CHAPTER 1

THE PROBLEM AND ITS

SCOPE

Introduction

Science is part of our daily lives specially our day-to day living. Our personal lives
are real world contexts for learning science and understanding the impact of science on
each on us. Everyone can become engaged in science by way of linking daily personal
experiences to science.

Thus, government implemented the K-12 program in our country for the reason to
enhance the educational system. And the goal of this is to ensure that all learners have
access to quality and relevant education. It has been eight (8) years since the Philippines
shifted to the new curriculum. The government of the Philippines faces a lot of problems
specifically in this era, but our educational system are more important in our society
because children the future of tomorrow. Education is the key to success and it is necessary
that the government will give their attention for the future of the country.

Until today, we heard some commentator about the K-12 programs and we cannot
deny the fact that the Philippines are not yet ready to adopt the changes of the educational
system. The school administrator, teachers, and students faced a lot of problems in some
learning areas, specifically in learning science. Science is important subject at upper
secondary level and understanding of basic science concepts increases the content
knowledge of the teachers and students. Thus, being a science preservice teacher, the
researcher is looking into this viewpoint; the difficulties encountered in science education
specifically in learning quarter 4 grade 10 general sciences in junior high school curriculum.

Based on the literature review, science education researchers around the world have
examined some issues and practices found in science classroom from various angles. On
the other hand, the findings of this study propose ways for improving teaching science for
secondary level. In addition, research conducted mainly science is important subject at
secondary level and understanding of basic science concepts increases the content
knowledge of the teachers and students. For this point of view, researcher has tried to

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find out the concepts of science which are difficult to understand for the students & which
are the difficulties faced by science grade 10 students during teaching concepts of
science at secondary level of education.

A large number of studies in international context have investigated student’s

problems or difficulties around a wide range of topics in science. Some of these are:

It is thought that science students might have difficult to learn scientific concepts without
having informed knowledge Murcia & Schibeci, 1999). Morgil et al. (2009) Factors
affecting rates chemical reactions are applied preservation and materials production (Şahin
et al., 2016). As a result, developing positive attitudes towards science, scientists, and
learning science is gradually more of a concern (Osborne et al., 2003). Therefore, teachers
are the only people who can eliminate this concern. Teachers’ opinions about learning
science have been frequently examined in the literature. The first studies on the concept of
learning were done by Saljo (1979) (Marshall et al., 1999). When Saljo asked the study
group what it means of learning, he identified 5 qualitatively different, hierarchically related
learning concepts from the analysis of the data. These include (1) increasing knowledge, (2)
memorizing, (3) obtaining facts or procedures that can be kept or used in practice, (4)
abstraction of meaning, (5) understanding of reality.

The studies cited above have revealed several problems or difficulties that served as
basis to learning junior high school fourth grade science students. Some studies have also
investigated the origins of the problems or difficulties and how such were being addressed
To solve the existing problem, science teachers need to adjust their teaching practices on
how their students learn in the 21st century. In order to implement greater student-centered
and inquiry-based strategies towards learning, Hennessy et al. (2007) and Scott et al. (2011)
stressed the implementation of the constructive, collaborative, integrative, inquiry-based,
and reflective (2C2I1R) teaching approaches which are essential in developing instructional
materials to improve the learning outcome and to address the learners' needs. Looking all of
the aforementioned studies, none so far was focused on topics found in the fourth quarter
grade 10 science curriculum of the Junior High School (SHS) in the Philippines like:

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investigate the relationship between: volume and pressure at constant temperature of a gas;
explains this relationship using kinetic molecular theory; recognize the major categories of
biomolecules such as carbohydrates, lipids, proteins, and nucleic acids; apply the principles
of conservation of mass to chemical reactions; and explain how the factors affecting rates of
chemical reactions are applied in food preservation and materials production, control fire,
pollution, and corrosion. Thus, this study was conducted.

Statement of the Problem

This study aimed to investigate the difficulties encountered by the teachers in

teaching grade10 general science with an end off developing a training design.

Specifically, this study seeks to answer the following questions:

1. What is the level of difficulty encountered by the teachers in teaching the

following topics:

1.1 investigate the relationship between: volume and pressure at constant temperature of
a gas;

1.2 explains these relationships using the kinetic molecular theory

1.3 recognize the major categories of biomolecules such as carbohydrates, lipids,

proteins, and nucleic acids;

1.4 apply the principles of conservation of mass to chemical reactions; and

1.5 explain how the factors affecting rates of chemical reactions are applied in food
preservation and materials production, control of fire, pollution, and corrosion?

2. What are the reasons of these difficulties?

3. What strategies employed by the students in order to overcome these difficulties?

4. What training design can be developed based on the findings?

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Significance of the Study

The findings of this study are beneficial to the following:

Science students. They can do or perform better if they are taught by teachers who are
equipped in the field of science.

Science Teachers. They will have more chances continuously improve in the aspects of
content knowledge (involves the mastery of specific content being taught); pedagogical
knowledge(involves understanding the theories and principles of teaching and learning,
understanding the learner, and the knowledge and principle of classroom behaviour and
management); and lastly, thepedagogical content knowledge (involves the ability to blend
technique and content, including understanding how the given topics are related to one
another and how they are most effectively organized and presented in the classroom).

School administrator: They will have science teachers equipped with necessary skills and
stated above which may result to a good teaching and learning. Also, to improve the
performance of the school as well.

Science supervisor: The outcome of this study is serving as training design to the pre-
service teachers.

Parents: They have children who are fully taught some necessary knowledge, skills
and attitude in preparation for higher science in college.

Future researchers: This study will help them and serve as their reference in developing a
thought that similar to their study.

Theoretical Framework
This study is anchored to the following:
A. Gib’s Reflective Cycle- Helping People Learn From Experience,
B. Kolbs Experiential Learning Style Theory (ELT)
C. Burch’s Conscious Competence Theory (CCT).
D. Constructivist learning theory (7EModel)

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Anchored on Gibbs’ Reflective Cycle – Helping People Learn From Experience.
Reflecting on experiences can help people deal with them better in the future. Many
people find that they learn best from experience. However, if they do not reflect
on their experience, and if they do not consciously think about how they could do better
next time, it is hard for them to learn anything at all. This is where Gibb’s Reflective
Cycle is useful. They can use it to help their people make sense of situations at work, so
that they can understand what they did well and what they could do better in the future.

About the model

Gibbs published his Reflective Cycle in his 1988 book “Learning by Doing.” It’s
particularly useful for helping people learn from situations that they experience regularly,
especially when these do not go well. Gibb’s cycle is shown in Figure 1.

Figure 1. Gibb’s Reflective Cycle – Theoretical Framework of the Study

From “Learning by Doing” by Graham Gibbs. Published by Oxford Polytechnic (1988).

Notably; Gibb’s original model had six stages namely description, feelings, evaluation,
conclusions, and action. The stage that has not covered here is “analysis” which is included in
the evaluation stage.

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Using the Model

Someone can use the model to explore a situation themselves, or they can use
it with someone they are coaching–they may look at coaching use in this article, but they
can apply the same approach when they’re on their own. To structure a coaching session
using Gibb’s Cycle, choose a situation to analyze and then work through the steps below:
Step 1: Description

First, ask the person he’s coaching to describe the situation in detail. At this stage,
he simply wants to know what happened – he’ll draw conclusion later. Consider asking
questions likethese to help him describe the situation: when and where did this happen?;
Why were you there? ;Who else was there?; What happened?; What did you do?; What
did other people do?; and What was the result of this situation?
Step 2: Feelings

Next, encourage him to talk about what he thought and felt during the experience.
At this stage, avoid commenting on his emotions. Use questions like these to guide the
discussion: Whatdid you feel before the situation took place? What did you feel while the
situation took place?; What do you think other people think during this situation?; What
did you feel after the situation?;What do you think about the situation now?; and What do
you think other people feel about the situation now?

Tip 1:

It might be difficult for some people to talk honestly their feelings. Use Emphatic
Listening at this stage to connect with them emotionally, and try to see things from
their point of view.
Tip 2:

One can use the Perceptual Positions technique to help this person see the situation from
other people’s perspectives.

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Step 3: Evaluation

Now it is a need to encourage the person one is coaching to look objectively at

what approaches worked, and which one did not.Ask him: What was positive about this
situation?; Whatwas negative?; What went well?; What didn’t go so well?; and What did
you and other people doto contribute to the situation (either positively or negatively)? If
appropriate, use the technique such as the 5 whys to help a team member uncover the root
cause of the issue.
Step 4: Conclusions

Once the situation is evaluated, one can help a team member to draw conclusions
about what happened. Encourage him to think about the situation again, using the
information collected so far. Then ask questions like these: How could this have been a
more positive experience for everyone involved?; If you were faced with the same
situation again, what would you do differently?; and What skills you need to develop, so
that you can handle this type of situation better?
Step 5: Action

He should now have some possible actions that his team member can take to deal with
similar situations more effectively in the future. In this last stage, he needs to come up with a
plan so that he can make these changes. Once he identified the areas he will work on, get him
to commit on taking action.
In determining the difficulties encountered, by the respondents the following are the

Based on Gib’s Reflective Cycle, in determining the difficulties encountered, the feelings,
description, and evaluation could be the basis.
In determining the reason of the difficulties encountered by the respondents, the following are
the basis:
In this problem, evaluation, feelings, action and description are helpful in determining the
difficulties encountered.

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In determining the strategies to overcome the difficulties encountered by the respondents,
the following are the basis: The basis in determining the strategies to overcome the difficulties
encountered based on Gib’s Reflective Cycle are evaluation, action, feelings and description.
In determining/crafting the design, the following are the basis.
In crafting the design, the basis are evaluation, action, description, and conclusion.
The study is anchored on the following theories: Kolb’s Experiential Learning Theory (ELT)
and Burch’s Conscious Competence Theory (CCT). Kolb’s ELT is a method where a person’s
skills and job requirements can be assessed in the same language that is commensurability can
be measured. The theory states that the learning involves the acquisition of abstract concepts
that can be applied flexibly in a range of situations. It explains further that learning is a process
whereby knowledge is created through the transformation of experiences. The theory works on
two levels, namely, the learning cycle and the learning styles.
However, this study focused on the learning cycles, which consist of four stages,
namely, concrete experience, reflective observation, abstract conceptualization and active
experimentation. Effective learning can be seen when the learner progresses through the
cycle. The learner can enter the period at any stage of the cycle with a logical sequence.
According to Kolb (1976), the experience stage is where new experience or
reinterpretation of existing experience happens. The learner’s skills or activities are observed
and collected. In the reflective observation stage, a learner reflects on the background on a
personal basis. The observed and collected experiences (new or re- existing) are reviewed,
processed and reflected. The third stage, abstract conceptualization allows the learners to form
new ideas based on the reflection, or this stage could be a modification of the existing abstract
ideas. Moreover, active experimentation is the stage where the learner applies the new ideas or
modified of existing plans to the surroundings to see if there are any changes in the next
appearance of the experience. The learning cycle happens in short duration or in an extended
length of time.
The current study is strongly connected to Kolb’s ELT because it utilized the
experiences of the teacher-respondents, such as teaching experiences, training and seminars
attended and educational attainment. These experiences are collected and gathered during the
first stage of Kolb’s learning cycle. In the second stage, the teacher-respondents reflect on
their self- evaluation on their competence level in the learning competencies which the

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assessment of the teachers comes from the acquisition of knowledge and their experiences to
deliver the knowledge to the learners. In the third stage, the experiences were correlated with
the competence level in the learning competencies of the grade 9 mathematics curriculum. It is
also where new ideas and re-existing of concepts were created and modified as a solution for
the challenging findings. The strategies and executions of plans happened on the fourth stage
of the learning cycle.
The researchers believed that the experiences of the teacher-respondents and their competence level of
the content and pedagogy are learning experiences that can create new ideas or modification of existing
knowledge. These can be applied through an enhancement program which produces an outcome that would be
beneficial to teachers and students’ performance inside the classroom

The entire study followed the model of the learning cycle of Kolb’s ELT, as shown in
Figure 1.

In determining the difficulties encountered, by the respondents the following are the
basis: In determining the difficulties encountered, the basis is: concrete experience, and
reflective observation.
In determining the reason of the difficulties encountered by the respondents, the following are
the basis:
On the reason for difficulties, it could be the abstract conceptualization, and reflective
observation.
In determining the strategies to overcome the difficulties encountered by the respondents, the
following are the basis:
In the strategies, concrete experience, reflective observation and active experimentation are the

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basis.
In determining/crafting the design, the following are the basis.
In this statement of the problem, active participation concrete experience, and
reflective observation are use as the basis of this study. The second theory, Burch’s CCT,
relates to the psychological states involved in the process of progressing from incompetence
to competence in a skill. Burch develops the Conscious Ladder. The model stressed on two
aspects, namely, consciousness level (awareness) and skills level (competence). According to
Burch’s model, as shown in Figure 2, people move from one step of the ladder to the next as
people move up with their awareness and competence, thus improving their performance
through time.
According to the model, the persons move through the following levels as they build
competence in a new skill. The first level is unconscious incompetence, where people do not
know that they do not have this skill, or that they need to learn it. The second stage is
conscious incompetence, wherein people at this level know that they do not have the expertise.
Third, conscious competence level is where people know that they have this skill. Finally,
the unconscious competence levels where they do not see that they are using this skill. It
seems natural and is part of their performance (Burch, 2014).
The cited theory strongly supports the processing and determining the competence
level of the teacher-respondents. The teachers’ competencies are determined and classified
according to the level as unconsciously incompetence, consciously incompetence, consciously
competence and unconsciously competence. The model is significant to organize the teachers’
competence level and to show the movement landscape of the teacher’s progress through time
and experiences. It guides teachers to upgrade their competence level.

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In determining the difficulties encountered, by the respondents the following are the
basis: In this statement, the basis is unconscious incompetence, and conscious competence. In
determining the reason of the difficulties encountered by the respondents, the following are the
basis: While the basis for reason of difficulties are conscious competence and
unconscious incompetence. In determining the strategies to overcome the difficulties
encountered by the respondents, the following are the basis:

In determining the difficulties, the basis could be conscious competence. In

determining/crafting the design, the following are the basis. In this statement, the basis are
conscious competence and conscious incompetence.

The third theory is anchored on the Attribution Theory of Harold Kelley and Bernard
Weiner(1958). People are interested to assign causes to their actions and behaviors. Heider
(1958) was the first to propose a psychological theory of attribution, but Weiner and
colleagues (Jones et al, 1972, Weiner, 1974, 1986) developed a theoretical framework that has
become a major research paradigm of social psychology. Attribution theory assumes that
people try to determine why people do what they do, i.e., attribute causes to behavior.

A person seeking to understand why another person did something may attribute one or
more causes to that behavior must perceive or observe the behavior, (2) then the person must
believe that the behavior was intentionally performed, and (3) then the person must determine
if they believe the other person was forced to perform the behavior (in which case the cause is
attributed to the situation) or not (in which case the cause is attributed to the other person).
In social psychology, attribution is the process by which people explain the causes of behavior and events. The
process is called attribution theory. The present study identified the challenges in learning science among high
school students and to which factors they attribute these challenges. In learning science, humans increase their
understanding of scientific concepts and procedures. Science is the study of phenomena and events around us
through systematic observation and experimentation.
Science students cultivate their knowledge about the world and enhance their
scientific thinking. Through the inquiry process, students will know the nature of science
and develop scientific knowledge and science process skills to support them evaluate the
effects of scientific and technological development. This will formulate students to
participate in public discourse in science- related issues and become lifelong learners in
science and technology.

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Model of Attribution Theory

Figure 2. Model of attribution theory

Figure 2 presents a model of attribution theory. The model consists of precursors, or

what comes before an attribution, and a process with concepts, constructs, and the theory’s
proposition.

Precursors

The attribution theory model starts with the precursors, where people remember their
success or failure in the past and begin to explain to themselves why they could be successful
or fail in their language learning.

Concepts
After the students perceive reasons for their successes or failures, they then ascribe the
reasons in three main dimensions: locus, stability, and control (see Weiner, 1976, for more
details). Weiner explains that locus is whether people perceive a particular cause as being
internal or external. Stability is whether a specific cause is something stable (fixed) or
unstable (can change). Meanwhile, control is about how much control the student has over a
particular reason. Dispel and Austin (1995) combined the three main dimensions and four
causal explanations of attribution into a table to create a classification scheme for causal
attributions; see Table 1 for an example of how these concepts work together. Attribution
studies in different settings (e.g., Farid & Iqbal, 2012; Farid &Akhter, 2017; Mori et al., 2010;
Gobel, Thang, Sidhu, Oon, & Chan, 2013; Rasekh, Zabihi, & Rezazadeh, 2012; Thang, Gobel,
Mohd. Nor, & Suppiah, 2011) often discuss this scheme in their literature review or use some
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components of the scheme to develop research instruments.
Constructs
Four possible causal explanations (e.g., ability, effort, luck, ortask difficulty) comprise
the three main dimensions of locus, stability, and control to which a particular cause is
attributed. For instance, Weiner (1985) quoted a story of a Japanese warrior, Miyomota
Musashi, who attributed his previous victories to natural ability. Weiner also instanced a
football coach, Ray Malavasi, who related nine consecutive losses of his team to his players
who were not doing their best. More recently, Mori et al. (2010) explained that effort refers to
“a cause that is internal, unstable, controllable, while ability is something internal, beyond
personal control, and that endures over time”. The literature (e.g., Dörnyei, 2001; Ellis, 2015;
Weiner, 1976, 1985) suggests that when students refer their failures to an internal, unstable,
and controllable attribution, such as lack of effort, they will enhance their motivation to do
better and work harder.
Proposition
In the end, attribution theory proposes that students might enhance their perseverance
and persistence to achieve learning goals more successfully when they attribute their success
or failure to internal, unstable, and controllable causes, such as effort (Dörnyei, 2001; Mori
etal., 2010).

Using the Model

From the aforementioned, the attribution theory by Heider and Weiner, considered by
the researcher for the reason that this theory may help as a model or procedures when
answering the problems put up in this study: difficulties encountered in learning science among
junior high school grade 10 students. This theory may address the reasons why they
encountered such difficulties in learning specifically in general science.
In determining the difficulties encountered, by the respondents the following are the basis: In
this problem, the basis in determining the difficulties based on this theory are: concepts and
construct.
In determining the reason of the difficulties encountered by the respondents, the
following are the basis:
For the reason of difficulties, precursors and construct are the basis.

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In determining the strategies to overcome the difficulties encountered by the respondents, the
following are the basis:
In this, constructs, concepts and precursors are the basis based on the attribution theory. In
determining/crafting the design, the following are the basis.
Crafting the design, the basis are concepts, and construct.

The fourth theory is anchored to the Constructivist Learning theory. The use of web-
based inquiry learning coupled with 7E instructional model is anchored on constructivist
learning theory which has emerged as a prominent approach to teaching for decades.
Constructivist approach helps students construct knowledge in an active process where they
combine previous learning to the newly acquired one. And it helps in achieving a
meaningful learning in science concepts among the secondary learners. This theory is useful
for the life of students in achieving their goal in the future.

About the Model

The works of Dewey (1986), Montessori (1965), Piaget (1964), Bruner (1985), and
Vygotsky (1978) provided historical precedents for constructivist learning theory.
Constructivist learning approach as mentioned by Balta (2016) spurred idea that learners
construct knowledge in an active process where they combine previous learning to the newly
acquired one. In addition, Yoders (2014) instigated that the use of constructivist learning
cycle models in science teaching affects a particular science course. This happens as it
equips content of the courses, proliferates learners’ attention towards courses, guarantees
permanent learning, revolutionizes students’ prejudgments towards science, and inspires
learners in an entertaining and fruitful manner.

Constructivist approach as Samaresh (2017) mentioned helps in achieving a meaningful

learning in science concepts among the secondary learners. Further, Schcolnik and Abarbanel
(2006) described constructivists view learning as a formation of abstract concepts in mind to
represent reality. Learning occurs when a learner constructs internal representations for his/her
unique version of knowledge. Adesoji and Idika (2015) emphasized the use of interactive
activities in which learners play active roles can engage and motivate learning more
effectively than activities where learners are passive. This is natural to expect that self-
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directed, interactive learning will improve learning outcome with typical less interactive
classroom environments relying on instructors, textbooks, and lectures (Dewey, 1986).
Individuals are assumed to learn better when they discover things by themselves and when
they control pace of learning.

Finally, Eisenkraft (2003) expanded the E instructional model where a problem or a

question was provided. They would be required to plan how to solve an experimental problem
or to test a hypothesis. Therefore, the students have to formulate an investigation procedure to
find undetermined outcome by them. It allows the students to think like scientists. Later they
acquire knowledge and develop their own understanding of concepts, principles, or even
theories. Thus, the researcher combined the concepts of science inquiry skills, interactive
courseware, and the 7E instructional model in the study to fill the gap.

7E Model

Figure 3. 7E Model

Using the model

Someone can use the model to explore a situation themselves. This model the 7E
model, and its stages, used in the course materials developed as a result of the literature
review conducted in line with the purposes of the study are described below (Kanlı, 2009;
Ültay and Çalık, 2011): The stages and its functions are shows and explained.

1. Engage: This is the stage during which it is endeavored to increase the interest and

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motivation of students, and it enables students to mentally focus on a problem, situation, and
event.

2. Explore: This is the stage during which students use some skills by nature of scientific
researches. Students are provided with time and place to carry out experiments, and
given opportunity to develop concepts and skills.

3. Explain: Students work with others (classmates, teachers, etc.) to accept or reject a
hypothesis they proposed. Teachers provide scientific explanation taking into consideration
the models developed by students.

4. Elaborate: This is the stage where students test their conclusions through which they
arrive at a different event by means of smaller experiments in addition to the
activities/experiments conducted. This process provides students with the chance to improve
their knowledge of concepts, and apply it to other contexts.

5. Extend: Students are asked to relate the existing concepts with other areas of real
life and/or with other concepts/subjects to transfer the knowledge and skills they
acquired.

6. Exchange: Students are asked to present the data, graphs, examples, etc. about the
experiment they previously shared with their group-mates to other students, and to discuss
them.

7. Explore: This is the stage during which students use some skills by nature of scientific
researches. Students are provided with time and place to carry out experiments, and
given opportunity to develop concepts and skills.

8. Explain: Students work with others (classmates, teachers, etc.) to accept or reject a
hypothesis they proposed. Teachers provide scientific explanation taking into consideration
the models developed by students.

9. Elaborate: This is the stage where students test their conclusions through which they
arrive at a different event by means of smaller experiments in addition to the
activities/experiments conducted. This process provides students with the chance to improve
their knowledge of concepts, and apply it to other contexts.

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10. Extend: Students are asked to relate the existing concepts with other areas of real
life and/or with other concepts/subjects to transfer the knowledge and skills they
acquired.

11. Exchange: Students are asked to present the data, graphs, examples, etc. about the
experiment they previously shared with their group-mates to other students, and to discuss
them.

12. Evaluate: Students attempt to find answers to different questions based on data and
evidences, considering the concepts they acquired during application. Teacher
evaluates students more formally. It is important that students receive feedback.

Constructivist theory was published by Dewey (1995), Montessori (1999), Piaget

(1998), Bruner (1989), and Vygotsky (1978) provided historical precedents for
constructivist learning theory.

From the aforementioned description of Constructivist Theory using the 7E Model, it is

considered by the researcher as the model or procedures in answering problems posted in this
study:

In determining the difficulties encountered, by the respondents the following are the basis:
Based on the 7E model, the basis in determining the difficulties are explain, engage and
explore. These bases will determine on how they explain the content and engage with each
other also explore the concept that it might hard for them.
In determining the reason of the difficulties encountered by the respondents, the following are
the basis:
In this, the basis are exchange, explain, evaluate and elaborate.
In determining the strategies to overcome the difficulties encountered by the respondents, the
following are the basis:
In determining the strategies, explain, elaborate and evaluate will be the basis. In
determining/crafting the design, the following are the basis:
On the other hand, in crafting the basis are exchange, explain and elaborate.

Conceptual Framework of the Study

There are four five (5) theories that used in this study that anchored to the different
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author. But in this framework, researcher used Gibb’s Reflective Cycle – 1. Description; 2.
Feelings; 3. Evaluation; 4.Conclusions; and 5. Action, the conceptual framework is derived as
shown in the Figure below.
As shown in Figure 2, the respondents of the study were grade 10 Junior High Science
Students. Through Gibb’s Reflective Cycle, description feelings, evaluation and conclusion stages
were used to determine the level of difficulties as well as the reasons for the difficulties. The fifth stage
of Gibb’s Reflective Cycle was used in determining the strategies employed to overcome the
difficulties and in creating the training design.

The respondents:
Grade 10 Junior High
School Science Students

Training Design Level of Difficulties

Encountered in Learning
Grade 10 Science

Strategies Employed to Reasons for Difficulties

Overcome the Difficulties

REVIEW OF RELATED LITERATURE

Some relevant readings and studies that have direct relation to its

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conceptualization, organization and preparation were reviewed. First, the researcher
presents the overview of Philippine Sciences Education Curriculum. Second,
constructivism approach in teaching which is adopted in the K-12 curriculum but
challenged by behaviorist approach is presented. In the third section, stages on how
students learn is being presented, and then some difficulties experienced by students like
the problem-solving difficulty is presented in the fourth section. Lastly, teacher’s belief is
being presented.

The students’ views also mirror the National Science Educational Standards’ goals
for inquiry active learning (NRC, 2006), which highlights students’ understanding of the
nature of science, enhancement of conceptual understanding and scientific reasoning,
motivation towards science and development of practical and social skills. Science is
difficult to learn and it needs to develop in the society. Even so, Trumper (2003) argues that
the laboratory should prioritize the teaching of skills and not the nature of science or
scientific concepts. However, the views expressed by students corroborate the argument by
Aufschnaiter and Aufschnaiter (2007) that laboratory instruction should be targeted at the
enhancement and development of conceptual understanding in addition to bridging the gap
between theory and practice.

Thus, the curriculum is purposively designed for mathematics and science-inclined

learners as answers to the long-decade problem of low number of mathematics and
science practitioners (Rabacal & Alegato, 2017). It was pointed that the low science
professionals may be attributed to the poor academic performance of students in
mathematics and the low inquiry skill levels of learners in science that hinders them to
excel in science-related endeavors (Chu et al., 2016). The decline in the interest in
science along with insufficient instructional materials affect the progress of the
discipline (Hulleman & Harackiewicz, 2009). One of the subjects in senior high school
which experienced these dilemmas is General Chemistry 1 which is a specialized subject
of the said strand in senior high school. school program.Students and practitioners faced
many problems in learning mathematics and science.

Conflicting Approaches in Science Education

According to former President Benigno S. Aquino III, “We need to add two years

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to our basic education. Those who can afford pay up to fourteen years of schooling before
university. Thus, their children are getting into the best universities and best jobs after
graduation. I want at least 12 years of our public-school children to give them an even
chance at succeeding.” Cognizantto this urgent and critical concern and in line with the
priorities of the Aquino administration, the Department of Education is taking bold
steps to enhance the basic education curriculum. Hand inhand with vigorous efforts to
address the input shortages, DepEd intends to raise the quality of basic education through
the enhancement of the curriculum and the expansion of the basic education cycle, now
the so called K – 12. (DepEd, 2010).

Finally, the Republic Act No. 10533, entitled “An Act Enhancing Philippine Basic
Education System by Strengthening its Curriculum and Increasing the Number of Years
for Basic Education, Appropriating Funds Therefore and Other Purposes” otherwise
known as the “Enhanced Basic Education Act of 2013” was approved on May 15, 2013,
and which took effect on June 8, 2013. This curriculum uses the spiral progression
approach to ensure mastery of knowledge and skills after each level. (DepEd Order No.
43, s. 2013)
In the education perspective, the evolution of 7E instructional model is the product
of collaborative ideas brought about by constructivist and inquiry-based learning approaches
in science teaching (Lubiano & Magpantay, 2021, Suardana et al., 2018). Williams (2017)
emphasized Dewey’s ideas about inquiry as the starting point to enrich skills such as
creativity, communication, ICT, literacy, and numeracy needed in the modern era.
Consequently, science curriculum implements inquiry-based learning in order to create
science-oriented learners with the necessary science process skills (Chiang et al., 2014).
However, Ješková et al. (2018) found that the senior high school learners' inquiry level
remains low. This is because they are not involved in inquiry activities despite finishing
elementary and junior high levels. Education system should be evolved or adopt changes
that occur in society so that different skills of the students are applied in this modern era or
so called 21st century.

Problem Solving Difficulties

There are different problems that occurred in the learning process and the faculties
have different perspective on how to solve those existing problems. Based on the literature
20
review, to solve the existing problem, science teachers need to adjust their teaching
practices on how their students learn in the 21st century. In order to implement greater
student- centered and inquiry-based strategies towards learning, Hennessy et al. (2007) and
Scott et al. (2011) stressed the implementation of the constructive, collaborative, integrative,

inquiry-based, and reflective (2C2I1R) teaching approaches which are essential in

developing instructional materials to improve the learning outcome and to address the
learners' needs. Quality education means empowered learning and serves as basis for the
implementation of the instructional model where learners work independently or In this
modern era of technology, teaching materials are developed to cope with the ever
changing needs of the learners (Klimova, 2019). The application of technological gadgets
in the classroom encompassed the conventional way of delivering lessons in science.

Concepts to be learned should be reflective in the learner’s everyday learning

experiences to retain the concepts in their mind (Samaresh, 2017). The lack of interest and
motivation in science classes leads to low academic achievement (Hubber & Loong,
2013). This, by far, serves as an inspiration to address the greater need to bridge the gap
between technology and inquiry as an offshoot to the enrichment of learners' science
inquiry skills using innovative instructional material. With the abovementioned
circumstances, the study was conducted to solve the existing problems and attain the
benefits of an enhanced 7E instructional model with integration of the technology-based
instructional material in General Chemistry 1. collaboratively in developing concepts
facilitated by teachers (Stohlmann et al., 2012).

Teacher’s Belief in Learning Science

The teacher is a facilitator, coordinator; not the dispenser of knowledge. To have understanding,
students must be able to state and apply the concept. Knowledge (mental structures and content) is varied by
maturation, social interaction, and experience. To this respect, we also believe that instructors should pay
special attention to the chronological order with which these knowledge elements have been introduced to
students in the past (Tiberghien, Vince & Gaidioz, 2009; Vosniadou et al., 2001) and to plan their instruction
accordingly, with respect to the students’ grade level. Under this line of thinking, Carson & Rowlands (2005)
propose the treatment of force before the instruction of acceleration (as well as velocity and displacement).
The researchers argue that “to young pupils acceleration can be grasped as the change in motion due

21
to the action of an impressed force.” Similarly, Osborne (1980; 1985) stresses that pupils need to grasp the
concept of force before they come to thinking about energy or power. Students’ collaborative participation in
carefully designed activities also seems to be important in students’ escalating conceptual understanding on
force and motion concepts. Students’ collaboration may even be further expanded as proposed in (Kocakülah,
2010). In this study, a group of pre-service primary science teacher students participated in the design of a
rubric, eventually used for peer-evaluation of their performance in Newton’s laws of motion.
This approach could be properly customized for a school context to engage students in a rubric design
for peer-student evaluation on force and motion concepts, by means of active participation and discussion. Yet
another issue for instructors to consider, particularly when teaching dynamics to upper grades, is the
perspective of presenting students with the mathematical formulas of Newton’s Laws prior to engaging them in
constructivist activities (Hestenes, 1992; Carson & Rowlands, 2005). As opposed to this approach, instructors
may directly guide students to focus on activities and observations in an effort to raise conceptual
understanding before introducing the mathematical representations of the observed phenomena (McKittrick,
Mulhall & Gunstone, 1999). As mentioned earlier, another important aspect in teaching force and motion is the
utilization of the vector representation of forces on a free-body diagram of a body moving or at rest. Since
forces as well as velocity and acceleration are essentially invisible, vector representation of these quantities
enables their visualization and may assist students to conceive their direction with respect to the direction of
motion as well as to estimate the forces’ relative magnitude. Therefore, we suggest that students should be
encouraged to construct and utilize free-body diagrams during instruction of force-and-motion concepts. This
approach may help them reveal the interactions of a given body with other parts of a system, to identify and
represent forces as vectors and eventually to describe the type of the body’s motion. In favor of this, the
utilization of virtual and augmented reality technologies appears to provide a framework suitable for achieving
simultaneous multiple representations of the situations under study (Mikropoulos & Natsis, 2011).

Lack of Interest in Learning Science

The results of the study have shown that the factors that contribute to students ' lack
of interest in school science include as higher demands of students ' time in learning science,
less practical nature of science teaching and learning, and failure of science students. In
some instances, students' lack of interest in science is associated with the use of science to
select a small fraction of elite students at the early ages to become science specialists and in
Malaysia, students' lack of interest in science is associated with scarcity of well-paid jobs for
science professionals (Hallack & Poisson, 2001). In Ghana the study of Adu-Gyamfi (2013)
added that students' lack of interest in science is anchored on the time consuming and less
practical nature of learning school science as well as the learning of science which is
22
basically knowledge transfer from science teachers and textbooks. Science teachers'
decisions about instructional practices such as procedures for assessment, grouping of
students, and the types of rewards and punishments are crucial to influence students' interest
and attitude in pursuing any science- related subject or course in the future ( Anderman et
al., 2012).
In Europe, secondary school students’ lack of interest for scientific matters is a general
attitude that has been confirmed by several research studies (Rocard et al., 2007; Solbes,
Montserrat & Furió, 2007). According to the mentioned study, «the origin of this situation
lies mainly in the way science is taught», including aspects as teachers’ motivation (Keller,
Neumann, & Fischer, 2017, Bal-Taştan et al., 2018). So, it is a complex and multifaceted
phenomenon, in which the way science is being taught, is one of the issues, but there are
also other variables, such as the decontextualized image of science, gender issues; girls do
not study Physics, Mathematics, Engineering, (Walan, 2021), especially in some parts of the
world, (Ullah, Ullah, & Allender, 2020), and the status of science within the education
system, among others (Solbes, Motserrat & Furió, 2007). Many students perceive science as
a difficult lesson because of the abstract concepts (Palmer, 1999).
Especially, astronomy concepts are considered difficult to learn by students (Aktamış
& Arıcı, 2013) because 3D spatial relationships include unobservable events but they are
taught usually with 2D animations and photographs (Chen et al., 2007). Understanding
complex abstract concepts, unobservable and difficult to visualize events is easier through
AR technology that enables 3D representation of events and provides an understanding of
topics that students find difficult (Aktamış & Arıcı, 2013; Pellas, et al., 2019; Yuen et al.,
2011; Wu, Lee, Chang, & Liang, 2013).

Challenges faced by teachers when teaching outside their subject specialism

Teachers teaching outside their area of specialism face considerable challenges in lesson preparation and
science teaching. First of all, these teachers need to understand the structure and nature of the discipline and
learn unfamiliar content knowledge, which is known as subject matter knowledge.
Secondly, they need to transform the content knowledge into suitable activities, analogies,
demonstrations or simulations and adapt them to the different students’ abilities to help them
learn, what is described by Shulman (1986, 1987) as pedagogical content knowledge. This
review sets out to outline the challenges faced by science teachers when teaching outside their
23
area of expertise and explore the strategies used by teachers in dealing with such situations.
Inadequate background in the subject knowledge is one of the main factors that contributes to
such challenges and will have an impact on the development of the teachers’ pedagogical
content knowledge as well as on the teachers’ self-confidence and attitudes when teaching
topics outside their area of expertise.
The teachers’ knowledge base strongly influences all aspects of teaching like
preparation, planning and decision making regarding the choice of content to be learnt (De
Jong, Veal, & Van Driel, 2002). The knowledge base for teaching is made up of seven
categories, which include subject matter knowledge (SMK), pedagogical content knowledge
(PCK), curricular knowledge, general pedagogical knowledge, knowledge of the learners and
their characteristics, knowledge of educational contexts and knowledge of educational
purposes (Shulman, 1987). According to Shulman (1986, 1987) SMK is based on two main
areas: the organization of concepts, facts, principles and theories and the nature and structures
of knowledge which refer to the ways “in which truth or falsehood, validity or invalidity are
established” (Shulman, 1986, p.9). In other words, the teachers’ SMK incorporates not only
knowledge of specific topics of the curriculum but also knowledge about the epistemology of
science or the nature of scientific knowledge.

Therefore, one can argue that one of the most important characteristics of being a good
science teacher is having a very good basis of SMK. However, research studies which have
attempted to find a relationship between SMK and good teaching (Abell, 2007; Childs & Mc
Nicholl, 2007; Hashweh, 1987; Kind, 2009) suggest that while a good background in SMK is a
pre-requisite for good teaching it is not the only requirement. Kind (2009) contends that “high
academic performance in a specialist subject is not an automatic precursor to good teaching”
(p.1559). In fact, subject specialists are more likely to resort to teaching through a process of
knowledge transmission which is not enough for deep learning to take place. Exemplary
science teachers, as argued by Shulman (1986, 1987) also need to develop PCK which enables
science teachers to blend “content and pedagogy into an understanding of how particular topics,
problems, or issues are organized, represented, and adapted to the diverse interests and abilities
of learners and presented for instruction” (Shulman, 1987, p. 8). Thus, teachers faced problems
when teaching science and they must develop their PCK.

Research Methodology
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This section presents the research design, research locale, respondents of the study, the data
procedures in gathering data, the research instrument and the statistical tools used in analyzing
and interpreting the data being collected.

Research Design

In this study, the researcher will use descriptive and explanatory mixed research designs
which are quantitative and mixed method designs. Explanatory research design according to
(Aiken, 2006) suggests that the research in question is intended to explain, rather than simply
describing the phenomena being studied. Moreover, descriptive research design is used to
describe various aspects of the phenomena being studied according to Miller (2005). In its
popular format, descriptive research is used to describe characteristics and/or behavior of
sample or population. Explanatory research is an approach used to discover details about why
something occurs. It can serve as a starting point for more in- depth studies. Learning about this
type of research can help you understand how to determine the root cause of a certain situation
and fill gaps in missing information. Thus, these methods were used by the researcher since her
study was focused on the determination of difficulties in learning fourth grade science students
of junior high school curriculum its causes and the strategies used by teachers in overcoming
the difficulties.

Research Locale

The research was conducted at Negros Oriental High School City of Dumaguete.
All grade 10 junior high school in night class are included in this study.

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Figure 1 shows the map of Negros Oriental High School Dumaguete City.

Research Respondents

The respondents for this study were the Night Class Grade 10 Science Students of
School Year 2022-2023. All of the Grade 10 Science Students were included in this
study. Table 1 shows the distribution of the respondents.
Name of Curriculum Number of Students
Negros Oriental High School Night Class 20 Students
Curriculum
Total: 20

26
27
28
29
30
31
32
33
34
35
36
.

37
38
39
40
41
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Research Instrument

The researcher employed a guided interview in gathering data. Part one asked on
the level of difficulties encountered in learning investigate the relationship between:
volume and pressure at constant temperature of a gas; explains these relationship using
kinetic molecular theory; recognize the major categories of biomolecules such as
carbohydrates, lipids, proteins, and nucleic acids; apply the principles of conservation of
mass to chemical reactions; and explain how the factors affecting rates of chemical
reactions are applied in food preservation and materials production, control fire, pollution,
and corrosion? Part two asked on the reasons of the difficulties, part three asked on the
strategies employed by teachers in overcoming the difficulties and in part four what
training design can be developed. The instrument was presented to grade 10 science
students of Negros Oriental Sibulan National High School for content
validation.

Data Gathering Procedure

The researcher sought letter of approval to undergo the study in Negros Oriental High
School Dumaguete City and after was approved, the researcher interviewed all respondents
individually. Informed consent was also sought. Permission from the respondents to record the
interview proceedings was further sought. During the interview, the researcher did note-taking
of responses and recording of the interview proceedings. All respondents were informed that
participation in the study is voluntary and they can withdraw their participation anytime.
Transcription of the interview results was then considered by the researcher with the help of
the adviser. After the data gathering, these were consolidated, presented, analyzed, interpreted
and determined the findings. Findings were checked whether all of the specific statements of
the problems are being answered so as to come up with valid conclusions and
recommendations.

Statistical Tools of Data

Frequency counting, percentage, weighted mean, standard deviation and ranking

were use to answer the problems posted in this study. All data were processed through

43
Statistical Package for the Social Sciences (SPSS version 17.0), Data Analysis of
Microsoft Excel and Mega Stat software. Weighted mean indices are described as
follows:

Weighted Means Verbal Descriptions

1.00 – 1.79 Not Difficult to Learn (NDT)

1.80 – 2.59 Slightly Difficult to Learn (SDT)

2.60 – 3.39 Moderately Difficult to Learn (MDT)

3.40 – 4.19 Difficult to Learn (DT)

4.20 – 5.00 Very Difficult to Learn (VDT)

The standard deviations are described as follows:

Standard Deviations Verbal Descriptions

sd ≤ 3.00 Homogeneous

sd > 3.00 Heterogeneous

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Operational Definition of Terms

For common frame of reference, the following terms are hereby defined:

Level of difficulty encountered by students in learning Quarter Four (4)

Grade 10 (Ten) Science Learning Competencies for Junior High School. This refers
to how difficult to learn is the learning competency in quarter four grade 10 science. The
level of difficulty is categorized as Very Difficult to Learn; Difficult to Learn;
Moderately Difficult to Laern; Slightly Difficult to Learn and Not Difficult to Learn.

Reasons for the Difficulty. This pertains to all reasons that Grade 10 Science
Studentstold to the researcher during the collection of data.

Strategies Employed by the Students in Overcoming the Difficulties. This

refers to allthe ways and means done by the Grade 10 Science Students in overcoming
the difficulties.

Training Design. This refers to a Training Matrix designed for a Learning Action
Cell LAC Session in order to address the difficulties encountered by the Fourth Grade
Night Class Science Students in learning the competencies where they considered as
slightly difficult to learn.

45
Operational Definition of Terms

For common frame of reference, the following terms are hereby defined:

Level of difficulty encountered by students in learning Quarter Four (4)

Grade 10 (Ten) Science Learning Competencies for Junior High School. This refers
to how difficult to learn is the learning competency in quarter four grade 10 science. The
level of difficulty is categorized as Very Difficult to Learn; Difficult to Learn;
Moderately Difficult to Laern; Slightly Difficult to Learn and Not Difficult to Learn.

Reasons for the Difficulty. This pertains to all reasons that Grade 10 Science
Studentstold to the researcher during the collection of data.

Strategies Employed by the Students in Overcoming the Difficulties. This

refers to allthe ways and means done by the Grade 10 Science Students in overcoming
the difficulties.

Training Design. This refers to a Training Matrix designed for a Learning Action
Cell LAC Session in order to address the difficulties encountered by the Fourth Grade
Night Class Science Students in learning the competencies where they considered as
slightly difficult to learn.

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