Course facilitators' teaching approaches and challenges: Inputs to the development of an issue-based instructional model and course syllabus in Science Technology and Society (STS)

Abstract

This study aimed at determining the course facilitators' teaching approaches and challenges as inputs to the development of an issue-based instructional model and a course syllabus in Science Technology and Society (STS). This study involved 38 STS course facilitators purposively chosen from the different State Universities and Colleges (SUCs) in Panay Island and 67 STS students. The development of the issue-based instructional model and STS course syllabus utilized the modified ADDIE model. The three (3) course facilitators and their 67 students were requested to pilot test and evaluate the issue-based instructional model in terms of its relevance, appropriateness, versatility, and effectiveness. The statistical tools employed in the study were mean, standard deviation, and frequency count. The STS course facilitators used audio-visual aids and other printed materials in delivering the lesson to the students mostly through lecture demonstration and other engaging group activities. However, the use of traditional non-projected materials such as chalkboards, multipurpose boards, display boards, graphic materials, and photographs and illustrations is still prevalent. Among the challenges that the course facilitators encountered is their feeling of inadequacy to teach the course as well as the scarcity of updated learning resources and in motivating students who have no scientific inclination, more so if they are enrolled in non-science oriented programs. The developed Issue-based Instructional Model in STS and the accompanying Course Syllabus were the output of the study. It could be concluded that there is a prevalence of the use of the visual materials in the STS classroom. Also, concretizing the science concepts and relating them to real-life situations is an integral part of Science Technology and Society (STS) instruction. Some course facilitators are not really academically prepared to handle the course. As such, they tend to grapple with preparation, thus needing more time in order to cope with it. Students become receivers of wrong information from social media; thus, they do not develop their critical thinking skills. The developed issue-based instructional model and the course syllabus in Science Technology and Society (STS) promote convenience in the teaching and learning of the course. Thus, it is recommended that the developed issue-based instructional model be used in the classroom or any other learning platforms for it can serve as an effective instructional model that will help not only the course facilitators but also the students.