DELIVERY SYSTEM IN SCIENCE PROGRAM

CHAPTER 2

Local Literature

Each year the Department of Education (DepEd) administers the National

Achievement Test (NAT) to third and sixth graders in elementary school, and fourth

year high school students.  The test covers multiple subjects. An overall score is

calculated for each student, which is then averaged for each school, comprising the

Mean Percentage Score (MPS). The MPS is classified into five levels of mastery: low

mastery (15 to 34); average mastery (35 to 65); moving toward mastery (66 to 85);

closely approximating mastery (86 to 95); and mastered (96 to 100). Unlike class

grades, a score below 75 does not necessarily equate to “failing” the NAT. These scores

are used broadly as targets and measures of improvement of schools and the overall

education system. From school years 2012 to 2014 the overall MPS of Grade 3, Grade

6, and fourth year students enrolled in public schools have been on an upward trend

(Table 1), although still below the average 75 MPS target set by the country by 2015 as

part of the Education For All (EFA) initiative aligned with the Millennium Development

Goals (MDGs). It was only in 2014 that the overall average of Grade 6 pupils neared the

national target, with a MPS of 74.51. Despite the increase across the years, fourth year

high school students continued to record a low overall average of 56.24 compared to

other school levels. Until the full rollout of the K-12, program these NAT scores included

the math and science subjects separately. Subject-specific scores reveal that while

overall student performance in the early grades is equal across subjects, and nearing
master levels, it declines as they get older. In high school, while there is slight

improvement in overall NAT scores in the inclusive years of the dataset provided by

DepEd, the math and science scores remain low.

This means that public high schools on average failed to get students to the

point of correctly answering half of the science and math test questions in the exam.

The target improvement for the system, according to the PDP document, is that 74

percent of elementary pupils and 20 percent of junior high students must be at least in

the categories of “Moving toward mastery,” “Closely approximating mastery,” or

“Mastered” by 2022. In 2015, 14.88 percent of high school students are at “Low

mastery” level, the PDP target is to reduce this to 10 percent.   As of 2014, only 5

percent of public schools achieved mastery level in science and 25 percent in math.

Science instruction and facilities clearly need attention and improvement. According to

2013 data, the science laboratory to student ratio stood at 1:1,438; the vast majority of

students has no access at all to a laboratory.

Science education in our country cannot be considered as a strength. Based on

2014 statistics, the passing rate for the national achievement test (NAT) for grade six

pupils is only 69.21%. The passing rate for high school seems far worse, with a passing

rate of only 46.38% from 2010 statistics. Moreover, the Philippines consistently

performs abysmally in international surveys.

One example is the Trends in International Mathematics and Science Study

(TIMSS). In 2003, for high school, the country ranked only 34th out of 38 countries in

HS II Math, and 43rd out of the 46 participating countries in HS II Science. For

elementary, fourth grade participants ranked 23rd out of the 25 countries in both math

and science. Our country stopped participating in the survey in 2008, perhaps after

getting such lackluster scores.

More recently, the country participated in the 2018 Program for International

Student Assessment (PISA). Conducted by the Organization for Economic Cooperation

and Development (OECD), the study ranked 79 participating economies based on their

students’ performance in reading, science and math. Filipino students had the lowest

mean score in reading comprehension (340 points, below the 487-point survey

average). They also ranked second to the last in science (357) and math (353), below

the 489-point average in both subjects.

A survey done from the VISSER project show that only around 20% of high

schools have laboratories with non-traditional “modern” equipment. Unfortunately,

these “modern” equipment are typically no more than the combination of a computer

and an LCD projector.

The lack of science education facilities is reflected on the poor quality of basic

science and math education seen by the low achievement scores of Filipino students in

various tests. 

The implementation of the Kto12 basic education program does not bode well for

science education. Science education will start only at Grade 3, which is not comforting

for the improvement in basic science and math education. We need to develop critical
thinking skills of our Filipino students at an early age. The time allotment for

laboratories and non-lecture activities is also limited.

The government’s plan for improving science and math education remains

limited to scholarships and a few projects. This has to be improved and expanded to

address not only the supply side of science experts but also to build industries that will

utilize them. We need radical solutions to reverse the current backward science and

technology situation of the country.

 According to DepEd data, in regions III, IV-A, X, XI, and XII, only one school

has a science laboratory out of every 10 public elementary schools. In the National

Capital region, this ratio is 3 laboratories for every 10 elementary schools. The public

elementary schools in the other regions don’t have any science laboratory to facilitate

science learning.

Chingos (2012) stated that Today‘s diverse student population has resulted in

teacher‘s seeking changes in the traditional methods of instructing students. Teachers

seek ways to improve student motivation and engagement in the learning process.

Students learn principally through interactions with people (teachers and peers) and

instructional materials (textbooks, workbooks, instructional software, web-based

content, homework, projects, quizzes, and tests). But education policymakers focus

primarily on factors removed from those interactions, such as academic standards,

teacher evaluation systems, and school accountability policies. There is strong evidence

that the choice of instructional materials has large effects on student learning—effects
that rival in size those that are associated with differences in teacher effectiveness.

Administrators are prevented from making better choices of instructional materials by

the lack of evidence on the effectiveness of the materials currently in use.

Bunagan (2012) defined Strategic Intervention Material as meant to re-teach the

concepts and skills (least mastered). It is a material given to students to help them

master competency – based skills which they were not able to develop during a regular

classroom teaching. It consists of both learning strategies (for students) and content

enhancement (for teachers). It is a multifaceted approach to help students to become

independent and successful learners. He further differentiated SIM and modules. This

intervention material focuses on the skill not mastered by the students during regular

class. It does not involve pretest and posttest and includes fun activities. Module, on

the other hand, contained different topics included in a given chapter and intended for

regular classroom teaching and distance learning. Module requires pretest and posttest

and also includes fun activities.

Rondon (2013) made a study on the effect of a game – based and traditional

learning method on the students‘ knowledge retention. His study revealed that students

who received game-based method performed better in both posttest in anatomy and

physiology questions. He further stated that gamebased learning method is comparable

to the traditional learning method in general and in short - term gains, while traditional

lecture still seems to be more effective to improve students‘ short and long term

knowledge retention.
Miguel (2012) made a study on the achievement and retention of learning of

deep and surface learners exposed to UbD. The study was conducted at Ramon

Magsaysay High School during the first quarter of S.Y. 2011 – 2012. The sample of the

study was categorized as deep or surface learners. T-test was employed to assess the

difference between the performance of deep and surface learners. Results showed that

the use of the UbD is effective in terms of enhancing students‘ achievement while

retention of learning is comparable regardless of learning approach.

Foreign Literature

One of the most important prerequisites for a long-term development of all

countries is a high level of education for society. Nowadays the impact of technology on

society is very deep. It is not story only about a group of people who share a defined

territory and a culture. Technology plays a large role in many aspects of day-to-day life

and many processes become automated. With automated learning support system is

possible to work more closely with an adult to provide effective learning solutions that

meet their unique needs. The problem is the inefficient or incomplete utilization of

presence and cognition technologies and the non-usage of knowledge management

technologies for the useful development of adults in an online environment. The goal of

the paper is get a new perspective on knowledge sharing process and understanding of

the future of automated learning support system involving the use of new technological

opportunities. The main study question is how the automated learning support system

could improve the efficiency and quality of further knowledge flow and provide

sustainable cooperation between educational institutions and entrepreneurs. The

research idea is to describe the principles of automated learning support focusing on an

online system and knowledge management technologies for adults. The result of the

research is the analysis of the information system as an online learning support

platform, improved quality of knowledge flow, and recommendations for future work in

this field.

Qatar has made major improvements in the Education and Training Sector, yet

there is still a need for continued development. According to a released document by

the supreme education council, SEC (supreme Education Council 2012) “An analysis of

the current situation of the education system shows that Qatar still faces challenges

affecting both supply and demand for education and training and linkage to the labor

market. The challenges include: (1) the underachievement of Qatari students in math,

science and English language at all levels; (2) weaknesses in educational administration

and the preparation and development of teachers …” (p.8).

The British Science Community Representing Education (a collaboration of

leading science organizations) SCORE has very recently (SCORE 2013) defined practical

work in science education as “learning activities in which students observe, investigate

and develop an understanding of the world around them, through direct, often hands-

on, experience of phenomena”(p.2).

Key insights from the science of learning and development are that the brain and

the development of intelligences and capacities are malleable, and the “development of

the brain is an experience-dependent process”.

Deep engagement in interest-driven experiences is associated with psychological

assets like a sense of confidence in creating novel ideas, confidence in learning about

computing, a projected future of continued learning, or feelings of expertise with

professional tools; social dispositions, marked by an increased likelihood of teaching

others what one knows; and choices to learn more as reflected in efforts to sustain

learning, including starting new projects in school or at home, choosing to take elective

classes to advance one’s skills, finding mentors or peer-based learning partners, and

locating informational resources in books or online.

At the same time, consistent with a contemporary understanding of the science

of learning and development, interest in any domain is dynamic and can exhibit

continuities and discontinuities depending on access to resources, such as welcoming

affinity groups, relevant technologies and tools, role models, learning opportunities, and

time.

Practices reflecting these principles are well represented in schools that are

successful with students who are typically marginalized and underserved. These include

the development of an intentional community that ensures a sense of belonging and

safety, with shared norms represented in all of the school’s activities. In addition, a

culture of participation encourages student agency and leadership in the context of a

culturally responsive curriculum that values diverse experiences. Educative and

restorative practices teach students responsibility and allow them to exercise it in

contributing to the school and local community

All teachers can convey affirming attitudes by exposing students to an

intellectually demanding curriculum and supporting them in mastering it, conveying

their confidence that students can learn; teaching students strategies they can use to

monitor and manage their own learning; encouraging children to excel; and building on

the individual and cultural resources they bring to the school, ranging from social

knowledge of the community and its history to mathematically rich pasttimes such as

chess and sports to expressive understanding of language use and popular culture.

Strategies that convey respect and concern for students become the basis for

meaningful relationships and positive academic results

Principals can nurture relational trust among staff members by creating time for

staff collaboration focused on curriculum planning and school improvement, supporting

teachers’ growth and development through asset-based feedback and learning systems,

distributing leadership for many functions throughout the school, and involving staff in

decision making. These practices have been found to retain teachers in schools,

contributing to staff stability, and to increase teaching effectiveness and gains in

student achievement

Schools can nurture strong staff-parent relationships by building in time and

supports for teachers and advisors to engage parents as partners with valued expertise,

by planning teacher time for home visits, positive phone calls home, school meetings

and student–teacher–parent conferences scheduled flexibly around parents’ availability,

and regular exchanges between home and school.

While many uses of technology have been found ineffective, uses that support

student interests have been found to support achievement. A recent review of 70

studies ranging from large-scale experimental and quasi-experimental designs to

smaller case studies noted that most studies found no effect on learning. Ineffective

uses of technology featured “individualized” progression through workbook-type

activities; phonics, grammar and punctuation exercises; drill on math items; and

practice with multiple-choice test questions. Effective uses, on the other hand, featured

simulations, games, data analysis, and writing that was part of interactive learning,

where the technology was used to engage with data, explore and create, express ideas,

and develop presentations of learning; and where peer discussions and teacher-led

activities were also part of instruction.

In studies of high schools organized to develop socially and emotionally

competent students, researchers found that student engagement, achievement, and

positive behavior (being collaborative and supportive of their peers, resilient, employing

a growth mindset, valuing opportunities to help others) were associated with infusion of

social and emotional learning opportunities in every aspect of the school. This ranged

from curriculum focused on perspective-taking and empathy in history and English

language arts to community and social problem solving in social studies, math, and

science; community service projects; and the teaching of specific conflict resolution

strategies and the use of restorative practices.

Local Studies
Reyes, Nueva Espana & Belecina (2014) in their study entitled “Towards

Developing a Proposed Model of TeachingLearning Process Based on the Best Practices

in Chemistry Laboratory Instruction”, explained on this study investigated the teaching

practices employed by the faculty of the Lyceum University System in teaching

chemistry laboratory in order to attain the seven goals of laboratory instruction: (2)

mastery of subject matter; (b) scientific reasoning; (c) understanding complexity and

ambiguity of empirical work; (d) practical skills; (e) understanding the nature of

science; (f) interest in science and in learning science; and (g) teamwork skills. It also

determined the extent by which the attainment of the goals of science laboratory

instruction was manifested in the students‟ (a) attitude and motivation; (b) laboratory

skills; and (c) achievement. Finally, a proposed model of teaching-learning process in

chemistry laboratory instruction was developed based on the identified best teaching

practices. The qualitative-quantitative methods of research particularly the descriptive

design were used. To gather data, interview was conducted to separate groups of

students and faculty. Further, classroom observations and questionnaires were

conducted and administered to gather other pertinent data. The subjects of the study

were eighty students enrolled in General Chemistry during the second semester of the

school year 2011-2012 and 4 chemistry instructors. The chemistry instructors were

chosen from each of the four universities included in the Lyceum University System.

With the aim of determining the best teaching practices employed by the faculty in

teaching chemistry laboratory, five instruments were developed and validated by

experts: Focus Group Interview Questionnaire for faculty and for Students; Observation
Checklist; Attitude/Motivation Instrument; Practical Test; and the Achievement Test.

The data analysis made use of frequency, percentage, mean and standard deviation.

The results of the study revealed that the teaching practices of the chemistry faculty of

the Lyceum University System were based on the university vision, mission goals and

objectives and therefore attained the seven goals of the science laboratory instruction.

Likewise, the students acquired a positive attitude towards chemistry, high competency

in laboratory skills and average level of achievement in the subject. It can be deduced

from the findings that indeed the best practices of the faculty

Gantang, Baking, Quiambao, Nocdao, Nuqui and Cruz conducted study

aimed to determine the various methods used by te Music, Arts, Physical Education,

and Health Teachers in the public secondary schools of Mexico, Pampanga academic

year 2014-2015. The work highlighted the profile of the teachers and described the

eight commonly used methods used by the teachers. The effectiveness of these

methods was assessed by the respondents. The problems encountered in music classes

an proposed solution were mentioned. To attain the purpose of the study, the

researcher used the descriptive survey type of research and used the following

instruments the survey questionnaires, unstructured interview, and documentary

analysis and class observations. The respondents of the study were the thirty three (33)

MAPEH teachers handling music subject among seven public schools of Mexico,

Pampanga and the four hundred eighty (480) fourth year students of San Juan High

School. To gather data the researcher used the following instruments survey

questionnaires, interviews, classroom observations and data analysis, frequency

distribution and weighted mean were also used for the numerical computation ad the t-

test was utilized for the statistical treatment of data. Based from the data collected, the

following were concluded; in terms of the profile, it was found out that the most of the

teacher-respondents were young and single most of them are new in government

service. None attended a solely music seminar for the past five years only two teachers

in the whole town of Mexico were musically inclined but not trained professionally. The

methods used by the teacher in teaching music were assessed a "much effective" by

the student-reapondents. The problems encountered in music were described as

"serious problems" by the respondents and most of it according to the data was caused

by the institution. There were proposed solutions and they fell under the "strongly

agree" descriptive rating. The hypothesis was rejected and it was proven that there was

a significant difference between the teacher-respondents assessment on the

methodologies used in teaching music. The conclusions on the study were the following

the female teachers outnumbered the male teachers, lack of support and discrimination

from the institution leads to the fluctuation of interest towards the subject and that

there is a great need to re-assess the role of music ion the curriculum and its role to the

students' development.

According to the study of Acar (2017) entitled "Implementation of the 11th

Grade SHS Program Academic Track in Science Technology Education Center (STEC) in

Basak Lapu Lapu City for School Year 2016-2017", findings revealed that on the

Infrastructure an Learning facilities, it got a Very Good on Instruction and Curriculum an

Poor on admission and retention. The SHS students in STEC are heterogenous. Majority
comes from public schools and some are academic achievers. The academic

performance of the students is Satisfactory. The Infrastructure has certain positive

degree of association with the academic performance. By supplementing the lack of

infrastructure, facility and learning environment, it would have higher significant impact

on the performance of the students.

He concluded that provision of learning facilities such as: learning resource

center, library, laboratory, ICT room, computers, study area, adequate classroom space

(student ratio) would surely render better effect to students' performance. The

Instruction has certain positive degree of association with the academic performance.

Good teaching is equal to good learning. In spite of lacking facilities and no admission

and retention policy, the teachers were able to provide a resourceful mechanism of

delivering the lessons in a meaningful way. He recommended that whatever findings

are made maybe utilized to improve the SHS program in action planning, policy

formulation and development.

Magayon & Tan (2016) in their study entitled” Learning Mathematics and

Differentiated Instruction in the Philippines: A Phenomenographical Study on Struggles

and Successes of Grade 7 Students”, found out that Differentiated Instruction (DI) has

been found to be effective in catering to the individuality of students and at the same

time helping students to have positive attitudes about school, increased engagement in

learning, and improved achievement. In the Philippines, 16 Focus Groups from Grade 7

students were interviewed regarding their experiences on the differentiation of

instruction provided by their Mathematics teachers, which in this study the most
observed differentiations by the respondents are relating real-life situations to the

lessons, modified learning activities, learning activities according to students’

preference, teachers’ assistance during learning activities, and grouping students based

on projects and choice of students. Their verbalized experiences were transcribed as is

with no re-statement to conform with Marton’s Phenomenographical principles in

characterizing the variations of experiences. Using thematic analysis, a dendrogram is

used to cluster the conceptions of the experiences of the respondents in this study. A

frequency table and a bar graph present the similarities and variations of the Grade 7

Filipino students’ conceptions of their experiences on DI. Hence, this study argued that

DI motivates students’ interest, makes learning mathematics easier, and challenges

students to learn and do more. However, the study also argued that students have

difficulties in learning and doing mathematical tasks. The findings suggest that

considering activities based on students’ preference, modified learning activities, variety

of assistance provided to students during activities, and variety of relating real-life

situations, and creating different groupings are not enough to ensure that

differentiation results to an effective instruction.

According to Montebon (2014) the Department of Education in the Philippines

implemented the new K to 12 Curriculum which started last school year 2012-2013 by

virtue of the Republic Act 1033 or the Enhanced Basic Education 2013. The new science

program has many innovations in terms of the arrangement of competencies,

integration of each branch of science in every grade level, mode of instruction, and

learning pedagogies. It is the aim of this research to determine the perception of

students on the new science curriculum in terms of the concepts they learn, the skills

they acquire, and the values and attitude they develop. This research also aims to

assess how judicious science teachers implement the new curriculum. To achieve such

goal, a qualitative survey method was utilized. The respondents of this research are 216

grade 8 students of the selected schools in Metro Manila. Upon the analysis of the data

gathered it has been found that most students agree with the items in the

questionnaire as regards the three learning domains being evaluated (Mode = 4). The

students also perceive that teachers judiciously implemented the new science

curriculum (Mode = 4).

Catolos (2017) made a study entitled “Teaching Performance of Selected Public

Secondary School Teachers in Tanay, Rizal”, focused on the level of performance of

selected teachers who are non-education graduates in public secondary schools in

Tanay, Rizal as perceived by the teachers themselves during the school year 2013 –

2014. Descriptive survey of research design was employed utilizing as a tool in

gathering the needed data. Respondents of the study are 42 teachers who are holders

of bachelor’s degree other than Bachelor of Education but supplemented with required

number of units in Education that qualifies the degree holder to teach. They were

described in terms of age, sex, educational attainment, length of service, and

noneducation bachelor’s course. The variables considered are instructional skills,

guidance skills, management skills, interpersonal skills and leadership skills. The study

found out that the majority of the respondents have very satisfactory teaching

performance. Age, length of service and bachelor’s degree course are significant on the
teaching performance of selected teachers while sex and educational attainment are not

significant. Teaching performance of non-education graduates is very satisfactory

regardless of their sex and educational attainment. On the other hand, their teaching

performance is associated with their age, length of service and bachelor’s course. The

study recommended that teachers should pursue graduate education program and

undergo more seminars and trainings in order to sustain their professional development

and to update themselves in the innovative trends and techniques especially in the

advent of K-12 program. A proposed plan of action is recommended for

implementation. Parallel studies may be conducted considering other variables.

Keywords: guidance skills, instructional skills, interpersonal skills, leadership skills,

management skills, noneducation graduates, teaching performance.

Foreign Studies

This mixed-methods
research investigated
teachers’ perceptions of
intrinsic factors (personal
attributes of the teacher)
and extrinsic factors
(environmental)
influencing the
implementation
of inquiry-based science
learning at township
(underdeveloped urban
area) high schools in
South Africa. Quantitative
data were collected by
means of an adapted
version of the Science
Curriculum
Implementation
Questionnaire (SCIQ)
(Lewthwaite, 2001). The
adapted version
was renamed the
Scientific Inquiry
Implementation
Questionnaire (SIIQ) and
was
administered to 186
science teachers at
township schools in
South Africa. The
teachers at a
township school were
then interviewed in order
to solicit in-depth
information on the
findings
that emerged from the
questionnaire analysis.
The findings highlight a
lack of professional
science knowledge
(content knowledge,
pedagogical content
knowledge, pedagogical
knowledge, knowledge of
students, educational
contexts, curricular
knowledge and
educational purposes)
that contributes toward
teachers’ uncertainty in
inquiry-based teaching.
Also, extrinsic factors
such as school ethos,
professional support,
resource adequacy and
time
serve as significant
constraints in the
implementation of
inquiry-based education
at the
school. The data
collected from SIIQ
provides a foundation for
understanding at a high
school level how factors
influence the delivery of
a curriculum underpinned
by inquiry.
This mixed-methods
research investigated
teachers’ perceptions of
intrinsic factors (personal
attributes of the teacher)
and extrinsic factors
(environmental)
influencing the
implementation
of inquiry-based science
learning at township
(underdeveloped urban
area) high schools in
South Africa. Quantitative
data were collected by
means of an adapted
version of the Science
Curriculum
Implementation
Questionnaire (SCIQ)
(Lewthwaite, 2001). The
adapted version
was renamed the
Scientific Inquiry
Implementation
Questionnaire (SIIQ) and
was
administered to 186
science teachers at
township schools in
South Africa. The
teachers at a
township school were
then interviewed in order
to solicit in-depth
information on the
findings
that emerged from the
questionnaire analysis.
The findings highlight a
lack of professional
science knowledge
(content knowledge,
pedagogical content
knowledge, pedagogical
knowledge, knowledge of
students, educational
contexts, curricular
knowledge and
educational purposes)
that contributes toward
teachers’ uncertainty in
inquiry-based teaching.
Also, extrinsic factors
such as school ethos,
professional support,
resource adequacy and
time
serve as significant
constraints in the
implementation of
inquiry-based education
at the
school. The data
collected from SIIQ
provides a foundation for
understanding at a high
school level how factors
influence the delivery of
a curriculum underpinned
by inquiry.
This mixed-methods
research investigated
teachers’ perceptions of
intrinsic factors (personal
attributes of the teacher)
and extrinsic factors
(environmental)
influencing the
implementation
of inquiry-based science
learning at township
(underdeveloped urban
area) high schools in
South Africa. Quantitative
data were collected by
means of an adapted
version of the Science
Curriculum
Implementation
Questionnaire (SCIQ)
(Lewthwaite, 2001). The
adapted version
was renamed the
Scientific Inquiry
Implementation
Questionnaire (SIIQ) and
was
administered to 186
science teachers at
township schools in
South Africa. The
teachers at a
township school were
then interviewed in order
to solicit in-depth
information on the
findings
that emerged from the
questionnaire analysis.
The findings highlight a
lack of professional
science knowledge
(content knowledge,
pedagogical content
knowledge, pedagogical
knowledge, knowledge of
students, educational
contexts, curricular
knowledge and
educational purposes)
that contributes toward
teachers’ uncertainty in
inquiry-based teaching.
Also, extrinsic factors
such as school ethos,
professional support,
resource adequacy and
time
serve as significant
constraints in the
implementation of
inquiry-based education
at the
school. The data
collected from SIIQ
provides a foundation for
understanding at a high
school level how factors
influence the delivery of
a curriculum underpinned
by inquiry.
Ramanarian (2016) specified on his study the mixed-methods research

investigated teachers’ perceptions of intrinsic factors (personal attributes of the

teacher) and extrinsic factors (environmental) influencing the implementation of

inquiry-based science learning at township (underdeveloped urban area) high schools in

South Africa. Quantitative data were collected by means of an adapted version of the

Science Curriculum Implementation Questionnaire (SCIQ) (Lewthwaite, 2001). The

adapted version was renamed the Scientific Inquiry Implementation Questionnaire

(SIIQ) and was administered to 186 science teachers at township schools in South

Africa. The teachers at a township school were then interviewed in order to solicit in-

depth information on the findings that emerged from the questionnaire analysis. The

findings highlight a lack of professional science knowledge (content knowledge,

pedagogical content knowledge, pedagogical knowledge, knowledge of students,

educational contexts, curricular knowledge and educational purposes) that contributes

toward teachers’ uncertainty in inquiry-based teaching. Also, extrinsic factors such as

school ethos, professional support, resource adequacy and time serve as significant

constraints in the implementation of inquiry-based education at the school. The data

collected from SIIQ provides a foundation for understanding at a high school level how

factors influence the delivery of a curriculum underpinned by inquiry.

Rezaeinejad, Azizifar & Gowhary (2015) explained that Learning process has

been one of the important aspects of human life. Student's learning styles are among

the acquired factors. Based on their individual differences, different students use

different learning styles for their learning. The main purpose of this study was to

investigate the study of learning styles among high school students and its relationship

with educational achievement. The statistical population under investigation included

girl's high school students in the city of Ilam, Iran in the school year of 2014. The

statistical population was consisted of 3958 students. The sample group was selected

by the stratified random sampling method based on Morgan's table and through

multiple-steps sampling. In order to assess the learning styles, the online questionnaire

for learning styles, by Felder and Solomon is used. Collected data analyzed using SPSS

software. According to correlation coefficients, among students in experiential field,

there is a positive significant relationship between students learning styles who use

Visual-Verbal learning style and their score means and among students in mathematics

field, there is a positive significant relationship between students learning styles who

use Active-Reflective and Visual-Verbal learning style and their score mean. In

humanities field, there is no significant relationship between the students learning styles

that use Sequential-Global, Visual-Verbal and Sensing- Intuitive learning styles and their

score means. The Kruskal-Wallis test shown that there is a significant difference

between humanities students score means with mathematics and experiential students
that have Active-Reflective learning style. There is a significant difference between

score means of grade two students in all fields in Active-Reflective and Visual-Verbal

learning styles and similarly in grade three students in all fields in Active-Reflective and

Sequential-Global learning styles.

Kintu, Zhu & Kagambe (2017) made a study that investigates the effectiveness

of a blended learning environment through analyzing the relationship between student

characteristics/background, design features and learning outcomes. It is aimed at

determining the significant predictors of blended learning effectiveness taking student

characteristics/background and design features as independent variables and learning

outcomes as dependent variables. A survey was administered to 238 respondents to

gather data on student characteristics/background, design features and learning

outcomes. The final semester evaluation results were used as a measure for

performance as an outcome. We applied the online self regulatory learning

questionnaire for data on learner self regulation, the intrinsic motivation inventory for

data on intrinsic motivation and other self-developed instruments for measuring the

other constructs. Multiple regression analysis results showed that blended learning

design features (technology quality, online tools and face-to-face support) and student

characteristics (attitudes and self-regulation) predicted student satisfaction as an

outcome. The results indicate that some of the student characteristics/backgrounds and

design features are significant predictors for student learning outcomes in blended

learning.
Darling-Hammond, Flook, Cook-Harvey, barron & Osher (2019) made an article

that draws out the implications for school and classroom practices of an emerging

consensus about the science of learning and development, outlined in a recent

synthesis of the research. Situating the review in a developmental systems framework,

we synthesize evidence from the learning sciences and several branches of educational

research regarding well-vetted strategies that support the kinds of relationships and

learning opportunities needed to promote children’s well-being, healthy development,

and transferable learning. In addition, we review research regarding practices that can

help educators respond to individual variability, address adversity, and support

resilience, such that schools can enable all children to find positive pathways to

adulthood.

Campbell (2014) explain in his study the teacher performance evaluation

continues to be one of the most contentious processes within the formal education

system. Through its dual purposes of development (formative evaluation) and

accountability (summative evaluation), many teachers still express fear and anxiety of

the process, while others are welcoming of a standard process of evaluation and the

ability to receive feedback on their work. Before 2004 there was no official system of

teacher performance evaluation in Jamaica. Many principals had created their own

system of evaluation and others had used bits and pieces of programs they got from

textbooks printed either in the United Kingdom or North America. Many teachers and

school administrators had no idea as a new teacher, what teacher evaluation was used

for, who should do it and how it should be done. In 2004 the Ministry of Education
introduced a standard teacher performance evaluation system to be used in all public

schools. This study investigates teachers’ perceptions of and experience with the

Jamaican Ministry of Education, teacher performance evaluation process established in

2004 to determine the effectiveness of the system. This qualitative research engaged

fifteen (15) trained teachers from across the island of Jamaica teaching in various

public schools. The data was gathered through face-to-face interviews. Analysis of the

data revealed that teachers see the value in teacher performance evaluation. They

understand that teacher performance evaluation can provide both opportunities for

individual teacher growth and development, and at the same iii time holding teachers

accountable. The present teacher performance evaluation system is being performance

with high levels of variation in schools. The cycle/steps are being adjusted, modified,

simplified, ignored, and changed by individual school administrators based on their

understanding of the process, dedication to the process, ability to conduct teacher

performance, training received and time constraints. Teachers revealed the ways in

which the present teacher performance evaluation system have obstructed or supported

their work, the problems they have with the present system and the implications for

teacher growth and development. The present Jamaican teacher performance

evaluation system does have the potential to impact teacher development, support

teachers’ work, holding teachers accountable, and influencing student achievement and

school-wide effectiveness, if carried out properly by administrators who are equipped

with the necessary skills, if teachers are educated on the purpose of teacher
performance evaluation and how it can support their work and if done in an

environment that trust, collegiality and collaboration.

In addition, Nyamu (2015) aimed at assessing the factors influencing

achievement of basic reading literacy outcomes in public primary schools in Nyeri

Country, Kenya. The study was guided by five research questions generated from

literature review. These questions were; to what extent is implementation of teaching

and learning of literacy influencing achievement of basic reading literacy in public

primary schools in Nyeri Country? Which factors in the home environment of the pupils

are influencing achievement of basic reading literacy in public primary schools in Nyeri

Country? What challenges are influencing achievement of basic reading literacy in public

primary schools in Nyeri Country? How can reading literacy levels in public primary

schools in Nyeri Country be improved? The study adopted Criss-sectional survey design.

Head teachers, teachers and class six pupils comprised the target population. Multi

stage probability sampling technique was used to select the participants. The first stage

involved random selection of 39 public primary schools from each of the six

constituencies in Nyeri Country and the second stage involved random selection of

participants within the selected schools. From a representative sample of 39 public

primary schools in Nyeri Country, a sample of 156 pupils, 78 teachers and 39 head

teachers was selected. Questionnaires and checklist, and a reading test were used to

collect data. Data collected was analyzed using descriptive and inferential statistics with

the help of Statistical Package for Social Science version 20. Among the study findings

was that.
Nonetheless, Alcine (2019) presented in her study the lack of academic

proficiency in ninth grade is a serious concern because of its associations with

subsequent grade retention and dropout risk. The purpose of this qualitative single case

study was to explore teachers’ perceptions of the prospective causes of poor academic

performance of ninth-grade students, with particular attention to cognitive, behavioral,

and emotional barriers to student engagement. Selfdetermination theory provided the

interpretative framework for this study. Data were collected through semistructured

interviews with 10 ninth-grade teachers, observation of teachers’ classrooms, and

review of archival documents. Results of 6-phase thematic analysis indicated 8 themes:

(a) no or little student engagement, (b) lack of support, (c) lack of basic skills, (d) lack

of interest in school, (e) different levels and styles of learning, (f) mind-set in relation to

performance, (g) disciplinary issues, and (h) belongingness in the classroom. Results

confirmed the importance of students receiving support from parents and teachers in

developing psycho-social skills to cope with the rigors of high school life. Findings may

be used to update teacher training courses to emphasize promoting students’

autonomy, competence, and relatedness.

On the other hand, Bukoye (2018) made a study that investigated the utilization

of instructional materials as tools for effective academic performance of students.

Survey research method was used and the study sampled the total number of 100

respondents in five selected secondary schools. A questionnaire constructed by the

researcher and re-structured by two experts was used for data collection. The reliability

was confirmed with the use of split-half method with 0.63 alpha level of significance
got. The questionnaire was stered to the respondents with the assistance of the school

heads. The findings revealed inadequate use of instructional materials in most schools

and majority of the teachers did not take cognisance of the importance derived from

the use of instructional materials while teaching. Those that adopted the utilisation, did

not use them appropriately. No wonder the high rate of students’ failure in external

examinations. Based on the findings, the professional counsellors in the state should

sensitize all heads of schools and teachers through seminars and workshops on the

importance and good utilisation of instructional materials. Among other

recommendations, the government should endeavour to release enough funds.

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