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MA MAIM T43 M36 2003 (COL)
Masteral Thesis
 
Teacher's competencies and behavior in Biology lecture-laboratory course versus student perception and assessment of teaching
by Manrique, Ma. Isabel
x, 88 p. ; 28 cm.

©2003 Published by The Author
Thesis:  (Master of Arts in Instructional Management) -- Miriam College, 2003.
ABSTRACT:  The study sought to analyze and assess the competence, behaviors, and management practices and procedures of teachers in Biology Lecture and Laboratory Courses. The descriptive method of research was employees particularly the normative survey and the comparative study. The respondents consisted of 16 teachers who handled the 25 Lecture-Laboratory Courses and their 323 randomly selected students of those teachers during the Summer of SY 2002-2003. Two researcher-made questionnaires with five answer options for each question, one for the teachers and the other for the students were used. The researcher personally administered the teacher and the student questionnaires to the respondents during their respective class hours. Students whose lecture-laboratory courses were handled by two teachers were given two sets of questionnaires, one for each teacher. Teachers answered the questionnaires in the faculty room at the same time the students were answering theirs in their classroom. Other teachers opted to answer the instrument another time and returned this a day or two later. The results were interpreted using the weighted mean, standard deviation and comparison of the means. The average responses made by the teachers and the students were determined through the weighted mean. Comparison of the means was made to determine differences in the assessments made by the teachers and the students. The study found the following: 1. The teachers very frequently used the demonstration and lecture methods while the discovery method, cooperative learning, and reporting are only often used. 2. Both the teachers and the students acknowledge that the teachers are knowledgeable in the subject matter content but perceive them to have limited teaching skills in enhancing the teaching-learning process. The teachers show to a great extent a thorough mastery of the subject matter, encourage students to ask and answer questions without fear or hesitation, present the subject matter in a well-organized framework, give home readings and written assignments, structure questions in a manner which allow students to respond, use varied types of tests and tell students what to do and how to do certain activities. Differences in the perception of the students and the teachers are evident. 3. Teachers occasionally demonstrate the effective teaching behaviors. Teachers maintaining eye contact with the students, as behavior, is always done by the teacher. Very often teachers remember and call students by their correct names and use a wide range of voices and facial expressions. The teachers rated themselves more favorably than the students did in the behaviors. a. work with vigor and pleasure when teaching b. compliments students' efforts and enthusiasm c. laughs when students make mistakes 4. Good practices and management procedures wre implemented by the teachers in these practices: (a) Teachers address the students' problems and needs right away; (b) correct test papers and return them promptly, and (c) use eye contact, proximity control, and other forms of non-verbal communication to alert students of their unacceptable behaviors. These practices are observed done less (a) providing the students with the course syllabus at the beginning of the term; (b) explaining school policies and course requirements to the students; (c) moving around the room to monitor and assist students during class activities; (d) spending time after class with students who have individual problems to boost their morale; and (e) having favorites among students. Conclusions In the light of the findings of the study, the following conclusions were drawn. 1. The teachers do not use the varied contemporary teaching methodologies adequately. They are frequently using only two methods of teaching, which are demonstration and lecture. They do not maximize the use of the techniques to fully enhance student learning. 2. The teachers show concern and interest in their students' welfare. However, teachers are occasionally unpredictable and this confuses their students. 3. The teachers observe the classroom practices and procedures. However, these are not properly implemented. 4. The teachers consider themselves experts in their field of study; however, students assess them as having limited teaching skills. Recommendations In view of the findings and conclusions, the researcher would like to offer the following recommendations: 1. Teachers should be encouraged to take post-graduate courses to keep them abreast with current trends and innovations in science teaching. They should attend regular in-service training programs or seminars that focus on teaching techniques. 2. There should be constant and frequent monitoring of teachers tom ensure proper implementation of school policies and classroom practices and procedures. 3. A thorough review of the course topics and skills to be include only those that are essential and important and could be covered within the time allotted for the course. The syllabus of each course should be prepared and made available to the students before the beginning of the term. 4. A similar study/research be conducted to determine if a graduate degree or professional training in teaching can be a predicted of teachers' competence and behavior.
Book ID 1000114330
 
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