Assessment-2 Pisa Educ-9

Republic of the Philippines
CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

San Jose, Pili, Camarines Sur, 4418
Website: www.cbsua.edu.ph
Email Address: op@cbsua.edu.ph
Trunkline: (054) 871-5531-33 local 101
"Perceptions on Performance: A
Descriptive Survey of Teachers'
and Administrators’ Views on the
Philippines' 2022 PISA Results."
This research is presented to the Faculty and Staff of
Central Bicol State University of Agriculture
in Partial Fulfilment of the Requirement in the
Teacher and the School Curriculum
BSED 2D – Bachelor of Secondary Education Mathematics
Acasio, Princess B. Consulta, Shailyn A. Linzo, Hazel Ann

Aguero, Michael Josh M. Contreras, Jerwin R. Llagas, Jullie Ann V.
Avila, Analou C. De Vera, Daniela Shayne Lorenzo, Rica Mae B.
Beato, Johannah B. Fabio, Angel B. Padasas, Erl Evan K.
Budoso, Jessa Mae G. Gratil, Robelen M. Samar, Lyndon P.
Casajes, Alexander A. Ibo, Noreline S. San Luis, Nicole A.
Cepe, Jay G. Joble, Marjorie S.J. Ursua, John Leonard M.
APRIL 2024
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OVERVIEW
The Programme for International Student Assessment (PISA) is a global
standard for assessing educational system performance. Understanding how teachers
perceive PISA results and their implications is vital for informing educational policies,
practices, and professional development activities. Surveying teachers can provide
valuable insights into various aspects of PISA, including awareness, factors
influencing performance, resource allocation, teacher training, socio-economic and
cultural influences, as well as policy implications, challenges, and opportunities.
This survey examines teachers' awareness of PISA, which is necessary to
determine their familiarity with the examination and its significance. It also helps to
determine how teachers are informed about PISA and its purpose. Understanding the
factors that teachers believe affect PISA performance is crucial for identifying areas of
improvement. It can elicit insights into teachers' perceptions of the determinants of
student achievement. Evaluation of resource allocation is another critical aspect to
consider, as it directly impacts teaching and learning outcomes. It can help identify
resource gaps and areas for improvement. Teacher training and professional
development are essential for enhancing instructional practices and preparing
educators to effectively support student learning. It can provide insights into teachers'
needs and preferences regarding professional learning opportunities. Socio-economic
and cultural influences play a significant role in shaping educational outcomes and
must be considered when interpreting PISA results. It can shed light on teachers'
perspectives on these complex issues. Furthermore, this survey also explores policy
implications and challenges related to PISA that can help identify areas for policy
reform and improvement. It can inform policymakers and education leaders about the
necessary actions to drive positive change.
The survey that we conducted with teachers and administrators of different
schools about PISA findings provides significant insights into the assessment's
numerous dimensions and the implications for educational practice and policy.
Educators and policymakers can collaborate to improve educational outcomes and
support students' holistic development by addressing questions about awareness,
performance factors, resource allocation, teacher training, socioeconomic and cultural
influences, as well as policy implications and challenges.
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I. INTRODUCTION
According to the Organization for Economic Cooperation and Development
(OECD) (2023), the Programme for International Student Assessment (PISA)
measures 15-year-old pupils' knowledge and skills in mathematics, reading, and
science. The assessments evaluate students' ability to solve complicated issues, think
critically, and communicate effectively. This provides insight into how well educational
systems prepare pupils for real-world obstacles and future achievement. PISA or the
Programme for International Student Assessment of OECD (Organisation for
Economic Co-operation and Development) is one of the most famous educational
events of the last decades.
The Philippines has participated in PISA for the first time in 2018. However, it
has scored the lowest in reading comprehension, and second lowest in mathematics
and science literacy. And, according to the Department of Education (DepEd), the
Philippines’ poor showing in the 2022 Program for International Student Assessment
(PISA) indicates a five- to six-year lag in learning competencies in the country. The
Philippines ranked 77th out of 81 countries globally in the student assessment
conducted by the OECD for 15-year-old learners. In the 2022 student assessment, the
country scored approximately 120 points lower than the average scores, with scores
of 355 in math, 347 in reading, and 373 in science. Filipino students are still among
the least proficient in math, reading, and science. Its performance did not significantly
improve from the assessment in 2018. The participation of the Philippines in the PISA
2022 from March 28 to May 20 is crucial in reviewing the impact of the initiatives
enforced so far by DepEd and other stakeholders.
Overall, PISA has been an impressive phenomenon. Rarely has educational
material been converted so quickly into the term 'disaster' - and domestic political
disaster. Rarely has educational information been turned into the word ' stardom' so
quickly, and countries that had previously gone unnoticed and uncelebrated have
suddenly gained international prominence. PISA was not merely an educational event.
It was also a media circus. It involved the public rehearsal of reasons for failure or
success; and even, in some cases, public political and academic explanations about
why 'failure' was not that, and why 'success' was not that either.
II. LITERATURE REVIEW

1. Investigating student-teacher ratio as a factor in reading performance: the case of
the Philippines
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According to Ancho I., Galang A., Dela Cruz A., and Dela Cruz R.,(2021)
Findings reveal that the countries with a ratio having the least number of students
per teacher ranked higher compared with those with a nation having the greatest
number of students per teacher. Philippines with a ratio ranging from 15 to 36
students per teacher scored 340-393 points. It is undeniable that the student
population in the classroom positively impacts the teaching and learning
processes, particularly in reading as contextualized in this study. The government
should recognize the dire need for schools to be provided with appropriate funds
to sustain the public education system. Careful analysis of the presented data
shows the connection between student-teacher ratio and reading performance as
manifested by test scores. It is undeniable that the student population in the
classroom positively impacts the teaching and learning processes, particularly in
reading as contextualized in this study.
2. Material resources, school climate, and achievement variations in the Philippines:
Insights from PISA 2018
Based on the research of Jose Eos Trinidad (2020), Improvements and reforms
in educational systems are often thought of as institutional top-down changes that
need to be consistent to be effective. Jose Eos Trinidad argues that achievement
variations between schools and between students help illustrate and identify where
school and program investments can be directed. In particular, the level of material
resource constraints and school climate/discipline concerns are varied for public vs.
private, high vs. low socioeconomic status, and rural vs. urban schools.
Research explores the implications of these variations, and how these insights
can contribute to a more nuanced understanding of Philippine education. Although this
particular research does not so much answer why student achievement in the
Philippines is low, it explores the sources of achievement variations and what can be
done to more fully address these inequalities.
Even though this research was conducted for the 2018 Philippine PISA results,
it still has a huge connection in the 2022 Philippine PISA results that Material
resources, school climate, and achievement variations in the Philippines contribute in
Philippine results.
3. PISA 2022 results 'not surprising' --- teachers
Article of Merlina Hernando-Malipot from National News (2023) For a group of

teachers, the result of the 2022 Programme for International Student Assessment
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(PISA) “does not come as a surprise” anymore as problems in the country’s education
system continue to persist. “Similar to 2018, the Philippines continues to lag behind in
terms of student academic achievement in the areas of science, mathematics, and
reading,” the Teachers’ Dignity Coalition (TDC) said in a statement. “The education
sector is confronted with these basic problems, each of which requires an outright and
basic solution: government sincerity and political will,” TDC said.
4. The Philippine Teacher's Concerns on Educational Reform Using Concern-Based
Adoption Model
Based on the findings of Krizia Magallanes Jae Young Chung, and Sunbok Lee
indicate that consequence and collaboration were the teachers’ current concerns
(impact stage). Furthermore, experience and education factors showed the biggest
significance affecting their collaboration among teachers. These current concerns
match the existing problems of Philippine education: poor PISA results and lack of
resources. This research urges the Philippine government to promote professional
development activities that encourage teamwork and collaboration among teachers.
Educators and policymakers are responsive in implementing change and policies to
suit the needs of the students, teachers, and the educational environment. Educational
developments and modifications in education require proactive participation and
response from the teachers. Therefore, the teacher’s preparedness and self-
regulation are essential for them to deliver proper instruction and exert their influence
in the classroom (Bray-Clark and Bates, 2003).
III. LEARNING OUTCOMES

 Practical experience in conducting descriptive surveys, including data collection
and analysis.
 Enhanced understanding of various stakeholders' perspectives on the
Philippines' 2022 PISA Results.
 Development of critical thinking and analytical skills in identifying potential
areas for educational improvement.
IV. METHODOLOGY
This methodology outlines the approach taken to conduct a survey aimed at

gathering the perspectives of teachers and administrators regarding the Philippines
(PISA) Programme for International Student Assessment results in 2022. The survey
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utilizes a questionnaire with a 1-5 scale ranging from "Strongly Agree" to "Strongly
Disagree" to capture respondents' opinions and perceptions.
The questionnaire aims to assess teachers' and administrators' interpretations
and perspectives on the Philippines PISA results in 2022. The questionnaire is
designed to assess teachers' and administrators' interpretations, and perceptions of
PISA results. It consists of statements related to various aspects of PISA, such as
awareness of PISA, factors affecting PISA performance, evaluation of resource
allocation, teacher training, and professional development socioeconomic and cultural
influences, policy implications, and challenges and opportunities related to PISA.
Respondents are asked to rate their agreement with each statement on a scale of 1
to 5, where 1 represents "Strongly Disagree" and 5 represents "Strongly Agree."
To facilitate data collection, the survey is conducted both electronically (via a

secure online platform) and in person. Participants are contacted using an online
platform and given a link to access the survey. Clear instructions are provided for
completing the survey, including the meaning of each point on the 1–5 scale. Follow-
up reminders are made to increase response rates and guarantee data completeness.
After gathering the needed data for the student-teacher ratio and reading test scores,
the researchers started the analysis.
Ethical aspects are carefully considered, including getting participants' informed
consent and keeping confidentiality of their responses. Participants are assured that
their participation is voluntary and that their information will only be used for research
reasons. Since this study is concerned with available documents online, it bears no
ethical concerns. References are properly cited and ethical treatment of gathered data
was observed.
V. MATERIALS
 Questionnaire
 Digital tools for data collection (e.g., online survey platforms).
 Access to analysis software (e.g., Excel, SPSS) or simple analysis tools (e.g.,
Google Sheets).
VI. STATISTICAL TREATMENT

The five-point Likert Scale, with the corresponding verbal interpretation that is
shown below was used to determine the validity of supplementary material.
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Scale Interval Interpretation
5 4.21 – 5.00 Strongly Agree
4 3.41 – 4.20 Agree

3 2.61 – 3.40 Neutral
2 1.81 – 2.60 Disagree
1 1.00 – 1.80 Strongly Disagree
RESULTS AND DISCUSSIONS

Table 1. Respondents of Descriptive Survey
POSITION RESPONDENTS PERCENTAGE

Teacher 48 91%
Administrator 5 9%
TOTAL 53 100%
Table 1 indicates all survey respondents. The survey had 53 participants, 48 or 91%
of them were teachers while 5 or 9% were school administrators.
Table 2.0 Awareness of PISA
WEIGHTED
STATEMENTS INTERPRETATION
MEAN
1. I am well-informed about the objectives and goals of PISA. 3.92 Agree
2. I understand the methodology used in PISA for student
3.60 Agree
assessment.
3. I am aware of how PISA results are used to compare
4.13 Agree
educational systems globally.
4. I recognize the significance of PISA in shaping educational
4.34 Strongly Agree
policies.
5. I am familiar with the types of competencies that PISA aims to
3.77 Agree
assess (e.g., reading, mathematics, science).
6. I know how PISA results can influence educational reforms
4.15 Agree
and practices.
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7. I believe PISA is an important tool for benchmarking our

4.28 Strongly Agree
education system against global standards.
8. I am aware of the criteria used to select students for PISA
3.28 Neutral
participation.
9. I understand the frequency and cycle of the PISA assessment
3.45 Agree
(every three years).
10. I am knowledgeable about how PISA results are interpreted
3.35 Neutral
and reported.
AVERAGE WEIGHTED MEAN 3.83 Agree
Table 2.0 presents an interpretation of the mean of the awareness of PISA. The
average weighted mean for Table 2 is 3.83 with a verbal interpretation of Agree. This
means that teachers and administrators generally agree with the statements related
to PISA, indicating a generally positive perception and understanding of its objectives,
significance, and influence on education systems globally.
Statement number 4. I recognize the significance of PISA in shaping

educational policies and got the highest mean of 4.34 with a verbal interpretation of
Strongly Agree. It indicates a strong acknowledgment of PISA's influence on
educational policies. This means that administrators and teachers highly value the
information and data provided by PISA assessments when making decisions about
educational policies. This level of agreement suggests that the PISA is seen as a
valuable tool for benchmarking and comparing educational systems on a global scale,
shaping education reform efforts. However, Statement number 8. I am aware that the
criteria used to select students for PISA participation gained the lowest mean of 3.28
with a verbal interpretation of Neutral, indicating that teachers and administrators
express neutrality regarding their awareness of the criteria used for selecting students
for PISA participation, indicating potential gaps in knowledge in this area. Moreover,
there is a lack of transparency regarding the criteria used to select students for PISA
participation, which could lead to inconsistencies or biases in the selection process.
Schools should address these gaps by providing training or resources to all
stakeholders, regularly reviewing and updating their selection criteria, and ensuring
they are fair, consistent, and aligned with PISA goals.
From the results and findings of this study, it can be said that teachers’ and
school administrators greatly appreciate the PISA role in informing global education
policies. Nevertheless, there remains a need for more information and awareness
about the criteria for selecting students to take part in the PISA process.
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Table 3.0 Factors Affecting PISA Performance
WEIGHTED
MEAN
1. The current educational policies adequately prepare students Neutral
3.11
for PISA.
2. Innovative teaching methodologies are regularly implemented
3.56 Agree
in our school.
3. Student engagement in my classroom positively influences
3.62 Agree
PISA performance.
4. Socio-economic challenges significantly impact students'
4.24 Strongly Agree
PISA outcomes.
5. The emphasis on critical thinking skills is sufficient for PISA
3.85 Agree
preparation.
6. The curriculum aligns well with the demands of PISA. 3.17 Neutral
7. Standardized testing practices in our school reflect PISA's
3.34 Neutral
assessment style.
8. Students receive adequate support to overcome language
3.19 Neutral
barriers in PISA.
9. The school environment fosters a culture of academic
3.58 Agree
excellence relevant to PISA.
10. Parental involvement contributes positively to students' PISA
4.02 Strongly Agree
performance.
Table 3.0 presents teachers' perceptions of various factors affecting PISA

performance, along with the weighted mean scores and interpretations. The average
weighted mean score across all statements is 3.57, indicating an overall agreement
among teachers regarding the factors influencing PISA performance.
Educators generally agree that innovative teaching methodologies are regularly
implemented in schools, and they believe that student engagement and critical
thinking skills positively influence PISA performance. However, there is a neutral
stance on the adequacy of current educational policies in preparing students for PISA,
as well as the alignment of the curriculum with PISA demands and the reflection of
PISA's assessment style in standardized testing practices. Despite recognizing the
impact of socio-economic challenges on PISA outcomes, teachers feel that support
for overcoming language barriers in PISA is lacking. Nevertheless, there is agreement
that the school environment fosters a culture of academic excellence relevant to PISA,
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and there is strong support for the notion that parental involvement contributes
positively to students' PISA performance.
Table 4.0 Evaluation of Resources Allocation
WEIGHTED
MEAN
1. The funding allocation to our school is sufficient for PISA Disagree
2.75
preparation.
2. There is adequate infrastructure (like computer labs) to
2.88 Neutral
support PISA-related learning.
3. Educational materials provided are up-to-date and relevant for
2.86 Neutral
PISA.
4. Resources for extracurricular activities enhance PISA
3.23 Neutral
performance.
5. The school has sufficient technological resources for effective
2.83 Neutral
learning.
6. Classroom size and teacher-student ratio are conducive to
2.83 Neutral
PISA preparation.
7. Specialized training materials for PISA are readily available. 2.68 Neutral
8. Resource allocation is equitable across different
2.73 Neutral
departments/subjects.
9. Library and research facilities are adequate for PISA
2.45 Disagree
preparation.
10. The school's budget prioritizes areas critical to improving
2.72 Neutral
PISA outcomes.
AVERAGE WEIGHTED MEAN 2.79 Neutral
Table 4.0 presents the interpretation of the mean Evaluation of resource

allocation. The weighted mean of 2.79, reflecting a neutral perspective, indicates that
participants do not strongly agree or disagree with the existing allocation of resources.
Still, considering this as the lowest mean among survey parts, it indicates that while
there might not be strong disagreement, there are concerns or areas for improvement
in how resources are allocated for this purpose.
Out of the 10 statements under this dimension statement number 1 (one) and
statement number 9 (nine) show clear disagreement of the participants with weighted
mean of 2.75 and 2.45 which have verbal interpretations of disagree. Teachers and
administrators disagree with the statement “The funding allocation to our school is
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sufficient for PISA preparation”. It concludes that the majority of respondents express
concerns about resource constraints. Therefore, teachers and administrators
advocate for increased financing that emphasize the need for more resources to
improve teaching quality, broaden access to educational materials, and support
professional development efforts. Participants also disagree that “Library and
research facilities are adequate for PISA preparation”. Out of 53 respondents, only 11
of them agreed or strongly agreed with this statement, therefore 14 of them responded
neutral and 28 participants disagreed or strongly disagreed about this statement. It
means that library and research facilities are essential for accessing a wide range of
resources, such as digital databases, academic journals, and multimedia. It suggests
that such resources are necessary for developing critical thinking and independent
inquiry, essential for success on PISA examinations.
Given that most of the responses of the teachers and administrators for the rest
of the statements are neutral, it means there are It indicates that poor agreement on
teacher resource allocation has broad implications for educational outcomes in the
Philippines. Inadequate resources may limit instructors' capacity to adequately
prepare students for examinations such as PISA, affecting overall academic
achievement and the country's status in international rankings. Differences in resource
distribution can also increase educational inequities, expanding the gap between
advantaged and disadvantaged children.
Table 5.0 Teacher Training and Professional Development
WEIGHTED
MEAN
1. The professional development programs effectively prepare Neutral
3.39
teachers for PISA.
2. There are regular training sessions focused on PISA
3.07 Neutral
methodologies.
3. I feel adequately trained to teach skills relevant to PISA. 3.339623 Agree
4. Feedback from PISA results is used to improve teaching
4.03 Agree
practices.
5. The school provides resources for continuous learning about
3.07 Neutral
PISA.
6. Collaboration among teachers for PISA preparation is
3.77 Agree
encouraged.
7. Training includes effective strategies to handle diverse
3.56 Agree
student needs in PISA.
8. Professional development is tailored to individual teacher
3.58 Agree
needs for PISA.
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9. There is sufficient administrative support for teacher training in

3.15 Neutral
PISA.
10. Teacher training keeps up with the latest trends in PISA
3.28 Neutral
assessment.
Table.5.0 present the teacher training and professional development. The data
provided gives insights into teacher training and professional development for PISA
preparation. With an overall average weighted score of 3.43 on a scale of 1-5,
respondents generally agree that the training and professional development programs
are effective for PISA preparation.
The 15.96% of respondents who felt neutral suggests some uncertainty or

mixed opinions, potentially indicating that there could be areas of improvement in the
training to better meet all teachers' needs. Meanwhile, 18.28% of respondents agree
with the effectiveness and support of these programs, showing a positive view and
recognition of their value.
Overall, while there is a general satisfaction with the professional development

and training programs, there may be room for enhancement to ensure the programs
are inclusive, current, and tailored to individual teacher needs for a more
comprehensive PISA preparation experience.
Table 6 Socio Economic and Cultural Influences
WEIGHTED
MEAN
1. Socio-economic status of students affects their performance Strongly Agree
4.23
in PISA.
2. Cultural background influences students' approach to PISA
4.07 Agree
tests.
3. The school addresses the diverse cultural needs of students
3.49 Agree
in PISA preparation.
4. Language barriers significantly impact students' PISA
4.26 Strongly Agree
performance.
5. There is a strong correlation between family support and PISA
4.11 Agree
outcomes.
6. Community involvement enhances students' readiness for
3.91 Agree
PISA.
7. School programs effectively bridge socio-economic gaps in
3.49 Agree
PISA preparation.
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8. Cultural diversity is viewed as an asset in PISA preparation. 3.71 Agree

9. The school actively works to mitigate socio-economic
3.39 Neutral
challenges for PISA.
10. Students have equal opportunities regardless of their
3.49 Agree
background in PISA preparation.
Provided at Table 6, we can see that the statements revolve around the
influence of socio-economic status and cultural background on students' performance
in the PISA test, as well as the efforts made by schools to address these factors. This
conclude with weighted mean of 3.82 and verbal interpretation Agree, that the data
suggests that socio-economic status, cultural background, language barriers, family
support, and community involvement all play significant roles in students' performance
in the PISA test.
First, it's clear that there is a strong agreement (weighted mean of 4.23) that
socio-economic status affects students' performance in the PISA test. This suggests
that students from different socio-economic backgrounds may face varying levels of
resources and opportunities, which can impact their test scores. Similarly, cultural
background is seen as an influencing factor (weighted mean of 4.07) in students'
approach to the PISA tests. This highlights the importance of considering cultural
diversity and tailoring teaching strategies to meet the needs of students from different
cultural backgrounds. The data also indicates that schools are making efforts to
address the diverse cultural needs of students (weighted mean of 3.49) and view
cultural diversity as an asset in PISA preparation (weighted mean of 3.71). This shows
a positive trend towards inclusivity and recognizing the value of cultural diversity in the
learning environment. Language barriers are considered to significantly impact
students' PISA performance (weighted mean of 4.26). This emphasizes the need for
effective language support and accommodations to ensure that language proficiency
does not hinder students' ability to showcase their knowledge and skills. Family
support is regarded as important (weighted mean of 4.11) and there is a strong
correlation between family support and PISA outcomes. This highlights the role of
family involvement in students' academic success and suggests that supportive family
environments can positively impact students' performance. Community involvement is
seen as enhancing students' readiness for PISA (weighted mean of 3.91), indicating
that engagement with the community can contribute to a well-rounded educational
experience and better preparation for the test. While efforts are being made to address
socio-economic challenges (weighted mean of 3.39) and bridge gaps in PISA
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preparation (weighted mean of 3.49), there is room for improvement in effectively

mitigating these challenges and ensuring equal opportunities for all students.
Table 7.0 Policy Implication
WEIGHTED
MEAN
1. Current educational policies effectively address the needs of Neutral
3.11
PISA.
2. Policy changes are needed to improve the Philippines' PISA
4.09 Agree
performance.
3. There is a clear link between educational policies and PISA
3.67 Agree
outcomes.
4. Policymakers regularly seek teacher input for PISA-related
3.13 Neutral
policies.
5. Policies prioritize critical thinking and problem-solving for
3.49 Agree
PISA.
6. Educational reforms have positively impacted PISA
3.56 Agree
performance.
7. The implementation of policies is consistent with PISA
3.37 Neutral
objectives.
8. Teacher feedback is considered in policy development for
3.54 Agree
PISA.
9. Policies support the development of a globally competitive
3.77 Agree
curriculum.
10. There is transparency in how policies impact PISA
3.13 Neutral
preparation.
Table 7.0 shows the weighted mean for Policy implication which has a 3.49
mean that has a verbal interpretation of Agree. The survey results highlight the
balanced perspectives of teachers who agree (but not strongly) with policy implications
connected to PISA.
Among the 10 statements there is 1 statement that shows a neutral agreement

response from teachers or administrators this is statement number 1 “Current
educational policies effectively address the needs of PISA”. A weighted mean of 3.11
which has a verbal interpretation of neutral indicates that teachers and administrators
are not disagree but do not also agree that the current educational policies of the
Philippines effectively address the needs of PISA. The outcomes paint that there is a
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misalignment of current educational policies in the Philippines and the requirements

highlighted by PISA assessments.
On the other hand, statement number 2 had a 4.09 weighted mean that have
a verbal interpretation that teachers and administrators agree that Policy changes are
needed to improve the Philippines' PISA performance. This demonstrates a
widespread agreement among educators on the importance of policy adjustments to
improve the country's performance in the Programme for International Student
Assessment (PISA).
The results of the survey for this dimension “Policy Implication” show evidence
of our literature review Magallanes K, Chung JY and Lee S (2022) (The Philippine
Teachers Concerns on Educational Reform Using Concern Based Adoption Model).
Their findings say “Educators and policymakers are responsive in implementing
change and policies to suit the needs of the students, teachers, and the educational
environment”. By considering these perspectives and addressing concerns,
policymakers can develop more effective and equitable education policies that benefit
both students, teachers, and schools. Collaboration between policymakers and
teachers is essential for ensuring that policies are grounded in evidence, responsive
to local contexts, and supportive of quality education for all.
Table 8.0 Challenges and Opportunities Related to PISA
WEIGHTED
MEAN
1. Technological access is a significant challenge in PISA Agree
4.18
preparation.
2. The curriculum is adequately updated to meet PISA
3.16 Neutral
standards.
3. External factors like internet connectivity impact PISA
4.16 Agree
performance.
4. There are sufficient opportunities for students to practice
3.18 Neutral
PISA-style questions.
5. The school effectively addresses internal challenges for PISA
3.15 Neutral
prep.
6. External partnerships contribute to improving PISA outcomes. 3.79 Agree
7. The curriculum is diverse enough to cover PISA's range of
3.32 Neutral
topics.
8. Teacher autonomy in curriculum design aids PISA
3.43 Agree
preparation.
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9. The school actively seeks solutions to educational challenges

3.47 Agree
for PISA.
10. There are ample opportunities for innovation in teaching for
3.41 Agree
PISA.
Table 8.0 presents teachers' and administrators' perspectives on PISA's

challenges and opportunities. With an average weighted mean of 3.53, the verbal
interpretation is Agree. It implies that teachers and administrators largely think that
PISA presents both challenges and opportunities for their schools.
Statement number 5 “The school effectively addresses internal challenges for
PISA prep” got neutral and low agreement among the statement. It means that there
is a lack of agreement among educators regarding the school's strategies and
initiatives aimed at PISA preparedness. Teachers may have differing opinions on the
effectiveness of these approaches, influenced by their individual experiences,
observations, and insights into the school's internal dynamics. This neutral response
of the participants emphasizes the significance of continuous discussion,
collaboration, and reflective practice in improving PISA preparation and educational
results. While statement number 1 "Technological access is a significant challenge
in PISA preparation" received the most agreement among the statements, implying
that technology plays a large role in PISA preparation. Most teachers and
administrators view technology as a challenge in preparing for PISA. The Philippines
must improve technological access for different schools to improve our PISA results.
This also leads to the conclusion that their perspectives on the results of the Philippine
PISA year 2022 technology are one of the determinants.
The results show that technology and the internet have an impact on the
Philippines' PISA year 2022 ranking. Furthermore, Philippine education system must
provide additional opportunities and address the issue within the school first in order
to improve teacher and student performance on PISA.
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VII. SUMMARY OF KEY INSIGHTS
Figure 9: Visual Presentation for all the dimension of the survey

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Figure 9 shows the visual presentation of the survey that includes the graph
and data about "Perceptions on Performance: A Descriptive Survey of Teachers' and
Administrators’ Views on the Philippines' 2022 PISA Results.".
Teachers acknowledge the importance of PISA (Programme for International

Student evaluation), which is why they work hard to ensure that our school performs
well on this evaluation. However, they are unsure of the criterion for selecting children
to participate. As a result, transparency is a key component of the selection process,
ensuring that all stakeholders understand how and why students are chosen.
Participants agree on the factors influencing PISA outcomes, indicating an

understanding of the various elements impacting student performance. They agree
that innovative teaching methods are frequently used in schools, and they feel that
student engagement and critical thinking abilities improve PISA results. Continuing to
use innovative teaching approaches is also recommended. In addition, present
educational policies should be reviewed and improved to better prepare students for
PISA and accord with best practices in education. Also, they express a neutral stance
on the evaluation of resource allocation for PISA-related activities, proposing higher
finance that emphasizes the need for more resources to improve teaching quality,
extend access to educational materials, and support professional development efforts.
They also emphasize the significance of teacher training in preparing students for
PISA, emphasizing the role of professional development in improving teaching
methods and student performance on international examinations.
The results also shows the perspective of teachers and administrator about
impact of socioeconomic and cultural factors on PISA outcomes, demonstrating an
understanding of the larger context that influences student progress. They strongly
agree that language barriers significantly impact students' PISA performance. Tecaher
and Administrator also show agree however, high response for neutral about policy
implications that highlight the importance of aligning educational policies with the
findings of international assessments. Technological access is a significant challenge
in PISA preparation respondent believe that technology advancement play crucial role
in PISA results last 2022.
Overall, this "Perceptions on Performance: A Descriptive Survey of Teachers'
and Administrators’ Views on the Philippines' 2022 PISA Results." Highlights that
teacher and administrator have similiraties with there perspective specially when it
comes to funds and support of Department of Education to their schools.
Trunkline: (054) 871-5531-33 local 101
VIII. CONCLUSION AND RECOMMENDATION
In light of the above findings, the following conclusions are made:
1) Transparency is an essential part of the selection process, as it ensures

all stakeholders understand how students are selected and why. By
addressing these gaps and implementing strategies to improve the
selection process, schools can enhance the quality and reliability of the
data collected, which can inform education policy decisions and enable
a greater understanding of the needs, opportunities, and challenges
faced by governments and other stakeholders as they seek and drive
improvements in student learning outcomes globally.
2) It is recommended to review and enhance current educational policies

to better prepare students for PISA and align with best practices in
education. Additionally, there is a need to provide targeted support and
resources to help students overcome socio-economic challenges and
language barriers in PISA. It is also essential to ensure that the
curriculum aligns well with the demands of PISA and that standardized
testing practices reflect PISA's assessment style. Furthermore,
promoting parental involvement in students' education should be
encouraged and facilitated, as it has been shown to positively impact
students' PISA performance. Continuing to implement innovative
teaching methodologies is also advised to enhance students' learning
experiences and PISA performance.
3) Enhance transparency in resource allocation processes, ensuring that

teachers and administrators are informed about budget decisions,
allocation criteria, and opportunities for input.
4) Embrace cultural diversity, and providing language, I mean that schools

can offer additional resources and assistance to students who may have
language barriers or challenges in understanding the language used in
the PISA test. This can include language support programs, extra
tutoring, or accommodations such as translated materials or interpreters.
The goal is to ensure that language proficiency does not hinder students'
ability to demonstrate their knowledge and skills in the test.
Trunkline: (054) 871-5531-33 local 101
5) It's important to establish a platform for regular and meaningful dialogue

among policymakers, educators, and researchers. This can be done
through the creation of task forces, working groups, or committees
dedicated to analyzing the PISA results and formulating actionable
recommendations. By bringing together diverse perspectives,
stakeholders can collectively identify challenges and develop strategies
to address them. And, strengthen collaboration between schools,
communities, and families. By involving parents and the wider
community in the education process, a more holistic and supportive
approach can be taken.
Overall, based on the discussion of the findings, the PISA 2022 results were
disappointing to say the least, definitely not ego-inflating for the country,
especially to educators directly involved in instruction. And, based from
existing research, literature review, and survey that we gather about
persepective of teachers and administrator it’s evident that there is a lot of
factors affecting the Philippine’s PISA results last year 2022. Material
resources, school climate, and achievement variations in the Philippines
contribute in Philippine results.
While most of our response shows agree and neutral agreements about
preparedness of our country (Philippines) in PISA, it is important to
recognize that participation makes sense because it allows us to discover
how our Filipino students perform in foreign evaluation programs. The
exercise provides an opportunity for Filipinos to become familiar with
international norms because they will eventually operate in a workforce or
community with individuals from all over the world, either virtually or in
person, in a globally competitive society. I
REFERENCES
Ancho I., Galang A., Dela Cruz A., and Dela Cruz R..2021. Investigating Student-
Teacher Ratio As A Factor In Reading Performance: The Case Of The Philippines.
Retrieved from
https://journal.uin-alauddin.ac.id/index.php/Eternal/article/view/20876
Ines, J. 2023. PISA result indicates PH education system is 5 to 6 years behind –
DepEd. RAPPLER. Retrieved from
Trunkline: (054) 871-5531-33 local 101
https://www.rappler.com/philippines/deped-reaction-statement-program-international-
student-assessment-result-
2022/#:~:text=The%20Philippines%20ranked%2077th%20out,reading%2C%20and
%20373%20in%20science.
Magallanes K, Chung JY and Lee S (2022) The Philippine Teachers Concerns on
Educational Reform Using Concern Based Adoption Model. It retrieved from
https://doi.org/10.3389/feduc.2022.763991
New PISA results: strengthening education systems in the wake of the pandemic.
(2023, October 26). PISA in Focus.Retrieved from
https://doi.org/10.1787/62fc50a3-en
Pereyra, M. A., Kotthoff, H., & Cowen, R. 2011.PISA under Examination: Changing
Knowledge, Changing Tests, and Changing Schools. Brill. Retrieved from
https://brill.com/display/book/9789460917400/BP000002.xml
PISA 2022 Assessment and Analytical Framework. (n.d.). PISA | OECD iLibrary.
Retrieved from
https://www.oecd-ilibrary.org/fr/education/pisa-2022-assessment-and-analytical-
framework_dfe0bf9c-en
PISA 2022 Results (Volume I). (n.d.). Retrieved from

https://www.oecd-ilibrary.org/education/pisa-2022-results-volume-i_53f23881-en
Trinidad, J. E. (2020). Material resources, school climate, and achievement
variations in the Philippines: Insights from PISA 2018. International Journal of
Educational Development. Retrieved from
https://doi.org/10.1016/j.ijedudev.2020.102174
Trunkline: (054) 871-5531-33 local 101
APPENDICES
Appendix A ------------------------ Request Letter To Conduct Survey

Appendix B ------------------------ Research Study Consent Form
Appendix C ------------------------ Questionnaire For Face To Face Survey
Appendix D ------------------------ Questionnaire For Online Survey
Appendix E ------------------------ Raw Data Gathered
APPENDIX A
REQUEST LETTER TO CONDUCT SURVEY

April 4, 2024
TO WHOM IT MAY CONCERN
Ma’am/Sir:
Warm Greetings!
We hope this letter finds you well. We are 2nd-year Bachelor of Secondary Education-Mathematics from
the College of Development Education CBSUA-Pili, are writing to formally request permission to conduct
a survey. We are enrolled in a course EDUC 9 – The Teacher and the School Curriculum and we are
tasked to conduct a research study about Perceptions on Performance: Teachers' and Administrators’
Views on the Philippines' 2022 PISA Results by gathering and analyzing data from teachers'' and school
administrators of different schools. This study gathers teachers' and school administrators' perceptions
of the Philippines' performance in the 2022 Programme for International Student Assessment (PISA).
The research study will cover several areas, including your awareness of PISA, perceptions of factors
affecting PISA performance, evaluation of resource allocation, views on teacher training and professional
development, socio-economic and cultural influences, policy implications, and the identification of
challenges and opportunities related to PISA.
The survey will involve distributing questionnaires to all teachers and administrators within the
school/organization. Your insights and opinions are valuable to the success of this research, and We
would be grateful if you could spare a few moments of your time to complete the survey. Data obtained
from our respondents will be treated with utmost confidentiality and for academic purposes only.
We kindly request your approval to proceed with the survey as outlined above.
Thank you for considering this request. We greatly appreciate your cooperation and support in this
endeavor.
Trunkline: (054) 871-5531-33 local 101
Thank you very much!
Sincerely,
2nd year students - BSED Mathematics

CBSUA-Pili
Acasio, Princess B. Consulta, Shailyn A. Linzo, Hazel Ann

Aguero, Michael Josh M. Contreras, Jerwin R. Llagas, Jullie Ann V.
Avila, Analou C. De Vera, Daniela Shayne P. Lorenzo, Rica Mae B.
Beato, Johannah B. Fabio, Angel B. Padasas, Erl Evan K.
Budoso, Jessa Mae G. Gratil, Robelen M. Samar, Lyndon P.
Casajes, Alexander A. Ibo, Noreline S. San Luis, Nicole A.
Cepe, Jay G. Joble, Marjorie S.J. Ursua, John Leonard M.
Noted by:
PROF. VERGEL P. MIRANA

Professor of Educ 9 - The Teacher and the School Curriculum
CBSUA-Pili
APPENDIX B
RESEARCH STUDY CONSENT FORM
Title of Study: Perceptions on Performance: Teachers' and Administrators’ Views on the Philippines' 2022 PISA
Results
Researcher(s): 2nd Year students of BSED Mathematics – CBSUA Pili
Introduction: This study seeks to gather teachers' and school administrators' perceptions of the Philippines'
performance in the 2022 Programme for International Student Assessment (PISA). Your participation will provide
valuable insights into understanding these perceptions and identifying potential areas for educational improvement.
Trunkline: (054) 871-5531-33 local 101
Study Purpose: This research aims to describe and analyze educators' and administrators' views on the
Philippines' 2022 PISA results, focusing on perceived factors affecting performance, resource allocation, and policy
implications.
What Does the Study Involve? Your participation will involve completing a detailed questionnaire about your
perceptions of the PISA results, which should take approximately 30-40 minutes. The questionnaire will address
various aspects related to PISA, including awareness, factors influencing performance, and views on educational
policies.
Risks and Discomforts: The risks associated with this study are minimal, primarily concerning the confidentiality
of your responses. Appropriate measures will be implemented to ensure confidentiality.
Benefits: There are no direct benefits to you for participating in this study. However, your input will be crucial in
informing policy discussions and educational strategies moving forward.
Confidentiality: Your participation in this study will remain confidential, and all data will be reported in an
aggregated manner to ensure privacy.
Voluntary Participation: Your decision to participate in this study is completely voluntary, and you can choose to
withdraw at any time without penalty.
Right to Withdraw: You retain the right to withdraw from this study at any stage without any adverse effects.
Compensation: Participants will not receive compensation for their involvement in this study.
Contacts for Questions or Problems: Should you have any inquiries or concerns, please contact:
Avila, Analou C. – analou.avila@cbsua.edu.ph
Beato, Johannah B. - johannah.beato@cbsua.edu.ph
Consent Statement:
I have read this consent form and understand what is being requested of me as a participant in this study. I have
had the opportunity to ask questions and have them answered to my satisfaction. I agree to participate in this
study.
Participant’s Name: ___________________________________
Participant’s Signature: ______________________________________
Date: ___________________
Researcher’s: 2nd year students of BSED Mathematics – CBSUA Pili
Names of Researcher:
1. Acasio, Princess B. 4. Beato, Johannah B. 7. Cepe, Jay G.
2. Aguero, Michael Josh M. 5. Budoso, Jessa Mae G. 8. Consulta, Shailyn A.
3. Avila, Analou C. 6. Casajes, Alexander A. 9. Contreras, Jerwin R.
P a g e 24 | 32
Trunkline: (054) 871-5531-33 local 101
10. De Vera, Daniela Shayne P. 14. Joble, Marjorie S.J. 18. Padasas, Erl Evan K.
11. Fabio, Angel B. 15. Linzo, Hazel Ann 19. Samar, Lyndon P.
12. Gratil, Robelen M. 16. Llagas, Jullie Ann V. 20. San Luis, Nicole A.
13. Ibo, Noreline S. 17. Lorenzo, Rica Mae B. 21. Ursua, John Leonard M
APPENDIX C
QUESTIONNAIRE for Face to Face Survey
"Perceptions on Performance: A Descriptive Survey of Teachers' and

Administrators’ Views on the Philippines' 2022 PISA Results."
This survey aims to capture the insights, perceptions, and reflections of educators and school
administrators on the outcomes of the recent Programme for International Student Assessment (PISA).
Your participation is crucial as it will help us understand the broader educational community's views on
these results, identify areas of strength and opportunity, and guide future policy and practice
improvements. We value your honest and thoughtful input.
Participant’s Name: ____________________________________
School: _______________________________________________
DEMOGRAPHIC QUESTIONS:
Position:
Teacher
Administrator
Other (please specify): ______________
Years of Experience in Education:
Less than 5 years

5-10 years
11-15 years
16-20 years
More than 20 years
Level of Education:
P a g e 25 | 32
Trunkline: (054) 871-5531-33 local 101
Primary
Secondary
Tertiary
Subject Area(s) (if applicable):

Mathematics
Science
Reading/Language Arts
Other (please specify): _________________
Type of School:
Public
Private
Charter
Other (please specify): __________________
ABOUT PISA:
The Programme for International Student Assessment (PISA) is a worldwide study by the Organisation
for Economic Co-operation and Development (OECD) intended to evaluate educational systems by
measuring 15-year-old students' abilities to apply their knowledge and skills in reading, mathematics, and
science. The assessment aims not only to gauge students' proficiency in these subjects but also to assess
their ability to tackle real-world problems, thereby providing insights into the effectiveness of participating
countries' education systems.
The Philippines' participation in PISA provides valuable data on our students' performance in comparison
to their global peers, offering a lens through which to examine and enhance our educational practices
and policies.
Please proceed to the next section to begin the survey. Together, we can take a step forward in
understanding and improving the educational landscape in the Philippines based on the insights gathered
from the PISA results.
SURVEY SECTIONS:
Your responses will cover several areas, including your awareness of PISA, perceptions of factors
affecting PISA performance, evaluation of resource allocation, views on teacher training and professional
P a g e 26 | 32
Trunkline: (054) 871-5531-33 local 101
development, socio-economic and cultural influences, policy implications, and the identification of
challenges and opportunities related to PISA.
Each statement is to be rated on a Likert scale from:
"Strongly Disagree" (1) to "Strongly Agree" (5), reflecting your level of agreement
1 2 3 4 5
A. Awareness of PISA
1. I am well-informed about the objectives and goals of PISA.
2. I understand the methodology used in PISA for student assessment.
3. I am aware of how PISA results are used to compare educational systems
globally.
4. I recognize the significance of PISA in shaping educational policies.
5. I am familiar with the types of competencies that PISA aims to assess
(e.g., reading, mathematics, science).
6. I know how PISA results can influence educational reforms and practices.
7. I believe PISA is an important tool for benchmarking our education system
against global standards.
8. I am aware of the criteria used to select students for PISA participation.
9. I understand the frequency and cycle of the PISA assessment (every three
years).
10. I am knowledgeable about how PISA results are interpreted and
reported.
B. Factors Affecting PISA Performance
1. The current educational policies adequately prepare students for PISA.
2. Innovative teaching methodologies are regularly implemented in our
school.
3. Student engagement in my classroom positively influences PISA
performance.
P a g e 27 | 32
Trunkline: (054) 871-5531-33 local 101
4. Socio-economic challenges significantly impact students' PISA outcomes.

5. The emphasis on critical thinking skills is sufficient for PISA preparation.
6. The curriculum aligns well with the demands of PISA.
7. Standardized testing practices in our school reflect PISA's assessment
style.
8. Students receive adequate support to overcome language barriers in
PISA.
9. The school environment fosters a culture of academic excellence relevant
to PISA.
10. Parental involvement contributes positively to students' PISA
performance.
C. Evaluation of Resource Allocation
1. The funding allocation to our school is sufficient for PISA preparation.
2. There is adequate infrastructure (like computer labs) to support PISA-
related learning.
3. Educational materials provided are up-to-date and relevant for PISA.
4. Resources for extracurricular activities enhance PISA performance.
5. The school has sufficient technological resources for effective learning.
6. Classroom size and teacher-student ratio are conducive to PISA
preparation.
7. Specialized training materials for PISA are readily available.
8. Resource allocation is equitable across different departments/subjects.
9. Library and research facilities are adequate for PISA preparation.
10. The school's budget prioritizes areas critical to improving PISA
outcomes.
D. Teacher Training and Professional Development
1. The professional development programs effectively prepare teachers for
PISA.
2. There are regular training sessions focused on PISA methodologies.
P a g e 28 | 32
Trunkline: (054) 871-5531-33 local 101
3. I feel adequately trained to teach skills relevant to PISA.

4. Feedback from PISA results is used to improve teaching practices.
5. The school provides resources for continuous learning about PISA.
6. Collaboration among teachers for PISA preparation is encouraged.
7. Training includes effective strategies to handle diverse student needs in
PISA.
8. Professional development is tailored to individual teacher needs for PISA.
9. There is sufficient administrative support for teacher training in PISA.
10. Teacher training keeps up with the latest trends in PISA assessment.
E. Socio-Economic and Cultural Influences
1. Socio-economic status of students affects their performance in PISA.
2. Cultural background influences students' approach to PISA tests.
3. The school addresses the diverse cultural needs of students in PISA
preparation.
4. Language barriers significantly impact students' PISA performance.
5. There is a strong correlation between family support and PISA outcomes.
6. Community involvement enhances students' readiness for PISA.
7. School programs effectively bridge socio-economic gaps in PISA
preparation.
8. Cultural diversity is viewed as an asset in PISA preparation.
9. The school actively works to mitigate socio-economic challenges for PISA.
10. Students have equal opportunities regardless of their background in
PISA preparation.
F. Policy Implications
1. Current educational policies effectively address the needs of PISA.
2. Policy changes are needed to improve the Philippines' PISA performance.
3. There is a clear link between educational policies and PISA outcomes.
4. Policymakers regularly seek teacher input for PISA-related policies.
P a g e 29 | 32
Trunkline: (054) 871-5531-33 local 101
5. Policies prioritize critical thinking and problem-solving for PISA.

6. Educational reforms have positively impacted PISA performance.
7. The implementation of policies is consistent with PISA objectives.
8. Teacher feedback is considered in policy development for PISA.
9. Policies support the development of a globally competitive curriculum.
10. There is transparency in how policies impact PISA preparation.
G. Challenges and Opportunities Related to PISA
1. Technological access is a significant challenge in PISA preparation.
2. The curriculum is adequately updated to meet PISA standards.
3. External factors like internet connectivity impact PISA performance.
4. There are sufficient opportunities for students to practice PISA-style
questions.
5. The school effectively addresses internal challenges for PISA prep.
6. External partnerships contribute to improving PISA outcomes.
7. The curriculum is diverse enough to cover PISA's range of topics.
8. Teacher autonomy in curriculum design aids PISA preparation.
9. The school actively seeks solutions to educational challenges for PISA.
10. There are ample opportunities for innovation in teaching for PISA.
Participant’s Signature: ___________________________________
Date: ___________________________________________________
APPENDIX D
QUESTIONNAIRE for online Survey

https://docs.google.com/forms/d/1qTdE9501veR3TCyU9waABGhR7xfwBV-qmbxB-
h0Kl0Y
P a g e 30 | 32
Trunkline: (054) 871-5531-33 local 101
APPENDIX E
RAW DATA GATHERED
Questions Strongly Disagree Disagree Neutral Agree Strongly Agree

1. I am well-informed about the objectives and goals of PISA. 1 2 10 27 13 3.924528
2. I understand the methodology used in PISA for student assessment. 1 6 15 22 9 3.603774
3. I am aware of how PISA results are used to compare educational systems globally. 1 3 7 19 23 4.132075
4. I recognize the significance of PISA in shaping educational policies. 0 1 3 26 23 4.339623
5. I am familiar with the types of competencies that PISA aims to assess (e.g., reading, mathematics, science). 1 3 14 24 11 3.773585
6. I know how PISA results can influence educational reforms and practices. 0 3 7 22 21 4.150943
7. I believe PISA is an important tool for benchmarking our education system against global standards. 0 1 9 17 26 4.283019
8. I am aware of the criteria used to select students for PISA participation. 3 6 22 17 5 3.283019
9. I understand the frequency and cycle of the PISA assessment (every three years). 1 4 24 18 6 3.45283
10. I am knowledgeable about how PISA results are interpreted and reported. 1 8 18 23 3 3.358491
TOTAL 9 37 129 215 140 3.830189
B. FACTORS AFFECTING PISA PERFORMANCE

1. The current educational policies adequately prepare students for PISA. 5 11 16 15 6 3.113208
2. Innovative teaching methodologies are regularly implemented in our school. 2 4 15 26 6 3.566038
3. Student engagement in my classroom positively influences PISA performance. 0 5 14 25 8 3.622642
4. Socio-economic challenges significantly impact students' PISA outcomes. 0 3 6 19 25 4.245283
5. The emphasis on critical thinking skills is sufficient for PISA preparation. 0 5 15 16 17 3.849057
6. The curriculum aligns well with the demands of PISA. 3 11 18 16 5 3.169811
7. Standardized testing practices in our school reflect PISA's assessment style. 5 7 18 16 8 3.339623
8. Students receive adequate support to overcome language barriers in PISA. 2 12 17 18 4 3.188679
9. The school environment fosters a culture of academic excellence relevant to PISA. 0 6 16 25 6 3.584906
10. Parental involvement contributes positively to students' PISA performance. 1 4 8 20 20 4.018868
TOTAL 18 68 143 196 105 3.569811
PERCENTAGE 4% 13% 27% 36% 20%
C. EVALUATION OF RESOURCES ALLOCATION

1. The funding allocation to our school is sufficient for PISA preparation. 9 9 21 14 0 2.754717
2. There is adequate infrastructure (like computer labs) to support PISA-related learning. 5 15 15 17 1 2.886792
3. Educational materials provided are up-to-date and relevant for PISA. 6 13 16 18 0 2.867925
4. Resources for extracurricular activities enhance PISA performance. 2 9 21 17 4 3.226415
5. The school has sufficient technological resources for effective learning. 4 17 17 14 1 2.830189
6. Classroom size and teacher-student ratio are conducive to PISA preparation. 10 11 16 10 6 2.830189
7. Specialized training materials for PISA are readily available. 7 16 18 11 1 2.679245
8. Resource allocation is equitable across different departments/subjects. 8 15 14 15 1 2.735849
9. Library and research facilities are adequate for PISA preparation. 13 15 14 10 1 2.45283
10. The school's budget prioritizes areas critical to improving PISA outcomes. 8 14 18 11 2 2.716981
TOTAL 72 134 170 137 17 2.798113
PERCENTAGE 14% 26% 31% 26% 3%
D. TEACHER TRAINING and PROFESSIONAL DEVELOPMENT

1. The professional development programs effectively prepare teachers for PISA. 1 7 20 20 5 3.396226
2. There are regular training sessions focused on PISA methodologies. 4 12 16 18 3 3.075472
3. I feel adequately trained to teach skills relevant to PISA. 2 9 16 21 5 3.339623
4. Feedback from PISA results is used to improve teaching practices. 0 3 10 22 18 4.037736
5. The school provides resources for continuous learning about PISA. 2 13 19 17 2 3.075472
6. Collaboration among teachers for PISA preparation is encouraged. 1 5 10 26 11 3.773585
7. Training includes effective strategies to handle diverse student needs in PISA. 1 6 13 23 9 3.566038
8. Professional development is tailored to individual teacher needs for PISA. 2 7 11 24 9 3.584906
9. There is sufficient administrative support for teacher training in PISA. 4 11 17 20 2 3.150943
10. Teacher training keeps up with the latest trends in PISA assessment. 4 4 25 13 7 3.283019
TOTAL 21 77 157 204 71 3.428302
PERCENTAGE 4% 15% 29% 38% 14%
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Trunkline: (054) 871-5531-33 local 101
E. SOCIO-ECONOMIC and CULTURAL INFLUENCES

1. Socio-economic status of students affects their performance in PISA. 0 2 7 21 23 4.226415
2. Cultural background influences students' approach to PISA tests. 0 4 8 21 20 4.075472
3. The school addresses the diverse cultural needs of students in PISA preparation. 1 9 17 20 7 3.490566
4. Language barriers significantly impact students' PISA performance. 0 3 5 20 25 4.264151
5. There is a strong correlation between family support and PISA outcomes. 0 4 8 19 22 4.113208
6. Community involvement enhances students' readiness for PISA. 1 2 15 18 17 3.90566
7. School programs effectively bridge socio-economic gaps in PISA preparation. 1 8 13 21 9 3.490566
8. Cultural diversity is viewed as an asset in PISA preparation. 0 4 17 22 10 3.716981
9. The school actively works to mitigate socio-economic challenges for PISA. 1 8 19 19 6 3.396226
10. Students have equal opportunities regardless of their background in PISA preparation. 4 5 16 17 11 3.490566
TOTAL 8 49 125 198 150 3.816981
PERCENTAGE 2% 9% 24% 37% 28%
F. POLICY IMPLICATION
1. Current educational policies effectively address the needs of PISA. 4 8 22 16 3 3.113208
2. Policy changes are needed to improve the Philippines' PISA performance. 0 3 10 19 21 4.09434
3. There is a clear link between educational policies and PISA outcomes. 0 6 18 16 13 3.679245
4. Policymakers regularly seek teacher input for PISA-related policies. 6 8 18 15 6 3.132075
5. Policies prioritize critical thinking and problem-solving for PISA. 0 8 16 19 9 3.490566
6. Educational reforms have positively impacted PISA performance. 1 8 18 12 14 3.566038
7. The implementation of policies is consistent with PISA objectives. 1 8 23 12 9 3.377358
8. Teacher feedback is considered in policy development for PISA. 2 8 16 18 10 3.54717
9. Policies support the development of a globally competitive curriculum. 0 2 22 15 14 3.773585
10. There is transparency in how policies impact PISA preparation. 3 10 22 13 5 3.132075
TOTAL 17 69 185 155 104 3.490566
PERCENTAGE 3% 13% 36% 28% 20%
G. Challenges and Opportunities Related to PISA

1. Technological access is a significant challenge in PISA preparation. 0 3 7 20 23 4.188679
2. The curriculum is adequately updated to meet PISA standards. 3 12 17 15 6 3.169811
3. External factors like internet connectivity impact PISA performance. 0 4 8 16 25 4.169811
4. There are sufficient opportunities for students to practice PISA-style questions. 5 10 15 16 7 3.188679
5. The school effectively addresses internal challenges for PISA prep. 2 11 21 15 4 3.150943
6. External partnerships contribute to improving PISA outcomes. 0 7 12 19 15 3.792453
7. The curriculum is diverse enough to cover PISA's range of topics. 0 14 13 21 5 3.320755
8. Teacher autonomy in curriculum design aids PISA preparation. 0 10 18 17 8 3.433962
9. The school actively seeks solutions to educational challenges for PISA. 2 6 19 17 9 3.471698
10. There are ample opportunities for innovation in teaching for PISA. 1 9 18 17 8 3.415094
TOTAL 13 86 148 173 110 3.530189
PERCENTAGE 3% 16% 29% 31% 21%
P a g e 32 | 32

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Republic of the Philippines

CENTRAL BICOL STATE UNIVERSITY OF AGRICULTURE

BSED 2D – Bachelor of Secondary Education Mathematics

Acasio, Princess B. Consulta, Shailyn A. Linzo, Hazel Ann

II. LITERATURE REVIEW

3. PISA 2022 results 'not surprising' --- teachers

Article of Merlina Hernando-Malipot from National News (2023) For a group of

III. LEARNING OUTCOMES

This methodology outlines the approach taken to conduct a survey aimed at

To facilitate data collection, the survey is conducted both electronically (via a

VI. STATISTICAL TREATMENT

Scale Interval Interpretation

5 4.21 – 5.00 Strongly Agree

4 3.41 – 4.20 Agree

1 1.00 – 1.80 Strongly Disagree

RESULTS AND DISCUSSIONS

POSITION RESPONDENTS PERCENTAGE

Table 2.0 Awareness of PISA

7. I believe PISA is an important tool for benchmarking our

Statement number 4. I recognize the significance of PISA in shaping

Table 3.0 Factors Affecting PISA Performance

Table 3.0 presents teachers' perceptions of various factors affecting PISA

Table 4.0 Evaluation of Resources Allocation

Table 4.0 presents the interpretation of the mean Evaluation of resource

9. There is sufficient administrative support for teacher training in

The 15.96% of respondents who felt neutral suggests some uncertainty or

Overall, while there is a general satisfaction with the professional development

8. Cultural diversity is viewed as an asset in PISA preparation. 3.71 Agree

preparation (weighted mean of 3.49), there is room for improvement in effectively

Among the 10 statements there is 1 statement that shows a neutral agreement

misalignment of current educational policies in the Philippines and the requirements

Table 8.0 Challenges and Opportunities Related to PISA

9. The school actively seeks solutions to educational challenges

Table 8.0 presents teachers' and administrators' perspectives on PISA's

VII. SUMMARY OF KEY INSIGHTS

Figure 9: Visual Presentation for all the dimension of the survey

Teachers acknowledge the importance of PISA (Programme for International

Participants agree on the factors influencing PISA outcomes, indicating an

VIII. CONCLUSION AND RECOMMENDATION

In light of the above findings, the following conclusions are made:

1) Transparency is an essential part of the selection process, as it ensures

2) It is recommended to review and enhance current educational policies

3) Enhance transparency in resource allocation processes, ensuring that

4) Embrace cultural diversity, and providing language, I mean that schools

5) It's important to establish a platform for regular and meaningful dialogue

PISA 2022 Results (Volume I). (n.d.). Retrieved from

Appendix A ------------------------ Request Letter To Conduct Survey

REQUEST LETTER TO CONDUCT SURVEY

TO WHOM IT MAY CONCERN

Thank you very much!

2nd year students - BSED Mathematics

Acasio, Princess B. Consulta, Shailyn A. Linzo, Hazel Ann

PROF. VERGEL P. MIRANA

RESEARCH STUDY CONSENT FORM

QUESTIONNAIRE for Face to Face Survey

"Perceptions on Performance: A Descriptive Survey of Teachers' and

Years of Experience in Education:

Less than 5 years

Subject Area(s) (if applicable):