FInal Out Put

Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur, 4418
Website: www.cbsua.edu.ph
Email Address: op@cbsua.edu.ph
Trunkline: (054) 871-5531-33 local 101
"Perceptions on Performance: A
Descriptive Survey of Teachers'
and Administrators’ Views on the
Philippines' 2022 PISA Results."
This research is presented to the Faculty and Staff of
Central Bicol State University of Agriculture
in Partial Fulfilment of the Requirement in the
Teacher and the School Curriculum
BSED 2D – Bachelor of Secondary Education Mathematics
Acasio, Princess B. Consulta, Shailyn A. Linzo, Hazel Ann

Aguero, Michael Josh M. Contreras, Jerwin R. Llagas, Jullie Ann V.
Avila, Analou C. De Vera, Daniela Shayne Lorenzo, Rica Mae B.
Beato, Johannah B. Fabio, Angel B. Padasas, Erl Evan K.
Budoso, Jessa Mae G. Gratil, Robelen M. Samar, Lyndon P.
Casajes, Alexander A. Ibo, Noreline S. San Luis, Nicole A.
Cepe, Jay G. Joble, Marjorie S.J. Ursua, John Leonard M.
APRIL 2024
Trunkline: (054) 871-5531-33 local 101
OVERVIEW
The Programme for International Student Assessment (PISA) is a global
standard for assessing educational system performance. Understanding how
teachers perceive PISA results and their implications is vital for informing
educational policies, practices, and professional development activities. Surveying
teachers can provide valuable insights into various aspects of PISA, including
awareness, factors influencing performance, resource allocation, teacher training,
socio-economic and cultural influences, as well as policy implications, challenges,
and opportunities.
This survey examines teachers' awareness of PISA, which is necessary to
determine their familiarity with the examination and its significance. It also helps to
determine how teachers are informed about PISA and its purpose. Next,
understanding the factors that teachers believe affect PISA performance is crucial for
identifying areas of improvement. It can elicit insights into teachers' perceptions of
the determinants of student achievement. Evaluation of resource allocation is
another critical aspect to consider, as it directly impacts teaching and learning
outcomes. It can help identify resource gaps and areas for improvement. Teacher
training and professional development are essential for enhancing instructional
practices and preparing educators to effectively support student learning. It can
provide insights into teachers' needs and preferences regarding professional
learning opportunities. Socio-economic and cultural influences play a significant role
in shaping educational outcomes and must be considered when interpreting PISA
results. It can shed light on teachers' perspectives on these complex issues.
Furthermore, this survey also explores policy implications and challenges related to
PISA that can help identify areas for policy reform and improvement. It can inform
policymakers and education leaders about the necessary actions to drive positive
change.
The survey that we conducted with teachers and administrators of different
schools about PISA findings provides significant insights into the assessment's
numerous dimensions and the implications for educational practice and policy.
Educators and policymakers can collaborate to improve educational outcomes and
support students' holistic development by addressing questions about awareness,
performance factors, resource allocation, teacher training, socioeconomic and
cultural influences, as well as policy implications and challenges.
Trunkline: (054) 871-5531-33 local 101
INTRODUCTION
According to Organization for Economic Cooperation and Development
(OECD) (2023), the Programme for International Student Assessment (PISA)
measures 15-year-old pupils' knowledge and skills in mathematics, reading, and
science. The assessments evaluate students' ability to solve complicated issues,
think critically, and communicate effectively. This provides insight into how well
educational systems prepare pupils for real-world obstacles and future achievement.
PISA or the Programme for International Student Assessment of OECD
(Organisation for Economic Co-operation and Development) is one of the most
famous educational events of the last decades.
The Philippines has participated in PISA for the first time in 2018. However, it
has scored the lowest in reading comprehension, and second lowest in mathematics
and science literacy. And, according to the Department of Education (DepEd) the
Philippines’ poor showing in the 2022 Program for International Student Assessment
(PISA) indicates a five- to six-year lag in learning competencies in the country. The
Philippines ranked 77th out of 81 countries globally in the student assessment
conducted by the OECD for 15-year-old learners. In the 2022 student assessment,
the country scored approximately 120 points lower than the average scores, with
scores of 355 in math, 347 in reading, and 373 in science. Filipino students are still
among the least proficient in math, reading, and science. Its performance did not
significantly improve from the assessment in 2018. The participation of the
Philippines in the PISA 2022 from March 28 to May 20 is crucial in reviewing the
impact of the initiatives enforced so far by DepEd and other stakeholders.
Overall, PISA has been an impressive phenomenon. Rarely has educational
material been converted so quickly into the term 'disaster' - and domestic political
disaster. Rarely has educational information been turned into the word ' stardom' so
quickly, and countries that had previously gone unnoticed and uncelebrated have
suddenly gained international prominence. PISA was not merely an educational
event. It was also a media circus. It involved the public rehearsal of reasons for
failure or success; and even, in some cases, public political and academic
explanations about why 'failure' was not that, and why 'success' was not that either.
LITERATURE REVIEW
1. Investigating student-teacher ratio as a factor in reading performance: the case
of the Philippines
Trunkline: (054) 871-5531-33 local 101
According to Ancho I., Galang A., Dela Cruz A., and Dela Cruz R.,(2021)
Findings reveal that the countries with a ratio having the least number of students
per teacher ranked higher compared with those with a nation having the greatest
number of students per teacher. Philippines with a ratio ranging from 15 to 36
students per teacher scored 340-393 points. It is undeniable that the student
population in the classroom positively impacts the teaching and learning
processes, particularly in reading as contextualized in this study. The government
should recognize the dire need for schools to be provided with appropriate funds
to sustain the public education system. Careful analysis of the presented data
shows the connection between student-teacher ratio and reading performance as
manifested by test scores. It is undeniable that the student population in the
classroom positively impacts the teaching and learning processes, particularly in
reading as contextualized in this study.
2. Material resources, school climate, and achievement variations in the Philippines:
Insights from PISA 2018
Based on the research of Jose Eos Trinidad (2020), Improvements and

reforms in educational systems are often thought of as institutional top-down
changes that need to be consistent to be effective. Jose Eos Trinidad argues that
achievement variations between schools and between students help illustrate and
identify where school and program investments can be directed. In particular, the
level of material resource constraints and school climate/discipline concerns are
varied for public vs. private, high vs. low socioeconomic status, and rural vs. urban
schools.
Research explores the implications of these variations, and how these
insights can contribute to a more nuanced understanding of Philippine education.
Although this particular research does not so much answer why student achievement
in the Philippines is low, it explores the sources of achievement variations and what
can be done to more fully address these inequalities.
Even though this research was conducted for the 2018 Philippine PISA
results, it still has a huge connection in the 2022 Philippine PISA results that Material
resources, school climate, and achievement variations in the Philippines contribute in
Philippine results.
3. PISA 2022 results 'not surprising' --- teachers

Article of Merlina Hernando-Malipot from National News (2023) For a group of
teachers, the result of the 2022 Programme for International Student Assessment
Trunkline: (054) 871-5531-33 local 101
(PISA) “does not come as a surprise” anymore as problems in the country’s

education system continue to persist. “Similar to 2018, the Philippines continues to
lag behind in terms of student academic achievement in the areas of science,
mathematics, and reading,” the Teachers’ Dignity Coalition (TDC) said in a
statement. “The education sector is confronted with these basic problems, each of
which requires an outright and basic solution: government sincerity and political will,”
TDC said.
4. The Philippine Teacher's Concerns on Educational Reform Using Concern-Based

Adoption Model
Based on the findings of Krizia Magallanes Jae Young Chung, and Sunbok
Lee indicate that consequence and collaboration were the teachers’ current
concerns (impact stage). Furthermore, experience and education factors showed the
biggest significance affecting their collaboration among teachers. These current
concerns match the existing problems of Philippine education: poor PISA results and
lack of resources. This research urges the Philippine government to promote
professional development activities that encourage teamwork and collaboration
among teachers. Educators and policymakers are responsive in implementing
change and policies to suit the needs of the students, teachers, and the educational
environment. Educational developments and modifications in education require
proactive participation and response from the teachers. Therefore, the teacher’s
preparedness and self-regulation are essential for them to deliver proper instruction
and exert their influence in the classroom (Bray-Clark and Bates, 2003).
LEARNING OUTCOMES
 Practical experience in conducting descriptive surveys, including data

collection and analysis.
 Enhanced understanding of various stakeholders' perspectives on the
Philippines' 2022 PISA Results.
 Development of critical thinking and analytical skills in identifying potential
areas for educational improvement.
METHODOLOGY
This methodology outlines the approach taken to conduct a survey aimed at
gathering the perspectives of teachers and administrators regarding the Philippines
Trunkline: (054) 871-5531-33 local 101
(PISA) Programme for International Student Assessment results in 2022. The survey
utilizes a questionnaire with a 1-5 scale ranging from "Strongly Agree" to "Strongly
Disagree" to capture respondents' opinions and perceptions.
The questionnaire aims to assess teachers' and administrators' interpretations
and perspectives on the Philippines PISA results in 2022. The questionnaire is
designed to assess teachers' and administrators' interpretations, and perceptions of
PISA results. It consists of statements related to various aspects of PISA, such as
awareness of PISA, factors affecting PISA performance, evaluation of resource
allocation, teacher training, and professional development socioeconomic and
cultural influences, policy implications, and challenges and opportunities related to
PISA. Respondents are asked to rate their agreement with each statement on a
scale of 1 to 5, where 1 represents "Strongly Disagree" and 5 represents "Strongly
Agree."
To facilitate data collection, the survey is conducted both electronically (via a
secure online platform) and in person. Participants are contacted using an online
platform and given a link to access the survey. Clear instructions are provided for
completing the survey, including the meaning of each point on the 1–5 scale. Follow-
up reminders are made to increase response rates and guarantee data
completeness. After gathering the needed data for the student-teacher ratio and
reading test scores, the researchers started the analysis.
Ethical aspects are carefully considered, including getting participants'
informed consent and keeping confidentiality of their responses. Participants are
assured that their participation is voluntary and that their information will only be
used for research reasons. Since this study is concerned with available documents
online, it bears no ethical concerns. References are properly cited and ethical
treatment of gathered data was observed.
MATERIALS
 Questionnaire
 Digital tools for data collection (e.g., online survey platforms).
 Access to analysis software (e.g., Excel, SPSS) or simple analysis tools (e.g.,
Google Sheets).
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STATISTICAL TREATMENT
The five-point Likert Scale, with the corresponding verbal interpretation that is
shown below was used to determine the validity of supplementary material.
Scale Interval Interpretation

5 4.21 – 5.00 Strongly Agree
4 3.41 – 4.20 Agree
3 2.61 – 3.40 Neutral
2 1.81 – 2.60 Disagree
1 1.00 – 1.80 Strongly Disagree
RESULTS AND DISCUSSIONS

Table 1. Respondents of Descriptive Survey
POSITION RESPONDENTS PERCENTAGE

Teacher 48 91%
Administrator 5 9%
TOTAL 53 100%
Table 1 indicates all survey respondents. The survey had 53 participants, 48 or 91%
of them were teachers while 5 or 9% were school administrators.
Table 2.0 Awareness of PISA
WEIGHTED
STATEMENTS INTERPRETATION
MEAN
1. I am well-informed about the objectives and goals of PISA. 3.92 Agree
2. I understand the methodology used in PISA for student
3.60 Agree
assessment.
3. I am aware of how PISA results are used to compare
4.13 Agree
educational systems globally.
4. I recognize the significance of PISA in shaping educational
4.34 Strongly Agree
policies.
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5. I am familiar with the types of competencies that PISA aims to 3.77 Agree
assess (e.g., reading, mathematics, science).
6. I know how PISA results can influence educational reforms
4.15 Agree
and practices.
7. I believe PISA is an important tool for benchmarking our
4.28 Strongly Agree
education system against global standards.
8. I am aware of the criteria used to select students for PISA
3.28 Neutral
participation.
9. I understand the frequency and cycle of the PISA assessment
3.45 Agree
(every three years).
10. I am knowledgeable about how PISA results are interpreted
3.35 Neutral
and reported.
AVERAGE WEIGHTED MEAN 3.83 Agree
Table 3.0 Factors Affecting PISA Performance
WEIGHTED
MEAN
1. The current educational policies adequately prepare students Neutral
3.11
for PISA.
2. Innovative teaching methodologies are regularly implemented
3.56 Agree
in our school.
3. Student engagement in my classroom positively influences
3.62 Agree
PISA performance.
4. Socio-economic challenges significantly impact students'
4.24 Strongly Agree
PISA outcomes.
5. The emphasis on critical thinking skills is sufficient for PISA
3.85 Agree
preparation.
6. The curriculum aligns well with the demands of PISA. 3.17 Neutral
7. Standardized testing practices in our school reflect PISA's
3.34 Neutral
assessment style.
8. Students receive adequate support to overcome language
3.19 Neutral
barriers in PISA.
9. The school environment fosters a culture of academic
3.58 Agree
excellence relevant to PISA.
10. Parental involvement contributes positively to students' PISA
4.02 Strongly Agree
performance.
Table 4.0 Evaluation of Resources Allocation
WEIGHTED
MEAN
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1. The funding allocation to our school is sufficient for PISA 2.75 Disagree
preparation.
2. There is adequate infrastructure (like computer labs) to
2.88 Neutral
support PISA-related learning.
3. Educational materials provided are up-to-date and relevant for
PISA. 2.86 Neutral
4. Resources for extracurricular activities enhance PISA

3.23 Neutral
performance.
5. The school has sufficient technological resources for effective
2.83 Neutral
learning.
6. Classroom size and teacher-student ratio are conducive to
2.83 Neutral
PISA preparation.
7. Specialized training materials for PISA are readily available. 2.68 Neutral
8. Resource allocation is equitable across different
2.73 Neutral
departments/subjects.
9. Library and research facilities are adequate for PISA
2.45 Disagree
preparation.
10. The school's budget prioritizes areas critical to improving
2.72 Neutral
PISA outcomes.
AVERAGE WEIGHTED MEAN 2.79 Neutral
Table 5.0 Teacher Training and Professional Development
WEIGHTED
MEAN
1. The professional development programs effectively prepare Neutral
3.39
teachers for PISA.
2. There are regular training sessions focused on PISA
3.07 Neutral
methodologies.
3. I feel adequately trained to teach skills relevant to PISA. 3.339623 Agree
4. Feedback from PISA results is used to improve teaching
4.03 Agree
practices.
5. The school provides resources for continuous learning about
3.07 Neutral
PISA.
6. Collaboration among teachers for PISA preparation is
3.77 Agree
encouraged.
7. Training includes effective strategies to handle diverse
3.56 Agree
student needs in PISA.
8. Professional development is tailored to individual teacher
3.58 Agree
needs for PISA.
9. There is sufficient administrative support for teacher training in
3.15 Neutral
PISA.
10. Teacher training keeps up with the latest trends in PISA 3.28 Neutral
Trunkline: (054) 871-5531-33 local 101
assessment.
Table 6 Socio Economic and Cultural Influences
WEIGHTED
MEAN
1. Socio-economic status of students affects their performance Strongly Agree
4.23
in PISA.
2. Cultural background influences students' approach to PISA
4.07 Agree
tests.
3. The school addresses the diverse cultural needs of students
3.49 Agree
in PISA preparation.
4. Language barriers significantly impact students' PISA
4.26 Strongly Agree
performance.
5. There is a strong correlation between family support and PISA
4.11 Agree
outcomes.
6. Community involvement enhances students' readiness for
3.91 Agree
PISA.
7. School programs effectively bridge socio-economic gaps in
3.49 Agree
PISA preparation.
8. Cultural diversity is viewed as an asset in PISA preparation. 3.71 Agree
9. The school actively works to mitigate socio-economic
3.39 Neutral
challenges for PISA.
10. Students have equal opportunities regardless of their
3.49 Agree
background in PISA preparation.
Table 7.0 Policy Implication
WEIGHTED
MEAN
1. Current educational policies effectively address the needs of Neutral
3.11
PISA.
2. Policy changes are needed to improve the Philippines' PISA
4.09 Agree
performance.
3. There is a clear link between educational policies and PISA
3.67 Agree
outcomes.
4. Policymakers regularly seek teacher input for PISA-related
3.13 Neutral
policies.
5. Policies prioritize critical thinking and problem-solving for
3.49 Agree
PISA.
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6. Educational reforms have positively impacted PISA 3.56 Agree

performance.
7. The implementation of policies is consistent with PISA
3.37 Neutral
objectives.
8. Teacher feedback is considered in policy development for
PISA. 3.54 Agree
9. Policies support the development of a globally competitive

3.77 Agree
curriculum.
10. There is transparency in how policies impact PISA
3.13 Neutral
preparation.
Table 8.0 Challenges and Opportunities Related to PISA
WEIGHTED
MEAN
1. Technological access is a significant challenge in PISA Agree
4.18
preparation.
2. The curriculum is adequately updated to meet PISA
3.16 Neutral
standards.
3. External factors like internet connectivity impact PISA
4.16 Agree
performance.
4. There are sufficient opportunities for students to practice
3.18 Neutral
PISA-style questions.
5. The school effectively addresses internal challenges for PISA
3.15 Neutral
prep.
6. External partnerships contribute to improving PISA outcomes. 3.79 Agree
7. The curriculum is diverse enough to cover PISA's range of
3.32 Neutral
topics.
8. Teacher autonomy in curriculum design aids PISA
3.43 Agree
preparation.
9. The school actively seeks solutions to educational challenges
3.47 Agree
for PISA.
10. There are ample opportunities for innovation in teaching for
3.41 Agree
PISA.
SUMMARY OF KEY INSIGHT
CONCLUSIONS
RECOMMENDATIONS
I. Areas for Improvement
II. Potential Strategies for Addressing These Areas
Trunkline: (054) 871-5531-33 local 101
REFERENCES
Pereyra, M. A., Kotthoff, H., & Cowen, R. 2011.PISA under Examination: Changing
Knowledge, Changing Tests, and Changing Schools. Brill. Retrieved from
https://brill.com/display/book/9789460917400/BP000002.xml
Ines, J. 2023. PISA result indicates PH education system is 5 to 6 years behind –
DepEd. RAPPLER. Retrieved from
https://www.rappler.com/philippines/deped-reaction-statement-program-international-
student-assessment-result-2022/#:~:text=The%20Philippines%20ranked%2077th
%20out,reading%2C%20and%20373%20in%20science.
Ancho I., Galang A., Dela Cruz A., and Dela Cruz R..2021. Investigating Student-
Teacher Ratio As A Factor In Reading Performance: The Case Of The Philippines.
Retrieved from
https://journal.uin-alauddin.ac.id/index.php/Eternal/article/view/20876
Trinidad, J. E. (2020). Material resources, school climate, and achievement
variations in the Philippines: Insights from PISA 2018. International Journal of
Educational Development. Retrieve from
https://doi.org/10.1016/j.ijedudev.2020.102174

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Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

BSED 2D – Bachelor of Secondary Education Mathematics

Acasio, Princess B. Consulta, Shailyn A. Linzo, Hazel Ann

Based on the research of Jose Eos Trinidad (2020), Improvements and

3. PISA 2022 results 'not surprising' --- teachers

(PISA) “does not come as a surprise” anymore as problems in the country’s

4. The Philippine Teacher's Concerns on Educational Reform Using Concern-Based

 Practical experience in conducting descriptive surveys, including data

Scale Interval Interpretation

RESULTS AND DISCUSSIONS

POSITION RESPONDENTS PERCENTAGE

Table 2.0 Awareness of PISA

Table 3.0 Factors Affecting PISA Performance

Table 4.0 Evaluation of Resources Allocation

4. Resources for extracurricular activities enhance PISA

Table 5.0 Teacher Training and Professional Development

Table 6 Socio Economic and Cultural Influences

Table 7.0 Policy Implication

6. Educational reforms have positively impacted PISA 3.56 Agree

9. Policies support the development of a globally competitive

Table 8.0 Challenges and Opportunities Related to PISA

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