View in EDS PDF Full Text

Development of a questionnaire for understanding mathematics teachers' situated learning practices in the Philippines.

Saved in:
Bibliographic Details
Title: Development of a questionnaire for understanding mathematics teachers' situated learning practices in the Philippines.
Authors: Hortelano, Julius Ceasar1 julius_ceasar_hortelano@dlsu.edu.ph, Prudente, Maricar1
Source: Waikato Journal of Education (2382-0373). 2025, Vol. 29 Issue 1, p1-18. 18p.
Subject Terms: *Situated learning theory, *Mathematics teachers, *Effective teaching, *Teacher education, *Teacher training, *Linguistic context, Southeast Asians, Questionnaires
Geographic Terms: Philippines
Abstract: This study sought to understand Philippine mathematics teachers’ practices in relation to situated learning theory (SLT) by developing and administering a questionnaire. Following a five-step process for developing a questionnaire by Harlacher (2016), the final items reflected the teachers’ performance indicators identified in the Framework for Philippine mathematics teacher education by the Science Education Institute of the Department of Science and Technology (SEI-DOST) and Philippine Council of Mathematics Teacher Educators Incorporated (MATHTED Inc.), and three of Herrington and Oliver’s (1995) features of SLT: authentic context (AC), authentic activities (AAc), and authentic assessment (AAs). The final questionnaire, comprised of 22 items, was disseminated to 68 mathematics teachers at both elementary and secondary levels. Findings revealed that despite the low familiarity of teachers with SLT and the Framework for Philippine mathematics teacher education, questionnaire responses showed that the majority of teachers implement aspects associated with SLT “two to four times a week” . Moreover, teachers' SLT knowledge was determined to correlate with the implementation of the three characteristics of SLT inside their classrooms, whereas other factors, such as primary or secondary teaching level, years of teaching experience, and teachers' knowledge about the Framework, had no significant correlation with SLT implementation. The study suggests that Philippine teachers should be given adequate training and teaching resources to ensure the practice of SLT inside their mathematics classrooms. [ABSTRACT FROM AUTHOR]
Copyright of Waikato Journal of Education (2382-0373) is the property of Waikato Journal of Education and its content may not be copied or emailed to multiple sites without the copyright holder's express written permission. Additionally, content may not be used with any artificial intelligence tools or machine learning technologies. However, users may print, download, or email articles for individual use. This abstract may be abridged. No warranty is given about the accuracy of the copy. Users should refer to the original published version of the material for the full abstract. (Copyright applies to all Abstracts.)
Database: Education Research Complete
Description
Abstract:This study sought to understand Philippine mathematics teachers’ practices in relation to situated learning theory (SLT) by developing and administering a questionnaire. Following a five-step process for developing a questionnaire by Harlacher (2016), the final items reflected the teachers’ performance indicators identified in the Framework for Philippine mathematics teacher education by the Science Education Institute of the Department of Science and Technology (SEI-DOST) and Philippine Council of Mathematics Teacher Educators Incorporated (MATHTED Inc.), and three of Herrington and Oliver’s (1995) features of SLT: authentic context (AC), authentic activities (AAc), and authentic assessment (AAs). The final questionnaire, comprised of 22 items, was disseminated to 68 mathematics teachers at both elementary and secondary levels. Findings revealed that despite the low familiarity of teachers with SLT and the Framework for Philippine mathematics teacher education, questionnaire responses showed that the majority of teachers implement aspects associated with SLT “two to four times a week” . Moreover, teachers' SLT knowledge was determined to correlate with the implementation of the three characteristics of SLT inside their classrooms, whereas other factors, such as primary or secondary teaching level, years of teaching experience, and teachers' knowledge about the Framework, had no significant correlation with SLT implementation. The study suggests that Philippine teachers should be given adequate training and teaching resources to ensure the practice of SLT inside their mathematics classrooms. [ABSTRACT FROM AUTHOR]
ISSN:11736135
DOI:10.15663/wje.a1064