CHAPTER 1

INTRODUCTION

Background of the Study

With the implementation of the Enhanced Basic Education Act of 2013 (K-

12) or the Republic Act 10533, The Department of Education is adopting the

enclosed Policy Guidelines on Classroom Assessment for the K to 12 Basic

Education Program. It was implemented in school year 2015-2016 in all public

elementary and secondary schools nationwide. Changes were made in the

assessment techniques, grading system and mode of teaching to achieve

globally competitive graduates.

In school year 2017-2018, there were 22.9 million students who are

enrolled in public elementary and high schools in the country (Geronimo, 2017).

In General Santos City, out of 228 schools, there are 27 public and 1 state

secondary schools that cater 41,546 students (Socio-Economic Profile 2015).

These schools are following the policy guidelines on classroom assessment not

only for the junior but the senior high school as well.

Hence, it is of great interest to study the extent of utilization of assessment

techniques by mathematics and science teachers of public junior high schools of

Irineo L. Santiago National High School of Metro Dadiangas, New Society

National High School and Mindanao State University-College of Education

Training Department in General Santos City.

 2

Statement of the Problem

The purpose of this study was to determine the extent of utilization of

assessment techniques by mathematics and science teachers of selected public

junior high schools in General Santos City. Specifically, this study sought

answers to the following questions:

1. What is the socio-demographic profile of the mathematics and science

teachers of selected public junior high schools in General Santos City in

terms of:

a. age,

b. gender,

c. civil status,

d. grade level taught,

e., subject taught,

f. position, and

g. years of teaching?

2. What is the extent of utilization of assessment techniques by mathematics

and science teachers of selected public junior high schools in General

Santos City in terms of:

a. formative, and

b. summative assessment?

3. Is there a significant difference on the socio-demographic profile and the

extent of utilization of assessment techniques of the mathematics and

science teachers of selected public high schools in General Santos City?

 3

3. What are the factors affecting the decision on the assessment techniques

used?

4. What are the effects on the assessment results of the chosen assessment

techniques?

5. What are the difficulties and challenges encountered in the chosen

assessment techniques?

Significance of the Study

This study provides information to individuals outside and inside the

Brokenshire College Soccsksargen Inc.

To the public junior high school teachers specifically in Irineo L.

Santiago National High School of Metro Dadiangas, New Society National High

School and Mindanao State University-College of Education Training Department

in General Santos City, the study serves as a useful source of information about

extent of utilization of assessment techniques by mathematics and science

teachers.

To the government agency: the Department of Education, the study

provides them the information extent of utilization of assessment techniques by

mathematics and science teachers of selected public junior high schools in

General Santos City. It will also give them the information on the factors affecting

the decision on the assessment techniques used, effects on the assessment

results of the chosen assessment techniques and difficulties and challenges

encountered in the chosen assessment techniques by mathematics and science

 4

teachers of selected public junior high schools in General Santos City. It will also

provide as basis for planning strategies, implementation activities, monitoring and

evaluation of the assessment of student learning.

To the school library, the study is an additional reference together with

the other studies that are in line with education.

To the researchers, the study has enhanced their knowledge and skills in

understanding assessment techniques, specifically on the extent of utilization by

mathematics and science teachers of selected public junior high schools in

General Santos City.

Finally, this study is a modest contribution to the literature on assessment

of student learning, in particular, and on education, in general.

Scope and Delimitation of the Study

The scope of the study was limited to the extent of utilization of

assessment techniques by mathematics and science teachers of selected public

junior high schools in General Santos City. The parameters were limited to: (a)

socio-demographic profile of the teachers; (b) the extent of utilization of

assessment techniques of the teachers; (c) the relationship on the socio-

demographic profile and the extent of utilization of assessment techniques of the

mathematics and science teachers of selected public high schools in General

Santos City; (d) factors affecting the decision on the assessment techniques

used; (e) effects on the assessment results of the chosen assessment

 5

techniques; and (f) difficulties and challenges encountered in the chosen

assessment techniques.

The study employed a quali-quantitative research that will employ

descriptive method in presenting processed data and information with survey

questionnaire as the primary method in gathering data. The informants of the

study were composed of mathematics and science teachers in selected public

junior high schools in General Santos City.

This study was conducted on March 2018.

Conceptual Framework

The conceptual framework of the study is presented in Figure 1. It shows

the interplay of major concepts or categories, namely: the socio-demographic

profile of the mathematics and science teachers as the independent variable; and

the extent of utilization of assessment techniques by mathematics and science

teachers as the dependent variable.

 6

Independent Variables Dependent Variables

 Socio-demographic  Extent of utilization of

profile of the mathematics assessment techniques
and science teachers of by mathematics and
selected public junior science teachers of
high schools in General selected public junior
Santos City in terms of: high schools in General
Santos City in terms of:
a. age
b. gender a. formative, and
c. civil status b. summative
d. grade level taught assessment
e., subject taught
f. position
g. years of teaching

Figure 1. Conceptual Framework

Hypothesis

The research hypothesis will be tested at 0.05, level of significance:

1. There is no significant relationship between the socio-demographic

profile and the extent of utilization of assessment techniques of the

mathematics and science teachers of selected public high schools in

General Santos City in terms of:

 7

a. age

b. gender

c. civil status

d. grade level taught

e., subject taught

f. position

g. years of teaching

Definition of Terms

The following terms are defined conceptually and/or operationally to

enable the readers to clearly understand how they are used in the study.

Assessment. Theoretically, refers to wide variety of methods or tools that

educators use to evaluate, measure and document the academic readiness,

learning progress, skill acquisition or educational needs of students (Great

Schools Partnership, 2014). Operationally, it refers to evaluation used to

determine the student learning.

DO no. 8, s. 2015 or Policy Guidelines on Classroom Assessment for

the K to12 Basic Education. Conceptually, it refers to the (R.A.8435, 1997).

Operationally, it refers to the department order of the Department of Education

on the policy guidelines on classroom assessment that indicates the purpose and

types assessments used, the grading system and others that have relevant

bearing to the mathematics and science teachers in the selected public junior

high schools in General Santos City.

 8

Formatting Assessment. Theoretically, refers to the process of

evaluation of student learning that are typically administered multiple times

during a unit, course, or academic program. It is the assessment that gives to

the educators’ in-process feedback about what students are learning or not

learning (Great Schools Partnership, 2014). Operationally, refers to assessment

tools used by teachers to know the level of understanding of student before,

during and after topics has been discussed.

Junior High School. Theoretically, refers to a school usually including the

seventh, eight and sometimes ninth grades (Dictionary.com). Operationally, it

refers to the students being taught by the informants.

Position. Theoretically, refers to a person's place or level of importance in

relation to others. High rank or social understanding (Oxford University Press,

2018). Operationally, it is the position of the teachers/correspondents in school.

Summative Assessment. Theoretically, refers to the tool to evaluate

student learning at the conclusion of a specific instructional period-typically at the

end of the unit, course, semester, program or a school year (Great Schools

Partnership, 2014). Operationally, it refers to the assessment tools used by

teachers for the purpose of giving grade.

Selected Public Junior High Schools in General Santos City.

Operationally, it refers to the Irineo L. Santiago National High School of Metro

Dadiangas, New Society National High School and Mindanao State University-

College of Education Training Department in General Santos City.

 9

Teacher. Theoretically, refers to a person that teaches something: a

person that teach students about certain subjects (Meriam-Webster).

Operationally, it refers to educators or the facilitators or leaning in the public

junior high school.

Technique. Theoretically, refers to the method of procedure or way of

using basic skills in rendering an artistic work or carrying out a scientific or

mechanical operation (Collins Dictionary). Operationally, refers to combination

usage of tools to evaluate to assess student’s learning.

 10

CHAPTER 3

METHODOLOGY

This chapter presents the research design, locale, informants of the study,

instrumentation, data gathering procedure and data analysis.

Research Design

This study employed quail-quantitative descriptive research design using

survey questionnaire as the primary data gathering method. The research

focused on the socio-demographic profile, the extent of utilization of the

assessment techniques, factors affecting the decision on the assessment

techniques used, effects on the assessment results of the chosen assessment

techniques and difficulties and challenges encountered in the chosen

assessment techniques by mathematics and science teachers of selected public

junior high schools in General Santos City.

 11
Extent of Utilization of Assessment Techniques by Mathematics and
Science Teachers of Selected Junior Public High Schools in General
Santos City

Problems to the Data Gathering

Sources of Data Data Analysis
Intervention Tools

Profile of
Teachers

Extent of Utilization
of Assessment
Techniques Statistical
Analysis
Difference on the
socio-demographic
profile and the extent
of utilization of
assessment
techniques
Mathematics
Survey
and Science
Factors affecting the Questionnaires
decision on the Teachers
assessment
techniques used

Effects on the
assessment results
of the chosen Narrative
assessment Analysis
techniques

Difficulties and
challenges
encountered in the
chosen assessment
techniques

Figure 2. Research Design

 12

Research Locale

This study was conducted in Irineo L. Santiago National High School of

Metro Dadiangas, New Society National High School and Mindanao State

University-College of Education Training Department in General Santos City

where the target informants are based.

General Santos City lies at the southern part of the Philippines. The city is

approximately 1,050 kilometers southeast of Manila, 485 kilometers southeast of

Cebu and 150 kilometers southwest of Davao. Gensan, as we demonstratively

call the city is the southernmost city of the Philippines and is part of

SOCCSKSARGEN (South Cotabato, Cotabato, Sultan Kudarat, Sarangani

Province, and General Santos City) Growth Region – Region XII.

Figure 3. Location Map of General Santos City

Informants of the Study

There were twenty five informants of the study. They were composed of

both mathematics teachers and science teachers in Irineo L. Santiago National

 13

High School of Metro Dadiangas, New Society National High School and

Mindanao State University-College of Education Training Department in General

Santos City.

Table 1

Informants of the study

School Number of Informants

1. Irineo L. Santiago National High School of Metro 4
Dadiangas
2. New Society National High School 14
3. Mindanao State University-College of Education 7
Training Department
Total 25

Data Gathering Method

The researchers asked the principals of the identified public junior high

schools wherein the informants are employed.

Survey questionnaires were prepared and personally administer the

distribution of questionnaire to the beneficiaries at identified public junior high

schools. The questionnaires are collected and retrieved either on the same day

or the next day after it has been filled up. The responses were tabulated,

analyzed and interpreted.

Instrumentation

This study is both qualitative and quantitative approach. The tool

appropriate for both approaches is a questionnaire. A three part combination of

self-made and adopted questionnaire is used. Part I contains questions on the

 14

socio-demographic profile of the informants in terms of (a) age, (b) gender, (c)

civil status, (d) grade level taught, (e) subject taught, (f) position, and (g) years of

teaching. Ranges and options has been provided to the questions yet for

multigrade and teachers teaching multiple subjects needs to specify the grades

and subject taught.

Part 2 contains a checklist of indicators designed to measure level of

extent utilization of assessment techniques both in formative and summative

assessment by the informants. The informants will be asked to rate each of the

indicators using the scale 1 to 5 where 1 is the lowest and 5 is the highest

described as follows:

5 Always

4 Often

3 Sometimes

2 Seldom

1 Never

Part 3 contains an open-ended question to determine the factors affecting

the decision on the assessment techniques used, effects on the assessment

results of the chosen assessment techniques and the difficulties and challenges

encountered in the chosen assessment techniques by the informants.

Statistical Treatment and Analysis

This study use frequency distribution, percentage, weighted mean linear

regression and narrative analysis in analyzing the data gathered.

 15

To determine the socio-demographic profile of the informants, frequency

distribution, and percentage has been used. On the other hand, frequency

distribution and weighted mean was used on the extent of utilization of

assessment techniques of the informants.

The following interpretations will be used in the analysis of the data

obtained:

Mean Range

Numeric Equivalent Interpretation

5 Always
4 Often
3 Sometimes
2 Seldom
1 Never

Where:

Always - represents the informant is always utilizing the specific

assessment technique.

Often – represents the informant often utilize the specific assessment

technique.

Sometimes – represents the informant sometimes utilize the specific

assessment technique.

Seldom - represents the informant seldom utilize the specific assessment

technique.

Never - represents the informant never utilize the specific assessment

technique.
 16

To determine if there is significant relationship between the socio-

demographic profile and the extent of utilization of assessment techniques of the

informants, linear regression was being used.

To determine the factors affecting the decision on the assessment

techniques used, effects on the assessment results of the chosen

assessment techniques and the difficulties and challenges encountered in the

chosen assessment techniques, the answers were tabulated based on the

content and grouped according to the theme.

 17

CHAPTER 3

RESULTS AND DISCUSSION

This chapter presents the results of the data gathered by the researchers.

This study focused on the extent of utilization of assessment techniques by

mathematics and science teachers of selected public junior high schools in

General Santos City.

Part I presents the socio-demographic profile mathematics and science

teachers in selected public junior high schools in General Santos City in terms of

(a) age, (b) gender, (c) civil status, (d) grade level taught, (e) subject taught, (f)

position, and (g) years of teaching area. Part II presents the extent of utilization

of assessment techniques by mathematics and science teachers of selected

public junior high schools in General Santos City in terms of (a) formative, and

(b) summative assessment. Part III determines if there is a significant difference

on the socio-demographic profile and the extent of utilization of assessment

techniques of the mathematics and science teachers of selected public high

schools in General Santos City. Part IV discusses the factors affecting the

decision on the assessment techniques used. Part V discusses the effects on the

assessment results of the chosen assessment techniques. And finally, Part VI

discusses the difficulties and challenges encountered in the chosen assessment

techniques.
 18

I. Socio-Demographic Profile of the Teachers

Table 2. A

Distribution of Teachers by Age

Variable Frequency (f) Percentage (%)

Age
20-27 3 12.0
28-35 8 32.0
36-43 6 24.0
44-51 5 20.0
52 and above 3 12.0
Total 25 100.0

Table 2.A. shows the distribution of informants by age. Most of the

informants are from the age bracket of 28-35 with a percentage of 32.0, followed

by 36-43 with a percentage of 24.0, age brackets 20-27 and 52 and above both

has the least number of informants with a percentage of 12.0 each.

Notably, most of the informants were ages 28-51 which indicates that the

population of mathematics and science teachers were either in early adulthood to

middle aged. Since teaching especially in public school is a secured job,

teachers whether young or old remain teaching until they reach the retirement

age.

Table 2.B

Distribution of Teachers by Gender

Variable Frequency (f) Percentage (%)

Gender
Female 18 72.0
Male 7 28.0
Total 25 100.0
 19

Table 2.B. shows the distribution of informants according to their gender.

The female and male informants were 18 and 7 respectively with percentages of

72.0 and 28.0 respectively. Hence, majority of the informants were female.

Generally, teaching profession is dominated by women because it does

not require performing of strenuous activities and required keen observation of

details. There are only few male teachers observed during the research.

Table 2.C

Distribution of Teachers by Civil Status

Variable Frequency (f) Percentage (%)

Civil Status
Single 8 32.0
Married 16 64.0
Separated 0 0.0
Widowed/Widower 1 4.0
Total 25 100.0

Table 1.C. shows the distribution of informants according to their civil

status. Majority or 64.0 % of the informants were married, followed by single with

32%, there is only one widowed/widower with 4.0% and none were separated.

Hence, majority of the informants were married since majority of them are middle

aged.
 20

Table 2.D

Distribution of Teachers by Grade Level Taught

Variable Frequency (f) Percentage (%)

Grade Level Taught
Grade 7 2 8.0
Grade 8 3 12.0
Grade 9 5 20.0
Grade 10 3 12.0
Multigrade 12 48.0
Total 25 100.0

Table 2.D. shows the distribution of informants according grade level

taught. Majority or 48% of the informants were teaching multigrade, followed by

Grade 9 with 20.0%, and the least is Grade 7 with 8.0%. Hence, majority of the

informants were teaching multigrades. Since there is still a scarcity of teaching

force and limited budget in the teaching, multigrade is widely adopted in the

educational system of the country.

Table 2.E

Distribution of Teachers by Subject Taught

Variable Frequency (f) Percentage (%)

Subject Taught
Mathematics 13 52.0
Science 5 20.0
Both Mathematics and Science 1 4.0
Mathematics and Other Subject 4 16.0
Science and Other Subject 2 8.0
Total 25 100.0
 21

Table 2.E. shows the distribution of informants according to their subject

taught. Majority or 52.0% of the informants were teaching mathematics, followed

by science with 20.0%, and there is only one respondent teaching both

mathematics and science subject with 4.0%. Hence, majority of the informants

were teaching mathematics. Since spiral approach is being adopted in teaching

science subject, there is a limited need in hiring general science, biology,

chemistry and physics teachers individually.

Table 2.F

Distribution of Teachers by Position

Variable Frequency (f) Percentage (%)

Position
Teacher 1 12 48.0
Teacher 2 3 12.0
Teacher 3 3 12.0
Master Teacher 1 3 12.0
Master Teacher 2 4 16.0
Total 25 100.0

Table 2.F. shows the distribution of informants according to their position.

Majority or 48% of the informants were Teacher 1, followed by Master Teacher 2

with 16.0%, while there are three Teacher 2, Teacher 3 and Master Teacher 1

with 12.0% each. Hence, majority of the informants were Teacher 1 even though

most of them are already middle aged.

 22

Table 2.G

Distribution of Teachers by Years of Teaching

Variable Frequency (f) Percentage (%)

Years of Teaching
1 – 4 years 7 28.0
5 – 8 years 6 24.0
9 – 12 years 2 8.0
13 – 16 years 3 12.0
17 years and above 7 28.0
Total 25 100.0

Table2.G. shows the distribution of informants according to years of

teaching. There is an extreme distribution of informants since there are 7

informants in both ranges 1-4 years and 17 years and above with 28.0% each. It

was followed by 5-8 years of teaching with 24.0% while there are only two who

are 9-12 teaching for years 8.0%. Hence, majority of the informants were either

teaching for a few years or has been teaching for a long time.
 23

II. Extent of Utilization of Assessment Techniques of the Teachers

Table 3

Extent of Utilization of Assessment Techniques of Teachers

Frequency of
Indicator WM Description
Responses
A. FORMATIVE ASSESSMENT 1 2 3 4 5
1. Group Discussion/Debate
1 4 8 11 1 3.28 sometimes
(exchange or defending of ideas)
2. Homework (a task which is given to
0 0 6 10 9 4.12 often
students to be done at home)
3. Oral Exam (an exam w/c is done
0 3 13 8 1 3.28 sometimes
orally)
4. Portfolio (collection of tangible
2 7 10 2 4 2.96 sometimes
products)
5. Presentation (electronic or non-
0 1 6 9 9 4.04 often
electronic presentation of topic)
6. Problem Solving (solving problem, it
0 0 3 7 15 4.48 always
may involves skills or information)
7. Projects (involves the use of physical
0 2 9 10 4 3.64 often
materials)
8. Quizzes (consist of item wherein
0 0 1 6 18 4.68 always
learners are going to answer)
9. Role Playing (acting out of possible
2 6 10 5 2 3.96 often
solution)
10. Written Exercises (exercises to be
completed by a learner either 0 0 0 3 22 4.88 always
individual or with group)
Mean 3.83 often
 24

Frequency of
Indicator WM Description
Responses
B. SUMMATIVE ASSESSMENT 1 2 3 4 5
1. Written Works
1.1 Long Test
a. Alternate Response (True-
0 4 10 5 6 3.52 often
False Test)
b. Multiple Choice (STEM Option
0 1 1 7 16 4.52 always
Test)
c. Matching Type 0 3 7 11 4 3.64 often
d. Completion (Fill-in the Blanks) 0 3 9 9 4 3.56 often
e. Identification 0 2 9 9 5 3.68 often
f. Essay (restricted or non-
2 8 9 3 3 2..88 sometimes
restricted)
g. Problem Solving 0 1 2 7 15 4.44 always
1.2 Written Report 0 3 11 8 3 3.44 often

2. Performance Task
a. Final Project (involves the use
1 3 5 6 10 3.84 often
of physical materials)
b. Group Presentation 0 0 7 10 8 4.04 often
c. Research Project 2 6 10 4 3 3.00 sometimes
d. Skills Demonstration 0 3 8 8 6 3.68 often
Mean 3.61 often

Over-all Mean 3.72 often

Legend: 4.21-5.00 always, 3.41-4.20 often, 2.61-3.40 sometimes, 1.81-2.60 seldom, 1.00-1.80
never

Formative. Majority of the informants’ answers were ranging from

sometimes to always. The weighted mean of their responses indicates that they

often utilized the different formative assessment in evaluating the learning of their

students. Problem solving and quizzes are always being utilized while homework,

presentation, projects and role playing are utilized often. On the other hand,

group discussions, oral exam and portfolio are sometimes utilized in assessment

of student’s learning.
 25

Summative. Majority of the informants’ answers were ranging from

sometimes to always. The weighted mean of their responses indicates that they

often utilized the different summative assessment in evaluating the learning of

their students. In Long Tests, multiple choice and problem solving questions are

always used while alternate response, matching type, completion and

identification are often utilized by teachers. Essay on the other hand is

sometimes utilized in assessment of student’s learning. Written Reports are often

utilized as a written work.

In performance task, final projects, group presentations and skills

demonstration is often utilized while research project is sometime utilized in

assessment student’s learning.

Overall. Majority of the informants’ answers were ranging from sometimes

to always. The weighted mean of their responses indicates that they often utilized

the different assessment techniques in evaluating the learning of their students.

 26

III. Difference on the Socio-Demographic Profile and Utilization of

Assessment Techniques

Table 4.A

Regression Result between Socio-Demographic Profile and Utilization of

Formative Assessment Techniques of Mathematics and Science Teachers

Indicator Extent of Relationships

Beta t-value p-value Remark Decision
Age .165 2.021 .059 NS AcceptH0
Gender -.488 -2.833 .011 S RejectH0
Civil Status -.277 -2.383 .029 S RejectH0
Grade Level Taught .090 1.714 .105 NS AcceptH0
Subject Taught .092 1.977 .065 NS AcceptH0
Position -.062 -1.375 .187 NS AcceptH0
Years of Teaching .043 .816 .426 NS AcceptH0
Multiple R: .748
R-squared: .559 Sig F: .027
F-value: 3.085
Extent of Utilization = .165 age -.488 gender -.277 civil status .090 Grade Level Taught
.092 Subject Taught -.062 Position .043 Years of Teaching
Age, grade level taught, subject taught and years of teaching increased the extent of
utilization of formative assessment techniques of teachers. Gender and civil status had a
significant decrease to the extent of utilization of formative assessment techniques of
teachers. Position decreased the extent of utilization of formative assessment techniques
of teachers.
Legend:
S = Significant
NS = Not Significant
Where, Ho: There is no significant difference on the socio-demographic profile and
utilization of formative assessment techniques.

It is shown in table 4.A that there was a significant relationship between

the socio-demographic profile and extent of utilization of formative assessment

techniques by Mathematics and Science Teachers of selected public junior high

schools in General Santos City. This is supported by an F-value of 3.085 and

significant F of .027. These results showed that the socio-demographic profiles of

 27

teachers were highly related the extent of utilization of formative assessment

techniques. This indicated that any changes in the socio-demographic profile of

the teachers would affect the extent of utilization of formative assessment

techniques.

In addition, the multiple R value of .748 indicated that the relationship

between the said variables was high. The coefficient of variation or R-squared of

.559 implied that 55.9% of the variations in the extent of utilization of formative

assessment techniques were due to their socio-demographic profile.

Furthermore, it was also noted that age, grade level taught, subject taught

and years of teaching increased the extent of utilization of formative assessment

techniques of teachers. Gender and civil status had a significant decrease to the

extent of utilization of formative assessment techniques of teachers. Position

decreased the extent of utilization of formative assessment techniques of

teachers.
 28

Table 4.B

Regression Result between Socio-Demographic Profile and Utilization of

Summative Assessment Techniques of Mathematics and Science Teachers

Indicator Extent of Relationships

Beta t-value p-value Remark Decision
Age .216 2.177 .044 S RejectH0
Gender -1.053 -5.019 .000 S RejectH0
Civil Status -.443 -3.124 .006 S RejectH0
Grade Level Taught .275 4.286 .000 S RejectH0
Subject Taught -.018 -.319 .753 NS AcceptH0
Position -.111 -2.014 .060 NS AcceptH0
Years of Teaching .072 1.125 .276 NS AcceptH0
Multiple R: .857
R-squared: .734 Sig F: .001
F-value: 6.713
Extent of Utilization = .216 age -1.053 gender -.443 civil status .275 Grade Level Taught
-.018 Subject Taught -.111 Position .072 Years of Teaching
Age, grade level taught and years of teaching increased the extent of utilization of
summative assessment techniques of teachers. Age and grade level taught has a
significant increase to the extent of utilization of summative assessment techniques of
teachers. Gender and civil status had a significant decrease to the extent of utilization of
summative assessment techniques of teachers. Gender, civil status, subject taught and
position decreased the extent of utilization of summative assessment techniques of
teachers.
Legend:
S = Significant
NS = Not Significant
Where, Ho: There is no significant difference on the level of satisfaction and socio-
demographic profile.

It is shown in table 4.B that there was a significant relationship between

the socio-demographic profile and extent of utilization of summative assessment

techniques by Mathematics and Science Teachers of selected public junior high

schools in General Santos City. This is supported by an F-value of 6.713 and

significant F of .001. These results showed that the socio-demographic profiles of

teachers were highly related the extent of utilization of summative assessment

 29

techniques. This indicated that any changes in the socio-demographic profile of

the teachers would affect the extent of utilization of summative assessment

techniques.

In addition, the multiple R value of .857 indicated that the relationship

between the said variables was high. The coefficient of variation or R-squared of

.734 implied that 73.4% of the variations in the extent of utilization of summative

assessment techniques were due to their socio-demographic profile.

Furthermore, it was also noted that age, grade level taught and years of

teaching increased the extent of utilization of summative assessment techniques

of teachers. Age and grade level taught has a significant increase to the extent of

utilization of summative assessment techniques of teachers. Gender and civil

status had a significant decrease to the extent of utilization of summative

assessment techniques of teachers. Gender, civil status, subject taught and

position decreased the extent of utilization of summative assessment techniques

of teachers.

IV. Factors Affecting the Decision on the Assessment Techniques Used

There are many factors affecting the decision of the teachers in utilizing

assessment techniques. The informants stated the factors that affect their

decision on the utilization of assessment techniques.

 30

Student’s Capacity

With the diversity of students in terms of different levels of learning, pacing

and multiple intelligence, assessment techniques would vary to cater their

diversity. One of the teachers stated that student’s capacity like strengths;

interest and etc. are the factors that affects the decision on the assessment

technique used.

Lesson/Topic

There are lots of topics that are being discussed in both mathematics and

science subject. Difficulty or easiness of the topic is one of the factor in deciding

what assessment technique is utilized. “The assessment techniques that will be

used should be congruent with the objective of the lesson” as stated by one of

the informants. It should be suited to the objectives of the lesson to fully evaluate

the competencies/skills needed to be observed by the teacher.

Time

Since topics to be discussed are time bounded, it is viewed as one of the

factors affecting their decision in utilizing assessment techniques. “Time spent in

conducting the assessment in large number of students” as stated by one of the

informants. Since there is a huge number of student population in majority of

schools in the country, time allotted in assessments are also to be considered.

“Time-availability of students to answer and time to prepare the test/

assessment” is also stated by one of the informants. Considering that majority of

 31

these teachers is teaching multigrade and some even are classroom advisers,

they consider time as a factor in deciding the utilization of assessment

techniques.

Materials/Resources

It is not a new thing that there is a limited budget in classroom needs

especially in public schools. Even teachers tend to draw money from their own

pocket to provide the necessary materials to effectively educate their students.

“Availability of materials locally” is stated by one of the informants. Because there

is insufficiency of materials, teachers tend to look for locally available materials

that may substitute it.

V. Effects on the Assessment Results of the Chosen Assessment

Techniques

Academic Performance

“If we will give diverse assessment techniques, all learners will be given

an equal opportunity to excel in their own” is stated by one of the informants.

Since there is a diversity of students in terms of different levels of learning,

pacing and multiple intelligences, assessment techniques results of some

students may differ from different students. There are techniques which are

favorable for some based on their capacity while others prefer another

assessment type.
 32

There are informants who observed that students belonging in the higher

section get good grades yet others don’t. “Few students only excel in the class,

especially in a heterogeneous class, the rest got the scores fairly” is also stated

by one of the respondents. Yet, there are also informants that observed “better

feedback on the students' performance and higher academic performance” from

their students.

Improvement

“Teachers will know the level of understanding of the students and

teachers will also know on what will be the areas to be improved/ to teach and

facilitate” is stated by one of the informants. Since the formative assessment will

help the teachers evaluate the level of understanding before, during and after a

lesson/topic has been discussed, they would be able to evaluate their

performance as a teacher. They could decide whether to proceed to the next

topic or to reteach just to get the mastery of skills needed.

VI. Difficulties and Challenges Encountered in the Chosen Assessment

Techniques

Student’s Academic Performance

One of the informants stated that “Some of the assessment techniques

are not applicable to the students who are slow-paced. Another difficulty is that

when the assessment is presented in a very easy way, students who are fast-
 33

paced will consider it a boring assessment.” While another one state that “If you

will conduct the same technique to all the learners, some will excel, some will

fail”. Because of the diversity of students, they see the academic performance of

each student as a difficulty/challenge. There is also another one who stated that

“some students cannot express their ideas in essay” while others sees the poor

comprehension of their students as a difficulty/challenge.

Student’s Behavior

Students have different attitude towards education and learning. Teachers

see them as difficulty/challenge in utilization of assessment techniques.

“Passivity (attitude) of some students/ lack of interest” is encountered by one of

the informants. “Students that are not cooperating and inattentive” is also

encountered by one. Class participation of students is a difficulty/challenge

encountered by some. Since there are lots of activities, some of the students

tend not to participate in other assessments. Absenteeism is also a

difficulty/challenge.

Time

Time element has been a difficulty/challenge encountered by some of the

informants. One of the informants stated that assessment is “Time consuming in

the part of the teacher”. Another one stated that “time/duration (some

assessment techniques require more than a class session or an hour)”. It is

 34

inconvenient for these teachers since majority of them are teaching multigrade

and some of them are classroom advisers.

Materials/Resources

“Reproduction of testing materials” is a difficulty/challenge encountered by

one of the informants. Due to limited budget, teachers see this as a

difficulty/challenge. Utilizing different assessment techniques requires resources

to enable teacher to maximize the evaluation of student’s learning

Conclusion

The researcher arrived at the following conclusions based on the findings

of the study:

Mathematics and science teachers of Irineo L. Santiago National High

School of Metro Dadiangas, New Society National High School and Mindanao

State University-College of Education Training Department in General Santos

City were between ages 28-51 or in early adulthood to middle aged. Majority of

them are female and married. Many of them are teaching multigrade while

majority of them were teaching mathematics. Majority of these teachers are

Teacher 1, yet extreme distribution of both ranges 1-4 years and 17 years and

above is observes in the number of years they are teaching.

In formative assessment, it was observed that problem solving and

quizzes are always being utilized while homework, presentation, projects and

role playing are utilized often. Group discussions, oral exam and portfolio are
 35

sometimes utilized in assessment of student’s learning on the other hand. In

Long exam summative assessment, multiple choice and problem solving

questions are always used while alternate response, matching type, completion

and identification are often utilized by teachers. Essay on the other hand is

sometimes utilized in assessment of student’s learning. Written Reports are often

utilized as a written work.

In performance task, final projects, group presentations and skills

demonstration is often utilized while research project is sometime utilized in

assessment student’s learning. Overall, they often utilized the different

assessment techniques in evaluating the learning of their students.

In significant relationship between the socio-demographic profile and extent

of utilization of formative assessment techniques, the results showed high

relationship between them with 55.9% of the variations in the extent of utilization

of formative assessment techniques were due to their socio-demographic profile.

Age, grade level taught, subject taught and years of teaching increased the

extent of utilization of formative assessment techniques of teachers. Gender and

civil status had a significant decrease to the extent of utilization of formative

assessment techniques of teachers. Position decreased the extent of utilization

of formative assessment techniques of teachers.

In significant relationship between the socio-demographic profile and extent

of utilization of summative assessment techniques, results showed high

relationship between them with 73.4% of the variations in the extent of utilization

of summative assessment techniques were due to their socio-demographic

 36

profile. Age, grade level taught and years of teaching increased the extent of

utilization of summative assessment techniques of teachers. Age and grade level

taught has a significant increase to the extent of utilization of summative

assessment techniques of teachers. Gender and civil status had a significant

decrease to the extent of utilization of summative assessment techniques of

teachers. Gender, civil status, subject taught and position decreased the extent

of utilization of summative assessment techniques of teachers.

Factors affecting the decision of the teachers in utilizing assessment

techniques were varied student’s capacity, lesson/topic, time allotted and

materials/resources. On the other hand, the effects of the assessment results

were varied academic performance and improvement of teachers. Difficulties and

challenges encountered in the chosen assessment techniques were variation of

Student’s Academic Performance, Student’s Behavior, Time Allotted and

consumed and Materials/Resources.

Recommendations

Based on the findings and conclusions, the researchers propose the

following recommendations:

For Government Agencies:

1. Evaluation on the work load of teacher, budget and resources for effective

evaluation of student’s learning.

2. Planning on the guidelines on the different assessment techniques to be

utilized by teachers in a specific topic and student.

 37

3. Provide support services to teachers to fully utilize all possible

assessment techniques applicable to the students and topics/lessons.

For Researchers:

1. Expand the scope of the study by including other parameters not covered

in the present study and by including the rest of the public and private

schools and other subjects in General Santos City;

2. Replicate the study in other municipalities and cities for comparative

analysis.
 38

REFERENCES

(n.d.). Retrieved March 9, 2018, from Collins Dictionary:

https://www.collinsdictionary.com/

(n.d.). Retrieved March 9, 2018, from Meriam-Webster:

https://www.meriam-webster.com/

(n.d.). Retrieved March 9, 2018, from Dictionary.com:

http://www.dictionary.com/

(2018). Retrieved March 9, 2018, from Oxford University Press:

https://en.oxforddictionaries.com/

Geronimo, J. Y. (2017, June 5). 22.9M students return to public schools

nationwide. Retrieved March 9, 2018, from

https://www.rappler.com/nation/171959-philippines-school-opening-2017

Great Schools Partnership. (2014). Retrieved March 9, 2018, from The

Glossary of Education Reform: https://www.edglossary.org/

Socio-Economic Profile 2015. (n.d.). General Santos City, Philippines:

Local Government Unit of General Santos City.

 39

APPENDIX A

Letter Request to the Informant

Republic of the Philippines

BROKENSHIRE COLLEGE SOCSKSARGEN INC.
General Santos City
Professional Education Earning Units

March 6, 2018

____________________
____________________
School Head
General Santos City

Sir/Madam:

Greetings!

We are working on a research study entitled “EXTENT OF UTILIZATION OF

ASSESSMENT TECHNIQUES BY MATHEMATICS AND SCIENCE
TEACHERS OF SELECTED PUBLIC JUNIOR HIGH SCHOOLS IN GENERAL
SANTOS CITY” in partial fulfillment of the requirements for the course Education
6 Assessment of Student Learning I of Brokenshire College Socsksargen Inc.
.
In this connection, we would like to request for a survey/interview on the socio-
demographic profile and the extent of utilization of assessment techniques by
mathematics and science teachers of selected public junior high schools in
General Santos City.

Rest assured that the information will be used only on the said purpose.

Very truly yours,

____________________
Researcher
 40

APPENDIX B

Republic of the Philippines

BROKENSHIRE COLLEGE SOCSKSARGEN INC.
General Santos City
Professional Education Earning Units

QUESTIONNAIRE

EXTENT OF UTILIZATION OF ASSESSMENT TECHNIQUES BY MATHEMATICS

AND SCIENCE TEACHERS OF SELECTED JUNIOR PUBLIC HIGH SCHOOLS IN
GENERAL SANTOS CITY

PART I: INFORMANT’S PROFILE

DIRECTION: Please fill up the blanks design with the necessary information. Writing of
your name is optional. Please don’t miss the items below.

Name:_________________________________________________________
Age: ( ) 20 – 27 years old ( ) 36–43 years old ( ) 52 and above
( ) 28 – 35 years old ( ) 44–51 years old

Gender: ( ) Female ( ) Male

Civil Status: ( ) Single ( ) Married ( ) Separated ( ) Widow/Widower

Grade Level Taught: ( ) Grade 7 ( ) Grade 8 ( ) Grade 9 ( ) Grade 10

( ) Multi Grade pls specify ________________

Subject Taught: ( ) Mathematics ( ) Science ( ) Both

( ) Mathematics and Other Subject ( ) Science and Other Subject
pls specify other subject _______________________

Position: ( ) Teacher I ( ) Teacher II ( ) Teacher III

( ) Master Teacher I ( ) Master Teacher II ( ) Master Teacher III
( ) Master Teacher IV
( ) Head Teacher I ( ) Head Teacher II ( ) Head Teacher III
( ) Head Teacher IV ( ) Head Teacher V ( ) Head Teacher VI
 41

Years of Teaching: ( ) 1 – 4 years ( ) 9–12 years ( ) 17 and above

( ) 5–8 years ( ) 13–16 years

PART II: EXTENT OF UTILIZATION OF ASSESSMENT TECHNIQUES BY

INFORMANTS

DIRECTION: Please indicate your extent of utilization of assessment techniques by

putting a CHECK(√) in appropriate spaces provided based on the scale
on the below.

5 - always 4 - often 3 - sometimes

2 - seldom 1 - never

FORMATIVE ASSESSMENT 5 4 3 2 1
1 Group Discussion/Debate (exchange or defending of ideas)
2 Homework (a task which is given to students to be done at
home)
3 Oral Exam (an exam w/c is done orally)
4 Portfolio (collection of tangible products)
5 Presentation (electronic or non-electronic presentation of topic)
6 Problem Solving (solving problem, it may involves skills or
information)
7 Projects (involves the use of physical materials)
8 Quizzes (consist of item wherein learners are going to answer)
9 Role Playing (acting out of possible solution)
10 Written Exercises (exercises to be completed by a learner either
individual or with group)

SUMMATIVE ASSESSMENT 5 4 3 2 1
1 Written Works
1.1 Long Test
a. Alternate Response (True-False Test)
b. Multiple Choice (STEM Option Test)
c. Matching Type
d. Completion (Fill-in the Blanks)
e. Identification
f. Essay (restricted or non-restricted)
g. Problem Solving
1.2 Written Report

2 Performance Task
e. Final Project (involves the use of physical materials)
f. Group Presentation
g. Research Project
h. Skills Demonstration
 42

PART III: EFFECTS ON THE EXTENT OF UTILIZATION OF ASSESSMENT

TECHNIQUES BY INFORMANTS

DIRECTION: Please fill up the blanks design with the necessary information. Please
don’t miss the items below.

1. What are the factors affecting the decision on the assessment techniques
used?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

2. What are the effects on the assessment results of the chosen assessment
techniques?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

3. What are the difficulties and challenges encountered in the chosen

assessment techniques?

________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________
________________________________________________________________

================================END===============================
Thank you very much for your trust and cooperation.
God will bless you more!!!
 43

APPENDIX C

Pictures of the Public Junior High School Where Research was Conducted

Irineo L. Santiago National High School of Metro Dadiangas

New Society National High School

 44

Mindanao State University

-College of Education Training Department