Mathematics teachers' beliefs and values in teaching and learning, perceived competence, accountability, perceived parental demands, and classroom assessment practices

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Author: Jalandoni, Perlyn G.

Accession Number: 1616D

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Copyright Year: 2014

Abstract:

This study determined the relationship among teachers' beliefs and values in teaching and learning, perceived competence, accountability, perceived parental demands, and classroom assessment practices among the 69 grades 7 and 8 mathematics teachers in the Department of Education, Division of Bacolod City, SY 2014-2015. The study used the mixed-method research approach, specifically, the explanatory design. The quantitative data were obtained using the researcher-made instrument which was validated and reliability tested. Factor analysis was also conducted to verify the instrument's factor loadings. To explain better the quantitative findings, the researcher conducted observation of classes, interview and artifacts analysis with the six teachers who served as the sources of the qualitative data. The descriptive statistics employed were frequency count, mean, and the inferential were t-test for independent samples, ANOVA, Person's r, and Stepwise Multiple Regression set at .05 alpha level. The findings of the study showed that there were no significant differences in the teachers' beliefs and values in teaching and learning, perceived competence and in terms of mathematics content and assessment tools, accountability, perceived parental demands, and classroom assessment practices and in terms of purpose, measurement, evaluation and use when the teachers were classified according to the highest educational attainment, length of teaching experience, and number of days in trainings/seminars/conferences attended in relation to assessment for the past 5 years. There were significant and strong relationships among teachers' beliefs and values in teaching and learning, perceived competence and in terms of mathematics content and assessment tools, accountability, perceived parental demands, and classroom assessment practices. Teachers' accountability, perceived competence in assessment tools, and beliefs and values in the teaching and learning were the significant predictors of the teachers' classroom assessment practices. Students' characteristics and teachers' inconsistencies on what they said in relation to their beliefs and values in teaching and learning, competence in assessment tools, and accountability to their actual teaching seem to explain the in congruence of their classroom assessment practices to the K to 12 standards of doing assessment. The findings from this study have implications for faculty development program as well as for future researches.


Keywords: Mathematics teachers, Beliefs and values in teaching and learning, Classroom assessment practices

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