Development of a questionnaire for understanding mathematics teachers' situated learning practices in the Philippines.
Saved in:
| 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 |
| FullText | Links: – Type: pdflink Text: Availability: 0 |
|---|---|
| Header | DbId: ehh DbLabel: Education Research Complete An: 188659930 AccessLevel: 6 PubType: Academic Journal PubTypeId: academicJournal PreciseRelevancyScore: 0 |
| IllustrationInfo | |
| Items | – Name: Title Label: Title Group: Ti Data: Development of a questionnaire for understanding mathematics teachers' situated learning practices in the Philippines. – Name: Author Label: Authors Group: Au Data: <searchLink fieldCode="AR" term="%22Hortelano%2C+Julius+Ceasar%22">Hortelano, Julius Ceasar</searchLink><relatesTo>1</relatesTo><i> julius_ceasar_hortelano@dlsu.edu.ph</i><br /><searchLink fieldCode="AR" term="%22Prudente%2C+Maricar%22">Prudente, Maricar</searchLink><relatesTo>1</relatesTo> – Name: TitleSource Label: Source Group: Src Data: <searchLink fieldCode="JN" term="%22Waikato+Journal+of+Education+%282382-0373%29%22">Waikato Journal of Education (2382-0373)</searchLink>. 2025, Vol. 29 Issue 1, p1-18. 18p. – Name: Subject Label: Subject Terms Group: Su Data: *<searchLink fieldCode="DE" term="%22Situated+learning+theory%22">Situated learning theory</searchLink><br />*<searchLink fieldCode="DE" term="%22Mathematics+teachers%22">Mathematics teachers</searchLink><br />*<searchLink fieldCode="DE" term="%22Effective+teaching%22">Effective teaching</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+education%22">Teacher education</searchLink><br />*<searchLink fieldCode="DE" term="%22Teacher+training%22">Teacher training</searchLink><br />*<searchLink fieldCode="DE" term="%22Linguistic+context%22">Linguistic context</searchLink><br /><searchLink fieldCode="DE" term="%22Southeast+Asians%22">Southeast Asians</searchLink><br /><searchLink fieldCode="DE" term="%22Questionnaires%22">Questionnaires</searchLink> – Name: SubjectGeographic Label: Geographic Terms Group: Su Data: <searchLink fieldCode="DE" term="%22Philippines%22">Philippines</searchLink> – Name: Abstract Label: Abstract Group: Ab Data: 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] – Name: AbstractSuppliedCopyright Label: Group: Ab Data: <i>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.</i> (Copyright applies to all Abstracts.) |
| PLink | https://search.ebscohost.com/login.aspx?direct=true&site=eds-live&db=ehh&AN=188659930 |
| RecordInfo | BibRecord: BibEntity: Identifiers: – Type: doi Value: 10.15663/wje.a1064 Languages: – Code: eng Text: English PhysicalDescription: Pagination: PageCount: 18 StartPage: 1 Subjects: – SubjectFull: Situated learning theory Type: general – SubjectFull: Mathematics teachers Type: general – SubjectFull: Effective teaching Type: general – SubjectFull: Teacher education Type: general – SubjectFull: Teacher training Type: general – SubjectFull: Linguistic context Type: general – SubjectFull: Southeast Asians Type: general – SubjectFull: Questionnaires Type: general – SubjectFull: Philippines Type: general Titles: – TitleFull: Development of a questionnaire for understanding mathematics teachers' situated learning practices in the Philippines. Type: main BibRelationships: HasContributorRelationships: – PersonEntity: Name: NameFull: Hortelano, Julius Ceasar – PersonEntity: Name: NameFull: Prudente, Maricar IsPartOfRelationships: – BibEntity: Dates: – D: 01 M: 01 Text: 2025 Type: published Y: 2025 Identifiers: – Type: issn-print Value: 11736135 Numbering: – Type: volume Value: 29 – Type: issue Value: 1 Titles: – TitleFull: Waikato Journal of Education (2382-0373) Type: main |
| ResultId | 1 |
