Experiences of Science Teachers Teaching Non – Science Subjects: A Phenomenology

E.M. Rebucas¹

Section:Research Paper, Product Type: Journal-Paper
Vol.8 , Issue.4 , pp.21-25, Apr-2022

Online published on Apr 30, 2022

Copyright © E.M. Rebucas . This is an open access article distributed under the Creative Commons Attribution License, which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.
 

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Abstract :
The challenge of unimpressive performance in science subjects is worldwide as revealed by various international research investigation. The increasing rate of low academic achievement and failures in science subjects in schools may significantly impact both individual students whose target was to proceed with tertiary education and seek a lifetime opportunity. However, all of these aims may be affected by the unimpressive performance of students in science subjects. The purpose of this research was to explore the experiences of science teachers who faced difficulties and obstacles while teaching non-science courses. The study used a qualitative phenomenological approach with two data collection methods: in-depth interviews and focus group discussions. In this study, 14 science instructors from secondary schools in Montevista district, Davao de Oro Division, Mindanao, Philippines participated. On the basis of teachers` experiences teaching non-science subjects, three key themes emerged. As to the result, the study further recommends on the revisitation on the hiring policy, plans and programs for teachers particularly the need for teacher’s alignment of subject as to what teachers’ specialization or subject field of expertise.

Key-Words / Index Term :
Challenges, Coping Mechanism, Non-Science Subject, Phenomenology

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