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Author(s):
Learl T. Buaya, Rhea Jane A. Benevista, Niljoy C. Caña, Joan Lyn A. Constantino, Swellyn Kate B. Serrano, Cheryl M. Biclar .
Page No : 1-13
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Attaining Scientific Knowledge and Skills: Implications for Pre-Service Teachers’ Approaches to Teaching Science
Abstract
Purpose: This study was conducted to determine the top three modes of acquiring scientific knowledge and skills and implication to strategies in teaching Science among pre-service teachers of Northern Iloilo State University – Ajuy Campus A.Y. 2023-2024. Methods: It utilized descriptive-correlational design to determine the relationship of the modes of acquiring scientific knowledge and skills and implication to the strategies in teaching science. The respondents were the 47 pre-service teachers major in Science. Moreover, the respondents were classified according to age, sex, and economic status. Findings/application: The findings of the study revealed that the top three modes of acquiring scientific knowledge were questioning, studying scientific terminologies, and inquiry and research. Moreover, the top three modes of acquiring scientific skills were communication, experiment, and conclusion. It also showed that the preferred teaching strategies of pre-service teachers were actual demonstration, peer tutoring, and integrative technique. And there was a significant relationship in the modes of acquiring scientific knowledge and skills and its implication to pre-service teachers where its correlation was significant at the 0.01 level. The study highlighted that the most effective modes to obtain scientific knowledge were questioning, studying scientific terminologies, and engaging in inquiry and research to foster understanding and critical thinking in the scientific field. It also emphasized the importance of interactive and hands-on approaches in science education and practice to enhance scientific literacy and competency. There was a significant relationship in the modes of acquiring scientific knowledge and skills and implication to the strategies in teaching science of the pre-service teachers, suggesting that cooperative learning environment during science classes must be established, increase the frequency of conducting scientific experiments in schools, and availability of science laboratories and supplies should be given importance. KEYWORDS: Scientific Knowledge, Scientific Skills, Pre-Service Teachers, Science Education, Teaching Strategies, Inquiry-Based Learning, Teacher Preparation, Experiential Learning
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Author(s):
Nica Rose U. Sabino, John Roe G. Arnaez, Befe P. Ciudad, Jean T. Diaz, Sharmel Patricia O. Elizalde, Rhealyn B. Paguia.
Page No : 14-25
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Recycling and Resiliency: Faculty Narratives in Science Education
Abstract
Purpose: The research aimed to explore faculty engagement with recycled materials to advance sustainable science teaching at Northern Iloilo State University-Ajuy Campus. It seeks to address sustainability challenges by integrating innovative practices into science education, fostering critical thinking and environmental stewardship among students. Methods: The study employed a narrative research design, gathering data through structured interviews with four faculty members. Thematic analysis was used to identify patterns and insights from the interviews. Faculty members’ strategies included collaborations with local businesses, the adoption of innovative instructional methods, and participation in professional development initiatives focused on sustainability. Barriers such as time constraints and limited access to resources were also examined. Findings/Application: The study revealed that faculty members actively engaged in sustainability practices despite challenges. Strategies such as sourcing recycled materials from local businesses and employing creative teaching methods were effective in addressing sustainability goals. However, time limitations and insufficient resources hindered broader implementation. The findings underscored the need for systemic institutional support to embed sustainability into science education comprehensively. This research aligns with the United Nations Sustainable Development Goals (SDGs), particularly SDG 4 (Quality Education), SDG 12 (Responsible Consumption and Production), SDG 13 (Climate Action), and SDG 15 (Life on Land). By addressing these goals, the study highlights the potential of higher education institutions to contribute significantly to global sustainability efforts. The study concludes that systemic changes are essential for promoting sustainable practices within educational institutions. Providing faculty with adequate resources, training, and institutional support can empower them to integrate sustainability into their teaching effectively. This approach not only enhances science education but also prepares students to tackle pressing environmental challenges, fostering a culture of environmental responsibility and innovation in the academic community. By integrating arts and creativity into STEM education, educators can make learning more engaging and relevant, aligning with broader educational reforms aimed at revitalizing the Philippine education system.
Keywords: Faculty engagement, Recycled Materials, Sustainable Science Teaching, Higher Education, SDG 4,12,13,15
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Author(s):
Ellen S. Diane, Rhea Mae A. Bolodo, Rizale Jean M. Dizon, Sarah Jane Y. Franco, Danyca C. Sta. Rita, Cheryl M. Biclar.
Page No : 26-40
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The Impact of Social Media Use on Academic Performance among Pre-Service Teachers
Abstract
Abstract
Purpose:
This study aimed to examine the influence of social media use on the intellectual pursuits of pre-service teacher academic awardees at Northern Iloilo State University, Ajuy Campus. The focus was on identifying the extent to which social media platforms affect their academic engagement, communication, and learning behavior.
Methods:
A descriptive analysis was employed to assess the patterns and effects of social media usage. Using systematic sampling, 67 Bachelor of Secondary Education (BSEd) pre-service teachers—recognized as academic awardees and active social media users—were selected as respondents. Data were collected using a researcher-made survey questionnaire, adapted and modified from existing instruments used in related studies, including Assessment of Social Media Utilization and Study Habit of Students of Tertiary Institutions in Katsina State; Influence of Social Media on Students’ Academic Achievement; and Unraveling the Link between Social Media Usage and Academic Achievement among ESL Learners. The responses were analyzed using frequency counts, percentages, means, and standard deviation.
Results:
Findings revealed that among the 22 social media platforms listed, Facebook, Messenger, TikTok, YouTube, and Instagram were the most frequently accessed by pre-service teachers for academic and communication purposes. The primary purposes of social media engagement were communication, learning enhancement, and research support. Social media use was found to have a high level of influence on the academic performance of the respondents, particularly in terms of platform preference, frequency of use, and the nature of utilization. It served as a critical tool for facilitating easy access to information and fostering collaborative communication.
Conclusion:
Social media has become an essential component in the academic journey of pre-service teacher awardees, contributing positively to their intellectual pursuits when appropriately utilized. However, the varying degrees of platform engagement and purpose-driven usage suggest the need for further guidance on maximizing academic benefits while minimizing potential distractions.
Implications:
The results of this study support the integration of digital literacy and responsible social media use in teacher education programs. Educational institutions should consider developing structured interventions to enhance the productive use of social media for academic purposes, promoting deeper engagement with scholarly resources and peer collaboration among future educators.
Keywords: Pre-Service Teachers, Social Media Use, Academic Performance, Descriptive Analysis, Teacher Education, Digital Literacy, Intellectual Pursuits, Academic Awardees, Online Learning, Communication Tools
