INSTRUCTIONAL RESOURCES, TEACHERS’ COMPETENCE AND STUDENTS’ ACHIEVEMENT IN GRADE 9 SCIENCE

LUCY S. MIRANDA, Ph. D.

This study looked into the Science instructional resources in Grade 9, teachers’competence and students’achievement in the public secondary schools, Division of Tarlac Province for the school year 20152016 as an input to an action plan.

This study described the Grade 9 Science instructional resources along sufficiency of teaching guides and references and adequacy and functionality of instructional materials. It determined the competence of the Grade 9 Science teachers in terms of lesson planning, delivery of the lesson, management of time and environment, teaching strategies employed, and assessment of learning. Students’achievement was also described. It looked into the relationship between Science instructional resources in Grade 9 and teachers’competence as well as teachers’competence to students’achievement. It also identified the problems encountered in Grade 9 Science instruction.

The following are the findings of the study: The teaching guides and references in Grade 9 Science in public high schools are moderately sufficient. The instructional materials used are moderately adequate; in terms of functionality they are functional. As to competence in lesson planning, delivery of the lesson, management of time and environment, teaching strategies employed and assessment of learning the teachers are very satisfactory. Among 68 public high schools, 11 or 9% have an achievement rate of 86%-90%, 85 or 66% have achievement rating of 81%-85%, and 33 or 25% are under 76%80% in their respective Grade 9 Science classes; There is a highly significant relationship of sufficiency of teaching guides and references, adequacy and functionality of instructional materials to teachers’ competence.

Students’achievement is significantly related to teachers’competence in delivery of the lesson but is not related when it comes to lesson planning, management of time and environment, strategies employed and assessment of learning. The 3 primary problems encountered in the implementation of Science curriculum are Science laboratory needs improvement, insufficient fund to purchase additional instructional resources, lack of school facilities for better teaching-learning process.

The author is Principal Tar l ac

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I of Malasa Elementary School, Bamban,