Implementation of K to 12 Science Program of Public Elementary Schools: Teachers’ Pedagogical Practices and Problems Encountered in Teaching Science


The study aimed at conducting formative evaluation of the implementation of K to 12 Science Program of public elementary schools in Santo Tomas District, Isabela, The Philippines for the first semester, school year 2017-2018. Specifically, the study aimed to determine teachers’ pedagogical practices and common problems encountered by teachers and administrators. The respondents of the study were nine randomly selected public elementary schools in Santo Tomas district. From these schools, nine administrators, 36 teachers and 333 learner respondents were selected to participate in the study. The study used quantitative and qualitative research designs. Quantitative methods were used in generating data on the extent of the implementation of teachers’ pedagogical approaches. Qualitative approach was used to uncover the common problems encountered by teachers, administrators and learners in the implementation of K-12 Science Program. Results of the study showed that the teachers implement the prescribed pedagogical approaches of teaching K-12 Science such as the use of 5-E Instructional model, Inquiry-Based Learning, contextualization, integration of concepts in other subjects and the linking of what learners know with the lesson to be tackled. The major problems encountered by teachers and administrators are lack of K-12 training, lack of resources, and curriculum enhancement. These problems are caused by teacher factor such as lack of knowledge on teaching approaches and techniques and contents in Science, unavailability of resources and disruption of classes, and student factor which include lack of prerequisite knowledge on contents, poor English comprehension and some topics are too high for the learners' level.

Author Information
Resttie Daguio, Department of Education, The Philippines
Eileen Bernardo, Isabela State University, The Philippines

Paper Information
Conference: ACEID2019
Stream: Primary & Secondary Education

This paper is part of the ACEID2019 Conference Proceedings (View)
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Posted by James Alexander Gordon