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
prepared
and
Instructional
and
submitted
Practices
by
Adonis
of
Science
P.
Besa,
Teachers”,
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. DEMONTAÑO, 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
and
for
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. Demontaño, 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 Mary’s 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 researcher sincerely
extends
his
deepest
gratitude.
Thank
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
population
This 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
5
naïve-certain
knowledge,
naïve-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
outstanding
practices
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
5
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 instructional weak-positive
belief, practices
epistemological
belief
of
Science
teachers
relationship
existed
between
belief and epistemological belief.
however,
and a
pedagogical
Table of Contents
Chapter 1
2
3
Page INTRODUCTION TO THE STUDY
1
Background and Theoretical Framework of the Study
2
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
2
Page
Dis 75
pondents’ Profile
Res 77
criptives of Pedagogical Belief
Des 90
3 4 criptives of Epistemological Belief
5
Des 95
Des criptives of Instructional Practices
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
9
Pearson r Among Pedagogical Belief, Epistemological Belief and Instructional Practices
116
0 List of Appendixes
Appendix
Title
Page
A
Communication Letters
141
B
Research Instrument
164
C
Reliability Test Analysis
182
D
Statistical Analyses
193
E
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
a
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 According
to
influence
Khader
their
(2012),
actions
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 learning
critical 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
a
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
a
teacher’s
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 teacher’s 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
experience
who
believe
and
by
that
studying.
it
can
Some
be
acquired
teachers
through
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
Schommer’s
(1990) Theory of Epistemology in assessing the teacher’s beliefs about nature of knowledge and learning. According to Schommer (1990), personal epistemology may be far too complex
to
be
captured
in
a
single
dimension.
8 Epistemological about
the
beliefs
nature
and
constitute
a
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 naïve or mature, sophisticated approach. In the naïve 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
Fishbein’s (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
control.
Action
attitudes
(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
about
the
decisions
that
specific
nature that
of
teachers
types
of
knowledge make
beliefs
and
about
teachers
learning
have
influence
curriculum,
pedagogy,
and assessment. Teachers’
beliefs
are
viewed
to
have
a significant
impact on the effectiveness of teaching in the classrooms. They
encompass
learning
and
teacher’s
the
roles
perception of
teachers
of
the
purpose
and
learners
in
of an
10 academic
setup.
epistemological
Teachers’
beliefs of teaching and
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
a
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
ews affect teachers’ performance in the classroom. These vi 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 Epistemological Beliefs
Instructional Practices as affected by the 1. Pedagogical and Epistemological Beliefs of Science Teachers Figure
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
qualification, teaching load, monthly salary, and type of school? 5.
Is
there
a
significant
difference
in
epistemological belief of Science teachers when they are classified according to age, sex, tenure, highest academic qualification, teaching load, monthly salary, and type of school? 6.
Is there a significant difference in instructional
practices
of
according
to
Science age,
teachers sex,
when
they
tenure,
are
classified
highest
academic
qualification, teaching load, monthly salary, and type of 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
qualification, teaching load, monthly salary, and type of school. 2.
There
is
no
significant
difference
in
epistemological belief of Science teachers when they are classified according to age, sex, tenure, highest academic qualification, teaching load, monthly salary, and type of school. 3.
There is no significant difference in instructional
practices
of
according
to
Science
teachers
age,
sex,
when
they
tenure,
are
highest
classified academic
qualification, teaching load, monthly salary, and type of school. 4.
There
pedagogical
are
no
belief,
significant
relationships
epistemological
instructional practices of Science teachers.
belief,
among and
14 Significance of the Study
Effective Science teaching will only take place when different
factors
practices
and
addressed. beliefs
that
behavior
Teachers’
are
affect
some
are
teachers’
identified and
pedagogical
of
the
instructional
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
Science
of
the
teachers,
study
may
students,
be
beneficial
school
to
the
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.
to
the
Department
of
This study will be beneficial
Education
in
designing
in-service
trainings and programs for teachers that give emphasis to t to the understanding of teachers’ beliefs and its effec 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.
future
studies
regarding
This study can serve as basis for 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
and
to
studies
on
to
nature
of
knowledge and knowing, teaching and learning are limited. Therefore, this study will provide additional information to the existing studies about teacher’s 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
obtained
this
by
study,
the
“assessment”
Science
referred
teachers
in
10
to
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 naïve-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
acquisition”
referred
teachers
the
in
4
in
the
control
the scores
to
items
of
the
of
obtained
knowledge
by
Epistemological
Science Belief
Inventory (EBI) adopted from Schraw et. al. (2002) which were
classified
as
naïve-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
5
to
items
in
the
the scores
of
the
speed of
obtained
knowledge by
Epistemological
Science Belief
Inventory (EBI) adopted from Schraw et. al. (2002) which were
classified
as
naïve-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”
referred to the scores obtained by Science teachers in the
19 7
items
of
the
Epistemological
Belief
Inventory
(EBI)
adopted from Schraw et. al. (2002) which were classified as naïve-simple (3:41 – 5:00) and sophisticated-complex (1:00 – 3:40). Belief
in
the
source
knowledge--
of
refers
to
the
belief ranging from knowledge is handed down by authority to knowledge is derived through reason (Schommer, 1994). In
this
“belief
study,
in the source
of
knowledge”
referred to the scores obtained by Science teachers in the 2
items
of
the
Epistemological
Belief
Inventory
(EBI)
adopted from Schraw et. al. (2002) which were classified as naïve-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
a
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). refer to those beliefs about
Epistemological beliefs--
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
certainty of knowledge, structure of knowledge, source of knowledge, control of knowledge acquisition and speed of knowledge acquisition and classified as naïve (3:41 – 5:00) and sophisticated (1:00 – 3:40). Instructional Planning--
teaching
and
objectives,
learning,
and
refers to the preparation for
including
instructional
construction
and
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
strategies
and
refer to a set of teaching
Practices--
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 researcher-made questionnaire measuring their instructional practices in terms of instructional planning, instructional strategies,
learning
professionalism.
The
environment, scores
were
assessment
and
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). Instructional Strategies--
teaching
(in
the
classroom,
refer to the methods use in 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
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). 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
scores obtained by the Science teachers in 9 items 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). 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
a
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
is
to
the
expected
level
of
a
of
excellence
professional
(http://www.businessdictionary.com/definition/professionali sm.html, retrieved: 12/28/2015). In
this
study,
“professionalism”
referred
to
the
scores obtained by the Science teachers in 10 items 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
that
is
of
the
satisfactory (1.00 – 1.80). Traditional
concerned
with
Belief--
the
refers
teacher
to
being
the
the
belief
controller
learning environment (Novak, 1998). In
this
study,
“traditional belief” referred to the
scores obtained by the Science teachers in 17 items of 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
instructional practices of Science teachers. 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 as
epistemological
study
were
traditional beliefs,
the and
divided
into five dimensions: certainty of knowledge, structure of knowledge,
source
of
and
speed
acquisition 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,
categories,
Pedagogical
significance
Beliefs and
describes
related
the
nature,
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
a
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)
a
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
te achers’
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
a
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
a
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
correctness
of
and
act
the
as
instructional
content
authority
assess
the
students’
learning
to
outcomes.
The
and
the
students
are treated as passive recipients of verified knowledge. Traditional
teachers
teach
in
a
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 what
the
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
a
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
self -
process
(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
stronger
teaching,
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.
Epistemological Beliefs
The process of making sense of the world begins at a very
young
powerful
concepts
age,
impact
and
and on
this an
initial
understanding
individual’s
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
individual’s
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
evaluate
new
resolve
information,
beliefs
impact
competing and
make
the
manner
knowledge
fundamental
in
claims, 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).
Perry’s
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 p erson’s 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
university’s
longitudinal
study
academic
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
typically
clustered
dualism,
(2)
making
positions
into
four
multiplicity,
of
(Perry, Perry’s
sequential (3)
1970, scheme
categories:
relativism,
in are
(1)
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
a
first-year
college student (Hofer, 2008). As epistemological beliefs develop more
and
become
complex,
evaluation,
more
sophisticated,
relativistic
and
empirical
and
reasoning
derived
evidence
from
becomes 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’
and
grades,
students’ certain
problem
belief
study
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 Perry’s
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: knowledge,
knowledge
(a) (c)
certainty source
acquisition,
of of
and
knowledge, knowledge, (e)
speed
(b) (d) 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 individual’s
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 won’t 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 naïve beliefs in another. According to Schommer (1994, in Cheng et. al., 2009), personal
epistemological
“sophisticated”.
For
beliefs
example,
a
vary teacher
from who
“naïve” 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). beliefs
Teachers seem
to
with be
more
more
sophisticated
engaged
than
epistemological
their
peers,
with
regards to personal learning (Ravindran et. al., 2005). In addition,
those
with
a
sophisticated
way
of
knowing
as
regarding teaching from a “constructivist or transformative
Sophisticated
perspective”.
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 naïve 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). With measure
the
development
epistemology,
epistemology
impacts
of
instruments
researchers
students’
can
designed document
motivational
to how
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
a
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’
achievement
Additionally,
Chan
epistemological
(Kizilgunes
(2003)
beliefs
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
learner’s
level
epistemological
of
cognitive
beliefs
engagement,
play
a
and
role
they
in
also
influence the type of achievement goals a learner sets. Achievement
goals
motivations
for
refer
to
completing
self-reported
students’
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
indicated
that
epistemological
correlated
with
motivational
efficacy.
Using
Schommer’s
constructs, framework
of
beliefs
including
are self-
epistemological
beliefs, three of the four dimensions were significantly correlated
with
(intrinsic
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,
relationship
and an
in
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
multiple
learner’s epistemological
a
level
et.
have
at
al.,
which
2009)
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 teacher’s 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
A
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 teacher’s personal epistemology and their tendency to adopt specific
pedagogical
practices.
A
teacher’s
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
-service Pre
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
a
pre-service
45 teachers’
epistemological
beliefs
has
appeared
in
the
literature (Pajares, 1992, in Schommer-Aikins, 2004). Even though
findings
teachers
play
a
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
Schommer-Aikins,
scarce
2004).
Teacher
educators must identify the epistemological beliefs of preservice beliefs, such
teachers
and
challenge
them
and
perhaps
even
studies
require
longitudinal
in-service
teachers
focuses
on
experience.
Clearly,
related
the
to
there
change
is
epistemological
to
them.
However,
designs,
or
the
also
those because
most
research
student
teaching
need
beliefs
examine
for of
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
a
result
of
explicit
reflection, and the results suggest that the change maybe have been facilitated by the intervention program (Brownlee et. al., 2001). Employing
Schommer’s
(1994,
in
Chai
et.
al.,
2010)
multidimensional model, several researchers have explored the
epistemic
Adapting
beliefs
Schommer’s
of
(1990,
pre-service in
Chai
teachers
et.
al.,
in
Asia.
2010)
four -
factor 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 Elliott’s four-factor instrument,
Chai and Khine (2008) have reported similar profiles of epistemic beliefs held by Singaporean pre-service teachers (N=877).
Several
associated
with
background these
variables
teachers’
were
epistemic
found
to
beliefs.
be
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
the
beliefs:
Learning
Learning
Effort,
regard
of
epistemological
Philippines, to
the
teachers, extraction
yielded
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 one’s 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
relationships
beliefs
and
their
considerable
between
epistemological
attention
conceptually
teachers’
accepted
from
viewpoint
beliefs
pedagogical
have
researchers. about
the
drawn
Such
a
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
disciplines
In
the
teachers’
relativistic
reportedly
related
to
beliefs
Western
epistemic
constructivist
(EB)
can
vary
(Kaartinen-Koutaniemi context,
preservice
beliefs
have
pedagogical
been
beliefs
(Brownlee, 2004; Sinatra & Kardash, 2004). Using interview methods, Schraw and Olafson’s (2002) found that 23 out of
24 practicing teachers can be categorized as relativist. These
teachers
teaching.
In
tended
Kang
and
to
prefer
Wallace’s
constructivist (2005)
work,
oriented practicing
teachers who view science as a body of factual information were
inclined
belief.
to
express
a
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
respectively. those For
five-point
example,
positively
of
the
results
were
the
assessing
pedagogical
beliefs,
slightly
beliefs
significantly
epistemic
for
aforementioned
traditional
“authority/expert
However,
and
from
and
dimensions
beliefs
Their
generated
Likert-scales
knowledge”,
constructivist
Western
about
related
beliefs:
different
the
“innate/fixed
and
“certainty
beliefs
about
studies.
teaching to
from
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
Elliott’s
(2004)
work,
for
example,
Hong
Kong
preservice teachers may be categorized as relativists, but these
teachers
constructivist
did
not
pedagogical
show
inclination
beliefs.
Likewise,
towards 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
pedagogical
the
how
Asian
teachers’
beliefs
are
intertwined in their real-life teaching practice.
Instructional Practices
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
content,
instructors 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
students’
prior
inaccurate
aspects)
shapes
new
learning.
measure
all
of
cannot
adequately
knowledge
(both
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
a
evidence
given 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
policies
use,
class
early
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
a
more
productive
learning
environment
for
all
students. 4.
Effective
knowledge
and
instruction
skills
involves
instructors
prioritizing
choose
to
focus
the on.
Coverage is the enemy: Don’t 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
overcoming
instruction
instructors’
expert
involves
recognizing
and
spots. They are not
blind
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,
don’t
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
reflective involves
misconceptions,
thinking. more
than
correct
Instruction teaching
them,
related
content
for
to
and
teach
Science
students
successfully grasp difficult scientific concepts.
to
60 Critical important,
thinking
both
in
Science
historically
and
education in
is
today’s
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
discoveries, related
scientific today’s
and
areas.
understand,
to
and
society,
prepare
Students
assess,
technological
and
the
importance
individuals
must
be
make
advances
for
able
to
decisions
of
careers
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 today’s society benefit
from
appropriate
accuracy, hypotheses, These
knowledge
precision,
are
variables,
context,
cause/effect,
concepts
of
part
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
how
are
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, Piaget’s 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 another’s 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
a
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
a
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
behaviors
(Martinez 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)
teacher —student
interaction, 5) equity, 6) assessment. A wide body of research shows that the single greatest factor
affecting
instruction.
In
student
one
achievement
study,
Woolfolk
is
(2010)
classroom found
that
classroom instruction has more impact on student learning than
any
Woolfolk, best
other
factor.
2010)
schools,
As
concluded
“The
only
McKinsey in
their
&
Company
study
way
to
improve
or
beliefs
of
(2007, the
in
world’s
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 teacher’s 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
a
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 The
classroom
findings
relationship
of
practices this
between
study
relating
to
indicate
teachers’
social
that
beliefs
studies.
there
and
is
their
a
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, O’Conner 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
teachers’
beliefs
practices
in
the
process
of
teaching
observation
social 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
students’
approaches
achievement.
achievement
goals
were
important
Ravindran
and
et.
determinants
al.
epistemological
(2005)
of
examined
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
a
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
of
the
indicating
that
beliefs et.
were
al.,
innate
did
variables.
performance
2005).
not
regression
predictors
relationship
in
This
between
of
and
correlate
Furthermore, analysis
goals shallow
study
ability
and
with
any
the
null
was
rejected,
simple
knowledge
engagement
provides
simple
(Ravindran
evidence
epistemological
of
beliefs
the and
achievement goals, and the findings indicated that (preservice) teachers’ naïve epistemological beliefs should be challenged because they influence meaningful engagement and achievement goals. Studies
beliefs
have
influence
reported
that
teaching
teachers’
practices
epistemological
(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, professional life.
Two
influence
teachers'
practice, of
these
their
have
profound
beliefs
classroom
beliefs
that
that
shape
impact teachers
practices
are
on
their
classroom
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
into five dimensions: certainty of knowledge, structure of knowledge,
source
of
knowledge,
control
of
knowledge
73 acquisition
and
instructional
speed
practices
of
knowledge
of
Science
acquisition
teachers
in
on terms
the of
instructional planning, instructional strategies, learning 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 as
epistemological
study
were
traditional beliefs,
the and
divided
into five dimensions: certainty of knowledge, structure of knowledge,
source
of
and
speed
acquisition instructional
practices
knowledge, of of
control
knowledge Science
of
knowledge
acquisition.
teachers
in
terms
The of
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, 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
Roxas
9.2%), City
Congressman
School
respectively), Del
Rosario
School,
and
for
A.
Philippine
Asis
High
School
Craftsmen(5
or
and 7.7%
Culasi National High School, Don Ynocencio
National Marcos
respectively),
Ramon
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 Mary’s
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 Roxas John –
N
2
Congressman Ramon A. Asis High School Culasi National High School Don Ynocencio Del Rosario National High School Dumolog National High School Filamer Christian University 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 3.1 5 4 4 4 3 3 2 4 2 1 3 5 2 1 2 8 65
% 1.5 4.6 9.2
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
2
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 teachers
revealed
covered
by
the
that study,
out
of
majority
the
65
of
them,
Science 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 bachelor’s degree holder,
16 or 24.6% were
bachelor’s
degree
holder
with
master’s
degree units, 6 or 9.2% were master’s degree holder with doctoral degree units and 5 or 7.7% were master’s 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
F
%
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
26.2 46.2
18 44 21 65
27.7 67.7 32.3 100.0
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 Type of(above SchoolPhP20,000) Public Private Total
78 Data-gathering Instrument
The
main
instrument
of
the
study
is
a
self-
administered questionnaire divided into four parts: Personal
Data
to
gather
used
characteristics
Sheet.
the
such
as
A brief personal data sheet was Science
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
Never
2 3 4 5
Rarely Sometimes Often Always
79 Scores are separately obtained for the two categories and were interpreted using the scale below: 4.21 5.00 – 3.41 4.20 – 2.62 3.40 – 1.81 2.60 – 1.00 1.80 –
Very high High Average Low Very low
Epistemological
Belief
Inventory
(EBI).
Teachers’
epistemological beliefs in this study were assessed with the Epistemological Belief Inventory (EBI) (Schraw et. al 2002).
The
EBI
dimensions
of
consists general
of
21
items
epistemological
measuring beliefs
five such
(5) as
certainty of knowledge, structure of knowledge, source of knowledge, control of knowledge acquisition and speed of 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 one’s 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)
Naïve (3:41 – 5:00)
Certainty of Knowledge Structure of Knowledge Source of Knowledge Control of Knowledge
Tentative
Certain
Complex
Simple
Personal Experience Changeable
Expert/Authority
Acquisition Speed of Knowledge Acquisition
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 naïve 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 5.00 – 3.41 4.20 – 2.62 3.40 – 1.81 2.60 – 1.00 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
to
measure
the
pedagogical
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,
the
teachers 0.831,
obtained
0.619
the
and
individual
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
data
on
the
and
Percentage.
categories
characteristics
such
as
of
These were used to analyze Science
of
age,
teachers’
sex,
tenure,
personal
academic
qualification, teaching load, salary and type of school. Mean.
beliefs
This test was used to ascertain the pedagogical
as
to
epistemological
traditional beliefs
as
and
constructivist,
to
the
five
the
dimensions:
certainty of knowledge, structure of knowledge, source of knowledge, control of knowledge acquisition and speed of knowledge
acquisition
and
the
instructional
terms of
instructional planning, instructional strategies,
learning
environment,
assessment
and
practices
professionalism
in
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
used
to
between
r.
This test, set at 0.05 alpha level, was
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
3
reveal
the
teachers.
In
level
of
general,
pedagogical the
Science
87 cal beliefs. teachers have “high” (M=4:10, SD=.35) pedagogi 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
a
“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
learning
effective occurs
way
as
for
the
students
students
are
to
actively
learn
that,
involve
in
a
process of meaning and knowledge construction rather than passively
receiving
students
as
Oftentimes,
the they
facilitating
of
thinking
learners.
makers believe
of
More
the
so,
they
is
construction
they
creating they
a
of
view
knowledge. process meaning
of and
experience, fostering
motivated
also
often
and
teaching
phenomena
and
and meaning
that
students’
understanding critical
information
and
believe
independent
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
student-centered
Philippines,
and
through
from
their
teacher-centered
exposure
to
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
many
classified
teachers
as
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 Score 4.21 5.00 – 3.41 4.20– 2.62 3.40– 1.81 2.60– 1.00 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
naïve-certain epistemological beliefs (M=3.45, SD=.71), for the
structure
epistemological
of
knowledge,
beliefs
they
(M=3.76,
have
more
SD=.55),
naïve-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=.75)
more
sophisticated-
SD=.91), and
sophisticated-
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’ conceptual
teaching
as
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
a
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 sophisticated gradual 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 naïve -certain
and
naïve-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
naïve
beliefs
at
some
point,
are
probably,
the
influence of their experiences with teachers, parents and other
people
they
encounter
who
instilled
them
naïve
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
al.,
area
knowledge
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 o holds vary from “naïve” to “sophisticated”. A teacher wh 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
those teaching
perspective”.
learner with
a
from
a
From
a
naïve 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 Elliott’s (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
Naïve-certain
Structure of Knowledge Source of Knowledge
3.76 .55 3.13 .91
Naive-simple 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)
Naïve (3:41 – 5:00)
Certainty of Knowledge Structure of
Tentative
Certain
Complex
Simple
Knowledge Source of Knowledge Control of Knowledge Acquisition Speed of Knowledge Acquisition
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
5
(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
Science
overall
teachers
“outstanding”
instructional
implies
the
that
Science
practices
teachers
of
are
always demonstrating or performing what is ideal for an effective
and
themselves
as
professional,
21st
efficient ideal
century
teachers
facilitators
and
teacher.
They
see
always
act
as
who
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
and
heads,
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 determine
of what
methods,
and
decide
instructional learning
time.
on
the
pacing
Besides,
opportunities
their
they
and
always
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, Science that
is
they
teachers
are
outstanding.
effectively
student-centered
instructional learning needs.
strategies
engage
and in
This
implies
that
students
in
by
using
a
variety
order
to
meet
the
learning 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
a
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: involves using
12/29/2015
acquiring
that
classroom aligning learning
relevant
knowledge teaching;
the
that
to 2.)
three
objectives,
1.)
Effective
knowledge
inform
our
Effective
major
about course
instruction students
and
design
and
instruction
components
assessments,
of
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 Instructional Practices
Mean
SD
Description
4.63
.46
Outstanding
Instructional Planning
4.60
.52
Outstanding
Instructional Strategies Learning Environment
4.58 4.72
.53 .45
Outstanding Outstanding
Assessment
4.53
.59
Outstanding
4.71
.38
Outstanding
Professionalism Mean Score 4.21 5.00– 3.41 4.20 – 2.62 3.40– 1.81 2.60 – 1.00 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
N
Mean
SD
T
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 master’s
or
young, more
degree,
or
middle
aged,
experienced, doctoral
degree
or
old,
bachelor’s 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
support,
attitude
of
colleagues,
students’
abilities
and
backgrounds,
the
administrative
school
atmosphere,
unified
curriculum,
educational system and training program which taught and trained teaching
them
since
all
profession
of
and
them field
graduated of
from
the
specialization.
same 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
F
Sig.
.336
2
.168
1.39
.26n.s
Within Groups
7.487
62
.121
Total
7.823
64
.328
2
.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
Highest Academic Qualification Between Groups
.029
3
.010
Within Groups
7.795
61
.128
Total
7.823
64
.004
2
.002
Within Groups
7.819
62
.126
Total
7.823
64
.486
2
.243
7.337 7.823
62 64
.118
Teaching Load Between Groups
Monthly Salary Between Groups Within Groups Total n.s
p > .05 – not significant at 5% level
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
N
Mean
SD
T
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
p > .05 – not significant at 5% level
105 Likewise, significant
data
in
difference
Table in
the
7b
show
that
there
epistemological
is
no
belief
of
Science teachers when classified according to age, tenure, highest academic qualification, teaching load, and monthly 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
master’s
degree,
or or
more
experienced,
doctoral
degree
bachelor’s holder,
degree,
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
one’s
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
F
Sig.
.58
2
.29
.76
.47n.s
Within Groups
23.75
62
.38
Total
24.34
64
1.33
2
.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
Highest Academic Qualification Between Groups
1.26
3
.42
Within Groups
23.08
61
.38
Total
24.34
64
.15
2
.08
Within Groups
24.19
62
.39
Total
24.34
64
.65
2
.32
23.69 24.34
62 64
.38
Teaching Load Between Groups
Monthly Salary Between Groups Within Groups Total n.s
p > .05 – not significant at 5% level
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
N
Mean
SD
T
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
p > .05 – not significant at 5% level
109 In
the
significant
same
way,
difference
Table in
8b
the
shows
that
instructional
there
is
no
practices
of
Science teachers when classified according to age, tenure, highest academic qualification, teaching load, and monthly 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),
F
(2,
62)
=
1.13,
p
=
.33
(teaching load), and F (2, 62) = 1.06, p = .35 (monthly salary) > .05. The results denote that the instructional practices of Science highest
teachers
do
academic
not
differ
qualification,
as
to
sex,
teaching
age,
tenure,
load,
monthly
salary and type of school. Thus, male or female, young, middle aged, or old, less experienced or more experienced, bachelor’s
degree,
master’s
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,
learner’s
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
F
Sig.
.27
2
.13
.63
.53n.s
Within Groups
13.01
62
.21
Total
13.27
64
.59
2
.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
Highest Academic Qualification Between Groups
.21
3
.07
Within Groups
13.07
61
.21
Total
13.27
64
.47
2
.23
Within Groups
12.81
62
.21
Total
13.27
64
.44
2
.22
12.83 13.27
62 64
.21
Teaching Load Between Groups
Monthly Salary Between Groups Within Groups Total n.s
p > .05 – not significant at 5% level
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
naïve
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
that
teachers
is are
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
teachers
support
of
parents
and
no
school
option
community
students,
the
need
but
to
follow,
including to
cover
inadequate
administrator, 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
indicates
the
weak-
that
and 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 naïve are their epistemological beliefs wherein, they will believe
that
knowledge
is
resides
in
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
practices
and of
Science teachers, the results relate with the result of the Khader’s
(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
teachers’
that
beliefs
social
studies.
result
of
and
there
no
relation
constructive
However,
Harcarik’s
is
the
(2009)
classroom
results study
between
practice in
disagree
which
the
with
concluded
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
related
beliefs:
to
the
“innate/fixed
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
r
.298*
.168
Sig.
.016
.181
r
.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
qualification, teaching load, monthly salary, and type of school? 5.
Is
there
a
significant
difference
in
epistemological belief of Science teachers when they are classified according to age, sex, tenure, highest academic qualification, teaching load, monthly salary, and type of 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
qualification, teaching load, monthly salary, and type of 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
qualification, teaching load, monthly salary, and type of school. 2.
There
is
no
significant
difference
in
epistemological belief of Science teachers when they are classified according to age, sex, tenure, highest academic qualification, teaching load, monthly salary, and type of 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 qualification, teaching load, monthly salary, and type of school. 4.
There
pedagogical
are
no
significant
belief,
relationships
epistemological
among
belief,
and
instructional practices of Science teachers. 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, 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.
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
are
epistemological Science
source
beliefs.
teachers
structure
of
of
generally
are
In
terms
of
5
naïve-certain
knowledge,
knowledge.
sophisticated
the
to
hand,
the
of
the
of
the
they
are
believers
other
their
dimensions,
believers
naïve-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,
teachers are outstanding in general. outstanding
in
the
5
domains
of
the
Science
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
qualification, teaching load, monthly salary, and type of school.
122 5.
No
significant
difference
existed
in
epistemological beliefs of Science teachers when they are classified according to age, sex, tenure, highest academic qualification, teaching load, monthly salary, and type of school. 6.
No
significant
difference
existed
in
instructional practices of Science teachers when they are classified according to age, sex, tenure, highest academic qualification, teaching load, monthly salary, and type of school. 7.
No
pedagogical instructional weak-positive
significant belief, practices
correlation
was
epistemological
noted
among
belief
and
of
Science
teachers
relationship
existed
between
however,
a
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,
to
know
principles,
seminars
relevant
and
trainings
educational
methodologies,
that
philosophies,
techniques,
enable
teaching
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 naïve 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
educators,
in
the
order
many
for
them
in-service
to
become
trainings,
well-equipped 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
the
performance
classroom. aspects
supervisors
to
periodic
planning,
assistant
calibration
document
Furthermore,
of
and
the
teachers’
superintendent of
performance
performance
strategies,
their
standards
competence,
to
teaching in
in
the
the
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
the
educational
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
qualification, teaching load, monthly salary, and type of 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
well-equipped
academic with
institutions,
the
necessary
the
teachers
skills
to
must
achieve
be a
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
naïve
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
and
can
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, teaching keeping
educational
faithful
implementation
methodologies, themselves
philosophies
strategies
abreast
of
of
and
the
and
teaching
student-centered
approaches
current
and
trends
by 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
instructional planning, instructional strategies, learning 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 im prove 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
a
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 References
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141
APPENDIX A Communication Letters
142
143
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157
158
159
160
161
162
163
164
APPENDIX B Research Instrument
165 Filamer Christian University 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: ______ Bachelor’s Degree ______ Bachelor’s Degree with Master’s Degree Units ______ Master’s Degree ______ Master’s 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 teacher’s 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 teacher’s 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 possible. 9. as 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 teacher’s 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 17.practice. 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 express their to 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. People’s 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 don’t 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 don’t learn something quickly, you won’t 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 don’t. 13. Things are simpler than most wouldprofessors have you believe. 14. If two people are arguing about something, at least one of them must be wrong. 15. If you haven’t understood a chapter the first time through, going back over it won’t 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 shouldn’t 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) Instructional Planning 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)
Instructional Strategies 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 13.problems. 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 studentson to reflect 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 response toin student behavior and speed of learning the concept. Learning Environment 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 thefor classroom 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.assessments Design 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 studentswith 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.school Support 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
Weight
Split File
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
Excludeda 0
100.0
.0
Total
30
100.0
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 VAR00006
109.5667 108.9667
83.909 84.516
.596 .499
.816 .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
Weight
Split File
N of Rows in Working Data File
30
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 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 Case Processing Summary N Cases
Valid
% 30
Excludeda
0
100.0
.0
Total
30
100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics Cronbach's Alpha
N of Items .976
50
188
Item-Total Statistics 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 VAR00039
222.4000 222.3000
339.834 339.872
.560 .701
.976 .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
Weight
Split File
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 /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 Case Processing Summary N Cases
Valid
% 30
Excludeda
0
100.0
.0
Total
30
100.0
a. Listwise deletion based on all variables in the procedure.
Reliability Statistics Cronbach's Alpha
N of Items .619
28
192
Item-Total Statistics Cronbach's Scale Mean if Item Deleted VAR00001
Scale Variance if Corrected ItemItem Deleted
Total Correlation
Alpha if Item Deleted
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
Weight
Split File
N of Rows in Working Data File Missing Value Handling
Definition of Missing
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
Traditional Belief
65
1.94
4.47
3.4217
.34962 .52845
Constructivist Belief
65
3.00
5.00
4.7769
.41562
Epistemological Belief
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
Instructional Practices
65
3.08
5.00
4.6298
.45543
Instructional Planning
65
3.00
5.00
4.6031
.52320
Instructional Strategies
65
3.00
5.00
4.5769
.53085
Learning Environment
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
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
Weight
Split File
N of Rows in Working Data File Missing Value Handling
65
Definition of Missing
User defined missing values are treated as 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
Epistemological Belief
Instructional Practices
N
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.
t
.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
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
Weight
Split File
N of Rows in Working Data File Missing Value Handling
65
Definition of Missing
User-defined missing values are treated as 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
2
.168
Within Groups
7.487
62
.121
Total
7.823
64
Epistemological Belief Between Groups
.584
2
.292
Within Groups
23.754
62
.383
Total
24.338
64
.266 13.008
2 62
13.275
64
Instructional Practices Between Groups Within Groups Total
.133 .210
F
Sig.
1.392
.256
.762
.471
.635
.534
199
Oneway Notes Output Created
20-Jan-2016 15:04:51
Comments Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
Weight
Split File
N of Rows in Working Data File Missing Value Handling
65
Definition of Missing
User-defined missing values are treated as 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 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
2
.164
Within Groups
7.495
62
.121
Total
7.823
64
Epistemological Belief Between Groups
1.326
2
.663
Within Groups
23.012
62
.371
Total
24.338
64
.589 12.686
2 62
13.275
64
Instructional Practices Between Groups Within Groups Total
.294 .205
F
Sig.
1.357
.265
1.786
.176
1.439
.245
200
Oneway Notes Output Created
20-Jan-2016 15:05:06
Comments Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
Weight
Split File
N of Rows in Working Data File Missing Value Handling
65
Definition of Missing
User-defined missing values are treated as 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 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
3
.010
Within Groups
7.795
61
.128
Total
7.823
64
Epistemological Belief Between Groups
1.260
3
.420
Within Groups
23.078
61
.378
Total
24.338
64
.208 13.067
3 61
13.275
64
Instructional Practices Between Groups Within Groups Total
.069 .214
F
Sig. .075
.973
1.110
.352
.324
.808
201
Oneway Notes Output Created
20-Jan-2016 15:05:21
Comments Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
Weight
Split File
N of Rows in Working Data File Missing Value Handling
65
Definition of Missing
User-defined missing values are treated as 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 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
2
.002
Within Groups
7.819
62
.126
Total
7.823
64
Epistemological Belief Between Groups
.153
2
.076
Within Groups
24.185
62
.390
Total
24.338
64
.467 12.808
2 62
13.275
64
Instructional Practices Between Groups Within Groups Total
.233 .207
F
Sig. .016
.984
.196
.822
1.130
.330
202
Oneway Notes Output Created
20-Jan-2016 15:05:35
Comments Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
Weight
Split File
N of Rows in Working Data File Missing Value Handling
65
Definition of Missing
User-defined missing values are treated as 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 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
2
.243
Within Groups
7.337
62
.118
Total
7.823
64
Epistemological Belief Between Groups
.649
2
.324
Within Groups
23.689
62
.382
Total
24.338
64
.440 12.835
2 62
13.275
64
Instructional Practices Between Groups Within Groups Total
.220 .207
F
Sig.
2.055
.137
.849
.433
1.063
.352
203
T-Test Notes Output Created
20-Jan-2016 15:06:21
Comments Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
Weight
Split File
N of Rows in Working Data File Missing Value Handling
Definition of Missing
65 User defined missing values are treated as 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
Epistemological Belief
Instructional Practices
N
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.
t
.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
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
Weight
Split File
N of Rows in Working Data
65
File 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.
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
0
0
0
0
0
0
0
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
64.6 100.0
Old (above 35 yrs old)
23
35.4
35.4
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
Highest Academic Qualification Cumulative Frequency Valid
Percent
Valid Percent
Percent
Bachelor's degree
16
24.6
24.6
24.6
Bachelor with Master's units Master's degree
38 5
58.5 7.7
58.5 7.7
83.1 90.8
Master's with Doctoral units
6
9.2
9.2
100.0
207
Highest Academic Qualification 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
5
7.7
7.7
90.8
Master's with Doctoral units
6
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)
8
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
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
Weight
Split File
N of Rows in Working Data
65
File Missing Value Handling
Definition of Missing
User-defined missing values are treated 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
Pearson Correlation
Pedagogical
Epistemological
Instructional
Belief
Belief
Practices
1
Sig. (2-tailed) N Epistemological Belief
Pearson Correlation
.298 *
Sig. (2-tailed)
.016
N Instructional Practices
65 1
.298 *
.168
.016
.181
65
65
.052 .683
65
65
65
Pearson Correlation
.168
.052
1
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 Father’s Name: Juan Cabanus Besa Mother’s Name: Adora Paclibar Padios
Citizenship: Filipino Religion: Roman Catholic Civil Status: Single Height: 5’8” 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 Lover’s 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 as Coach of the National ChampionofinCommendation 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 Mary’s 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 (Secondary) for S.Y. 2010-2011, 2011 Roxas Adviser 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 Mary’s Academy of Capiz, S.Y. 2009 – 2013 AA. Student Council Adviser, Saint Mary’s 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 Mary’s Academy of Capiz June 2005 - March 2014
Mary’s
Academy
of