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Research Article

Teaching Effectiveness and Students’ Achievement: Their Implication towards the School’s Readiness to Implement Science Technology Engineering Program

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John Vincent Ogoc , Roy Salvador , Arnel Acuña , Arnel Pradia
Psych Educ Multidisc J, 2024, 18 (10), 975-997, DOI: https://doi.org/10.5281/zenodo.10976336, ISSN 2822-4353
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Abstract

This study examined the teaching effectiveness, students’ achievement, and schools’ readiness for the Science, Technology, Engineering, and Mathematics (STEM) program. Utilizing a quantitative research design, including survey questionnaires and both descriptive and inferential statistics, the findings indicated that the majority of STEM Program Teachers hold bachelor’s degrees. Their teaching effectiveness was rated as "extremely achieved" across various domains such as professional growth, personality, commitment to service, and teaching performance. Students' achievement, as reflected in their second-quarter grades across English, Mathematics, Research, Science, and Social Studies, was consistently rated as "Outstanding." While the educational attainment, professional growth, commitment to service, and teaching performance of the teachers did not significantly influence student achievement, their personality emerged as a significant factor. The observed "extremely achieved" teaching effectiveness and "outstanding" student achievement contribute positively to the readiness of schools to implement the STEM Program. To enhance this readiness further, it is recommended to upgrade teachers' educational attainment, professional growth, commitment to service, and teaching performance. Encouraging STEM teachers to pursue advanced studies such as master's and doctoral degrees, as well as engaging in professional short courses and specialized training, is suggested.

Keywords teaching effectiveness Readiness students’ achievement science technology engineering program Outstanding
Authors 4
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The team behind this paper

4 authors, 1 institution.

This paper Department of Education — Philippines Department of Education 4 authors John Vincent Ogoc — corresponding author JO John Vincent Ogoc ✉ Roy Salvador RS Roy Salvador Arnel Acuña AA Arnel Acuña Arnel Pradia AP Arnel Pradia

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555 reads over 31 months.

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April 2024 October 2026

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Closest of 34 articles sharing keywords with this one. A rarer shared keyword counts for more than a common one.

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HolderWalletTokens
SciMatic 0xc35709…277732 100,000 (10%)
John Vincent Ogoc 0xCa7438…fCaA46 225,000 (22.5%)
Roy Salvador 0x20d1f3…5e2b7D 225,000 (22.5%)
Arnel Acuña 0x68df4c…86cFC5 225,000 (22.5%)
Arnel Pradia 0xc0451D…93bD4F 225,000 (22.5%)
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Bibliographic Information

John Vincent Ogoc, Roy Salvador, Arnel Acuña, Arnel Pradia, (2024). Teaching Effectiveness and Students’ Achievement: Their Implication towards the School’s Readiness to Implement Science Technology Engineering Program, Psychology and Education: A Multidisciplinary Journal, 18(10): 975-997
Bibtex Citation
@article{john_vincent_ogoc2024pemj,
author = {John Vincent Ogoc and Roy Salvador and Arnel Acuña and Arnel Pradia},
title = {Teaching Effectiveness and Students’ Achievement: Their Implication towards the School’s Readiness to Implement Science Technology Engineering Program},
journal = {Psychology and Education: A Multidisciplinary Journal},
year = {2024},
volume = {18},
number = {10},
pages = {975-997},
doi = {10.5281/zenodo.10976336},
url = {https://scimatic.org/show_manuscript/2794}
}
APA Citation
Ogoc, J.V., Salvador, R., Acuña, A., Pradia, A., (2024). Teaching Effectiveness and Students’ Achievement: Their Implication towards the School’s Readiness to Implement Science Technology Engineering Program. Psychology and Education: A Multidisciplinary Journal, 18(10), 975-997. https://doi.org/10.5281/zenodo.10976336

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