A Comparative Study of Teaching Proficiency among Science Teachers with B.S.Ed. and B.Sc. B.Ed. Degrees

Abstract

Aim of the Study: The teaching proficiency of educators is a critical factor in enhancing the effectiveness and quality of learning within educational institutions. This study aims to compare the teaching proficiency of science teachers holding B.S.Ed. degrees and those with B.Sc. B.Ed. degrees.

Methodology: Employing a descriptive research design, the study utilized a survey method facilitated through a structured questionnaire. The target population comprised head teachers, science teachers, and students at the secondary school level in Islamabad Model Schools. A multi-stage random sampling technique was adopted to select the sample for the study. Data were analyzed using basic statistical techniques, including percentages, means, standard deviations, t-tests, and chi-square tests.

Findings: The results indicated that science teachers with B.Sc. B.Ed. degrees exhibited significantly higher teaching proficiency compared to their counterparts with B.S.Ed. degrees.

Conclusion: These findings suggest a need for a revision of the B.S.Ed. curriculum to enhance subject mastery and pedagogical knowledge. A revised curriculum should incorporate content that strengthens teachers' understanding of their subject matter, thereby improving the overall quality of science education.