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All Journal International Journal of Multidisciplinary: Applied Business and Education Research Jurnal Pendidikan Progresif
Sionicio, Joan Belen
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Civil Engineering, Building, Construction & Architecture Computer Science & IT Economics, Econometrics & Finance Education Environmental Science Medicine & Pharmacology

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Assessing Students’ Learning: Revisiting Challenges of Secondary Mathematics Teachers in Bicol Region, Philippines Sionicio, Joan Belen; Besmonte, Al Banico
International Journal of Multidisciplinary: Applied Business and Education Research Vol. 4 No. 6 (2023): International Journal of Multidisciplinary: Applied Business and Education Rese
Publisher : Future Science / FSH-PH Publications

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.11594/ijmaber.04.06.03

Abstract

The COVID-19 pandemic led to a sudden paradigm shift in education worldwide. To ensure that education would be undisrupted, many countries, including the Philippines, shifted from the usual face-to-face classes to distance learning modalities such as modular, online and blended. With these rapid changes, mathematics teachers were confronted with a lot of uncertainties. To investigate the challenges they encountered in assessing their students’ learning during the remote setting, this study used a descriptive research design. Data were gathered through online questionnaires in Google form and informal interviews among 268 secondary mathematics teachers from the different divisions in Bicol Region, Philippines. Thematic analysis was utilized in the analysis of qualitative data. Results show challenges in terms of the quality of outputs, materials and resources, students’ performance and feedback mechanism. On a positive note, they regarded the pandemic as an opportunity for professional advancement and pedagogical flexibility. The COVID-19 pandemic led to a sudden paradigm shift in education worldwide. To ensure that education would be undisrupted, many countries, including the Philippines, shifted from the usual face-to-face classes to distance learning modalities such as modular, online and blended. With these rapid changes, mathematics teachers were confronted with a lot of uncertainties. To investigate the challenges they encountered in assessing their students’ learning during the remote setting, this study used a descriptive research design. Data were gathered through online questionnaires in Google form and informal interviews among 268 secondary mathematics teachers from the different divisions in Bicol Region, Philippines. Thematic analysis was utilized in the analysis of qualitative data. Results show challenges in terms of the quality of outputs, materials and resources, students’ performance and feedback mechanism. On a positive note, they regarded the pandemic as an opportunity for professional advancement and pedagogical flexibility.
Examining the Impact of Writing Strategies in Enhancing Pre-Service Teachers’ Mathematical Problem-Solving Skills Sionicio, Joan Belen
Jurnal Pendidikan Progresif Vol 15, No 1 (2025): Jurnal Pendidikan Progresif
Publisher : FKIP Universitas Lampung

Show Abstract | Download Original | Original Source | Check in Google Scholar | DOI: 10.23960/jpp.v15i1.pp756-768

Abstract

Examining the Impact of Writing Strategies in Enhancing Pre-Service Teachers’ Mathematical Problem-Solving Skills. Objective: This study investigated the impact of structured writing activities in enhancing the pre-service teachers’ mathematical problem-solving skills and examined the challenges they encountered during the implementation of these strategies. Method: A mixed-method research design was employed using problem-solving pretest and posttest and interviews. The study involved 35 second-year pre-service teachers selected from 142 pre-service secondary teachers from a state university in the Philippines through purposive sampling.  Quantitative data were analyzed using descriptive and inferential statistics, while qualiative data obtained from interviews were subjected to thematic analysis. Findings: The results underscored the notable impact of writing strategies in enhancing the pre-service teachers’ problem-solving abilities.  A pretest mean percentage score of 52.29 (developing) increased to 76.86 (proficient) on posttest.  This yielded a moderate normalized gain  of 0.52 and a very large effect size (Cohen’s d = 2.39). The paired t-test showed a significant effect (t = 14.2, p < .001).  The ANCOVA and regression analysis showed that the academic background of the participants did not predict their posttest performance, unlike the pretest.  The qualitative findings revealed the participants’ challenges related to translating their thoughts in writing, limited content knowledge, emotional factors, difficulty in problem comprehension and analysis, and lack of problem-solving strategies. Conclusion: Despite the challenges encountered by the pre-service teachers, the results underscore the positive effect of the structured writing strategies in enhancing their problem-solving skills.   This study suggests that structured writing strategies can be adopted in teacher training curricula to strenghten mathematical reasoning.   It recommends integrating writing strategies in mathematics instruction whether  in the development of the concept or assessment, through reflective writing prompts, logs, or metacognitive writing strategies to enhance students’ problem-solving abilities. Keywords: writing strategies, problem-solving, pre-service teachers, mathematics.
Co-Authors Besmonte, Al Banico