Zenodo (CERN European Organization for Nuclear Research), Jul 15, 2023
This study sought to determine the relationship between the demographic profile, extent of assess... more This study sought to determine the relationship between the demographic profile, extent of assessment practices of senior high school mathematics teachers, and students' test performance in mathematics. In this study, embedded mixed methods research design was employed to collect both quantitative and qualitative data, with the latter being used to supplement the former. The results of the study revealed that the extent of assessment practices of SHS mathematics teachers in all subscales and as a whole showed a generally clear, visible, and observable implying noticeable indications and demonstrations of effective assessment practices in the classroom, allowing for meaningful evaluation and support of student learning. However, on students' test performance in mathematics, findings revealed a poor test performance indicating an enhancement is needed and highlights deficiencies in understanding or application of mathematical concepts. This was verified by the key informants' responses during the interview. Additionally, results also revealed that no significant differences exist on the extent of assessment practices of SHS mathematics teachers as assessed by the participants when grouped according to their demographic profile. Furthermore, in terms of test performance in mathematics, findings revealed that no significant differences exist when the participants were grouped according to sex and junior high school of origin but with significant difference in terms of section as likewise confirmed by the key informants on their responses. Moreover, it was found out that no significant association exists between the extent of assessment practices of SHS mathematics teachers and students' test performance in mathematics in all subscales aside from responsive. This relationship was more robust in classrooms where students demonstrated lower average performance on the formative assessment data. The researchers concluded that there were findings that highlighted several important factors that contributed to the outcomes in mathematics assessment. Clear assessment objectives, adopting a continuous assessment approach, providing timely and constructive feedback, incorporating self-assessment and peer evaluation activities can enhance metacognitive skills, identifying students who require additional support and providing targeted interventions, encouraging reflective practices, ongoing professional development opportunities, creating a positive and supportive classroom climate, and further longitudinal research and data analysis were the recommendations that would lead to improve the test performance in mathematics.
Psychology and Education: A Multidisciplinary Journal , 2023
This study sought to determine the relationship between the demographic profile, extent of assess... more This study sought to determine the relationship between the demographic profile, extent of assessment practices of senior high school mathematics teachers, and students' test performance in mathematics. In this study, embedded mixed methods research design was employed to collect both quantitative and qualitative data, with the latter being used to supplement the former. The results of the study revealed that the extent of assessment practices of SHS mathematics teachers in all subscales and as a whole showed a generally clear, visible, and observable implying noticeable indications and demonstrations of effective assessment practices in the classroom, allowing for meaningful evaluation and support of student learning. However, on students' test performance in mathematics, findings revealed a poor test performance indicating an enhancement is needed and highlights deficiencies in understanding or application of mathematical concepts. This was verified by the key informants' responses during the interview. Additionally, results also revealed that no significant differences exist on the extent of assessment practices of SHS mathematics teachers as assessed by the participants when grouped according to their demographic profile. Furthermore, in terms of test performance in mathematics, findings revealed that no significant differences exist when the participants were grouped according to sex and junior high school of origin but with significant difference in terms of section as likewise confirmed by the key informants on their responses. Moreover, it was found out that no significant association exists between the extent of assessment practices of SHS mathematics teachers and students' test performance in mathematics in all subscales aside from responsive. This relationship was more robust in classrooms where students demonstrated lower average performance on the formative assessment data. The researchers concluded that there were findings that highlighted several important factors that contributed to the outcomes in mathematics assessment. Clear assessment objectives, adopting a continuous assessment approach, providing timely and constructive feedback, incorporating self-assessment and peer evaluation activities can enhance metacognitive skills, identifying students who require additional support and providing targeted interventions, encouraging reflective practices, ongoing professional development opportunities, creating a positive and supportive classroom climate, and further longitudinal research and data analysis were the recommendations that would lead to improve the test performance in mathematics.
Psychology and Education: A Multidisciplinary Journal, 2023
This study examined students' Personal Experience Narratives (PEN) as learners in the new normal.... more This study examined students' Personal Experience Narratives (PEN) as learners in the new normal. Five (5) college students from one of Kabankalan City's private colleges were selected to participate in the oral interview. The spoken interview narratives were written down and subjected to analysis utilizing the personal experience narrative approach. These PEN were explored using a path diagram that depicted the aspects influencing the Personal Experience Narrative. The findings showed that all five (5) participants found the modular distance learning program to be difficult and full of pressure. The participants' experiences also led to the discovery of three (3) common codes-(1) The Academic Pressure of students in the New Normal, (2) The Creativity and Independence of Struggling Learners, and (3) Astonishing Insights gained through Personal Experiences. Additionally, it was discovered that the participants believed that persistence in one's studies, grit, patience, and access to the internet were crucial to the success of modular distance learning in the new normal.
Psychology and Education: A Multidisciplinary Journal, 2023
This study sought to determine the relationship between the level of mathematics self-concept, le... more This study sought to determine the relationship between the level of mathematics self-concept, learning factors and academic performance in blended learning modality. In this study, a mixed method using an embedded design was employed to collect both quantitative and qualitative data, with the latter being used to supplement the former. The results of the study revealed that the level of mathematics self-concept of the participants was moderate, the level of the learning factors in blended learning was moderate, and the academic performance in general mathematics was outstanding. However, when results were analyzed per item, findings revealed that during the blended learning, students had trouble understanding and remembering what they learned in mathematics. This was corroborated by the key informants' responses during the interview. Additionally, the findings showed that in blended learning, connectivity and personal space were crucial considerations to make when the participants were studying away from noise and distractions as likewise confirmed by the key informants in their responses. Results also revealed that no significant difference exists in mathematics self-concept and learning factors when the participants were grouped by sex, strand, and school of origin. In terms of academic performance, findings revealed that no significant difference exists when the participants were grouped according to school of origin but a significant difference exists when they were grouped according to sex and strand. Additionally, it was found out that no significant relationship exists between mathematics self-concept, learning factors, and academic performance. The researchers concluded that there is a need to conduct diagnostic test in mathematics to specifically determine the strength and weaknesses of the participants as gleaned from the contradicting quantitative and qualitative findings of the study. Thus, this study suggests that teachers regularly carry out formative assessments and closely monitor students' learning and performance through in-person and online discussions.
Zenodo (CERN European Organization for Nuclear Research), Jul 15, 2023
This study sought to determine the relationship between the demographic profile, extent of assess... more This study sought to determine the relationship between the demographic profile, extent of assessment practices of senior high school mathematics teachers, and students' test performance in mathematics. In this study, embedded mixed methods research design was employed to collect both quantitative and qualitative data, with the latter being used to supplement the former. The results of the study revealed that the extent of assessment practices of SHS mathematics teachers in all subscales and as a whole showed a generally clear, visible, and observable implying noticeable indications and demonstrations of effective assessment practices in the classroom, allowing for meaningful evaluation and support of student learning. However, on students' test performance in mathematics, findings revealed a poor test performance indicating an enhancement is needed and highlights deficiencies in understanding or application of mathematical concepts. This was verified by the key informants' responses during the interview. Additionally, results also revealed that no significant differences exist on the extent of assessment practices of SHS mathematics teachers as assessed by the participants when grouped according to their demographic profile. Furthermore, in terms of test performance in mathematics, findings revealed that no significant differences exist when the participants were grouped according to sex and junior high school of origin but with significant difference in terms of section as likewise confirmed by the key informants on their responses. Moreover, it was found out that no significant association exists between the extent of assessment practices of SHS mathematics teachers and students' test performance in mathematics in all subscales aside from responsive. This relationship was more robust in classrooms where students demonstrated lower average performance on the formative assessment data. The researchers concluded that there were findings that highlighted several important factors that contributed to the outcomes in mathematics assessment. Clear assessment objectives, adopting a continuous assessment approach, providing timely and constructive feedback, incorporating self-assessment and peer evaluation activities can enhance metacognitive skills, identifying students who require additional support and providing targeted interventions, encouraging reflective practices, ongoing professional development opportunities, creating a positive and supportive classroom climate, and further longitudinal research and data analysis were the recommendations that would lead to improve the test performance in mathematics.
Psychology and Education: A Multidisciplinary Journal , 2023
This study sought to determine the relationship between the demographic profile, extent of assess... more This study sought to determine the relationship between the demographic profile, extent of assessment practices of senior high school mathematics teachers, and students' test performance in mathematics. In this study, embedded mixed methods research design was employed to collect both quantitative and qualitative data, with the latter being used to supplement the former. The results of the study revealed that the extent of assessment practices of SHS mathematics teachers in all subscales and as a whole showed a generally clear, visible, and observable implying noticeable indications and demonstrations of effective assessment practices in the classroom, allowing for meaningful evaluation and support of student learning. However, on students' test performance in mathematics, findings revealed a poor test performance indicating an enhancement is needed and highlights deficiencies in understanding or application of mathematical concepts. This was verified by the key informants' responses during the interview. Additionally, results also revealed that no significant differences exist on the extent of assessment practices of SHS mathematics teachers as assessed by the participants when grouped according to their demographic profile. Furthermore, in terms of test performance in mathematics, findings revealed that no significant differences exist when the participants were grouped according to sex and junior high school of origin but with significant difference in terms of section as likewise confirmed by the key informants on their responses. Moreover, it was found out that no significant association exists between the extent of assessment practices of SHS mathematics teachers and students' test performance in mathematics in all subscales aside from responsive. This relationship was more robust in classrooms where students demonstrated lower average performance on the formative assessment data. The researchers concluded that there were findings that highlighted several important factors that contributed to the outcomes in mathematics assessment. Clear assessment objectives, adopting a continuous assessment approach, providing timely and constructive feedback, incorporating self-assessment and peer evaluation activities can enhance metacognitive skills, identifying students who require additional support and providing targeted interventions, encouraging reflective practices, ongoing professional development opportunities, creating a positive and supportive classroom climate, and further longitudinal research and data analysis were the recommendations that would lead to improve the test performance in mathematics.
Psychology and Education: A Multidisciplinary Journal, 2023
This study examined students' Personal Experience Narratives (PEN) as learners in the new normal.... more This study examined students' Personal Experience Narratives (PEN) as learners in the new normal. Five (5) college students from one of Kabankalan City's private colleges were selected to participate in the oral interview. The spoken interview narratives were written down and subjected to analysis utilizing the personal experience narrative approach. These PEN were explored using a path diagram that depicted the aspects influencing the Personal Experience Narrative. The findings showed that all five (5) participants found the modular distance learning program to be difficult and full of pressure. The participants' experiences also led to the discovery of three (3) common codes-(1) The Academic Pressure of students in the New Normal, (2) The Creativity and Independence of Struggling Learners, and (3) Astonishing Insights gained through Personal Experiences. Additionally, it was discovered that the participants believed that persistence in one's studies, grit, patience, and access to the internet were crucial to the success of modular distance learning in the new normal.
Psychology and Education: A Multidisciplinary Journal, 2023
This study sought to determine the relationship between the level of mathematics self-concept, le... more This study sought to determine the relationship between the level of mathematics self-concept, learning factors and academic performance in blended learning modality. In this study, a mixed method using an embedded design was employed to collect both quantitative and qualitative data, with the latter being used to supplement the former. The results of the study revealed that the level of mathematics self-concept of the participants was moderate, the level of the learning factors in blended learning was moderate, and the academic performance in general mathematics was outstanding. However, when results were analyzed per item, findings revealed that during the blended learning, students had trouble understanding and remembering what they learned in mathematics. This was corroborated by the key informants' responses during the interview. Additionally, the findings showed that in blended learning, connectivity and personal space were crucial considerations to make when the participants were studying away from noise and distractions as likewise confirmed by the key informants in their responses. Results also revealed that no significant difference exists in mathematics self-concept and learning factors when the participants were grouped by sex, strand, and school of origin. In terms of academic performance, findings revealed that no significant difference exists when the participants were grouped according to school of origin but a significant difference exists when they were grouped according to sex and strand. Additionally, it was found out that no significant relationship exists between mathematics self-concept, learning factors, and academic performance. The researchers concluded that there is a need to conduct diagnostic test in mathematics to specifically determine the strength and weaknesses of the participants as gleaned from the contradicting quantitative and qualitative findings of the study. Thus, this study suggests that teachers regularly carry out formative assessments and closely monitor students' learning and performance through in-person and online discussions.
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Papers by Paul Melcar Paglomutan