Abstract
The researchers designed and conducted this study using the predictive analytics to determine the different science performance predictors of the first batch of K to 12 curriculum in Valencia District, Valencia, Negros Oriental. The researchers had chosen three kinds of predictors namely; student-related predictors, teacher-related predictors, and school-related predictors. For the student-related predictors, parents’ educational attainment, parents’ occupation, family income, IQ level, learning styles and previous grade level science performance. The teacher-related predictors include teachers’ educational qualifications, length of science teaching experience, relevant science trainings and seminars attended, and exposure to access internet connection. On the other hand, the school-related predictors include the type of school, class size, ratio of science books to number of students and conformity of science laboratory equipment and apparatus to K to 12 standards. The researchers had randomly chosen 311 student-respondents and 8 teacher-respondents coming from four public and two private secondary schools of Valencia District. Questionnaires that were tested on its reliability and validity were used in this study. The collected data were then interpreted and analysed using appropriate statistical tools. Students’ previous science performance, parents’ educational attainment, parents’ occupation, intelligence quotient (IQ), teachers’ educational qualification, number of years in science teaching experience, levels and numbers of seminars and trainings attended and teachers’ internet access significantly predict the level of students’ performance in science; thus, they are considered as predictors. However, learning styles, class size, parents’ occupation, type of school, student-book ratio, and conformity of science equipment and apparatus cannot predict students’ level of performance.
Highlights
Science curriculum in high schools has been modified in quantity and quality to adapt to the changes in time
The findings of the studies mentioned above support that the choice of including fathers’ educational attainment as one of the predictors in this study is empirically justified
The researcher of this study considered the aforementioned studies and findings in choosing type of school as one of the predictors
Summary
The food that we eat, the clothes we wear, the gadgets we have, or we may say, the simple and complex things that we have are the products of science and technology These are the products of the hard works of our diligent scientists who continuously conduct researches, proving that science has become highly important to our lives and the key that will lead us towards progress. Our schools had been the avenue in promoting science and technology since the time of its existence They provide the holistic development of the child including their scientific aspects such as scientific knowledge and skills. Due to these facts, science curriculum in high schools has been modified in quantity and quality to adapt to the changes in time
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