Академический Документы
Профессиональный Документы
Культура Документы
Grade 11 STEM Student Performance in Mathematics and Science whose not Inclined on
two subjects.
Title: Perception of Teachers Teaching STEM Students Towards Low Performance of Grade 11
Stem Student of BISHS in Mathematics and Science
General Question
What are the perceptions of teachers teaching grade-11 STEM students in mathematical
and scientifical abilities?
Specific Questions:
1.What strategies do teachers do to help grade-11 STEM students to preform and leard better in
Math and Science?
2. What are the factors that affects the low performance of grade-11 BISHS students in
mathematics and science as perceived or observed by teachers.
3. What are the perceptions of teachers on the performance of grade-11 STEM Students before
and today?
Theoretical Framework
Over the past decade, research has confirmed that teachers have substantial impacts on their
students’ academic and life-long success (e.g., Chetty, Friedman, & Rockoff, 2014; Jackson,
2012; Nye, Konstantopoulos, & Hedges, 2004).
One reason for this posed by Murnane and Cohen (1986) almost three decades ago is the
“nature of teachers’ work”. They argued that the “imprecise nature of the activity” makes it difficult
to describe why some teachers are good and what other teachers can do to improve.
Through mathematics, we can formulate representations to model and interpret both physical and
social phenomena. Mathematics is the unifying and integral thread that runs through the sciences
(NRC, 1986), facilitating the connection of ideas in an increasingly information and knowledge
driven society (Ogena and Tan, 2006).
Chapter 1
Introduction
Abstract
When TIMMS was first conducted in 1995 among 42 countries, the Philippines placed 41st
in science and 30th in mathematics. The two subjects are premium in the entrance exams to
national science high schools. (same url) "With similar results obtained in TIMMS-R, it is evident
that there is no significant improvement of our students from 1995 to 1999. No immediate
conclusions could be made as to the reasons behind this," DOST said.
According to Trends in Mathematics and Science Study (TIMSS) and International Association for
the Evaluation of Educational Achievement (IEA) 2003 that, “data revealed the alarming facts for
the participating countries most especially the Philippines”. The recent TIMMS 2003 data
showed that Filipino students’ poor mathematical performance has placed the country in the
36th rank out of 38 nations worldwide.
In the Trends in International Math and Science Study (Martin, Mullis, Gonzalez, & Chrostowki,
2004), the average international rating was 489, and the highest rating by any country was 565.
The grade 8 students ranked fourth from last out of 46 countries with an average rating of 377
in science. The average international rating was 474, and the highest rating by any country was
578.
Learning Mathematics in the Philippines In 2012, the Department of Education of the Philippines
embraces the K-12 curriculum, which means that the Philippine Basic Education observes the
Kindergarten plus 12 years to complete its Basic Education Program (DepEd, 2012). This move is
taken because of the poor quality of the Philippine Basic Education as reflected by the low
achievement scores of Filipino students in the National Achievement Test and the international
test known as the Third International Mathematics and Science Study (TIMSS) (Tatsuoka, Corter,
& Tatsuoka, 2004; DepEd. 2012).
Still for all most years, Phillipines in the lowest of this academics and so this reseach is very significan
and calls an action.
purpose
In recent years, significant numbers of academics from the science and health disciplines at our
institution have found that their students lack the appropriate ‘mathematical and scientifical’
background to cope with first-year science subjects.
Theoretical/Conceptual Framework
Statement of the Problem
STUDENTS. The results of this study will provide knowledge to students who are not doing well
in mathematics and science as provided by the perspectives of interviewed Math and Science
Grade 11 STEM teachers. At the end of this study, students’ will finally have certain information
that can help them to improve their performance and abilities in the two major subjects.
TEACHERS. The gathered information and data from Math and Science teachers will be
combined to form precise information that can be resourceful to them in terms of discovering or
improving their teaching strategies in a way that can help students to learn efficiently in science
and mathematics.
Definition of terms
Science is define as; the systematic observation of natural events and conditions in order to discover facts
about them and to formulate laws and principles based on these facts, the organized body of knowledge
that is derived from such observations and that can be verified or tested by further investigation, any
specific branch of this general body of knowledge, such as biology, physics, geology, or astronomy,
“Academic Press Dictionary of Science & Technology”
Science is defined as applied knowledge (Kibet, Mbugua, Muthaa & Nkonke, and 2012:87
. This implies that science subjects continue to be of the most important subjects, as the world is
currently at a stage where its wealth and economic development is highly dependent to the science
workforce (Laugksch, 1999:86; Muzah, 2011:1; Kibet et al., 2012:87).
According to Reuben Hersh, mathematics is a science, like physics or astronomy; it constitutes a body of
established facts, achieved by a reliable method, verified by practice, and agreed on by a consensus of
qualified experts. But its subject matter is not visible or ponderable, not empirical; its subject matter is
ideas, concepts, which exist only in the shared consciousness of human beings. Thus it is both a science
and a “humanity”.
Url
1. (e.g., Chetty, Friedman, and Rockoff, 2014; Jackson, 2012; Nye, Konstantopoulos, and Hedges,
2004).
http://www.gly.uga.edu/railsback/1122sciencedefns.html
Teacher
Low performance of students
Mathematics and science
Students
Teaching styles/approaches/techniques (Perceptions)
Attachment of students and teacher
Environment / Classroom setting
Teachers
Effectiveness
of Students