International Journal of Educational Research
Volume 110, 2021, 101864
Need supportive teaching is associated with
greater reading achievement: What the
Philippines can learn from PISA 2018
Author links open overlay panelJoseph Y. Haw a b, Ronnel B. King c a, Jose Eos
R. Trinidad d e
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The Philippines participated for the first time in the Programme for International
Student Assessment (PISA) in 2018. PISA 2018 focused on reading proficiency and
Filipino students ranked lowest in the world. We examined whether need
supportive teaching would be associated with student reading achievement using
2018 Philippine data (n = 7233). We further tested if the association is
generalizable across school types and socioeconomic strata. Results revealed that
need supportive teaching positively predicted student reading achievement across
different types of school and socioeconomic contexts. Results suggest the potential
importance of enhancing need supportive teaching as an evidence-based approach
to improve students’ reading achievement. This empirical insight shows how
reforms that improve teaching and learning present more significant promise in
increasing reading achievement.
Teachers’ challenges, capabilities, and needs in teaching
learners with reading difficulties
Leylanie Adao1
, Cesar Chester Relleve2
, Joel Salazar3
, Katrezia Fiel Macawile4
, Marites
Chavez5
1,2,3,4,5Curriculum Implementation Division, Department of Education, City
Schools Division of Dasmariῆas,
Cavite, Region IV-A Calabarzon, Philippines
E-mail: [Link]@[Link]
Received: 28 December 2022 Accepted: 13 March 2023 Published: 30 March 2023
Abstract: This study aims to understand the teachers’ challenges, capabilities, and
resources in teaching learners with
reading difficulties. It utilized a qualitative descriptive approach and data were
collected using single focus group
discussion. A descriptive thematic approach was employed following the method of
Braun & Clark to analyze the data
and describe the experiences of the informants. Participants of this study are 17
teachers from Junior High School in one
public school in the City Schools Division of Dasmariñas who encountered students
with reading difficulties in the
conduct of their classes during the first quarter of school year 2022-2023. Findings
revealed that in terms of challenges,
the following themes emerged 1) Low participation in class, 2) Unmet learning
competencies; as regards to capabilities
3) Language teachers are capable, 4) Content teachers have inadequate skills, and
when it comes to teachers’ needs 5)
Capacity building, 6) Intensification of reading intervention, and 7) Learning
resources for reading.
Volume 7 - 2022 | [Link]
The Philippine Teachers Concerns on
Educational Reform Using Concern Based
Adoption Model
Krizia Magallanes Jae Young Chung* Sunbok Lee
Department of Education, Ewha Womans University, Seoul, South Korea
This study aims to identify the Philippines teachers’ concerns in K–12 implementation.
The Concerns Based Adoption Model was applied to determine the level of concerns,
and the Stages of Concern Questionnaire has been administered to 400 teachers.
Findings indicate that consequence and collaboration was the teachers’ current concern
(impact stage). Furthermore, experience and education factors showed the biggest
significance affecting their collaboration among teachers. These current concerns match
the existing problems of Philippine education: poor PISA results and lack of resources.
This research urges the Philippine government to promote professional development
activities that encourage teamwork and collaboration among teachers.
The Perceived Challenges in Reading of Learners:
Basis for School Reading Programs
Mary Jane L. Tomas1, Erleo T. Villaros2, Sheena Mai A. Galman1
1
College of Education, Nueva Ecija University of Science and Technology, Cabanatuan
City, Philippines.
2
Schools Division of Aurora, Department of Education, Baler, Aurora, Philippines.
DOI: 10.4236/jss.2021.95009 PDF HTML XML 6,398 Downloads 185,390 View
s Citations
Abstract
This mixed method research study was conducted to investigate the English and Filipino
reading profile of learners, challenges, difficulties and lessons, the schools’ agenda and
initiatives for the enrichment of reading programs to eliminate these reading challenges
and difficulties; and stakeholders’ support and commitment. A total 4056 Filipino
reading profiles and 4216 English reading profiles of Grade 1 to Grade 7 students and
responses from the interviews done with school heads and teachers were described
using descriptive measures and analyzed using thematic analysis. Results showed that
majority of the learners were at the frustration level. Also, the perceived causes, origins
and attendant variables of the students’ reading level were non-mastery of the
elements of reading, presence of learners-at-risk, and no culture of reading. The
suggested reading programs and activities may form part in the creation of
contextualized reading curricula and be used as reading literacy initiatives in the
schools. These initiatives are categorized as Literacy Program, Individual Reading
Recovery Program and Enrichment/Enhancement Program.
Assessing educational progress: A comparative analysis of PISA results (2018 vs.
2022) and HDI correlation in the Philippines
January 2024World Journal of Advanced Research and Reviews
DOI:10.30574/wjarr.2024.21.1.0020
Authors:
Josephine Acido
The National Teachers College
Dennis G. Caballes
Centro Escolar University
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Abstract
The Philippines took part in PISA 2018 and 2022 conducted by OECD. Filipino
students are still among the least proficient in math, reading, and science. Its
performance did not significantly improve from the assessment in 2018. Through
statistical analysis design, the PISA score (2018 and 2022) was compared to all
countries' PISA scores and correlated to HDI in the Philippines, with the use of T-
test and Pearson r. Results showed that there is a notable variation in the
Philippines' PISA score compared to all countries participating in PISA. In addition,
there is a robustly positive correlation between the PISA score and the HDI in the
Philippines.
Understanding Filipino students’
achievement in PISA: The roles of
personal characteristics, proximal
processes, and social contexts
April 2023
Social Psychology of Education 26(4):1-38
DOI:10.1007/s11218-023-09773-3
Authors:
Joseph Haw
Ateneo de Zamboanga University
Ronnel B. King
Chinese University of Hong Kong
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Abstract and Figures
Much of the existing educational research has focused on affluent Western societies. Despite
comprising a broad swathe of the world population, less work has focused on lower middle-income
economies such as the Philippines. Perhaps part of this reason is the lack of high-quality data in such
contexts. PISA provides a potential solution to this problem. The Philippines participated in PISA in
2018 for the first time and scored lowest in reading out of 78 participating economies. This study was
rooted in the bioecological model and simultaneously considered the roles of personal characteristics,
proximal processes, and contextual factors to identify the most important predictors of reading
achievement in the Philippine context. We used the 2018 PISA Philippine data, which consisted of 7233
15-year-old adolescent participants. Machine learning was used to select important variables. Results
revealed the 26 top predictors of reading achievement out of 52 variables. The most critical predictors
in order of importance included reading difficulty self-concept, socioeconomic status, grade repetition,
school belonging, and fixed mindset among others. Hierarchical linear modelling broadly indicated
similar results with small to moderate effect sizes. Theoretical and practical implications were
discussed.
Material resources, school climate, and
achievement variations in the Philippines:
Insights from PISA 2018
Author links open overlay panelJose Eos Trinidad a b 1
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Highlights
•
Inequalities in achievement are less pronounced between schools and more
between students of the same school.
•
Public, low socioeconomic status, and rural schools’ lack of material resources is
a significant driver for low achievement.
•
Data suggest that in the Philippines, school climate is associated with consistent
and appropriate exercise of discipline.
•
Discipline problems vary depending on school type and location, (urban schools:
lack of respect, high SES: bullying).
•
Gender and SES fail to explain much of the test score variability, which points to
the need to detect lagging students early.
Abstract
Educational reform programs usually institute systemwide changes. However, this
assumption of similar school problems mask variations between schools and students.
The 2018 Philippine PISA data (n = 7233) reveal salient variations in academic
achievement that happen between schools and among students. Between
schools, material resource and school climate problems have different origins and
influence depending on school type and location, while among
students, gender and socioeconomic status act as predictors but fail to fully explain the
variation. This has implications for school-specific investments for material resource and
school climate improvement, and student-specific interventions that detect and instruct
those who are lagging behind.
Growth Mindset and Reading Proficiency of ESL Learners:
Examining the Role of Students' Socioeconomic Status Using
PISA 2018 Philippine Data
Bernardo, Allan B. I.
European Journal of Psychology of Education, v38 n2 p675-693 Jun 2023
The growth mindset, or the belief that intelligence can be increased with effort, has
been shown to be positively associated with improved learning outcomes. This
association has been observed in a few studies that inquired into reading outcomes,
and fewer studies that looked into reading in a second language. The current study
used data from the Programme for International Student Assessment (PISA) 2018
database to investigate the relationship between growth mindset and reading
proficiency of Filipino students learning English. Data were from 6766 students who
spoke a Philippine language at home, who were learning reading in English in high
school, and who were assessed for reading proficiency using English texts. The
study also inquired into the role of the students' socioeconomic status (SES) and
controlled for some teacher-related and motivation-related variables. Results of
hierarchical regression analysis showed a weak but significant positive relationship
between growth mindset and reading proficiency. The relationship between SES and
reading proficiency was stronger; more importantly, SES moderated the relationship
between growth mindset and reading proficiency. The positive relationship between
growth mindset and English reading proficiency became weaker as the students'
SES decreased; the relationship was nonsignificant among students with the lowest
SES. The discussion refers to SES differences in reading English language-learning
environments in the Philippines and considers how resources in the learning
environment enable (or constrain) the role of growth mindset in improving learning
outcomes.
