Competency of Teachers and Laboratory Environment in an Online Setting as Predictors of Science Process Skills of Students: A Convergent Design

Abstract

This study determined the influence of the competency of teachers and the laboratory environment in an online setting on the students’ science process skills using mixed methods approach-convergent design. Participants of the study were 2nd year students from different Higher Education Institutions in Region XI, Philippines. Further, to gather data relative to the research questions, the researcher used adapted survey tools and an interview guide. Results showed that students always observed the competence of their teachers, with a favorable laboratory environment in an online setting leading to the acquisition of science process skills. Furthermore, regarding the relationship of variables, the study revealed that the competency of teachers did not have a significant relationship with students’ science process skills. At the same time, there was a considerable correlation between the laboratory environment in an online setting and students’ science process skills. The students’ lived experiences in acquiring science process skills formed essential themes. Moreover, there was a merging-converging nature of the competency of teachers and the laboratory environment in an online setting and a merging-diverging character on students’ science process skills and significant influence of the variables under study. Results of the study will help the teachers identify the factors that can affect the acquisition of science process skills of students in an online learning environment and develop intervention programs to ensure globally competitive graduates. It is further believed that this study will benefit the institution, teachers, and most especially the students who were the main reason for the teaching and learning process. Hence, future studies may be conducted by academic scholars or researchers based on the information gathered from this research. Areas of interest can be other factors that affect the students’ acquisition of science process skills and utilize a comparative study involving different courses with chemistry laboratory subjects.

Competence of Junior high Schools' Science Teachers in Implementing Laboratory Teaching: A Case Study on Palu, Centre Celebes

“…Many researchers have carried out development and training related to supporting laboratory learning. Such as the development of practicum modules (Amirullah, 2018;Dinatha & Kua, 2019;Rohman & Lusiyana, 2017;Samsu et al, 2020), the development of virtual laboratories (Hermawan et al, 2020;Maeng et al, 2017;Wibowo et al, 2017;Wollmann & Lange-Schubert, 2022;Zabala & Dayaganon, 2023), the development practicum model (Dinatha & Kua, 2019;Grushow et al, 2022;Isozaki, 2017;Salabi, 2016;Seery, 2020;Supriyatman et al, 2018;Utami & Indriyanti, 2014). But the reality is different in the implementation stage.…”