Physical Facilities in Teacher Education Science Curriculum

Abstract

The importance of school facilities cannot be undermined in promoting quality science education.  Hence, this study is pushed forward to determine the adequacy and utilization of science physical facilities in the teacher education curriculum in State Technological Universities. This study hypothesizes that there is no significant difference in the perception of the respondents categorized into administrators, science teachers and students on the adequacy and utilization of the science physical facilities.  Descriptive method of research is utilized involving all junior and senior science education students, science education teachers and administrators. Using the checklist of physical facilities in teaching science education required by the Commission on Higher Education (CHED)  in science education, the science physical facilities of these Universities are assessed.   Statistics involves weighted means and analysis of variance.  Results indicate that the physical facilities of the teacher education science curriculum is moderately adequate. The  overall perception on the extent of utilization of these physical facilities is to a great extent as perceive by the administrators while utilized to a moderate extent as perceive by the science teachers and students.  Results of ANOVA indicate that the perception of the respondents significantly differ on the adequacy of library, instructional materials and physics equipment. Further, significant differences are also found in the utilization of science buildings and facilities, library and instructional materials as perceived by the respondents. It is recommended that  physical facilities in science education in teacher education curriculum found inadequate or moderately adequate should be procured and upgraded by the learning institutions since they are important in facilitating the instruction of science subjects. These physical facilities should be utilized to the maximum degree for these are vital to the teaching of science concepts and principles in preparation of the science education students to become teachers.