Secondary Science Teachers’ Attitudes and Performances Correlate with Schools’ Performances During Modular Distance Learning

Noraysa Kasan; Alyahza Kasan; Nor Ayn Salindao; Haron Mohamad

doi:10.5281/zenodo.6968826

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Secondary Science Teachers’ Attitudes and Performances Correlate with Schools’ Performances During Modular Distance Learning

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Noraysa Kasan , Alyahza Kasan , Nor Ayn Salindao , Haron Mohamad

Psych Educ Multidisc J, 2022, 3 (6), 542-550, DOI: https://doi.org/10.5281/zenodo.6968826, ISSN 2822-4353

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Abstract

The study aims to determine the correlation of science teachers’ attitudes and performances with the schools’ performances of public secondary schools during Modular Distance Learning in Maguindanao II Division. Specifically, it determines the science teachers’ scientific attitudes and performances and schools’ performances during Modular Distance Learning. Quantitative research design was used in this study. There were 30 secondary science major teachers and 30 school heads participants. An adopted and modified survey questionnaire was used to gather the data. The data were gathered and analyze using statistical tools such as weighted mean, correlation, standard deviation and regression analysis. The result revealed the following: First, Science teachers’ Scientific attitudes during Modular Distance Learning in terms of scientific behavior, scientific belief, and views toward Modular Distance Learning are positive. Second, teachers’ performances as administrator, teacher, and adviser during Modular Distance Learning are high. It means that Science teachers performed their task responsibly. Third, secondary public schools’ performances during Modular Distance Learning are above average. This means that Science teachers frequently agree that school’s objective is attained. Fourth, there is a significant relationship between science teachers’ scientific attitudes in terms of views toward Modular Distance Learning and schools’ operational performance. Fifth, there is a significant relationship between science teachers’ performances as administrator and teacher and schools’ economic and operational performances. Lastly, the teachers’ performances best influence the schools’ performances.

Keywords Attitudes philippines modular distance learning Science Teachers Schools' Performances

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4 authors, 3 institutions.

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Holder	Wallet	Tokens
SciMatic	`0xc35709…277732`	100,000 (10%)
Noraysa Kasan	`0x3Fa17d…85E538`	225,000 (22.5%)
Alyahza Kasan	`0xEAb519…f9Bbf0`	225,000 (22.5%)
Nor Ayn Salindao	`0x53e91F…94Fab4`	225,000 (22.5%)
Haron Mohamad	`0xa83FC5…c7c7B6`	225,000 (22.5%)

Content hash 0x9c3125ef6d4c48a31a07003e1ef4bfba172191ea020c4961ae6a301f019a9069

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Bibliographic Information

Noraysa Kasan, Alyahza Kasan, Nor Ayn Salindao, Haron Mohamad, (2022). Secondary Science Teachers’ Attitudes and Performances Correlate with Schools’ Performances During Modular Distance Learning, Psychology and Education: A Multidisciplinary Journal, 3(6): 542-550

Bibtex Citation


                        
            @article{noraysa_kasan2022pemj,

                author       = {Noraysa Kasan and Alyahza Kasan and Nor Ayn Salindao and Haron Mohamad},

                title        = {Secondary Science Teachers’ Attitudes and Performances Correlate with Schools’ Performances During Modular Distance Learning},

                journal      = {Psychology and Education: A Multidisciplinary Journal},

                year         = {2022},

                volume       = {3},

                number       = {6},

                pages        = {542-550},

                doi          = {10.5281/zenodo.6968826},

                url          = {https://scimatic.org/show_manuscript/474}

              }

APA Citation

Kasan, N., Kasan, A., Salindao, N.A., Mohamad, H., (2022). Secondary Science Teachers’ Attitudes and Performances Correlate with Schools’ Performances During Modular Distance Learning. Psychology and Education: A Multidisciplinary Journal, 3(6), 542-550. https://doi.org/10.5281/zenodo.6968826

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Secondary Science Teachers’ Attitudes and Performances Correlate with Schools’ Performances During Modular Distance Learning

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