Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics

Riel Reuben O. Sogillo; Wardah D. Guimba; Jerryk C. Alico

doi:doi:10.11648/j.ash.20160202.11

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Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics

Riel Reuben O. Sogillo, Wardah D. Guimba, Jerryk C. Alico

Published in Advances in Sciences and Humanities (Volume 2, Issue 2)

Received: 26 August 2016 Accepted: 28 October 2016 Published: 21 November 2016

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Abstract

Mathematics teachers’ quality continues as an enduring concern until now. This study attempts to address this concern by considering private and public schools. It measured the quality of Mathematics teachers using three indicators: teaching methods, teaching competencies, and students’ Mathematics performance. It used two schools in Nasipit, Agusan del Norte, Philippines, namely, Nasipit National Vocational School (NNVS)—a public school—and St. Michael’s College of Caraga (SMCC)—a private school. The data were gathered using survey questionnaire, a researchers-made teaching methods inventory, and the Competency-Based Performance Appraisal System for Teachers Form (CBPAST) used by the Department of Education. Data revealed that teachers from NNVS and SMCC practiced frequently the teaching methods identified in the questionnaire. Their teaching competencies were high in all domains. These imply that the teachers of both schools possess the skill to teach with quality. Furthermore, data revealed that NNVS teachers’ and SMCC teachers’ extent of practice of teaching methods has no significant difference. Their levels of teaching competencies were also comparable. As to students’ performance, t-test showed a significant difference between their grades which further showed that SMCC students performed better (Fair) than NNVS students (Poor). This could be due to other moderating variables on the side of the NNVS students that affected their performance. The findings suggest teachers should continually improve their teaching methods, more preferably focusing on all learning domains. They should provide rooms for their own holistic development as Mathematics teachers. A deeper scrutiny of this issue would be interesting with larger samples and extensive analyses.

Published in	Advances in Sciences and Humanities (Volume 2, Issue 2)
DOI	10.11648/j.ash.20160202.11
Page(s)	7-16
Creative Commons	This is an Open Access article, distributed under the terms of the Creative Commons Attribution 4.0 International License (http://creativecommons.org/licenses/by/4.0/), which permits unrestricted use, distribution and reproduction in any medium or format, provided the original work is properly cited.
Copyright	Copyright © The Author(s), 2016. Published by Science Publishing Group

Keywords

Teaching Secondary Mathematics, Teaching Competencies, Teaching Methods, Public and Private Schools, Mathematics Performance

References

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APA Style

Riel Reuben O. Sogillo, Wardah D. Guimba, Jerryk C. Alico. (2016). Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics. Advances in Sciences and Humanities, 2(2), 7-16. https://doi.org/10.11648/j.ash.20160202.11

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Riel Reuben O. Sogillo; Wardah D. Guimba; Jerryk C. Alico. Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics. Adv. Sci. Humanit. 2016, 2(2), 7-16. doi: 10.11648/j.ash.20160202.11

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Riel Reuben O. Sogillo, Wardah D. Guimba, Jerryk C. Alico. Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics. Adv Sci Humanit. 2016;2(2):7-16. doi: 10.11648/j.ash.20160202.11

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@article{10.11648/j.ash.20160202.11,
  author = {Riel Reuben O. Sogillo and Wardah D. Guimba and Jerryk C. Alico},
  title = {Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics},
  journal = {Advances in Sciences and Humanities},
  volume = {2},
  number = {2},
  pages = {7-16},
  doi = {10.11648/j.ash.20160202.11},
  url = {https://doi.org/10.11648/j.ash.20160202.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ash.20160202.11},
  abstract = {Mathematics teachers’ quality continues as an enduring concern until now. This study attempts to address this concern by considering private and public schools. It measured the quality of Mathematics teachers using three indicators: teaching methods, teaching competencies, and students’ Mathematics performance. It used two schools in Nasipit, Agusan del Norte, Philippines, namely, Nasipit National Vocational School (NNVS)—a public school—and St. Michael’s College of Caraga (SMCC)—a private school. The data were gathered using survey questionnaire, a researchers-made teaching methods inventory, and the Competency-Based Performance Appraisal System for Teachers Form (CBPAST) used by the Department of Education. Data revealed that teachers from NNVS and SMCC practiced frequently the teaching methods identified in the questionnaire. Their teaching competencies were high in all domains. These imply that the teachers of both schools possess the skill to teach with quality. Furthermore, data revealed that NNVS teachers’ and SMCC teachers’ extent of practice of teaching methods has no significant difference. Their levels of teaching competencies were also comparable. As to students’ performance, t-test showed a significant difference between their grades which further showed that SMCC students performed better (Fair) than NNVS students (Poor). This could be due to other moderating variables on the side of the NNVS students that affected their performance. The findings suggest teachers should continually improve their teaching methods, more preferably focusing on all learning domains. They should provide rooms for their own holistic development as Mathematics teachers. A deeper scrutiny of this issue would be interesting with larger samples and extensive analyses.},
 year = {2016}
}

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TY  - JOUR
T1  - Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics
AU  - Riel Reuben O. Sogillo
AU  - Wardah D. Guimba
AU  - Jerryk C. Alico
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DO  - 10.11648/j.ash.20160202.11
T2  - Advances in Sciences and Humanities
JF  - Advances in Sciences and Humanities
JO  - Advances in Sciences and Humanities
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PB  - Science Publishing Group
SN  - 2472-0984
UR  - https://doi.org/10.11648/j.ash.20160202.11
AB  - Mathematics teachers’ quality continues as an enduring concern until now. This study attempts to address this concern by considering private and public schools. It measured the quality of Mathematics teachers using three indicators: teaching methods, teaching competencies, and students’ Mathematics performance. It used two schools in Nasipit, Agusan del Norte, Philippines, namely, Nasipit National Vocational School (NNVS)—a public school—and St. Michael’s College of Caraga (SMCC)—a private school. The data were gathered using survey questionnaire, a researchers-made teaching methods inventory, and the Competency-Based Performance Appraisal System for Teachers Form (CBPAST) used by the Department of Education. Data revealed that teachers from NNVS and SMCC practiced frequently the teaching methods identified in the questionnaire. Their teaching competencies were high in all domains. These imply that the teachers of both schools possess the skill to teach with quality. Furthermore, data revealed that NNVS teachers’ and SMCC teachers’ extent of practice of teaching methods has no significant difference. Their levels of teaching competencies were also comparable. As to students’ performance, t-test showed a significant difference between their grades which further showed that SMCC students performed better (Fair) than NNVS students (Poor). This could be due to other moderating variables on the side of the NNVS students that affected their performance. The findings suggest teachers should continually improve their teaching methods, more preferably focusing on all learning domains. They should provide rooms for their own holistic development as Mathematics teachers. A deeper scrutiny of this issue would be interesting with larger samples and extensive analyses.
VL  - 2
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Author Information

Riel Reuben O. Sogillo

Durian National High School, Nasipit, Agusan Del Sur, Philippines
Wardah D. Guimba

College of Education, Mindanao State University, Marawi, Philippines
Jerryk C. Alico

Senior High School, Mindanao State University, Marawi, Philippines

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Riel Reuben O. Sogillo, Wardah D. Guimba, Jerryk C. Alico. (2016). Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics. Advances in Sciences and Humanities, 2(2), 7-16. https://doi.org/10.11648/j.ash.20160202.11

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Riel Reuben O. Sogillo; Wardah D. Guimba; Jerryk C. Alico. Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics. Adv. Sci. Humanit. 2016, 2(2), 7-16. doi: 10.11648/j.ash.20160202.11

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AMA Style

Riel Reuben O. Sogillo, Wardah D. Guimba, Jerryk C. Alico. Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics. Adv Sci Humanit. 2016;2(2):7-16. doi: 10.11648/j.ash.20160202.11

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@article{10.11648/j.ash.20160202.11,
  author = {Riel Reuben O. Sogillo and Wardah D. Guimba and Jerryk C. Alico},
  title = {Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics},
  journal = {Advances in Sciences and Humanities},
  volume = {2},
  number = {2},
  pages = {7-16},
  doi = {10.11648/j.ash.20160202.11},
  url = {https://doi.org/10.11648/j.ash.20160202.11},
  eprint = {https://article.sciencepublishinggroup.com/pdf/10.11648.j.ash.20160202.11},
  abstract = {Mathematics teachers’ quality continues as an enduring concern until now. This study attempts to address this concern by considering private and public schools. It measured the quality of Mathematics teachers using three indicators: teaching methods, teaching competencies, and students’ Mathematics performance. It used two schools in Nasipit, Agusan del Norte, Philippines, namely, Nasipit National Vocational School (NNVS)—a public school—and St. Michael’s College of Caraga (SMCC)—a private school. The data were gathered using survey questionnaire, a researchers-made teaching methods inventory, and the Competency-Based Performance Appraisal System for Teachers Form (CBPAST) used by the Department of Education. Data revealed that teachers from NNVS and SMCC practiced frequently the teaching methods identified in the questionnaire. Their teaching competencies were high in all domains. These imply that the teachers of both schools possess the skill to teach with quality. Furthermore, data revealed that NNVS teachers’ and SMCC teachers’ extent of practice of teaching methods has no significant difference. Their levels of teaching competencies were also comparable. As to students’ performance, t-test showed a significant difference between their grades which further showed that SMCC students performed better (Fair) than NNVS students (Poor). This could be due to other moderating variables on the side of the NNVS students that affected their performance. The findings suggest teachers should continually improve their teaching methods, more preferably focusing on all learning domains. They should provide rooms for their own holistic development as Mathematics teachers. A deeper scrutiny of this issue would be interesting with larger samples and extensive analyses.},
 year = {2016}
}

Copy | Download

TY  - JOUR
T1  - Assessment of Mathematics Teachers in a Public and a Private School: Implications to the Quality of Teaching Secondary Mathematics
AU  - Riel Reuben O. Sogillo
AU  - Wardah D. Guimba
AU  - Jerryk C. Alico
Y1  - 2016/11/21
PY  - 2016
N1  - https://doi.org/10.11648/j.ash.20160202.11
DO  - 10.11648/j.ash.20160202.11
T2  - Advances in Sciences and Humanities
JF  - Advances in Sciences and Humanities
JO  - Advances in Sciences and Humanities
SP  - 7
EP  - 16
PB  - Science Publishing Group
SN  - 2472-0984
UR  - https://doi.org/10.11648/j.ash.20160202.11
AB  - Mathematics teachers’ quality continues as an enduring concern until now. This study attempts to address this concern by considering private and public schools. It measured the quality of Mathematics teachers using three indicators: teaching methods, teaching competencies, and students’ Mathematics performance. It used two schools in Nasipit, Agusan del Norte, Philippines, namely, Nasipit National Vocational School (NNVS)—a public school—and St. Michael’s College of Caraga (SMCC)—a private school. The data were gathered using survey questionnaire, a researchers-made teaching methods inventory, and the Competency-Based Performance Appraisal System for Teachers Form (CBPAST) used by the Department of Education. Data revealed that teachers from NNVS and SMCC practiced frequently the teaching methods identified in the questionnaire. Their teaching competencies were high in all domains. These imply that the teachers of both schools possess the skill to teach with quality. Furthermore, data revealed that NNVS teachers’ and SMCC teachers’ extent of practice of teaching methods has no significant difference. Their levels of teaching competencies were also comparable. As to students’ performance, t-test showed a significant difference between their grades which further showed that SMCC students performed better (Fair) than NNVS students (Poor). This could be due to other moderating variables on the side of the NNVS students that affected their performance. The findings suggest teachers should continually improve their teaching methods, more preferably focusing on all learning domains. They should provide rooms for their own holistic development as Mathematics teachers. A deeper scrutiny of this issue would be interesting with larger samples and extensive analyses.
VL  - 2
IS  - 2
ER  -

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