Comparative Study on Science Teaching Competence in Relation to Selected Demographic Variables

Abstract

The present study aims to examine the level of science teaching competence among graduate teacher trainees and to analyze the influence of selected demographic variables, namely gender, locality, and family type, on their teaching competence. Science teaching competence is considered a crucial component of effective classroom instruction, as it directly affects students’ understanding, scientific thinking, and academic achievement. To achieve the study’s objectives, a descriptive survey method was adopted. The sample comprised 320 graduate teacher trainees, selected via simple random sampling to ensure adequate representation of diverse demographic groups. Data were collected through a self-constructed Science Teaching Competence Questionnaire consisting of 47 positively worded items measured on a five-point Likert scale. The tool assessed various dimensions of science-teaching competence, including subject knowledge, instructional strategies, classroom management, the use of teaching aids, and evaluation practices. The collected data were analyzed using appropriate inferential statistical techniques, such as t-tests and chi-square tests to test the formulated hypotheses. The t-test analysis revealed statistically significant differences in science teaching competence with respect to gender (t(318) = 2.003, p < .05), locality (t(318) = 4.180, p < .001), and family type (t(318) = 6.618, p < .001). However, the chi-square analysis examining the association between gender and competence levels showed no statistically significant relationship at the .05 level. The results highlight demographic disparities that need to be addressed in teacher education programs. The study emphasizes the importance of designing context-sensitive, inclusive teacher-training initiatives that cater to the diverse backgrounds of teacher trainees, thereby enhancing their professional competence and effectiveness in science teaching.