Wednesday, November 22, 2017

To determine if the supplemental trainings conducted in 2014 contributed to the improvement of the teaching competencies of DepEd-ARMM teachers, BEAM-ARMM commissioned UP NISMED to assess the science and mathematics proficiency of DepEd-ARMM teachers. The project also sought to assess the knowledge retention of teachers after more than a year when they received the training intervention and to find out if teacher-related factors, such as teaching experience and position in school, correlate with science and mathematics proficiency. UP NISMED developed the assessment tools and also processed and analyzed the data from the pretest, posttest, and parallel posttest.

The assessment covered Grade 1, Grade 2, Grade 7, and Grade 8 science and mathematics teachers trained during the supplemental trainings conducted in 2014 who took both the pretest and posttest. A total of 454 Grade 1 teachers and 470 Grade 2 teachers were randomly selected to take the parallel posttests for elementary school mathematics teachers. On the other hand, 452 Grade 1 teachers and 448 Grade 2 teachers were randomly selected to take the parallel posttests for elementary school science teachers. For high school, 34 Grade 7 mathematics teacher and 58 Grade 8 mathematics teachers were randomly selected to take the parallel posttests while science had a random sample of 49 Grade 7 and 74 Grade 8 science teachers.

The proficiency of teachers were based on their performance in the parallel posttest, given more than a year after the training, and on their performances in the pretest and posttest, which were given prior to the training and right after the training, respectively. In addition, the assessment determined Grade 1 and Grade 2 science teachers’ performance in terms of the three content domains, namely, Earth Science, Life Science, and Physical Science. For Grade 7 and Grade 8 science teachers, they were assessed based on the four content domains, namely, Biology, Chemistry, Earth Science, and Physics. For mathematics, Grades 1, 2, and 7 teachers’ performance was assessed in terms of the five content domains, namely, Numbers and Number Sense, Patterns and Algebra, Measurement, Geometry, and Statistics and Probability. For Grade 8 mathematics teachers, their performance was assessed in terms of the following domains: Algebra, Geometry, and Statistics and Probability. Teachers’ proficiency were also assessed in terms of the three cognitive domains knowing, applying, and reasoning.

Results of the assessment were presented by Dr. Soledad A. Ulep, UP NISMED Director and Dr. Monalisa T. Sasing, Deputy Director for Administration during the meeting with BEAM-ARMM and DepEd-ARMM on 1 December 2016 in Cotabato City.

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