Republic of the Philippines

Laguna State Polytechnic University

San Pablo City Campus

C
OLLEGE OF
Center of
TEACHER EDUCATION– GRADUATE STUDIES AND APPLIED RESEARCH

Development
CHED Memo #17, s2016

COURSE CODE : Science 211

COURSE TITLE : Graduate Seminar
PROFESSOR : Dr. Perla M. Guevarra
PREPARED BY: : Marietoni D. Quesea

Proposed Title

1. THE DEVELOPMENT OF SCIENCE 7 LEARNING MATERIALS: INPUT TO K

TO 12 BEC SCIENCE CURRICULUM

2. LEVEL OF COMPETENCE AND PERFORMANCE OF JUNIOR HIGH

SCHOOL TEACHERS IN TEACHING K TO 12 SCIENCE

3. CO – CURRICULAR INVOLVEMENT AS LABORATORY OF LEARNING IN

K TO 12 SCIENCE RELATED ACTIVITES AND ACADEMIC
PERFORMANCE OF PRIVATE AND PUBLIC SCHOOL SCIENCE STUDENT:
IMPLICATIONS TO STUDENT DEVELOPMENT PROGRAM
ENHANCEMENT
 DEVELOPMENT OF SCIENCE 7 SELF – LEARNING KIT: INPUT TO
STUDENT’S PERFORMANCE

Rationale

The Philippine educational curriculum provides various challenges on the

teaching-learning modes considering the revision of the curriculum and the programs for

each subject. Science education, as one of the key components of the K to 12 Enhanced

Basic Education Program, has faced with a number of challenges relative to the

achievement of the target competencies. (Borres, 2015)

The K to 12 Enhanced Basic Education Program as mandated by Republic Act

10533 or the K to 12 Act of 2013 promotes the achievement of the Science-oriented

students as one of its objectives. With this, the K to 12 Science education curriculum sets

to be learner-centered and inquiry-based, emphasizing the use of evidence in constructing

explanations. Concepts and skills in Chemistry, Biology, Physics and Earth Science are

presented with increasing levels complexity from one grade level to another in spiral

progression, thus paving the way to a deeper understanding of the concepts (DepEd,

2013).

The incoming Grade 7 students for the school year 2018-2019 will be faced with

problems on learning mastery as their curriculum when they were in elementary was the

2002 Basic Education Curriculum (BEC) which is not spiral in approach unlike K to 12

BEC. As such, the learners are will be faced with the dilemma of achieving mastery

presupposing that they have already learned the competencies that they are studying

when they were in elementary. (Rivera, 2013)

To address the expanding gap between the target competencies and level of

competence, the Department of Education, through Republic Act 10533, has encouraged
teachers and other learning leaders to focus on the development and production of the

locally produced teaching and learning materials. The development of such modules

should be research-based (RA 10533, Section 5).

Based from the overall design of science curriculum, teachers are expected to use

the spiral/progression approach in teaching competencies for a specific grade level

(DepEd Order No. 31 s. 2012). In accordance with the above mentioned DepEd Order

Science teachers regardless of their major of specialization are expected to teach the four

major areas of Science which are intended to be studied for the whole year. In connection

with the present study, the researcher will be developed a learning material which

includes the concepts of four major areas of Science such as Chemistry, Biology, Physics,

and Earth Science.

 TARGET COMPETENCIES AND LEARNER’S COMPETENCE IN
K TO 12 SCIENCE: RELATIONSHIP WITH PERFORMANCE
OF GRADE 9 STUDENTS IN CHEMISTRY

Rationale

The quest for excellence in teaching is a never – ending journey. Researchers and

educators have search for ways and means to improve the teaching craft. At the turn of

the 21st century education, there is an increasing demand to nurture best classroom

practices, pedagogical approaches and instructional strategies that define excellence.

Training and capacity building capacities are conducted to ensure that teachers

metamorphose from novice to experts.

As teachers grow older in the profession, they are expected to acquire

instructional competence and assessment strategies that promote maximum learning

among students. However, the existing realities in the educational system reveal that not

all teachers have improved their professional competence through the years. One reason

is that professional growth is a personal choice. Teachers should deliberately and

conscious improve themselves by attending conferences and training, pursuing higher

studies, learning from colleagues and reflecting on one’s practices.

 CO – CURRICULUM AND HOLISTIC DEVELOPMENT OF GRADE 9
STUDENTS IN SCIENCE

Rationale

The academic curriculum has never been all that schools offer to their students.

Often a range of other classes, clubs and activities is available to students, sometimes in

lessons but more often at games time, in the lunch break or after school. These are

referred to as the co-curriculum, and they are mostly voluntary for students. Such

activities have less status in education than the main curriculum. However, they are often

held to be very important to the wider education of young men and women. The

academic achievement in different subject like science, mathematics, literature and social

sciences are directly related to their mental development and understanding level, which

is possible by their all-round development of students for which different level of

participation in co-curricular activities also responsible. The objective of study is to

analyze the effect of participation level of students in co-curricular activities and their

academic achievements in science and if they have any correlation then to extent that is

effective.