Basic Research Proposal Template

Republic of the Philippines
Department of Education
REGION IV-A CALABARZON
BERF Basic Research Proposal Application Template

LEAD CLARITO, JONALYN B.
PROPONENT
MEMBER CASTILLO, VANESSA MARIE B.
MEMBER MENDOZA, ROSE ANN M.
TITLE OF TEACHERS’ TEACHING STYLE AND PUPILS’ ATTITUDE TOWARDS
RESEARCH SCIENCE IN TIBIG ELEMENTARY SCHOOL: BASIS FOR AN ACTION
PLAN
DIVISION Cavite Province
Introduction and Rationale

Science is a subject that is interesting to pupils because it helps us to understand the world
around us. From the reasonable concept up to the most complicated things of many theories, this
subject can explain it all to pupils. To many pupils it is not just an academic subject taught in their
class, instead it becomes a way of life. This is why Science needs competent educators who will
serve as instruments for bringing success in the educative process.
According to Lederman, 2007 “Teaching the process of science means going beyond the
content to help students understand how we know what we know and giving them the tools, they
need to think scientifically. “It means that as a teacher there must be no limitations when teaching
this subject. Teaching Science helps pupils meet the challenges of a changing world. It also helps
build awareness that Science is practical, relevant, and in real sense, human (Roman, 2013).
Science education is an important issue in education because it increases the scientific
development in higher education and other related fields. One of the fields to achieving the desired
curriculum is attitudes of pupils towards science. Knowing and awareness of these areas would
enable science curriculum planners to develop better and appropriate curricula. Indeed, the
element of learner in curriculum development is based on the theoretical background that
considers learner, knowledge, and society as science education (Eisner, 1984). Learner is one of
the elements that it believes have most important position in structure of curriculum. Science is in
the curriculum because it is relevant, and it should be added relevant to people. Relevance is the
very reason for its existence, and it should be the very backbone of science teaching (Newton
1988:7).
Teachers have their own teaching style to be able to deliver effective instruction in teaching
science as a subject at elementary level. They must be properly motivated to improve their
capabilities and competencies.
Address: Gate 2, Karangalan Village, Cainta, Rizal
Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
Email Address: [email protected] Doc. Ref. Code RO-PPRD-F017 Rev 00
Effectivity 09.20.21 Page 1 of 12
Website: depedcalabarzon.ph
Reyes (2013) stated that in many instances, the process of teaching has primarily been
attributed to the various instructional practices, teaching styles, and teaching strategies, which
were employed for the teachers in the classrooms. Teaching should start from where the pupils
are and should work toward a higher level of learning experience. Teachers nowadays use
technology- based instructional practices in various phases of instruction to achieve the objectives
of the lesson. They are most likely to develop teaching styles which are congruent with their own
learning styles rather than those of their students if they are unaware of the learning- teaching
styles literature ( Barbe & Milone, 1980). This fact implies that teachers need to guard against
over- teaching by their own preferred learning styles. To teach with one’s own learning style is a
natural tendency because teachers subconsciously operate on the assumption that the way they
learn is the most effective way for someone else to learn. Therefore, teachers have an obligation
to broaden their teaching styles to support opportunities for students to broaden their learning
styles (Friedman & Alley, 1984).
The teacher, being the main figure in education, must be competent and knowledgeable to
impart the knowledge they could give to their students. Good teaching is a very personal manner.
Effective teaching is concerned with the students as a person and with their general development.
The teacher must recognize individual differences among his/ her pupils and adjust instructions
that best suit the learners. Teachers are considered the light in the classroom. They are entrusted
with many responsibilities that range from the very simple to the most complex and very
challenging jobs. To be able to achieve the objectives of the lesson, pupils should be properly
motivated and that is through having a positive attitude towards the subject.
Extensive research has shown that a person’s attitudes are learned, as opposed to being
inherited. Many factors can influence a person’s attitude, including previous experience and social
influences. Attitude towards science can be defined as “favorable or unfavorable feelings about
science as a school subject”, (Morell & Lederman, 1998).
The type of science courses taken, previous science experiences, science teachers, and
various other factors can influence these attitudes toward science (Morell & Lederman, 1998). The
impact of pupils’ attitude toward science is incredibly important. Recent research has shown that
nearly fifty percent of students may lose interest in science by third grade (Weinburgh, 1998).

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
Personal behaviors and characteristics in the teaching- learning process indicate the way
educators teach ( Grasha, 1996) and show that various teaching styles exist. Teachers vary in
how they manage their classes, how they interact with their pupils, and how they view their roles
as educators. When classroom teachers show learners how to select and use appropriate
strategies, they display their own preferred teaching styles. Thus, teaching styles affect not only
instructional strategies but also pupil’s attitude.
According to Roman (2013), teaching and learning of science rebounds to one absolute
objective, and that is to produce a hardworking learner, responsible, useful, and fulfilled citizen of
the nation as well as devoted teacher ready to face the world taking voluntary action to help attain
quality basic education via the marvelous flagship of teaching Elementary Science.
The negative attitude of pupils during the 1 st quarter of School Year 2022- 2023 in science
has led the researchers to conduct the study at Tibig Elementary School.
Literature Review
This chapter contains the review of the literature surrounding science teaching and
learning, and pupils’ attitude in science. All these topics are important to the research study since
the reader must understand what it means to apply and understand the study.
Conceptual Literature
While many people have argued that style is important in teaching, identifying the elements
of the styles of teachers has proved to be difficult. One reason is that traditionally the concept of
style has been viewed in a pejorative manner. “It has been confused with affectation, denigrated
as a kind of posturing to mask a lack of substance, or tolerated as a natural manifestation of
personal eccentricities (Eble, 1980 p.1). Thus, to define style, to understand it, to develop it, and to
use it effectively entails moving beyond the negative sense in which it is sometimes perceived.
Teachers are more likely to develop teaching styles which are congruent with their own
learning styles rather than those of their students if they are unaware of the learning- teaching
styles literature (Barbe & Milone, 1980). This fact implies that teachers need to guard against over-
teaching by their own preferred learning styles. To teach with one’s own learning style is a natural
tendency because teachers subconsciously operate on the assumption that the way they learn is
most effective way for someone else to learn. Therefore, teachers have an obligation to broaden

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
their teaching styles to support opportunities for students to broaden their learning styles
(Friedman &Alley, 1984).
Teachers aspire to have all their students learn. This aspiration of reaching all students
spans disciplines, age levels, and all varieties of institutions. Most teachers do so out of a genuine
love for their discipline and a desire to share the wonder of their chosen field with others. Science
teaching is no different than other disciplines in this respect. However, in science, the lack of
diversity is apparent in the statistics of who chooses to pursue scientific disciplines professionally.
It means that there are still much to learn on how to reach all students.
In their book, Talking About Leaving: Why Undergraduates Leave the Sciences, Elaine
Seymour and Nancy Hewitt (1997) provide ample evidence from analysis of previous studies and
their own research that two major factors contribute to choices students make about pursuing
science majors and their satisfaction with science as a choice of major- classroom climate and
faculty pedagogy. These factors underlie many of the reasons “switchers” leave science majors
and many of the complaints “non switchers” have about their education in science (Seymour,
1997).
An expert scientist is not necessarily an effective teacher. An expert science teacher,
however, knows the difficulties students face and the misconceptions they develop, and knows
how to tap prior knowledge while presenting new ideas so students can build new, correct
understandings. Schulman (1986) refers to such expertise as pedagogical content knowledge
(PCK) and says that excellent teachers have both expert content knowledge, and expert PCK. In
How People Learn, Bransford, Brown and Cocking (1991) state: “Expert teachers have a firm
understanding of their respective disciplines, knowledge of the conceptual barriers that students
face in learning about the discipline, and knowledge of effective strategies for working with
students. Teachers’ knowledge of their disciplines provides a cognitive roadmap to guide their
assignments to students, to gauge student progress, and to support the questions students ask”.
Expert teachers are aware of common misconceptions and help students resolve them. This book
is dedicated to improving science teacher pedagogical content knowledge.
Constructivism is the belief “that children do not just receive content; in a very real sense,
that recreate and reinvent every cognitive system they encounter, including language, literacy, and
mathematics” (Zelmelman, Daniels, & Hyde, 1998, p.8). Many educational theorists such as

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Piaget, Dewey, Bandura, Duckworth, Bruner, Schwab, Kohlberg, and Papert referred to
constructivism or some methodological form of this philosophy when they discussed best practices
in science teaching, Piaget’s early interests and the constructivist methodology that is ascribed to
him link to science in both teaching and learning (Howe, 1996; Wandersee, Mintzes, & Novak,
1994). In the constructivist approach (Bruner (1966), Piaget (1954), Vygotsky (1981), the role of
the classroom teacher is primarily to “facilitate and guide” and to provide a variety of resources
and differentiated activities to keep the students “on task and active” in the learning process.
Classroom teachers should focus on making connections between facts and fostering new
understanding in students by encouraging students to use their critical thinking skills. This
approach encourages students to generate their learning based on a framework of discussion and
discovery in concert with other learners. Learning occurs more by active engagement with
materials and creating new connections between pieces of data rather than by passively receiving
a continuous stream of facts and other information.
Effective teaching is the core of Science Education. Effective science teachers create an
active learning community where they and the students work together to learn. Teachers must
have knowledge and abilities about science, learning and teaching to teach science according to
the Standards. They must also collaborate with colleagues to expand their knowledge of content
about science teaching. In Benchmarks for Science literacy (American Association for the
Advancement of Science, 1993) what students should be able to do and what they should know at
each opportunity in their educational career are orchestrated. Where their Standards are the
compass, the benchmarks are the exit ramps on the highway. Each standard gives directions to
teach with each one giving more details of how to get there.
Zemelman et al. (1998) cites thirteen principles supporting the paradigm shift to the best
practice of learning which therefore impacts teaching. They see learning as; (1) student-centered;
(2) experiential; (3) holistic; (4) authentic; (5) expressive; (6) reflective; (7) social; (8) collaborative;
(9) democratic; (10) cognitive; (11) developmental; (12) constructivist; and (13) challenging.
Research shows that, if teachers do not feel adequately prepared in a particular subject area such
as science, they could neglect this subject and focus on other academic areas in which they feel
more comfortable (Brophy, 1991).

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
The theory of complexity states that systems have acquired the ability to bring order and
chaos into a special kind of balance (Waldrop,1992). Woodbury (1995) studied six exemplary
elementary school teachers from six different schools. He found that teachers, who were teaching
science as a non- preferred subject exhibited anxiety about their knowledge of science, relied on
the science textbook and kept strict control of the classroom. The teacher who preferred teaching
science taught with manipulative and did experiments often. They also connected science to the
lives of the students using a student-centered focus. They showed confidence in their teaching
and showed more student movement. It requires changes throughout the entire system. Studies
have shown an improvement in elementary teacher’s attitudes toward science teaching if they
receive professional development on how to teach science and use equipment (Rubino,1994). In
an in-service where elementary school teachers were involved in learning how to use science kits,
96% reported better attitudes toward science and science teaching as a direct result of the
workshops and the use of kits for science activities. In previous work, Bethel and Hord (1982),
DeGroote (1972), and Hall (1990) have found that teachers who have been attending science in-
services activities, showed a reduce apprehension toward using science equipment. Some
students have developed negative stereotypes of science and scientists, whom they view as
“nerds” or “mad scientists”.
Others describe scientists as “hard”, “old”, “frightened”, and “colorless” (Rogers and Ford
1997). Several reasons have been suggested for these negative attitudes including students’
undesirable experiences in previous science courses and with instructors, lack of needed skills to
learn and apply scientific concepts, lack of motivation to work hard in science classes, home
backgrounds, school and classroom environments, biases of peer groups, the media’s portrayal of
scientists , and students’ perceptions of rewards associated with learning, to name a few (Rogers
and Ford 1997). Science anxiety, the fear of science learning, and apprehension toward scientists
and science- related activities are also results of these factors (Rogers and Ford 1997).
In addition, a positive attitude toward science may improve students’ academic
performance in not only science classes, but in other classes as well. Why should this be so?
Science is a way of knowing and understanding through the exercise of reason, a construction of
the mind based on actual observation to explain natural phenomena. Science, by choice, “is
limited to questions that can be approached by the use of reason, questions that can be answered

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
by the discovery of objective knowledge and the elucidation of natural laws of causation” (Futuyma
1983, 170). The practice of the discovery of objective knowledge involves observation of events
(or the acquisition of data), followed by inference regarding possible causes (forming alternative
hypotheses). And, finally, testing to select the best explanations (Cherif et al. 2001; Moore 1993).
The mental discipline and rational approach of “the scientific method” have been successfully
adopted in many other disciplines, such as business, law, the social sciences, and others.
Research Questions
This study aims to determine the relationship between the teachers’ teaching style and
pupils’ attitude towards science at Tibig Elementary School.
Specifically, this study will try to answer the following problems:
1. What are the levels of teaching style in terms of:
a. Instructional planning
b. Teaching method
c. Teaching environment
d. Evaluation techniques
e. Teaching characteristics
f. Educational philosophy
2. What is the attitude of pupils towards science as a subject?
3. How does the teaching style in terms of:
a. Instructional planning
b. Teaching method
c. Teaching environment
d. Evaluation techniques
e. Teaching characteristics
f. Educational philosophy
4. What training program can be proposed to improve learning style and pupils’ attitude
towards science?
Scope and Limitation
This study faces some limitations on the teachers’ teaching style and pupils’ attitude towards in
science in Tibig Elementary School, Municipality of Silang, SY 2022- 2023. This study will involve
four (4) science teachers and three hundred forty- eight (348) pupils from Grade 3 to Grade 6 as
Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
respondents of the study. The pupils and teachers will complete answering the questionnaire
within two (2) or three (3) days. Additional studies can be carried out in a longer time frame in the
future to examine whether the pupils can still sustain a positive attitude in science along a longer
time period. This study only examines the engagement of a small number of teachers’ teaching
style and pupils’ attitude towards science. The results cannot be generalized to other dissimilar
contexts. More studies can be conducted to find out if there is a relationship between teachers’
teaching style and pupils’ attitude towards science. Also, additional studies can perform on a
broader population of pupils including higher and average ability pupils.
Research Methodology
A. Sampling
This research will use quantitative research methodology to determine if there is a
statistically significant relationship between teaching styles and pupils’ attitude towards
science in Tibig Elementary School, the researchers will use quantitative methods to
assess the relationship of teaching styles and pupils’ attitude. In this study, there are two
variables: teaching styles and pupils’ attitude. It will find out if the teaching style of teachers
has influence on the pupils’ attitude in science. This method will be used because this
strategy focuses on measuring the collection and analysis of data of the teachers and
pupils. The teachers and pupils will answer different questionnaire within two (2) or three (3)
days. The answers will use Likert Scale with a scale of 1-5. The collection of quantitative
information will allow the researchers to show the relationship of the teachers’ teaching
styles and pupils’ attitude towards science.
B. Data Collection
An adapted questionnaires will be used as instrument for this study. There will be two (2)
kinds of questionnaires to be used: for teachers and pupils.
Teachers’ questionnaires is addressed to teachers of science who are asked to supply

information about their instructional practices and teaching style in science. It is divided into six (6)
parts.
I. Instructional planning
II. Teaching method
III. Teaching environment
Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
IV. Evaluation techniques

V. Teaching characteristics
VI. Educational philosophy
Pupils’ questionnaires will analyze their attitude toward science using 5- point Likert- type
scale. The items address varying aspects of their attitude toward science.
C. Ethical Issues
 The researchers will obtain approval from the principal of Tibig Elementary School to
conduct the research. The researchers should pay attention to vulnerable subject
which is the pupil to avoid breech of ethical codes.
 It is the responsibility of the researchers to analyze the data appropriately.
Fabrication and falsification od data is strictly prohibited.
 The researchers will make sure that there will be no conflict of interest that will
influence the methodology and outcome of the research.
 The researchers will include all sources of information in the reference section to cite
all the sources from journals, books, and other research study. Plagiarism is not also
allowed in this study to avoid legal actions.
 Researchers must ensure that this research is conducted in a responsible and
ethical manner from planning to administration.
D. Plan for Data Analysis
Timetable/Gantt Chart
*Mon
Mont Mont Mont Mont
th 1
h2 h3 h4 h5 Month 6
ACTIVITIES Marc
April May June July August 2023
h
2023 2023 2023 2023
2023
1. Research Proposal
2.Distribute questionnaires
to teachers and pupils.
3.Retrieval of
questionnaires

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
4.Gathering of data to
analyzed using statistical
method.
5. Analysis of results.
6. Presentation of results
and recommendations or
programs.
*Shade the corresponding month per activity
Plans for Dissemination and Utilization

DISSEMINATION Mon
ACTIVITIES *Mont th 2 Mont Mont Mont
h1 h3 h4 h5 Month 6
Apri
March l May June July August 2023
2023 202 2023 2023 2023
3
1.Preparation of letter of
request to the principal to
conduct the study and
letter of consent to the
respondents.
2.Distribution of
questionnaires to the
respondents.
3. Retrieval of
questionnaires
4. Gathering of data to
analyzed using statistical
method.
5. Analysis of results.
6. Present
recommendations and
programs to the principal.
*Shade the corresponding month per activity
REFERENCES
*Please follow the APA format

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
Barbe, W.B. and Milone, M.N.J.(1981). What We Know about Modality Strengths. Educational
Leadership, 38, 378-380.
Brown A., Bransford J., & Cocking R. (1991). How People Learn Brain, Mind, Experience,
Washington D.C National Academy Press pp. 3-23.
Daniels, Hyde, & Zemelman,. (1998). Best Practice: New Standards for Teaching and Learning in
America’s Schools, Pearson Education.
Ford M. & Rogers K (1997). Attitude and Performance, Journal of Science and Technology.
Friedman, P., & Alley, R. (1984). Learning/teaching styles: Applying the principles. Theory Into
Practice, 23, 77-81. http://dx.doi.org/10.1080/00405848409543093
Grasha A.F. (2002). Teaching with Style: A Practical Guide to Enhancing Learning by
Understanding Teaching and Learning Styles, Institute for Learning & Teaching Excellence
(ILTE), Indiana University Southeast.
Morell, P., & Lederman, N. (2010, March). Student’s Attitudes Toward School and Classroom
Science: Are They Independent Phenomena? Researchgate.Net. Retrieved February 18,
2023,from https://www.researchgate.net/publication/229613732_Student's_Attitudes_Towar
d_School_and_Classroom_Science_Are_They_Independent_Phenomena/citation/
download
Seymour E., & Hewitt N. (1997). Talking About Leaving: Why Undergraduates Leave the
Sciences, Elaine Seymour and Nancy Hewitt. Westview Press, A Division of HarperCollins
Publishers, Inc.
Shulman L.S. (1986). Those Who Understand: Knowledge Growth in Teaching. American
Educational Research Association, Source: Educational Researcher, Vol.15, No.2, pp.4-14.
Subject and course guides: Quantitative and qualitative research: What is quantitative research?
What is Quantitative Research? - Quantitative and Qualitative Research - Subject and
Course Guides at University of Texas at Arlington. (n.d.). Retrieved February 19, 2023, from
https://libguides.uta.edu/quantitative_and_qualitative_research/quant

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487
JONALYN B. CLARITO
SUBMITTED BY:
(Signature over printed VANESSA MARIE B. CASTILLO
name)
ROSE ANN M. MENDOZA

Telephone Nos.: 02-8682-5773/8684-4914/8647-7487

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Republic of the Philippines

BERF Basic Research Proposal Application Template

Introduction and Rationale

Address: Gate 2, Karangalan Village, Cainta, Rizal

Address: Gate 2, Karangalan Village, Cainta, Rizal

Address: Gate 2, Karangalan Village, Cainta, Rizal

Address: Gate 2, Karangalan Village, Cainta, Rizal

Address: Gate 2, Karangalan Village, Cainta, Rizal

Teachers’ questionnaires is addressed to teachers of science who are asked to supply

IV. Evaluation techniques

Address: Gate 2, Karangalan Village, Cainta, Rizal

*Shade the corresponding month per activity

Plans for Dissemination and Utilization

Address: Gate 2, Karangalan Village, Cainta, Rizal

Address: Gate 2, Karangalan Village, Cainta, Rizal

ROSE ANN M. MENDOZA

Address: Gate 2, Karangalan Village, Cainta, Rizal

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