Teacher's competence :

Sub Title: its relationship to students' achievement in chemistry

Author: Amorin, Ronel.

Accession Number: 1510T

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Copyright Year: 2012

Abstract:

This descriptive-correlational study aimed to determine the level of students' achievement in Science and Technology III (Chemistry) among the third-year high school students in public secondary schools of the Third Congressional District in the Division of Iloilo. It further aimed to find out the relationship between teachers' competence and students' achievement in chemistry. The participants in the study were the 364 randomly selected high school juniors of the nine town-based schools in the district during the school-year 2011-2012 and their chemistry teachers. The data gathering instruments utilized were the Survey-Questionnaire on Teachers' Personal Information, Questionnaire-Rating Scale for students, and the Science and Technology III (Chemistry) Achievement Test for the first and second grading periods based on the Philippine Secondary Schools Learning Competencies (PSSLC) of the Department of Education (DepEd). Appropriate statistical tools were employed to analyze data. Significance level for all inferential tests was set at .05 alpha. To process all numerical data, the researcher utilized the Statistical Package for the Social Sciences (SPSS) software. Findings showed that chemistry teachers were perceived by their students as "highly competent". The students had an "average" level of achievement in chemistry. Teachers who were chemistry majors were more competitive and performed better than those who were not chemistry majors. Area of specialization came out to be the only variable that can predict teachers' competence. Students who were under "very highly competent" teachers achieved better than those who were under "highly competent" teachers. Teachers' competence was positively and significantly correlated with students' achievement in chemistry. p


Keywords: Teachers' competence, students' achievement in chemistry

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