FEd Theses and Dissertations

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Theses and dissertations by graduate students from the Faculty of Education.

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Browsing FEd Theses and Dissertations by Subject "Research Subject Categories::NATURAL SCIENCES::Chemistry"
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    Constructivist Approach: Its Impact on Prospective Maguidanaoan Teachers' Conceptions of Selected Topics in Environmental Chemistry
    ( 2004) Cabading, Evelyn T.
    This study attempted to develop and evaluate the effectiveness of constructivist teaching guides in teaching the concepts of soil and water chemistry in the environment and investigate the change in the conception of prospective Maguindanaon teachers. It also looked into the influence of traditional practices and beliefs of the students on the change of their conceptions from everyday views to scientific views. The study made use of quasi-experimental research design and involved the third year Bachelor of Science in Islamic Studies students at the University of Southern Mindano, Kabacan, Cotabato enrolled in Environmental Issues were used and randomly assigned as the control and experimental groups. The control group underwent traditional lecture method (TLM) while the developed teaching guides based on constructivist teaching approaches (CTA) were used in the experimental group. Seven teaching guides base on constructivist teaching approaches (CTA) developed in soil and water, namely: (1) Use of Water; (2) The Water Cycle; (3) Water, A Unique Substance; (4) Water Pollution; (5) Water Treatment; (6) Soils; and (7) Issues and Concerns About Soil. Each lesson consisted of the following: (a) background information, which provides the teacher on overview of the lesson and the traditional practices and beliefs of the students that may influence their understanding of the lesson; (b) objectives, which include the process skills and values to be developed; and (c) teaching sequence, which was patterned after Trowbirdge and Bybee (1996) and consisted of five phases, namely: engagement, exploration, explanation, elaboration and evaluation. The traditional practices and beliefs of the students related to the lesson were brought up in the engagement phase in the elaboration phase of the teaching guide. To determine their predominant everyday concepts and change of their everyday concepts to scientific concepts, students gave explanations for their answers in the multiple-choice questions. Their answers on the soil and water practices and beliefs scale were correlated with their gain scores to determine the influence of their traditional practices and beliefs in their conceptual change. The findings show that majority of the students in the experimental and control groups exhibited everyday concepts before intervention. These include their traditional beliefs and practices, their previous experiences and what they observe happening around them. The developed teaching guides bases on constructivist teaching approaches are effective in facilitating conceptual change of the students from everyday views to scientific views as shows by significantly higher posttest mean scores of the students in the experimental group. Further analysis revealed that the teaching guides are effective only concepts related to uses/importance of water, water cycle, unique properties of water, water treatment and issues and concerns about soil. There are traditional beliefs found to hinder or facilitate the conceptual change of the students. These beliefs relate to concepts about uses of water, water cycle, water pollution, water treatment, importance and composition of soil. Traditional beliefs which are negatively correlated with the gain scores of the students hinder their conceptual change when used as distractors in the question while those that are positively correlated to the scientific answer facilitate their conceptual change.
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    Development and Validation of Small-Scale Chemistry Experiments Using Local Materials
    ( 2013) Diopenes, Georgina Angeles
    Small-scale chemistry experiments were developed and validated in response to a perceived need to carry out laboratory chemistry activities individually among freshmen in tertiary institutions and to disseminate widely a laboratory capability for chemistry activities among secondary schools. For this purpose, the researcher developed and validated a General Chemistry Laboratory Module of Small-Scale Experiments on the following topics: Element, Compound and Mixture; Physical and Chemical Changes; Ionic and Covalent Bonding; Types of Chemical Reactions; and Acids and Bases. Accordingly, the study investigated the effects of the small-scale chemistry experiments on achievement, concept understanding, level of participation, and attitude of students. The study is quasi-experimental and followed a non-equivalent pretest-posttest control design. Forty-four freshman B.S Medical Technology students enrolled in Chemistry 101 served as participants. The experimental and control groups consisted of five groups each composed of 22 students. They were drawn through random selection from the ten peer-defined groups formed in the laboratory class at the start of the semester. The experimental group used the develop small-scale chemistry experiments while the control group used the traditional macroscale laboratory experiments. Validated multiple-choice test with a KR-20 of 0.66 over the five percent topics, measured the achievement of the students while concept mapping assessed their conceptual understanding the concept maps were scored by the researcher and validated by another expert. Interrater reliability averaged 0.81 and 0.85 for pretest and posttest results respectively. Results show, in general, again in achievement and concept understanding between pretest and posttest for each group, with the experimental group exhibiting a higher overall mean of percent gain both achievement and conceptual understanding. The two groups, however, do not significantly differ in achievement and conceptual understanding in each test period. The multiple-choice test and concept map scored of the experimental group show remarkable associations in the five experiments in both pretest and posttest. Independent observers monitored the level of participation in each group in every experiment using the rubric developed by the researcher. Although both groups were required to submit individual laboratory reports, the experimental group has a higher mean of level of participation than the control group. The level of participation of the two groups differs significantly across the behavioral indicators and across student differences. The attitudes of students towards chemistry laboratory activity and small-scale chemistry experiments were also surveyed by the researcher. Quantitatively, there is no significant difference in the means of the experimental and control groups regarding the different aspects of laboratory work; but the experimental group has 70% favorable shifts in attitudes compared to the control group. On the attitudes of students towards small-scale chemistry experiments, the experimental group agrees the latter are real experiments, help them in understanding concept better, and are fun to do. The control group on the other hand, finds small-scale chemistry experiments more demanding than the traditional laboratory experiments but also wants to do them, All things considered, small-scale chemistry experiments have shown themselves to be as pedagogically effective as the traditional laboratory experiments with the added values of being environment friendly and inexpensive.
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    Effect of Flipped Classroom With Peer Instruction (FCPI) on The Chemistry Achievement and Classroom Environment of Grade 7 JHS Students
    ( 2019) Macale, Aphrodite M.
    This study used a two-group quasi-experimental pretest-posttest research design to determine the effect of flipped classroom with peer instruction (FCPI) on the chemistry achievement and classroom environment of Grade 7 junior high school students. In the flipped classroom with peer instruction setting, the students were introduced to the lesson using the science courseware developed by the Department of Science and Technology (DOST) and the researcher-modified science videos. The teacher focused the discussion during class on concept questions which were answered using peer instruction. The traditional classroom with peer instruction (TCPI) set-up is a variation of the traditional lecture method with the students made to answer formative assessments with peers. The effectiveness of the treatment was measured using a researcher-developed chemistry achievement test supplemented by classroom observations, journal entries, perception survey, and focus group discussions. Results showed that the two groups of students significantly increase their Chemistry achievement after the implementation of the strategies. However, it was worth noting that the students in the FCPI set0up gained more than the students in the TCPI set-up in terms of Chemistry achievement. The estimated increase in the Chemistry achievement of the students in the FCPI set-up was 4.99% while the students in the TCPI set-up only had a 3.67% increase. The results of the survey on the student participation in class showed that the students in the FCPI set-up demonstrated better classroom participation than the students in the TCPI set-up. The design of the FCPI implemented in this study made students complete their assigned tasks on time, show a cooperative and supportive attitude during classroom discussion and activities, share ideas in class, and show respect for the opinion of others. The students in the TCPI set-up performed poorly on these aspects of classroom participation. In terms of classroom environment, the FCPI set-up scored better than the TCPI set-up in the following aspects of the classroom observation: positive climate, teacher sensitivity, regard for student perspective, behavior management, productivity, quality of feedback, language modeling, instructional learning format, and concept development. Statistical analysis showed that there was sufficient evidence to say that the classroom environment in-class observation days 8, 9, 10, 13, and 14 were significantly different for the two classroom set-ups with the FCPI set-up showing a better classroom environment.
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    Effects of Contrastive and Generative Teaching Strategy in Chemistry
    ( 2005) Malindog Jr., Esteban A.
    This study evaluated the effectiveness of contrastive and generative teaching strategy in teaching the concepts of the mole, stoichiometry, and molarity among third year high school students. Contrastive and generative teaching strategy refers to those instances in which an unfamiliar domain is made understandable through a more familiar domain during class discussion. This study specifically investigated the change in students’ conceptual understanding, problem-solving abilities, and attitude towards chemistry using paper and pencil tests and interview. This study made use of quasi-experimental research design involving intact classes, with a total of 98 students, assigned as control group (n = 49) and experimental group (n = 49). The control group underwent traditional lecture method while contrastive and generative teaching strategy was used for the experimental group. Lawson’s Classroom Test of Scientific Reasoning was used to identify the cognitive level of students selected for case studies in determining attitude change towards chemistry, conceptual understanding, and problem-solving skills. The same test was used to determine to equivalence of the two groups of students in terms of ability to learn the mole concept, stoichiometry, and molarity. To avoid bias, five parallel lesson plans were developed – one set for the control group and another set of lesson plans for the experimental group. The first three lesson plans pertained to the mole; the last two lesson plans focused on stoichiometry and molarity. Students’ conceptual understanding and problem-solving performance were assessed both before and after completing the required lessons using assessment tests. The tests were consisting of four types of questions – fixed response multiple-choice, modified multiple-choice, fixed multiple-choice problems, and open-ended problems. On the other hand, students’ attitude towards chemistry were assessed using an attitude questionnaire. The results indicate that teaching with analogies improved the quality of students’ conceptual understanding and completeness of students’ solutions to the numerical open problems more than traditional teaching, but there was no significant difference in attitude between two groups of students. However, interview transcripts of representative students coming from the experimental group revealed that they like contrastive and generative teaching because it helped them understand and visualize abstract chemistry concepts and ideas. One misconception on stoichiometry was also identified which is not cited in my research literature.
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    Effects of Language and Other Correlates in Learning College Organic Chemistry
    ( 2012) Magistrado-Saong, Marilou
    English is used as a Second Language across the Philippine curriculum including the tertiary level but literature still lacks evidence concerning the effectiveness of the use of the second language in science teaching. Science teachers are faced with a challenge because students who are English learners have at least two major tasks to accomplish: 1) they must learn English, and 2) they must learn new knowledge contained in that language. In the light of the ongoing advocacy for bilingual instruction, the main objective of the study was to create a language model in one of the major universities in Baguio City that supports instruction in two or more languages in the tertiary level that could complement the linguistic and cultural heterogeneity of the City. Using a non-equivalent quasi-experimental design, the study compared the academic achievements of the two intact organic chemistry classes for one semester in the first semester of the school year 2011-2012 where one was taught using monolingual English instruction (control group), while the other was taught using bilingual instruction (experimental group). The two groups were comparable except on their knowledge of general and inorganic chemistry concepts prior to the treatment. The latter obtained a significantly higher mean rating than the former. Moreover, both groups were comparable in their high level of English and Filipino proficiencies and good science attitude before and after the treatment. Majority of both groups preferred bilingual mode in learning organic chemistry. In terms of language preference in teaching, majority of the experimental group preferred bilingual while majority of the other group preferred English. In the scientific idea test, the mean score of the experimental group was higher than the mean score of the control group but the difference was not statistically significant. After seven quizzes and three examinations, the mean gain scores of the two groups were significantly different, with the experimental group achieving a high gain. In the experimental group, there were significant positive correlations between academic performance and English language proficiency, Filipino language proficiency and Chemistry Diagnostic Test result while in the control group there were significant positive correlations between academic performance and English language proficiency, attitude toward science and Chemistry Diagnostic Test result. Multiple regression analysis revealed that Filipino language proficiency was a significant predictor of academic performance in the experimental group while Chemistry Diagnostic test result, attitude towards science, mothers’ years of schooling and Ilokano home language was a significant predictor of academic performance in the control group. The results of the study show that students in the experimental group were not disadvantaged by bilingual teaching instead it resulted in several benefits on the part of the Filipino learner. Quantitative and qualitative analyses revealed that majority of the students had shown support to bilingual instruction indicating that it is possible for tertiary schools in Baguio City to develop bilingual policy that supports the use of Filipino and English languages in teaching science subjects. The results, in general, suggest that academic achievement and scientific ideas learned in organic chemistry are influenced by the language used in class taking into consideration student characteristics which include English and Filipino language proficiencies, scientific attitude, language preference and general chemistry background. However, context variables involving ethnicity, parents’ educational attainment and language spoken at home do not pose significant effects on science academic achievement.
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    Knowledge Restructuring in Selected Topics in Chemistry Using the Process Workshop Approach
    ( 2004) Garcia-Palanca, Carmencita
    This study explored the changes in knowledge level and in structural complexity of knowledge held by students about chemical equilibrium, oxidation-reaction and electrochemistry by using the process workshop approach. The study also attempted to determine if changes in knowledge restricting is affected by learning mode employed by students. The study was quasi-experimental in research design, involving twenty freshman B.S. Environmental Science students enrolled in Chemistry 18/L during the Second Semester of AY 2002-2003 at the College of Science, Palawan State University in Puerto Princesa City. The Inventory of Learning Process, pre- and post-intervention cognitive test, pre- and post-intervention concepts maps, and interviews served as the instruments for gathering data. Two meaning learners (MLs) and two rote learners (RLs) were selected for the qualitative aspect of the study. The teaching method used in the study was the process workshop approach. There were seven process workshop activities, two in chemical equilibrium, three in oxidation-reduction and two in electrochemistry. To determine the changes in knowledge level, student subjects took the pre- and post-intervention cognitive test. The cognitive test consisted of thirty-seven open-ended multiple choice-type of questions. The pre- and post-intervention concept maps determine the students’ knowledge structure before and after intervention. Metacognitive reflections of two MLs and two RLs were added after the intervention for insights on how these groups learn new concepts. Findings revealed that MLs have a higher pre-intervention knowledge level compared to RLs based on their pre-intervention cognitive test scores. MLs and RLs have comparable overall pre-intervention knowledge structures based on their overall pre-intervention concept map scores. The study also revealed that both the MLs and the RLs improve their knowledge level after the process workshop activities in the selected chemistry topics. But the MLs improved their knowledge level far better than the RLs after the process workshop activities. The study also showed that both the MLs and the RLs improved their knowledge structure after the process workshop activities in the three topics. But the MLs have more complex knowledge structure than the RLs. Furthermore, turning and restricting were the predominant nature of structural change in both MLs and RLs after the process workshop activities in the three selected topics. In turn, the earlier knowledge framework was completely revamped or change by the addition of an introduced concept, resulting in the construction of an entirely new knowledge framework. But in restricting, the earlier knowledge framework was simply modified and rearrange because of the addition or deletion of a concept in the first one or two hierarchies of the concept map.
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    Mereology-Based Instruction: Effects on Chemical Identity Thinking, Critical Thinking, and Chemistry-Based Health Literacy
    ( 2021-06-21) Barcelo, Jonathan M.
    This study is an attempt to utilize mereology-based instruction, an innovative approach in teaching biochemistry to health science students by linking biochemistry principles to health concepts. Specifically, it investigated the effects of mereology-based instruction (MBI) and conventional instruction (CI) to the chemical identity thinking (CIT), critical thinking in chemistry (CTC), and chemistry-based health literacy (CHL) of medical laboratory science students. A total of 13 intact classes of second year Medical Laboratory Science were randomly assigned into two groups, mereologybased instruction and conventional instruction. Seven intact classes (N = 290) were assigned to the mereology-based instruction group and six intact classes (N = 287) were assigned to the conventional instruction group. The students participated in the study for 12 weeks in a tertiary private academic institution in Baguio City. Data were obtained using Rasch analysis, an approach of mathematical modelling anchored on a latent trait to measure person ability and item difficulty related to the latent trait in a single logit scale. Mereology-based instruction was found to be more effective than conventional instruction in increasing chemical identity thinking, critical thinking in chemistry, and chemistry-based health literacy of health science students, but these students exposed to MBI experienced higher cognitive load. The effects of MBI in chemical identity thinking (CIT), critical thinking in chemistry (CTC) and chemistrybased health literacy (CbHL) is topic-specific, and has an "enhancement" effect in CIT, "corrective" effect in CTC, and either "corrective" or "enhancing" effect in CbHL. Conventional instruction has a "corrective" effect in chemical identity thinking, critical thinking in chemistry, and chemistry-based health literacy. Based on multiple linear regression analysis, an increase in posttest ability of students in chemical identity thinking is predicted by prior knowledge of chemistry concepts, pretest ability in chemical identity thinking, and male gender in the MBI group. In the Cl group, student posttest ability in chemical identity thinking is predicted by prior knowledge of chemistry concepts and pretest ability in chemical identity thinking. An increase in posttest student ability in critical thinking in chemistry in the MBI group is predicted by prior knowledge of chemistry concepts, prior knowledge of visual representations and pretest ability in critical thinking in chemistry. In the C group, an increased posttest student ability in critical thinking in chemistry is predicted by prior knowledge of chemistry concepts, prior knowledge of visual representations, pretest ability in critical thinking in chemistry and male gender. An increase in posttest student ability in chemistry-based health literacy is predicted by prior knowledge of visual representations, pretest ability in chemistry-based health literacy, male gender, and cognitive load in the MBI group. In the Cl group, student posttest ability in chemistrybased health literacy is predicted by prior knowledge of chemistry concepts and pretest ability in chemistry-based health literacy. Results indicate that mereology- based instruction in biochemistry has a potential to address the expected learning outcomes in health science programs in the Philippines as it promotes a thinking process which targets misconceptions and enhances prior level of conceptual understanding related to chemical identity thinking, critical thinking in chemistry and chemistry-based health literacy. Achieving these learning outcomes is deemed to be effective in building the capacity of future health science graduates in making appropriate and rot ust healthrelated decisions.
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    Situated-Cognition Model in Teaching Mathematical Problem Solving Skills and Their Transfer to Other Domains
    ( 2008) Costillas, Juanita M.
    This study primarily aimed to determine the effects of the situated-cognition teaching model on the mathematical problem-solving skills of the students and their extent of transfer of these skills to other domains, namely Analytic Geometry, Solid Mensuration and General Chemistry. This study specifically compared the mathematical problem-solving skills and the extent of transfer of these skills to other domains of the students exposed and not exposed to be situated-cognition teaching model. Moreover, the study also investigated if English proficiency moderated the problem-solving skills and extent of transfer of the skills to other domains. The study used the Non-Equivalent Control Group Design with two intact classes of first-year engineering students enrolled at SLSU in the first and second semesters of the academic year 2007-2008 as the research subjects. A total of 42 hours of instruction called Enrichment Math for each of the two groups, (the experimental-BSME and BSEE and the control-BSCE), was conducted in a regular schedule of the same time slot and room and taught by the researcher herself. The contents considered were problem in Arithmetic, Advanced Algebra and Trigonometry. The instruments used include a Semantic Differential Scale for Content Validation of the pretest/posttest, then the Formative Tests, and interview schedule, 28 situated teaching plans for the experimental group, journals and the problem-solving tests in the other domains. Within the framework and delimitations of the study, the situated-cognition teaching model posted significantly better mathematical problem-solving skills (p-value=0.023) than the conventional teaching model. The situated-cognition model affected significantly better extent of transfer of the problem-solving skills to General Chemistry (p-value=0.000) with 58% of the students in the experimental group who were able to solve until the fourth phase of step of Polya’s framework (“Looking Back”) against only 23% from the control group. The conventional teaching model showed a significantly better extent of transfer of problem-solving skills to Solid Mensuration (p-value=0.033). No significant difference was found on the extent of transfer of problem-solving skills in Analytic Geometry. Moreover, English proficiency moderated the mathematical problem-solving skills of the students; those with higher English proficiency tended to have better problem-solving skills. English proficiency significantly moderated the extent of transfer of these skills to other domains, in Solid Mensuration (p<-0.05) and in General Chemistry (p<0.01). No interaction effect was found between English proficiency and the teaching model used.
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    Small-Group Case-Based Teaching: Effects on Student Achievement, Critical Thinking, And Attitude Toward Chemistry
    ( 2015) Autida, Reynante E.
    The effects of Small-Group Case-Based Teaching (SGCBT) on college chemistry students’ achievement, critical thinking, and attitude toward chemistry including the relationships between each of these variables were determined. A quasi-experimental counterbalanced design with pre-post control group was used to determine the effects of SGCBT on Engineering students of four intact classes (two treatment groups and two control groups) in one of the State Universities in Mindanao. The independent variables are the type of teaching approach (SGCBT versus pure lecture-discussion teaching or PLDT) while the dependent variables are chemistry achievement (exam scores) and scores in critical thinking and chemistry attitude. Both Analysis of Covariance (ANCOVA) and t-tests (within and between groups and gain scores) were used to compare the effects of SGCBT versus PLDT on students’ chemistry achievement, critical thinking, and attitude toward chemistry, while Pearson product-moment correlation coefficients were calculated to determine the relationships between each of the variables. Results show that the use of SGCBT fosters positive attitude toward chemistry and provides some indications as well on improved chemistry achievement of students compared with PLDT. Meanwhile, the effects of PLDT and SGCBT on critical thinking are comparable. Furthermore, correlational analysis and focus group interviews indicate that the use of SGCBT not only supports the development of positive attitude towards chemistry but also improves chemistry achievement of students. Implications are provided in view of the recent findings on SGCBT and topics for further research are presented as well.
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    Sustained Community-Based In-Service Training and the Teaching Competency of Secondary School Chemistry Teachers
    ( 2008) Bernardo, Leonisa O.
    This study attempted to determine the impact of a sustained community-based in-service training (SCBINSET) on the teaching competency of secondary school chemistry teachers. The in-service training was done by conducting seminar workshops for four Saturdays, followed by collaboration among the trained teachers and researchers to sustain the application of new learning to their classrooms. The topics covered were Chemical Change and Energy, Solutions, Solutions at Work, and Carbon Compounds. The impact of the in-service training in improving the teachers’ competency in knowledge content was determined by comparing the pretest and posttest scores of 21 chemistry teacher-participants and by analysis of mastery of the subject matter through classroom observations of six case teachers. The influence of the teachers’ characteristics on their content knowledge was analyzed by comparing the gain scores and classroom performances of teachers grouped according to characteristics. The influence of the training in improving the teachers’ competency in employing teaching strategies, asking different types of questions, constructing evaluation items, and giving of assignments was analyzed by observing six case teachers in the classroom, interview, and documentary analysis of lesson plans and quarterly examinations. The instruments used were the chemistry test, survey questionnaire on teacher’s profile, questionnaire on chemistry teaching efficacy belief, questionnaire on attitudes toward teaching chemistry and in-service training, classroom observation form, and post-training interview form. The pretest and posttest results in the chemistry test were compared by t-test for dependent samples. Comparison in gain scores of teachers grouped according to characteristics was analyzed by using Wilcoxon Mann-Whitney test for two groups and Kruskal Wallis for three groups. Findings show that the SCBINSET improved the content knowledge of the teacher-participants. Comparison of gain scores and performance in the classrooms between teachers grouped according to characteristics reveal the content knowledge gained by the teachers from the training is not influenced by age, number of years of teaching, educational background, Chemistry units earned, Chemistry teaching efficacy beliefs and attitude toward teaching Chemistry but influenced by the number of years of teaching Chemistry and attitude of teachers towards in-service training. The SCBINSET enriched the teachers’ repertoire of teaching strategies which in turn increased the students’ science process skills observed in the classrooms. The training also improved the types of questions asked in the classroom and they teachers’ competency in constructing evaluation items in terms of increased number of items on the topics covered by the training and higher level of learning outcome. The pronounced effects of the mentoring and cooperative learning provided to the teacher-participants after the seminar-workshop enabled them to explain unexpected results from the class experiments, facilitated the used improvised apparatus, provided ideas on how to teach a certain lesson, and corrected their misconception and errors. The knowledge and teaching strategies learned from the in-service training continued to be applied even in the school year following the in-service training program. There was an increase in teacher-participants’ motivation to attend training and/or pursue higher studies to update their teaching capability. By and large, a sustained community-based in-service training improves the teachers’ competency in teaching chemistry.
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    Teaching-Learning Processes in the Preservice Education of General Science Teachers
    ( 2005) Racela, Emilia M.
    This study analyzed the preservice general science curricula of selected Teacher Education Institutions (TEIs) in Region I in terms of their provision for the development of chemistry teaching competencies and examined the different teaching-learning process and strategies employed in their preservice science teacher education programs. Specifically, it looked into: a) the chemistry teaching competencies expected of prospective general science teachers bases on the Department of Education (DepED) general science curriculum and those that are developed by the TEIs; 2) the qualification of teacher educators and cooperating teachers to train prospective science teachers; 3) the confidence and competency levels of prospective a novice teachers to teach chemistry topics included in the DepED science curriculum; and 4) the relationship between their actual teaching competence and perceived level of confidence in teaching these. Involved in the study were six TEIs which graduate at least five science majors annually, 61 prospective teachers, 28 teacher educators, 61 novice teachers, and 38 cooperating teachers. Quantitative and qualitative data were gathered through document analyses, survey questionnaires, classroom observations and unstructured interviews. Results of the study revealed that the DepEd General Science syllabus prescribes a minimum of 25 chemistry learning competencies that need to be acquired by prospective general science teachers, most of which are of the domain-specific category and fall under declarative knowledge classification. The TEIs’ curricular offerings meet CHED’s prescribed number of units for a science major/concentration, but many of the chemistry competencies prescribed by DepEd are not provided for in their courses’ syllabi. The study also revealed that the teacher educators satisfy the basic qualification requirement of being baccalaureate degree holders in the science, but a considerable number do not meet the CHED’s minimum degree requirement of a master’s degree. On the other hand, some cooperating teachers are not science specialists, and many have not attended any training or seminar in relation to their role as critic teachers. Furthermore, the teacher educators possess civil service eligibilities and considerable science teaching experiences, but some cooperating teachers are non-eligible. Majority of both types of respondents have attended science-related seminars but some claimed having not attended any for the last five years. Moreover, the respondents are engaged in different types of administrative and curricular activities but an activity they are least involve in is research. Teacher educators and cooperating teacher self-ratings are high in terms of the extent to which they demonstrate chemistry teaching competencies. Nevertheless, a common problem encountered by both types of respondents is concretizing abstract concepts or relating chemistry concepts or relating chemistry concepts to everyday life. Moreover, results of the observation of classes of cooperating teachers revealed many misconceptions/errors in their lessons; using evaluation tools that failed to measure objectives’ attainment; giving priority to conceptual knowledge over procedural knowledge; limited attempt to develop higher-order thinking skills and other weaknesses. Generally, the prospective and novice teachers had high levels of confidence in teaching chemistry topics included in the DepEd curriculum. Nevertheless, bases on the classroom observations, the competencies (knowledge and skills) they claim they have acquired were not demonstrated and the strategies they identified as most important were rely on employed by them. In view of these findings, the following are recommended: For the TEIs to articulate their curricula with the DepEd to make their preservice program more effective and relevant; consider offering or adding Educational Science and strategy courses; conduct periodic assessments of their preservice education programs; establish networking relationships among TEIs to include sharing of human and material resources and research endeavors/activities; provide prospective teachers with a pool of competent teacher educators and cooperating teachers by promoting professional updating on both content and pedagogy and communication skills. These must include administrative support on needed facilities and supplies. For the DepEd to closely coordinate with the TEIs so that these institutions will support and help implement their new programs; explore the practicability of articulating the Philippine Elementary Learning Competencies and Philippine Secondary Learning Competencies into domain-general objectives particularly the strategic type; delineate the basic and most important chemistry concepts students must learn. For the Commission on Higher Education (CHED) to closely monitor the TEIs in the implementation of their programs; impose measures to let TEIs accountable for the performance of their graduates; and intensify its scholarship and research programs for TEI faculty members. Further research is needed in the analysis of preservice education especially on the areas of its weaknesses, effectiveness and relevance; determining how teachers could be encouraged to fully adapt activity-oriented teaching approaches and the influence of Centers of Excellence in Education in improving preservice teaching-learning processes and practices both in their own and int the TEIs within their jurisdiction.