Difficulty of Science Pre-Service Teachers in their Major Courses (Physics, Biology, Chemistry, Earth Science)

John Marc S. Bugarso, Geraldine L. Arcenas, Janine M. Galigao, Michael Kennedy G. Camarao


This study investigated the difficulty of science pre-service teachers in their major courses. The respondents are the ten purposively selected Bachelor of Secondary Education major in science students of Sultan Kudarat State University - ACCESS Campus. This qualitative research design aimed to determine students’ difficulties encountered, study habits, and coping mechanisms. It was revealed that Physics is considered a difficult branch of science, while Biology is less difficult. In Biology, they find difficulty due to the complexity of the topics. In Chemistry, memorization of processes and the availability of learning materials and equipment. In Physics, problem-solving, and computations are most mentioned. In Earth science, memorizing concepts and processes, and performing tasks. Lastly, science instruction is the terms and teaching field of research. Study habits revealed that they are more on visual representation in all major courses. However, in Chemistry and Physics, they practice problem-solving, memorizing formulas, and peer mentoring. For Earth science and science instruction, organizing terms, and revisiting fundamentals are emphasized. Students responded that revisiting lessons, browsing, and watching online videos, peer-teacher mentoring, time management, self-motivation, and rewarding are the coping mechanisms. Science education through integrating appropriate teaching strategies to ease the difficulties encountered by the students.


Coping mechanism; Difficulty in major courses; Science education courses; Science pre-service teachers; Study habits

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DOI: https://doi.org/10.17509/ijomr.v4i1.68752


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