DEPED TEACHERS’ PERCEPTIONS OF PISA ASSESSMENT MATERIALS AND RESULTS:

CHALLENGES AND PROPOSED SOLUTIONS

A MASTERAL THESIS

Presented to The School of Graduates Sudies

J.H. Cerilles State College
Pagadian Annex Campus, Pagadian City

In Partial Fulfilment
Of the Requirements for the Course
Master of Arts in Education

English

DAWN ALEJANDRA MAE R. DUMALANG

JANUARY 2024
 Chapter I

THE PROBLEM

Introduction

The Programme for International Student Assessment (PISA)

has become a global benchmark for evaluating educational systems

worldwide. Conducted by the Organisation for Economic Co-

operation and Development (OECD), PISA assesses the competencies

of 15-year-old students in mathematics, science, and especially

in reading focusing on their ability to apply knowledge and

skills to real-world problems.

Reading was the main subject in 2000, 2009 and 2018, science

was the main subject in 2006 and 2015. According to PISA 2022

Assessment and Analytical Framework (OECD, 2023), reading is

defined as students’ capacity to understand, use, evaluate,

reflect on and engage with texts in order to achieve one’s goals,

develop one’s knowledge and potential, and participate in

society. In recent years, the Philippines' participation in PISA

has highlighted significant gaps in student performance, drawing

attention to the country’s educational challenges and sparking

debates among educators, policymakers, and stakeholders (OECD,

2019). Based on the latest result of PISA from the Philippines,

the country scored Level 1a to 1b on mathematics, reading, and

science. This means that students had below minimum proficiency

in all three subject areas wherein at level 1a for reading,

students can understand only the literal meaning of sentences or

short passages.(Magsambol, 2024)

With these, the researcher seeks the identified gaps in

terms of the several challenges with PISA (Programme for

International Student Assessment) materials when conducted in the

Philippines that might affect the poor results of the students.

One significant issue is cultural relevance. PISA assessments are

designed to be globally standardized, which sometimes results in

test questions that do not align with Filipino students' cultural

context. This misalignment can make it challenging for students

to relate to or understand the scenarios presented in the test.

For instance, the Philippines' performance in the 2022 PISA

creative thinking assessment was among the lowest, highlighting

how cultural and contextual differences can affect outcomes

(Philstar, 2024).

Another issue is the language barrier. While PISA is

administered in English in the Philippines, many Filipino

students primarily use local languages or dialects in their daily

lives. English, especially when used in complex problem-solving

contexts, may pose challenges for students and might not

accurately reflect their true capabilities. This highlights the

need for greater focus on language proficiency in educational

settings (EdCom 2, 2024).

Lastly, there is a misalignment between the Philippine

education curriculum and the competencies assessed by PISA. The

test focuses on critical thinking, problem-solving, and real-

world applications, while the Philippine education system often

emphasizes rote learning and content-based instruction. The World

Bank has recommended that the Philippines focus on foundational

skills and shift to a competency-based curriculum to better

prepare students for international assessments like PISA (EdCom

2, 2024).

Connected to these, the most affected by the PISA results

are the teachers of the Department of Education (DepEd), who play

a pivotal role in implementing the curriculum and preparing

students for such assessments. Teachers’ perceptions of PISA

assessment materials and the outcomes of these evaluations are

crucial in understanding the broader implications of the test

results. Negative feedback from DepEd teachers regarding the

appropriateness of the assessment materials and the unexpectedly

low scores of Filipino students has raised concerns about the

alignment between the national curriculum and the demands of

international assessments like PISA (OECD, 2019).

 Therefore, this study aims to delve into the perceptions of

DepEd teachers regarding PISA assessment materials and results,

focusing on the challenges encountered and the gaps identified in

the educational system. These gaps include the lack of teacher

training on international assessments, the mismatch between the

national curriculum and the competencies measured by PISA, and

insufficient resources to adequately prepare students for such

evaluations. Teachers’ insights provide a unique perspective on

the disconnect between classroom practices and the competencies

measured by PISA. Understanding these perceptions is critical to

addressing the challenges and formulating strategies that can

bridge these gaps effectively.

In essence, this research underscores the importance of

listening to teachers’ voices as key stakeholders in education.

Their experiences and recommendations will serve as a foundation

for crafting evidence-based policies and interventions,

ultimately fostering a more robust and competitive educational

system that can meet both national and global demands.

Theoretical Framework

This study is grounded by the Theory of Constructivism

(1978), which posits that learners build knowledge through social

interactions and cultural experiences. This theory aligns with

the notion that teachers’ perceptions of PISA materials and

results are shaped by their individual teaching contexts and

experiences. Vygotsky’s work suggests that teachers may interpret

PISA assessments differently based on their own classroom

realities, influencing how they engage with and respond to these

assessments.

Another foundational theory is Cultural-Historical Activity

Theory (CHAT), developed by Engeström (1987), which investigates

how individuals’ actions are shaped by broader socio-cultural,

institutional, and historical contexts. This theory is pertinent

as it allows for an examination of how DepEd teachers’

perceptions are influenced by the Filipino educational system’s

unique socio-political and cultural environment. The theory also

offers insight into how these contradictions affect teachers’

responses to the PISA results and how they integrate the

assessment materials into their teaching.

Lastly, the Diffusion of Innovations Theory (Rogers, 2003)

provides an additional lens through which to explore how teachers

adopt new ideas and innovations, such as international

assessments. Rogers' theory suggests that the adoption of

innovations like PISA is influenced by factors including

perceived advantages, compatibility with existing practices,

complexity, and the ease with which the innovation can be tested.
Conceptual Framework

Propose
Feedbacks and Present an Alternative
PISA Result and Learning/Assessement
Perceptions of Identifying The Gaps Learning Material for
Assessment Materials Material Based in
Teachers PISA
addressing the Gaps

The conceptual framework of this study shows a systematic

approach to address the challenges associated with PISA results

and assessment materials by engaging in a sequence of steps. The

process begins with the analysis of PISA results and assessment

materials, followed by gathering feedback and perceptions from

teachers. These steps help in identifying gaps in the current

learning and assessment processes. Based on the gaps identified,

alternative learning or assessment materials are proposed,

specifically designed to address these issues. Finally, these

materials are presented as potential solutions to improve

alignment with PISA standards and outcomes. This structured

approach ensures that each phase builds on the insights of the

previous one, fostering a comprehensive understanding and

resolution of the gaps.

Research Questions

This study seeks to answer these following questions:

1. How do DepEd teachers perceive the alignment of PISA

assessment materials with the current Philippine education

curriculum?

2. In what ways do the perceptions of DepEd teachers influence

the integration of 21st-century skills in classroom

instruction to improve PISA outcomes?

3. What specific cultural, contextual, or linguistic factors in

PISA assessment materials present challenges to Filipino

students' performance?

4. In what ways do students' performance outcomes on

assessments shows there is inappropriateness of assessment

materials for the alignment between the national curriculum

and the demands of international assessments like PISA?

5. What questions/learning materials should be included to

align in PISA assessment materials that will require to

focused on more analytical thinking rather than rote

memorization questions and the demands of international

assessments like PISA?

 Significance of the Study

This study is significant of the following:

For students, the study offers to raising the country's

performance in international assessments and benchmarking

Filipino students’ skills against global standards.

For educators, the study offers a valuable resource that

equips them with effective tools to assess and enhance students’

21st-century skills. Teachers will benefit these materials can

serve as a guide to improve teaching strategies, promote student

engagement, and foster the development of higher-order thinking

skills among learners.

For the Department of Education, the study provides a robust

foundation for designing assessments that align with national and

international educational goals enabling the Department to

implement effective reforms that address gaps in the educational

system and align with global trends.

For future researchers, the study can inspire future

research and initiatives aimed at advancing education in the

Philippines and other countries with similar educational

challenges.

Scope and Limitation of the Study

 This study focuses on the perceptions of public school

teachers under the Department of Education (DepEd) in selected

schools that participated in PISA. It examines their views on the

usability, cultural relevance, and alignment of PISA assessment

materials with the Philippine education curriculum, particularly

in relation to challenges such as language barriers, curriculum

misalignment, and the cultural context of the test questions.

Feedback is gathered through surveys, interviews, and focus group

discussions to explore how these materials impact teaching

practices and student preparation. The study is limited to

specific regions and schools, which may not fully represent the

views of teachers nationwide. Additionally, it focuses solely on

teachers’ perceptions and does not conduct a detailed analysis of

student performance or a comprehensive review of the entire

curriculum. Despite these limitations, the study seeks to provide

meaningful insights and propose solutions that address systemic

challenges, helping to improve the Philippines' performance in

international assessments.

Definition of Terms

PISA Framework- The Programme for International Student

Assessment (PISA) framework is an international standard used to

measure 15-year-old students’ skills in reading, mathematics, and

science, focusing on their ability to apply knowledge to real-

world situations.

Assessment Materials- The tools, resources, and test questions

used in the PISA assessment to evaluate students' competencies in

various subject areas.

Cultural Relevance- The degree to which PISA assessment materials

align with the cultural, social, and contextual experiences of

Filipino students.

Language Barrier-Challenges experienced by Filipino students in

understanding and responding to PISA assessments conducted in

English, which may not reflect their true capabilities due to

limited language proficiency.

Curriculum Misalignment - The disconnect between the Philippine

education curriculum, which emphasizes rote learning, and the

competencies assessed by PISA, such as critical thinking and

problem-solving.

DepEd Teachers - Public school teachers employed under the

Department of Education who are responsible for implementing the

national curriculum and preparing students for assessments like

PISA.

Feedback and Perceptions - Teachers' insights, opinions, and

evaluations regarding the PISA assessment materials, including

their relevance, appropriateness, and potential impact on student

performance.

Alternative Learning Materials - Proposed resources and

instructional tools designed to address the gaps in existing PISA

assessment materials, aligning them better with the Philippine

educational context.

CHAPTER II

RELATED LITERATURE AND STUDIES

The role of international assessments, such as PISA, in

shaping educational practices has garnered significant attention

globally. In the context of the Philippines, the Department of

Education (DepEd) teachers' perceptions of PISA results and

assessment materials are crucial for understanding how these data

can be utilized to enhance teaching and learning. Various studies

have explored the impact of PISA on educators, particularly in

how teachers engage with the findings, face challenges in

interpreting the results, and propose solutions to effectively

apply the data.

In the study, “PISA and Its Impact on Education Systems: A

Global Perspective (OECD, 2016), it was found that PISA results

heavily influence education systems worldwide. Policymakers and

educators in participating countries use PISA data to drive

reforms in their national curricula and teaching strategies.

However, the study also indicated that there is a gap between how

educators perceive the relevance of PISA results and the

practical application of these findings in classrooms.

In the study of Zhao and Qian, (2019), “Teachers’

Perceptions of International Assessments: The Case of TIMSS and

PISA”, this study explored the impact of international

assessments such as PISA and TIMSS on teacher perceptions.

Teachers expressed mixed feelings about the utility of these

assessments, with many highlighting difficulties in interpreting

the data. The study suggests that educators often lack sufficient

training to integrate the findings into their teaching practices

effectively.

According to Nielsen and Birkelund (2017), entitled “The

Role of Teachers in the Use of PISA Results: Perceptions and

Challenges”, the study indicated that PISA results are not always

actionable due to the complexity of the data. They found it

difficult to tailor their teaching methods based on results

without more specific guidance. The study suggests that

professional development and training should focus more on

helping educators understand and utilize international assessment

data effectively.

Another study entitled “Understanding PISA: Teacher

Training and Assessment Materials in the Philippines” (Cruz,

2020) shows that in the Philippines, teachers showed limited

awareness of PISA and struggled with understanding the assessment

materials. The study concluded that enhancing teacher training on

international assessments and improving communication about the

value of PISA results could help mitigate these challenges and

foster better educational outcomes.

Lastly, in Salazar (2018) study entitled “Challenges in

Interpreting International Assessments in a Developing Country

Context: A Case Study of PISA in the Philippines” ,this study

focused on the difficulties Philippine teachers encounter when

interpreting PISA results. It identified challenges such as

cultural differences, the lack of context-specific data, and

limited resources for professional development. The study

proposed that PISA results should be contextualized better for

the local education system and suggested more accessible

professional development for teachers.

 CHAPTER III

Research Design

This study employs a qualitative research design,

specifically a case study approach, to examine the perceptions of

DepEd teachers regarding PISA assessment materials and results.

The case study design is appropriate as it allows an in-depth

exploration of a specific group of teachers within a particular

context, focusing on their challenges and proposed solutions. By

analyzing the experiences of these teachers, the study aims to

provide a comprehensive understanding of how PISA-related

practices influence teaching and learning in the local context.

Research Environment

The research will be conducted among selected DepEd teachers

in District 1, Dumingag, Zamboanga del Sur. This district

comprises schools with varying teaching environments, from rural

to semi-urban settings, providing a diverse backdrop for the

study. The environment reflects the unique challenges and

realities of implementing PISA-aligned educational practices in a

regional context, allowing for an in-depth analysis of how these

factors influence teachers’ perceptions and responses.

Sampling Design

The study will use purposive sampling to select respondents

who meet specific criteria, ensuring they are knowledgeable and

experienced with PISA assessment materials and results. Teachers

who have undergone PISA-related training or have participated in

curriculum planning aligned with PISA standards will be

prioritized. A sample size of 10–20 participants will be targeted

to ensure diversity while achieving data saturation, where no new

insights or themes emerge from additional data.

Research Respondents

The research respondents will consist of DepEd teachers from

District 1, Dumingag, Zamboanga del Sur, who are directly or

indirectly involved with PISA-related activities. These may

include teachers who implement PISA-related instructional

strategies, interpret results, or participate in discussions

about improving educational outcomes. The selection of

respondents aims to capture a broad spectrum of experiences,

providing a holistic understanding of the challenges and

solutions within this context.

Research Instrument

The primary research instrument for this study will be semi-

structured interviews, designed to gather detailed and context-

specific information about teachers' perceptions and experiences

with PISA. The interview guide will include open-ended questions

that explore their familiarity with PISA materials, the

challenges they encounter, and their proposed solutions to

improve engagement with these assessments. Interviews will be

audio-recorded with the consent of the participants and

supplemented by field notes to capture additional observations,

ensuring a robust and comprehensive data collection process.

 REFERENCES

Cruz, M. (2020). Understanding PISA: Teacher Training and

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EdCom 2. (2024). To improve PISA performance, go back to basics:

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from EdCom 2 website.

Engeström, Y. (1987). Learning by expanding: An activity-

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Nielsen, K., & Birkelund, J. (2017). The Role of Teachers in the

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