Teachers’ Instructional Strategies in Online-Learning as a Basis for Enhancing STEM Students’ Self-Efficacy and Achievement in Science Harvy Adoyogan Shane Diaz Cherry Ann Leopar Chapter 1 Introduction to the Study Chapter 1 consists of five parts: (1) Background and Theoretical Framework of the Study, (2) Statement of the Problem and the Hypotheses, (3) Significance of the Study, (4) Definition of Terms, and (5) Delimitation of the Study. Part One, Background and Theoretical Framework oof the Study presents the introduction, justifies the needs for the investigation, and provides the theoretical framework, which serves as the frame of reference of the study. 2 Part Two, Statement of the problem and the Hypotheses, presents the general and the specific problems that the study would like to address. Part Three, Significance of the Study, enumerates the recipients of the study and explicitly discusses how each of them benefits from the results of the study. Part Four, Definition of Terms, defines important terms and key variables in the study, conceptually and operationally. Part Five, Delimitation of the Study, specifies the limits as well as the boundaries of the research in terms of variables, participants, instruments, and statistical tools used in the study. Background and Theoretical Framework of the Study The Novel Coronavirus (COVID-19) disease which caused the whole world to come to a halt in 2020. In such unprecedented times, educators worldwide were faced with the necessity of migrating to online learning, which the educators that were used to traditional learning (face to face) where the teacher control the environment on how information is disseminated and shared. While in an online learning, with instant access to vast resources of data and information, students are no longer dependent on faculty for knowledge. At this point teachers were forced to adapt to different (new) teaching strategies specifically the instructional strategies for this online learning setup. In this online learning setup teachers made sure that their learning delivery would be applicable to learners that is in online class environment, they also make sure to use appropriate technology which could improve their planning of lessons for their instructional materials which are the content or information carried within there course. Through the help of teachers’ instructional strategies for online learning. The self-efficacy of students specifically the stem students which generally takes science subject for the core of their academic institution, which their behavior in the digital learning environment also how does their coping mechanism could be known on how they deal with different situations they encounter, the experience they have acquired for the direct interaction or participation in this online learning. Lastly, the achievement of the stem students in the online learning of their science subject, how their cognitive skills developed in this kind of environment and what has to do with their academic performance with the lessons they have tackled in online learning in science subject. Instructional strategies - refers to the all approaches that a teacher may take to engage students in the learning process actively. These strategies drive a teacher's instruction as they work to meet specific learning objectives and ensure that their students are equipped with the tools, they need to be successful. Effective instructional strategies meet all learning styles and the developmental needs of all learners. Teachers must be equipped with a wellrounded arsenal of effective instructional strategies to maximize their effectiveness and to increase student learning opportunities (Meador, D. 2019). In the light of this study The Achievement goal theories (Dweck, 1986; Elliot, 1999; Nicholls, 1984, 1989) are based on the notion that variations in the way in which individuals judge their own ability (i.e., perceptions of competence) and define successful accomplishments understanding (Duda, 2001). young are athletes’ critical antecedents motivational for processes The conceptual framework of the study is shown in figure 1 below: Independent Variable Dependent Variables STEM Students’ Efficacy Self- Meta-cognitive strategies Teachers’ Instructional Strategies in Online learning Learning delivery Technology used Instructional materials STEM Students’ in Science Achievement Students’ grades Figure 1: The conceptual framework of the study that shows the relationship of major variables. This study aims to determine the teachers’ instructional strategies in online learning as a basis for enhancing STEM student self-efficacy and achievement in science of the Senior High School Department of Filamer Christian University for school year 2022-2023. Specifically, it seeks to answer the following questions: 1. What is the level of instructional strategies of teachers? 2. What is the level of self-efficacy of STEM students? 3. What is the level of STEM students` achievement in science? 4. Are there significant differences in the self- efficacy and achievement in science based on the instructional strategies of teachers? 5. Are there instructional significant strategies, relationships self-efficacy, among and achievement in science? Based on the stated problems, the following hypotheses are tested: 1. There are no significant differences in the selfefficacy and achievement in science based on the instructional strategies to teachers. 2. There are instructional no significant strategies, relationships among self-efficacy, and achievement in science. Significance of the Study The study was directed to determine the level of selfefficacy and achievement of Grade 12 STEM students of Filamer Christian University. Hence, this study will be beneficial to the following: Students. The result of this study will benefit the STEM students who are the subject of this investigation. Through the result of this study, the students will be aware of their effectiveness in handling different instructional strategies given to them by their teachers during online classes as well as the level of their achievement which will measure if the instructional strategies were delivered to them comprehensively despite of having technical disturbances. Teachers. They will be knowledgeable of their students' degrees of self-efficacy, which will help them determine how successful they are in imparting knowledge to the students. The outcome will act as a guide for teachers in choosing and refining more effective instructional strategies that will increase students' self-efficacy and enable students to achieve success. Principal. The principal would be aware of the importance of teachers' instructional influences the learner's efficacy. Consequently, strategies level a of as a factor achievement principal can that and self- choose what professional development and enrichment opportunities they will offer to the instructors in order to improve the teaching-learning process in an online environment. Parents. This research will benefit parents by prompting them on their child's self-efficacy and achievement in responding to the challenges they face in an online learning setting. As parents, they will be aware of what assistance or interventions their children will require to improve their ability to survive academics in online learning. Future Researchers. Having baseline data available can let future researchers conduct the same or a related study, whether they choose to use the same variables or different respondents. This study will serve as a reference for them and possibly as a model for undertaking in-depth research in this area. Definition of Terms The following terms are conceptually and operationally defined for a stronger understanding of the ideas presented to this study. Instructional strategies - refers to the all approaches that a teacher may take to engage students in the learning process actively. These strategies drive a teacher's instruction as they work to meet specific learning objectives and ensure that their students are equipped with the tools, they need to be successful. Effective instructional strategies meet all learning styles and the developmental needs of all learners. Teachers must be equipped with a wellrounded arsenal of effective instructional strategies to maximize their effectiveness and to increase student learning opportunities (Meador, D. 2019). In this study, “ Instructional strategies” referred to the— (operational) Online learning- refers to an internet-based learning environment that can connect students of diverse backgrounds who boast different perspectives. A higher education institution will use a learning management system, or LMS, to facilitate online learning, which can take the form of asynchronous learning (where students are not required to be online at the same time, and utilize discussion threads and e-mails (where to complete students coursework) must be or synchronous online at learning the same time)(Tophatmonocle Corp., 2022). In this study, “ Online learning” referred to the— (operational) Achievement especially by refers to superior a noun; ability, something special accomplished, effort, great courage, etc.; a great or heroic deed; the act of achieving; attainment or accomplishment; Heraldry. the full display of the armorial bearings of an individual or corporation; Digital Technology. a title or icon associated with a user profile or account that indicates the person's skill or rank in an online community, especially on a gaming platform. (Collins English Dictionary - Complete & Unabridged, 2012) In this study, “ Achievement” referred to the—(operational) Self-efficacy – refers to self-confidence, focusing on a person's belief in their capacity to perform tasks and succeed. The self-efficacy theory's core concept is that people are more likely to engage in activities concerning which they have high self-efficacy, and they are less likely to engage for which they don’t (What Is Self-Efficacy, 2022) In this study, “ Self-efficacy” referred to the—(operational) Delimitation of the Study The survey - correlational research design is used to determine teachers’ instructional strategies in online- learning as a basis for enhancing stem student self-efficacy and achievement in science of Filamer Christian University for school year 2022-2023. The participants in the study are the one hundred seventy-five (175) out of one hundred seventy-five (175) Grade 12 STEM students. Slovin’s formula is used to determine the sample size of the study. The participants are selected using the stratified random sampling. Data in this study are collected using the researchermade questionnaire. A (number of items)-item researcher made Instructional strategies in online learning Questionnaire was formulated to determine the level of Instructional strategies to teachers in Grade 12 stem senior high school of at Filamer Christian University. This questionnaire measured the students understanding to the teachers’ instructional strategies in online-learning. A (number of item)-item researcher-made self-efficacy of stems students in science subject Questionnaire was formulated to determine the level of self-efficacy science of Grade 12 STEM students’ of Filamer Christian University. This questionnaire measured how much is the level of students’ self-efficacy in dealing with science subject A (number of items)-item Researcher-made Achievement Test questionnaire was formulated to determine the students’ level of achievement in science subject. The independent variable is teacher’s instructional strategies while the STEM students’ self-efficacy and STEM students’ achievement in science are the dependent variables. The statistical tools in analyzing and interpreting the data are frequency count, mean, standard deviation, ANOVA, and Pearson r. The level of significance is set at 0.05 alpha.
