02004nam a22001577a 4500003000400000005001700004008004100021040000900062100002800071245015000099260005500249300004800304500136600352500007201718504005601790OSt20250327103518.0250327b        |||||||| |||| 00| 0 eng d  cNVSU  aFernandez, Rowenalyn M.  aIntervention model for science teachers competencies and 21st century skills to enhance academic performance of learners/cRowenalyn M. Fernandez  aBayombong:bNueva Vizcaya State University,c2024.  axiii, 162 leaves :billustrations ;c28 cm.  aThis study aimed to examine the profile, teaching competencies and 21st-century skills of secondary school science teachers in the Division of Nueva Vizcaya, and analyze their impact on student academic performance. The study also sought to develop a model describing the relationships between teaching competencies, 21st-century skills, and academic performance of the students and propose an intervention plan for enhancing the effectiveness of the teachers. 
A descriptive-correlational design was used with a validated survey questionnaire was employed. Data from 47 teachers and 470 students were analyzed using descriptive and inferential statistics, including Structural Equation Modeling (SEM) in Analysis of Moment of Structures (AMOS). 

Results revealed a predominantly female teacher population with bachelor's degrees and less than 15 years of experience. They are highly proficient in terms of their levels of teaching competencies and 21st-century skills. 

The academic performance of the students in their science classes was generally satisfactory. Students generally perceived their science teachers positively across all three competencies (pedagogical, professional, and social). In terms of their pedagogical competence, teachers demonstrate a strong ability to design and deliver effective. In Partial Fulfillment of the Course Requires.
  aThesis (Master of Education in Science Education - General Science)  aIncludes appendices and bibliographical references.