90.8
Master's with Doctoral units
9.2
9.2
100.0
65
100.0
100.0
Total
Teaching Load
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
underload (below 18hrs/week)
12.3
12.3
12.3
Regular load (18-25 hrs/week)
28
43.1
43.1
55.4
Overload (more than 25
29
44.6
44.6
100.0
65
100.0
100.0
hrs/week)
Total
Monthly Salary
Cumulative
Frequency
Valid
Percent
Valid Percent
Low (below PhP15,000)
17
26.2
26.2
26.2
Average (PhP15,000-20,000)
30
46.2
46.2
72.3
High (above PhP20,000)
18
27.7
27.7
100.0
Total
65
100.0
100.0
Type of School
Cumulative
Frequency
Valid
Percent
Percent
Valid Percent
Percent
public
44
67.7
67.7
67.7
private
21
32.3
32.3
100.0
Total
65
100.0
100.0
208
Correlations
Notes
Output Created
20-Jan-2016 19:08:58
Comments
Input
Data
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>
65
File

as missing.
Cases Used
Statistics for each pair of variables are

based on all the cases with valid data for
that pair.
Syntax
CORRELATIONS
/VARIABLES=pedagogical
epistemological practices
/PRINT=TWOTAIL NOSIG
/MISSING=PAIRWISE.
Resources
Processor Time
0:00:00.046
Elapsed Time
0:00:00.078
209
Correlations
Pedagogical Belief
Pedagogical
Epistemological
Instructional
Belief
Belief
Practices
.298*
.168
.016
.181
65
65
65
Pearson Correlation
.298*
.052
Sig. (2-tailed)
.016
Pearson Correlation
Sig. (2-tailed)
N
N
.683
65
65
65
Pearson Correlation
.168
.052
Sig. (2-tailed)
.181
.683
65
65
N
*. Correlation is significant at the 0.05 level (2-tailed).
65
210
APPENDIX E
Curriculum Vitae
211
CURRICULUM VITAE
I.
PERSONAL INFORMATION
Name: Adonis Padios Besa
Address: Brgy. Punta Tabuc, Roxas City
Age: 32 years old
Date of Birth: March 11, 1984
Place of Birth: Brgy. Pari-an, Sigma, Capiz
Fathers Name: Juan Cabanus Besa
Mothers Name: Adora Paclibar Padios
Citizenship: Filipino
Religion: Roman Catholic
Civil Status: Single
Height: 58
Weight: 52 kg.
Language Spoken: English, Filipino, Hiligaynon
II.
EDUCATIONAL ATTAINMENT
A. GRADUATE EDUCATION: Filamer Christian University,
Roxas City
B. TERTIARY EDUCATION: Filamer Christian College,
Roxas City
212
C. SECONDARY EDUCATION: Panay State Polytechnic
College Sigma Campus (now CAPSU Sigma), Sigma,
Capiz
D. ELEMENTARY EDUCATION: Sigma Elementary School,
Sigma, Capiz
III. EXAMINATION PASSED

Licensure Examination for Teachers (LET)
IV.
ACCOMPLISHMENTS AND AWARDS

A. Resource Speaker during the SMAC Book Lovers Club
Outreach, November 28, 2015
B. Coach of the First Placer Winner in Video
Presentation Contest, Division World Teachers Day
Celebration, September 24, 2015
C. Resource Speaker during the SMAC Science and Math
Clubs Outreach, September 20, 2014
D. Resource Speaker during the Feeding and Literary
Program of SMAC HS Communication Arts and Rondalla
Clubs Outreach, September 13, 2014
E. Teacher Adviser/Coach of the Outstanding Student,
2nd Batang Capiznon Award-A Search for the Ten
Outstanding Students of Capiz (TOSOC) 2014, March
3, 2014
F. Received Certificate of Commendation as Coach of
the Regional Champion in Group Story Telling
(Elementary) during the English Language Festival,
Harvest of Excellence of Department of Education,
Division of Roxas City, February 20, 2014
213
G. Outstanding Delegate during the 2013 National
Student Leaders Congress and 2013 National
Teacher Advisers Convention, December 20, 2013
H. Coach of the First Place winner in the Group Story
Telling (Elem. Level), 2013 CAPRISA Language
Festival, October 2, 2013
I. Resource
Speaker
of
the
topics
Curriculum
Assessment, Conflict and Stress Management and
Parliamentary Procedure during the SMAC INSET 2013,
May 2013
J. Coach of the First Place winners in the Individual
Mega Quiz Bee (Grade 7 Category) and Group Mega
Quiz Bee, 2013 Roxas City Division Scilympics,
September 2013
K. Organizer and Speaker during
Marian Council I Lead Camp
the
First
Ignacian
L. Teacher Adviser/Coach of the Outstanding Student,

2nd Batang Capiznon Award-A Search for the Ten
Outstanding Students of Capiz (TOSOC) 2014, March
3, 2013
M. Received Certificate of Commendation as Coach of
the National Champion in Character Impersonation
(Secondary) during the English Language Festival,
Harvest of Excellence of Department of Education,
Division of Roxas City, February 21, 2013
N. Coach of the National Champion in the Character
Impersonation, 7th Private Schools and School
Administrators
Association
of
the
Philippines
(PRISSAAP)English Language Festival, February 21,
2013
O. Official Delegate of Saint Marys Academy of Capiz
to the Seminar Workshop on Using Assessment
Results, Saigon South International School, Ho Chi
Minh City, Vietnam, January 12-13, 2013
P. Resource Speaker during the Leadership Training at
Milibili National High School,
November 26 & 30,
2012
214
Q. Trainer
of
the
First
Place
winner
in
the
Landscaping
Contest,
2012
Division
CPTLE/Technolympics (Secondary Level), November 24,
2012
R. Science Coordinator, 2012 PSYSC National, PSYSC
Science Olympiad, I teach Seminar and SUMMIT
MathSciAka, September 9, 2012
S. Outstanding
Private
School
Supreme
Student
Government Adviser (Secondary) for S.Y. 2010-2011,
2011 Roxas City Division Harvest of Excellence,
December 28, 2011
T. Contest Administrator/Judge, Roxas City Division
Student Technologists and Entrepreneurs of the
Philippines
(STEP)
Skills
Development
and
Competitions (Secondary Level), December 2, 2011
U. Coach of the First Place winner in the Character
Impersonation
(Secondary
Level),
2011
CAPRISA
Language Festival,
V. Most Participative Adviser, 2011 National Youth
Science, Technology, and Environment Summer Camp,
April 10, 2011
W. Trainer of the Third Place winner in the Character
Impersonation,
5th
PRISSAAP
Regional
English
Language Festival, February 4, 2011
X. Trainer/Coach of the First Place winner in the
Character
Impersonation
(Secondary
Level,3rd
CAPRISA English Festival 2008, September 22, 2008
Y. Honor Student
Secondary Valedictorian
Tertiary Magna Cum Laude
Z. Student Activity Coordinator, Saint Marys Academy
of Capiz, S.Y. 2009 2013
AA. Student Council Adviser, Saint Marys Academy of
Capiz, S.Y. 2011 2013
215
BB. Science Club Moderator,
Capiz, S.Y. 2009 2011
V.
Saint
EMPLOYMENT RECORD
1. Dumolog National High School
February 2015 - to present
2. Saint Marys Academy of Capiz
June 2005 - March 2014
Marys
Academy
of

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PEDAGOGICAL AND EPISTEMOLOGICAL BELIEFS AND INSTRUCTIONAL

PRACTICES OF SCIENCE TEACHERS

A Thesis Presented to the

In Partial Fulfillment of the

This thesis entitled Pedagogical and Epistemological

fulfillment of the requirements for the degree of Master of

FELIMON A. PIMENTEL JR., Ph.D.

JONATHAN P. LEAL, Ph.D.

RAMY LLOYD L. LOTILLA, MAT

LOLITA H. DEMONTAO, Ed.D.

March 17, 2016

FELIMON A. PIMENTEL JR., Ph.D.

The success of this study required the help of various

determination to pursue his studies and to make this study

benefited him much in the completion of this study and for

encouragement, patience and generous wisdom, for carefully

manuscript during the proposal stage.

Dr. Jonathan P. Leal, chairperson of the panel, Engr.

correction and ideas shared.

for accommodating the researcher in conducting

the pilot test.

Superintendent and to all the secondary school heads in the

permission to conduct his study.

Emilda Dela Cruz, for all the considerations, understanding

To his family, relatives, friends and colleagues, for

Besa, Adonis P. Pedagogical and Epistemological Beliefs

This survey-correlational descriptive study determined the

instructional practices of Science teachers. Relationships

secondary private and public school Science teachers in the

correspondingly. The descriptive statistical tools such as

pedagogical beliefs. When it comes to the two domains, they

believers of the source of knowledge. On the other hand,

Science teachers are outstanding in general.

qualification, teaching load, monthly salary, and type of

belief and epistemological belief.

Background and Theoretical

Statement of the Problem and

Significance of the Study

Delimitation of the Study

REVIEW OF RELATED LITERATURE

RESEARCH DESIGN AND METHODOLOGY

Purpose of the Study and

Statistical Data Analyses

Level of Pedagogical Beliefs

Inferential Data Analyses

SUMMARY, CONCLUSIONS AND RECOMMENDATIONS

Summary of the Problems, Methods

criptives of Pedagogical Belief

t-test in Pedagogical Belief of

Analysis of Variance in Pedagogical

t-test in Epistemological Belief of

t-test in Instructional Practices

of Sex and Type of School

Analysis of Variance in Instructional

Pearson r Among Pedagogical Belief,

Reliability Test Analysis

Mr. Adonis P. Besa

Chapter 1 consists of five parts: (1) Background and

specific problems, and the hypotheses to be tested.

derive from the findings of the investigation.

Background and Theoretical Framework of the Study

literacy among the students that will prepare them to be

practices in the classrooms in order to achieve competitive