Big-Idea Coherence Beliefs as Predictors of Instructional Integration  Practices Among Public Secondary Biology Teachers in Masbate, Philip-pines

Erdee Cajurao; John Carlo Mortel; Edna Padre; Roel Ang

doi:10.11594/assrj.01.02.18

Authors

Erdee Cajurao Dr. Emilio B. Espinosa Sr. Memorial State College of Agriculture and Technology
John Carlo Mortel Dr Emilio B Espinosa Sr Memorial State College of Agriculture and Technology
Edna Padre President Ramon Magsaysay State University
Roel Ang Nueva Ecija University of Science and Technology

DOI:

https://doi.org/10.11594/assrj.01.02.18

Keywords:

big ideas in science education, big-idea coherence beliefs, instructional integration, biology teachers, teacher beliefs

Abstract

This descriptive-correlational study examined the relationship between big-idea coherence beliefs and instructional integration practices among 45 public secondary Biology teachers in Masbate, Philippines. We used two researcher-made instruments, the Big-Idea Coherence Belief Scale (BICoBS) and the Instructional Integration Practice Inventory (IIPI), both with excellent internal consistency (Cronbach's alpha: BICoBS = 0.93; IIPI = 0.97). The study described teachers' belief and practice levels, tested for group differences by experience, and examined the correlation between the two variables. Results showed a very high level of big-idea coherence belief (M = 4.69, SD = 0.31), strongest in the cross-cutting concepts domain (M = 4.74). Respondents similarly reported a very high level of instructional integration practice (M = 4.44, SD = 0.52), highest in assessment alignment (M = 4.51) and interdisciplinary linking (M = 4.49). Thematic unit planning yielded the lowest domain mean (M = 4.33). Kruskal-Wallis tests found no significant differences in big-idea coherence beliefs (H = 2.27, p = .519) or instructional integration practices (H = 0.51, p = .916) across experience groups. Both orientations are therefore uniformly distributed regardless of career stage. Spearman rank-order correlation revealed a significant moderate positive relationship between big-idea coherence beliefs and instructional integration practices (rs = .550, p < .001), with all domain-level correlations also significant (rs = .404 to .428). Content analysis of five lesson plans submitted by teachers revealed documentary evidence of explicit big-idea framing, systematic interdisciplinary linking, and conceptually demanding assessment tasks across multiple biology and science topics. These findings affirm that beliefs in conceptual coherence serve as meaningful predictors of integrative classroom behavior. We therefore underscore the importance of cultivating coherence-oriented pedagogical dispositions through professional development and pre-service teacher education in provincial Philippine settings.

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