Page 47 - GS_Journal_2015

Urdaneta City University

Lastly, the recommendations are the following: 1. The school administration shall
continue supporting the guidance and counselling office in the implementation of the programs
made for the benefits of the students and the community. 2. Counselors should update their
professional qualifications and qualities for them to perform better in their functions. 3. Functions
of the guidance and counselling program shall be made clear to all faculty, administration and
students for better utilization and facilitation of the services and eventually helping government
in producing better and productive citizens of the country. 4. The creation of guidance centers
with all the necessary equipment in the facilitation especially the guidance curriculum and
the responsive services (e.g. secluded counselling rooms and lecture room with projector).
5. Additional counselors are necessary for a better facilitation of the guidance and counselling
program and a creation of position for a guidance clerk to do the clerical work in the office.
6. Guidance Counselors as well as teachers and administrators need to renew their vow of
commitment in serving the students and the community to achieve a better place to live and
to achieve a better kind of living. 7. Advocacy to parents on the helpfulness of guidance and
counselling program in helping their children of becoming a better and well-adjusted person in
the community by means of extension services to the community.

TEACHING APPROACHES AND STYLES IN SCIENCE
NERISSA C. TABION

The main objectives of this study were to determine the extent of use of the teaching
approaches and styles in Science of the public secondary schools of Urdaneta City Division SY
2014-2015. Specifically, it sought to determine the profile of respondents in terms of age, sex,
civil status, teaching position, highest educational attainment, length of service and number of
relevant trainings attended. Likewise, it looked into the extent of use of the teaching approaches
and styles by the respondent teachers and the significant relationship between the extent of use
of the teaching approaches and styles by the respondent teachers and their profile variables. The
descriptive-correlational methods of research were employed and the questionnaire checklist
was used in gathering data. To address the problems in the study, the statistical measures were
used for data analysis and interpretations. These are the frequency counts; percentage, the
average weighted means and the Pearson product moment of correlation (r) were used.
Based on the analysis and interpretation of the data, the following salient findings were
drawn: 1) majority of the Science teachers in the public secondary schools belong to age bracket
21-30 years old ( 19 or 33.9 percent) female (44 or 78.6 percent) married (39 or 69.9 percent) T
III (27 or 48.2 percent) with masteral units(32 or 57.1 percent) had 0-5 year in the services and
attended 7 trainings and above (29 or 51.8 percent) 2) the extent of use of teaching approaches
and styles in Science by the respondent teachers had overall weighted means of 4.36 and 4.43
respectively 3) there’s no significant relationships between the extent of use of the teaching
approaches and styles in Science by the respondent teachers and the profile variables age,

35