Home⇛International Journal of Multidisciplinary Educational Research and Innovation⇛vol. 2 no. 2 (2024)

Program for International Student Assessment: A Guide for School Administrators Leading to Higher Academic Achievement

Zacarie Jo Del Rosario | Joseline Santos, PhD

Discipline: Education

 

Abstract:

This study is intended to serve as an initiative in crafting an academic enhancement program for school administrators based on the 2018 PISA results, to strengthen the PISA preparation in meeting international standards as it focuses on High School Mathematics, Science, and Reading Comprehension that may strengthen preparation for the next PISA. This study utilized purely qualitative research using documentary analysis and interviews. With document analysis, it acquired strategies necessary for improving the academic performance of the school organization, and in globalizing education, as it adapts to the teaching-learning pedagogies and other innovations in education, specifically by the top 5 performing countries in the year 2018. Data collected from the interview were analyzed based on the set criteria of Lincoln and Guba and generated into codes coding manual of Johnny Saldana, and all data were further analyzed using Braun & Clarke's (2006) framework to determine the themes of the said study. The following major findings are: a series of problems, that led to the dismal performance of students were determined based upon the PISA results. According to the school principals, more factors impact students' academic success. It can be concluded that the underlying problems of how the dismal performance of Filipino students, long before PISA, became far more evident. Through these results, the Department of Education took the opportunity to improve these undertakings with an initiative to improve academic achievement by crafting an academic enhancement program to serve as a guide for school administrators.



References:

  1. Ainley, J., & Carstens, R. (2018). Teaching and Learning International Survey (TALIS) 2018 Conceptual Framework. OECD Education Working Papers. https://doi.org/10.1787/799337c2-en
  2. Briones, L. (2019, December 3). Secretary Briones’ speech on the launch of Sulong Edukalidad | Department of Education. https://www.deped.gov.ph/2019/12/04/sulong-edukalidad/
  3. Cordero, J. M., & Gil-Izquierdo, M. (2018). The effect of teaching strategies on student achievement: An analysis using TALIS-PISA-link. Journal of Policy Modeling, 40(6), 1313–1331. https://doi.org/10.1016/j.jpolmod.2018.04.003
  4. Department of Education. (2019). National Report of the Philippines. https://www.deped.gov.ph/wp-content/uploads/2019/12/PISA-2018-Philippine-National-Report.pdf
  5. Engel, L. C., Rutkowski, D., & Thompson, G. (2019). Toward an international measure of global competence? A critical look at the PISA 2018 framework. Globalisation, Societies and Education, 17(2), 117–131. https://doi.org/10.1080/14767724.2019.1642183
  6. Fraser, P. (2017). The Impact of the OECD on Education Worldwide. International Perspectives on Education and Society, Volume 31, 157-180. https://doi.org/10.1108/s1479-367920160000031009
  7. GOVPH. (2012). The K to 12 Basic Education Program. Official Gazette of the Republic of the Philippines. https://www.officialgazette.gov.ph/k-12/
  8. Holzer, J., Bürger, S., Lüftenegger, M., & Schober, B. (2022). Revealing associations between students’ school-related well-being, achievement goals, and academic achievement. Learning and Individual Differences, 95, 102140. https://doi.org/10.1016/j.lindif.2022.102140 
  9. Husen, T. (1979). An Abstract from The School in Question: A Comparative Study of the School and Its Future in Western Societies. Oxford Review of Education, 5(3), 205–206. https://eric.ed.gov/?id=EJ216842
  10. Johnson, D. (2017). The Role of Teachers in Motivating Students to Learn. BU Journal of Graduate Studies in Education, 9(1), 46–49. https://eric.ed.gov/?id=EJ1230415
  11. Jonas, M., & Mkulu, D. G. (2022). The Role of School Management Team in Managing Students’ Academic Performance in Community Secondary Schools in Tabora Municipality- Tanzania. Journal of Humanities and Education Development, 4(1), 100–116. https://doi.org/10.22161/jhed.4.1.11
  12. Josemari Cordova. (2019, December 10). Curriculum Comparison of Philippines’ K-12 and Thailand’s Basic Education Core Curriculum of 2008. ResearchGate. https://www.researchgate.net/publication/337869342_Curriculum_Comparison_of_Philippines
  13. Lewis, S. (2017). PISA for Schools: Respatializing the OECD’s Global Governance of Education. International Perspectives on Education and Society, 181–206. https://doi.org/10.1108/s1479-367920160000031010
  14. Maxwell, S., Reynolds, K. J., Lee, E., Subasic, E., & Bromhead, D. (2017). The Impact of School Climate and School Identification on Academic Achievement: Multilevel Modeling with Student and Teacher Data. Frontiers in Psychology, 8. https://doi.org/10.3389/fpsyg.2017.02069
  15. Mullis, I. V. S., Drucker, K. T., Foy, P., Martin, M. O. (2012). PIRLS 2011 International Results in Reading. Netherlands: TIMSS & PIRLS International Study Center, Lynch School of Education, Boston College.
  16. OECD. (2019a). PISA 2018 Results. In PISA (Vol. 1). OECD. https://doi.org/10.1787/5f07c754-en
  17. OECD. (2019b). PISA 2018 Results (Volume II). In PISA. OECD. https://doi.org/10.1787/b5fd1b8f-en
  18. OECD. (2020). PISA 2018 Results (Volume V). In PISA. OECD. https://doi.org/10.1787/ca768d40-en
  19. Omur, C. (2020). Relationships between Students’ Socioeconomic Status, Parental Support, Students’ Hindering, Teachers’ Hindering and Students’ Literacy Scores: PISA 2018. World Journal of Education, 10(4), 45. https://doi.org/10.5430/wje.v10n4p45
  20. Trigueros, R., Padilla, A., Aguilar-Parra, J. M., Mercader, I., López-Liria, R., & Rocamora, P. (2020). The Influence of Transformational Teacher Leadership on Academic Motivation and Resilience, Burnout and Academic Performance. International Journal of Environmental Research and Public Health, 17(20). https://doi.org/10.3390/ijerph17207687
  21. Trinidad, J. E. (2020). Material resources, school climate, and achievement variations in the Philippines: Insights from PISA 2018. International Journal of Educational Development, 75, 102174. https://doi.org/10.1016/j.ijedudev.2020.102174
  22. Yang, M., & Lee, H. J. (2022). Do school resources reduce socioeconomic achievement gap? Evidence from PISA 2015. International Journal of Educational Development, 88, 102528. https://doi.org/10.1016/j.ijedudev.2021.102528
  23. Yang, W., Fan, G., & Chen, W. (2022). Socioeconomic status, cultural capital, educational attainment and inequality: An analysis based on PISA2018 Results of China, Finland, South Korea and Singapore. International Journal of Educational Research, 113, 101955. https://doi.org/10.1016/j.ijer.2022.101955.
  24. Zhang, Y., Russell, S., & Kelly, S. (2022). Engagement, achievement, and teacher classroom practices in mathematics: Insights from TIMSS 2011 and PISA 2012. Studies in Educational Evaluation, 73, 101146. https://doi.org/10.1016/j.stueduc.2022.101146

Tools


Copyright © 2024  KITE Digital Educational Solutions |  Exclusively distributed by CE-Logic