A Project Monitoring Study on the Improvement of Elementary Science Teacher's Science Teaching Efficacy through a Flexible Online Training Course
Why this work is in the frame
A frame that forgets how it found something cannot be audited. These are the routes that admitted this work.
Bibliographic record
Abstract
The curricular revamp in the Philippine's Basic Education aimed to improve the learning outcomes of Filipino Students. In science education, this revision in the curriculum posed a mismatch in the past teacher preparation and current basic education science education curriculum. As a response, a flexible training program was conducted to address this curriculum gap. This study investigated the improvement of science teaching efficacy utilizing rapid project monitoring through a pre-experimental research design. Standardized adopted questionnaires were utilized before and after the training program. At the end of the training program, teachers were found to have improved in all aspects of science teaching efficacy except in the personal science teaching efficacy, which indicates success in achieving the training objectives. In addition, all targeted concepts for science teaching efficacy were improved after the training. The results of this present work support the notion that professional development programs are potential ways to address curricular gaps in teacher and curriculum mismatch. It is recommended that further studies be conducted to examine science teachers' experiences during the training program to understand how it contributes to the development of their science teaching efficacy.
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Full frame distilled prediction
Teacher imitationNot calibrated prevalence, not ground truth. Human validation pending. Learned from the 10,348 direct Codex labels and 10,348 direct Gemma labels. Candidate is the union of thresholded teacher heads; consensus is their intersection. These outputs are machine_predicted_unvalidated and are not human labels or direct frontier model labels.
Codex and Gemma teacher scores by category
| Category | Codex | Gemma |
|---|---|---|
| Metaresearch | 0.026 | 0.003 |
| Meta-epidemiology (narrow) | 0.000 | 0.000 |
| Meta-epidemiology (broad) | 0.000 | 0.000 |
| Bibliometrics | 0.001 | 0.001 |
| Science and technology studies | 0.003 | 0.001 |
| Scholarly communication | 0.001 | 0.001 |
| Open science | 0.001 | 0.000 |
| Research integrity | 0.000 | 0.001 |
| Insufficient payload (model declined to judge) | 0.000 | 0.000 |
Machine scores (provisional)
The two teacher heads of the student model, read on this work. A score orders the frame for review; it never asserts a category, and the validation status ships verbatim with every row.
Baseline scores from an immature model (maturity gate not passed, 7 training rounds). Scores rank; they never assert a category.
score_only:v0-immature-baseline · verbatim from the scoring run: score_only means the number may rank works, and no category label ships from it