FOSTERING SELF-REGULATION AND LIFE SCIENCE-TECHNICAL-VOCATIONAL INTEGRATED SKILLSTHROUGH CAREER-FOCUSED TEACHING

Author Name: 1MR. JOELASH R. HONRA (MAIN AUTHOR), 2DR. SHERYL LYN C. MONTEROLA, 3DR. ROSANELIA T. YANGCO

Volume: 01 June 2020 &  Issue: 01

Country: PHILIPPINES

DOI NO.: NA, DOI Link: http://doi-ds.org/doilink/08.2020-25662434/

Affiliation:

1. Science Teacher, Department of Education Makati City, Philippine
2. Associate Professor, Science Education, Division of Curriculum and Instruction College of Education, University of the Philippines – Diliman, Philippines
3. Associate Professor, Science Education, Division of Curriculum and Instruction College of Education, University of the Philippines – Diliman, Philippines E-mail: joelash.honra@deped.gov.ph

ABSTRACT

This study investigated the effects of Career-Focused Teaching (CFT) on students’ self-regulation and life science-technical-vocational integrated skills in Biology. It also aimed to find out whether self-regulation is a positive predictor of life science-technical-vocational-integrated skills. Two intact heterogenous classes from a public Senior High School were involved in the study. The classes were randomly assigned to either the conventional group (Science Conventional Teaching) or the xperimental group (Career-Focused Teaching). The revised Self-Regulation Questionnaire and the researcher-made Life Science-Technical-Vocational Integrated Skills Questionnaire were the instruments used in the study to measure students’ self-regulation and life science-technical-vocational integrated skills in Life Science, respectively. The results from statistical analysis revealed that CFT is effective in fostering students’ self-regulation and life science-technical-vocational integrated skills in Biology. The results also revealed that self-regulation is a significant predictor of life science-technical-vocational integrated skills.

Key words: Biology,Career-Focused Teaching, Self-Regulation, Life Science-Technical-Vocational Integrated Skills