Estrategias para Implementar el Sistema de Recursos Humanos

5.6.1 Personal Science Teaching Efficacy Belief Scale (PSTE)

A complete version of teacher responses is located in Table 5.18. Teacher

participants in this study responded with 100% either agreeing or strongly agreeing that teachers are continually finding better ways to teach science with ICT

integration (Item 2); they also agreed or strongly agreed that—with ICT integration into science teaching—they knew the steps necessary to teach science concepts effectively (Item 4). Similarly, teachers agreed or strongly agreed that when teaching science using ICT, they usually welcomed student questions (Item 22) which

concentrates on the effectiveness of teaching strategies when teaching science. The majority of respondents (98%) agreed or strongly agreed that they understood science concepts well enough to be effective in teaching primary science using ICT (Item 11); they typically were able to answer students’ science questions (Item 17).

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Table 5.18 Percentage Responses: Teacher Responses to Modified Personal Science Teaching Efficacy Belief Scale (PSTE)

Personal Science Teaching Efficacy Belief Scale (PSTE) Percentage (%)

SD D N A SA

2. I am continually finding better ways to teach

science with ICT integration. 0 0 0 57.1 42.9

4. With ICT integration into science teaching, I know the steps necessary to teach science concepts

effectively.

0 0 0 63.3 34.7

5. I am not very effective in using ICT into

monitoring science experiments. 12.2 53.1 14.3 16.3 2.0 7. I generally teach science by using ICT

ineffectively. 18.4 65.3 10.2 4.1 0

11. I understand science concepts well enough to be

effective in teaching primary science via using ICT. 0 0 2.0 55.1 42.9 16. I find it difficult to explain to students why

science experiments work. 26.5 59.2 6.1 6.1 2.0

17. I am typically able to answer students’ science

questions. 0 0 2.0 67.3 30.6

18. I wonder if I have the necessary skills to teach

science with using ICT. 10.2 40.8 20.4 20.4 8.2

20. Given a choice, I would not invite the principal to

evaluate my ICT integration into science teaching. 16.3 63.3 2.0 8.2 10.2 21. When a student has difficulty understanding a

science concept, I am usually at a loss as to how to help the student understand it better by using ICT.

4.1 44.9 18.4 22.4 10.2

22. When teaching science by using ICT, I usually

welcome student questions. 0 0 0 55.1 44.9

23. I don’t know what to do to turn students on to

science. 24.5 61.2 8.2 2.0 4.1

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Eighty percent and less of teachers disagreed or strongly disagreed that they

generally taught science by using ICT ineffectively (Item 7). Teachers disagreed or strongly disagreed that they found it difficult to explain to students why science experiments work (Item 16); also, they disagreed or strongly disagreed with the statement that they do not know what to do to encourage students to enjoy science (Item 23). Sixty percent of teacher participants disagreed or strongly disagreed with a statement that they were not very effective in using ICT to monitor science

experiments (Item 5). They also disagreed or strongly disagreed that they wondered if they had the necessary skills to teach science using ICT (Item 18). Additionally, teachers disagreed or strongly disagreed (60%) that they would not invite the principal to evaluate their ICT integration into science teaching (Item 20). Almost half of the teachers (49%) disagreed or strongly disagree that when a student has difficulty understanding a science concept, they were usually at a loss as to how to help the student understand the concept better by using ICT.

5.6.2 Science Teaching Outcome Expectancy Scale (STOE)

Table 5.19 provides the results of the teachers’ responses to the modified STOE items. For Item 1, 100% of teachers agreed or strongly agreed that when a student does better than usual in science, it is often because the teacher exerted a little extra effort by integrating ICT into science teaching. The majority of teachers agreed or strongly agreed that if parents commented that their child was showing more interest in using ICT in science at school, it was probably due to the performance of the child’s teacher (Item 15). Moreover, they also agreed or strongly agreed (97.9%) that when a low-achieving child progressed in science, it was usually due to the extra attention given by the teacher (Item 10). Teachers strongly agreed (91.8%) that the inadequacy of a student’s science background could be overcome by good teaching (Item 8). Most teachers (87.8%) strongly agreed that when the science grades of students improved, it was most often due to their teacher finding a more effective teaching approach by using ICT (Item 3).

Additionally, teachers agreed or strongly agreed (79.6%) that the teacher was generally responsible for the achievement of students in science (Item 13); they also agreed or strongly agreed (77.5%) that students’ achievement in science was directly

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related to their teachers’ effectiveness in ICT integration into science teaching (Item 14). Fifty-five percent of teachers agreed or strongly agreed that if students were underachieving in science, it was most likely due to ineffective ICT integration into science teaching (Item 6). For Item 12 and Item 19, almost the same percentages disagreed or strongly disagreed that increased effort in integrating ICT into science teaching produced little change in some students’ science achievement (Item 12, 81.7%), and that effectiveness in integrating ICT into science teaching had little influence on the achievement of students with low motivation (Item 19, 81.6%). Most of the teachers (73.4%) disagreed or strongly disagree that even teachers with good science teaching abilities cannot help some children learn science (Item 24). Nevertheless, 48% of the teachers agreed or strongly agreed that the low science achievement of some students could not generally be blamed on their teachers (Item 9). However, 46% of teachers disagreed or strongly disagreed with this statement.

99 Table 5.19 Responses on Science Teaching Outcome Expectancy Scale (STOE)

Science Teaching Outcome Expectancy Scale (STOE) _{SD D} Percentage (%) _{N A SA} 1. When a student does better than usual in science, it is often because the teacher exerted a little extra

effort by integrating ICT into science teaching. 0 0 0 51.0 49.0

3. When the science grades of students improve, it is most often because their teacher has found a more

effective teaching approach by using ICT. 0 2.0 10.2 63.3 24.5

6. If students underachieve in science, it is most likely due to ineffective ICT integration into science

teaching. 0 20.4 24.5 40.8 14.3

8. The inadequacy of a student’s science background can be overcome by good teaching. 2.0 0 6.1 36.7 55.1 9. The low science achievement of some students cannot generally be blamed on their teachers. 2.0 44.9 12.2 18.4 22.4 10. When a low-achieving child progresses in science, it is usually due to the extra attention given by

the teacher. 0 0 2.0 51.0 46.9

12. Increased effort in integrating ICT into science teaching produces little change in some students’

science achievement. 18.4 63.3 6.1 10.2 2.0

13. The teacher is generally responsible for the achievements of students in science. 6.1 4.1 10.2 59.2 20.4 14. Students’ achievement in science is directly related to their teachers’ effectiveness in ICT

integration into science teaching. 4.1 0 18.4 55.1 22.4

15. If parents comment that their child is showing more interest in using ICT in science at school, it

probably due to the performance of the child’s teacher. 0 2.0 0 49.0 49.0

19. Effectiveness in integrating ICT into science teaching has little influence on the achievement of

students with low motivation. 12.2 69.4 8.2 4.1 6.1

24. Even teachers with good science teaching abilities can't help some kids learn science. 16.3 57.1 16.3 8.2 2.0 Note. SD = Strongly disagree; D = Disagree; N = Neutral; A = Agree; SA = Strongly Agree.

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5.7 Teachers results based on School Type Differences between Government