Determinants of Effectiveness of Bachelor in Secondary Education Major in Sciences in State Universities and Colleges in Region III

Nestor Santos

doi:10.63931/ijchr.v7iSI3.245

Authors

Nestor Santos POLYTECHNIC UNIVERSITY OF THE PHILIPPINES

DOI:

https://doi.org/10.63931/ijchr.v7iSI3.245

Keywords:

Science Education Effectiveness, Accreditation, Student Outcomes, Scientific Literacy, Curriculum Responsiveness

Abstract

Science education in the Philippines, particularly in Region III, faces significant challenges due to diverse populations, historical reliance on rote learning, and disparities in resources. These issues contribute to low student performance in science, highlighting an urgent need for systemic reform and an enhanced teacher education program. This study examines how the level of accreditation, leadership practices of the school heads, performance of the science teachers, responsiveness of the curriculum, and scientific literacy of the students influence the effectiveness of the Bachelor of Secondary Education (BSED) major in Sciences in Region III. Effectiveness is measured by graduation rate and board examination passing rate, which are the Commission on Higher Education’s (CHED) thrusts for educational quality and excellence. Using a quantitative research method with a descriptive-correlational research design, 188 graduating science education students completed a self-made questionnaire. Data were analyzed using Spearman rho and the likelihood-ratio test. Results show that accreditation level negatively correlates with graduation rates but positively correlates with board examination passing rate. Scientific literacy positively correlates with and predicts graduation and board examination success. Curriculum responsiveness also predicts graduation rates. The study recommends exploring the potential indirect influence of school heads’ leadership practices and science teachers’ performance on graduation and board examination passing rates.

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