Abstract
This study used a modified version of the Perception of Science Classes Survey (Kardash & Wallace, 2001) to survey 7,885 grade school and high school students in different provinces in the Philippines regarding their perceptions of their science classes. Factor analysis revealed five dimensions of the students ’ perceptions that relate to different aspects of the teacher ’s pedagogy and the learning environment created by the teachers: (a) Learner-Centered Pedagogy, (b) Science Inquiry Activities, (c) Positive Affect and Attitudes, (d) Grades as Feedback, and (e) Support for Self-Learning and Effort. Factor scores were compared across grade levels and genders. The results indicate a decrease in science inquiry activities and the use of grades as feedback in the higher grades, but an increase in support for self-learning and effort, and also positive affects and attitudes. These trends were discussed in relation to possible problems related to teacher practices that may contribute to low student achievement levels in science.
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This research was part of a research project commissioned by the Japan International Cooperation Agency-Philippines.
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Bernardo, A.B.I., Limjap, A.A., Prudente, M.S. et al. Students ’ perceptions of science classes in the Philippines. Asia Pacific Educ. Rev. 9, 285–295 (2008). https://doi.org/10.1007/BF03026717
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DOI: https://doi.org/10.1007/BF03026717