Filipino students performed poorly in the 2018 Programme for International Student Assessment (PISA) mathematics assessment, with more than 50% obtaining scores below the lowest proficiency level. Students from public schools also performed worse compared to their private school counterparts. We used machine learning approaches, specifically binary classification methods, to model the variables that best identified the poor performing students (below Level 1) vs. better performing students (Levels 1 to 6) using the PISA data from a nationally representative sample of 15-year-old Filipino students. We analyzed data from students in private and public schools separately. Several binary classification methods were applied, and the best classification model for both private and public school groups was the Random Forest classifier. The ten variables with the highest impact on the model were identified for the private and public school groups. Five variables were similarly important in the private and public school models. However, there were other distinct variables that relate to students’ motivations, family and school experiences that were important in identifying the poor performing students in each school type. The results are discussed in relation to the social and social cognitive experiences of students that relate to socioeconomic contexts that differ between public and private schools.
Purpose-This exploratory investigation examines the material and non-discursive constraints of Math teachers in conducting action research in the Philippines. It initially describes the contexts of participation of scholars situated in the periphery in knowledge production and teases out the apparent challenges faced in the successful conduct of research. Methodology-Anchored on Lave and Wenger's concept of community of practice and legitimate peripheral participation, the study employs rights analysis as a means to determine the constraints of the respondents in doing action research. Additionally, it traces the mechanisms of power that reinforce and reproduce these challenges. Data was obtained from 13 mathematics teachers employed in different schools under the Manila Archdiocesan and Parochial Schools Association (Mapsa). These teachers have varying work experiences and are teaching different grade levels. The respondents were systematically sampled since they are part of an action research course under the master's program in teaching math offered by the university. Findings-Based on the fi ndings, it is argued that due to the disempowering material, social and political conditions of these teachers, they may be considered as part of a hierarchy of peripheral participation since they possess limited opportunities for academic socialisation in the conduct of action research. Finally, this paper draws implications for the improvement of research training in periphery contexts.
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