Abstract
The Philippines implemented its educational reform commonly known as K to 12 Program in 2013 for Filipino learners’ holistic development and global competitiveness. One indicator of the reform’s effectiveness is the country’s performance in international large-scale assessments like the Trends in International Mathematics and Science Study (TIMSS), if it participates again in 2019. To gauge readiness and inform decisions on its participation, this study examines the alignment of TIMSS 2015 Assessment Framework vis-à-vis the 2016 Philippine’s K to 12 Curriculum in Mathematics and Science. Through curriculum mapping of experts on the competencies in the two documents, the study reveals that K to 12 Mathematics Grade 4 is more aligned with TIMSS 2015 Assessment Framework than that of Math Grade 8, Science Grade 4, and Science Grade 8. The study recommends continuous curriculum improvement of the Philippine’s K to 12 Curriculum and implementation of relevant intervention programs and support system from different education stakeholders, including country-based publishing and testing companies to address gaps on competencies found for the country to meet international benchmarks.
Highlights
In its unending pursuit of true academic excellence, the Philippines instituted its educational reform called K to 12 Program upon the enactment of Republic Act (RA) No 10533 known as Enhanced Basic Education Act 2013
The alignment of whole number competencies in the Philippine curriculum with Trends in International Mathematics and Science Study (TIMSS) 2015 is good for the country compared to what other countries have reported like Turkey and New York State claiming that these competencies have been covered starting grade one to higher grade levels (Incikabi, Ozgelen, & Tjoe, 2012)
Summary of the Study: The study intends to determine the extent of alignment of the 2015 TIMSS Assessment Framework with the Philippine K to 12 Curriculum in Mathematics and Science released in the DepEd’s website in 2016, which is the reference of all instructional and assessment materials developed for use of schools in the Philippines
Summary
In its unending pursuit of true academic excellence, the Philippines instituted its educational reform called K to 12 Program upon the enactment of Republic Act (RA) No 10533 known as Enhanced Basic Education Act 2013. With the intention of uplifting the Philippine educational system, possible indicators of reform’s effectiveness would be the country’s participation in international educational research studies such as the Trends in International Mathematics and Science Study (TIMSS). This international large-scale assessment is periodically conducted, which could provide feedback on how the Filipino students’ performance has improved over time in an international setting from the time its basic education was just 10 years to that it is K to 12. In 2008, it participated again in the TIMSS-Advanced designed to assess students’ performance in their final year of secondary schooling with special preparation in advanced mathematics and physics (Ogena, Laña, & Sasota, 2010). The International Association for the Evaluation of Educational Achievement (IEA), an independent international cooperative of national research institutions and government agencies, has been conducting TIMSS, which began in 1995 and with 70 participating countries in 2015 survey (Mullis, 2013: 3)
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