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Quality of education in the Philippines Essay
Poor quality of education in the Philippines related studies
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The attainment of quality education is the goal not only of the Department of Education top management but also of the school managers, the teachers and the parents as well. Education stakeholders, particularly teachers, have become critical about quality outcome of education and have continuously demanded for educational reforms. According to Trowbridge (2012), there is change in almost all fields of endeavor and in education particularly science education at the secondary level. For this matter leading educators and scholars here and abroad agree that the traditional way of teaching science at the secondary level is inadequate in content, purpose, emphasis and approach. In recognition of this fact, educational policy makers formulated the aims of education in the educational system as mandated in the 1987 Philippine Constitution. Articles XIV, Section 3, …show more content…
It is believed by many that education help boost the economy of a country since there is a quality manpower produced. Every year, the Department of Education‘s National Education Testing and Research Center (NETRC) administers the National Achievement Test in the elementary and secondary levels. It seeks to assess the competencies learned by the students in the subjects, English, Science, Mathematics, Filipino, and Araling Panlipunan. The Department of Education utilizes the results of the exam to evaluate whether the schools are effective in teaching the standard competencies set by the department. The results should also guide the administrators and the teachers in planning learning interventions for the students (http://ariellalisan.com). The Mean Percentage Score (MPS) during the 3-Year NAT-Science IV Result: S.Y. 2011-2012 was 38.86%, S.Y. 2012-2013 was 44.64%, and S.Y. 2013-2014 was 53.5% (https://tsoktok.blogspot.com). This test results indicate that our students are still on the category of Near Mastery (50% to less than 75%) and Low Mastery (Below
The United States of America has placed low on the educational ladder throughout the years. The cause of such a low ranking is due to such heavy emphasis on standardized testing and not individual student achievement. Although the United States uses standardized testing as a crutch, it is not an effective measure of a student’s ability, a teacher’s competency, or a school’s proficiency.
One of the most controversial topics in education today is the use of Provincial Achievement Testing, also know as PAT. PATs’ are used to assess and assist in improving programs, maintain standards and improve student achievement. These tests are standard tests that are at the same academic level for all students and focus on the same curriculum topics. All students write these tests at roughly the same time during the school in the same grade. In most provinces, students write PATs’ in grades three and six in elementary school. These tests feature sections from the core subject areas; math, literacy, science and social studies. Schools with french immersion have tests written in french with a french language sections as well. These tests are used to provide additional information regarding the students’ and school’s achievement. However, some organizations use this to compare schools and districts. Some teachers lack an understanding of these assessments and change their teaching practices to fit this perception. Teachers are focus to much on the basic information being covered by the test, and both all the curriculum that is listed. Teachers need to look at the difference between the assessment of learning over the assessment for learning. The view of assessing of learning has given external testing a lower view by teachers. External testing is used for checking the quality of education. There are three issues regarding assessing student learning with achievement testing, they are: the weak understanding of fair assessment, the perception of external accountability initiatives and the inappropriate assessment of at-risk students.
General Science is a study involving biology, chemistry, physics and environmental sciences. Students from Year 7 to Year 10 are introduced to these various disciplines to gain general knowledge about science and can later develop into deeper concepts. Science is not just fat laboratory coats, Einstein’s equations, mixing chemicals, massive space shuttles, or peeking through microscopes, but involves critical thinking, analysing data and applying understandings of the natural world to solve real problems. Science is an approach to learning what made this world and how things worked decades ago, how they work today, and how they are expected to work in forthcoming years. Some of the social justice issues hidden behind science can have major consequences.
Michael, S.et al. (2008). Prospects for improving K-12 science education from the federal level. Journal of Education 69(9): 677-683.
Standardized testing is not the true test of knowledge. Most students are not always equipped and motivated for it. Even their teachers are afraid of poor test results that they spend more time on test related topics rather than focusing on the main lesson. By doing this, it fairly measures the student’s performance, does a poor job of measuring
In the 1980’s a report called “A Nation At Risk” stated that American children had fallen behind in such subjects as math and science. Thus came the advent of education’s increased focus on literacy and numeracy, accountability and academic standards. These high standards, according to Dumas (2000), are the most significant trend in schools today.
For centuries, man has studied the importance of scientific education and how we as human beings can benefit from it. Now in the 21st century, the study of science has grown exponentially and the need for scientific education along with it. It is extremely important for teenagers to understand the importance of what is going on around us environmentally, and the need to study how everything works and operates. In general, the importance of scientific education in the 21st century is not to be taken lightly.
Just then, the country had a poorly educated population and few schools or universities. Even though the education system has expanded to a great extent since then, debate continues about the curriculum, and, apart from a few elite institutions, quality remains a critical concern of educators till date.
"THE 1987 CONSTITUTION OF THE REPUBLIC OF THE PHILIPPINES – ARTICLE II." Official Gazette of the Republic of the Philippines. N.p., 11 Feb. 1987. Web. 8 Mar. 2014. .
Under Article XIV of the Constitution of the Philippines specifically under Sec. 1 states that "The State shall protect and promote the right of all citizens to quality education at all levels and shall take appropriate steps to make such education accessible to all." This means that every citizen whether at Level 1, 2 or 3 shall be entitled to quality education and that the government should take actions to ensure that this right from the constitution that is granted to the citizen will not be infringed and that quality education will be provided and accessible to all.
UniServe Science. (2004). Alternative strategies for science teaching and assessment. Retrieved March 7, 2004 from http://science.uniserve.edu.au/school/support/strategy.html
They also need this relationship to be able to plan their lesson effectively. For children, understanding the nature and process of science is dependent upon their developmental level and the experiences teachers provide for them. Children can begin to understand what science is, who does science, and how scientists work through classroom activities, stories about scientists, and class discussions. Teachers should provide children with many opportunities to make observations with all their senses, to look for patterns in what they observe, and to share with others what they did and what they learnt from their
Public understanding of science is considered to be one of the most important issues facing educators in today’s technological world. It is see...
When integrating Nature of Science into curriculum, assumptions are made about students and instructors. These assumptions include that students are all at the same level in terms of science understanding and concepts as the rest of their classmates, and also assumes that the students learn at the same rates (NGSS: Appendix A). These assumptions are detrimental to science education when focus needs to be on the content being taught rather than teaching background of science as a standalone. Teaching NOS explicitly becomes increasingly difficult when students aren’t given access to proper science learning environments. As mentioned in the High Hopes – Few Opportunities reading, it is stated that, “California students do no typically experience high-quality science learning opportunities[.]” (Dorph et al., 2011). When students don’t have a basis for scientific concepts, it becomes increasingly difficult to teach NOS. America’s Lab Report further expands on the idea that this style of learning is not likely achievable, as “[N]o single […] experience is likely to achieve all of these learning goals.” (Schweingruber et al., 2005) where learning goals is referencing the goals of laboratory experiences that include understanding Nature of Science. Again, when a lack of understanding for general science exists, its arguably much more difficult to teach
The quality of teaching in a classroom makes the biggest learning outcome. Effective teaching leads to the improvement in a student’s achievement. Measuring effective teaching against the progress of a student is a must. It is the belief of all schools that all students must have equalising starting points which means that no matter what background a child comes from they should have the same opportunity for learning.