A QUANTITATIVE ANALYSIS OF TEACHERS’ AND STUDENTS’ CONTENT KNOWLEDGE IN PHYSICS

Abstract

This research examined the extent of content knowledge in Physics of teachers and students, as well as its correlation to the contributing factors that affects the extent of content knowledge in Physics among the teachers and students. Based on the computed data, the researcher found a significant relationship between the age, sex, undergraduate specialization, and years in service of teachers profile and the teachers self-evaluation on the extent of content knowledge in Physics. It was also revealed that the teachers self-evaluation on the extent of content knowledge in Physics and the following contributing factors: availability of resources, attendance to trainings and seminars, technological fluency, and research engagement in physics related studies. However, the Peer observation and coaching of Contributing Factors was not observed to have any significant relationship to the teachers self-evaluation on the extent of content knowledge in Physics. The level of students content knowledge in Physics as to test scores has a descriptive equivalent of Satisfactory and verbally interpreted as Average. Moreover, the availability of resources, exposure to practical work, study habits, and teacher factor of contributing factors was observed to have a significant relationship to the test scores based on the computed data. Based on the self-evaluation of the teachers and students, it is recommended to conduct targeted seminar or training in least learned competencies in Physics for various proficiency levels of teachers. There are a lot of trainings implemented on the teaching strategies but only none to few focuses on the mastery of subject content. There should be short-term workshops and trainings on the use of laboratory apparatus and equipment to improve teachers technological fluency. The education sector should also focus on provision of credible and comprehensive learning materials (online or printed) that are aligned with the national standard, appropriate to the level of knowledge of the learners, supplements student learning, and is easy to understand. To bridge learning gaps, it is also recommended to conduct remediation or intervention in Mathematics and English as it has an impact on conceptual understanding of Physics is recommended for students.