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Senior High School Science Teachers’ Attitudes, Knowledge and Skills in Alternative Assessment

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This study investigated senior high school science teachers’ attitudes, knowledge, and skills in alternative assessment within the Philippine context. A descriptive-quantitative research design was employed to gather data from 60 senior high school science teachers. The findings reveal that the teachers generally possess a high level of knowledge and skills in using alternative assessment methods. They hold positive attitudes towards alternative assessment, recognizing its benefits in improving student learning and assessment effectiveness. Some reservations exist, such as time consumption and difficulty in grading. The study also found no significant differences in teachers’ knowledge and attitudes based on current location in teaching, age, highest degree, and years of teaching experience. In contrast, teachers who received in-service training on alternative assessment demonstrated a significantly higher level of knowledge compared to those who did not. These findings highlight the potential of alternative assessment in senior high school science education. The need for ongoing professional development and support to enhance teachers’ knowledge and skills in effectively implementing these methods is crucial. To strengthen the positive attitudes and knowledge base identified in this study, it is recommended that senior high school science teachers be provided with professional development opportunities focused on alternative assessment methods. Additionally, resources and materials should be developed to support them in designing, implementing, and evaluating these assessments. By integrating alternative assessment practices into the curriculum and teacher training programs, we can ensure these effective methods become a mainstay in senior high school science education. Further research into the effectiveness of various alternative assessment methods would provide valuable insights for continual improvement.

Extent of Teachers’ Participation in Continuous In-Service Training Programmes for Their Improved Job Productivity in Secondary Schools in Anambra State

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The inefficiencies noticed among many secondary school teachers while performing their teaching responsibilities in the classroom which seems to have negative impact on their job productivity has warranted this present study. Therefore, the present study was designated to find out the extent teachers’ participation on continuous in-service training programmes for their improved job productivity in secondary schools in Anambra State. Three research questions guided this study. A descriptive survey research design was employed in the study. Population for this study constituted 5,674 teachers from 258 public secondary schools within the 6 education zones in Anambra State. Sample size for the study consisted of 1,135 teachers from 129 public secondary schools selected at 20% and 50% from both the teachers’ population and public secondary schools respectively using the stratified random sampling technique. Instrument for data collection was a researcher-developed 23-item questionnaire titled: “Teachers’ Participation in Continuous In-Service Training Programmes and Improved Job Productivity Questionnaire (TPCISTPIJPQ)” and structured on a 4-point scale of Very High Extent (VHE), High Extent (HE), Low Extent (LE) and Very Low Extent (VLE) in order to answer all the three research questions. The questionnaire was validated by two experts from the Department of Educational Management and Policy, and one Measurement and Evaluation expert from the Faculty of Education, Nnamdi Azikiwe University, Awka, Anambra State. Reliability of the instrument was established through a pilot-test on a sample 32 teachers from 4 public secondary schools in Anambra State. The scores obtained were measured using Cronbach Alpha statistics which yielded coefficient reliability value of 0.75, 0.77 and 0.81 for each cluster respectively, with an overall internal consistency reliability value of 0.78 showcasing that the questionnaire was reliable and dependable to collect the necessary data for the study. Data collated were analyzed using the mean score rated at 2.50 and standard deviation statistics. Findings of the study revealed among others, that the extent of teachers’ participation in the various continuous in-service training programmes (on-the-job, off-the-job & computer-based training programmes) for their improved job productivity were all to a low extent. The study recommended among others that secondary school principals in collaboration with Anambra State Post Primary Schools Service Commission (PPSSC) should to high extent constantly organize on-the-job continuous in-service training programmes through induction and orientation training programmes, shadowing or co-worker training, job rotation, mentorship from older teachers, internship programmes, school seminars and workshops, coaching and committee assignment for teachers improved job productivity in schools.