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Master's Theses

Permanent URI for this collectionhttps://hdl.handle.net/20.500.14578/4

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Discipline: search.filters.discipline.Major in Science TeachingSDG: search.filters.sdg.SDG 4 - Quality education

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    Laboratory resources, teacher compentencies and students' process skills
    Grafia, Mary Joy T. (Davao Del Sur State College, 2025-06)
    Laboratory resources and teacher competencies are foundations for students' process skills. This non-experimental quantitative descriptive correlational study examines the relationship between these factors. An adapted survey questionnaire was used to collect data from 350 students, 9 lab in-charges, and 25 science teachers. Results from mean rating show that laboratory resources were moderately utilized (3.32), teaching performance was highly evident (4.15), lesson preparation (4.10) and professional development (3.86) were often demonstrated. These factors may have contributed to the high rating (3.53-3.72) of process skills which with students frequently exhibited and were often observed by teachers. As to the correlation of variables, the findings reveal that while the availability of laboratory resources does not significantly influence students' process skills (p-value of 0.905), the utilization of these resources shows a significant relationship with process skills, as indicated by a p-value of 0.010 and an r-value of 0.259. Additionally, the study reveals a very strong relationship between teacher competencies and students' process skills, with an r-value of 0.995 and a specified p-value of <0.001. The study emphasizes the utilization of laboratory resources and teacher competencies contribute significantly to the development of students' process skills. Future researches may explore other factors.
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    Exploring idustry 4.0 compentencies for pre-service teachers: An exploratory factor analysis
    Sarte, Alberto R., Jr. (Davao del sur State College, 2025-06)
    This study looked into what competencies pre-service teachers in Davao del Sur, Philippines, need to effectively respond to the demands of the Fourth Industrial Revolution (4IR) in the classroom. While there has been growing international discussion on 4IR in education, there's still a noticeable gap locally—particularly in the Philippines—where no contextualized framework exists to guide and measure teacher readiness for this evolving landscape. This research aimed to address that gap by identifying the unique set of 4IR-related competencies relevant to Filipino pre-service teachers. Using a quantitative, non-experimental design, the study employed Exploratory Factor Analysis (EFA) to analyze responses from fourth-year education students who were currently in their teaching practicum. Participants came from six teacher education institutions in Davao del Sur. The instrument used in the study was developed through a review of existing literature and was validated by a panel of experts. Results showed a high level of sampling adequacy (KMO = 0.928), and Bartlett's Test confirmed that the data was suitable for factor analysis (p < 0.000). EFA revealed five key factors, which were labeled as: Operational Teaching Readiness in 4IR, 4IR Orientedness, Contextual Relationality, TPACK Grounded, and Instructional Flexibility. These represent various dimensions of readiness—from practical use of digital tools to relational and adaptive teaching strategies. The study suggests that teacher education programs revisit and enhance their curricula to build these core competencies. It also encourages further validation of the instrument through Confirmatory Factor Analysis (CFA) in other regions.