Need supportive teaching is associated with greater reading achievement: What the Philippines can learn from PISA 2018

Haw, Joseph Y.; King, Ronnel B.; Trinidad, Jose Eos

doi:10.1016/j.ijer.2021.101864

Cited by 21 publications

(12 citation statements)

References 62 publications

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“…As a core subject, mathematics is essential in achieving these goals, and the quality of mathematics education is vital to the overall success of the K to 12 programs (Saxton, et al, 2014;Lo et al, 2017). However, recent studies have shown a significant gap in mathematics education in the Philippines, with many students failing to meet the minimum proficiency level (Lituanas et al, 2001;Sánchez-Cabrero et al, 2021;Haw et al, 2021).…”

Section: Introductionmentioning

confidence: 99%

“…Moreover, teachers face challenges in delivering quality mathematics instruction, such as inadequate subject knowledge, limited resources, and lack of support (Harris et al, 2011;Bragg et al, 2021;Haw et al, 2021). Hence, it is a pressing need to address these challenges and improve the quality of mathematics instruction to achieve the K to 12 curricula goals.…”

Section: Introductionmentioning

confidence: 99%

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Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathematics Instruction in the K to 12 Curriculum in the Philippines

Dicdiquin¹,

Mobo²,

Cutillas

2023

IJMABER

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This study assessed the effectiveness of a professional development program for junior high school mathematics teachers in the Philippines and analyzed their achievement test results in Mathematics. The study aimed to identify the factors affecting the quality of mathematics instruction and propose solutions to these challenges. The study found that while most teachers were consistent in their lesson planning and content delivery, they need to improve their questioning techniques, differentiated techniques, and strategies to develop higher-order thinking skills. The study suggests that teachers need to enhance their teaching practices to achieve the K to 12 Curriculum goals, prepare students for better work opportunities, and contribute to the nation's economy. Professional development programs can provide opportunities for mathematics teachers to increase their knowledge and confidence in the subject. By improving their teaching practices, teachers can help enhance the quality of mathematics education in the Philippines. This study highlights the challenges mathematics teachers face in the country and the need for professional development programs to help them improve their teaching practices. The findings have important implications for mathematics education in the country, which can help raise the quality of education and the nation's economy.

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Section: Introductionmentioning

confidence: 99%

Section: Introductionmentioning

confidence: 99%

Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathematics Instruction in the K to 12 Curriculum in the Philippines

Dicdiquin¹,

Mobo²,

Cutillas

2023

IJMABER

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“…Using the data of 1020 grade 3–6 students, Pitzer and Skinner (2017) found that students with high academic risk could gain similar achievement to low‐risk ones if they perceived enough teacher support throughout the school year, while those who perceived insufficient teacher support are still at risk. Haw et al (2021) also indicated that teacher support can improve students' reading ability and mitigate the influence of SES on students' achievement according to the data of Philippines in PISA 2018. In addition, for students of low SES, adequate teacher support is linked with their improvement in self‐beliefs and academic achievement (Murray & Malmgren, 2005).…”

Section: Introductionmentioning

confidence: 99%

Mediation of self‐concept and moderation of teacher support between SES and reading achievement: Evidence from China and the United States

Ma,

Xiao,

2023

Brit J of Edu Psychol

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BackgroundSocioeconomic status (SES) is important in students' reading development. The mechanism of how they are linked, however, is underexplored.AimsThis research aimed to explore whether reading self‐concept mediates the link between SES and reading achievement and whether teacher support moderates the direct and indirect link between SES and reading achievement.SamplesUsing PISA 2018 database, we selected 17,346 15‐year‐olds from 537 schools in B‐S‐J‐Z (China) and the United States (U.S.).MethodsMultilevel linear models were calculated to explore the potential mediation of self‐concept and the potential moderation of teacher support between SES and reading achievement.ResultsResults reveal that reading self‐concept mediated the link between SES and reading achievement at student level both in China and the United States, and teacher support moderated the link between SES and reading self‐concept both at student level and school level only in China, but not in the United States.ConclusionOur research highlights the importance of self‐concept and teacher support in improving students' reading achievement, especially for students of low SES, which has important theoretical significance and practical enlightenment for reading instruction.

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“…Relatedly, despite the varied impact of instructional practices on student outcomes depending on the subject domain (see Chanal & Guay, 2015 ; Wigfield et al, 2004 ), few have studied objective achievement in a specific subject domain (e.g. science achievement; Burns et al, 2021 ; Haw et al, 2021 ). Another research gap is the focus of current studies on autonomy-supportive teaching (e.g.…”

Section: Introductionmentioning

confidence: 99%

“…The impact of learning environments that satisfy students’ basic psychological needs on positive outcomes and achievement continues to gain significant research attention (see Hospel & Galand, 2016 ; Lietaert et al, 2015 ). For instance, a recent study by Burns et al ( 2021 ) used the 2015 PISA data and found a positive link between students’ perception of need-supportive teaching to their science participation, self-efficacy, and achievement (see also Haw et al, 2021 for a study linking need-supportive teaching to reading achievement).…”

Section: Introductionmentioning

confidence: 99%

Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement

2022

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The self-system model of motivational development was used in this study to examine whether and how student motivation and self-assessment practices—as psychological and behavioural mechanisms, respectively—link need-supportive teaching to students’ objective achievement scores in English language learning. We applied a multilevel mediation analysis on Rasch-calibrated data from 796 students (53% females; mean age = 14.12, SD = 1.51) nested within 30 classes (mean class size = 26.53) in a secondary school in the Philippines. We collected all predictor variables (i.e. need-supportive teaching, motivation, self-assessment practice) in time 1, while achievement scores were collected eight weeks later (time 2). Lower-level mediation results show that students’ perceptions of involved teaching and structured teaching are associated with higher controlled motivation and autonomous motivation. Furthermore, only autonomous motivation was associated with higher achievement in time 2. Self-assessment practice significantly mediated the link between both controlled and autonomous motivation to achievement. These results held while controlling for age, gender, and socioeconomic status. Hence, involved teaching and structured teaching correlated with higher motivation and increased self-assessment practice, which, in turn, leads to higher achievement in English language learning. The findings highlight that motivation and self-assessment practices are psychological and behavioural pathways that can theoretically and empirically explain how need-supportive teaching practices impact student achievement in a specific subject. Implications and directions for future research are discussed.

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Need supportive teaching is associated with greater reading achievement: What the Philippines can learn from PISA 2018

Cited by 21 publications

References 62 publications

Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathematics Instruction in the K to 12 Curriculum in the Philippines

Evaluating the Effectiveness of Professional Development Programs for Junior High School Mathematics Teachers in Improving Mathematics Instruction in the K to 12 Curriculum in the Philippines

Mediation of self‐concept and moderation of teacher support between SES and reading achievement: Evidence from China and the United States

Domain-specific motivation and self-assessment practice as mechanisms linking perceived need-supportive teaching to student achievement

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