CELINA P. SARMIENTO

Educating Future Teachers Amidst Pandemic: A Systematic Review of Teacher Educators’ Experiences and Practices in Times of COVID-19

ABSTRACT: Due to the unprecedented impact of the COVID-19 pandemic, teacher educators in initial teacher education (ITE) transitioned to emergency remote teaching with limited notice and preparation time. This shift motivated various research documenting the changes and responses of ITE during this period. As such, it provides a chance to consolidate existing studies, offering an evidence-based overview of findings in this area. Consequently, this systematic review examines the experiences and practices of teacher educators in ITE during the shift to alternative learning modalities due to the COVID-19 pandemic. A literature search following the Preferred Reporting Items for Systematic Reviews and Meta-Analyses (PRISMA) guidelines identified 35 empirical studies worldwide conducted between January 2020 and May 2023. Using inductive thematic analysis, patterns emerged regarding (a) challenges faced by teacher educators, (b) teaching and learning implications, (c) supporting future teachers, (d) strengthening connections and partnerships, and (e) reflexivity and resilience of teacher educators. Findings indicate that teacher educators adapted and developed innovative practices to cope with the new experiences, which will have lasting implications for ITE.

Utilization of Virtual Manipulatives: Effects on Students' Attitudes towards Mathematics

ABSTRACT: Under various learning conditions, environments, and types, teachers strive to utilize different learning and teaching tools and strategies to enhance student learning. While studies show that some of these tools contribute to students’ mathematics performance, it should be noted that several factors play a crucial role in the experiences and achievement of students, like their attitude towards the discipline. Various studies have explored strategies to enhance students’ attitudes towards mathematics. Given the recent emphasis on flexible learning, the researchers sought to explore the use of virtual manipulatives—tools effective for both in-person and online education—to enhance students’ attitudes toward mathematics. Correspondingly, this Plan-Do-Check-Act action research utilizing the mixed methods approach was implemented. The study was conducted among six sections of junior high school students in a private school in Manila, Philippines. The Mathematics Attitude Questionnaire was used to gauge students’ mathematics attitudes before and after their experience with the use of virtual manipulatives. Interviews, journal entries, and observation notes were also collected to triangulate the results and enrich the investigation. Paired samples t-test was used to compare the attitude scores, while basic thematic analysis was done to analyze the qualitative data. Results indicate that most students had average to positive attitudes before the implementation. While their mathematics attitude after the use of virtual manipulatives is not significantly different from before, the qualitative data collected in the study shows that students appreciate the use of virtual manipulatives and that they understand mathematical concepts because of the interactivity of the intervention.

Integrating Design Thinking into E-Learning Activities in Mathematics for STEM Students

ABSTRACT: Design thinking is a human-centered decision-making approach that emphasizes empathy, problem definition, ideation, prototyping, and testing. It is gradually gaining recognition for its potential to deepen the understanding of mathematical concepts through problem-solving from a user-oriented lens. Integrating design thinking into e-learning activities in mathematics for STEM students promotes a transformative strategy for delivering content and enhancing students’ engagement with mathematical concepts, which could influence their educational experiences and academic performance. To contribute to the growing body of literature on the application of design thinking in education, this qualitative case study examined how STEM senior high school students from a private institution in the Philippines engaged with design thinking integrated e-learning activities focused on conic sections. The investigation reveals that the e-learning activities motivated students to utilize design skills and apply mathematical concepts to solve problems. Students also developed a better appreciation for e-learning. The findings highlight the studentsʼ creativity and resourcefulness in problem-solving, which are skills that are crucial in STEM fields. Insights from this study could guide educators and instructional material developers in conceptualizing e-learning activities in mathematics and other disciplines. Furthermore, it offers strategies for effectively integrating design thinking into instructional practices in STEM education.

Enhancing Formative Assessment in Statistics Through Classroom Action Research

ABSTRACT: Formative assessment is a time-tested educational endeavor that aids in rectifying misconceptions and narrowing gaps in student understanding. However, the pandemic-imposed restrictions significantly changed and disrupted formative assessment. As with other math areas, performing quality formative assessment in statistics became a challenge for instructors and students. Correspondingly, this classroom action research (CAR) was conducted, which describes our experiences and reflections in utilizing the attributes of a learning management system (LMS) to enhance the delivery of formative assessment in a higher education statistics class. This study addressed the following objectives: (1) use CAR approach to reflect and determine how LMS can support formative assessment in higher education statistics, and (2) develop and implement an LMS-supported formative assessment and evaluate its utilization. Qualitative data from a statistics class and the insights of action researchers were collected to investigate. Findings suggest that the innovative use of LMS in giving formative assessments improved student practices and understanding of statistics. The results of this undertaking can assist statistics instructors in creating improved formative assessment activities and fostering effective assessment practices. Finally, the reflective process we followed through CAR may inspire and guide other educators in pursuing this approach to enhance their practices.

Perceived Design Thinking Mindset Level of Basic Education Mathematics Teachers from Ilocos Region

ABSTRACT: The Industrial Revolution 4.0 (IR4. 0) has affected many of the vital processes in the world of work today. With the new industry landscape, a new set of skills and a change of thinking are required of the workforce. Undeniably, this impacts the educational sector as its goal is the production of human resources. One of the expected skills for Industry 4.0 (I4. 0) is Design Thinking (DT)–an innovative, complex problem-solving skill that focuses on human needs. Teachers who play a significant role in the curriculum should develop DT to ensure that they are fully equipped for addressing complex problems, innovatively design the lessons, and effectively teach this skill to students in Education 4.0 (E4. 0). This study identified the perceived DT Mindset level of Basic Education Mathematics teachers from the Ilocos Region (n= 571) through a mixed-methods approach—using descriptive and qualitative methods. Teacher interview responses (n= 6) were used to follow up on the quantitative data. In general, the perceived DT mindset of teachers appears to be very high with a mean of 4.23 and a standard deviation of 0.52. The majority fall under a high-level perceived DT mindset composed of 54.8% of the total respondents, followed by a very high level with 44.1%. Based on the interview, it can be affirmed that they possess the set of attitudes of a DT mindset. However, some of the hindrances that teachers faced for more innovative lesson design practices are the lack of support in terms of advanced technology and the affordances of students in terms of technology use in learning.

Investigating Mathematics Teachers’ Perceived Design Thinking Mindset and Related Factors

ABSTRACT: The Industrial Revolution 4.0 (IR4.0) has affected many of the vital processes in the world of work today. With the new industry landscape, a new set of skills and a change of thinking are required of the workforce. This is to ensure that the human resources are well-equipped of working in Industry 4.0 (I4.0). Undeniably, the educational sector must adapt as their goal is on the production of human resources which is why Education 4.0 (E4.0) is created. One of the expected skills for I4.0 is Design Thinking (DT) – an innovative, complex problem-solving skill that focuses on human needs which is relevant to I4.0 that is centered on enabling new possibilities with digital technologies. Teachers who play a significant role in the curriculum should develop DT to ensure that they are fully equipped for addressing complex problems, innovatively design the lessons, and effectively teach this skill to students in E4.0. However, most research about design thinking focused on students which should also be a relevant concern to teachers. This study investigated the perceived Design Thinking Mindset of teachers along with related factors: sex, educational attainment, age, number of years in teaching, and attitude towards technology. This was participated by 571 Math teachers from the Ilocos Region who answered the online survey questionnaire that uses a 5-point Likert scale. Significant differences were revealed between the DT mindset of a.) male and female teachers, and b.) teachers with a graduate degree and without a graduate degree. For the correlational analysis, it was found that age, number of years in teaching, and attitude towards technology have a significant relationship with DT.

Experiences and Practices of STEM Teachers thru the Lens of TPACK

ABSTRACT: The study used the TPACK (technological pedagogical content knowledge) framework to determine the STEM teacher’s experiences and practices. Data were sourced through interviews, classroom observations, and document analysis from purposively selected 106 STEM teachers (from randomly identified universities/colleges of the 17 regions of the country). Three frameworks: Policies Standards and Guidelines (PSGs), Philippine Professional Standards for Teachers [PPST], and TPACK guided the analysis of the qualitative data. Exploratory design developed the visualization for the three education domains (pedagogy, assessment and technology integration) that represent teachers’ experiences and practices. Findings revealed that teachers characterized the unique attributes of the domains defining the individual visualizations of these education domains. Re-thematization provided an image for the Philippine higher education responsive model (PHERM) which showed that STEM teachers develop one knowledge construct of TPACK at a time, the last being integrating technology. The developed model of STEM teachers’ experiences and practices is envisioned to track and enhance the competencies of teachers to deliver 21st century-skilled STEM workforce for the country.

Teacher Professional Development Program (TPDP) for Teacher Quality in STEAM Education

ABSTRACT: The study implemented and evaluated a TPDP for the sampled 106 STEAM (science, technology, engineering, agri-fisheries, mathematics) teachers. The study used participatory action research (PAR) as a methodological framework. Results reveal that in all phases of the TPDP, three key points emerged: power, product and process. Power emphasized equitable participation dislodging imbalance of power, while process highlighted PAR cycle: planning, acting, reflecting and discussing. Finally, the product: co-learners, and emancipated participants who co-developed lesson exemplars in STEAM. Results further reveal that the participants successfully crafted Lesson Exemplars in their chosen STEAM topic exemplifying the principles of TPCK (technological, pedagogical, content knowledge). Pilot tests (using Action Research) show how the STEAM teachers highly engaged the learners. As TPDP, PAR may achieve teacher quality and quality STEAM education in the country and may adapt micro-credentialing to fully structuralize capability building programs.

Assessment Practices in Philippine Higher STEAM education

ABSTRACT: The study explored practices of the sampled higher education Philippine STEAM educators in assessing learners. Data sourced from the database of a state-funded research on Philippine STEAM education using a Classroom Observation Protocol, included 106 STEAM teachers from purposely selected institutions drawn from 14 regions. Systematic data analysis (through data condensation, data display, and drawing and verifying conclusions) revealed that STEAM teachers used both appropriate traditional and authentic assessment tools and strategies with inclusive integration of technology. Furthermore, results showed that STEAM teachers’ best assessment practices may be categorised as: 1) assessment for career or industry readiness, 2) mounting assessment system to support instruction, and 3) collective and reflective assessment process. COVID-19 pandemic implications and policy recommendations are also offered, which may enhance assessment practices and suggest a perspective in crafting and recommending national and international standards and guidelines on assessment literacy among higher STEAM educators.

Self-professed Proficiency of Philippine Higher Education (PHE) Teachers of STEAM disciplines

ABSTRACT: This study determined the self-professed proficiency of Philippine higher education (PHE) teachers of science, technology, engineering, agri/fisheries, and mathematics (STEAM) disciplines. Through the lens of technological pedagogical content knowledge (TPACK) framework and the standards of teaching the disciplines in STEAM in advance and higher learning as spelled out in the indicators of proficiency used in this research, the study informed the status of teacher quality in the different disciplines of STEAM. Sampled (Tier 1: stratified random sampling for 156 schools; Tier 2: complete enumeration) 1940 teachers (representing the different STEAM disciplines) took the online survey in January–December 2018. Selected teachers from the set provided interviews and classroom observations for data triangulation. Data analysis (i.e. programmed scoring framework, descriptive statistics, percentile rank, and t-test) determined that self-rated proficiency defined their competence. In terms of the aforementioned framework and standard, they perceived themselves as “Highly Proficient to Distinguished” teachers. The qualitative data worked with these findings, but some coupled with student achievement (through licensure performance) revealed that teachers may have over-rated themselves. Males and females do not register significant differences in their perception of proficiency. School type (private and government-owned) do not index significant differences as well, except in Community Linkages and TPACK as a whole. These findings may inform policy creation to build a stronger Philippine Workforce 4.0. In fact, the tool (proficiency instrument) may be envisioned to initiate a highly structured micro-credentialing system of STEAM education in the country.

Preventing Homework Copying through Online Homework in a Math Class

ABSTRACT: This article presents a potential solution to one of the prevailing issues of paper-and-pencil homework in mathematics-copying. We investigated the reasons why students copy homework and determined how they usually do it. Then, we used the information gathered to design an online homework using the features of MyOpenMath, an open source learning management system that can possibly address the limitations of traditional homework. A set of online homework that administers algorithmically generated parallel homework questions to each student, provides immediate feedback, and offers students unlimited attempts to get the problem right was developed as a result. After which, we explored how students approached the online homework and studied if it was able to prevent copying of homework among students. A class with 32 participants was observed for this endeavor. Interviews, outputs, and reflection papers from the class were analyzed to reach our aims. Two student cases were presented to demonstrate how homework copying is usually done and to further examine and comprehend the impact of online homework. Student A narrated how online homework at MyOpenMath prevented him from copying and forced him to engage in answering homework. Student B's experience described why some students allow others to copy their homework and how the online homework led her to tutor her classmates. By and large, the MyOpenMath online homework was able to prevent copying among students and was able to generate remarkable improvement to students' homework answering practices.

The Fffect of Online Homework in the Performance of Mathematics of Accounting and Finance Students

ABSTRACT: In this paper, effect on the homework and exam performance of a set of online homework developed for use of Mathematics of Accounting and Finance students was explored. The homework sets, administered through an open access learning management system, MyOpenMath, have advanced features made and aimed to improve the limitations of traditional paper-and-pencil homework. We employed a two-group counterbalanced experimental design with two phases to gather information for this study. Each group had the opportunity to be the control and experimental group during the experiment, and participants received summative tests at the end of each phase, which served as their exam performance. While homework scores of the students served as the measure of their homework performance. Qualitative data were also collected to further explain the result of the experiment. In both phases, the online homework group obtained a significantly higher homework marks and better mean scores on the tests. It was also revealed that students appreciated the modern features of online homework and these motivated and challenged them to perform well.

Student Perceptions of Online Homework in Mathematics of Accounting and Finance

ABSTRACT: Online homework, as an alternative to the traditional paper-pencil type, opens up many possibilities that can help students learn even when outside the school. It is an innovative system that offers many advantages, both for teachers and students. Thus, exploring its potentials and impact in different educational regime is in order. Accordingly, this paper presents the results of a study that investigated the use of online homework given through a free access system, MyOpenMath, which is optimized for mathematics subjects. A set of homework, structured to emulate immediate attempt-feedback-reattempt process, were developed and administered to Mathematics of Accounting and Finance students through the above-mentioned platform. A survey on 142 students determined their perceptions on the use of MyOpenMath, and an interview with selected respondents explained the outcome of the survey. Results indicated that regardless of gender, type of high school, mathematical performance, and computer attitude, students had a greatly positive perception towards online homework given through MyOpenMath. It appears that students appreciated the features of the said system, which motivated them and increased their confidence in answering homework. Students reported that taking online homework was a pleasant experience and that it helped them prepare for examinations.

ClassWiz Guidebook for Statistics and Probability

Authors: Celina P. Sarmiento, Djoahna P. Giron, Leslie Anne M. Icaro, Jayson Roy R. Gumila, Michael C. Samson
Publisher: Casio Education
Year of Publication: June 2019

Math Ready Worktext

The Realities of Assessment in Philippine Higher Education: A Policy Brief

SYNOPSIS: Empowering the human capital for Industrial Revolution 4.0 entails the development of the attributes and qualities of STEAM (Science, Technology, Engineering, Agri-fisheries, & Mathematics)-skilled professionals (NEDA, 2017), through fostering successful STEAM education (STEAM Ed). The Commission on Higher Education (CHED) clearly articulates the value of STEAM Ed in the national curriculum, thus ensuring its presence in the planning of curriculum instruction and requiring quality assessment practices, which could promote student learning and confirm students’ progress and achievement in the teaching-learning discourse. In this regard, this brief account the findings of a state-funded research in terms of assessment in STEAM Ed, grounded on the practices and experiences of STEAM educators in the higher education.