Date of Publication

4-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Physics

Subject Categories

Instructional Media Design | Science and Mathematics Education

College

Br. Andrew Gonzalez FSC College of Education

Department/Unit

Science Education

Thesis Advisor

Lydia S. Roleda

Defense Panel Chair

Maricar S. Prudente

Defense Panel Member

Voltaire Mallari Mistades
Antriman V. Orleans
Socorro E. Aguja
Amelia T. Buan

Abstract/Summary

This study aimed to address the challenge of out-of-field teaching and enhance the integration of the STEM approach in physics education. With the implementation of the spiral curriculum in science, many out-of-field teachers were assigned to teach various branches of science, including physics, which posed significant instructional challenges. To support these teachers and improve STEM education quality, the researcher developed, validated, implemented, and evaluated a STEM Teaching Kit (STK) specifically designed for junior high school out-of-field physics teachers. The STK included STEM lesson plans (SLPs), STEM activities (SAs), scoring rubrics, self- and peer evaluation, and PowerPoint presentations promoting hands-on experiences despite limited resources to improve students’ understanding of physics concepts. The study followed a descriptive research design employing both quantitative and qualitative methods. Qualitative data were collected through a needs analysis survey to guide the development of the STK. Quantitative data were collected from students’ pretests and posttests, and perception tests were administered to both students and teachers. Additional qualitative insights from teacher and student surveys and interviews provided a deeper understanding of their experiences and challenges in using the STK.

The STK was piloted and implemented in two target schools across 12 sections, resulting in positive student performance outcomes based on the paired t-test results, which showed significant improvement from pretest to posttest. However, despite this statistical gain, the mean posttest scores remained relatively low, and the Hake gain results also indicated a low level of conceptual understanding. This discrepancy was attributed to multiple challenges during implementation, including the limited 45-minute class periods, frequent interruptions due to school activities, and variations in student learning capacity. In many instances, teachers could not fully cover the lessons within the available time, and some students required additional explanation and reinforcement to grasp the content thoroughly. Nevertheless, both students and teachers expressed positive perceptions of the STK, acknowledging its effectiveness in enhancing instructional delivery and student engagement. The findings demonstrated that the STK is a helpful tool for supporting out-of-field physics teachers and improving classroom interaction.

Since the STK was aligned with the MATATAG Curriculum and with the upcoming revisions under the Enhanced Basic Education Curriculum (EBEC), future researchers can use this kit to develop more adaptable and curriculum-responsive instructional materials. The STK’s structure, approach, and content may serve as a foundation for designing future resources that address teacher needs—especially out-of-field teachers—and learner diversity in science education. By refining and contextualizing the kit further, it can be made responsive to evolving curriculum standards while continuing to support effective STEM instruction across various school settings.

Keywords: STEM Teaching Kit, Out-of-Field Teaching, Physics Teachers

Abstract Format

html

Language

English

Format

Electronic

Keywords

Physics—Study and teaching (Secondary); Teaching—Aids and devices; Fieldwork (Educational method); Lesson planning; Curriculum planning

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Embargo Period

4-25-2028

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Available for download on Tuesday, April 25, 2028

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