Date of Publication

4-2025

Document Type

Dissertation

Degree Name

Doctor of Philosophy in Science Education Major in Biology

Subject Categories

Teacher Education and Professional Development

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
Mary Jane C. Flores
Socorro E. Aguja

Abstract/Summary

This study examined an Indigenous-Informed Micro Training Program to enhance Science Process Skills (SPS) and teaching proficiency among preservice teachers in Kalinga Province, Philippines. Grounded in Constructivist Learning Theory and Indigenous Knowledge Systems (IKS), the research employed a quasi-experimental, mixed methods action research design guided by the PDSA and ADDIE models. A total of n=38 Bachelor of Elementary Education preservice teachers completed the three-month intervention. Quantitative assessments were administered as pre and post-tests using a Science Process Skills Questionnaire (SPSQ) and a Questionnaire on Preservice Teachers’ Proficiency in Teaching SPS and Integrating Indigenous Knowledge. Analyses using the Wilcoxon signed rank test and effect size calculations revealed significant improvements across key SPS domains—controlling variables, formulating hypotheses, defining operational terms, interpreting data, and experimenting (p < 0.05) with large effect sizes. Furthermore, paired sample t-test analyses indicated a highly significant enhancement in their teaching proficiency. Qualitative data, analyzed using software-assisted thematic analysis from reflection papers, focus group discussions, and instructional materials (IMs) validation, further highlighted the program’s effectiveness. Both expert and student validations marked the strength of the instructional materials used in the micro-training, emphasizing their effectiveness, clarity, and cultural responsiveness. After the training, preservice teachers also expressed heightened confidence and readiness to integrate Indigenous perspectives into their teaching. These findings demonstrate that integrating Indigenous knowledge into brief, focused micro-training sessions effectively bridges the gap between theoretical instruction and practical application, fostering inquiry-based, culturally inclusive science education while significantly enhancing preservice teachers’ SPS and instructional competencies.

Abstract Format

html

Language

English

Format

Electronic

Keywords

Science teachers—Training of; Teacher effectiveness; Ethnoscience; Science—Study and teaching

Upload Full Text

wf_yes

Embargo Period

8-2028

Download

Available for download on Tuesday, August 01, 2028

Share

COinS