Stem Science Teachers’ Classroom Observation Performance And Students’ Academic Achievement

Abstract

The primary objective of this research endeavor was to scrutinize the impact of classroom observation performance exhibited by STEM Science teachers on the academic accomplishments of their students. Employing a mixed-method design, the study comprised two distinct phases. During the quantitative phase, a purposive sampling technique was utilized to collect responses from 107 teachers within the seven divisions falling under Region VII (Central Visayas), Philippines. The subsequent phase encompassed a Focus Group Discussion (FGD). The analytical framework encompassed statistical measures such as percentages, means, weighted means (wx̄), and linear regression analysis. The findings from the quantitative analysis suggested that the Classroom Observation (CO) performance exhibited by Science teachers displayed limited predictive efficacy concerning students' academic achievements. However, the qualitative insights harmonized with the quantitative outcomes, offering supplementary corroboration. Furthermore, the FGD conducted as part of the study divulged a significant factor within the research's purview: the restricted interaction between educators and students stemming from the pandemic-induced circumstances during the covered academic year.