See discussions, stats, and author profiles for this publication at: https://www.researchgate.

net/publication/374349457

The Mathematics Teaching Performance of Scholar Education Graduates in

Selected Public Schools in the Philippines: An Explanatory Sequential Mixed
Method Study

Article in Canadian Journal of Educational and Social Studies · October 2023

DOI: 10.53103/cjess.v2i4.47

CITATIONS READS

2 437

2 authors, including:

Roberto G. Sagge Jr
West Visayas State University
14 PUBLICATIONS 28 CITATIONS

SEE PROFILE

All content following this page was uploaded by Roberto G. Sagge Jr on 01 October 2023.

The user has requested enhancement of the downloaded file.

 Canadian Journal of Educational and Social Studies
Vol. 2(4), 2022, pp. 23-36

The Mathematics Teaching Performance of Scholar Education

Graduates in Selected Public Schools in the Philippines: An
Explanatory Sequential Mixed Method Study

Liza Jean M. Nabayra1 & Roberto G. Sagge Jr.2

1
Teacher I, Toledo National High School, Toledo, Nabas, Aklan 5607 Philippines
2
Assistant Professor III, West Visayas State University, La Paz, Iloilo City Philippines
Correspondence: Liza Jean M. Nabayra, Toledo National High School, Toledo, Nabas, Aklan
5607 Philippines.
Email: molaslizajean@gmail.com; robertosagge@wvsu.edu.ph

DOI: 10.53103/cjess.v2i4.47

Abstract

This explanatory sequential mixed method study aimed to determine the mathematics teaching
performance of Bachelor of Secondary Education (BSEd) major in Mathematics scholar education
graduates for the period 2010-2015 of a certain state university in Western Visayas region in the
Philippines. Eight BSEd major in Mathematics scholar education graduates and their eight
department heads were included in the study purposively. The researcher adopted the Results-Based
Performance Management System (RPMS) tool of the Department of Education (DepEd) and
utilized interview guide and observation guide as data gathering instruments. Moreover, the
statistical tools used were mean and standard deviation to analyze and interpret quantitative data.
On the other hand, thematic analysis was used to analyze qualitative data. The study revealed that
the overall performance of the scholar education graduates was very satisfactory. Moreover, the
scholar graduates manifested the following in their teaching performance: a) content knowledge and
relevance through mastery of the content; b) instructional strategies by using game-based strategy;
c) learning activities and instructional materials by using ICT-based instructional materials; d)
lesson organization and presentation by using 4A’s Model and DepEd’s format in lesson planning;
e) classroom management by imposing rules and practicing routines; and f) evaluation by using
authentic assessment. This shows that the scholar graduates have discovered new teaching
strategies, different ways of teaching mathematics, used innovative materials and assessed students
in various means not just to make themselves productive and excellent in mathematics education
but to achieve quality learning for the students. It’s only then that teaching becomes rewarding.

Keywords: Teaching Performance, Teachers’ Experiences, Scholars’ Performance, Public School

Teachers, Mathematics Teachers, Education Graduates

Introduction

The importance of education in national development can never be underestimated.

24 Canadian Journal of Educational and Social Studies

Education is a key investment that can break the Filipinos’ seemingly endless cycle of
poverty, and provides the people, particularly the youth, with more opportunities. No
country in the world can harness the full potential of its people without committing them
to standard education. This makes education the most potent vehicle for the development
and empowerment of an individual; economic, political, and social development; national
growth; and enthronement of peace (Exam Ethics Project, 2005). The effectiveness of an
educational institution is the extent to which the set goals and objectives of a school are
attained in relation to quality, quantity, equality, and quality of education (Yusuf & Alabi,
2013). For quality education to be maximized, the two of the most important factors to be
considered are the teachers and the performance of graduates (Nabayra et al., 2021). They
are the frontliners of any education system in achieving its goals and educational
objectives. Hence, the performance of teachers is widely recognized as a significant factor
influencing education quality (Nabayra & Nabayra, 2021).
Furthermore, Ozgenel and Ozgan (2019) found out that teachers' performances
positively affect the effectiveness of school. They concluded that teachers' performance
predicted school effectiveness and positively influenced. When it is recognized that
building effective schools is a difficult process, teachers are expected to be involving and
perform at a high level to overcome these challenges and achieve the school's basic
objectives at the desired level. Robinson (n.d.) also advanced that teacher evaluation is
necessary since teacher quality is positively associated to student learning and for
accountability reasons. Abdullah and Das (2019) also concurred this because for them,
evaluation of teaching performances is a large factor regarding learning outcome, student
retention, faculty retention, time, classroom environment and salary in developing country
like the Philippines. Hence, policy makers and school leaders must allow an evaluation
where teachers determine their performance, receive feedback, and establish a performance
evaluation system with improvements because of the performance evaluation process
(Ozgenel & Ozgan, 2019).
In addition, with education as one of the priority investments of the state for a
sustained and developed country, thousands of high school and college students from all
over the Philippines receive undergraduate scholarships courtesy of the Department of
Science and Technology – Science Education Institute (DOST-SEI) every year. Through
these scholarship programs, the DOST-SEI envisions to have developed the Philippines’
human resource capacity in science and technology as required to produce demand-driven
outputs that meet global standards (DOST-SEI, 2015).
In return, DOST-SEI scholars are required to render service in the country,
preferably in their fields of specialization, after graduation for a period equivalent to the
number of years they enjoyed the scholarship. The success of these programs offered by
the DOST-SEI could only be measured through its graduates’ achievements and
contributions to the country.
The Mathematics Teaching Performance of Scholar Education Graduates 25

Moreover, in terms of mathematics education, according to Prokop et al. (2015),

some research studies indicate that the quality of education depends on the teachers’
provision to students based on what they do in the classroom. They concluded that, in
preparing the students of today to become successful individuals of tomorrow, science and
mathematics teachers need to ensure that their teaching is effective. According to Abdullah
& Das (2019), among the excellent performing teachers are the teachers with science
background while most of the poor performing teachers with social science background.
This only implies that teachers hold an important role in effectively pursuing the teaching-
learning process.
Hence, this study sought to determine the teaching performance of DOST
undergraduate grantees termed as scholar education graduates in this study, specifically the
graduates of Bachelor of Secondary Education (BSEd) major in Mathematics. This could
show how DOST-SEI scholar education graduates exhibit excellence in their teaching
performance which may inspire and motivate other teachers to embody the culture of
excellence in their profession.

Methodology

This study employed the mixed method research design. This type of research
design used both quantitative and qualitative methods in a single study to provide a more
comprehensive understanding of the research problem. Specifically, the researcher utilized
the explanatory sequential mixed method which involved the collection of quantitative
data, followed by using qualitative method, to refine the findings. The two types of data
were analysed separately, with the results of the qualitative analysis used by the researcher
to expand upon the results of the quantitative study (Fraenkel, Wallen, & Hyun, 2012).

Figure 1: Explanatory sequential mixed method design

Using this design, the researcher aimed to determine the mathematics teaching
performance of Bachelor of Secondary Education (BSEd) major in Mathematics DOST-
SEI scholar education graduates of a certain state university in the Western Visayas region
in the Philippines. Specifically, it sought answers to the following questions: a) What is the
mathematics teaching performance of scholar education graduates in terms of their
Individual Performance Commitment and Review Form (IPCRF) results?; and b) How do
26 Canadian Journal of Educational and Social Studies

scholar education graduates manifest their performance in terms of: (a) Content Knowledge
and Relevance, (b) Instructional Strategies, (c) Learning Activities and Instructional
Materials, (d) Lesson Organization and Presentation, (e) Classroom Management, and (f)
Evaluation?
The mathematics teaching performance in this study was gathered from eight
BSEd major in Mathematics DOST-SEI scholar education graduates of a certain State
University in Western Visayas region for the period 2010-2015 and their eight department
heads. This study included all the scholar graduates under DOST-SEI scholarships who
graduated from the period 2010-2015 and took BSEd major in Mathematics in the included
university, as reflected on the list provided by the DOST-SEI Region VI. Furthermore,
these scholar education graduates were at least four years in service after graduation. All
of them were currently employed in the Department of Education (DepEd) in the
Philippines. On the other hand, the eight department heads included master teachers, head
teachers or principals of the graduate scholars. These department heads observed the
graduate scholars during their classroom observation for their RPMS portfolio of the
previous year.
For this study, the researcher adopted the Results-Based Performance Management
System (RPMS) tool of the Department of Education (2018) and utilized interview guide
and observation guide as data gathering instruments. These research instruments were
subjected to content validation by different experts depending on the nature of each
instrument. Moreover, the statistical tools used were mean and standard deviation to
analyse and interpret quantitative data. On the other hand, thematic analysis was used to
analyze qualitative data.
The Mathematics Teaching Performance of Scholar Education Graduates 27

Results

Table 1: Performance of scholar education graduates as reflected in their IPCRF

(individual performance commitment and review forms
Key Result Areas (KRA's)

Assessment and Reporting

and Diversity of Learners

Curriculum and Planning

Content Knowledge and

Learning Environment

Adjectival Rating
Overall Rating
Plus Factor
Wt 22.5%

Wt 22.5%

Wt 22.5%

Wt 22.5%
Pedagogy

Wt 10%
Scholar

4.83 1.09 4.67 1.05 5.00 1.13 4.17 0.94 5.00 0.50 4.70 O
1 4.67 1.05 4.33 0.97 4.50 1.01 4.17 0.94 3.50 0.35 4.33 VS
2 4.67 1.05 4.50 1.01 5.00 1.13 4.33 0.97 5.00 0.50 4.66 O
3 4.00 0.90 4.00 0.90 4.00 0.90 4.00 0.90 4.00 0.40 4.00 VS
4 4.33 0.97 4.33 0.97 4.50 1.01 4.44 1.00 5.00 0.50 4.46 VS
5 4.33 0.97 4.00 0.90 4.67 1.05 4.33 0.97 5.00 0.50 4.40 VS
6 5.00 1.13 5.00 1.13 4.67 1.05 4.33 0.97 5.00 0.50 4.78 O
7 5.00 1.13 5.00 1.13 4.67 1.05 4.00 0.90 4.00 0.40 4.60 O
8 4.60 1.04 4.48 1.01 4.63 1.04 4.22 0.95 4.56 0.46 4.49 VS
0.33 0.07 0.37 0.08 0.30 0.07 0.15 0.03 0.58 0.06 0.24
Note: Description is based on the following scale. 4.500-5.000 (Outstanding), 3.500-
4.499 (Very Satisfactory), 2.500-3.499 (Satisfactory), 1.500-2.499 (Unsatisfactory),
below 1.500 (Poor)
28 Canadian Journal of Educational and Social Studies

Figure 2: Scholar education graduates’ manifestation of mathematics teaching

performance through their self and department heads’ evaluation

Discussion

Mathematics Teaching Performance of Scholar Education Graduates Based on their

IPCRF (Individual Performance Commitment and Review Forms

As reflected in Table 1, the study revealed that the overall mean rating of the
informants was “very satisfactory” (M = 4.49, SD = 0.24). In addition, half of the
informants received an adjectival rating of “outstanding” and the remaining half was rated
as “very satisfactory”. This shows that the informants have very satisfactory performance
as reflected by their IPCRF results. The low standard deviation results from different
KRA’s suggest that the ratings of the informants were close to each other or comparable.
Moreover, this indicates that the range of scores given by their evaluators were almost the
same or like each scholar.
This result is in consonance to the study of Catolos and Catolos (2017) on their
study of teaching performance of selected public secondary school teachers in Rizal,
Philippines where majority of the respondents have very satisfactory teaching
performance. Sabio et al. (2020) recommended that a more subjective performance
assessment tool must be utilized like those that involve participation of the students and
the immediate superior of the concerned public-school teachers. Hence, IPCRF really
served its purpose of evaluating the performance of teachers in terms of quality, efficiency,
and timeliness. The objectives of IPCRF as indicated are the duties and responsibilities that
The Mathematics Teaching Performance of Scholar Education Graduates 29

each teacher must do in service. This is a tool to check and balance if one is doing his duties
diligently with quality, efficiency and on time (Canoma, 2017).

The Manifestation of Mathematics Teaching Performance of Scholar Education

Graduates Based on their Self and Head’s Evaluation

The scholar education graduates manifested their performance through the

following: a) content knowledge and relevance through mastery of the content; b)
instructional strategies by using game-based strategy; c) learning activities and
instructional materials by using ICT-based instructional materials; d) lesson organization
and presentation by using 4A’s Model and DepEd’s format in lesson planning; e) classroom
management by imposing rules and practicing routines; and f) evaluation by using
authentic assessment.

Mastery of Content

In general, scholar education graduates exhibit mastery of the content based on

what the researcher had observed during their classes. Scholar graduates knew their subject
matter because they delivered it fluently and had no difficulty in teaching their subject.
They didn’t even hold any papers or notes in the whole class duration since they really
mastered what they were teaching. It was written on the observation guide of the researcher
that scholar graduates were able to deliver the content of their lesson effectively. They were
confidently standing in front of their class and abled to answer all their student’s questions
about the lesson. In other words, they came into their class well-prepared. In addition, one
of the teachers who accompanied the researcher during the classroom observation wrote
that the graduate scholar was well-versed on the content. Another teacher also noted that
the graduate scholar shown confidence in discussing the topic.
This result attested what McGraner et al. (2010) cited that in Mathematics,
teacher’s mastery is necessary for effective teaching to take place. The logic herein is that
teachers who possess strong mathematical knowledge at great levels of depth and span are
more likely to foster student’s ability to review, conjecture and solve problems, while also
able to more accurately diagnose and address students’ mathematical misconceptions.
Lapuz (2010) further emphasized that to be an effective teacher; one needs to understand
the content that he/she teaches and knows how to explain that content in a manner that the
students understand. There are teachers who do not know the content well enough to
effectively teach it.

Game-Based Strategy

The study revealed that to make mathematics fun for the students, a game-based
30 Canadian Journal of Educational and Social Studies

strategy is an effective way. Some examples of games employed by scholars during the
observation were “Represent Me”, and “Right or Left, where am I”, “Find your Partner”,
and “Locate your Classmates”. Scholar graduates believed that students are active when
the teacher incorporates games into the lesson. Game-based learning played important role
in teaching by encouraging students to collaborate, communicate, interact, and work in
teams.
It supported the findings of Felicia (2011) which concluded that games are
effective in motivating and engaging students. Felicia’s research highlighted three key
elements which contribute to the motivational outcomes of games: the design of the game,
the medium used to deploy the game, and environmental scaffoldings such as support from
teachers. The study further observed that games which produce motivational outcomes
have clear goals, rules, multi-sensory cues, narratives, and a good balance between the
educational and entertaining features. Active support from teachers in the introduction and
running of the game also increased student motivation. Furthermore, games can enhance
the social skills of students as well as improve their skills in understanding and solving
problems (Kirikkaya, Iseri, & Vurkaya, 2010). Students enjoyed the inherent sense of
challenge and motivation provided by games and boosting of confidence (Nisbet &
Williams, 2009). Pedagogical retooling for teachers and curricular innovations like the use
of interactive and innovative teaching strategies are indeed needed for the next normal in
education (Nabayra, 2022c).

ICT-Based Instructional Materials

In terms of instructional materials, scholar graduates utilized new trends of using

ICT-based instructional materials in their class such as Quexbook app which can be
installed in their students’ cell phones. This contains lectures and examples in one subject
especially in senior high school, Geogebra, Powerpoint presentations and softwares such
as Selector Tool. Graduate scholars believed that technology nowadays is really an
effective and efficient tool in teaching.
Results of the study supported the statement of Hudson, Kadan and Vasquez
(2010) that they conducted a study wherein teachers used PowerPoints, web-based games,
the internet, projectors, smart boards, calculators, videos, and music to enhance their
mathematics instruction and the result of the study revealed that technology improves
achievement, enables learners to be independent problem solvers, competent and creative
thinkers, as well as effective communicators. To add, Nabayra (2020) found out that
students appreciate the concepts of mathematics in nature when hybridized with videos as
revealed by their learning experiences with the e-modules. Videos indeed served its
purpose as a student-friendly, efficient, effective, and flexible instructional material
integrating technology which would facilitate 21st century students’ learning at home
through videos and maximize classroom time for more productive activities (Nabayra
The Mathematics Teaching Performance of Scholar Education Graduates 31

2022a; Nabayra 2022b). Computer generated instructional materials (CGIM) are indeed
recommended for the students to improve performance and achievement in mathematics
(Sagge & Bacio, 2019a; Bacio & Sagge, 2019b).

4A’s Lesson Plan and DepEd Format

Lesson plan is vital in the teaching-learning process. It acts as a guide for the whole
discussion and enables the teacher to reflect on what objectives they must achieve. Results
showed that scholar graduates followed the DepEd format, which starts with reviewing a
previous lesson or presenting a new lesson, establishing a purpose for the lesson, presenting
examples of the new lesson, discussing new concepts, and practicing new skills, developing
mastery, finding practical applications of concepts, and making a generalization and an
evaluation. On the other hand, some of them were also following the 4A format of the
lesson plan, which starts with Activity, followed by Analysis, Application and Assessment.
They believe that with a lesson plan, they have a guide on how to present their lessons in
class in a sequential and logical manner. According to the scholars, given that they are
required to create a lesson plan every day in their school, they ensured that their lesson
plans were well-made.
The results of the study support the claim of Kiplagat, Role, and Makewa (2012)
that, in sequencing lessons, a lesson presentation follows a logical sequence. Information
is presented in an organized manner, regularly checking the students’ understanding,
providing an opportunity for practice, giving frequent feedback, and concluding lessons by
reviewing main points. Attributes such as using of lesson plan, teaching aids and classroom
management capability showed positive association in teaching performance (Abdullah &
Das, 2019).

Imposing Rules and Practicing Routines

Majority of the scholar graduates shared that in managing their classrooms,

imposing rules, and practicing routines were needed to ensure discipline among students
and a well-organized learning environment. Results indicated that scholar graduates still
practiced the traditional way of imposing rules, which students needed to obey, lest they
suffer a consequence, usually a punishment. On the other hand, having routines helped the
students and teachers to quickly accomplish day-to-day tasks and allow fewer opportunities
for disruptions.
During classroom observation, the researcher found that the scholar education
graduates impose rules and regulations and practiced routines. Rules and regulations were
posted on the walls or the bulletin boards. Among the rules that the researcher observed
were proper behaviour inside the class, students were not allowed to go out of the classroom
without asking permission, students raised their hands when they want to answer, the
32 Canadian Journal of Educational and Social Studies

teacher immediately called the attention of the student if they were noisy and not paying
attention, and they students must clean the classroom before leaving. Additionally, one
scholar practiced a command that whenever the class was so noisy, they were called by the
name of their section, then students will answer “attention” — sounding like a military
routine — for the entire class to pay attention to the teacher.
These results prove what Akram (2010) have found out—that discipline ensures
how students behave when the teacher is teaching. He further notes that a classroom that
is not well-organized results in discipline problems. This means that a teacher who has a
classroom management action plan will have an organized and structured classroom where
both the teacher and students will know what to do. On the other hand, Fuligni et al. (2012)
found that daily classroom routines predict children’s opportunities for engagement in
activities of various academic content and different kinds of instructional interactions with
teachers.

Authentic Assessment

Other than the paper-and-pencil test, the scholar graduates also applied authentic
assessment in evaluating their students’ performance. This includes performance tasks,
asking questions, portfolio, projects, outputs and using infinite algebra/calculus software.
After observation, the researcher found that authentic assessment was evidently
one of their ways to evaluate their students’ performance. They keep on asking questions
all throughout the lesson to test the students’ understanding. This process is student-centred
since it allows students to discover ideas with the questions as guides to get the correct
information and share them in class. Performance-based assessment was also shown
through activities conducted during the application part of the lesson. Lastly, the researcher
also asked the scholar graduates to allow her to view samples of the projects, outputs, and
portfolios their students created.
This confirms what Miller et al. (2009) found that portfolio assessment provides
information for both formative and summative evaluation. Portfolio gives an insight into
the progress the child is making and reveals the strength and weaknesses of the child, unlike
traditional assessment. Both performance and portfolio assessment provide feedback to
students, whereas traditional assessment does not. In other words, authentic assessment
necessitates students using their prior knowledge, recent teachings, and skills to overcome
real and complicated problems. For instance, students can create a project on a topic they
have chosen, prepare a research report and present their end products for evaluators
(DiMartino & Castaneda, 2007).

Conclusion

Scholar education graduates performed very satisfactory in all key result areas, or
The Mathematics Teaching Performance of Scholar Education Graduates 33

KRA, of their IPCRF results. This implies that they have indeed internalized the value of
excellence, sustained quality education, and embodied competence in the field of
mathematics education.
The teaching performance of the scholar education graduates was laudable as
evinced by their teaching performance in terms of content knowledge and relevance,
instructional strategies, learning activities and instructional materials, lesson organization
and presentation, classroom management, and evaluation. This shows that the scholar
graduates have discovered new teaching strategies, different ways of teaching
mathematics, used innovative materials and assessed students in various means not just to
make themselves productive and excellent in mathematics education but to achieve quality
learning for the students. It’s only then that teaching becomes rewarding.
They have also notably embodied excellence in different aspects of their teaching
careers personally and professionally as reflected on their achievements in personifying a
culture of excellence to uplift the standard of mathematics education in the country. All of
these indicate that the scholar education graduates have indeed lived according to what the
DOST-SEI have expected of them. That is, to accelerate the development of excellent S&T
human resources of the Philippines to ensure a steady, adequate supply of qualified human
resources that can steer the country toward national progress.

Acknowledgment

The author would like to express her heartfelt thanks to the Department of Science
and Technology – Science Education Institute (DOST-SEI) in the Philippines for funding
this study. Also, the same gratitude is warmly expressed to her research adviser, Dr.
Roberto G. Sagge Jr. and the West Visayas State University, College of Education-
Graduate School, La Paz, Iloilo City, Philippines.

References

Abdullah, M., & Das, S. (2019). Teaching performance of schoolteachers of some

selected secondary schools in Sadar, Mymensingh, Bangladesh. Paper presented
at International Conference on Sustainability Education, At India Habitat Centre,
New Delhi, India.
Akram, T.M. (2010). Factors affecting the performance teachers at higher secondary
level in Punjab. Unpublished Doctorate Thesis of University Institute of
Education and Research, Pir Mehr Ali Shah Arid Agriculture University,
Rawalpindi, Pakistan.
http://prr.hec.gov.pk/jspui/bitstream/123456789/972/1/688S.pdf
Bacio, S., & Sagge, R. (2019b). Development and production of computer generated
instructional materials for college geometry. Journal of Physics: Conference
Series, 1254, 012040. htpps://doi.org/10.1088/1742-6596/1254/1/012040
34 Canadian Journal of Educational and Social Studies

Canoma, M. (2017). The benefit to professional development. American Educator, 26(2),

2225.
Catolos, L. & Catolos, F. (2017). Teaching performance of selected public secondary
school teachers in Tanay, Rizal. Paper presented in ICMSIT 2017: 4th
International Conference on Management Science, Innovation, and Technology
2017.
https://www.academia.edu/39806839/Teaching_Performance_of_Selected_Publi
c_Secondary_School_Teachers_in_Tanay_Rizal
Department of Education (2018). Results-based performance management system manual
for teacher and school heads.
https://www.depeddavnor.ph/resources/DepEdfinal_RPMSManual_may28,2018.
pdf
Department of Science and Technology. (2015). DOST – SEI, S & T Scholar’s
Handbook. http://www.sei.dost.gov.ph/images/ts/schhandbook2015.pdf
Department of Science and Technology. (2015). DOST-SEI Fact Sheet, Tracer Study on
DOST-SEI S&T Scholar Graduates.
http://www.sei.dost.gov.ph/images/downloads/fs_tracer.pdf
DiMartino, J. & Castaneda, A. (2007). Assessing applied skills. Educational Leadership.
60(7), 38-42. http://www.ascd.org/publications/educational-
leadership/apr07/vol64/num07/Assessing-Applied-Skills.aspx
Exam Ethics Projects. (2005). Teachers in the Services of Examination Ethics Campaign.
A Paper Presented by Exam Ethics Project at the Capacity Building Workshops
for Teachers, Teachers Registration Council of Nigeria (TRCN) Sep 29-Dec
2005.
Felicia, P. (2011). What evidence is there that digital games can contribute to increasing
students’ motivation to learn?
https://portal.opendiscoveryspace.eu/sites/default/files/games_motivation_patrick
_felicia_2011_0_0.pdf
Fraenkel, J.R., Wallen, N.E., & Hyun, H.H. (2012). How to design and evaluate research
in education. Eight Edition. McGraw-Hill Companies, Inc: NY.
Fuligni, A., Howes, C., Huang, Y., Hong, S., & Lara-Cinisomo, S. (2012). Activity
settings and daily routines in preschool classrooms: Diverse experiences in early
learning settings for low-income children. Early Childhood Research Quarterly,
27(2), 198-209. htpps://doi.org/10.1016/j.ecresq.2011.10.001
Hudson, S., Kadan, S., Lavin, K., & Vasquez, T. (2010). Improving basic math skills
using technology.
https://www.researchgate.net/publication/234768254_Improving_Basic_Math_S
kills_Using_Technology
Kiplagat, P., Role, E., & Makewa, L.N. (2012). Teacher commitment and mathematics
performance in primary schools: A meeting point. International Journal of
Development and Sustainability, 1(2), 286–304. https://isdsnet.com/ijds-v1n2-
18.pdf
Kirikkaya, E. B., Iseri, S., & Vurkaya, G. (2010). A board game about space and solar
system for primary school students. Turkish Online Journal of Education
Technology, 9(2), 1-13. https://files.eric.ed.gov/fulltext/EJ897997.pdf
The Mathematics Teaching Performance of Scholar Education Graduates 35

Lapuz, E.P. (2010). Performance pay and productivity. Philippine Economic Review
McGraner, K.L., VanDerHeyden, A. & Holdheide, L. (2010). Preparation of effective
teachers in mathematics.
https://gtlcenter.org/sites/default/files/docs/TQ_IssuePaper_Math.pdf
Miller, D. M., Linn, R. L., & Gronlund, N. E. (2009). Measurement and assessment in
teaching. Pearson Education: Upper Saddle River, New Jersey.
Nabayra, J. (2022a). Mathematics learning in the new normal through teacher-created
videos: The freshmen university students’ experience. International Journal of
Arts and Humanities Studies (IJAHS), 2(1), pp. 22-27.
htpps://doi.org/10.32996/bjahs.2022.2.1.4
Nabayra, J. (2022b). YouTube-based teacher-created videos for online mathematics
learning during the pandemic and its effect to students’ mathematics
performance. Webology, 19(2). https://www.webology.org/abstract.php?id=1320
Nabayra, J. (2022c). Least Mastered Topics in Mathematics and Freshmen Students’
Perception of Mathematics Learning in the New Normal from a State University
in the Philippines. Journal of Positive School Psychology, 6(6), 280-289.
https://www.journalppw.com/index.php/jpsp/article/view/6910/4508
Nabayra, J. & Nabayra, L. (2021). Exploring how culture of excellence is personified by
mathematics teachers in the public schools. International Journal of Arts and
Humanities Studies (IJAHS), 1(1), 88-94.
htpps://doi.org/10.32996/ijahs.2021.1.1.13
Nabayra, J., Ilarde, M., Repayo, B., Hilario, C., Relojero, A., Toledo, M., Ilarde, E.,
Tambong, C., Biray, E., & Lorenzo, J. (2021). Analysis of the bachelor of
secondary education graduates’ performance in the licensure examination for
teachers from 2009 to 2018. Psychology and Education, 58(4), 4960-4968.
http://psychologyandeducation.net/pae/index.php/pae/article/view/6751/5600
Nabayra, J. (2020). Video-Based E-module for Mathematics in Nature and Students’
Learning Experiences in a Flipped Classroom. Journal of Science and
Mathematics Education in Southeast Asia, 43.
http://myjms.mohe.gov.my/index.php/jsmesea/article/view/8813
Nisbet, S., & Williams, A. (2009). Improving students’ attitudes to chance with games
and activities. Australian Mathematics Teacher, 65(3), 25-37.
https://files.eric.ed.gov/fulltext/EJ859754.pdf
Ozgenel, M., & Ozkan, P. (2019). The role of teacher performance in school
effectiveness. International Journal of Education Technology and Scientific
Researches, 4(10). htpps://doi.org/10.35826/ijets
Prokop, P., Tuncer, G., & Chuda, J. (2007). Slovakian students’ attitude toward biology.
Eurasia Journal of Mathematics, Science and Technology Education, 3(4), 287–
295. https://doi.org/10.12973/ejmste/75409
Robinson, S. (n.d.). Teacher evaluation: why it matters and how we can do better.
Frontline education. https://www.frontlineeducation.com/teacher-evaluation/
Sabio, C., Manalo, M., & Vigonte F. (2020). Determining students’ learning outcomes in
basic education: A proposed CPD for teachers. International Journal of
Information and Education Technology, 10(1), 62-66.
htpps://doi.org/10.18178/ijiet.2020.10.1.1340
 36 Canadian Journal of Educational and Social Studies

Sagge, R., & Bacio, S. (2019a). Students' competence in college geometry: Basis for
development of computer generated instructional materials. Journal of Science
and Mathematics Education in Southeast Asia, 42.
http://www.recsam.edu.my/sub_JSMESEA/index.php/journals-2010-2019/2019
Yorke, M., & Knight, P.T. (2006). Embedding employability into the curriculum:
Learning & employability series 1. The Higher Education Academy, York.
https://www.heacademy.ac.uk/resource/embedding-employability-curriculum
Yusuf, L. A., & Alabi, C. O. (2013). Enhancing school effectiveness in the universal
basic education (UBE) programme in Nigeria: Issues and implications. Journal
of Education, Arts and Humanities, 1(3), 022-026.

View publication stats