Article Per Year (5 Year)
p-Index From 2021 - 2026
0.408
P-Index
This Author published in this journals
All Journal International Journal of Multidisciplinary: Applied Business and Education Research
Cabrera, Rhea M.
Unknown Affiliation
Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Environmental Science Medicine & Pharmacology

Published : 2 Documents Claim Missing Document
Claim Missing Document
Check
Articles

Found 2 Documents
Search

 1 
Teachers' Profile, Knowledge Competence, and Skill Competence in Laboratory Instruction; Its Implications to Physics Teaching Atud, Florence Mae R.; Cabrera, Rhea M.; Calzada, Marc Paul T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 4 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.04.33

Abstract

Effective science instruction requires more than just dispensing information and conceptual knowledge; science teachers also need to have in-depth knowledge, understanding, and abilities to give their students appropriate and pertinent scientific tasks. Despite the fact that teachers exhibit proficiency in laboratory instruction, more research is required to determine how this proficiency directly impacts student learning outcomes in lab environments. Hence, a descriptive-correlational research approach was conducted to determine the relationship between the profile of science teachers and their knowledge and skill competence in science laboratory instruction. Results revealed that gender (sex) has a negative correlation with both knowledge and skill competency. This indicates that male and female teachers may have different competency levels. Moreover, higher degrees and teachers’ field of specialization contribute positively to both knowledge and skill competency in science laboratory instruction. However, teaching position and length of teaching have weak indicating that experience alone may not strongly influence knowledge and skill competence in science laboratory.
Status of Laboratory Resources and Teaching Competence in Schools Division of Ilocos Norte Gonzales, Xylene Gail I.; Cabrera, Rhea M.; Calzada, Marc Paul T.
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 6 No. 4 (2025): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.06.04.02

Abstract

This study examined the status of laboratory resources in public sec-ondary schools in Ilocos Norte and evaluated science teachers’ labora-tory competence. Using a descriptive survey design, the study involved 198 science teachers, selected through total enumeration method. Conducted in October 2024 at all public secondary schools in the Schools Division of Ilocos Norte, data were collected using a survey questionnaire instrument and analyzed using frequency count, per-centages, and mean for the availability and accessibility of laboratory equipment and facilities and the level of laboratory competence of teachers. Key areas investigated included the accessibility of laborato-ry facilities and equipment, the presence of laboratory technicians, and teachers’ proficiency in laboratory knowledge and instructional skills. Results revealed significant gaps in providing advanced laboratory apparatus, although basic equipment was relatively accessible. Science teachers demonstrated average competence, but challenges such as insufficient resources, inadequate training, and poor facility mainte-nance impeded optimal instruction. Notable constraints included in-frastructure issues, unequal resource distribution, and limited profes-sional development opportunities. The findings highlight the need for equitable resource allocation and enhanced competencies to improve the quality of science instruction. Recommendations include regular professional development, improved resource accessibility, and insti-tutional support to foster innovative teaching practices.
Co-Authors Atud, Florence Mae R. Calzada, Marc Paul T. Gonzales, Xylene Gail I.