Early childhood education
Capacity Building of Teacher handling Alternative Delivery Mode (ADM) classes in Zamboanga City Division
This study investigated policies to enhance teachers’ capacity for alternative delivery mode (ADM) programs in kindergarten in Zamboanga City Division, Philippines.
Capacity Building of Teacher handling Alternative Delivery Mode (ADM) classes in Zamboanga City Division
Authors
Barjunaid Cadir, Universidad de Zamboanga, Zamboanga City, Philippines
Rusda Said, Universidad de Zamboanga, Zamboanga City, Philippines
Cite
Cadir B., and Said R., (2018). Capacity Building of Teacher handling Alternative Delivery Mode (ADM) classes in Zamboanga City Division. Universidad de Zamboanga. Retrieved from: https://phedro.org/capacity-building-of-teacher-handling-alternative-delivery-mode-adm-classes-in-zamboanga-city-division/
Abstract
This study investigated policies to enhance teachers’ capacity for alternative delivery mode (ADM) programs in kindergarten in Zamboanga City Division, Philippines. ADM programs provide learning opportunities for students who cannot attend traditional in-person classes. The researchers recommended three policies to improve teachers’ skills and knowledge for handling the ADM program: 1) Using student portfolios to track individual progress over time; 2) Providing seminars and trainings to develop teachers’ instructional abilities; and 3) Establishing ADM teacher peer groups for sharing expertise and discussing challenges. Implementing these policies could strengthen the ADM program, particularly for kindergarten students who are laying basic foundations for future learning. Tracking student performance, ongoing professional development, and collaborative problem-solving among teachers may help improve educational outcomes for students in alternative learning environments. This study provides a framework that could guide policy efforts to build teacher capacity and support students’ diverse learning needs.
Introduction
In line with the study of Cadir and Rusda (2018) concerning the Alternative Delivery Mode (ADM) classes in Mampang Elementary School, the result shows multiple recommendations to improve and implement in terms of handling Alternative Delivery Mode (ADM) students. ADM Classes were created due to the number of displaced pupils cause by conflict, family feud, financial instability, no permanent address, and the like. The study of Phenomenology of Kinder Teacher handling Alternative delivery mode (ADM) classes in Talon-Talon District conducted by Barjunaid Cadir and Rusda Said suggested numerous improvements to best cater the students. Alternative delivery modes (ADM) are solutions that may help learners who are not in the regular schools acquire the needed essential education competencies and life skills (SEAMEO Innotech, 2016).
Based on the study conducted by World bank about the Alternative and Inclusive Learning in the Philippines last 2016, the Philippines has made remarkable progress in improving the quality of primary education in recent decades (Cadir & Said, 2018). In the ADM Program, most of the pupils enrolled in this program are age 10 to 15 years old. Considering that this program is the equivalent of a Kindergarten Program in the K-12, the teachers are both adopting and enhancing the kindergarten curriculum to fit the needs of the students. Even so, despite significant improvements in primary and secondary education, the number of students who drop out of school remains worryingly high (Futoshi Yamauchi et.al., 2016). More than five million youths have failed to complete a primary education both in elementary and high school. Alternative Learning System (ALS) is a second-chance, informal education program operated by the Department of Education (DepEd) for out-of-school youths and adults (Futoshi Yamauchi et.al., 2016). Since most of the study conducted to assess the primary and secondary level, the kindergarten was left behind and failed to give the importance of this level. Kindergarten is one of the foundations of learning. The door to motivate learning starts at this level. Mampang Elementary School is caterings children under the Alternative delivery mode program catering 86 students.
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Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathematics Instruction in the K to 12 Curriculum in the Philippines
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Capacity Building of Teacher handling Alternative Delivery Mode (ADM) classes in Zamboanga City Division
Join PHEDRO as a Founding Member
Turkey’s Internationalization of Higher Education: Expectation, Experience, and Evaluation of International Students
Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathematics Instruction in the K to 12 Curriculum in the Philippines
International large-scale assessment (ILSA): Implications for pre-service teacher education in the Philippines
Google Classroom in Graduate Education: Its Effectiveness and Challenges in An Island University in The Central Philippines
Assessment of Tertiary Education Readiness of the Pioneering Senior High School Graduates in a Private Higher Education Institution in Northern Mindanao, Philippines
Multivariate Analysis on Curriculum Viability, Teaching Competence, and Effective Instruction: Davao Region Teachers in Focus
Evidence for student-centered teaching: A process evaluation of MTB- MLE classroom instruction
The Mathematics Teaching Performance of Scholar Education Graduates in Selected Public Schools in the Philippines An Explanatory Sequential Mixed Method Study
Capacity Building of Teacher handling Alternative Delivery Mode (ADM) classes in Zamboanga City Division
Join PHEDRO as a Founding Member
Turkey’s Internationalization of Higher Education: Expectation, Experience, and Evaluation of International Students
Assessment and Evaluation
Writing PISA-Like Mathematics Items: The Case of Tertiary Math Instructors from a State University in the Philippines
Writing PISA-Like Mathematics Items: The Case of Tertiary Math Instructors from a State University in the Philippines
Authors
Mark Lester Garcia, Ateneo de Manila, Philippines
Derren Gaylo, Bukidnon State University, Philippines
Catherine P. Vistro-Yu, Ateneo de Manila, Philippines
Cite
“Garcia M., Gaylo D., and Vistro-Yu C. (2023). Writing PISA-Like Mathematics Items: The Case of Tertiary Math Instructors from a State University in the Philippines. Conference Paper: The 1st Mathematics and Mathematics Education International Conference (M2EIC) 2023. Universitas Pendidikan Indonesia, Bandung, Indonesia,June 24, 2023. Retrieved from: https://phedro.org/turkeys-internationalization-of-higher-education-expectation-experience-and-evaluation-of-international-students/ “
Abstract
International Large-Scale Assessments (ILSAs) such as PISA and TIMSS have become the prominent measure of mathematical literacy across countries and educational systems to date. As evidenced by released PISA and TIMSS items, math items in such ILSAs are characterized by an application of mathematics in a problem that supposedly simulates a real-world situation, where student test-takers are to use their mathematical knowledge and skills to come up with a solution. Math test items in such assessments are nested in contexts that have been defined in their assessment framework (e.g., the Personal, Occupational, Societal and Scientific context categories in PISA). This study followed the item-writing activities of four tertiary math instructors in the Philippines as they construct context-based math items. After undergoing an orientation on the PISA Math Assessment Framework, the respondents were asked to create PISA-like math items with a given set of specifications for content and context categories during an item-writing seminar-workshop. The data consists of transcripts from the focus-group discussion which was conducted after the seminar-workshop. The transcripts were then analyzed using thematic analysis. The results of this study showed that there were two themes that explain the phenomenon of item writing in the context of writing PISA-like math items. These themes are the phases of item-writing and the dimensions of item-writing. There were three phases and three dimensions captured from the participants’ narratives. Findings showed that the respondents primarily struggled with finding realistic contexts that fit the indicated item specifications based on the PISA categories. Additionally, the writers engaged in a problem-solving task similar to solving a puzzle as they created items that satisfied the content, context and process categories in the table of specifications. This study contributes to filling in the research gap on item-writing activities particularly those of math teachers in the Philippines- a country whose recent performance in the PISA 2018 and TIMSS 2019 was nothing short of dismal in terms of mathematical literacy.
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Early childhood education2 hours agoCapacity Building of Teacher handling Alternative Delivery Mode (ADM) classes in Zamboanga City Division
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