Pre-Service Teachers' Mathematics Achievement and Content Competence in the K to 6 Basic Education Program

Main Article Content

Perlyn G. Jalandoni

Abstract

This study ascertained the pre-service teachers’ (PTs) Mathematics content competence (MCC) of the common content knowledge (CCK) and specialized content knowledge (SCK) emphases of the K to 6 Basic Education Program (BEP) and the relationship between MCC and mathematics achievement among the seventy-eight randomly chosen Bachelor of Elementary Education (BEEd) major in General Education(GenEd) PTs. MCC data were obtained using a researcher-made instrument which was subjected to validation and reliability testing (Cronbach’s alpha =0.978). Mathematics achievement data were obtained using the PTs’ records from the Registrar’s Office. The statistical analyses employed in the study were mean, SD, and Spearman’s rho. The findings revealed that the PTs had good MCC in CCK while poor MCC in SCK emphases of the K to 6 BEP and showed very good mathematics achievements. A significant relationship was found between the PTs’ mathematics achievement and MCC in the CCK emphases of the K to 6 BEP. Therefore, the PTs showed competence in the basic concepts and procedures of elementary mathematics. However, they had inadequate competence needed in the actual effective teaching of the discipline. Moreover, the more mathematics content and procedures they had learned from their teacher education program, the better were their MCC in the CCK emphases of the K to 6 Program. The findings from this study have implications for faculty development as well as for future research.

views Abstract Views: 121 times | download Downloaded: 32 times

Downloads

Download data is not yet available.

Article Details

How to Cite
Jalandoni, P. (2021). Pre-Service Teachers’ Mathematics Achievement and Content Competence in the K to 6 Basic Education Program. Research Journal of Education, Science and Technology, 1(1), 57–73. Retrieved from https://rjest.org/index.php/journal/article/view/8
Section
Articles

References

Ball, D. L., Thames, M. H. and Phelps, G. (2008). Content knowledge for teaching: what makes it special? Journal of Teacher Education, 59(5). Retrieved from https://search.proquest.com/docview/224017260/2F5456A44CD747AAPQ/195?accountid=28547.

Browning, C. et al. (2014). Prospective elementary mathematics teacher content knowledge: an introduction. The Mathematics Enthusiast, 11(2). Retrieved from https://search.proquest.com/docview/1559091951/fulltext/FC4787DC1E4D428BPQ/12?accountid=28547. CHED Memo. No. 52, s. 2007.

Addendum for CMO 30, s.2004 entitled revised policies and standards for undergraduate teacher education curriculum. Commission on Higher Education. (2012). CHED Memo No. 46, s. 2012.Policy standard to enhance quality assurance (QA) in Philippine higher education through an outcomes-based and typology-based QA. Diliman, Quezon City. Commission on Higher Education. (2017). CHED Memo. No. 74, s. 2017. Policies, standards and guidelines for bachelor of elementary education (BEEd). Diliman, Quezon City.

Jansen, A., Berk, D. and Meikle, E. (2017). Investigating alignment between elementary mathematics teachers’ education and graduates’ mathematics teaching for conceptual understanding 87(2). Retrieved from https://search.proquest.com/docview/203889331/1FC0CA266F64FFCPQ/20?accountid=28547. K to 12 Curriculum Guide in Mathematics. Department of Education, Pasig City, Philippines. K to 12 Basic Education Program Official Gazette of the Republic of the Philippines.

Koponen, M. et al. (2016). Teachers and their educators-views on content and their development needs in mathematics teacher education. The Mathematics Enthusiast. 13(1&2). Retrieved from https://search.proquest.com/docview/1786927307/fulltextPDF/FC4787DC1E4D428BPQ/9?accountid=28547.

Lachner, A. & Nuckles, M. (2016). Tell me why! Content knowledge predicts process-orientation of math researchers’ and math teachers’ explanations. Instructional Science. 44(3). Retrieved from https://search.proquest.com/docview/1797073022/fulltextPDF/FC4787DC1E4D428BPQ/7?accountid=28547.

Lee, J. E. (2017). Pre-school teachers’ pedagogical content knowledge in mathematics. International Journal of Early Childhood.49(2). Retrieved from https://search.proquest.com/docview/1927406123/fulltextPDF/FC4787DC1E4D428BPQ/25?accountid=28547.

Lind, D. A., Marchal, W. G. and Wathen, S. A. (2006). Basic statistics for business & economics (5thed). McGraw Hill.

McMillan, J. H. & Schumacher, S. (2006). Research in education: Evidence-based Inquiry (6th ed). Pearson Education, Inc.

Pandey, B. D. (2017). A study of mathematical achievement of secondary school students. International Journal of Advanced Research. Retrieved from https://www.academia.edu.SEIDOST & MATHTED (2011). Framework for Philippine mathematics teacher education. Manila, SEI- DOST & MATHTED.

Seteromo, M., Bansilal, S. and James, A. (2018). Lesotho grade r teachers’ mathematical knowledge for teaching numeracy. South African Journal of Childhood Education (SAJCE) 8(2). Retrieved from https://search.proquest.com/docview/2157802655/fulltext/FC4787DC1E4D428BPQ/61?accountid=28547.

Tasdan, B. T. and Koyunkaya, M. Y.(2017). Examination of pre-service mathematics teachers’ knowledge of teaching function concept 1 Acta Didactita Napocensia.10(3). Retrieved from https://search.proquestcom/docview/2087426953/1FC0CA266F64FFCPQ/7?accountid=28547.