Upskilling, reskilling teachers

Jesusa M. Feliciano

Providing professional development of teachers, academic supervisors, and school leaders is one of the major goals of the Department of Education.

This is why the agency has recently partnered with the Philippine Normal University to further support the professional growth of educators.

A Memorandum of Understanding was signed between the two parties recently to upskill and reskill teachers nationwide.

In this collaboration with PNU, there will be a professional exchange of knowledge and ideas in facing the challenges of education.

Under the MOU, DepEd and PNU will work together in the following areas: preservice teacher education, teacher education and teaching standards, researches and case studies, in-service continuing professional education of teachers, school leaders, and academic supervisors, and database of education policies.

The purpose of the understanding is to primarily identify areas of cooperation between DepEd and PNU pursuant to their respective mandates, towards upgrading the professional development of teachers and school leaders, the DepEd said.

As one of the areas of cooperation, select DepEd teachers and school leaders will be offered customized graduate degree and diploma programs approved and recognized by the National Educators Academy of the Philippines (NEAP).

As an authorized Learning Service Provider of NEAP, the PNU will offer customized programs called Linking Standards & Quality Practice (LiSQuP), a two-year assistance to DepEd to develop and deliver differentiated and standards-based professional development programs with focus on making quality practice common practice among education personnel.

At least 2,800 teachers, school heads, and supervisors will benefit in the initial run of the program. LiSQuP will have 12 Master’s Degree Programs in various specializations, 8 Doctorate Programs in various specializations, and two Executive Programs.

Meanwhile, this shows that the PNU, as the national center for teacher education, is committed to wholeheartedly uphold its mission to nurturing innovative teachers and education leaders in our schools and safeguarding the quality of education in the country.

The author

is Teacher

III

***** at Bamban Central Elementary School

This study aimed to determine the determinants of study habits and academic achievement in Mathematics of grade four pupils in public elementary schools in District II-D, City Schools Division Office Antipolo during the school year 2019-2020.

The respondents of the study were the three hundred fifteen (315) selected grade four pupils in the said district. They were chosen with the use of Slovin’s formula and also utilizing the simple random sampling applying fish bowl technique.

They were described in terms of sex, sibling position, number of children in the family, monthly family income and parents’ educational attainment. A descriptive survey design was used, along with a researcher-created questionnaire-checklist, to determine the respondents' study habits in terms of organizing and planning, time management, class participation, and performance in oral and written examinations. Documentary analysis was also utilized since the grades of the grade four pupils in Mathematics in the first grading period were obtained as the basis of their academic achievement.

The study revealed that most of the grade four pupils are female, first born with 2-3 number of children in the family, whose monthly income ranges from Php 20,000 – Php 24,999.

Their parents were able to complete high school, but only a few obtained college degrees, and a few did not complete high school. The determinants of the study habits towards academic achievement in Mathematics are found to be often with respect to organizing and planning, time management, class participation and performance in oral and written examinations.

Sibling position, number of children in the family, monthly family income and parents’educational attainment are not significant in the perceptions of the respondents on the extent of determinants of the study habits and academic achievement in Mathematics as perceived by themselves with respect to organizing and planning, time management, class participation and performance in oral and written communication.

However, sex is significant regarding their perception. The level of performance of grade four pupils as revealed in their grades in the first grading period is Fairly Satisfactory at a mean of 79.66.

The test resulted in the rejection of the null hypothesis on the relationship between the extent of determinants of study habits and the level of academic achievement in Mathematics of grade four pupils with respect to organizing and planning, class participation and performance in oral and written examinations. However, regarding time management, the null hypothesis is accepted.

The study concluded that sibling position, number of children in the family, monthly family income and parents’educational attainment are not contributory to the extent of determinants of the study habits and academic achievement in Mathematics. However, sex is contributory. Organizing and planning, class participation and performance in oral and written examinations influence their academic performance. On the other hand, time management does not.

The study recommended that pupils may be given the opportunity to identify their study habits so as to improve their academic performance. Pupils may be encouraged by teachers and parents to make their elementary days productive through studying the lessons regularly. The proposed action plan is recommended for implementation. Parallel studies may be initiated using other variables.

***** at Cupang Elementary School Antipolo City, Rizal

The author is Teacher III REGION: IV-A CALABARZON