The 6th International Conference on Educational Research: 13-14 September 2013, Faculty of Education, Khon Kaen University, Thailand

The Effect Of Innovative Training Course For NonMulticulturalist Chemistry Teachers

Edna B. NABUA (ednab.nabua@gmail.com) Head Teacher, Misamis Oriental Schools Division, Region X, Department of Education, Philippines Mylene M. UY (mylenem.uy@gmail.com) Professor, Chemistry Department, MSU-Iligan Institute of Technology, Lanao del Norte, Philippines Manuel B. BARQUILLA (manuel.barquilla@g.msuiit.edu.ph) Professor, College of Education, MSU-Iligan Institute of Technology, Lanao del Norte,, Philippines Thelma A. ANTONIO (thelma_antonio@yahoo.com) Professor, School of Graduate Studies at College of Education, MSUIligan Institute of Technology, Lanao del Norte, Philippines Myrna E. LAHOYLAHOY (myrna.lahoylahoy@gmail.com) Professor, School of Graduate Studies at College of Education, MSUIligan Institute of Technology, Lanao del Norte, Philippines Abstract The task of delivering educational service to a communitys populace is a responsibility assumed mostly by educational institution. To perform this function of providing quality education, educational institution depends greatly upon the most important resource the teacher. With the influx of diverse students, the teacher faces a great challenge specifically in dealing with multiculturalism in the classroom. The objective of this study is to determine the effect of the innovative training course (the intervention) on multicultural education had on high school chemistry nonmulticulturalist teachers view about the nature of multicultural chemistry education and their concepts about teaching and learning chemistry. It also determines the effect on the students performance in chemistry and their attitude towards chemistry. Chemistry teacher-participants were subjected to the innovative training on multicultural education: Its scope and perspective. Its net effect was determined after the training program. After the intervention, the chemistry teachers pedagogical concept of teachinglearning process to diverse students was changed. The teachers have paradigm shift from non-multiculturalist to culturally responsive chemistry teachers who are willing to facilitate diverse types of learners. The students have developed positive attitudes towards chemistry which yielded improved academic performance. Acceptance of students by the trained chemistry teacher-participants regardless of cultural heritage boosted the students social competence that led to their successful school performance. The Multicultural Education training program transformed the teachers paradigm in chemistry pedagogy from equality to equity. The translation is evident in the students performance and attitude which differ significantly before and after the intervention.

Please send the completed Abstract Submission Form to icer-kku@hotmail.com before 31 May 2013.

The 6th International Conference on Educational Research: 13-14 September 2013, Faculty of Education, Khon Kaen University, Thailand

-----------------------------------------------------------------------------------------------------------------------------------------*To tick the box, double click at the box, in Default Value click on checked Presentation Types: Oral Poster Theme: Please indicate the theme(s) that fits best your abstract 1. Professional Development (pre-service and in-service) 2. Curriculum and Instruction, Learning in classroom contexts 3. Educational Measurement and Evaluation 4. Educational Climate: cultural and social context 5. Educational management: planning, policy implementation and assessment 6. Lifelong Education: non-formal and informal learning 7. Education for Diversities: gender, underprivileged, marginal groups, special needs

Please send the completed Abstract Submission Form to icer-kku@hotmail.com before 31 May 2013.