Professional Documents
Culture Documents
by
Adonis P. Besa
April 2016
APPROVAL SHEET
and
submitted
by
Adonis
P.
Besa,
in
partial
Acknowledgment
Christ,
the
things,
our
wisdom,
for
omnipresent
strength
answering
his
and
Lord
and
knowledge
prayers
Savior,
in
and
for
exploring
for
giving
adviser
and
comments,
statistician,
suggestions
for
and
his
guidance,
provisions
that
Ma.
Lida
Solano,
former
adviser,
for
all
the
and
commenting
on
countless
revisions
of
his
in
their
own
fields
as
seen
in
their
way
of
Roel
F.
Bermejo,
CESO
V,
Schools
Division
of
Roxas
City,
for
giving
the
researcher
the
National
High
School
and
to
the
principal,
extends
his
deepest
gratitude.
Thank
researcher
you
much!
Adonis P. Besa
April 2016
very
Abstract
and
epistemological
beliefs
and
the
these
study
was
three
variables
conducted
among
were
the
also
entire
determined.
65
This
population
of
beliefs,
instructional
epistemological
practices
of
beliefs
Science
and
teachers
samples
which
set
and
at
One-Way
.05
alpha
Analysis
level,
of
were
Variance
used
as
inferential
statistics.
generally,
the
Study
Science
results
teachers
revealed
have
high
that
level
of
epistemological
dimensions,
believers
the
of
beliefs.
Science
the
In
terms
teachers
structure
of
of
are
the
nave-certain
knowledge,
nave-simple
control
gradual
of
knowledge
process
acquisition.
acquisition
believers
As
to
of
the
the
and
sophisticated-
speed
instructional
of
practices,
are
practices
outstanding
such
strategies,
as
in
No
significant
belief,
instructional
practices
to
age,
domains
sex,
Similarly,
instructional
planning,
instructional
assessment,
difference
epistemological
of
the
of
environment,
pedagogical
according
instructional
learning
professionalism.
the
knowledge
teachers
tenure,
existed
belief
when
highest
and
in
and
classified
academic
pedagogical
belief,
instructional
practices
weak-positive
epistemological
of
relationship
belief
and
Science
teachers
however,
existed
between
pedagogical
Table of Contents
Chapter
1
Page
INTRODUCTION TO THE STUDY
11
14
Definition of Terms
16
24
26
Pedagogical Beliefs
27
Epistemological Beliefs
33
Instructional Practices
52
Synthesis
70
72
72
Method
74
Participants
74
Data-Gathering Instrument
78
Data-Gathering Procedure
82
84
Chapter
4
Page
RESULTS AND DISCUSSIONS
86
Descriptive Analyses
86
86
Epistemological Beliefs of
Science Teachers
91
Instructional Practices of
Science Teachers
95
100
117
117
Conclusions
122
Recommendations
128
REFERENCES
133
APPENDIXES
141
List of Figures
Figure
Title
1
tructional Practices as affected
by the Pedagogical and
Epistemological Beliefs of
Science Teachers
Page
Ins
11
List of Tables
Table
Title
1
tribution of Respondents
According to School
Page
Dis
75
pondents Profile
Res
77
Des
90
3
4
criptives of Epistemological
Belief
5
criptives of Instructional
Practices
Des
95
Des
100
6a
101
6b
103
7a
104
7b
Analysis of Variance in
Epistemological Belief of Age,
Tenure, Highest Academic
Qualification, Teaching Load and
Monthly Salary
107
8a
108
111
116
0
List of Appendixes
Appendix
Title
Page
Communication Letters
141
Research Instrument
164
182
Statistical Analyses
193
Curriculum Vitae
210
1
Pedagogical and Epistemological Beliefs and Instructional
Practices of Science Teachers
Chapter 1
Introduction to the Study
the
main
purpose
of
the
study,
enumerates
the
Three,
that
the
Significance
various
of
the
stakeholders
Study,
of
cites
the
education
may
2
Part Four, Definition of Terms, gives the conceptual
and operational meanings of the important terms used in the
study.
Part Five, Delimitation of the Study, specifies the
scope and coverage of the investigation in terms of the
variables, the research design and sampling procedure, the
data-gathering technique, categorization of the variables,
statistical tools employed in data analysis and the alpha
level of significance.
In
science
indispensable
key
education,
players
in
the
teachers
developing
the
are
the
scientific
or
teachers
are
with
environmental-friendly
expected
to
ensure
impacts.
effective
Thus,
instructional
3
vital factor that dictates the pacing of the teaching and
learning
process.
proficiency
The
and
competitiveness
his
of
innovativeness
teacher,
determine
his
how
of
that
complex
decisions.
beliefs
influence
their
actions
and
beliefs
behavior
in
the
classroom.
They
are
an
important
these
and
important
teachers
epistemological
beliefs
beliefs.
The
are
the
pedagogical
pupils
(Chan
& Elliot,
2004).
There
are
two
main
Traditional
belief
in
teaching
utilizes
4
passive
receiver
constructivist
of
knowledge.
conception
uses
On
the
other
hand,
student-centered
the
teaching
critical
learning
takes
thinking
place
in
and
collaboration
environments
where
skills
and
students
are
epistemology as
independent
dimensions
system
which
which
can
also
includes
be
five
together:
acquisition.
Personal
epistemological
beliefs
have an important influence on personal cognitive and metacognitive processes. These beliefs also influence learning
not only individually but also as a whole (Schommer, 1994 in
Cheng et. al., 2009).
Teachers are faced with a multitude of complex tasks
and
decisions
performance
is
in
the
not
daily
only
classroom
based
on
environment.
their
Their
professional
also
affected
by
teachers
attitudes
and
beliefs
5
about
knowledge
and
its
acquisition,
i.e.,
epistemic
beliefs (Cheng et. al., 2009). These beliefs may affect the
way teachers view their role as teachers, how they view
their students role as learners and their potential, or
how they structure and present information and knowledge
(Cheng et. al., 2009; Topcu, 2011).
Epistemological beliefs were related to teaching and
learning
beliefs
and
these
beliefs
were
influenced
by
beliefs
of
teaching
and
learning
are
viewed
as
and
determine
lead
to
their
their
teaching
effectiveness
strategies
(Cheng,
which
et.
al.
and
pedagogical
beliefs
as
well
as
the
range
of
instructional
practices
from
which
to
6
Individual teachers beliefs are strong indicators of
his/her instructional classroom practices. What teachers do
in
the
classroom
is
said
to
be
governed
by
what
they
instructional
judgments
and
decisions
are
made
and
by
studying.
Some
teachers
believe
that
classroom
activities
and
given
an
opportunity
to
7
is focused on memorization of facts, dictation, lectures
and copying notes and wherein the teacher monopolize the
talking in the classroom. For one instance, a teacher will
not give a perfect score in essay exam for he believes that
a student could not outsmart a teacher. In addition, he has
also
discovered
especially
that
about
there
teaching,
were
teachers
learning
and
whose
beliefs,
knowledge,
were
are
parallel
but
there
were
times
when
these
actions
but,
most
of
the
time,
beliefs
can
be
study
finds
its
foundation
on
the
Schommers
to
be
captured
in
single
dimension.
8
Epistemological
about
the
beliefs
nature
and
constitute
acquisition
system
of
of
knowledge
beliefs
that
are
structure
individual
of
knowledge
believes
that
which
refers
knowledge
to
consists
whether
of
an
isolated
which
refers
to
whether
an
individual
believes
refers
knowledge
is
to
whether
absolute
or
an
individual
tentative;
and
believes
(5)
that
source
of
The
domains
of
epistemological
beliefs
were
is
information,
seen
to
absolute,
be
simple,
inborn,
isolated
quickly
pieces
learned,
of
and
9
Another
framework
of
this
study
is
the
Ajzen
and
is
determined
by
three
things:
their
attitude
perceived
Theory
of
beliefs
behavioral
Reasoned
and
Action
attitudes
control.
(Ajzen
According
&
determine
to
Fischbein,
human
the
1980),
behavior
and
out
that
about
the
specific
nature
of
types
of
knowledge
beliefs
and
teachers
learning
have
influence
curriculum, pedagogy,
and assessment.
Teachers
beliefs
are
viewed
to
have
significant
encompass
learning
and
teachers
the
roles
perception
of
teachers
of
the
purpose
and
learners
in
of
an
10
academic
setup.
Teachers
epistemological
beliefs
and
which eventually
influence
his/her
classroom
practices.
Therefore,
and
to
provide
better
understanding
about
Thus,
epistemological
relationship
it
and
between
is
important
pedagogical
these
two
to
determine
beliefs
beliefs
as
teachers
well
since
as
the
both
can
11
Independent Variables
Dependent Variable
Pedagogical Beliefs
Instructional
Practices
Epistemological Beliefs
This
study
pedagogical
aimed
and
to
determine
epistemological
the
influence
beliefs
on
of
the
it
sought
to
answer
the
following
questions:
1. What is the level of pedagogical belief of science
teachers
in
terms
of
traditional
and
constructivist
beliefs?
2.
What
is
the
epistemological
belief
of
science
12
knowledge,
source
of
knowledge,
control
of
knowledge
What
are
the
instructional
practices
of
Science
learning
environment,
assessment
and
professionalism?
4. Is there a significant difference in pedagogical
belief
of
Science
according
to
teachers
age,
sex,
when
they
tenure,
are
classified
highest
academic
Is
there
significant
difference
in
practices
of
according
to
Science
age,
teachers
sex,
when
they
tenure,
are
classified
highest
academic
Are
pedagogical
there
belief,
significant
relationships
epistemological
belief,
among
and
13
Based
on
the
above
statement
of
the
problem,
the
of
Science
according
to
teachers
age,
sex,
when
they
tenure,
are
highest
classified
academic
There
is
no
significant
difference
in
practices
of
according
to
Science
teachers
age,
sex,
when
they
tenure,
are
highest
classified
academic
There
pedagogical
are
no
belief,
significant
relationships
epistemological
belief,
among
and
14
Significance of the Study
factors
practices
and
that
behavior
addressed.
Teachers
beliefs
some
are
affect
are
teachers
identified
pedagogical
of
the
instructional
and
contributory
and
properly
epistemological
factors
to
ensure
teachers,
students,
school
administrators,
Teachers.
the
This
study
can
of
their
relationship
epistemological
beliefs
and
the
help
the
teachers
pedagogical
influence
to
and
their
to
reflect
on
and
re-examine
their
own
teaching
weak/bad
strong/good
beliefs
beliefs
heighten
their
beliefs
in
to
awareness
influencing
and
benefit
about
their
maintain/improve
students.
the
It
significant
teaching
their
can
also
role
actions
of
and
15
their own personal and professional development. The result
will also contribute to the understanding of how teachers
beliefs
influence
the
interpretation
of
their
teaching
with
that
of
their
teachers
so
that
they
will
This
will
further
help
them
understand
the
16
Department of Education. This study will be beneficial
to
the
Department
of
Education
in
designing
in-service
classroom
practices.
The
study
will
also
provide
relationship
of pedagogical
one
conduct
of
the
indicators
qualitative
teachers
beliefs
of
research
effective
for
specifically
this.
with
teaching
Since
regard
to
and
to
studies
on
nature
of
Definition of Terms
17
Assessment-- refers to the wide variety of methods or
tools that educators use to evaluate, measure, and document
the
academic
readiness,
acquisition,
or
learning
educational
progress,
needs
of
skill
students
this
obtained
by
study,
the
assessment
Science
referred
teachers
in
to
10
the
items
scores
of
the
3.40),
moderately
satisfactory
(1.81
2.60)
and
not
items
of
the
Epistemological
Belief
Inventory
(EBI)
(3:41
5:00)
and
sophisticated-tentative
(1:00 3:40).
Belief
in
the
control
of
knowledge
acquisition--
18
fixed at birth or innate to the ability to learn can be
changed (Schommer, 1994).
In this study, belief in the control of knowledge
acquisition
referred
teachers
the
in
to
the
items
of
scores
the
obtained
by
Epistemological
Science
Belief
classified
as
nave-innate/fixed
(3:41
5:00)
and
to knowledge
is acquired
gradually
(Schommer,
1994).
In
this
study,
belief
acquisition
referred
teachers
the
in
to
items
the
of
in
the
scores
the
speed
of
obtained
knowledge
by
Epistemological
Science
Belief
classified
as
nave-quick
(3:41
5:00)
and
19
7
items
of
the
Epistemological
Belief
Inventory
(EBI)
in
the
source
of
knowledge--
refers
to
the
items
of
the
Epistemological
Belief
Inventory
(EBI)
(3:41
5:00)
and
sophisticated-
occurs
as
belief--
refers
learners
are
to
the
actively
belief
involved
that
in
receiving
information
and
Learning
Conceptions
Questionnaire
(TLCQ)
(Chan et. al., 2004) which classified into very high (4.21
20
5.00), high (3.41 4.20), average (2.62 3.40), low
(1.81 2.60) and very low (1.00 1.80).
Epistemological beliefs-- refer to those beliefs about
knowledge
and
the
nature
of
knowing
that
an
individual
scores
obtained
by
Science
teachers
in
the
21-item
al.
(2002),
divided
into
five
dimensions
such
as
and
objectives,
learning,
and
including
instructional
and
construction
assessment
of
goals,
methodology
to
researcher-made
instructional
practices
questionnaire
which
were
measuring
classified
their
into
21
satisfactory (2.62 3.40), moderately satisfactory (1.81
2.60) and not satisfactory (1.00 1.80).
Instructional Practices-- refer to a set of teaching
strategies
and
methods
of
instruction
employed
in
the
learning
professionalism.
The
environment,
scores
were
assessment
and
classified
into
(in
the
classroom,
online,
or
in
some
other
to
engage
the
students
in
learning,
to
probe
enable
and
enhance
their
learning
of
course
content
(http://webcache.googleusercontent.com/search?q=cache:http:
//teachingresources.uregina.wikispaces.net/Instructional%2B
Strategies, retrieved: 12/28/2015).
22
In this study, instructional strategies referred to
the scores obtained by the Science teachers in 10 items of
the
researcher-made
instructional
questionnaire
practices
which
measuring
were
their
classified
into
3.40),
moderately
satisfactory
(1.81
2.60)
and
not
obtained
Teaching
(Chan
et.
and
al.
by
the
Learning
2004),
Science
teachers
Conceptions
measuring
in
Questionnaire
the
two
27-item
(TLCQ)
categories
of
23
pedagogical beliefs such as traditional and constructivist
beliefs. The scores were classified into very high (4.21
5.00), high (3.41 4.20), average (2.62 3.40), low (1.81
2.60) and very low (1.00 1.80).
Professionalism-or competence that
is
expected
of
a professional
(http://www.businessdictionary.com/definition/professionali
sm.html, retrieved: 12/28/2015).
In
this
study,
professionalism
referred
to
the
3.40),
moderately
satisfactory
(1.81
2.60)
and
not
with
Belief-the
refers
teacher
to
being
the
the
belief
controller
that
of
is
the
and
Learning
Conceptions
Questionnaire
(TLCQ)
(Chan et. al. 2004) which classified into very high (4.21
5.00), high (3.41 4.20), average (2.62 3.40), low (1.81
2.60) and very low (1.00 1.80).
24
Delimitation of the Study
and
epistemological
beliefs
on
the
entire
65
population
of
secondary
private
and
study
utilized
the
Teaching
and
Learning
characteristics.
practices
of
To
Science
determine
teachers,
the
a
instructional
researcher-made
independent
pedagogical
variables
beliefs,
constructivist
and
the
in
categorized
the
study
as
traditional
epistemological
were
beliefs,
the
and
divided
source
of
acquisition
and
speed
instructional
practices
knowledge,
of
of
control
knowledge
Science
of
knowledge
acquisition.
teachers
in
terms
The
of
25
instructional planning, instructional strategies, learning
environment, assessment and professionalism were set as the
dependent variables.
Data
gathered
were
computer-processed
using
the
statistical
tools
such
as
frequency
count,
26
Chapter 2
Review of Related Literature
(2)
Epistemological
Beliefs;
(3)
Instructional
significance
and
related
studies
about
and
regarding
constructivist
Four,
Synthesis,
presents
instructional
practices.
Part
synthesis
of
the
27
Pedagogical Beliefs
as
encompass(ing)
variety
of
teaching
and
influenced
by
internal
and
external
socio-political
of
complex
beliefs
about
pedagogical
issues.
make.
It
has
become
widely
recognized
that
the
of
Mansour
(2008)
the
teachers
From the
beliefs
are
beliefs,
while
recognizing
that
there
is
to
the
conflict
of
views
of
researchers
and
28
to work on them. On the other hand, Ghaith (2004) sees that
the teachers beliefs are holistic conception of several
dimensions
related
to
the
beliefs
on
education
and
very
strong
influence
in
affecting
their
pedagogical beliefs.
According to Entwistle et. al. (2005), beliefs about
what teaching and learning can be broadly classified under
the
knowledge
transmission
category
or
the
knowledge
characterized
didactic
teaching
as
teacher-centered,
practice
that
content-oriented
emphasizes
on
passive
characterized
as
student
centered,
learning-
learning
can
be
categorized
as
mainly
traditional
29
teaching
and
learning,
or
constructivist
teaching
and
teacher-centeredness
more
associated
with
with
its
theoretical
behaviorism.
The
foundations
constructivist
child
centeredness
constructivism
as
with
its
constructivism
theoretical
and
grounding
social
(Chan
&
behavior
sequences.
They
and
act
the
as
instructional
the
authority
to
content
and
assess
the
teachers
teach
in
didactic
manner
and
disseminating
teachers
look
students
learn
teachers
are
environment
information
for
the
what
correct
is
responsible
for
to
students
students.
answer
taught.
to
However,
for
setting
up
and
facilitating
Traditional
know
whether
constructivist
the
learning
interactions
30
among
students
and
themselves.
While
constructivist
subject
in
shorter
time
than
constructivist
who
hold
the
constructivist
view
tend
to
knowledge
reflection,
peer
construction
interaction,
and
through
active
meaning-making
selfprocess
responsible
for
transmitting
knowledge
to
students
interact
providing
with
students
with
peers
and
the
opportunities
teacher,
and
to
previous
use
for
facilitate
the
learning
process
of
students
by
they
process
need
to
(Brady,
be
actively
2004).
involved
Furthermore,
in
in
a
the
learning
constructivist
31
and
to
be
responsible
for
their
learning
process.
of
that
type
of
teaching
and
give
students
constructivists
constructed
internally
believe
through
that
knowledge
exchanging
ideas
is
among
the
above
literature
shows
the
popularity
of
profiles
among
Chinese
and
Flanders
elementary
32
and
traditional;
traditional;
nor
traditional.
Recent
and
neither
developments
constructivist
in
the
study
of
could
see
beliefs
as
cognitive
resources
and
Kong
inclined towards
constructivist
while
the
Taiwanese
inclination
also
towards
teachers
nor
stronger
are
neither
traditional teaching
teachers
constructivist
expressing
traditional
pre-service
express
teaching,
stronger
they
inclination
are
towards
teaching.
Al-abdulkareem
(2004)
investigated
Saudi
Science
in
Science,
and
how
do
they
view
change
in
and
31
supervisors.
The
results
showed
that
33
views
about
Science
and
teaching
Science,
they
do
not
Epistemological Beliefs
young
age,
powerful
impact
concepts
and
and
on
this
an
initial
understanding
individuals
information
(Bransford
has
representation
et.
al.,
1999,
a
of
in
in
the
learning
process,
there
is
an
increased
in
the
learning
process.
Research
geared
towards
important
area
psychologists
that
continue
many
to
educational
pursue
researchers
(Hofer,
2008).
and
Because
even
enhance
teaching
effectiveness,
Hofer
(2008)
epistemology,
reside
an
individuals
34
the manner in which individuals come to know, their beliefs
about
knowing,
and
how
those
beliefs
are
part
of
and
the
following
examples
to
illustrate
how
formal
context,
epistemological
beliefs
play
an
to
foster
epistemological
development (Hofer,
2008).
epistemological
individuals
resolve
beliefs
impact
competing
the
manner
knowledge
in
claims,
35
Much
of
the
existing
research
on
epistemological
(1970,
in
Hofer,
documentation
of
experiences
Harvard
at
2008).
Perrys
undergraduate
and
work
began
students
Radcliffe
(Perry,
as
college
1970,
in
wholly
unintelligible
(Perry,
1970,
in
Hofer,
acted
upon
the
experiences.
Through
their
The
conclusion
generated
concern
amongst
the
views
environments.
of
His
the
universitys
longitudinal
academic
study
included
and
social
interviews
their
experiences.
Based
upon
the
interviews,
Perry
36
(1970, in Hofer, 2008) outlined a scheme of intellectual
and ethical development that included nine positions as an
ongoing
Hofer,
organization
2008).
The
of
meaning
nine
making
positions
of
(Perry,
Perrys
1970,
scheme
in
are
(2)
multiplicity,
(3)
relativism,
and
(4)
epistemological
growth
begins
as
individuals
hold
beliefs
are
often
characteristic
of
first-year
complex,
evaluation,
relativistic
and
empirical
and
derived
evidence
from
reason,
(Schommer-Aikins
&
was
typically
challenged
and
transformed
over
they
tended
to
believe
in
simple,
certain
their
senior
year,
they
believed
in
tentative,
37
It was not until the 1990s that researchers began to
further
examine
the
idea
of
an
epistemological
belief
more
importantly,
illustrate
aspects
how
of
the
researchers
epistemological
learning
were
beliefs
(Schommer-Aikins,
driven
impact
2004).
to
multiple
The
early
to
related
to
simple
defined
students
grades,
students
and
certain
problem
study
belief
simple
strategies,
knowledge
solving
in
related
and
to
(Schommer-Aikins,
knowledge
beliefs
students
2004).
in
ill-
Pajares
of
epistemological
epistemology.
beliefs
as
His
an
work
important
described
component
of
different
structure
control
of
of
domains:
(a)
knowledge,
knowledge
(c)
certainty
source
acquisition,
of
of
and
knowledge,
(b)
knowledge,
(d)
(e)
speed
of
38
time. The structure of knowledge belief ranges from beliefs
that knowledge is simply facts to the belief that knowledge
is
better
knowledge
represented
beliefs
as
are
complex
the
theories.
beliefs
that
Source
people
of
hold
life.
The
speed
of
knowledge
acquisition
Individuals
hold
beliefs
that
range
from
the
epistemological
sophisticated.
For
beliefs
example,
vary
from
teacher
who
nave
holds
to
naive
39
clear and specific, whilst the learning ability is innate
and fixed and can be transmitted directly to the students.
A teacher who holds sophisticated beliefs will believe that
knowledge is complex, uncertain and tentative, and can only
be gradually constructed by the learner (Howard et. al.,
2000).
Teachers
with
more
sophisticated
epistemological
those
with
sophisticated
way
of
knowing
as
Sophisticated
epistemological
beliefs
are
having
negative
effect
on
the
learning
the
development
epistemology,
of
instruments
researchers
can
designed
document
to
how
epistemological
beliefs,
achievement
motivation,
and
40
learning approaches are related to achievement. Their work
was influenced by previous empirical studies that examined
how
students
epistemological
beliefs
influenced
the
among
epistemological
beliefs,
goal
path
epistemological
model
beliefs
assuming
influence
that
students
their
achievement
students
Additionally,
achievement
Chan
epistemological
(2003)
beliefs
(Kizilgunes
explored
and
study
et.
the
al.,
2009).
relationship
approaches,
of
including
likely
to
adopt
deeper
learning
approaches
(Chan,
learning
strategies
structural
equation
particular
study
were
modeling.
supported
the
later
The
confirmed
results
claim
that
of
using
this
students
41
epistemological beliefs are related to learning approaches,
learning strategies, and motivation to learn.
A
their
learners
level
epistemological
of
cognitive
beliefs
play
and
they
engagement,
role
in
also
goals
refer
to
students
self-reported
study
correlated
efficacy.
indicated
with
Using
that
epistemological
motivational
Schommers
constructs,
framework
of
beliefs
including
are
self-
epistemological
with
goal
four
or
more
orientation,
motivational
extrinsic
goal
constructs
orientation,
(Paulsen
The
Feldman,
significant
epistemological
supports
&
beliefs
development
as
1995,
in
relationship
and
an
Schommer-Aikins,
between
motivational
important
aspect
students
constructs
of
formal
education. In fact, Paulsen and Feldman (1995, in SchommerAikins, 2004) stated teachers can enhance the motivation of
42
their
students
to
learn
by
promoting
motivationally
to
recognize
absolute,
or
that
knowledge
certain,
and
is
not
necessarily
promoting
the
concept
epistemological
motivational
beliefs
constructs,
also
information
impacts
beliefs
yet
the
(Kizilgunes
upon
learners
level
et.
have
at
al.,
epistemological
which
2009)
multiple
and
they
the
process
type
of
epistemological
processes,
and
beliefs
influence
epistemological
their
beliefs
also
After
elementary
watching
and
teachers
secondary
for
schools
years
and,
as
pupils
in
subsequently,
as
know
Aikins,
what
2004).
they
need
Pajares
in
(1992,
order
in
to
teach
(Schommer-
Schommer-Aikins,
2004)
teach.
Therefore,
if
pre-service
teachers
have
an
43
essential
in
practices.
improving
limited
their
amount
preparation
of
and
research
teaching
exists
that
their
However,
motivational
previous
constructs
researchers
and
have
self-perceptions.
found
significant
constructs
(Paulsen
&
Feldman,
1995,
in
upon
pre-service
preparing
future
teachers
teachers.
epistemological
Brownlee
et.
al.
beliefs
(2001)
it
is
important
to
consider
pre-service
teachers
preparation
program,
pre-service
teachers
quality
of
teaching
is
to
be
improved,
prospective
44
At the beginning of teacher preparation programs, preservice teachers beliefs about knowledge and knowing must
be examined because these beliefs influence how a person is
likely
to
approach
(Brownlee
et.
teaching
al.,
2001).
in
particular
Unfortunately,
contexts
pre-service
teacher
preparation
programs,
even
though
there
is
Roehrig,
2007).
Specifically,
Maggioni
and
Parkinson
pedagogical
practices.
teachers
beliefs
choice
of
teachers
beliefs
pedagogical
influence
practices.
their
Pre-service
perception
of
the
teachers
hold
and
their
amount
of
beliefs
roles
and
information
about
their
work,
responsibilities,
related
to
their
yet
pre-service
45
teachers
epistemological
beliefs
has
appeared
in
the
findings
teachers
play
interpretation
behavior
and
responsible
suggest
that
pivotal
of
that
for
role
beliefs
in
their
knowledge
and
unexplored
entering
the
of
pre-service
acquisition
subsequent
perpetuation
beliefs
of
and
teaching
may
antiquated
be
and
of
(Pajares,
pre-service
1992,
in
teachers
is
relatively
scarce
2004).
Teacher
Schommer-Aikins,
teachers
and
and
perhaps
challenge
even
them
change
to
them.
examine
However,
those
because
on
in-service
experience.
Clearly,
related
the
to
teachers
there
is
epistemological
or
the
also
student
need
beliefs
for
of
teaching
research
pre-service
46
a slow and difficult task. The more a belief is connected
with other beliefs, the less likely it is to be changed
(Brownlee et. al., 2001). Brownlee et. al. (2001) pointed
out that only a few studies have challenged individuals to
explicitly reflect upon their epistemological beliefs as a
method to facilitate change. In fact, although there is
some
evidence
of
interventions
focused
on
changing
become
more
sophisticated
as
result
of
explicit
Schommers
(1994,
in
Chai
et.
al.,
2010)
epistemic
beliefs
of
pre-service
teachers
in
Asia.
Adapting Schommers (1990, in Chai et. al., 2010) fourfactor questionnaire, Chan and Elliott (2004a) surveyed 385
Hong Kong pre-service teachers using the 30-item Epistemic
Beliefs Questionnaire. The results indicated that teachers
47
tended to believe that knowledge is ever changing. They
seemed
to
believe
that
knowledge
is
constructed
through
understanding
of
the
complexity
of
epistemic
Several
background
variables
were
found
to
be
ethnicity,
instrument,
epistemic
beliefs
and
Chai
held
teaching
et.
by
al.
experience.
(2010)
teacher
Using
the
investigated
the
education
students
48
In the study conducted by Go et. al. (2014) among
1,068 Filipino primary and secondary teachers working in a
network
of
following
schools
findings:
epistemological
analysis
in
With
beliefs
resulted
the
in
regard
of
the
to
beliefs:
Learning
Learning
yielded
the
teachers,
extraction
epistemological
Effort,
Philippines,
self-reported
exploratory
of
five
Innate
factor
factors
Authority/Expert
Process,
the
of
Knowledge,
Ability,
and
exhibit
rating
maturity
themselves
in
their
high
in
beliefs
(Learning
Effort
scoring
low
the
in
the
and
naive
epistemological
beliefs,
sophisticated
learning
Learning
beliefs
Process),
while
(Authority/Expert
that
inclined
older
to
and
believe
more
that
experienced
Innate
teachers
Ability
were
impeded
49
innate abilities could impede learning. Richardson (2003)
stated that the demographic characteristics and attributes
relationships
and
their
considerable
conceptually
between
teachers
epistemological
attention
accepted
from
viewpoint
pedagogical
beliefs
have
researchers.
about
the
drawn
Such
relationship
2004).
across
et.
The
individuals
al.,
2008).
epistemological
and
In
teachers
relativistic
reportedly
related
to
beliefs
disciplines
the
Western
epistemic
(EB)
vary
(Kaartinen-Koutaniemi
context,
beliefs
constructivist
can
preservice
have
pedagogical
been
beliefs
teachers
teaching.
In
tended
Kang
and
to
prefer
Wallaces
constructivist
(2005)
work,
oriented
practicing
inclined
belief.
to
express
transmissionist
pedagogical
50
Only a small number of studies have investigated the
above
relationship
within
an
Asian
context.
Chan
and
complete
their
two
epistemic
five-point
beliefs
Likert-scales
and
for
assessing
pedagogical
beliefs,
example,
positively
dimensions
traditional
and
of
significantly
epistemic
authority/expert
However,
the
beliefs
related
beliefs:
knowledge,
constructivist
about
teaching
to
the
innate/fixed
and
certainty
beliefs
about
were
three
ability,
knowledge.
teaching
were
The
direction
of
these
correlations
appeared
and
his
colleagues
(2010)
investigated
the
of
pre-service
teachers
(N=718)
in
Singapore.
51
negatively related to learning effort/process dimension.
The
constructivist
pedagogical
beliefs
were
positively
interpreting
the
relationships
between
teachers
and
Elliotts
(2004)
work,
for
example,
Hong
Kong
teachers
constructivist
did
not
pedagogical
show
inclination
beliefs.
towards
Likewise,
Richardson
epistemic
belief,
but
they
may
also
view
constructivist
may
not
hold
beliefs
relativistic
about
teaching,
beliefs
about
although
knowledge.
using
quantitative
methods
(Likert-type
been
most
reliable
and
valid
with
interviews.
52
Furthermore, a large majority of studies reviewed seemed to
examine
the
relationships
teachers.
Very
cultural
background,
epistemological
few
studies,
have
beliefs
and
by
recruiting
especially
pre-service
within
investigated
the
how
pedagogical
Asian
teachers
beliefs
are
Instructional Practices
instructional
desired
student
practices
outcomes
are
for
the
key
to
developmental
53
3. The
holistic
developmental
development
of
education
all
program
aspects
of
addresses
the
student.
Responsive
Teaching
theory
and
high
degree
of
structure
is
provided
in
course
content
to
college-level
performance
requirements.
8. Developmental
education
faculty
routinely
share
instructional strategies.
9. Faculty
and
advisors
closely
monitor
student
performance.
10.
support
Programs
mechanisms,
provide
including
the
comprehensive
use
of
academic
trained
tutors
(http://www.cccbsi.org/websites/basicskills/images/instruct
ionalpractices.pdf, retrieved: 11/26/2015).
Instruction is a complex, multifaceted activity, often
requiring instructors to juggle multiple tasks and goals
54
simultaneously
and
flexibly.
The
following
small
but
design
teach,
they
and
do
not
classroom
just
teaching.
teach
the
When
instructors
content,
they
teach
different
accurate
and
Although
they
ways;
and
inaccurate
cannot
students
aspects)
adequately
prior
knowledge
(both
shapes
new
learning.
measure
all
of
these
misconceptions),
and
(c)
guide
instructional
55
adaptations (e.g., recognition of the need for additional
practice).
2.
major
of
instruction:
learning
objectives,
course.
Teaching
is
more
effective
and
student
labs,
discussions,
objectives
by
readings)
providing
support
goal-oriented
these
practice;
provide
and
opportunities
practice
the
for
students
knowledge
and
to
skills
Effective
expectations
instruction
involves
regarding
learning
articulating
objectives
and
across
discipline.
differ
For
greatly
classrooms
example,
across
and
what
even
within
constitutes
courses;
what
is
given
evidence
may
permissible
56
collaboration in one course could be considered cheating in
another. As a result, students expectations may not match
that
of
instructors.
expectations
and
Thus,
being
communicating
clear
them
about
their
explicitly
helps
about
course
participation,
laptop
syllabus
in
and
differences
early
policies
use,
class
and
and
late
allows
tends
(e.g.,
assignment)
instructors
to
on
reduce
to
class
in
the
resolve
conflicts
and
more
productive
learning
environment
for
all
students.
4.
knowledge
Effective
and
instruction
skills
involves
instructors
prioritizing
choose
to
focus
the
on.
sometimes
difficult ones about what they will and will not include
in a course. This involves (a) recognizing the parameters
of the course (e.g., class size, students backgrounds and
57
experiences, course position in the curriculum sequence,
number of course units), (b) setting their priorities for
student learning, and (c) determining a set of objectives
that can be reasonably accomplished.
5.
Effective
instruction
involves
recognizing
and
draw
on
relevant
bodies
of
knowledge,
and
hand,
dont
yet
have
sufficient
background
and
students
can
see
expert
thinking
in
action
and
Effective
instruction
involves
adopting
58
own learning, the roles instructors assume are critical in
guiding students thinking and behavior. They can take on a
variety
of
roles
in
their
teaching
(e.g.,
synthesizer,
the
instructional
activities.
For
example,
if
the
Effective
instruction
instructors
Teaching
courses
requires
involves
based
on
adapting.
progressively
reflection
They
need
and
to
59
Much
of
this
information
already
exists
(e.g.,
student
with
help
interpreting
from
the
early
university
course
teaching
evaluations,
center
conducting
priorities
are
most
likely
to
be
manageable
and
effective
(https://www.cmu.edu/teaching/principles/teaching.html,
retrieved: 12/29/2015).
Instructional practices in Science must be carefully
chosen for several reasons (Bybee et. al., 2006). Students
may
come
to
the
Science
classroom
with
incorrect
thinking.
more
than
Instruction
teaching
related
content
for
to
Science
students
to
60
Critical
important,
thinking
both
in
Science
historically
and
education
in
is
todays
also
classroom
the
in
todays
discoveries,
related
scientific
and
areas.
understand,
to
and
society,
prepare
Students
assess,
technological
and
the
importance
individuals
must
be
make
advances
for
able
careers
to
decisions
of
new
in
critically
based
on
the
be
et.
able
own
al.
to
(2011)
analyze
arguments,
also
suggested
evidence
make
in
that
students
arguments,
inferences,
and
present
assess
the
appropriate
accuracy,
hypotheses,
These
knowledge
precision,
context,
cause/effect,
concepts
are
of
part
variables,
validity,
correlation,
of
both
and
critical
controls,
reliability,
significance.
thinking
and
for
creativity
and
questioning
provides
an
61
discussions, analyzing journal articles, reading scientific
papers, and other relevant projects promote these skills.
Constructivist
student
centered
instructional
instead
of
practices
teacher
are
centered,
often
providing
of
knowledge
with
broad
applications
for
of
learning.
principles:
But
learners
knowledge
is
(Woolfolk,
2010),
each
variation
actively
construct
constructed
through
compared
to
agrees
on
two
knowledge
and
social
traditional
interactions
practices
in
and
constructivists
individual,
individual
and
stores
examine
and
constructivists.
social
are
how
meaning
sometimes
Constructivism
constructs
the
(Woolfolk,
internal
information,
2010).
is
Psychological
formed
called
revolves
around
representations,
retrieves
for
the
individual
how
the
modifies
information,
and
62
cognitive
constructivism
because
the
focus
lies
on
the
"being
cultural
able
to
tools"
reason,
(Woolfolk,
act,
and
2010,
p.
participate
312).
The
using
process
belong.
Societal
elements
can
be
used
to
bring
present
among
the
staff.
If
staff
members
environment
of
collaboration
among
students.
In
should
be
integrated
into
the
task
and
not
63
all of these things students must be able to work together
in a group or multiple groups to achieve the ultimate goal
while taking ownership of the learning and understanding
the
influences
that
shape
it
(Woolfolk,
2010).
Moreover
year
for
students
to
successfully
understand
it
in
spiral
simple,
curriculum
concrete
in
which
ideas
the
to
work
progresses
complex,
abstract
from
ideas
that
student
positive
outcomes
teacher
(Martinez
behaviors
et.
al.,
produce
1999
in
positive
MacGregor,
as
teachers
who:
1)
make
maximum
use
of
64
synthesis of effective school practices, Kathleen Cotton
(1995, in MacGregor, 2007) listed six domains under the
heading,
classroom
characteristics
and
practices:
1)
3)
instruction,
4)
teacherstudent
affecting
instruction.
In
student
one
study,
achievement
Woolfolk
is
(2010)
classroom
found
that
schools,
The
only
way
beliefs
or
to
improve
outcomes
is
to
improve instruction.
Pedagogical
beliefs
on
teaching
and
nature
of
knowledge
and
knowing
influence
the
classrooms
are
affected
by
their
beliefs,
there
is
65
Pajares
(1992,
in
Schommer-Aikins,
2004)
emphasized
if
teachers
have
an
understanding
of
their
whether
they
differ
in
relation
to
schools'
and
kindergarten
association
beliefs
between
and
status,
Lebanese
practices.
significantly
socioeconomic
teachers.
differ
class
size,
Results
early
Teachers'
on
grade
childhood
beliefs
depending
and
showed
and
schools'
level
they
The
interviews
data
and
suggested
fourteen
that
the
two
classroom
teachers'
66
beliefs and practice were largely consistent in terms of
teaching activities and teaching methods.
Bernardo (2009), studied Investigating the Influence
of Teachers Pedagogical Beliefs and Reported Practices on
Student Achievement in Basic Mathematics investigated the
pedagogical
beliefs
of
the
elementary
and
high
school
beliefs
are
Mathematics
Tradition
consistent
(SMT)
and
with
the
Inquiry
School
Mathematics
show
that
practices
there
in
is
high,
no
difference
average
and
in
low
reported
performing
the
performance
level
of
the
school
and
the
67
data were collected through beliefs and classroom practices
survey and 60-item knowledge test covering several fields
of knowledge. In order to provide a comprehensive picture
of the fifth-grade teachers knowledge, beliefs, and selfreported classroom practices relating to social studies.
The
findings
relationship
of
this
between
study
indicate
teachers
beliefs
that
there
is
and
their
self-
education
program.
The
findings
revealed
the
in
one
early
childhood
teacher
education
teaching
beliefs
of
social
studies
teachers
in
the
68
basic cycle in New York and the extent of the classroom
practice of those beliefs. Views of the sample teachers
were
surveyed
practices.
about
Results
beliefs
were
and
constructive
compared
with
the
classroom
results
of
of
the
teachers
teaching
in
the
social
studies
between
practices
observation
process
teachers
beliefs
in
the
social
of
teaching
in
and
studies
the
constructive
through
social
the
studies
classrooms.
In
the
study
conducted
by
Khader
(2012)
on
Social
achievement
related
to
motivation,
achievement.
The
and
learning
results
approaches
indicated
that
learning
approaches
were
important
determinants
of
goals
and
epistemological
beliefs
as
69
antecedents
of
predicting
cognitive
engagement.
goals,
epistemological
beliefs,
cognitive
population
of
101
(pre-service)
teachers,
they
likely
knowledge.
to
believe
Mastery
goals
epistemological
belief
hypothesis
the
indicating
of
that
in
innate
did
not
variables.
regression
performance
ability
correlate
and
simple
with
any
the
null
Furthermore,
analysis
goals
and
was
simple
rejected,
knowledge
al.,
2005).
relationship
This
between
study
provides
evidence
epistemological
of
beliefs
the
and
achievement goals, and the findings indicated that (preservice) teachers nave epistemological beliefs should be
challenged because they influence meaningful engagement and
achievement goals.
Studies have reported that teachers epistemological
beliefs
influence
teaching
practices
(Brownlee
&
70
with less sophisticated beliefs are more likely to focus on
traditional
basic
curriculum,
concepts.
In
student
testing
addition,
and
teachers
mastery
with
of
more
pedagogical
designed
to
strategies
promote
in
deeper
their
classrooms
learning
and
that
are
reflection,
are
likely
to
influence
the
achievement
or
performance of students.
Synthesis
Fundamentally,
teachers'
Two
influence
of
these
their
that
shape
their
beliefs
classroom
beliefs
that
teachers
practices
are
possess
and
pedagogical
and
teaching
and
teacher-centered.
learning
can
Epistemological
be
student-centered
beliefs
focus
on
or
the
knowledge.
instructional
Teachers
practices
which
have
play
a
an
broad
range
important
role
of
in
71
Previous
researchers
have
supported
the
claim
that
teaching.
Moreover,
researches
showed
how
epistemological
significantly
influence
instructional practices.
beliefs
student
have
been
learning
and
shown
to
teachers
72
Chapter 3
Research Design and Methodology
Study
and
Research
Design,
(2)
Method,
and
(3)
Two,
Method,
describes
the
subjects,
the
data
research
procedure
employed
in
the
conduct
of
the
investigation.
Part
Three,
Statistical
Data
Analyses
Procedure,
beliefs,
constructivist
and
the
categorized
as
epistemological
traditional
beliefs,
and
divided
source
of
knowledge,
control
of
knowledge
73
acquisition
and
instructional
speed
practices
of
knowledge
of
Science
acquisition
teachers
in
on
the
terms
of
independent
pedagogical
variables
beliefs,
constructivist
and
in
categorized
the
the
study
as
traditional
epistemological
were
beliefs,
the
and
divided
source
of
acquisition
and
speed
instructional
practices
knowledge,
of
of
control
knowledge
Science
of
knowledge
acquisition.
teachers
in
terms
The
of
gathered
were
computer-processed
using
the
statistical
tools
such
as
frequency
count,
74
and
One-Way
Analysis
of
Variance
(ANOVA)
were
used
as
Method
Participants
of
Roxas
City,
the
entire
65
population
of
City
School
respectively),
Del
Rosario
School,
and
for
Craftsmen(5
or
7.7%
National
Marcos
respectively),
Philippine
High
School,
Fuentes
Balijuagan
Dumolog
Integrated
National
High
National
School(4
School,
or
High
6.2%
Filamer
75
Saint
Milibili
Roxas,
Inzo
National
Arnoldo
High
Village
School,
Saint
Integrated
Marys
School,
Academy
of
Sofronio
Cordovero
Integrated
School
(2
or
3.1%
respectively).
Table 1
Distribution of Respondents According to School
Name of School
1
3
6
2
5
4
4
4
3
3
2
4
2
1
3
5
2
1
2
8
65
1.5
4.6
9.2
3.1
7.7
6.2
6.2
6.2
4.6
4.6
3.1
6.2
3.1
1.5
4.6
7.7
3.1
1.5
3.1
12.3
100.0
76
Profile of the Respondents
Table
displays
the
distribution
of
the
Science
highest
academic
qualification,
teaching
load,
revealed
that
out
of
the
65
Science
majority of them, 32 or
77
hrs./week). In terms of monthly salary, 30 or 46.2% had
average monthly salary (P 15 000 - P 20 000), 18 or 27.7%
had high monthly salary (above P 20 000) and 17 or 26.2%
had low monthly salary (below P 15 000).
Finally, when grouped according to type of school, 44
or
67.7%
were
from
public
and
21
or
32.3%
were
from
private.
Table 2
Respondents' Profile
Category
Age
Young (below 25 yrs old)
Middle age(26-35 yrs old)
Old (above 35 yrs old)
Sex
Male
Female
Tenure
Short (below 5 yrs)
Average (6-15 yrs)
Long (16 yrs and above)
Highest Academic Qualification
Bachelor's degree
Bachelor degree with Master's degree units
Master's degree
Master's degree with Doctoral degree units
Teaching Load
Underload (below 18hrs/week)
Regular(18-25 hrs/week)
Overload (more than 25 hrs/week)
Monthly Salary
Low (below PhP15,000)
Average (PhP15,000-20,000)
High (above PhP20,000)
Type of School
Public
Private
Total
10
32
23
15.4
49.2
35.4
11
54
16.9
83.1
31
22
12
47.7
33.8
18.5
16
38
5
6
24.6
58.5
7.7
9.2
8
28
29
12.3
43.1
44.6
17
30
18
26.2
46.2
27.7
44
21
65
67.7
32.3
100.0
78
Data-gathering Instrument
The
main
instrument
of
the
study
is
self-
to
gather
characteristics
the
such
Science
as
age,
teachers
sex,
tenure,
personal
academic
and
Learning
Conceptions
Questionnaire
(Chan,
pedagogical
composed
of
et.
al,
beliefs
27
2004)
of
items
was
teachers.
measuring
used
to
The
questionnaire
the
two
evaluate
categories
the
is
of
items,
17
items
(item
nos.
1-17)
Of the
described
the
(item
nos.
18-27)
described
the
constructivist
or
Never
Rarely
Sometimes
Often
Always
79
Scores are separately obtained for the two categories
and were interpreted using the scale below:
4.21
3.41
2.62
1.81
1.00
5.00
4.20
3.40
2.60
1.80
Epistemological
Very high
High
Average
Low
Very low
Belief
Inventory
(EBI).
Teachers
of
general
epistemological
beliefs
such
as
acquisition.
Originally,
it
is
composed
of
28
certainty
of
certain/unchanging
knowledge,
or
whether
changing/tentative.
knowledge
7
items
is
(item
19
knowledge
figures
&
20)
describe
whether
and
the
knowledge
experts
or
belief
is
on
the
transmitted
obtained
source
of
by
authority
through
personal
80
experience. 4 items (item nos. 3, 5, 10 & 12) comprised the
belief about the control of knowledge acquisition, whether
ones ability to acquire knowledge is innate/fixed at birth
or more fluid and changeable.
15
&
21)
make
up
the
belief
describing
the
speed
of
Strongly Disagree
Disagree
Uncertain
Agree
Strongly Agree
Items are totaled and mean score for each of the five
(5) dimensions is computed, resulting to a minimum score of
1 to a maximum score of 5. The five (5) dimensions of
epistemological
beliefs
were
interpreted
using
the
following scale:
Dimension
Sophisticated
(1:00 3:40)
Nave
(3:41 5:00)
Certainty of
Knowledge
Structure of
Knowledge
Source of
Knowledge
Control of
Knowledge
Acquisition
Speed of
Knowledge
Acquisition
Tentative
Certain
Complex
Simple
Personal
Experience
Changeable
Expert/Authority
Gradual
Process
Quick
Innate/Fixed
81
Higher scores indicated more naive beliefs and lower
scores indicated more sophisticated beliefs. According to
Schommer (1994, in Howard et. al., 2000), a person holding
nave belief along all five dimensions generally believes
that: knowledge is simple, clear and specific, resides in
authorities
learned
and
quickly
is
therefore
or
not
at
unchanging,
all
and
concepts
learning
ability
are
is
instructional
practices
of
Science
teachers.
The
namely,
instructional
learning
planning,
environment,
instructional
assessment
and
and
10
items
(item
nos.
40-49)
for
82
professionalism. All items were rated on a 5-point Likerttype scale:
1
2
3
4
5
Never
Seldom
Sometimes
Often
Always
5.00
4.20
3.40
2.60
1.80
Outstanding
Very Satisfactory
Satisfactory
Moderately Satisfactory
Not Satisfactory
Data-Gathering Procedure
Before
the
start
of
data
gathering
procedure,
each
individual
whether
they
item
of
the
questionnaires
measure
the
pedagogical
to
and
and
the
instructional
practices
of
Science
83
teachers. After the validation, the three questionnaires
were pretested to 30 Science teachers of Capiz National
High
School
Cronbach
who
Alpha
were
was
not
used
included
to
in
the
study.
The
determine
the
reliability
questionnaires
Conceptions
such
Questionnaire
Epistemological
Belief
as
the
Teaching
(TLCQ)
Inventory
(Chan,
(EBI)
and
et.
Learning
al,
(Schraw,
2004),
et.
al,
practices
of
coefficients
of
respectively.
More
so,
teachers
0.831,
the
obtained
0.619
individual
the
and
0.976
items
with
the
entire
reliability
questionnaire
test,
the
questionnaires
to
the
questionnaires
were
were
discarded.
researcher
distributed
participants.
gathered,
After
tabulated,
The
the
the
completed
analyzed
and
chapter
using
the
Statistical
Package
for
Social
84
Statistical Data Analyses Procedure
on
the
categories
characteristics
such
as
of
of
Science
age,
teachers
sex,
tenure,
personal
academic
as
to
epistemological
traditional
beliefs
as
and
constructivist,
to
the
five
the
dimensions:
learning
environment,
assessment
and
professionalism
of
Science teachers.
Standard
determine
deviation.
the
This
homogeneity
and
test
was
employed
heterogeneity
of
to
the
for
independent
samples.
Set
at
0.05
alpha
85
and instructional practices of teachers based on sex and
type of school.
Pearson r. This test, set at 0.05 alpha level, was
used
to
between
determine
the
instructional
significance
practices
and
of
the
the
relationship
pedagogical
and
tenure,
salary.
academic
qualification,
teaching
load,
and
86
Chapter 4
Results and Discussions
One,
Descriptive
Data
Analyses,
gives
the
acquisition
categorized
into
strategies,
and
instructional
instructional
learning
planning,
environment,
practices
instructional
assessment
and
professionalism.
Part
Two,
Inferential
Data
Analyses,
presents
the
Data
beliefs
in
of
Table
Science
reveal
the
teachers.
In
level
of
general,
pedagogical
the
Science
87
teachers have high (M=4:10, SD=.35) pedagogical beliefs.
For the two categories, their traditional belief is high
(M=3.42,
SD=.53)
and
the
constructivist
belief
is
very
overall
Science
teachers
possessed
high
level
indicates
strong,
well
pedagogical
that
the
developed
beliefs
Science
and
well
of
teachers
established
years
of
schooling
profession,
teaching
colleagues,
superiors
and
exposures
and
training
with
learning
on
teaching
varied
students,
environments,
active
professional
different
developments
perspectives
with
where
regards
they
to
engaged
teaching
in
and
learning
that
pedagogical
to
their
although
beliefs,
students.
the
Science
these
The
results
teachers
beliefs
further
have
are
high
eclectic,
beliefs.
It
means
that
the
Science
teachers
88
the most effective way for
learning
occurs
as
students
are
actively
involve
in
receiving
students
as
Oftentimes,
the
they
information
makers
believe
facilitating
students
understanding
of
the
of
and
they
meaning
that
teaching
construction
phenomena
they
often
and
is
of
view
knowledge.
process
meaning
of
and
experience, fostering
More
so,
they
also
believe
that
learning
action,
imagination,
invention,
interaction,
from
learning.
their
conventional
views
of
teaching
and
At
some
point,
they
still
believe
and
see
with
students
are
accurate
treated
as
and
complete
passive
knowledge,
recipients
of
where
verified
89
correctness of students learning outcomes. Also, they tend
to
believe
learning
that
effective
process
only
and
occurs
meaningful
teaching
and
when
students
are
the
their
constructivist
beliefs
were
developed
of
the
Philippines,
from
teacher-centered
to
obtaining
their
profession,
the
influence
of
teachers
either
pedagogical
traditional
or
beliefs
can
constructivist,
be
classified
as
many
teachers
are
of
teachers
with
different
belief
profiles
among
90
Chinese and Flander elementary school teachers. They are:
constructivist;
traditional;
Recent
constructivist
and
neither
developments
and
constructivist
in
the
study
of
traditional;
nor
traditional.
personal
beliefs
et.
al.,
2008).
In
the
study
of
Chai
et.al
teachers
are
inclined
towards
constructivist
teachers
constructivist
Taiwanese
nor
teachers
constructivist
are
traditional
towards
they
inclined
teaching
express stronger
teaching,
stronger inclination
neither
traditional
towards
while
inclination
are
Kong
also
the
towards
expressing
teaching.
Table 3
Descriptives of Pedagogical Belief
Category
Pedagogical Belief
Traditional Belief
Constructivist Belief
Mean
4.21
3.41
2.62
1.81
1.00
Score
5.00
4.20
3.40
2.60
1.80
Mean
4.10
3.42
4.78
Description
Very high
High
Average
Low
Very low
SD
.35
.53
.42
Description
High
High
Very High
91
Epistemological Belief of
Science Teachers
As
shown
in
Table
4,
the
overall
epistemological
In
terms
of
certainty
of
knowledge,
they
have
structure
epistemological
of
knowledge,
beliefs
they
(M=3.76,
have
more
SD=.55),
nave-simple
for
source
of
acquisition,
personal
experience
changeable
process
have
(M=3.13
(M=2.80,
(M=2.74
they
SD=.75)
SD=.91),
and
SD=.75)
more
sophisticatedsophisticated-
sophisticated-gradual
epistemological
beliefs
respectively.
The
sophisticated
epistemological
beliefs
indicate
experienced,
complex
and
matured
beliefs
about
the
believe
discovered,
that
knowledge
uncertain,
is
tentative
complex,
and
can
yet
be
to
be
gradually
to
encourage
conceive
students
teaching
as
conceptual
change.
facilitating
and
As
such,
learner-
92
centered, rather than transmitting knowledge and teachercentered
and
they
constructivist
develop
tend
learning
understanding
to
immerse
environment
and
students
that
knowledge
to
allow
through
more
students
personal
and
not
received
figures.
Furthermore,
they
from
the
also
expert/authority
believe
that
For
epistemological
control
belief
of
is
knowledge
acquisition,
their
sophisticated-changeable
which
93
in
terms
of
certainty
and
structure
of
knowledge,
the
nave-simple
Science
respectfully.
teachers
unchangeable.
traditional
believe
that
Furthermore,
perspective
These
knowledge
they
that,
denote
it
view
is
is
that
the
certain
and
knowledge
always
in
absolute
a
and
the
sophistication
of
Science
teachers
and
experiences,
reflective
problems
and
judgments
the
regarding
complex
issues
the
vast
they
went
nave
beliefs
at
some
point,
are
probably,
the
people
they
encounter
who
instilled
them
nave
epistemologies.
The outcome of the study supports the work of Hofer
(2008)
and
Schommer
Epistemological
educational
pursue
(1994,
in
Cheng
et.
beliefs
are
important
researchers
and
psychologists
because
beliefs
about
area
knowledge
al.,
2009.
that
continue
and
many
to
knowing
94
influence
learning
and
can
even
enhance
teaching
can
(Howard
only
et.
sophisticated
be
gradually
al.,
2000).
way
constructivist
of
or
constructed
In
knowing,
by
addition,
regarded
transformative
the
learner
those
with
teaching
perspective.
from
From
study
which
indicated
that
teachers
tended
to
that
knowledge
is
constructed
through
effortful
95
Table 4
Descriptives of Epistemological Belief
Category
Mean
Epistemological Belief
SD
Description
3.17 .62
Sophisticated
Certainty of Knowledge
3.45 .71
Nave-certain
Structure of Knowledge
3.76 .55
Naive-simple
Source of Knowledge
3.13 .91
Sophisticatedpersonal
experience
Control of Knowledge
Acquisition
2.80 .75
Sophisticatedchangeable
Speed of Knowledge
Acquisition
2.74 .83
Sophisticatedgradual process
Dimension
Sophisticated
(1:00 3:40)
Nave
(3:41 5:00)
Certainty of
Knowledge
Structure of
Knowledge
Source of
Knowledge
Control of
Knowledge
Acquisition
Speed of
Knowledge
Acquisition
Tentative
Certain
Complex
Simple
Personal Experience
Expert/Authority
Changeable
inborn/Fixed
Gradual Process
Quick
Instructional Practices of
Science Teachers
In
general,
the
Science
teachers
have
96
terms
of
(M=4.60,
dimensions,
SD=.52),
their
instructional
instructional
planning
strategies
(M=4.58,
teachers
implies
that
the
Science
teachers
are
and
themselves
21st
efficient
as
ideal
century
teachers
teacher.
They
see
always
act
as
who
always
demonstrate
effective
teaching
methods
that
forward
of
assessments.
in
their
students
learning
and
development
Furthermore,
the
who
always
through
result
keep
effective
implies
that
the
the
school
where
they
Department of Education
are
connected
and
by
the
learning
innovations
such
in
as
multiple
education,
exposures
attendance
to
to
varied
in-service
97
classes
heads,
and
evaluation
of
demonstration
assistance
given
by
their
department
teaching
sessions,
the
principals,
and
school
technical
supervisors
and
grouping
allocation
of
methods,
and
decide
instructional
time.
on
the
Besides,
pacing
they
and
always
they
are
outstanding.
This
implies
that
the
is
student-centered
instructional
learning needs.
strategies
and
in
by
order
using
to
meet
variety
of
individual
98
procedures to provide a respectful, positive, safe, student
centered
environment
that
is
conducive
to
learning.
This
analyze,
indicates
and
use
that
all
they
relevant
systematically
data
to
measure
methods,
and
provide
timely
feedback
to
both
practices
from
which
to
choose.
These
(2005)
utilize
Brophy
teachers
described
variety
(1994
as
in
of
successful
instructional
MacGregor,
teachers
teachers
who:
2007)
1)
those
who
practices.
Good
and
described
effective
make
as
maximum
use
of
99
opportunities for students to apply learning, 5) reteach
when
needed,
Moreover,
the
6)
maintain
result
high,
supports
but
the
realistic
following
goals.
small
but
effective
and
more
efficient
posted
in
https://www.cmu.edu/teaching/principles/teaching.html,
retrieved:
12/29/2015
that
1.)
Effective
instruction
that
classroom
aligning
learning
knowledge
teaching;
the
to
2.)
three
objectives,
inform
our
Effective
major
course
design
instruction
components
assessments,
of
and
and
involves
instruction:
instructional
expectations
regarding
learning
objectives
and
knowledge
and
skills
we
choose
to
focus
on;
5.)
100
Table 5
Descriptives of Instructional Practices
Category
Mean
SD
Description
4.63
.46
Outstanding
Instructional Planning
4.60
.52
Outstanding
Instructional Strategies
4.58
.53
Outstanding
Learning Environment
4.72
.45
Outstanding
Assessment
4.53
.59
Outstanding
Professionalism
4.71
.38
Outstanding
Instructional Practices
Mean
4.21
3.41
2.62
1.81
1.00
Score
5.00
4.20
3.40
2.60
1.80
Description
Outstanding
Very Satisfactory
Satisfactory
Moderately Satisfactory
Not Satisfactory
highest
academic
qualification,
teaching
load,
101
when they are classified according to sex, where t (63) = .84, p>.05. Similarly, there is no significant difference
in
the
pedagogical
belief
of
public
and
private
school
Table 6a
t-test in Pedagogical Belief of Sex and Type of School
Category
Mean
SD
df
Sig.
Male
11
4.02
.52
-.84
63
.40n.s
Female
54
4.12
.31
Public
44
4.15
.33
1.53
63
.13n.s
Private
21
4.00
.37
Sex
Type of School
n.s
102
The results indicate that regardless of sex, age, tenure,
highest
academic
qualification,
teaching
load,
monthly
or
female,
experienced
masters
or
young,
more
degree,
or
middle
aged,
experienced,
doctoral
or
old,
bachelors
degree
holder,
less
degree,
underload,
further
indicate
that
the
Science
teachers
have
in
particular
including
the
administrative
support,
attitude
of
colleagues,
school
atmosphere,
students
abilities
and
backgrounds,
unified
curriculum,
profession
and
field
of
specialization.
In
difference
in
pedagogical
belief
of
Science
103
tenure,
highest
academic
qualification,
teaching
load,
Table 6b
Analysis of Variance in Pedagogical Belief of Age, Tenure,
Highest Academic Qualification, Teaching Load and Monthly
Salary
Category
SS
Df
MS
Sig.
.336
.168
1.39
.26n.s
Within Groups
7.487
62
.121
Total
7.823
64
.328
.164
1.36
.27n.s
Within Groups
7.495
62
.121
Total
7.823
64
.07
.97n.s
.02
.98n.s
2.05
.14n.s
Age
Between Groups
Tenure
Between Groups
.029
.010
Within Groups
7.795
61
.128
Total
7.823
64
.004
.002
Within Groups
7.819
62
.126
Total
7.823
64
.486
.243
Within Groups
7.337
62
.118
Total
7.823
64
Teaching Load
Between Groups
Monthly Salary
Between Groups
n.s
104
Difference in Epistemological Belief
of Science Teachers
classified
according
to
sex,
age,
tenure,
highest
in
when
the
epistemological
classified
according
belief
to
sex
of
and
Science
type
of
Table 7a
t-test in Epistemological Belief of Sex and Type of
School
Category
Mean
SD
df
Sig.
Male
11
3.24
.76
.39
63
.70n.s
Female
54
3.16
.59
Public
44
3.25
.65
1.37
63
.17n.s
Private
21
3.02
.53
Sex
Type of School
n.s
105
Likewise,
significant
data
in
difference
Table
in
the
7b
show
that
there
epistemological
is
no
belief
of
highest
academic
qualification,
teaching
load,
degree,
or
doctoral
degree
holder,
underload,
106
them,
the
epistemological
beliefs
(EB)
can
vary
across
they
concluded
that
older
and
more
experienced
resulting
their
less
(over
twenty
believe
ones
experienced
that
Moreover,
from
years
Richardson
characteristics
and
ability.
colleagues,
of
innate
inborn
teaching
abilities
(2003)
the
Veteran
experience)
could
stated
attributes
Compared
that
such
as
the
age,
teachers
tended
impede
to
to
learning.
demographic
gender,
and
monthly
accepted.
salary
and
type
of
school,
is
hereby
107
Table 7b
Analysis of Variance in Epistemological Belief of Age,
Tenure, Highest Academic Qualification, Teaching Load and
Monthly Salary
Category
SS
Df
MS
Sig.
.58
.29
.76
.47n.s
Within Groups
23.75
62
.38
Total
24.34
64
Between Groups
1.33
.66
1.79
.18n.s
Within Groups
23.01
62
.37
Total
24.34
64
1.11
.35n.s
.20
.82n.s
.85
.43n.s
Age
Between Groups
Tenure
1.26
.42
Within Groups
23.08
61
.38
Total
24.34
64
.15
.08
Within Groups
24.19
62
.39
Total
24.34
64
.65
.32
Within Groups
23.69
62
.38
Total
24.34
64
Teaching Load
Between Groups
Monthly Salary
Between Groups
n.s
108
Difference in Instructional Practices
of Science Teachers
The
results
on
the
difference
in
instructional
Table 8a
t-test in Instructional Practices of Sex and Type of
School
Category
Mean
SD
df
Sig.
Male
11
4.76
.36
1.07
63
.29n.s
Female
54
4.60
.47
Public
44
4.69
.42
1.53
63
.13n.s
Private
21
4.51
.51
Sex
Type of School
n.s
109
In
the
same
way,
Table
8b
shows
that
there
is
no
qualification),
(2,
62)
1.13,
.33
academic
qualification,
teaching
load,
monthly
degree,
masters
degree,
or
doctoral
degree
fact
that
the
Science
teachers
are
given
equal
110
techniques and methods for classroom
challenges, improve
Furthermore,
supervised
and
they
evaluated
by
are
constantly
their
department
monitored,
and
school
competence,
learners
achievement,
assessment
of
on
Education
professionalism
to
all
schools
day
to
day
action
teachers
are
their
the
and
guided
by
set
which
and
the
by
the
guide
the
instruction.
same
teaching
learning
effective
and
productive.
Also,
these
111
Table 8b
Analysis of Variance in Instructional Practices of Age,
Tenure, Highest Academic Qualification, Teaching Load and
Monthly Salary
Category
SS
df
MS
Sig.
.27
.13
.63
.53n.s
Within Groups
13.01
62
.21
Total
13.27
64
.59
.29
1.44
.25n.s
Within Groups
12.69
62
.20
Total
13.27
64
.32
.81n.s
1.13
.33n.s
1.06
.35n.s
Age
Between Groups
Tenure
Between Groups
.21
.07
Within Groups
13.07
61
.21
Total
13.27
64
.47
.23
Within Groups
12.81
62
.21
Total
13.27
64
.44
.22
Within Groups
12.83
62
.21
Total
13.27
64
Teaching Load
Between Groups
Monthly Salary
Between Groups
n.s
112
Relationships among Pedagogical
Belief, Epistemological Belief
and Instructional Practices of
Science Teachers
belief,
epistemological
belief
and
not
significantly
correlated
as
evidenced
by
the
pedagogical
and
epistemological
beliefs
of
Science
imply
that
the
instructional
practices
of
high
constructivist
teaching
and
or
low,
and
strong
traditional
learning)
and
or
weak,
beliefs
have
nave
pedagogical
(beliefs
about
epistemological
113
who believe
resides
authorities
in
and
is
therefore
unchanging,
is
beliefs,
innate
who
uncertain,
have
believe
can
processes
or
and
be
that
learned
can
sophisticated epistemological
be
knowledge
is
gradually
constructed
complex
through
by
and
reasoning
himself,
their
though
the
Science
teachers
found
to
have
high
instructional
observed
due
to
practices,
the
reason
no
correlation
is
teachers
are
that
and
modification
of
pedagogical
and
epistemological
their
beliefs.
preexisting
These
factors
give
support
teachers
of
school
no
option
community
but
to
follow,
including
inadequate
administrator,
students
for
the
periodic
assessment
of
114
line
with
their
facilities
and
duties
and
resources
responsibilities,
available
in
inadequate
school,
negative
the
fact
that
regarding
ability
positive
relationship
epistemological
students
level.
On
differ
the
between
beliefs
of
from
one
another
other
hand,
the
pedagogical
teachers
the
indicates
weakand
that
the
of
Science
teachers,
the
more
sophisticated
are
reasoning
processes
and
can
be
constructed
by
that
resides
in
knowledge
is
authorities
simple,
and
is
clear
and
therefore
specific,
unchanging,
each
other.
developed
simultaneously
In
addition,
along
with
these
similar
beliefs
were
experiences,
115
attitudes,
education,
formal
training
and
cultural
background.
As
to
the
epistemological
relationships
beliefs
and
among
pedagogical
instructional
and
practices
of
(2012)
study
that
there
was
no
statistically
concluded
that
there
is
no
relation
between
the
studies.
result
of
However,
Harcariks
the
(2009)
results
study
disagree
which
with
concluded
in
the
that
classroom
practices
in
the
domains
of
(2005)
influence
that
teaching
relationship
the
teachers
practices.
between
epistemological
While
pedagogical
the
and
result
beliefs
on
the
epistemological
116
Elliott (2004) that the traditional beliefs about teaching
were
positively
dimensions
of
and
significantly
epistemic
beliefs:
related
to
innate/fixed
the
three
ability,
no
significant
epistemological
Science
relationships
beliefs
teachers,
is
and
among
pedagogical
instructional
hereby
accepted
and
practices
as
to
of
the
between
the
pedagogical
and
epistemological
beliefs.
Table 9
Pearson r Among Pedagogical Belief, Epistemological Belief
and Instructional Practices
Pedagogical
Belief
Epistemological
Belief
Epistemological
Instructional
Belief
Practices
.298*
.168
Sig.
.016
.181
.052
Sig.
.683
117
Chapter 5
Summary, Conclusions, and Recommendations
One,
Summary
of
the
Problem,
Method,
and
This
pedagogical
study
and
aimed
to
determine
epistemological
the
influence
beliefs
on
of
the
118
Specifically,
it
sought
to
answer
the
following
questions:
1. What is the level of pedagogical belief of Science
teachers
in
terms
of
traditional
and
constructivist
beliefs?
2.
What
is
the
epistemological
belief
of
Science
source
of
knowledge,
control
of
knowledge
What
are
the
instructional
practices
of
Science
learning
environment,
assessment
and
professionalism?
4. Is there a significant difference in pedagogical
belief
of
according
Science
to
age,
teachers
sex,
when
they
tenure,
are
highest
classified
academic
Is
there
significant
difference
in
119
6.
practices
of
according
to
Science
teachers
age,
sex,
when
they
tenure,
are
classified
highest
academic
Are
pedagogical
there
significant
belief,
relationships
epistemological
among
belief,
and
on
the
above
statement
of
the
problem,
the
of
according
Science
to
age,
teachers
sex,
when
they
tenure,
are
highest
classified
academic
There
is
no
significant
difference
in
practices
according
of
to
Science
age,
teachers
sex,
when
tenure,
they
are
highest
classified
academic
120
qualification, teaching load, monthly salary, and type of
school.
4.
There
pedagogical
are
no
belief,
significant
relationships
epistemological
among
belief,
and
entire
65
population
of
secondary
private
and
study
utilized
the
Teaching
and
Learning
data
beliefs
information
personal
respectively.
sheet
was
characteristics.
used
To
Likewise,
to
gather
determine
the
the
the
121
The findings of the present study were the following:
1.
They
epistemological
Science
of
of
generally
beliefs.
teachers
structure
source
are
are
In
terms
of
nave-certain
knowledge,
knowledge.
sophisticated
the
to
hand,
the
of
the
of
the
they
are
believers
other
their
dimensions,
believers
nave-simple
On
as
knowledge,
sophisticated-changeable
believers
of
the
in
the
domains
of
instructional
practices
according
Science
to
age,
teachers
sex,
when
they
tenure,
are
highest
classified
academic
122
5.
No
significant
difference
existed
in
No
significant
difference
existed
in
No
significant
pedagogical
belief,
instructional
practices
weak-positive
correlation
was
epistemological
noted
among
belief
and
of
Science
teachers
relationship
existed
between
however,
pedagogical
Conclusions
In
view
of
the
findings
presented,
the
following
123
the field of teaching, active and constant attendance to
varied
them
orientations,
seminars
and
trainings
that
enable
principles,
methodologies,
techniques,
innovations
and
that
helped
them
to
upgrade
themselves
and
and
non-conventional
beliefs
about
teaching
and
obtaining
their
profession,
the
influence
of
been
brought
up
and
raised.
Consequently,
that
change
from
time
to
time
under
different
124
2.
naive.
Teachers
exposures
to
different
opinions,
complicated
personal
and
professional
problems,
and
knowledge
sophisticated
and
how
beliefs
knowledge
is
about
the
acquired.
nature
However,
of
their
Effective
teaching
instructional
classroom.
practices
This
study
comprising
is
mainly
practices
of
has
that
shown
the
reflected
teachers
the
instructional
on
in
the
the
instructional
planning,
125
This
positive
Science
development
teachers
is
the
in
the
effect
actual
of
performance
several
of
opportunities
teachers
in
order
for
them
to
become
well-equipped
to
improve
their
methodologies,
techniques
and
and
supervisors
the
performance
to
periodic
and
assistant
calibration
document
teachers
superintendent
of
their
performance
to
teaching
in
the
of
planning,
strategies,
competence,
attendance,
school
administrators
and
by
the
Department
of
commendable
classroom
instructional
practices
of
teachers.
4.
across
Teachers
the
personal
pedagogical
beliefs
characteristics
of
do
not
teachers
change
such
as
126
to the same and unified curriculum, educational system and
training
program
teachers,
the
that
same
taught
culture,
and
trained
educational
the
Science
philosophies,
they
have
the
same
personal
and
teaching
that
they
encountered.
similarities
that
prevail
among
the
Because
of
teachers,
these
they
are
different
across
the
age,
sex,
tenure,
highest
academic
have
the
same
learning
experiences,
raised
and
well-equipped
with
the
necessary
skills
to
achieve
workshops
and
other
professional
developments
127
methods
and
practices.
approaches
They
also
that
develop
observe
and
their
follow
classroom
the
same
Science
teachers
pedagogical
belief,
related
and
among
others.
epistemological
However,
beliefs
are
their
positively
of
Science
teachers
do
not
depend
on
their
standards,
policies,
guidelines,
standard
own
manifested
acquisition,
teaching
beliefs
and
about
learning.
knowledge,
More
so,
knowledge
teachers
128
culture
and
community,
parents,
other
teachers,
heads,
pedagogical
and
epistemological
beliefs
beliefs
of
Science
teachers,
the
more
pedagogical
beliefs,
the
more
nave
are
their
sources
experiences,
and
context
lifestyle
simultaneously
through
of
and
intelligence,
culture
experiences,
and
personality,
were
education
developed
and
formal
Recommendations
Knowing
the
results,
the
Science
teachers
can
129
process.
This
reflection,
can
be
achieved
self-awareness
and
through
constant
self-assessment
self-
sessions,
emphasize
on
the
development
of
individual
belief
ensure
effective
Furthermore,
they
can
and
meaningful
continue
to
learning
engage
in
outcome.
situations,
Science
teachers
may
minimize
their
traditional
educational
faithful
philosophies
implementation
of
and
teaching
student-centered
themselves
abreast
of
the
current
trends
and
To
maintain
the
outstanding
instructional
themselves
with
necessary
knowledge
and
skills
to
130
intensify
their
classroom
practices
in
terms
of
Informed
Education
along
encouraged
to
of
the
with
implement
findings,
the
school
periodic
the
Department
administrators
profiling
of
of
are
personal
and
practices.
They
are
further
recommended
to
131
help
teachers
gain
additional
relevant
information
that
Knowing
the
results,
the
students
may
develop
that
of
their
teachers
so
that
they
will
perform
students
to
be
supportive
and
cooperative
to
their
by
successfully
accomplishing
their
responsibilities and assigned tasks and by working hand-inhand with their teachers to create a respectful, positive,
safe
and
interactive
environment
conducive
for
their
learning.
7.
132
their administrators and Department of Education may find
ways to remove all barriers which prevent the teachers from
translating their beliefs into practices in the classroom.
The
Department
of
Education
together
with
the
school
related
practices.
They
to
how
may
to
review
translate
the
the
existing
beliefs
into
policies
and
beliefs
create
supportive
that
teachers
into
actions.
school
will
not
More
so,
they
community
and
environment
encounter
can
difficulties
help
so
in
Future
researchers
are
advised
to
further
study
using
variables
or
factors
that
may
133
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134
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141
APPENDIX A
Communication Letters
142
143
144
145
146
147
148
149
150
151
152
153
154
155
156
157
158
159
160
161
162
163
164
APPENDIX B
Research Instrument
165
Filamer Christian University
GRADUATE SCHOOL
Roxas City
Dear Respondent,
I
am
currently
conducting
a
study
entitled
Pedagogical and Epistemological Beliefs and Instructional
Practices of Science Teachers. I am soliciting your time
to answer the items honestly. Please do not leave any item
unanswered for it is important for the completion of this
research undertaking. Rest assured that all data provided
will be kept confidential. Thank you very much for your
utmost cooperation.
Mr. Adonis P. Besa
MAT Science Student
Part I. Personal Data
Directions: Please fill in the necessary information or put
a check on the space provided which corresponds to your
answer.
Name(optional):_______________________________________
Age: ___________
Sex: ______ Male
______ Female
Tenure
(number
of
years
in
teaching
Science):
__________
Highest Academic Qualification:
______ Bachelors Degree
______ Bachelors Degree with Masters Degree Units
______ Masters Degree
______ Masters Degree with doctoral units
______ Doctoral Degree
Teaching Load (number of hours/units per week):
________
Monthly Salary: _______________________
Type of School:
______ Public ______ Private
Name
of
School:
_______________________________________
166
1. A teachers major
task is to give
students
knowledge/informati
on, assign them
drill and practice,
and test their
recall.
2. During the lesson,
it is important to
keep students
confined to the
textbooks and the
desks.
3. Learning means
remembering what
the teacher has
taught.
4. Good students keep
quiet and follow
teachers
instruction in
class.
5. The
traditional/lecture
method for teaching
is best because it
covers more
information/knowled
ge.
6. It is best if
teachers exercise
as much authority
as possible in the
classroom.
Often
(4)
Sometimes
(3)
Rarely
(2)
Never
(1)
167
Always
(5)
7. Good teaching
occurs when there
is mostly teacher
talk in the
classroom.
8. Learning mainly
involves absorbing
as much information
as possible.
9. Students have to be
called on all the
time to keep them
under control.
10. Teaching is to
provide students
with accurate and
complete knowledge
rather than
encourage them to
discover it.
11. A teachers task
is to correct
learning
misconceptions of
students right away
instead of verify
them for
themselves.
12. No learning can
take place unless
students are
controlled.
13. Teachers should
have control over
what students do
all the time.
14. Learning to teach
simply means
practicing the
ideas from
lecturers without
questioning them.
Often
(4)
Sometimes
(3)
Rarely
(2)
Never
(1)
168
Always
(5)
15. Teaching is
simply telling,
presenting or
explaining the
subject matter.
16. Learning occurs
primarily from
drilling and
practice.
17. It is important
that a teacher
understands the
feelings of the
students.
18. Good teachers
always encourage
students to think
for answers
themselves.
19. Learning means
students have ample
opportunities to
explore, discuss
and express their
ideas.
20. Every child is
unique or special
and deserves an
education tailored
to his or her
particular needs.
21. Effective
teaching encourages
more discussion and
hands on activities
for students.
22. Instruction
should be flexible
enough to
accommodate
individual
differences among
students.
Often
(4)
Sometimes
(3)
Rarely
(2)
Never
(1)
169
Always
(5)
Often
(4)
Sometimes
(3)
Rarely
(2)
Never
(1)
23. Different
objectives and
expectations in
learning should be
applied to
different students.
24. Students should
be given many
opportunities to
express their
ideas.
25. The ideas of
students are
important and
should be carefully
considered.
26. Good teachers
always make their
students feel
important.
Part III. Epistemological Beliefs
Directions: Please indicate how strongly you agree or
disagree with each of the statements listed below.
Strongly
Agree
(5)
1. Most things
worth knowing
are easy to
understand.
2. Students who
learn quickly
are the most
successful.
3. Peoples
intellectual
potential is
fixed at birth.
Agree
(4)
Uncertain
(3)
Disagree
(2)
Strongly
Disagree
(1)
170
Strongly
Agree
(5)
4. Parents should
teach their
children all
there is to
know about
life.
5. Really smart
students dont
have to work as
hard to do well
in school.
6. If a person
tries too hard
to understand a
problem, they
will most
likely end up
being confused.
7. Too many
theories just
complicate
things.
8. The best ideas
are often the
most simple.
9. Instructors
should focus on
facts instead
of theories.
10. How well you
do in school
depends on how
smart you are.
11. If you dont
learn something
quickly, you
wont ever
learn it.
Agree
(4)
Uncertain
(3)
Disagree
(2)
Strongly
Disagree
(1)
171
Strongly Agree Uncertain Disagree Strongly
Agree
(4)
(3)
(2)
Disagree
(5)
(1)
12. Some people
just have knack
(skill) for
learning and
others dont.
13. Things are
simpler than
most professors
would have you
believe.
14. If two
people are
arguing about
something, at
least one of
them must be
wrong.
15. If you
havent
understood a
chapter the
first time
through, going
back over it
wont help.
16. Science is
easy to
understand
because it
contains so
many facts.
17. The more you
know about the
topic, the more
there is to
know.
18. What is true
today will be
true tomorrow.
172
Strongly Agree Uncertain Disagree Strongly
Agree
(4)
(3)
(2)
Disagree
(5)
(1)
19. When someone
in authority
tells me what
to do, I
usually do it.
20. People
shouldnt
question
authority.
21. Working on a
problem with no
quick solution
is a waste of
time.
Part IV. Instructional Practices
Directions: Please indicate the level that best reflects
the extent to which you use each of the practices in
teaching science in your classroom.
I
Always Oftentimes Sometime Seldom Never
(5)
(4)
s
(2)
(1)
(3)
Instructional Planning
1. Set clear,
specific, and
easy to
understand
learning
objectives to
communicate
intended
learning
outcomes.
2. Analyze and
use student
assessment
data to plan
what goals and
objectives to
address.
173
I
3. Develop daily
lesson plans
that are
clear,
logical,
sequential,
and align with
the curriculum
guide.
4. Plan
instruction
effectively
for content
mastery,
pacing, and
transitions.
5. Plan for
instruction to
meet the needs
(learning
style,
multiple
intelligence,
mental
capacity) of
all students.
6. Plan a
learnercentered
environment
that allows
for student
choice,
flexibility,
and
independence.
Always
(5)
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
174
I
7. Sequence
learning
materials and
activities
logically and
develop
appropriate
timelines for
the completion
of
instructional
units of study
8. Evaluate the
quality of
available
resources when
designing a
unit or
lesson.
9. Integrate
other content
areas, related
values and
societal
issues when
appropriate.
10. Collaborate
with one or
more teachers
while
planning,
rather than
plan lessons
alone.
Always
(5)
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
175
I
Always
(5)
Instructional Strategies
11. Use multiple
instructional
materials,
activities,
strategies,
and assessment
techniques to
meet students
needs and
maximize the
learning of
all students.
12. Implement a
variety of
classroom
techniques and
strategies
that enhance
student
motivation and
decrease
discipline
problems.
13. Choose
appropriate
pedagogical
strategies
that can best
present the
content.
14. Provide indepth
explanations
of the content
and covers
higher-order
concepts and
skills
thoroughly.
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
176
I
15. Develop
higher-order
thinking of
students
through
questioning
and problemsolving
activities.
16. See to it
that learning
process and
the outcomes
of learning
have authentic
relevance with
students
life.
17. Make the
learning
studentcentered.
18. Teach
students to
reflect on
learning
progress.
19. Utilize
multiple
levels
(particularly
higher order
thinking) of
questioning to
stimulate
student
thinking and
monitor
student
learning.
Always
(5)
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
177
I
Always
(5)
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
178
26. Establish
clearly
defined
classroom
procedures,
policies and
practices.
27. Use space,
proximity, or
movement
around the
classroom for
nearness to
trouble spots
and to
encourage
attention.
28. Maintain
neat, clean
and orderly
physical
conditions
within the
classroom.
29. Interpret
and respond to
inappropriate
behavior
promptly.
Assessment
30. Use multiple
assessments to
evaluate
students
learning.
31. Encourage
students
selfassessment of
their own
thinking,
reasoning,
processes, and
products.
179
I
32. Develop
well-designed
assessments
that align
with learning
objectives and
curriculum.
33. Design
assessments to
assess both
higher- and
lower-level
content and
skills.
34. Use rubrics
or scoring
guides for
student
assignments,
products, and
projects.
35. Use
assessment
data to selfassess
instructional
effectiveness
and identify
areas of
strengths and
weaknesses.
36. Design
appropriate
interventions
for students
in needs of
additional or
different
forms of
instruction.
37. Check and
return student
work in a
timely manner.
Always
(5)
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
180
I
38. Document
student
progress and
achievement
over time.
39. Share
progress
reports with
students and
parents in a
timely manner.
Professionalism
40. Take
pleasure in
teaching.
41. Demonstrate
interest about
students
personal and
developmental
needs.
42. Adhere to
legal and
ethical
guidelines,
standards for
the
profession,
and school
policies.
43. Demonstrate
professional
behavior and
positive
interaction
with others
44. Demonstrate
involvement in
learning
activities
inside and
outside
school.
Always
(5)
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
181
I
45. Incorporate
learning from
professional
development
activities
into classroom
practice.
46. Support
school change
and
initiatives.
47. Maintain
professional
distance with
students and
parents.
48. Observe
punctuality in
attending
school
functions,
conferences
and other
related
activities.
49. Set high
expectations
for personal
classroom
performance.
Always
(5)
Oftentimes
(4)
Sometime
s
(3)
Seldom
(2)
Never
(1)
182
APPENDIX C
Reliability Test Analysis
183
Reliability Testing
Reliability
Notes
Output Created
21-Dec-2015 14:32:29
Comments
Input
Active Dataset
DataSet0
Filter
<none>
Weight
<none>
Split File
<none>
30
File
Matrix Input
Missing Value Handling
Definition of Missing
Cases Used
Syntax
RELIABILITY
/VARIABLES=VAR00001 VAR00002
VAR00003 VAR00004 VAR00005
VAR00006 VAR00007 VAR00008
VAR00009 VAR00010 VAR00011
VAR00012 VAR00013 VAR00014
VAR00015 VAR00016 VAR00017
VAR00018 VAR00019 VAR00020
VAR00021 VAR00022 VAR00023
VAR00024 VAR00025 VAR00026
VAR00027
VAR00028 VAR00029 VAR00030
/SCALE('Pedagogical Belief') ALL
/MODEL=ALPHA
/SUMMARY=TOTAL.
Resources
Processor Time
0:00:00.031
Elapsed Time
0:00:00.124
184
Valid
30
100.0
.0
30
100.0
Excludeda
Total
Reliability Statistics
Cronbach's
Alpha
N of Items
.831
30
185
Item-Total Statistics
Scale Mean if Item
Scale Variance if
Corrected Item-
Cronbach's Alpha if
Deleted
Item Deleted
Total Correlation
Item Deleted
VAR00001
107.9000
84.852
.694
.814
VAR00002
109.7333
87.099
.401
.823
VAR00003
109.1667
83.385
.534
.817
VAR00004
108.9667
80.447
.641
.812
VAR00005
109.5667
83.909
.596
.816
VAR00006
108.9667
84.516
.499
.819
VAR00007
110.1000
87.266
.420
.823
VAR00008
109.1667
87.178
.342
.826
VAR00009
109.4000
85.007
.572
.817
VAR00010
110.1000
88.300
.353
.825
VAR00011
108.8000
87.407
.302
.828
VAR00012
109.4333
86.599
.455
.821
VAR00013
109.1000
88.783
.432
.823
VAR00014
110.1000
87.197
.331
.827
VAR00015
108.9333
86.271
.458
.821
VAR00016
109.5667
88.599
.343
.826
VAR00017
108.4667
91.568
.128
.834
VAR00018
108.2000
90.855
.241
.829
VAR00019
107.5667
92.185
.217
.829
VAR00020
107.6333
92.171
.180
.830
VAR00021
107.4333
92.254
.262
.828
VAR00022
107.6333
94.792
-.045
.836
VAR00023
107.5000
93.293
.118
.831
VAR00024
107.5000
93.017
.148
.831
VAR00025
107.7000
95.183
-.082
.835
VAR00026
107.6000
92.455
.159
.831
VAR00027
107.8333
90.282
.236
.829
VAR00028
107.5000
91.431
.320
.827
VAR00029
107.5667
91.426
.295
.827
VAR00030
107.5667
90.599
.332
.826
186
Notes
Output Created
21-Dec-2015 14:38:37
Comments
Input
Active Dataset
DataSet0
Filter
<none>
Weight
<none>
Split File
<none>
30
Matrix Input
Missing Value Handling
Definition of Missing
Cases Used
Syntax
RELIABILITY
/VARIABLES=VAR00001 VAR00002
VAR00003 VAR00004 VAR00005
VAR00006 VAR00007 VAR00008
VAR00009 VAR00010 VAR00011
VAR00012 VAR00013 VAR00014
VAR00015 VAR00016 VAR00017
VAR00018 VAR00019 VAR00020
VAR00021 VAR00022 VAR00023
VAR00024 VAR00025 VAR00026
VAR00027
VAR00028 VAR00029 VAR00030
VAR00031 VAR00032 VAR00033
VAR00034 VAR00035 VAR00036
VAR00037 VAR00038 VAR00039
VAR00040 VAR00041 VAR00042
VAR00043 VAR00044 VAR00045
VAR00046 VAR00047 VAR00048
VAR00049 VAR00050
/SCALE('Instructional Practices') ALL
/MODEL=ALPHA
/SUMMARY=TOTAL.
187
Resources
Processor Time
0:00:00.078
Elapsed Time
0:00:00.250
Valid
Excludeda
Total
%
30
100.0
.0
30
100.0
Reliability Statistics
Cronbach's
Alpha
N of Items
.976
50
188
Item-Total Statistics
Cronbach's
Scale Mean if
Item Deleted
Total Correlation
Alpha if Item
Deleted
VAR00001
221.9333
343.720
.519
.976
VAR00002
222.2000
340.993
.559
.976
VAR00003
221.9333
341.306
.643
.976
VAR00004
222.0333
341.826
.584
.976
VAR00005
222.1000
339.334
.696
.975
VAR00006
222.0667
343.789
.549
.976
VAR00007
222.1667
345.178
.415
.976
VAR00008
222.0000
340.621
.743
.975
VAR00009
222.0000
342.897
.615
.976
VAR00010
222.2000
339.200
.586
.976
VAR00011
221.9333
342.823
.653
.975
VAR00012
222.1000
341.541
.667
.975
VAR00013
222.1667
338.626
.661
.975
VAR00014
222.0667
338.616
.735
.975
VAR00015
222.0667
339.030
.810
.975
VAR00016
222.0000
341.034
.720
.975
VAR00017
222.0333
343.482
.573
.976
VAR00018
222.3333
340.230
.699
.975
VAR00019
222.1333
340.464
.724
.975
VAR00020
222.1000
339.886
.757
.975
VAR00021
221.8667
345.016
.570
.976
VAR00022
222.0000
340.276
.763
.975
VAR00023
221.9000
344.093
.600
.976
VAR00024
221.9333
343.168
.633
.976
VAR00025
221.8667
345.154
.561
.976
VAR00026
222.0000
339.586
.802
.975
VAR00027
222.0667
339.926
.760
.975
VAR00028
222.0333
340.516
.648
.975
VAR00029
222.1667
341.592
.530
.976
VAR00030
222.6000
347.007
.221
.977
189
VAR00031
222.1667
337.247
.798
.975
VAR00032
222.2333
336.461
.848
.975
VAR00033
222.2333
337.564
.794
.975
VAR00034
222.1667
337.109
.804
.975
VAR00035
222.0333
337.826
.781
.975
VAR00036
222.1667
337.868
.767
.975
VAR00037
222.2667
340.202
.605
.976
VAR00038
222.4000
339.834
.560
.976
VAR00039
222.3000
339.872
.701
.975
VAR00040
222.2333
339.909
.678
.975
VAR00041
222.0333
342.792
.537
.976
VAR00042
222.0667
342.961
.594
.976
VAR00043
222.0000
339.724
.794
.975
VAR00044
222.1000
336.714
.824
.975
VAR00045
222.1000
336.024
.776
.975
VAR00046
222.1000
336.024
.776
.975
VAR00047
222.0667
336.616
.753
.975
VAR00048
222.0667
341.030
.617
.976
VAR00049
222.1667
335.316
.808
.975
VAR00050
222.1333
340.257
.735
.975
190
Reliability
Notes
Output Created
21-Dec-2015 14:36:00
Comments
Input
Active Dataset
DataSet0
Filter
<none>
Weight
<none>
Split File
<none>
30
File
Matrix Input
Missing Value Handling
Definition of Missing
Cases Used
Syntax
RELIABILITY
/VARIABLES=VAR00001 VAR00002
VAR00003 VAR00004 VAR00005
VAR00006 VAR00007 VAR00008
VAR00009 VAR00010 VAR00011
VAR00012 VAR00013 VAR00014
VAR00015 VAR00016 VAR00017
VAR00018 VAR00019 VAR00020
VAR00021 VAR00022 VAR00023
VAR00024 VAR00025 VAR00026
VAR00027
VAR00028
/SCALE('Epistemological Belief') ALL
/MODEL=ALPHA
/SUMMARY=TOTAL.
Resources
Processor Time
0:00:00.047
Elapsed Time
0:00:00.140
191
Valid
Excludeda
Total
%
30
100.0
.0
30
100.0
Reliability Statistics
Cronbach's
Alpha
N of Items
.619
28
192
Item-Total Statistics
Cronbach's
Scale Mean if
Item Deleted
Total Correlation
Alpha if Item
Deleted
VAR00001
82.7000
57.941
.480
.582
VAR00002
83.6000
71.076
-.420
.671
VAR00003
83.4333
62.116
.135
.615
VAR00004
82.2667
64.823
-.052
.634
VAR00005
84.2333
58.737
.442
.587
VAR00006
82.9667
72.102
-.477
.676
VAR00007
82.2000
60.579
.236
.605
VAR00008
84.4667
61.913
.179
.611
VAR00009
83.9333
58.685
.396
.589
VAR00010
83.7333
59.168
.460
.588
VAR00011
82.5333
59.292
.390
.592
VAR00012
82.8333
62.282
.133
.615
VAR00013
81.9000
64.162
.030
.622
VAR00014
83.7333
53.651
.640
.554
VAR00015
84.2333
58.047
.402
.587
VAR00016
83.6000
59.697
.198
.609
VAR00017
83.2333
59.633
.307
.598
VAR00018
83.6000
56.938
.392
.584
VAR00019
83.4667
67.913
-.239
.654
VAR00020
84.6000
57.972
.539
.580
VAR00021
82.8333
61.661
.225
.607
VAR00022
82.7667
62.668
.109
.617
VAR00023
83.4667
55.913
.372
.584
VAR00024
83.1333
71.085
-.425
.670
VAR00025
83.5333
54.602
.575
.563
VAR00026
84.0000
56.828
.539
.575
VAR00027
84.2667
57.444
.395
.586
VAR00028
83.3333
67.885
-.220
.661
193
APPENDIX D
Statistical Analyses
194
Statistical Analysis
Descriptives
Notes
Output Created
20-Jan-2016 15:01:50
Comments
Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>
Definition of Missing
65
User defined missing values are treated as
missing.
Cases Used
Syntax
Resources
Processor Time
0:00:00.016
Elapsed Time
0:00:00.079
195
Descriptive Statistics
N
Minimum
Maximum
Mean
Std. Deviation
Pedagogical Belief
65
3.03
4.69
4.0995
.34962
Traditional Belief
65
1.94
4.47
3.4217
.52845
Constructivist Belief
65
3.00
5.00
4.7769
.41562
Epistemological Belief
65
2.33
4.71
3.1732
.61667
Certainty of Knowledge
65
2.00
5.00
3.4471
.71041
Structure of Knowledge
65
2.43
4.86
3.7589
.54948
Source of Knowledge
65
1.50
5.00
3.1308
.90690
65
1.00
4.50
2.7962
.74986
65
1.60
4.80
2.7385
.82910
Instructional Practices
65
3.08
5.00
4.6298
.45543
Instructional Planning
65
3.00
5.00
4.6031
.52320
Instructional Strategies
65
3.00
5.00
4.5769
.53085
Learning Environment
65
3.22
5.00
4.7217
.45293
Assessment
65
2.20
5.00
4.5338
.59009
Professionalism
65
3.80
5.00
4.7138
.38401
Valid N (listwise)
65
196
T-Test
Notes
Output Created
20-Jan-2016 15:03:25
Comments
Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>
65
Definition of Missing
Cases Used
Syntax
T-TEST GROUPS=sex(1 2)
/MISSING=ANALYSIS
/VARIABLES=pedagogical epistemological
practices
/CRITERIA=CI(.95).
Resources
Processor Time
0:00:00.047
Elapsed Time
0:00:00.327
Group Statistics
Sex
Pedagogical Belief
Epistemological Belief
Instructional Practices
Mean
Std. Deviation
male
11
4.0182
.51569
.15549
female
54
4.1161
.30948
.04211
male
11
3.2400
.75565
.22784
female
54
3.1596
.59191
.08055
male
11
4.7636
.35987
.10850
female
54
4.6026
.47070
.06405
197
F
Pedagogical
Equal
Belief
variances
7.227
Sig.
.009 -.845
df
Mean
Std. Error
Upper
63
.401
-.09793
-.608 11.509
.555
-.09793
63
.697
.08037
.333 12.619
.745
.08037
63
.289
.16104
1.278 17.777
.218
.16104
assumed
Equal
variances not
assumed
Epistemological Equal
Belief
.319
.574 .391
variances
assumed
Equal
variances not
assumed
Instructional
Equal
Practices
variances
1.249
.268 1.070
assumed
Equal
variances not
assumed
198
Oneway
Notes
Output Created
20-Jan-2016 15:04:34
Comments
Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>
65
Definition of Missing
Cases Used
Syntax
Resources
Processor Time
0:00:00.031
Elapsed Time
0:00:00.046
ANOVA
Sum of
Squares
Pedagogical Belief
Between Groups
df
Mean Square
.336
.168
Within Groups
7.487
62
.121
Total
7.823
64
.584
.292
Within Groups
23.754
62
.383
Total
24.338
64
.266
.133
Within Groups
13.008
62
.210
Total
13.275
64
Sig.
1.392
.256
.762
.471
.635
.534
199
Oneway
Notes
Output Created
20-Jan-2016 15:04:51
Comments
Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>
65
Definition of Missing
Cases Used
Syntax
Resources
Processor Time
0:00:00.015
Elapsed Time
0:00:00.016
ANOVA
Sum of
Squares
Pedagogical Belief
Between Groups
df
Mean Square
.328
.164
Within Groups
7.495
62
.121
Total
7.823
64
1.326
.663
Within Groups
23.012
62
.371
Total
24.338
64
.589
.294
Within Groups
12.686
62
.205
Total
13.275
64
Sig.
1.357
.265
1.786
.176
1.439
.245
200
Oneway
Notes
Output Created
20-Jan-2016 15:05:06
Comments
Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>
65
Definition of Missing
Cases Used
Syntax
Resources
Processor Time
0:00:00.032
Elapsed Time
0:00:00.032
ANOVA
Sum of
Squares
Pedagogical Belief
Between Groups
df
Mean Square
.029
.010
Within Groups
7.795
61
.128
Total
7.823
64
1.260
.420
Within Groups
23.078
61
.378
Total
24.338
64
.208
.069
Within Groups
13.067
61
.214
Total
13.275
64
Sig.
.075
.973
1.110
.352
.324
.808
201
Oneway
Notes
Output Created
20-Jan-2016 15:05:21
Comments
Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>
65
Definition of Missing
Cases Used
Syntax
Resources
Processor Time
0:00:00.031
Elapsed Time
0:00:00.031
ANOVA
Sum of
Squares
Pedagogical Belief
Between Groups
df
Mean Square
.004
.002
Within Groups
7.819
62
.126
Total
7.823
64
.153
.076
Within Groups
24.185
62
.390
Total
24.338
64
.467
.233
Within Groups
12.808
62
.207
Total
13.275
64
Sig.
.016
.984
.196
.822
1.130
.330
202
Oneway
Notes
Output Created
20-Jan-2016 15:05:35
Comments
Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>
65
Definition of Missing
Cases Used
Syntax
Resources
Processor Time
0:00:00.015
Elapsed Time
0:00:00.030
ANOVA
Sum of
Squares
Pedagogical Belief
Between Groups
df
Mean Square
.486
.243
Within Groups
7.337
62
.118
Total
7.823
64
.649
.324
Within Groups
23.689
62
.382
Total
24.338
64
.440
.220
Within Groups
12.835
62
.207
Total
13.275
64
Sig.
2.055
.137
.849
.433
1.063
.352
203
T-Test
Notes
Output Created
20-Jan-2016 15:06:21
Comments
Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>
Definition of Missing
65
User defined missing values are treated as
missing.
Cases Used
Syntax
T-TEST GROUPS=school(1 2)
/MISSING=ANALYSIS
/VARIABLES=pedagogical epistemological
practices
/CRITERIA=CI(.95).
Resources
Processor Time
0:00:00.032
Elapsed Time
0:00:00.048
Group Statistics
Type of
School
Pedagogical Belief
Epistemological Belief
Instructional Practices
Mean
Std. Deviation
public
44
4.1450
.33495
.05049
private
21
4.0043
.36861
.08044
public
44
3.2452
.64711
.09756
private
21
3.0224
.53037
.11574
public
44
4.6889
.41775
.06298
private
21
4.5062
.51459
.11229
204
F
Pedagogical
Equal
Belief
variances
.461
Sig.
.500 1.533
df
Mean
Std. Error
.130
.14071
1.482 36.250
.147
.14071
63
.175
.22285
1.472 47.390
.148
.22285
63
.132
.18267
1.419 33.040
.165
.18267
assumed
Equal
variances not
assumed
Epistemological Equal
Belief
1.119
.294 1.372
variances
assumed
Equal
variances not
assumed
Instructional
Equal
Practices
variances
2.101
.152 1.528
assumed
Equal
variances not
assumed
205
Frequencies
Notes
Output Created
20-Jan-2016 15:38:13
Comments
Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>
65
File
Missing Value Handling
Definition of Missing
Cases Used
Syntax
Resources
Processor Time
0:00:00.015
Elapsed Time
0:00:00.062
Statistics
Highest
Age
N
Valid
Missing
Sex
Tenure
Academic
Teaching
Monthly
Type of
Qualification
Load
Salary
School
65
65
65
65
65
65
65
206
Frequency Table
Age
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
10
15.4
15.4
15.4
32
49.2
49.2
64.6
23
35.4
35.4
100.0
Total
65
100.0
100.0
Sex
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
male
11
16.9
16.9
16.9
female
54
83.1
83.1
100.0
Total
65
100.0
100.0
Tenure
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
31
47.7
47.7
47.7
22
33.8
33.8
81.5
12
18.5
18.5
100.0
Total
65
100.0
100.0
Percent
Valid Percent
Percent
Bachelor's degree
16
24.6
24.6
24.6
38
58.5
58.5
83.1
Master's degree
7.7
7.7
90.8
9.2
9.2
100.0
207
Percent
Valid Percent
Percent
Bachelor's degree
16
24.6
24.6
24.6
38
58.5
58.5
83.1
Master's degree
7.7
7.7
90.8
9.2
9.2
100.0
65
100.0
100.0
Total
Teaching Load
Cumulative
Frequency
Valid
Percent
Valid Percent
Percent
12.3
12.3
12.3
28
43.1
43.1
55.4
29
44.6
44.6
100.0
65
100.0
100.0
hrs/week)
Total
Monthly Salary
Cumulative
Frequency
Valid
Percent
Valid Percent
17
26.2
26.2
26.2
Average (PhP15,000-20,000)
30
46.2
46.2
72.3
18
27.7
27.7
100.0
Total
65
100.0
100.0
Type of School
Cumulative
Frequency
Valid
Percent
Percent
Valid Percent
Percent
public
44
67.7
67.7
67.7
private
21
32.3
32.3
100.0
Total
65
100.0
100.0
208
Correlations
Notes
Output Created
20-Jan-2016 19:08:58
Comments
Input
Data
C:\Users\root\Desktop\adonis\data.sav
Active Dataset
DataSet1
Filter
<none>
Weight
<none>
Split File
<none>
65
File
Missing Value Handling
Definition of Missing
Cases Used
Syntax
CORRELATIONS
/VARIABLES=pedagogical
epistemological practices
/PRINT=TWOTAIL NOSIG
/MISSING=PAIRWISE.
Resources
Processor Time
0:00:00.046
Elapsed Time
0:00:00.078
209
Correlations
Pedagogical Belief
Pedagogical
Epistemological
Instructional
Belief
Belief
Practices
.298*
.168
.016
.181
65
65
65
Pearson Correlation
.298*
.052
Sig. (2-tailed)
.016
Pearson Correlation
Sig. (2-tailed)
N
Epistemological Belief
N
Instructional Practices
.683
65
65
65
Pearson Correlation
.168
.052
Sig. (2-tailed)
.181
.683
65
65
N
*. Correlation is significant at the 0.05 level (2-tailed).
65
210
APPENDIX E
Curriculum Vitae
211
CURRICULUM VITAE
I.
PERSONAL INFORMATION
Name: Adonis Padios Besa
Address: Brgy. Punta Tabuc, Roxas City
Age: 32 years old
Date of Birth: March 11, 1984
Place of Birth: Brgy. Pari-an, Sigma, Capiz
Fathers Name: Juan Cabanus Besa
Mothers Name: Adora Paclibar Padios
Citizenship: Filipino
Religion: Roman Catholic
Civil Status: Single
Height: 58
Weight: 52 kg.
Language Spoken: English, Filipino, Hiligaynon
II.
EDUCATIONAL ATTAINMENT
A. GRADUATE EDUCATION: Filamer Christian University,
Roxas City
B. TERTIARY EDUCATION: Filamer Christian College,
Roxas City
212
C. SECONDARY EDUCATION: Panay State Polytechnic
College Sigma Campus (now CAPSU Sigma), Sigma,
Capiz
D. ELEMENTARY EDUCATION: Sigma Elementary School,
Sigma, Capiz
IV.
213
G. Outstanding Delegate during the 2013 National
Student Leaders Congress and 2013 National
Teacher Advisers Convention, December 20, 2013
H. Coach of the First Place winner in the Group Story
Telling (Elem. Level), 2013 CAPRISA Language
Festival, October 2, 2013
I. Resource
Speaker
of
the
topics
Curriculum
Assessment, Conflict and Stress Management and
Parliamentary Procedure during the SMAC INSET 2013,
May 2013
J. Coach of the First Place winners in the Individual
Mega Quiz Bee (Grade 7 Category) and Group Mega
Quiz Bee, 2013 Roxas City Division Scilympics,
September 2013
K. Organizer and Speaker during
Marian Council I Lead Camp
the
First
Ignacian
214
Q. Trainer
of
the
First
Place
winner
in
the
Landscaping
Contest,
2012
Division
CPTLE/Technolympics (Secondary Level), November 24,
2012
R. Science Coordinator, 2012 PSYSC National, PSYSC
Science Olympiad, I teach Seminar and SUMMIT
MathSciAka, September 9, 2012
S. Outstanding
Private
School
Supreme
Student
Government Adviser (Secondary) for S.Y. 2010-2011,
2011 Roxas City Division Harvest of Excellence,
December 28, 2011
T. Contest Administrator/Judge, Roxas City Division
Student Technologists and Entrepreneurs of the
Philippines
(STEP)
Skills
Development
and
Competitions (Secondary Level), December 2, 2011
U. Coach of the First Place winner in the Character
Impersonation
(Secondary
Level),
2011
CAPRISA
Language Festival,
V. Most Participative Adviser, 2011 National Youth
Science, Technology, and Environment Summer Camp,
April 10, 2011
W. Trainer of the Third Place winner in the Character
Impersonation,
5th
PRISSAAP
Regional
English
Language Festival, February 4, 2011
X. Trainer/Coach of the First Place winner in the
Character
Impersonation
(Secondary
Level,3rd
CAPRISA English Festival 2008, September 22, 2008
Y. Honor Student
Secondary Valedictorian
Tertiary Magna Cum Laude
Z. Student Activity Coordinator, Saint Marys Academy
of Capiz, S.Y. 2009 2013
AA. Student Council Adviser, Saint Marys Academy of
Capiz, S.Y. 2011 2013
215
BB. Science Club Moderator,
Capiz, S.Y. 2009 2011
V.
Saint
EMPLOYMENT RECORD
1. Dumolog National High School
February 2015 - to present
2. Saint Marys Academy of Capiz
June 2005 - March 2014
Marys
Academy
of