This study discussed the competency level and strategies of teachers teaching Science in District VI, Quezon City. This aimed at analyzing the functional role of elementary Science teachers through competency level and strategies to respond to emerging learning gaps of students and was anchored at Metacognitive Intervention Strategies Theory. The methodology was a quantitative research design using a teacher-made competency survey questionnaire about the Philippine Standards for Teachers Competencies and was participated by 139 teachers from public elementary schools. Findings showed that differentiated instruction's flexible groupings acquired the highest teacher acceptance as teaching strategies while the least was the graphic organizers. Given experiential instruction, most teachers supported the use of laboratory experiments. Likewise, more teachers supported using PowerPoint as part of Information and Communication Technologies (ICTs) and Smartboards were the least considered. Moreover, there are diverse significant relationships that appeared, such as realizing that there is no significant relationship between the demographic profile of the respondents and their competency level. The researcher recommended having training programs available as scheduled virtual or face-to-face workshops to retool teachers to facilitate more engaging Science classes. The proposed training program was focused on ensuring teachers were guided more properly in teaching strategies for Science through technologies.

Authors:
Crisanto Daing, Our Lady of Fatima University, Philippines
Clent Estrada, Loreto Elementary School, United States

About the Presenter(s)
Dr. Crisanto A. Daing is the Associate Dean of the College of Arts and Sciences and the Head of the English Department. He is teaching in the Graduate School and has been doing various researches in Engish, Educational management and supervision.

See this presentation on the full schedule – Friday Schedule

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