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Ateneo Science Educators and Researchers in Virtual
Engagement (SERVE) 2020 Ateneo de Manila University
School of Science and Engineering
MS Science Education Program of Biology Department

Teachers’ Process Skills in Science: Inputs to Training Modules
Development and Evaluation

a*
b
c
Eufemio D. Adarayan Jr. , Ivan B. Culaba , and Joel T. Maquiling, PhD

a b
Ateneo de Manila University, DepED – Pambujan National High School Ateneo de Manila University,
c
School of Science and Engineering, Physics Department Ateneo de Manila University,
School of Science and Engineering, Physics Department
* Corresponding Author: eufemio.adarayan@obf.ateneo.edu

ABSTRACT

The objective of this study was to develop a system of enhancing teachers’ competencies in basic education,
specifically, their process skills in conducting experiments and investigation in science instruction. A research-
er-made pretest and posttest was validated and administered to 31 Science teachers from 4 public high
schools. The test was composed of two parts – a 30-item paper-pencil and 8-item practical tests. The test
focused on 8 basic science process skills, namely, (1) observing, (2) predicting, (3) measuring, (4) estimating,
(5) interpreting, (6) analyzing, (7) inferring, and (8) communicating. An intervention through a five-day
training-workshop in Science Process Skills was crafted with the results of the pretest as the basis. The
Active Learning model, which is a method under the inquiry approach, was employed in the design of the
training modules. These modules were validated by experts in the academe and Science trainers from
DepEd’s National Educator’s Academy of the Philippines. The study utilized the exploratory-sequential mixed
method research design where phase 1 involved the collection of quantitative data and was subsequently
validated by phase 2 which was the collection of the qualitative data. Findings show that before the training
program the teacher-participants performed below expectations in their content knowledge of disaster
science and science process skills. After the training program, the teachers had significantly improved their
competence as revealed by the evaluation of their formative assessment and posttest performance. Further
analysis of the qualitative data show that the training modules improved not only the skills of the teachers
but also their over-all positive outlook of integrating these in their lessons.

Keywords: science process skills, teachers, training program, active learning

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