Student perception on the extent of science instruction proficiency and its relation to students academic performance.

By:

Kinamot, Justin Paul Arsenio C

Material type: Article

ArticleDumaguete City Foundation Uiniversity, 2014Description: 72Subject(s):

Elementary education

DDC classification:

Summary: Aims to examine the relationship between science instruction and academic performance as perceived by the the students themselves; respondent were 15 science teacher and selected 300 students from 6 secondary schools of Mabinay district, and shows that the teachers' degree of emphasis on what is important to learns in science has a significant relationship with the students academic performance in science, and revealed that there is no significant relationship between the extent to which students perceive the science-instruction learning factors and their teachers profile.

List(s) this item appears in: Elementary Education, Bachelor of | Secondary Education, Bachelor of

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Item type	Current library	Call number	Status	Barcode
Books	Foundation University Library Thesis	K57 (Browse shelf(Opens below))	Available	60675

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Aims to examine the relationship between science instruction and academic performance as perceived by the the students themselves; respondent were 15 science teacher and selected 300 students from 6 secondary schools of Mabinay district, and shows that the teachers' degree of emphasis on what is important to learns in science has a significant relationship with the students academic performance in science, and revealed that there is no significant relationship between the extent to which students perceive the science-instruction learning factors and their teachers profile.

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Student perception on the extent of science instruction proficiency and its relation to students academic performance.

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