EVALUATING THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PROGRAMS FOR MATHEMATICS TEACHERS IN THE PHILIPPINES

Article Sidebar

View Article
Published: 2024-11-29
DOI: https://doi.org/10.5281/

Main Article Content

Sarah T. Lacsamana
Department of Education

Abstract

-Professional development (PD) programs play a critical role in enhancing the instructional quality of mathematics education. This study evaluates the effectiveness of PD programs for mathematics teachers in the Philippines, focusing on teacher competence, instructional practices, and student achievement. A survey and pretest-posttest quasi-experimental design were employed to assess program impact. Findings reveal significant improvements in teacher efficacy and student learning outcomes, suggesting that well-designed PD programs can address gaps in mathematics education.

Article Details

Issue

Vol. 2 No. 9 (2024): Excellencia: International Multi-disciplinary Journal of Education

Section

Articles

How to Cite

Lacsamana, S. . (2024). EVALUATING THE EFFECTIVENESS OF PROFESSIONAL DEVELOPMENT PROGRAMS FOR MATHEMATICS TEACHERS IN THE PHILIPPINES. Excellencia: International Multi-Disciplinary Journal of Education (2994-9521), 2(9), 640-644. https://doi.org/10.5281/

References

Albert, J. R. G., Basillote, L. B., Alinsunurin, J. P., Vizmanos, J. F. V., Muñoz, M. S., & Hernandez, A. C. (2023). Sustainable Development Goal 4 on Quality Education for All: How Does the Philippines Fare and What Needs to Be Done?.

Albert, J. R. G., Dumagan, J. C., & Martinez Jr, A. (2015). Inequalities in income, labor, and education: The challenge of inclusive growth (No. 2015-01). PIDS Discussion Paper Series.

Bahena, R., Kilag, O. K., Andrin, G., Diano Jr, F., Unabia, R., & Valle, J. (2024). From Method to Equity: Rethinking Mathematics Assessment Policies in Education. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 2(1), 121-132.

Bernardo, A. B. (2008). Individual and social dimensions of Filipino students' achievement goals. International Journal of Psychology, 43(5), 886-891.

Breakspear, S. (2012). The policy impact of PISA: An exploration of the normative effects of international benchmarking in school system performance.

CASP. (2018). CASP Checklists. Retrieved from https://casp-uk.net/casp-tools-checklists/

Cheung, A. C. K., & Slavin, R. E. (2013). The effectiveness of educational technology

Darling-Hammond, L., Hyler, M. E., & Gardner, M. (2017). Effective teacher professional development. Learning policy institute.

DepEd. (2016). K to 12 Basic Education Curriculum. Department of Education, Philippines. https://www.deped.gov.ph/k-to-12/about/k-to-12-basic-education-curriculum/

Descartin, D. M., Kilag, O. K., Groenewald, E., Abella, J., Cordova Jr, N., & Jumalon, M. L. (2023). Curricular Insights: Exploring the Impact of Philippine K to 12 on PISA 2022 Reading Literacy Achievement. Excellencia: International Multi-disciplinary Journal of Education (2994-9521), 1(6), 334-342.

Estrada, M. J., & Gumban, J. (2024). School Heads’ Competence, Teachers’ Performance in the Light of Philippine Professional Standards for Teachers, and Students’ Academic Performance. Technium Sustainability, 6, 38-55.

Gutierez, S. B. (2019). Learning from teaching: Teacher sense-making on their research and school-based professional development. Issues in Educational Research, 29(4), 1181-1200.

Hanushek, E. A., & Woessmann, L. (2023). The knowledge capital of nations: Education and the economics of growth. MIT press.

Henderson, A. T., & Mapp, K. L. (2002). A new wave of evidence. The impact of school, family, and community connections on student achievement. Austin [Texas]: National Center for Family & Community: Connections with Schools.

Kaur, B. (2022). Mathematics teacher practice and student perception of how they learn mathematics in the context of Singapore. ZDM–Mathematics Education, 54(2), 387-402.

Kitchenham, B., & Charters, S. (2007). Guidelines for performing systematic literature reviews in software engineering. Technical report, EBSE Technical Report EBSE-2007-01.

Limjap, A. A., Santos, G. N. C., Lapinid, M. R. C., Roleda, L. S., & Anito, J. C. (2017). Gearing K to 12 Philippine Science for National Development and ASEAN Competitiveness. Advanced Science Letters, 23(2), 1068-1072.

Llurag, S., Kilag, O. K., Villanueva, K., Samutya, M., Rabi, J. I. I., & Kilag, J. (2024). Enhancing Mathematics Education in the Philippines: Addressing Challenges and Improving Instructional Quality through Professional Development. International Multidisciplinary Journal of Research for Innovation, Sustainability, and Excellence (IMJRISE), 1(4), 190-196.

Nabayra, J. N. (2020). Video-Based E-Module for Mathematics in Nature and Students' Learning Experiences in a Flipped Classroom. Journal of Science & Mathematics Education in Southeast Asia, 43.

OECD. (2020). PISA 2018 Results (Volume I): What Students Know and Can Do. OECD Publishing. Retrieved from https://www.oecd-ilibrary.org/education/pisa-2018-results-volume-i_5f07c754-en

OECD. (2023). PISA 2022 Results. OECD Publishing. https://www.oecd.org/en/publications/2023/12/pisa-2022-results-volume-i_76772a36.html

Slavin, R. E., Lake, C., & Groff, C. (2009). Effective programs in middle and high school mathematics: A best-evidence synthesis. Review of Educational Research, 79(2), 839-911.

Symaco, L. P. (2013). The Philippines: Education issues and challenges. Education in South East Asia, 191-212.

Vistro-Yu, C. P., & Verzosa, D. M. B. (2024). Navigating around marginalizing complexities: the case of mathematics teachers in the Philippines. ZDM–Mathematics Education, 1-12.

World Bank. (2021). Improving Student Learning Outcomes and Well-being in the Philippines: What Can We Learn from PISA?. World Bank Group. Retrieved from https://openknowledge.worldbank.org/entities/publication/02dc4f0f-38b5-5fa0-9fbe-a6bb0a088bcd