GABALDON VOCATIONAL AGRICULTURE HIGH SCHOOL

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TEACHER-MADE ASSESSMENT TEST (SUMMATIVE ASSESSMENT) VERSUS

PROGRAM FOR INTERNATIONAL STUDENT ASSESSMENT (PISA) IN

SCIENCE: ITS IMPLICATION AND BASIS FOR INTERVENTION

A Quantitative Research presented to the faculty of Senior

High School Department in Partial Fulfillment of

Requirements in the Subject Inquiry, Innovation, Immersion

Members:

Aben, John Kevein, M.

Alvez, John Geoffrey

Anga-angan, Franz Alsc, DC.

Aquino, Rexson Jovel, H.

Valdez, Earl Lawrence, V.

Claveria, Christine Esmeralda, P.

Sablayan, Dianne, M.

May 2022

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APPROVAL SHEET
We, the members of Research Review Committee have found the Research of

Aben, John Kevein, M.

Alvez, John Geoffrey
Anga-angan, Franz Alsc, DC.
Aquino, Rexson Jovel, H.
Valdez, Earl Lawrence, V.
Claveria, Christine Esmeralda, P.
Sablayan, Dianne, M.
Entitled
TEACHER-MADE ASSESSMENT VERSUS PROGRAM FOR INTERNATIONAL

STUDENT ASSESSMENT (PISA) IN SCIENCE: ITS IMPLICATION

AND BASIS FOR INTERVENTION

Acceptable and hereby recommend it for oral examination.

LIMBER S. DAYAO
Research Teacher

Approved by the Board of Oral Examiners

MARVIN C. LOMANOG
Chairperson

JOHN PAUL DS. DOMINGO JOHN LOUIE D. GALANG

Member Member

Accepted in partial fulfillment of the requirements for the subject Inquiries, Investigations, and
Immersion
Date of Oral Examination: May 26, 2022

RUDEZZA E. ADRIANO GLENN B. ABESAMIS PhD

Academic Track Subgroup Head OIC-Vocational School Administrator I

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ACKNOWLEDGEMENTS
Life would be rather boring if every individual is

self-sufficient and live only for themselves. But

thankfully, no one lives only for himself. We are all

connected and we depend on each other in a lot of ways.

Withholding to this philosophy, the researchers took on the

opportunity of conducting this research project. First and

foremost, the researchers would like to thank Almighty God

with his perpetual grace and love, for gifting them the

wisdom and guiding them in accomplishing not only this

research, but also other things they wish to accomplish.

Next are the researchers’ parents with their love,

cherishment, and support in carrying out this research. The

researcher would also please to sincerely thank Mr. Glenn B.

Abesamis PhD, our OIC-Vocational Administrator I, and to our

diligent research teacher Mr. Limber S. Dayao for his hands-

on guidance leading the researchers to best choices in this

endeavor. Of course, the faculty of GVAHS, especially our

class adviser, Mrs. Rudezza E. Adriano. Last but not the

least, they are very thankful to all the friends who always

had a lending hand. To all of you, we say wholeheartedly,

thank you!

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DEDICATION
This humble piece of work the researchers would like to

dedicate to God Almighty for without his grace, we would not

be here. To their families and friends for always sticking

by their side through the unpredictable journey of life. To

their Alma Mater Gabaldon Vocational Agriculture High

School, to their classmates, and their research teacher, Mr.

Limber S. Dayao. The researchers dedicate this project to

their fellow students in coming up a solution to the problem

of procrastination.

J.K.M.A.

J.G.A.

F.A.DC.A.

R.J.H.A.

E.L.V.V.

C.E.P.C.

D.M.S.

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ABSTRACT

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TABLE OF CONTENTS
Page

Title Page....................................

Approval Sheet................................

Acknowledgements..............................

Dedication....................................

Abstract......................................

Table of Contents.............................

List of Tables................................

List of Figures ..............................

CHAPATER I: THE PROBLEM AND ITS SETTING

Introduction............................. 1

Conceptual Framework..................... 6

Statement of the Problem................. 7

Research Hypothesis...................... 7

Significance of the Study................ 8

Scope and Limitation of the Study........ 9

Definition of Terms...................... 10

CHAPTER II: RESEARCH METHODOLOGY

Research Design.......................... 11

Sample and sampling procedure............ 11

Data Gathering Procedure................. 12

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Research Instruments..................... 12

Data Analysis Procedure.................. 13

CHAPTER III: PRESENTATION, ANALYSIS, AND

INTERPRETATION OF DATA

CHAPTER IV: SUMMARY OF FINDINGS, CONCLUSIONS, AND

RECOMMENDATIONS

Summary of Findings......................

Conclusions..............................

Recommendations..........................

REFERENCES.......................................

APPENDICES

Appendix A: Research Instrument...............

Appendix B: Communication Letter..............

DOCUMENTATION....................................

CURICULUM VITAE..................................

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LIST OF TABLES

Table Title Page

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LIST OF FIGURES

Figure Title Page

1 Research Paradigm.......................

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CHAPTER I

THE PROBLEM AND ITS SETTING

Introduction

Education is critical for everyone, and assessing the

understanding and knowledge of students in various areas

such as math and science is important, because of such

assessments, the Department of Education, schools, and

teachers will know how deep is the understanding of

students, their skills, and the areas that can be further

improved, identify the weak points, and solve those issues

all for the pursuit of quality education.

DepEd conducts such assessments every now and then,

examples of which are the National Achievement Test (NAT)

conducted on grade 3 and grade 6 pupils, another is the

National Career Assessment Exam for grade 9 students which

aims to identify what is the most suitable track for a

student to take in senior high school. Aside from these

country-wide assessments, the schools and the teachers

themselves makes their own assessments.

Aside from those, there are also international

assessments, one of which is the Program for International

Student Assessment (PISA) an assessment of 15-year-old

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students from the countries member of the Organization for

Economic Co-operation and Development (OECD), wherein the

Philippines is a member of. This assessment examines the 15-

year-olds’ knowledge and understanding of mathematics,

science, and how well they can read and understand texts.

PISA was launched in 1997 and conducted its first assessment

in 2000. It occurs every 3 years, the seventh and latest

PISA was on 2018, its major domain or focus is science. The

eighth cycle of PISA was supposed to be in 2021, postponed

by a year due to the COVID-19 pandemic, so, it will take

place this year 2022 where mathematics will be the major

domain.

The Philippines first participated PISA on 2018,

participated by 7,233 students, 6,026 are from public

schools and 1,207 from private schools. with a rather

disappointing result. Among 79 participating countries, in

reading, the Philippines ranked 79th place, with a mean score

of 340 points, a far cry from the OECD average 487 points.

In mathematics, the Philippines ranked 78th place with a mean

score of 353 points, far from the OECD average of 489. In

science, the Philippines ranked 78th place again with a

score of 336 points far from the OECD average of 489 points.

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These numbers shocked the entire country, many are

questioning the nature of the test, many criticize the

process of this test, and the medium of instruction –

English. Needless to say, there are definitely some

differences between the two, which is important to be

identified.

As per Bernardo (2022), PISA 2022 is set to take place

from the end of March to April. Where there will be a total

of 188 schools participating, with 42 students from each

school.

The objective of this study is to compare the teacher-

made assessment in terms of the science subject versus the

nature of PISA. With this comparison, the implications of

the differences will be identified, and it will serve as a

basis for an effective intervention by schools and teachers.

Reference to Araujo, L., Saltelli, A. and Schnepf, S.V.

(2017), PISA since its genesis in 2000 has been the topic of

heated debate, in late 2014, critics of the said exam has

gone so far that they demand to halt the programme.

In the research of Araujo, et.al. (2017), they

“examined the soundness of the survey methodology and

identify the conflicting interpretations and values fuelling

the debate”. They found out that even though PISA is

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successful in promoting focus on children’s education

worldwide, red flags are still there, most notable being the

what does PISA measure, and how. The authors concluded “OECD

should be more transparent in the documentation of the

methodological choices”, be “more explicit about the impact

of these choices on the results”.

According to Malipot (2022), the Department of

Education (DepEd) on Friday, March 11 announced the

Philippines’ participation in the 2022 cycle of the

Programme for International Student Assessment (PISA) of the

Organisation for Economic Co-operation and Development

(OECD). In a separate statement, DepEd noted that as

articulated in its Order No. 29, s. 2017 entitled “Policy

Guidelines on System Assessment in the K to 12 Basic

Education Program,” system assessments are implemented to

establish baselines for the basic education system and the

implementation of the K-to-12 curriculum in schools in terms

of teaching and learning and monitoring the implementation

of the K-to-12 curriculum in schools in terms of teaching

and learning. System assessments are also important to

“measure the effectiveness of instructional reforms that are

part of the K-to-12 basic education program” and “generate

reliable data for purposes of international benchmarking.”

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DepEd added that system assessments also provide bases for

the improvement of programs for learner development,

curriculum implementation, and school effectiveness and

evidence that will aid “policy formulation, planning, and

programming at the division, regional, and national levels.”

In the Philippines, 31% of students hold a growth mindset,

which is one of the lowest proportions amongst PISA-

participating countries and economies (OECD average: 63%).

Students who do not hold a growth mindset are unlikely to

make the investments in themselves that are necessary to

succeed in school and in life. The Philippines’ dismal

performance in reading, math and science in an assessment by

an international agency is a wake-up call for the country’s

educational system, Education Secretary Leonor Briones said

Tuesday. Results of the Programme for International Student

Assessment (PISA) by the Organization for Economic

Cooperation and Development (OECD) showed that Filipino

students fared worst among 79 countries in reading

comprehension and second-lowest in both mathematical and

scientific literacy.

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Conceptual Framework

This study will identify the differences between the

PISA and the assessments made by teachers in the subject

science. These differences having a huge impact on the

understanding of students of the PISA itself and ultimately

the Philippines’ rank among the OECD countries.

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Figure 1. Research Paradigm

Figure 1 shows the samples of the two assessments in

science, PISA and teacher-made which is symbolized by the

symbol in between the two. These differences causing

confusion among students.

Statement of the Problem

This study aims to compare the teacher-made assessment

and the Program for International Student Assessment (PISA)

in science.

1. What are the differences of teacher-made assessments

and the assessment made by PISA, specifically in

science, in terms of;

1.1. Construction of questions

1.2. Level of difficulty

2. What are the implications of such differences to the

performance of students in the PISA test?

3. Is there a significant difference between the test

construction and level of difficulty of the teacher-

made assessment and PISA questions?

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Research Hypotheses

Null hypothesis (H0)

- There are no significant differences between

teacher-made assessment test versus program for

international student assessment test specially in

science subject in terms of questions and level of

difficulty.

Alternative Hypothesis (H1)

- There is a significant difference between teacher-

made assessment test versus program for

international student assessment test specially in

science subject in terms of construction of

questions and level of difficulty.

Significance of the Study

The findings of this study will be highly relevant to

the following:

Teachers - This research would benefit them, it will help

them to be familiarized with the nature of PISA, improve

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their teaching skills, and adapt to a more effective way of

assessing the students. In this way, teachers may have yet

another way to improve the result of PISA and the students’

academic performance.

Students - This research would also be beneficial for the

students themselves, by making them aware of the new

teaching methods of the teachers. By this way of new skills,

students can easily answer the assessment that are given by

the teachers.

School - This study will benefit the overall performance of

the school, because of those tactics it will improve the

management of the school. This research will greatly benefit

the school because as the researchers provide information

regarding the implication and basis for intervention, this

could be used to improve the overall learning system of the

school. This would prove the relevance of teacher

assessment and PISA exam for the improvement of students'

academic learning.

Future researchers - The result of this study may be use as

reference data for further study about Program for

International Student Assessment and its difference with

teacher-made assessment as basis for intervention. This

study will also serve as their reference that will give them

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a background or an overview about the implications of this

assessment.

Scope and Limitation of the Study

This study is limited to the science teachers and

students from grades 8, 9, and 10 aged 15 years old from

Gabaldon Vocational Agriculture High School who will be the

participants in the upcoming PISA 2022.

It sought to extract only the needed information on the

participant, which focuses on the comparison of the teacher-

made assessment and the Program for International Student

Assessment (PISA).

This study is conducted from March to April 2022.

Definition of Terms

Throughout this study, the following terms are used.

The following terms are technically defined:

Assessment – The evaluation or estimation of the nature,

quality, or ability of someone or something.

Implication – The conclusion that can be drawn from

something although it is not explicitly stated.

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Intervention – The act of interfering with the outcome or

course especially of a condition or process.

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CHAPTER II

RESEARCH METHODOLOGY

This chapter tackles the research methodology,

expounding on details regarding the plan for the research

which includes the research design, sample and sampling

procedure, data gathering procedure, research instruments,

and data analysis procedure.

Research Design

The research design used in this study is the

quantitative method. The nature of this study is a

comparison, it compares the teacher-made assessment test and

PISA in terms of level of difficulty and construction of

questions.

Sample and Sampling Procedure

The population of this study are Junior High School

students aged 15 years old of Gabaldon Vocational

Agriculture High School, school year 2021-2022. The sampling

method to be used in this study are purposive and

availability sampling techniques. The researchers will use

purposive sampling and availability sampling techniques

because the population of the study is limited only to the

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students who participated in PISA, which are only 42

students per school. Also, the respondent’s availability is

put into consideration, that is the reason the researchers

used the availability sampling technique.

Data Gathering Procedure

A survey questionnaire will be used as the data

gathering tool in this study. This questionnaire will be

administered face to face.

Research Instruments

In this study, the researcher will be using a survey

questionnaire. The questionnaire will be a set of orderly

arranged question carefully prepared to be answered by a

group of people of specific. The first part of the

questionnaire will be the question relating about the

differences between teacher-made assessment and Program for

International Student Assessment specifically in science in

terms of test constructions and level of difficulty. The

second part will be the questions relating about the

implications of such differences to the performance of

students in PISA test. The third part is questions related

to

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Data Analysis

The data of this study are numerical, statistical

treatment is used.

Percentage

(F)(%)
N=
N

Where:

N = total number of respondents

F = total number of respondents who have chosen from

the choices.

% = total percentage of all respondents

Weighted mean

S+ s
WM=
N

Where:

WM = Weighted mean

S = Mean of every choice

s = Mean of all the choices

N = total number of respondents

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Weighted mean Verbal Description

4.00 – 3.51 Strongly agree

3.50 – 2.51 Agree

2.50 – 1.51 Disagree

1.50 – 1.00 Strongly disagree

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CHAPTER III

PRESENTATION, ANALYSIS AND INTERPRETATION OF DATA

This chapter presents the results of the data gathering

procedure and discusses what the results mean.

Table 1. Response rate

Population 42
Respondents 37
Response rate 88.1%

Thirty-seven out of 42 PISA examiners responded to the

survey questionnaire, making the response rate 88.1%.

Table 1.1. Test Construction

Overall
STATEMENTS
WM VI
1. Teacher-made assessments are easier to
understand than PISA in terms of the
3.24 Agree
science subject because I can answer it
faster.
2. Problem-solving and experimental method
of PISA in science are much better than 2.81 Agree
the teacher-made assessments.
3. In the science subject, there is a big
difference on how the tests are made
2.89 Agree
resulting to unfamiliarity and difficulty
of answering PISA.
4. PISA contains more complicated and harder
3.00 Agree
concepts in biology.
5. PISA contains problem-solving and
experimental activities and examples of
2.97 Agree
real-life situation where a scientific
concept is featured.
Overall weighted mean 2.98 Agree

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Table 1.1 shows the result of Part 1: Table 1.1. Test

Construction part in the survey questionnaire. It shows that

(1) The respondents find teacher-made assessments to be

easier and they can answer it faster. (2) The respondents

agreed that problem-solving and experimental method in PISA

are much better than that of teacher-made tests. (3) The

respondents agreed that there is a big difference in test

construction between the two tests, that difference

resulting to unfamiliarity and difficulty in answering PISA.

(4) The respondents agreed that they find PISA to contain

more complicated and harder concepts in biology. (5) The

respondents find that PISA contains problem solving and

real-life situations where a scientific concept is featured.

To sum it up, the respondents find that there is definitely

a difference between PISA and teacher-made assessments in

the science subject.

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Table 1.2. Level of Difficulty

Overall
STATEMENTS
WM VI
1. In terms of the level of difficulty in
science, PISA is harder than teacher-made
2.81 Agree
test, the topics are in general, more
challenging.
2. In terms of ease of understanding, PISA is
harder to understand compared to teacher- 2.78 Agree
made test in terms of science subject.
3. The format of PISA is tricky which causes
confusion or misunderstanding of the 2.84 Agree
tasks/questions related to science subject.
4. The PISA test and teacher-made assessment
in science provide test items at the
2.78 Agree
appropriate difficulty level for each
student.
5. Teacher-made assessment in the science
subject is easier than PISA because
students are more familiar and accustomed 2.81 Agree
since they often answer it on a daily
basis.
Overall weighted mean 2.81 Agree

Table 1.2 shows that majority of the students agreed

that the topics in PISA is more challenging and it is harder

to understand. Also, the students agreed that PISA can cause

confusion and misunderstanding that leads to their uncertain

answers to some questions regarding to the subject science.

They also agreed that each assessment has a different level

of difficulty according to its platform, that is why taking

teacher-made assessment is easier because they are more

familiar with it since they are doing it on a daily basis.

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Table 2. What are the Implications of such Differences to

the Performance of Students in PISA test?

Overall
STATEMENTS
WM VI
1. Because of the PISA’s level of
difficulty, the student’s performance
2.46 Disagree
in science is negatively affected that
is why they got lower scores.
2. Test construction in teacher-made
assessment is very different from PISA
in terms of science subject, that is 2.95 Agree
the reason why the students struggle in
comprehending the questions.
3. The students felt like they got higher
score in Teacher-made assessment than
in PISA in science subject, because the 2.76 Agree
level of difficulty and the test
construction are more understandable.
4. Students are more confident in
answering teacher-made test than PISA
in science subject, since they are more 2.65 Agree
likely to pass the teacher-made test
than the PISA.
5. PISA can become the student’s basis on
their intellectual affinity to the 3.14 Agree
science subject.
Overall weighted mean 2.79 Agree

In table 2, majority of the students agree that such

differences between PISA and teacher-made assessment have

connections with their performance in PISA. Table 2 shows

that most of the students agree that differences between

PISA and teacher-made assessment affects their performance

in PISA.

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CHAPTER IV

SUMMARY OF FINDINGS, CONCLUSIONS, AND RECOMMENDATIONS

Summary of Findings

Conclusions

Recommendations

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REFERENCES

Araujo, L., Saltelli, A. and Schnepf, S.V., (2017), “Do PISA

data justify PISA-based education policy?”,

International Journal of Comparative Education and

Development, ¶1-3.

https://www.emerald.com/insight/content/doi/10.1108/

IJCED-12-2016-0023/full/html

Bernardo, J., (2022), “Philippines ‘doing everything to

prepare’ for PISA 2022 despite pandemic”, ABS-CBN News,

¶11.

https://news.abs-cbn.com/news/03/23/22/philippines-set-

to-participate-in-pisa-2022#:~:text=The%202022%20PISA

%20is%20set,each%20school%20taking%20the%20exam.

Malipot, M., (2022), “Philippines to join in PISA 2022 -

DepEd”, Manila Bulletin.

https://mb.com.ph/2022/03/11/ph-to-participate-in-pisa-

2022-deped/

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APPENDICES

APPENDIX A

Research Instrument

APPENDIX B

Communication Letter

DOCUMENTATION

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CURICULUM VITAE

Personal Data

Name: John Kevein M. Aben

Nickname: Kevein

Address: Cuyapa, Gabaldon, Nueva Ecija

Mobile Number: 0938 991 1060

Date of Birth: January 20, 2004

Marital Status: Single

Email: abenkevein@gmail.com

Education

Junior High School:

Nueva Ecija University of Science and Technology -

Gabaldon Campus

 2019-2020

Elementary:

Cuyapa Elementary School

 2015-2016

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Personal Data

Name:

Nickname:

Address:

Mobile Number:

Date of Birth:

Marital Status:

Email:

Education

Junior High School:

???

 2019-2020

Elementary:

???

 2015-2016

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Personal Data

Name: Franz Alsc DC. Anga-angan

Nickname: Franz

Address: Sawmill, Gabaldon, Nueva Ecija

Mobile Number: 0963 157 8486

Date of Birth: July 10, 2004

Marital Status: Single

Email: franzzangaangann@gmail.com

Education

Junior High School:

Nueva Ecija University of Science and Technology –

Gabaldon Campus

 2019-2020

Elementary:

F. Buencamino Sr. Integrated School

 2015-2016

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Personal Data

Name: Rexson Jovel H. Aquino

Nickname: Rex

Address: Cuyapa, Gabaldon, Nueva Ecija

Mobile Number: 0956 520 5772

Date of Birth: January 8, 2004

Marital Status: Single

Email: earlearlearllawrence@gmail.com

Education

Junior High School:

F. Buencamino Sr. Integrated School

 2019-2020

Elementary:

Camp Mateo Capinpin Elementary School

 2015-2016

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Personal Data

Name: Earl Lawrence V. Valdez

Nickname: Earl

Address: Cuyapa, Gabaldon, Nueva Ecija

Mobile Number: 0939 630 8056

Date of Birth: May 10, 2004

Marital Status: Single

Email: earlearlearllawrence@gmail.com

Education

Junior High School:

Nueva Ecija University of Science and Technology -

Gabaldon Campus

 2019-2020

Elementary:

Cuyapa Elementary School

 2015-2016

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Personal Data

Name: Christine Esmeralda P. Claveria

Nickname: Emerald

Address: Pinamalisan, Gabaldon, Nueva Ecija

Mobile Number:

Date of Birth: April 23, 2004

Marital Status: Single

Email: ergeeclaveriarivas@gmail.com

Education

Junior High School:

Nueva Ecija University of Science and Technology -

Gabaldon Campus

 2019-2020

Elementary:

Pinamalisan Elementary School

 2015-2016

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Personal Data

Name: Dianne M. Sablayan

Nickname: Dianne

Address: Cuyapa, Gabaldon, Nueva Ecija

Mobile Number: 0907 282 0141

Date of Birth: August 5, 2003

Marital Status: Single

Email: diannesablayaj424@gmail.com

Education

Junior High School:

Gabaldon Vocational Agriculture High School

 2019-2020

Elementary:

Gabaldon Central Elementary School

 2015-2016

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