The measurable effects of a physics in-service program on teachers' knowledge, attitude and classroom behaviors

Date of Publication


Document Type


Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Physics | Teacher Education and Professional Development


Br. Andrew Gonzalez FSC College of Education


Science Education

Thesis Adviser

Melecio Deauna

Defense Panel Chair

Bee Ching U. Ong

Defense Panel Member

Reuben V. Quiroga
Adora Pili
Robert C. Roleda
Adelaida Bago


This study investigates the effects of in-service training program offered by the Mariano Marcos State University - Regional Science Teaching Center (MMSU-RSTC) on teachers' knowledge of Physics and attitude toward teaching Physics.Respondents of the study consisted of 64 science teachers from the different high schools within the jurisdiction of MMSU-RSTC, Laoag City. In general, two teachers were taken from each school, one trainee and one non-trainee. The respondents were classified into: 32 science teachers trainees who attended the Physics in-service program by MMSU-RSTC from April-May 1995 and 32 science teachers non-trainees who did not attend said in-service program. The non-trainees were randomly selected among the colleagues of the trainees.The study made use of two research designs: 1) the one-group pretest-posttest no control group design to examine the effects of the Physics in-service training on teachers' knowledge in Physics and attitude toward teaching Physics 2) equivalent control group design to determine the effects of the in-service program on teachers' performance in the classroom and teaching methods used. A pretest and posttest on the knowledge of Physics and attitude toward teaching Physics were given to the trainees. After the training, the in-service trainees together with selected non-trainees from their respective schools were observed by three observers for two consecutive days in their classes using the observation scheme developed and validated by the researcher. At the same time, classroom discussion was audio-recorded by observers. Transcipts of the audio recordings and the observation instrument served as the main sources of data on the frequency of occurrence of the indicators of teaching behaviors as well as the frequency and level of use of different teaching methods/strategies.

Using the t-test, ANCOVA and a series if multiple linear regression analysis through the Statistical Package for the Social Sciences (SPSS) PC +, the researcher found the following: 1) The trainees gained significantly in their knowledge of Physics and attitudes toward teaching the subject. The Physics In-Service Training Program can enhance the teachers' understanding of the concepts of Physics which, in turn, contributes to their increased knowledge of Physics and a more positive attitude toward teaching the subject. 2) The Physics in-service trainees demonstrate significantly better teaching behaviors than the untrained teachers. 3) The trainees used more teaching methods/strategies and demonstrate these strategies better than those who did not attend the training. 4) Trainees' post training knowledge of Physics significantly influenced teaching behaviors. High knowledge of Physics improved teaching behaviors. 5) Trainees' post training knowledge of Physics and attitude toward teaching Physics, singly and in combination, do not significantly influence teachers' teaching methods/strategies. In general, the trainees demonstrate better teaching behaviors, use more teaching methods/strategies and demonstrate these methods/strategies better than the non-trainees.

Abstract Format






Accession Number


Shelf Location

Archives, The Learning Commons, 12F Henry Sy Sr. Hall

Physical Description

184 leaves ; computer print-out


Physics teachers--Training of; Teachers--In-service training; Teachers--Attitudes; Teaching--Methods; Physics--Study and teaching

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