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CHAPTER I

THE PROBLEM AND ITS BACKGROUND

Rationale

A teacher or educator is often regarded as an important pillar of society. A teacher

is responsible for shaping young minds and guiding them through the world of

knowledge. The teaching profession is often seen as a noble profession across the globe.

It is often chosen by the people who enjoy imparting knowledge and experience joy in

molding the next generation. (Naukri, 2019)

Indeed, teachers play a major role in everyone’s lives. Walizer (2014) pointed out

the different roles of a teacher such as: recognizing the hard works of the children;

believing that there are no bad students, just challenging ones; taking criticisms from

students so that he/she can improve more; staying up late grading papers and projects and

giving suggestions to point out the areas of improvement; accommodating child’s needs

so that he/she can be successful; and will be a mom or dad if needed. Thus, a teacher is a

gift who deserves to be cherished for the students’ lifetime.

With such responsibility on the students’ lives, teachers are tasked to cope with

the different challenges to cater the needs of a multilingual, multicultural and other

individual challenges within the classroom. In addition, they also need to adapt to the

ever-changing curriculum in education to update their teaching strategies and methods for

an improved learning for their students.

Popova et. al (2018) stated that majority of researches reveal that teachers and the

quality of their teaching are crucial aspects of student learning. Results showed that many

teachers in far-flung areas have limited knowledge, skills, or motivation due to the
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inadequate resources. Some of the impact evaluations have exposed excellent results

from interventions to improve the quality of teaching which could be a reference of the

organizers of the capability programs.

Avalos (2011) defined that teacher professional development means teachers’

learning, how they learn to learn and how they apply their knowledge in practice to

support pupil learning.

Teachers, like students, can learn in different ways such as enrolling in graduate

studies and participating in various courses, during the conduct of daily leessons in

school where they can reflect on their own teaching, and in observation on others’

teaching in co-operation with other teachers in their department. Learning can also occur

during conversations with other colleagues before or after teaching, or in parent–teacher

meetings. Thus, learning may occur in various ways, both formally and informally.

Ingvarson et. al (2005) highlighted the importance of professional development

for teachers. According to the study, it is recognized as a vital component of policies to

enhance the quality of teaching and learning process in the different schools. Hence,

researches aimed to shed some light on the positive effects of professional learning.

Consequently, administrators and policy makers consider the opportunities that can be

brought by professional development not only on the classroom practice as well as

student learning outcomes. Thus, it could be their basis in designing programs that would

lead to significant and sustained improvement in students’ opportunities to learn.

Trouba (2009) added on the in-service teacher training or professional

development. According to him, it is vital to measure even beyond the presented findings

of different evaluations, because when designed correctly can be crucial in the

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advancement of student learning. In fact, huge amounts of government resources are

funneled into training programs including professional developments to support teachers.

However, despite the noteworthy resources expended on in-service teacher training

programs, in-depth evidence on the effectiveness of such programs continues to be

restricted.

The Department of Education launched programs to develop the teaching

workforce and update their strategies to current trends to respond on the evolving

teaching and learning process. According HR Zone (2019), learning and development or

often called as training and development intends to improve group and individual

capabilitiy by intensifying and sharpening skills and knowledge designed to align it with

the organization’s overall vision and goals.

However, evidence for the small share of programs that have been evaluated is

mixed, and it is often reported that most current teacher education programs are outdated

and over-theoretical. At the same time, many evaluations fail to provide sufficient details

on the actual content or delivery mechanisms of the trainings to inform the design of

successful programs.

There is a need, therefore, for more sophisticated methods for evaluating these

professional development programs, with the capacity to reveal significant findings.

Henceforth, the study aims to provide assessment of the learning and development

programs among secondary mathematics teachers in Quirino Province and to elicit

challenges and significant experiences they encountered to have an overall idea of the

programs in their teaching practices as well as student learning. The result may provide

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program developers and organizers the data for further improvements of such vital

activities.

Objectives of the Study

The primary purpose of this study is to assess the learning and development

programs attended by the secondary mathematics teachers.

Specifically, it sought to:

1. Classify the types of Learning and Development Programs participated in by

the respondents.

2. Determine the respondents’ assessment of the Learning and Development

Programs according to the following:

2.1. Reaction

2.2. Learning

2.3. Behavior

2.4. Result

3. Describe the experience and challenges met by the teachers during the

conduct of the Learning and Development Programs as well as the

implementation of the knowledge gained.

4. Propose recommendations for the Learning and Development Programs of

DepEd.

Significance of the Study

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The significance of this study is in the assessment of the learning and

development programs attended by secondary mathematics teachers in the province of

Quirino. Through this, the:

Department of Science and Technology and Department of Education can

picture out and assess the professional development programs towards teaching practices.

In addition, the data could give a hint for the development of programs that could

promote the enhancement of Mathematics teaching and learning within the classrooms.

Thus, the departments could prepare appropriate actions to boost the education in the

country which could greatly aid in its success.

Schools Division Leaders, Supervisors and Mathematics Specialists could

have a basis for the improvements of the training objectives and design. The data could

provide them specific strengths and weaknesses of the learning and development

programs. Thus, appropriate evaluation and monitoring may perhaps be systematized to

generate a framework to precisely check the developments of the outcomes.

Seminar/Training Organizers and Planners would have a benchmark for the

essentials of the learning and developments conducted. The feedbacks would allow them

to strategize for the next trainings/seminars to be organized. Therefore, they could offer

the participants a more conducive and meaningful learning.

Secondary School Principals could grasp the essence of the learning and

developments programs towards the students’ learning within the classroom.

Consequently, they may support those kinds of activities to alleviate the Mathematics

education on their distinct schools.

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Secondary Students would appreciate the combined efforts of the teachers with

the stakeholders to advance the pedagogy to cater their needs. As a result, they may

pursue courses which are related to Mathematics.

Future Researchers may utilize the output of this thesis as a basis for exploring

higher, in-depth and more complex approaches in their studies related to pedagogy or

implications of learning and development programs.

Scope and Delimitation of the Study

The study aims to aassess the learning and development programs attended by

the secondary mathematics teachers during the school year 2019-2020. Given the

broadness of the topic with limited time frame and resources, the study is restricted to the

data primarily emanated from teachers. Thus, the impact of these professional

developments could not be linked to the students’ learning outcomes or knowledge.

Due to the presumed number of mathematics teachers in the province, the study

would give emphasis to the Junior and Senior High School Mathematics Teachers which

would include major schools in the different municipalities. Hence, for the safety of the

researcher, risky areas in the province would be eluded.

Moreover, the study will focus solely on the different attended seminars/trainings

and will be associated to the current implementations of the teachers in the classroom. As

a result, there is a chance that their responses might be biased to avoid misconceptions

towards the organizers when the data would be revealed upon the completion of the

study.

Theoretical and Conceptual Framework

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The study is anchored in the Andragogy (Adult Learning Theory) of Malcolm

Shepard Knowles in 1968 and Theory of Change. According to Smith (2017) Andragogy

highlights the differences in the ways that adults learn compared to children. The study

would revolve on the five assumptions of the theory i.e. Self-concept which highlights

independent learning; Past Learning Experience where they have amassed experiences

they draw from; Readiness to Learn where they seriously value education; Practical

Reasons to Learn and Driven by Internal Motivations. Based on the five assumptions, the

study would look into the assessment of the learning and development programs into

their learning behavior.

Their responses would be incorporated following the KirkPatrick Model (1994).

This Four-Level Training Evaluation Model was designed by Donald Kirkpatrick, former

Professor Emeritus at the University of Wisconsin, first published his model in 1959. He

updated it in 1975, and again in 1993, when he published his best-known work,

"Evaluating Training Programs." This objectively measure the effectiveness of training.

The four levels are Reaction, Learning, Behavior and Results. By analyzing each

level, you can gain an understanding of how effective a training initiative was, and how

to improve it in the future. However, the model isn't practical in all situations, and

measuring training effectiveness with it can be time-consuming and resource-intensive,

so it should be used with caution.

Figure 1 is the research paradigm which guided the researcher in the conduct of

the study.

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LEARNING & DEVELOPMENT PROGRAMS

Assessment of
Type of Learning and
Participants on the L&D
Development
Programs as to:
Programs Attended
by Secondary
Reaction;
Mathematics School
Learning;
Teachers
Behavior; and
Results.

CHALLENGES ENCOUNTERED SIGNIFICANT EXPERIENCES

RECOMMENDATIONS

Figure 1. Research Paradigm

The figure implies that the outcomes and effectiveness of the capability building

will be measured through the four major areas i.e. Reaction, Learning, Behavior and

Results. Furthermore, these could provide the support for the challenges encountered

significant experiences. Hence, a general picture of the trainings/ seminars conducted

could emerge based from the aforementioned result. Consequently, recommendations can

be deducted to address problems and enhance such programs.

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Definition of Terms

Learning and Development Programs refers to the general term for trainings,

seminars and workshops which is classified into 3 different types implemented by the

Department of Education.

Challenges includes the problems emerged during their participation in the

Learning and Development Programs as well as in the implementation of the learnings

gained.

Experiences comprises of the important proceedings or involvements during their

participation in the Learning and Development Programs as well as in the implementation

of the learnings gained.

Seminars/Training - Workshops are the attended professional developments

specifically in Mathematcs attended by the Secondary Teachers to enhance their

capability in teaching.

Level 1 Reaction measures how participants react to the training (e.g.,

satisfaction?). Level 2 Learning analyzes if they truly understood the training (e.g.,

increase in knowledge, skills or experience?). Level 3 Behavior looks at if they are

utilizing what they learned at work (e.g., change in behaviors?), and Level 4

Results determines if the material had a positive impact on the business / organization.

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CHAPTER II

REVIEW OF RELATED LITERATURE AND STUDIES

The National Educators Academy of the Philippines (NEAP)

The National Educators Academy of the Philippines (NEAP) responds to the

demand for professional competence as well as management and leadership excellence in

the educational community. To fulfill this mandate are three components: the training and

development component; program and development component; and, research and

development component. It also has training materials development function and clearing

house and information dissemination component.

The directive implemented different programs to alleviate the development

among the unit of the Department of Education such as:

Teacher Instructional Support System

A program that reviews and refocuses the thrust of instructional supervision at the

DECS and strengthens the impact of supervisory processes by a) clarifying specific

functions and differentiating activities vis-a-vis the responsibilities of education

supervisors at their levels, and b) developing further skills and competencies required to

discharge such functions.

Adaptation of Practical Work Approach Materials for Science and Math

A seminar-workshop of 5,120 teachers (15,360 in three years) on the adaptation

of the practical work approach in Science and Math and the localization of indignation of

lessons and instructional materials with the Japan International Cooperation and Agency

(JICA).

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Reading Education Training Program

An intensive training course on the improvement of Reading teachers'

competencies as readers and mentors.

Working Effectively with the Local Government

A seminar of 600 school heads, Parent-Teacher-Community Association (PTCA)

officials, mayors and barangay captains on theories, concepts and partnership between

the DECS and LGUs.

Basic School Management Course for Master Teachers Shifting to Administrators Track

A 10-day training course conducted to equip master teachers shifting to

administrators track with basic school management competencies by honing their skills

on instructional leadership and school supervision.

Working with Change

Leadership skills enhancement of 300 chiefs, schools division superintendents and

assistant regional directors on concepts, theories and practices in coping with change.

Organizing School Cooperatives

A seminar-workshop on concepts, theories and practices in organizing school

cooperatives for school leaders/managers.

Thinking Skills

A seminar-workshop on developing teaching skills of 300 school heads, district/

division supervisors and teachers for developing high order thinking skills of the

students.

Time Management, Stress Management, Assertiveness Training

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A seminar-workshop of 300 administrators/supervisors on the effective

management of time, stress and assertiveness.

Negotiation Skills

A skills training on the art of handling dissent and conflicts in the school

organization for administrators and supervisors.

Fiscal Management

A seminar-workshop of 300 schools division superintendents and assistant

schools division superintendents on resource generation and fiscal management for

educational leaders (external experts).

The K to 12 Basic Education Curriculum

The K t o12 Program covers Kindergarten and 12 years of basic education (six

years of primary education, four years of Junior High School and two years of Senior

high School [SHS]) to provide sufficient time for mastery of concepts and skills, develop

lifelong learners, and prepare graduates for tertiary education, middle-level development,

employment, and entrepreneurship. (The Official Gazette, 2013)

Some of its salient features are: Strengthening Early Childhood Education

(Universal Kindergarten); Making the Curriculum Relevant to Learners

(Contextualization and Enhancement); Ensuring Integrated and Seamless Learning

(Spiral Progression); Building Proficiency through Language (Mother Tongue-Based

Multilingual Education); Gearing Up for the Future (Senior High School) and Nurturing

the Holistically Developed Filipino (College and Livelihood Readiness, let Century

Skills).

STRENGTHENING EARLY CHILDHOOD EDUCATION

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Every Filipino child now has access to early childhood education through

Universal Kindergarten. At 5 years old, children start schooling and are given the means

to slowly adjust to formal education. Researches showed that children who underwent

Kindergarten have better completion rates than those who did not. Children who

complete a standards-based Kindergarten program are better prepared, for primary

education. In this stage, students learn the alphabet, numbers, shapes, and colors through

games, songs, and dances, in their Mother Tongue.

MAKING THE CURRICULUM RELEVANT TO LEARNERS

Examples, activities, songs, poems, stories, and illustrations are based on local

culture, history, and reality. This makes the lessons relevant to the learners and easy to

understand. Students acquire in-depth knowledge, skills, values, and attitudes through

continuity and consistency across all levels and subjects. Discussions on issues such as

Disaster Risk Reduction (DRR), Climate Change Adaptation, and Information &

Communication Technology (ICT) are included in the enhanced curriculum.

BUILDING PROFICIENCY THROUGH LANGUAGE

Students are able to learn best through their first language, their Mother Tongue

(MT). Twelve (12) MT languages have been introduced for SY 2012-2013: Bahasa Sug,

Bikol, Cebuano, Chabacano, Hiligaynon, Iloko, Kapampangan, Maguindanaoan,

Meranao, Pangasinense, Tagalog, and Waray. Other local languages will be added in

succeeding school years. Aside from the Mother Tongue, English and Filipino are taught

as subjects starting Grade 1, with a focus on oral fluency. From Grades 4 to 6, English

and Filipino are gradually introduced as languages of instruction. Both will become

primary languages of instruction in Junior High School (JHS) and Senior High School

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(SHS). After Grade 1, every student can read in his or her Mother Tongue. Learning in

Mother Tongue also serves as the foundation for students to learn Filipino and English

easily.

ENSURING INTEGRATED AND SEAMLESS LEARNING

Subjects are taught from the simplest concepts to more complicated concepts

through grade levels in spiral progression. As early as elementary, students gain

knowledge in areas such as Biology, Geometry, Earth Science, Chemistry, and Algebra.

This ensures a mastery of knowledge and skills after each level. For example, currently in

High School, Biology is taught in 2nd Year, Chemistry in 3rd Year, and Physics in 4th

Year. In K to 12, these subjects are connected and integrated from Grades 7 to 10. This

same method is used in other Learning Areas like Math.

GEARING UP FOR THE FUTURE

Senior High School is two years of specialized upper secondary education;

students may choose a specialization based on aptitude, interests, and school capacity.

The choice of career track will define the content of the subjects a student will take in

Grades 11 and 12. SHS subjects fall under either the Core Curriculum or specific Tracks.

CORE CURRICULUM

There are seven Learning Areas under the Core Curriculum. These are

Languages, Literature, Communication, Mathematics, Philosophy, Natural Sciences, and

Social Sciences. Current content from some General Education subjects are embedded in

the SHS curriculum.

TRACKS

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Each student in Senior High School can choose among three tracks: Academic;

Technical-Vocational-Livelihood; and Sports and Arts. The Academic track includes

three strands: Business, Accountancy, Management (BAM); Humanities, Education,

Social Sciences (HESS); and Science, Technology, Engineering, Mathematics (STEM).

Students undergo immersion, which may include earn-while-you-learn opportunities, to

provide them relevant exposure and actual experience in their chosen track.

TVET NATIONAL CERTIFICATE

After finishing Grade 10, a student can obtain Certificates of Competency (COC)

or a National Certificate Level I (NC I). After finishing a Technical-Vocational-

Livelihood track in Grade 12, a student may obtain a National Certificate Level II (NC

II), provided he/she passes the competency-based assessment of the Technical Education

and Skills Development Authority (TESDA). NC I and NC II improves employability of

graduates in fields like Agriculture, Electronics, and Trade.

MODELING BEST PRACTICES FOR SENIOR HIGH SCHOOL

In SY 2012-2013, there are 33 public high schools, public technical-vocational

high schools, and higher education institutions (HEIs) that have implemented Grade 11.

This is a Research and Design (R&D) program to simulate different aspects of Senior

High School in preparation for full nationwide implementation in SY 2016-2017.

Modeling programs offered by these schools are based on students’ interests, community

needs, and their respective capacities.

NURTURING THE HOLISTICALLY DEVELOPED FILIPINO

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After going through Kindergarten, the enhanced Elementary and Junior High

curriculum, and a specialized Senior High program, every K to 12 graduates will be ready

to go into different paths – may it be further education, employment, or entrepreneurship.

Every graduate will be equipped with: Information, media and technology skills,

Learning and innovation skills, Effective communication skills, and Life and career

skills.

Commission on Higher Education (2015) mentioned that the period of 2016 -

2021 was termed as the K to 12 transition that presents significant challenges not just to

the basic education but to higher education as well. Hence, the proposed solution was to

update the curriculum before the K to 12 implementation and aligning it with outcomes-

based education.

Issues on Mathematics Education

BusinessMirror (2018) emphasized that with the implementation of the K to 12

program, math teachers have opportunities to further their own content knowledge for

teaching. Opportunities for ongoing professional development that connect research in

education to implementation in the classroom are now within their reach. Big universities

in Metro Manila are currently offering advance courses for teachers who want to further

their professional development, math teachers included. As there is no “math gene” to

speak of, all Filipino students have the capacity to learn mathematics. But it takes good

teachers to inspire and excite students “to do the math”. There are certainly some great

teachers and a number of resources they can use to develop the country’s future

engineers, physicists or mathematicians.

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Nardi & Steward (2003) highlighted the strong links between attitude,

performance and choice of further study and career, research on attitudes towards

mathematics, and in particular on disaffection in the secondary mathematics classroom—

where the students are on the brink of deciding whether to pursue mathematical studies at

post-compulsory level—is essential.

Arzarello et. al (2012) discussed four major aspects of the issues in other

countries which are the following:

 Social and Educational Issues

Financial crisis in the different countries in Europe (e.g. Greece, Italy, Portugal,

Spain), has resulted in salary cuts in the public sector and a number of educational

changes (e.g. merging of schools and universities, reduction of funding, increase of the

number of students in the classroom) each of which have had a negative impact in many

teachers’ motivation.

The study added that the public image of mathematics seems to be on a negative

trend, with the number of university mathematics graduates decreasing dramatically and

many mathematics departments having major difficulties in attracting students for

example in Spain, Denmark, Russia. Thus, it results to shortage of mathematics teachers

in schools specially in the secondary schools.

 Curriculum Innovations

In many countries, constant innovations and development in education has a

broad and great goals to be accomplished which may bring positive effects to teaching.

However, these changes bring burden to teachers as their mastery will be compromised

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due to the limited time to cope up. This could jeopardize the existing practices or

methods of their teaching.

 Associations- Research Groups-National and International Projects

Linkages, collaboration and partnerships in the conduct of study, research and

projects could result to innovations, initiatives and interaction towards teaching.

Meanwhile, these developments may not be accessible to the schools with limited

knowledge and resources.

 Teacher Education and professional development

The issue of teacher education and professional development has been a central

issue of educational policy in many countries. This concern the mathematical knowledge

and skills of mathematics which are vital for the success of students’ learning. Without

the pedagogical content knowledge, the improvement improvement on the teaching and

learning would be stagnant.

Furthermore, UNESCO (2012) said that everyone recognizes, for example, that

mathematics is omnipresent in today’s world – notably in the technological items all

around us and in exchange and communication processes – but it is generally not in

evidence, which makes it difficult for some to see the point of developing a mathematics

culture beyond basic numeracy, measurements and calculation. It is important for basic

education to help to bring mathematics to the fore, especially because “mathematical

literacy” requirements far exceed needs traditionally associated with basic computational

knowledge.

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According to them, the challenge to be taken up first of all is that of access to

basic education. Millennium Development Goal No. 3, namely access to basic education

for all young people by 2015, is far from being achieved. Today 75 million children are

still not enrolled in primary school. It cannot be minimized. However, we would like to

focus on another challenge, that of adapting basic education to meet current expectations

in terms of mathematical literacy. As mentioned above, these expectations have risen

considerably because of technological, economic and social changes, and they will

continue to rise in the future.

In addition, they have also mentioned mathematics education in compulsory

education must also meet their needs; competency development and quality education for

all.

And to overcome the above-mentioned challenge, changes in teaching practices

must be made consistently with the stated goals. Research on classroom practices in the

context of teaching and training studies and surveys conducted by international

institutions (European Commission, 2007) showed that, for the moment, this is not

generally the case. Basic mathematics education is still all too often boring because: i. it

is designed as formal teaching, centred on learning techniques and memorizing rules

whose rationale is not evident to the pupils; ii. pupils do not know which needs are met

by the mathematics topics introduced or how they are linked to known concepts; iii. links

to the real world are weak, generally too artificial to be convincing and applications are

stereotypical; v. there are few experimental practices and modelling activities; vi.

technology is quite rarely used in a relevant manner; and vii. pupils have little autonomy

in their mathematical work and often merely reproduce activities.

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Essence of Professional Development

The paper of Popova (2018) reviewed the existing body of evidence on what

kinds of in-service teacher training interventions are most effective, and highlights the

knowledge gaps. The findings revealed the dearth of detail on the nature of teacher

training interventions and proposes a standard set of indicators for reporting on such

programs as a prerequisite for understanding which interventions lead to improved

student learning. Across a set of 26 programs with impact evaluations and student

learning results, programs that provide complementary materials, focus on a specific

subject, and include follow-up visits tend to show higher gains. Programs that use non-

education professionals as trainers tend to have worse outcomes.

Meanwhile, Moyosore (2015) found out from analysis that formative assessment

has a strong significant difference in the mean achievement score of Mathematics

students that are exposed to it. The study recommended that all School Administrators

should emphasis the use of formative assessment by all teachers and they should allow,

encourage and provide incentives for them to attend seminars, workshops, conference

and in-services training to enhance their performance and to acquire necessary skills to

constructing formative tests.

Ingvarson et. al (2005) examined effects of structural and process features of

professional development programs on teachers’ knowledge, practice and efficacy. The

model included contextual factors (e.g., school support), structural features of programs

(e.g. length), process features (e.g., emphasis on content; active learning; examination of

student work; feedback; follow-up), a mediating variable (level of professional

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community generated), and four outcome measures (knowledge; practice; student

learning and efficacy).

Hill (2007) recommended that to make continuing education effective, school

districts should encourage teachers to take graduate coursework that is more tightly

aligned with their primary teaching assignment. And districts should select professional

development programs based on evidence of their effectiveness. Finally, central planners

must ensure that items on the menu of offerings closely align with district standards,

curriculum materials, and assessments.

LBMC (2018) emphasized 5 key reasons employers should invest in professional

development such as:

Industry Accountability

In today’s competitive marketplace, it’s not only important to stand apart in one’s

industry, but it’s imperative that businesses both stay and hold each other accountable to

the highest of industry standards. As employers provide and encourage professional

development opportunities for their employees, they position themselves to stay relevant

within their respective industries, as well as keep up with the current standards of others

within the same market.

Higher Productivity

Every employer wants a high rate of productivity from their employees, right?

When professional development opportunities are encouraged and made available,

employees gain updated knowledge and skills that can ultimately lead to an increased

level of productivity for your business.

A Boost in Morale

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When employees feel valued, company morale skyrockets. What better way to

show an employee they are valued than by investing in opportunities for them to improve

themselves—personally and professionally? In addition to increased morale, employers

who point team members toward growth will also likely see higher retention rates.

The Pursuit of Excellence

As employees strive to grow professionally, they are essentially on the pursuit of

excellence—in knowledge, service, and skill. When employees are working toward

excellence, employers can more easily build excellence-driven teams and businesses.

Investment in the Future

When an employee learns new knowledge or skills, they are more equipped to

then teach and train newer coworkers who join the team after them. Professional

development is an investment in future leaders who can smoothly transition into higher

ranking roles as individuals retire or seek other career opportunities.

Attempts to Alleviate Professional Developments

To help train new graduate mathematics teaching assistants (GMTAs), Trouba

(2009) proposed a teacher training workshop was designed based on K-12 literature on

the components of effective professional development (Garet, et al., 2001). The

workshop consisted of six two-hour seminars over a six-week period followed by a

classroom feedback component of either peer coaching or observation, for a total time

commitment of 18 hours. The content of the workshop addressed teaching techniques

specifically targeted to GMTAs. Thus, significant findings revealed the improvement on

the knowledge and skills of the trainees and the possible added benefits of peer coaching

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may be outweighed by the additional time, organization, and pairing requirements present

in a GMTA setting.

Likewise, Ostermeier et. al (2010) presented an example of teacher professional

development based on a perspective of situated learning and implemented on a large

scale. We consider teacher professional development from three perspectives. First,

teacher professional development is a key factor in improving classroom instruction.

Second, teacher professional development is a vehicle for conveying knowledge from

research into classrooms. Third, teacher professional development is an object of

research. Findings unveiled large-scale comparison between SINUS schools and a

representative sample of German schools tested in PISA 2003 showed positive effects of

the programme with regard to students’ interest and motivation as well as competencies

in science and mathematics.

According to Fenyvesi et. al (2015), most students are able to recognize patterns

and numerous research and empirical evidence indicates that they become easily

motivated when mathematical connections are presented in ways which relate to their

experiences by triggering their natural curiosities. Hence the study explored on the

experience-centered education of mathematics through arts and playful activities might

be an effective way to grasp the complex relationship between mathematics attitudes and

joy of learning and support the students in their study achievements.

Training Evaluations

Pineda (2010) mentioned that training is vital for human resources development

and in achieving organisational objectives. However, organisations and public authorities

invest large amounts of resources in training and yet they can merely see the results of
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that investment. With few organisations has the capability to assess training in depth due

to the difficulty involved and the lack of valid instruments and viable models, the study

presented an evaluation model that integrates all training dimensions and effects, to act as

a global tool for organisations. The outcomes enable training professionals to improve

training quality, as they are able to identify any weaknesses in elements, such as training

design, needs analysis and training implementation, and improve on them.

Another study conducted by Sicat (2013) to evaluate the skills training provided

by SUCs in the province of Tarlac to their respective communities to help the

government in its attempt to alleviate poverty. Results showed that skills trainings were

requested by the marginalized sectors of the province of Tarlac thru their Local

Government Units. Among the in-demand training courses requested by the community

recipients were Shielded Metal Arc Welding (SMAW), Basic Culinary Arts, Small

Engine Repair, Building wiring food processing and computer Literacy. There was a

significant increase on the number of recipients who acquired jobs after they attended the

trainings. This shows that the SUCs in Tarlac Province are providing the community with

relevant trainings that give the community people necessary skills that can improve their

chances of landing a job.

Moreover, Andres (2008) assessed the impact of TANA-Based Training

Programs on Teaching Effectiveness and to determine whether there is a relationship of

undergoing TANA Based Training Programs to the performance rating of the teachers

who have undergone these training programs. From the findings, the following

conclusions were drawn: there is a significant difference on the performance of the

teachers before and after undergoing TANA Based training programs as reflected from

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the data presentations. This was very evident on the increase of the performance ratings

of the respondents before and after the training intervention. However, in terms of

classroom management, punctuality and attendance, it had no perceptible impact shown.

Overall, not all areas of TANA Based training programs had a significant impact on the

performance of the trainees.

Cereda & Dadula (2008) dealt with the evaluation of University of Mindanao

Computer Studies (UMCS) On-the-Job Training (OJT) Program to further improve

existing OJT policies. Under evaluation are the extent of provision of the training

agreement, the students’ level of competency in school and during the OJT, the level of

performance of the training stations’ supervisor, and the level of performance of the OJT

teacher-coordinator. The existing policies and resources have been investigated to

enhance the students’ career development plans in terms of their competencies and

behavior to working environment.

Similarly, Patubo (2015) determined the effectiveness of the English Proficiency

Training Program for Bachelor in Secondary Education major in English, Mathematics,

Filipino, Biological Sciences, Physical Science, and MAPEH; Bachelor in Elementary

Education major in General Education and Early Childhood Education, and Bachelor of

Science in Industrial Education major in Technology and Livelihood Education and

Automotive Technology pre-service teachers at the University of Northern Philippines,

Vigan City, School Year 2012-2013. The following were the findings: a) the breadth of

the respondents’ errors reflects the need to address their language deficits; b) the Training

Program was Very Highly Acceptable; c) the evaluators have similar assessment of the

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Training Program, and d) the English Proficiency of the pre-service teachers improved

after undergoing the Training Program.

Kirkpatrick’s Model of Evaluation

Praslova (2010) mentioned that assessment of program effectiveness provides

vitally important feedback to Institutions of Higher Education which also provides

important information to external stakeholders, such as prospective students, parents,

governmental and local regulatory entities, professional and regional accrediting

organizations, and representatives of the workforce.

In a study led by Dorri et. al (2016) assessing the in-service training of

cardiopulmonary resuscitation (CPR) for nurses utilizing the Kirkpatrick's model. The

results of the study exhibited that in-service training of CPR was effective in all the levels

of the Kirkpatrick model for nurses and nurses’ aides. Therefore, the importance of CPR

in nursing and the results of the study showed that the training can be effective in the four

levels. It is then suggested that organizations and managers try to conduct more such in-

service trainings and evaluate their effectiveness based on useful models because their

results have a direct impact on improving services and patients’ survival.

On the other hand, Farjad (2012) was concerned with the determination of

change in the staff behaviour and the change needed in the organizational structure

through Evaluation Effectiveness of training courses in Islamshahr University by

Kirkpatrick Model. He stated that evaluation of any training program should provide

feedback whether the training programme has been able to deliver the goals and

objectives in terms of cost incurred and benefits achieved. However, findings showed that

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effectiveness of training courses is below the standard level and also data gathered about

effectiveness evaluation indicated that four levels need to be improved. Therefore,

implementation of optimizing training design, redefining training roles, providing enough

budget, management commitment, attention to individual, job and organizational needs,

motivation mechanism, use of ongoing and summative evaluation was highly

recommended.

Meanwhile, Buted et. al (2014) aimed to assess the basic safety training among

cruise line students in Lyceum of the Philippines University in terms of the four levels of

Kirkpatrick Model and to elicit problems encountered by the respondents’ during their

basic safety training to be a basis for a proposed program to enhance the program.

Findings revealed that the basic safety training programs are effective and the students

who underwent basic safety training implies that they are trained and helped by the

program. Meanwhile, they sometimes experienced problems during their training. A

program is proposed to enhance the basic safety training of LPU-Batangas which

includes continuous training for reinforcement and strict compliance of the cruise line

students to the training program n so that they will be more competitive and be more

productive.

Lin et. al (2011) explored causal relationship among golf club employees’

training reactions, training learning, training behaviors and organization commitment

(result level) with Kirkpatrick’s four-level evaluation model as the foundation of ideas

and verification of causal model. Empirical results show golf club employees’ training

reactions affect the result of organization commitment through training learning and

training behaviors. The conclusion of the study was golf club employees show stronger

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learning achievements and learning behaviors when they have better reactions to

education training.

According to Estrada (2008), the professional development of teachers in various

educational levels is being usually addressed through in-house training or internal

development programs and external training programs. The study sought to determine the

impact of in-house training programs on teaching effectiveness. It was found out that the

level of perception of respondents on the internal faculty training programs as to its

different aspects greatly appreciated the conduct of internal training programs. On the

other hand, with respect to the correlation results on the impact of internal faculty

programs on teaching effectiveness, it was determined that there is no significant that

exist between the two.

Pourjahromi et. al (2012) added that the increasing development of science and

technology in today’s world and updates in organizational factors, staff development

becomes more essential. The aim of this study was to assess the training course of

working with ECT (DC Shock device) for nurses based on the Kirkpatrick’s model.

Results revealed that the training course of working with ECT for nurses resulted in

favorable outcomes in the three evaluated levels of reaction, learning and behavior, and

was able to develop efficient changes in the impact level.

Moreover, Mazloomy (2014) investigated effectiveness of a workshop on

evaluating health promotion programs which was held for health staffs Of Shahid

Sadoughi University of Medical Sciences. Findings included the increasing knowledge

had positive correlation with participants' satisfaction of teaching method and

participants' evaluation score about attending in the workshop were positively correlated

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to workshop Environmental and Managerial conditions. Results emphasized that when

using Kirkpatrick model, not only the descriptive results should be reported, but also it is

important to report other analytical findings in order to achieve better results.

Synthesis

K to 12 Education Curriculum has brought some challenges not only in the

secondary education but as well as the higher education institutions. Nonetheless, it aims

to alleviate the quality of education in our country to produce globally competitive

individuals. The studies cited specifically the different issues of mathematics education in

their respective countries which can be associated with a bigger picture on the problems

existing in the system as a whole. Indeed, to address these problems, professional

development is essential for the teachers as mentioned from different studies. As a result,

these would eventually improve students’ success in learning in the future.

Some studies different models and tools to evaluate professional developments

conducted in their localities and institutions where desired results where obtained.

Meanwhile most of the literatures have used the Kirkpatrick’s Model of Evaluation which

was mentioned by different authors as the standard model to evaluate or assess

professional developments. Findings highlighted its efficiency in the aspect of evaluation.

Hence, the present study aims to assess the learning and development programs

attended by the secondary mathematics teachers by utilizing the Kirkpatrick’s Model to

ensure the accuracy of the results.

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CHAPTER III

RESEARCH METHODOLOGY

Research Design

The study will employ the mixed method of research design particularly the

descriptive-evaluative approach. Dacles et. al (2019) defined this type of approach

measures the results of a program against its goals and objectives that may assist in the

future plans of organizers. Hence, the data quantitatively may be the benchmark for the

division upon the decision-making for the programs’ protraction and enhancement.

Research Environment

The study will be conducted at the province of Quirino considering the proximity

of schools and teacher population. It is the youngest province in Region II consisting of

six municipalities. It is situated at the southern part of Cagayan Valley with a total land

area approximately 305,720 hectares which is about 11% of the region’s total land area.

Geographically, it is bounded by the province of Nueva Vizcaya in the west and

southwest, province of Isabela in the north and northeast, and the province of Aurora in

the south.

Research Respondents

Secondary School Mathematics Teachers will be the main respondents for the

study. Specifically, the Junior and Senior High School teachers who teach Mathematics

and Related Subjects. This is to acquire the needed data to have a general picture of the

impact of the seminar/training-workshops on their teaching practices.

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Research Instrument

The instrument used in the study consists of two parts i.e. Part I. Professional

Development Program Evaluation and Part II. Experiences during and after the Program.

Part I was patterned from the KirkPatrick Model with 4 subcategories namely: Reaction,

Learning, Behavior and Results. This model best represents the study which shows the

overlapping relationships between the four levels. It emphasizes the growth of

knowledge among the secondary teachers as they follow the four levels. The first level

(Reaction) evaluates the experience of the participants and how they react to the training

model. In addition, it is one of the essentials to assess if they are interested to proceed in

the next level. Then, the second level (Learning) gauge the level participants have

developed in expertise, knowledge, or mindset. The third level (Transfer) measure the

change in the knowledge, skills or midset at work after completing the program. Lastly,

the final level (Results) determines the overall success of the training which can be

associated to the applications of the gained knowledge. The items were adopted and

modified from the study of Valtoribio et. al (2019) and Semantic Scholar ESL Regional

Training Evaluation form.

Part II was composed of open-ended questions which were also modified from the

aforementioned materials. It will verify gaps in the items in the previous part which could

validate further the findings of the study.

Data Gathering Procedure

A request letter, signed by the researcher and the adviser, will be given to the

Schools Division Office to be approved by the Schools Division Superintendent to gather

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the list of participants during the recent mathematics seminars/training conducted for

secondary mathematics teachers. In addition to the list, a request to collect data from the

teachers using the instruments prepared.

Treatment of Data

The gathered numerical data would be analyzed and interpreted using the

following table:

Means Descriptive Value

3.51-4.00 High Extent

2.51-3.50 Moderate Extent
1.51-2.50 Low Extent
1.00-1.50 Very Low Extent

For the empirical data, open coding would be utilized to generate themes from the

transcripts of interviews. The emerging themes will be validated through the classroom

observations during the actual classes in Mathematics conducted by the secondary

teachers.

Statistical Tools

The following were the statistical tools used in the analysis of the numerical data:

1. Frequency counts and percentages. This will used in the tabulation of the

quantitative data of the study specifically the demographic profile of the

respondents.

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2. Mean. This will be used to present data on the impact of the seminars/trainings

attended by the secondary teachers based from the Kirkpatrick model with

different levels i.e Reaction, Learning, Behavior and Results.

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