Pre Oral Defense ppt FOR MASTERAL STUDIES MAJOR IN ENGLISH

DEFENSE FOR MASTERAL THESIS

1. J.H. CERILLES STATE COLLEGE Mati, San Miguel, Zamboanga del Sur School of Graduate Studies Dawn Alejandra Mae R. Dumalang Master of Education Major in English

2. Dawn Alejandra Mae R. Dumalang Master of Education Major in English [email protected] Teacher 1 /DepEd Zamboanga del Sur District 1 Dumingag/Dulop National High School DEPED TEACHERS’ PERCEPTIONS OF PISA ASSESSMENT MATERIALS AND RESULTS: CHALLENGES AND PROPOSED SOLUTIONS

3. The study identifies three primary challenges: (1) cultural and contextual misalignmen t, where PISA test items may not reflect Filipino students’ real-life experiences; (2) language barriers , as English is not the first language of many learners, affecting their comprehension; and (3) curriculum misalignment, since the Philippine education system emphasizes rote learning rather than problem-solving and analytical skills, which PISA assesses. BACKGROUND

4. This study explores the perceptions of DepEd teachers regarding the alignment, challenges, and potential improvements of PISA assessment materials within the Philippine education system. By understanding their insights, it will be critical in addressing the challenges and formulating strategies that can bridge these gaps effectively. BACKGROUND

5. This study aims to explore DepEd teachers' perceptions of PISA assessment materials and results, focusing on challenges and potential solutions to enhance curriculum alignment and student performance. Specifically, it seeks to: Examine how DepEd teachers perceive the alignment of PISA assessment materials with the current Philippine education curriculum. Analyze teachers’ perceptions of the role of 21st-century skills integration in improving PISA outcomes. OBJECTIVES

6. 3. Identify cultural, contextual, and linguistic factors in PISA assessment materials that pose challenges for Filipino students. 4. Investigate how student performance outcomes reflect potential misalignment between national curriculum standards and international assessments. 5. Propose learning materials and question formats that align with PISA standards while encouraging analytical thinking over rote memorization. OBJECTIVES

7. This study is anchored on three key theories that provide a lens for understanding DepEd teachers’ perceptions of PISA assessment materials and results: 🔹 Constructivism (Piaget, 1978) – Learners build knowledge through experiences and social interactions. Teachers' perceptions of PISA are shaped by their classroom realities, experiences, and interactions with the curriculum and assessment materials. 🔹 Cultural-Historical Activity Theory (CHAT) (Engeström, 1987) – Examines how socio-cultural, institutional, and historical contexts THEORITICAL FRAMEWORK

8. influence actions. This theory explains how Philippine educational policies and cultural factors shape teachers’ responses to PISA assessments. 🔹 Diffusion of Innovations Theory (Rogers, 2003) – Describes how new ideas and innovations are adopted. It helps analyze how teachers accept or resist PISA-based approaches, considering factors like perceived usefulness, complexity, and alignment with existing teaching practices. THEORITICAL FRAMEWORK

9. CONCEPTUAL FRAMEWORK The research process follows a systematic flow, beginning with the analysis of PISA results and assessment materials, followed by gathering teachers’ feedback and perceptions. The study identifies existing gaps, proposes learning/assessment materials to address these gaps, and presents an alternative learning material aligned with PISA standards (Fig. 1).

10. Specifically, this study seeks to answer these following questions: 1.How do DepEd teachers perceive the alignment of PISA assessment materials with the current Philippine education curriculum? 2.What are the perceptions of DepEd teachers towards the influence of the integration of 21st-century skills in classroom instruction to improve PISA outcomes? 3.Based on teachers’ perception, what specific cultural, contextual, or linguistic factors in PISA assessment materials present challenges to Filipino students' performance? STATEMENT OF THE PROBLEM

11. 4.As revealed in teacher’s perceptions, what ways do students' performance outcomes on assessments show there is inappropriateness of assessment materials for the alignment between the national curriculum and the demands of international assessments like PISA? 5. What questions/learning materials should be included to align in PISA assessment materials that will require to focus on more analytical thinking rather than rote memorization questions and the demands of international assessments like PISA? STATEMENT OF THE PROBLEM

12. This study is significant of the following: 🔹 Students 🔹 Educators 🔹DepEd High School Teachers 🔹Future Researchers SIGNIFICANCE OF THE STUDY

13. SCOPE AND LIMITATION T his study focuses on the perceptions of public high school teachers in District 1, Dumingag , Zamboanga del Sur regarding PISA assessment materials and results. It explores their views on the alignment of PISA with the Philippine curriculum, challenges in implementation, and recommendations for improvement. The study particularly examines cultural relevance, language barriers, and curriculum alignment in relation to PISA. Scope:

14. SCOPE AND LIMITATION The study is limited to teachers' perceptions and does not include a direct evaluation of student performance or a comprehensive review of the entire curriculum. Additionally, data collection is confined to selected public high schools in one district, which may not fully represent the experiences of all DepEd teachers in the Philippines. The research is also time-bound, with data collection taking place within a specific period. Limitation:

15. These following terms are defined conceptually and operationally: 🔹 PISA Framework 🔹Assessment Materials 🔹Cultural Relevance 🔹Language Barrier 🔹Curriculum Misalignment 🔹DepEd High School Teachers 🔹Feedback and Perceptions 🔹Alternative Learning Materials DEFINITION OF TERMS

16. 🔹 Global Impact of PISA PISA serves as a benchmark for evaluating education systems worldwide (OECD, 2016). Countries use PISA results to inform curriculum reforms and improve teaching strategies (Baird et.al, 2016) 🔹 Teacher Perceptions of International Assessments Teachers acknowledge PISA’s value but struggle with its application due to inadequate training (Zhao & Qian, 2019). Many educators perceive PISA as disconnected from local teaching contexts (Nielsen & Birkelund , 2017). REVIEW OF RELATED LITERATURE

17. 🔹 Challenges in Utilizing PISA Data Cultural and linguistic barriers affect student performance (Salazar, 2018).Curriculum misalignment limits teachers' ability to integrate PISA-related competencies (Cruz, 2020). PISA in Philippine Context Rivera and Santos (2021) discussed how the results revealed gaps in critical thinking and problem-solving skills among students. Bernardo et al. (2022), examined the preparedness of Filipino teachers to address the demands of PISA. REVIEW OF RELATED LITERATURE

18. 🔹 Proposed Solutions Strengthening teacher training programs to improve PISA data interpretation (Johnson & Perez, 2020). Developing localized assessment materials to bridge gaps between global and local standards (Soriano, 2022). Compared to existing research, this research lies in its focus on the firsthand perceptions of DepEd high school teachers regarding PISA assessment materials and results and few have specifically explored how Filipino teachers experience and respond to these challenges. REVIEW OF RELATED LITERATURE

19. 🔹 Research Design - Descriptive Method 🔹 Research Environment - Selected public high schools in District 1, Dumingag, Zamboanga del Sur under DepEd. 🔹 Sampling Design - Purposive Sampling 🔹 Research Respondents - Public high school teachers, particularly English teachers 🔹 Research Instruments - Surveys, semi-structured interview guides, focus group protocols, classroom observation checklists, and document analysis forms. METHODOLOGY

20. 🔹 Data Gathering Procedure Approval from DepEd officials and school administrators. Purposive sampling to select teachers with PISA experience. Data collection methods: ✅ Interviews & Surveys – Explore teachers' perceptions of PISA and 21st- century skills. ✅ Focus Groups & Classroom Observations – Assess real-time instructional practices. ✅ Document Analysis – Review PISA materials and curriculum for alignment. Ethical considerations: Informed consent and confidentiality ensured. METHODOLOGY

21. 🔹 Data Analysis Descriptive Statistics – Summarize survey data. Thematic Analysis – Identify key themes from interviews and focus groups. Classroom Observation – Categorize integration of critical thinking & problem-solving. Document Analysis – Compare PISA materials with the national curriculum. Triangulation – Cross-check findings for accuracy and validity. METHODOLOGY

22. THANK YOU! Patricia Bahian Ed.D. Chairperson Vilma Grengia , Ph.D. Thesis Adviser Frederick Grengia Ed.D Panel Member Carlo Rule, MAEd Panel Member