MY REVIEW ON THE "STUDENTS’ PERCEPTION OF SCIENCE CLASSES IN THE PHILIPPINES"

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STUDENTS’ PERCEPTION OF SCIENCE CLASSES IN THE PHILIPPINES
By: Bernardo, A.B.I., Limjap, A.A., Prudente, M.S., Roleda, L.S.

            This paper aims to gain insight into the problems of poor achievement in science education by exploring students’ perceptions of their science classes. This was further conducted because among the countries in the world, Philippines was ranked last in International Math and Science Study, having a very low international rating. (Martin, Mullis, Gonzales, & Chrostowki, 2004). Researches pointed different reasons and factors as to the declining performance of Filipino students in Math and Science like inadequate science curriculum, poor preparation of teachers in terms of science content and pedagogy, the inefficient administration for the delivery of science education and lack of a science culture in the country. The revised Perceptions of Science Classes Survey (PSCS) questionnaire was used. The analysis revealed different dimensions of the students’ perceptions: (a) factor 1: Pedagogical strategies, (b) Factor 2: Faculty Interest in Teaching, (c) Factor 3: Student Interest and Perceived Competence in Science, (d) Factor 4: Passive Learning, (e) factor 5: Grades as Feedback, and (f) Factor 6: Laboratory Experiences.
            Generally, the students perceived relatively high levels of student-centered pedagogy; it indicates that students perceived the pedagogy very often. The results also suggest that there is an increasing trend from grades 5-10. In Factor 2, the mean perceptions are lower compared to Factor 1, hence, the students perceived the science inquiry activities less often. In factor 3, students reported relatively high levels of positive affect and beliefs in their classroom. In factor 4, students also reported relatively high levels of the accuracy of their grades as feedback for their learning. While the last factor compared to all other factors, the students registered their lowest scores for the support for self-learning and effort.
            What is noteworthy was that the students generally reported high levels of positive affect and perception of their science classes, and the trend suggests that the positive affect increases in the higher levels. It seems that the students do not mind that their science classes do not involve the more challenging inquiry-oriented activities.

            The results of the study reveal important dimensions of the science classrooms in the Philippines from the eyes of the students. The perceptions and the trends across grade levels and genders reveal possible explanations to the low achievement levels of Filipino students.  

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