Relationship of Selected Factors to Science Teaching Efficacy and Classroom Performance of Biology-Student Teachers

Abstract

This study investigated the science teaching efficacy of 101 biology student-teachers of selected institutions in Bicol and the Visayas that offer Bachelor of Secondary Education Major in Biology. It also identified the internal and external factors that affect such efficacy and established the patterns of relationships between science teaching efficacy and classroom performance.

Instruments developed to gather data were the following: (1) survey questionnaire, (2) interest and attitude scale, (3) science teaching efficacy scale, (4) achievement test in biology, (5) process skills assessment test, and (6) standards of classroom performance.

Student-teachers filled up the respondent’s datasheet, the interest and attitude scale, the survey questionnaire and the science teaching efficacy scale. Then they took the achievement test in biology and the process skills assessment. Then dean or the principal, the critic teacher and the researcher evaluated the student-teacher scheduled to teach during the day using the standards for classroom performance. The actual teaching was recorded on videotape.

Multivariate Analysis of Variance (MANOVA) was used to analyze data and establish relationships. Qualitative analysis was used to find patterns in science teaching efficacy and classroom performance. For this, data was taken from eight cases. Three cases were presented/studied as samples.