Publication:
Analysis of lesson plan made by secondary schools science teachers of Agoo, La Union

Simple item page
dc.contributor.authorMangaoang, Helen G.
dc.contributor.authorOrine, Lorena P.
dc.contributor.authorOrte, Maricris B.
dc.contributor.authorPatalud, Ayesa S.
dc.date.accessioned2025-08-15T06:48:46Z
dc.date.available2025-08-15T06:48:46Z
dc.date.issued2002-03
dc.description.abstractThis descriptive study was conducted to determine the quality of lesson plans made by secondary schools science teachers in Agoo, La Union S.Y. 2001-2002, within one month during the third grading period which is the first month of this grading period The descriptive method involved the use of documentary analysis and questionnaire which provides the necessary profile of secondary schools science teachers. Significant differences among the variables were determined. All secondary schools science teachers in Agoo formulated their objectives mostly under cognitive domain. Each year level has the same PSSLC but they made use of different topics. First year secondary science teachers have the highest of values integrated followed by the , third year science teachers. While second and fourth year secondary science teachers never integrated. Other salient findings were only first year science teacher who made use skills to impart their lessons. On the other hand, most of them uses different motivational technique as well as in evaluating their students' ability acquired from them. Likewise, secondary school science teachers gave assignment from both types which are drawn from the day's lesson and next or new topic. Further findings are that, age and years of teaching are the profile of science teachers which has no relationship among variables in lesson planning. While the seminars or trainings attended has a correlation to variables in lesson planning. Most of the secondary schools science teachers are generally young. This means that science teachers are more perceptive to change and are more open to new trends in science teaching. Of the 14 teacher-respondents, all of them had participated in a seminar. Secondary school science teachers are also "neophyte", Majority of them are teaching within 1-10 years. This means teachers retired early or because of some constraints therefore few science teachers teaching in a longer duration. Of the 14 science teachers in Agoo formulated their objectives mostly under cognitive domain. Each year level have the same PSSLC but they made use of different topics. First year science teachers have the highest of values integrated, followed by the science teachers who made use of skills to impart their lessons. Likewise, most of them uses different motivational technique as well as in evaluating their students' ability or acquired knowledge from them. Same through they gave assignment from both types. Among the profile of teachers, age and years of teaching are the profile which has no relationship with the variables indicated in lesson planning. While the seminars and trainings attended has a correlation to variables in lesson planning. Based on the findings, only first year secondary schools science teachers construct quality lesson plan because they made use of all the variables indicated in lesson planning. Secondary schools science teachers construct their lesson plan with equal emphasis along the different variables to have a quality lesson plan. Secondary schools science teachers should established laboratory rooms and improvised equipment to enable them to cope with current and future needs for science experiments/activities. Secondary schools science teachers should follow topics based on their PSSLC to enhance effective learning. Science teachers should improve their teaching through the use of modem techniques in science instruction, that a special evaluation program in the division level should be designed to measure the degree in which modem objectives in science instruction are implemented and attained by the students, and the use of evaluation items that are reflective of the objectives be emphasized. In order to contribute to the development of the society, there is a need to upgrade and to enrich the teaching methodologies to have more productive results particularly in achieving changes in attitude and values which must be reflected in a marked change in conduct and behavior of the products of the school. Teachers should be encouraged to pursue their masters degree; that in-service trainings in science should be held at the beginning of the school year; and that administrators should invite resource persons or specialists in science to talk on trends and techniques in teaching science.
dc.identifier.citationMangaoang, H. G., Orine, L. P., Orte, M. B., & Patalud, A. S. (2002) Analysis of lesson plan made by secondary schools science teachers of Agoo, La Union [Unpublished Undergraduate thesis]. Don Mariano Marcos Memorial State Univeristy - South La Union Campus, Agoo, La Union
dc.identifier.urihttps://lakasa.dmmmsu.edu.ph/handle/123456789/212
dc.language.isoen_US
dc.publisherDon Mariano Marcos Memorial State Univeristy - South La Union Campus
dc.titleAnalysis of lesson plan made by secondary schools science teachers of Agoo, La Union
dc.typeThesis
dspace.entity.typePublication
Files
Original bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
UT-SLUC-2002-CE-BSED-MangaoangH-FT.pdf
Size:
4.61 MB
Format:
Adobe Portable Document Format
Download
License bundle
Now showing 1 - 1 of 1
No Thumbnail Available
Name:
license.txt
Size:
1.71 KB
Format:
Item-specific license agreed to upon submission
Description:
Download
Collections
Undergraduate Theses