IJSSH 2015 Vol.5(1): 142-144 ISSN: 2010-3646
DOI: 10.7763/IJSSH.2015.V5.441

Chemistry Teaching in Selected Public High Schools in Marawi City: An Assessment

Dayamon T. Magdara
Abstract—A purely qualitative method of research utilizing the questionnaire, document analysis, interviews, and observation were used in the collection of data needed for this investigation. Three public high schools were used as participants with a total of nine teachers and 90 students. Findings showed that no one among the teacher-respondents in the three selected high schools had undergraduate BS/BSE Chemistry degree, neither that finished master’s degrees have Chemistry as their field of specialization. Majority however, have chemistry units earned at the baccalaureate and graduate levels. Teacher-respondents perceived that they are “well-qualified” to teach simple chemistry concepts which usually consist of the introductory portion of the text. Fortyfour percent of the respondents felt that they are “not well qualified” to teach many concepts and principles in Chemistry that are found in the middle and towards the end of chemistry textbooks. Only very few were given the opportunity to participate in-service training programs. Majority also adhered to the use of lecture-chalk-talk approach in teaching. They also viewed teaching as a way of changing students’ behavior and learning through construction of meanings. Facilities and support resources for teaching are very minimal if not none at all. Respondents are suggesting that there is a need to upgrade academic capabilities of teachers and that they should employ varied teaching strategies

Index Terms—Chemistry teaching, public high schools, Marawi City, assessment.

Dayamon T. Magdara is with the Mindanao State University, Philippines (e-mail: anabelievillavaldez@gmail.com).


Cite: Dayamon T. Magdara, " Chemistry Teaching in Selected Public High Schools in Marawi City: An Assessment," International Journal of Social Science and Humanity vol. 5, no. 1, pp. 142-144, 2015.

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