Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathematics Instruction in the K to 12 Curriculum in the Philippines
DOI:
https://doi.org/10.11594/ijmaber.04.04.12Keywords:
professional development program, mathematics teachers, teaching practices, student learning, K to 12 CurriculumAbstract
This study assessed the effectiveness of a professional development program for junior high school mathematics teachers in the Philippines and analyzed their achievement test results in Mathematics. The study aimed to identify the factors affecting the quality of mathematics instruction and propose solutions to these challenges. The study found that while most teachers were consistent in their lesson planning and content delivery, they need to improve their questioning techniques, differentiated techniques, and strategies to develop higher-order thinking skills. The study suggests that teachers need to enhance their teaching practices to achieve the K to 12 Curriculum goals, prepare students for better work opportunities, and contribute to the nation's economy. Professional development programs can provide opportunities for mathematics teachers to increase their knowledge and confidence in the subject. By improving their teaching practices, teachers can help enhance the quality of mathematics education in the Philippines. This study highlights the challenges mathematics teachers face in the country and the need for professional development programs to help them improve their teaching practices. The findings have important implications for mathematics education in the country, which can help raise the quality of education and the nation's economy.
Downloads
References
Alam, A. (2021, November). Possibilities and apprehen-sions in the landscape of artificial intelligence in education. In 2021 International Conference on Computational Intelligence and Computing Appli-cations (ICCICA) (pp. 1-8). IEEE. DOI: 10.1109/ICCICA52458.2021.9697272
Barquilla, M. B., & Cabili, M. T. (2021, March). Forging 21st century skills development through en-hancement of K to 12 gas laws module: a step to-wards STEM Education. In Journal of Physics: Con-ference Series (Vol. 1835, No. 1, p. 012003). IOP Publishing.
Blasco-Arcas, L., Buil, I., Hernández-Ortega, B., & Sese, F. J. (2013). Using clickers in class. The role of inter-activity, active collaborative learning and engage-ment in learning performance. Computers & , 62, 102-110. https://doi.org/10.1016/j.compedu.2012.10.019
Bradford, C., & Braaten, M. (2018). Teacher evaluation and the demoralization of teachers. Teaching and Teacher Education, 75, 49-59. https://doi.org/10.1016/j.tate.2018.05.017
Bragg, L. A., Walsh, C., & Heyeres, M. (2021). Successful design and delivery of online professional devel-opment for teachers: A systematic review of the literature. Computers & Education, 166, 104158. https://doi.org/10.1016/j.compedu.2021.104158
Chen, G., & Chan, C. K. (2022). Visualization-and analyt-ics-supported video-based professional develop-ment for promoting mathematics classroom dis-course. Learning, Culture and Social Interac-tion, 33, 100609. https://doi.org/10.1016/j.lcsi.2022.100609
Cutillas, A. (2019). Hemispheric Dominance and Spanish Vocabulary Proficiency Levels in the Five Macro Skills of the Students in Cebu Technological Uni-versity, Argao Campus. SABTON: Multidisciplinary Research Journal, 1(1), 84-95.
CUTILLAS, A. L., & GALERA, B. CORE COMPONENTS AND KEY PROCESSES OF EFFECTIVE EDUCATIONAL LEADERSHIP IN BASIC EDUCATION.
Department of Education. (2010). The Enhanced K+12 Basic Education Program in the Philippines. Re-trieved from http://www.deped.gov.ph/k-to-12/about
Department of Education. (2013). K to 12 Basic Educa-tion Curriculum Framework. Retrieved from http://www.deped.gov.ph/k
Gerashchenko, D. (2022). Academic leadership and uni-versity performance: do Russian universities im-prove when they are led by top research-ers?. Higher Education, 83(5), 1103-1123. https://doi.org/10.1007/s10734-021-00732-5
Harris, D. N., & Sass, T. R. (2011). Teacher training, teacher quality and student achievement. Journal of public economics, 95(7-8), 798-812. https://doi.org/10.1016/j.jpubeco.2010.11.009
Haw, J. Y., King, R. B., & Trinidad, J. E. R. (2021). Need supportive teaching is associated with greater reading achievement: What the Philippines can learn from PISA 2018. International Journal of Ed-ucational Research, 110, 101864. https://doi.org/10.1016/j.ijer.2021.101864
Herman, R., Gates, S. M., Arifkhanova, A., Bega, A., Chavez-Herrerias, E. R., Han, E., ... & Wrabel, S. L. (2017). School leadership interventions under the every student succeeds: evidence review.
Hillmayr, D., Ziernwald, L., Reinhold, F., Hofer, S. I., & Reiss, K. M. (2020). The potential of digital tools to enhance mathematics and science learning in sec-ondary schools: A context-specific meta-analysis. Computers & Education, 153, 103897. https://doi.org/10.1016/j.compedu.2020.103897
Jogezai, N. A., Baloch, F. A., Jaffar, M., Shah, T., Khilji, G. K., & Bashir, S. (2021). Teachers' attitudes towards social media (SM) use in online learning amid the COVID-19 pandemic: the effects of SM use by teachers and religious scholars during physical distancing. Heliyon, 7(4), e06781. https://doi.org/10.1016/j.heliyon.2021.e06781
Kuo, C. C., Maker, J., Su, F. L., & Hu, C. (2010). Identifying young gifted children and cultivating problem solving abilities and multiple intelligenc-es. Learning and Individual Differences, 20(4), 365-379. https://doi.org/10.1016/j.lindif.2010.05.005
Leiter, T. (2021). Do governments track the implementa-tion of national climate change adaptation plans? An evidence-based global stocktake of monitoring and evaluation systems. Environmental Science & Policy, 125, 179-188. https://doi.org/10.1016/j.envsci.2021.08.017
Limon, M. R. (2021). Validation of a researcher-developed food safety curriculum guide for junior high school students using Delphitechnique. Food Control, 125, 108011. https://doi.org/10.1016/j.foodcont.2021.108011
Lindvig, K., & Ulriksen, L. (2019). Different, difficult, and local: A review of interdisciplinary teaching activi-ties. The Review of Higher Education, 43(2), 697-725. doi:10.1353/rhe.2019.0115.
Lituanas, P. M., Jacobs, G. M., & Renandya, W. A. (2001). An investigation of extensive reading with reme-dial students in a Philippines secondary school. International Journal of Educational Re-search, 35(2), 217-225. https://doi.org/10.1016/S0883-0355(01)00018-0Get rights and content
Lo, C. K., Hew, K. F., & Chen, G. (2017). Toward a set of design principles for mathematics flipped class-rooms: A synthesis of research in mathematics education. Educational Research Review, 22, 50-73. https://doi.org/10.1016/j.edurev.2017.08.002Get rights and content
Mamolo, L. A., & Sugano, S. G. C. (2020). Self-perceived and actual competencies of senior high school students in General Mathematics. Cogent Educa-tion, 7(1), 1779505. https://doi.org/10.1080/2331186X.2020.1779505
Martin, F., Ritzhaupt, A., Kumar, S., & Budhrani, K. (2019). Award-winning faculty online teaching practices: Course design, assessment and evalua-tion, and facilitation. The Internet and Higher Edu-cation, 42, 34-43. https://doi.org/10.1016/j.iheduc.2019.04.001
National Academies of Sciences, Engineering, and Medi-cine. (2017). Promoting the educational success of children and youth learning English: Promising fu-tures. National Academies Press.
Nieto-Escamez, F. A., & Roldán-Tapia, M. D. (2021). Gam-ification as online teaching strategy during COVID-19: A mini-review. Frontiers in psychology, 12, 648552. https://doi.org/10.3389/fpsyg.2021.648552
Ocampo, E. N., Siahaan, K. W. A., Sinaga, S. J., & Cutillas, A. L. (2023). Pedagogical Exemplars for Mathe-matics Across Learning Styles. Edunesia: Jurnal Ilmiah Pendidikan, 4(2), 644-658. DOI: https://doi.org/10.51276/edu.v4i2.415
Sancar, R., Atal, D., & Deryakulu, D. (2021). A new framework for teachers’ professional
development. Teaching and Teacher Educa-tion, 101, 103305. https://doi.org/10.1016/j.tate.2021.103305
Sánchez-Cabrero, R., Estrada-Chichón, J. L., Abad-Mancheño, A., & Mañoso-Pacheco, L. (2021). Mod-els on Teaching Effectiveness in Current Scientific Literature. Education Sciences, 11(8), 409. https://doi.org/10.3390/educsci11080409
Sarapin, S. H., & Morris, P. L. (2015). Faculty and Face-book friending: Instructor–student online social communication from the professor's perspec-tive. The Internet and Higher Education, 27, 14-23.https://doi.org/10.1016/j.iheduc.2015.04.001Get rights and content
Saxton, E., Burns, R., Holveck, S., Kelley, S., Prince, D., Rigelman, N., & Skinner, E. A. (2014). A common measurement system for K-12 STEM education: Adopting an educational evaluation methodology that elevates theoretical foundations and systems thinking. Studies in Educational Evaluation, 40, 18-35. https://doi.org/10.1016/j.stueduc.2013.11.005
Zare, F., Guillaume, J. H., ElSawah, S., Croke, B., Fu, B., Iwanaga, T., ... & Jakeman, A. J. (2021). A formative and self-reflective approach to monitoring and evaluation of interdisciplinary team research: An integrated water resource modelling application in Australia. Journal of Hydrology, 596, 126070. https://doi.org/10.1016/j.jhydrol.2021.126070
Downloads
Published
Issue
Section
License
Authors who publish with this journal agree to the following terms:
Authors retain copyright and grant the journal right of first publication with the work simultaneously licensed under a Creative Commons Attribution License that allows others to share the work with an acknowledgement of the work's authorship and initial publication in this journal.
Authors are able to enter into separate, additional contractual arrangements for the non-exclusive distribution of the journal's published version of the work (e.g., post it to an institutional repository or publish it in a book), with an acknowledgement of its initial publication in this journal.
Authors are permitted and encouraged to post their work online (e.g., in institutional repositories or on their website) prior to and during the submission process, as it can lead to productive exchanges, as well as earlier and greater citation of published work (See the Effect of Open Access).
