the performance of grade i and ii teachers in public...

National Education Testing and Research Center

Department of Education

July 2012

THE PERFORMANCE OF GRADES I AND II

TEACHERS IN

PUBLIC ELEMENTARY SCHOOLS IN THE

TEST OF ENGLISH PROFICIENCY FOR TEACHERS

(TEPT)

AND PROCESS SKILLS TEST (PST) IN

SCIENCE AND MATHEMATICS

(PRE-TEST)

FOR MANCOM PRESENTATION

Contents Slide

Nos.

A. Background and Rationale

1. Introduction 3-4

2. Conceptual Paradigm 5

3. Significance of the Study 6-7

4. Number of Teachers Who Took the Test 8

B. The Instruments, Test Development Process and Standard Setting 9-14

C. The Mean Performance of Teachers in the TEPT and PST 15-25

D. Level of Performance of Teachers in the TEPT and PST by Subtest 26-29

E. Variables Associated with the Overall TEPT Score 30-32

F. Variables Associated with the Overall PST Score 33-35

G. Policy Implications 36-39

H. Statistical Annexes 40-47

Introduction

The Department of Education in its continuing pursuit and

commitment for the delivery of quality basic education had

instituted various educational reforms; one of which is the

implementation of the K to 12 Program. For operationalizing

this progress, there are inputs to be factored in: the

curriculum, the school head’s leadership, teacher quality and

school facilities.

In focus in this undertaking is benchmarking on the pupils

and teachers in terms of proficiency in the subject area

knowledge and teaching competencies, to name a few.

3

A. Background and Rationale

Anchoring on this directive, the Department of Education

through the National Education Testing and Research

Center issued DepED Memorandum No. 12, S. 2012, on

the administration of the Test of English Proficiency for

Teachers (TEPT) and Process Skills Test (PST) in Science and

Mathematics to all permanent Grade I and II public

school teachers.

4

Feedback

DepED

Memo

No.12

S.2012

K to 12 Program

Teacher Quality

of Gr. 1 and Gr. 2

Teachers in

Public Schools

TEPT-PST

Administration

by NETRC

Training of

Teachers at the

Division Level

Policy

Recommen-

dation to

improve

English

Proficiency

and Science

and Math

Education

Context Inputs OutputsProcess

The Conceptual Paradigm

5

Significance of the Study

The recently concluded TEPT-PST administered to

Grades I and II teachers with permanent positions in all

public schools nationwide is significantly meant to identify

baseline information on the training needs of the said

teachers in preparation for the K to 12 program of the

Department especially in the use of English as a medium of

instruction in teaching the major subjects. The need to look

at the process skills is also important for the onset of

integrating Science and Math in the Grades 1 and 2 levels.

Teacher training as a result of TEPT and PST

administration shall enable the teachers to focus on the

integral components of teaching all the major subject areas.

6

A growing concern of attendance to trainings relative

to English instruction has been consistently demanded of by

various education sectors and stakeholders and the TEPT-

PST is an important response towards this concern. The test

results were already sent to the respective division offices

and the school heads shall then be able to identify the

teachers’ training needs. The school heads shall likewise

recommend teacher participation and attendance to the

identified trainings relative to English instruction. In

effect, these teachers through their improved knowledge

shall become a major factor in sustaining and increasing

school performance.

7

Number of Grades I and II Teachers Who Took the TEPT and PST

8 Region Frequency Percentage

I Ilocos Region 6,914 5.87

II Cagayan Valley Region 4,724 4.01

III Central Luzon Region 11,671 9.91

IV-A CALABARZON 11,524 9.79

IV-B MIMAROPA 4,263 3.62

V Bicol Region 9,304 7.90

VI Western Visayas Region 10,675 9.07

VII Central Visayas Region 8,874 7.54

VIII Eastern Visayas Region 7,319 6.22

IX Western Mindanao Region 5,689 4.83

X Northern Mindanao Region 6,457 5.48

XI Southern Mindanao Region 6,010 5.10

XII Central Mindanao Region 5,267 4.47

National Capital Region 8,415 7.15

CAR Cordillera Administrative Region 2,700 2.29

A.R.M.M. 4,123 3.50

CARAGA 3,799 3.23

National 117,728 100.00

B. The Instruments, Test Development Process and

Standard Setting

9

1. Test of English Proficiency for Teachers

It is an English proficiency test which is administered

for one hour and thirty minutes. It is a multiple-choice

type of test comprising of 90 items distributed in three

subtests as follows: Structure (15 items), Written

Expression (25 items), and Reading Comprehension (50

items). A scannable Answer Sheet was used to record the

responses. The description of the three subtests follows.

10

B. The Instruments, Test Development

Process and Standard Setting

Reading Comprehension. This measures the ability to

understand what has been stated directly; to analyze, interpret

and criticize what has been read; to recognize reasonable

application of principles or opinions expressed by the author; to

make inferences, generalizations and conclusions; and to detect

and evaluate the means by which the author tries to put his ideas

across.

Structure. This measures how the parts of speech are used and

put together or organized as a modifier or used in the sentence.

Written Expression. This subtest is designed to assess one’s

ability and skill in the use of English in written form (e.g. use of

present progressive form of verb, etc.).

11

2. Process Skills Test in Science and Mathematics

This is a 40-item multiple choice test. It takes an hour

to take this test. It is comprised of processing skills such

as observing; classifying; inferring; predicting;

measuring/quantifying; communicating; interpreting

data; analyzing data; evaluating; experimenting;

making conclusions; making models; and defining

operationally.

12

Test Development Process

13 Planning the test

Developing the Table of Specification

Item Writing

Test Assembly and Review of Test Items

Pilot Testing or Try Out of the Test (at least 2 forms of the final test)

Validity/Reliability

Organize final form of the Test

Norming

Preparation of the Test Manual/Examiner’s Handbook

Items

Useful

Yes

NoReject

The Criteria for the Proficiency Level

Percentage Descriptive Equivalent

76% - 100% High

51% - 75% Moderate

26% - 50% Low

0 - 25% Very Low

14

Standard Setting

C. The Mean Performance of Teachers in the TEPT and PST

15

Teachers’ Mean Performance in the TEPT

(Scope: Total Country)16

English Proficiency MPS Descriptive

Equivalent

1. Structure 42.82 Low

2. Written Expression 37.13 Low

3. Reading

Comprehension

59.55 Moderate

TOTAL TEST 50.53 Low

Teachers’ Mean Performance in the TEPT

(Scope: By Region)17

Region N %MPS

Descriptive

Equivalent

I - Ilocos Region 6,914 5.87 51.66 Moderate

II - Cagayan Valley Region 4,724 4.01 50.15 Low

III - Central Luzon Region 11,671 9.91 50.12 Low

IVA – CALABARZON 11,524 9.79 50.93 Low

IVB – MIMAROPA 4,263 3.62 49.03 Low

V - Bicol Region 9,304 7.90 50.96 Low

VI - Western Visayas Region 10,675 9.07 52.46 Moderate

VII - Central Visayas Region 8,874 7.54 52.86 Moderate

VIII – Eastern Visayas Region 7,319 6.22 52.09 Moderate

IX - Western Mindanao Region 5,689 4.83 48.37 Low

X - Northern Mindanao Region 6,457 5.48 50.26 Low

XI - Southern Mindanao Region 6,010 5.10 50.36 Low

XII - Central Mindanao Region 5,267 4.47 48.67 Low

NCR National Capital Region 8,415 7.15 51.17 Moderate

CAR - Cordillera Administrative

Region2,700 2.29 53.92 Moderate

A.R.M.M. 4,123 3.50 41.24 Low

CARAGA 3,799 3.23 48.67 Low

Nationwide 117,728 100.00 50.53 Low

Teachers’ Mean Performance in the TEPT (Luzon)

18

NCR CAR I II III IV-A IV-B VTotal

Country

MPS 51.17 53.92 51.66 50.15 50.12 50.93 49.03 50.96 50.53

46.00

47.00

48.00

49.00

50.00

51.00

52.00

53.00

54.00

55.00

2012 TEPT Mean Performance of Grades I and II Teachers from Luzon Region

• In Luzon, 5 out of the 8 regions surpassed the national MPS in TEPT (50.53);

Regions II and III were only a few percentage points lower.

Teachers’ Mean Performance in the TEPT (Visayas)

19

VI VII VIII Total Country

MPS 52.46 52.86 52.09 50.53

49.00

49.50

50.00

50.50

51.00

51.50

52.00

52.50

53.00

53.50

2012 TEPT Mean Performance of Grades I and II Teachers from Visayas Region

• In Visayas, all three regions exceeded the national MPS in TEPT (50.53).

Teachers’ Mean Performance in the TEPT (Mindanao)

20

IX X XI XII ARMM CARAGA Total Country

MPS 48.37 50.26 50.36 48.67 41.24 48.67 50.53

0.00

10.00

20.00

30.00

40.00

50.00

60.00

2012 TEPT Mean Performance of Grades I and II Teachers from Mindanao Region

• In Mindanao, all six regions were below the national MPS in TEPT (50.53).

• Regions X and XI were only 0.27 and 0.17 percentage points lower than the national

MPS, respectively.

Teachers’ Mean Performance in the PST

(Scope: Total Country)

21

Process Skills MPS Descriptive Equivalent

1. Observing 72.25 Moderate

2. Classifying 40.55 Low

3. Inferring 21.40 Very Low

4. Predicting 44.05 Low

5. Measuring / Quantifying 55.48 Moderate

6. Communicating 41.00 Low

7. Interpreting Data 62.84 Moderate

8. Analyzing Data 34.67 Low

9. Evaluating 33.50 Low

10.Experimenting 46.04 Low

11. Making Conclusions 47.88 Low

12. Making Models 53.92 Moderate

13. Defining Operationally 43.22 Low

TOTAL TEST 46.03 Low

Teachers’ Mean Performance in the PST

Scope: By Region

22

Region N %MPS

Descriptive

Equivalent

I - Ilocos Region 6,914 5.87 47.46 Low

II - Cagayan Valley Region 4,724 4.01 45.90 Low

III - Central Luzon Region 11,671 9.91 46.81 Low

IVA - CALABARZON 11,524 9.79 47.76 Low

IVB - MIMAROPA 4,263 3.62 45.36 Low

V - Bicol Region 9,304 7.90 44.97 Low

VI - Western Visayas Region 10,675 9.07 46.71 Low

VII - Central Visayas Region 8,874 7.54 48.42 Low

VIII - Eastern Visayas Region 7,319 6.22 46.96 Low

IX - Western Mindanao Region 5,689 4.83 44.13 Low

X - Northern Mindanao Region 6,457 5.48 46.02 Low

XI - Southern Mindanao Region 6,010 5.10 45.12 Low

XII - Central Mindanao Region 5,267 4.47 43.65 Low

NCR - National Capital Region 8,415 7.15 45.65 Low

CAR - Cordillera Administrative Region 2,700 2.29 47.29 Low

A.R.M.M. 4,123 3.50 38.24 Low

CARAGA 3,799 3.23 46.06 Low

Nationwide 117,728 100.00 46.03 Low

Teachers’ Mean Performance in the PST (Luzon)

23

NCR CAR I II III IV-A IV-B VTotal

Country

MPS 45.65 47.29 47.46 45.9 46.81 47.76 45.36 44.97 46.03

43.50

44.00

44.50

45.00

45.50

46.00

46.50

47.00

47.50

48.00

2012 PST Mean Performance of Grades I and II Teachers from Luzon Region

• In Luzon, half of the 8 regions surpassed the national MPS in PST (46.03).

Teachers’ Mean Performance in the PST (Visayas)

24

VI VII VIII Total Country

MPS 46.71 48.42 46.96 46.03

44.50

45.00

45.50

46.00

46.50

47.00

47.50

48.00

48.50

49.00

2012 PST Mean Performance of Grades I and II Teachers from Visayas Region

• Similar to its performance in the TEPT, all three Visayas regions exceeded the

national MPS in PST (46.03).

Teachers’ Mean Performance in the PST (Mindanao)

25

IX X XI XII ARMM CARAGA Total Country

MPS 44.13 46.02 45.12 43.65 38.24 46.06 46.03

0.00

5.00

10.00

15.00

20.00

25.00

30.00

35.00

40.00

45.00

50.00

2012 PST Mean Performance of Grades I and II Teachers from Mindanao Region

• Except for CARAGA, the rest of the regions in Mindanao were below the national

MPS in PST (46.03); CARAGA was only 0.03 percentage points higher.

• Region X, however, was only 0.01 percentage point below the national MPS.

D. Level of Performance of Teachers in the TEPT and PST by

Subtest

26

Percentage Distribution of Teachers by Level of

Performance in the TEPT and PST

27

Level of

Performance

MPS TEPT PST

No. of

Examinees

Percentage No. of

Examinees

Percentage

High 76-1002,449 2.08 1,178 1.00

Moderate 51-7555,590 47.22 37,500 31.85

Low 26-5058,617 49.79 73,608 62.52

Very Low 0-251,072 0.91 5,442 4.62

TOTAL 117,728 100.00 117,728 100.00

62% of the teachers have poor process skills which they used predominantly in

teaching science and mathematics.

Level of Performance of the Teachers in the TEPT by Subtest

28

Level of

Perfor-

mance

Descriptive

EquivalentN

Mean Percentage Score (MPS)

StructureWritten

Expression

Reading

Compre-

hension

Total

Test

76-100 High 2,449 74.97 73.05 85.09 80.06

51-75 Moderate 55,590 49.93 43.17 69.90 59.15

0-50 Low/Very Low 59,689 35.10 30.30 49.01 41.49

Overall 117,728 42.82 37.13 59.55 50.53

The high performing teachers obtained highest score in Reading Comprehension

50% of the teachers (N = 59,689) have low ability in using English in their daily

teaching activities, i.e., lesson plan, recitations, discussions, etc.

Level of Performance of the Teachers in the PST by Subtest

29

Level of Performance in Mean Percentage Score (MPS)Total Test

(Total Country)Competency/SkillHigh

(76-100)

Moderate

(51-75)

Low and Very Low

(0-50)

1 Observing 79.02 74.47 69.98 72.25

2 Classifying 68.80 47.23 33.34 40.55

3 Inferring 46.16 26.46 15.86 21.40

4 Predicting 74.33 50.28 37.31 44.05

5 Measuring/ Quantifying 81.74 63.29 47.31 55.48

6 Communicating 64.73 45.38 36.16 41.00

7 Interpreting Data 80.81 68.24 57.24 62.84

8 Analyzing Data 51.52 38.10 30.91 34.67

9 Evaluating 56.21 37.95 28.59 33.50

10 Experimenting 61.09 49.53 42.27 46.04

11 Making Conclusions 75.44 55.55 39.87 47.88

12 Making Models 73.10 59.30 48.34 53.92

13 Defining Operationally 56.96 46.74 39.43 43.22

Overall MPS 66.81 51.01 40.70 46.03

N 2,449 55,590 59,689 117,728

E. Variables Associated with the Overall TEPT Score

30

Correlates of Teachers’ Overall TEPT Score

31

Personal Factors as Predictors:

Age - younger

Years in present position - shorter period

Degree attained - lower degree

Use of electronic devices - seldom use

Teaching Factors as Predictors:

Grade level taught - lower level

Class size - small class size

Pupil-textbook ratio - higher ratio

Frequency of observation of the school head - observed once a week

Number of years in teaching Science and Math - shorter period

Number of years in teaching English - longer period


32

Factor that seriously affect teaching effectiveness as

perceived by the teacher:

Family relations

Very much in need of the following trainings:

Integrating values in their subjects

Preparing instructional aids

Improving their speaking and writing abilities in English

Managing the classroom effectively

Writing tests/test items

Teachers who have higher TEPT score perceived that their

teaching techniques in English are fine but their speaking and writing

abilities in the subject need improvement

F. Variables Associated with the Overall PST Score

33

Correlates of Teachers’ Overall PST Score

34

Personal factors as predictors:

Age - younger

Years in present position - shorter period

Degree attained - lower degree

Teaching factors as predictors

Grade level taught - lower level

Ease in teaching grade level assignment - find it easy to teach

Class size - small class size

Pupil-textbook ratio - higher ratio

Frequency of observation of the school head - once a week

Number of years in teaching Science - shorter period

Number of years in teaching English - longer period


35

Factors that seriously affect teaching effectiveness

as perceived by the teachers:

Family relations

Low salary

Very much in need of the following trainings:

Diagnosing/identifying their pupils’ difficulties

Integrating values in their subjects

Preparing instructional aids

Improving their speaking and writing abilities in

English

G. Policy Implications

36

1. English Proficiency. There is a need to hone further the English

Proficiency of teachers in the different components; specifically in

Structure, Written Expression and Reading Comprehension.

2. Process Skills. There is an urgent need to address the low

performing teachers’ weaknesses in this area particularly in

Inferring

Classifying

Predicting

Communicating

Analyzing data

Evaluating

Making conclusions

Defining operationally

Conducting experiments

Policy Implications

37

Policy Implications

3. Low Salary. Upgrade the salary of teachers in order to meet their

personal and motivational needs.

4. Training Needs. Provide teacher trainings on the following topics:

1. Preparing instructional aids

2. Improving their speaking and writing abilities in English

3. Managing the classroom effectively

4. Integrating values in the basic subjects

5. Writing tests/test items

6. Diagnosing/identifying pupils’ difficulties

5. Instructional Materials. Provide instructional materials and/or

support to increase teaching effectiveness.

38

1. TEI’s competency levels should have a strong

focus on scientific methods/skils.

2. Raise the standards of admission into the

teacher education programmes.

3. Training on on-the-job action research aside

from subject matter knowledge and pedagogy.

4. Conduct research on matching teaching styles

and learning styles.

5. Formulate a Career Development Plan for

teachers from entry to in-service and future

options.

39

Policy Implications (TEI’s)

H. Statistical Annexes

40


41

23 out of 34 variables surfaced as

correlates of TEPT score (Slide Nos.42-44)

The correlation between TEPT score and

the variables was found to be moderate (R =

0.421)

The identified variables could account for

only 17.70% (R Square) of TEPT score.

The regression coefficients (B) indicate that

for a constant value of the TEPT score

(57.465), there is a corresponding value

increase/decrease in each variable.

Model R R Square

23 .421ad .177

Regression Model for TEPT

Overall Score and Its 23

Correlates

R – Multiple Correlation

Coefficient

R Square– Coefficient of Multiple

Determination


42Correlates of TEPT B t Description

(Constant) 57.465 102.805

1. Age bracket -2.100 -33.032 Younger

2. Training needs in integrating values in the

basic subjects

-1.563 -20.793 Very much needed

3. Effect on teaching effectiveness of lack of

instructional materials and/or support

1.168 21.788 No effect at all

4. Years in present position -.659 -13.231 Shorter period

5. Training needs in preparing istructional

aids

-1.093 -15.762 Very much needed

6. Training needs in planning effective

instruction

.957 11.087 Not needed at all

7. Training needs in improving speaking and

writing abilities in English

-.937 -13.082 Very much needed

8. Training needs in improving their

techniques in teaching Mathematics,

Science and English


Note: The 8 variables were found to be significant at 0.000 level.


43

Correlates of TEPT B t Description

9. Class Size -.033 -9.271 Smaller class size

10. Degree attained .532 8.717 Lower degrees

11. Effective on teaching effectiveness of

teacher’s family relations

-.549 -8.706 Seriously affect

12. Effect on teaching effectivness of teacher’s

busyness at home

.271 5.133 No effect at all

13. Frequency of school head’s class

observation

-.296 -5.265 Once a week

14. Grade level taught -.430 -5.221 Lower level

15. Number of years in teaching English 1.191 8.466 Longer period

16. Number of years in teaching mathematics -.915 -6.633 Shorter period



44

Correlates of TEPT B t Sig. Description

17. Effect on teaching effectivness of

teacher’s relationship with co-

teachers

.204 3.106 .002 No effect at all

18. Number of years in teaching Science -.250 -3.953 .000 Shorter period

19. Training needs in managing the

classroom effectively

-.202 -2.768 .006 Very much needed

20. Pupil-textbook ratio .134 3.061 .002 Higher ratio (4:1)

21. Training needs in writing tests/test

items


22. Frequency of use of electronic devices .112 2.429 .015 Less frequent

23. Effect on teaching effectiveness of

teacher’s relationship with the school

head



45

22 out of 34 variables were found

to be moderately correlated (.407)

with the overall PST score of the

Grades I and II teachers

All 22 variables could predict

16.60% (R Square) of the

competencies of the teachers in

teaching Science and Mathematics

Correlates are arranged

consecutively by degree or

magnitude of influence to the overall

PST score (Slide Nos. 46-47)

Model R R Square

22 .407ad .166

Regression Model for PST

Overall Score and Its 22

Correlates

R – Multiple Correlation

Coefficient

R Square – Coefficient of Multiple

Determination

Correlates of the PST B t Description

(Constant) 24.927 94.682

1 Age bracket -1.256 -40.994 Younger

2 Training needs in integrating values in the

basic subjects


3 Effect on teaching effectiveness of lack of

instructional materials and/or support

.438 16.776 Seriously affect

4 Years in present position -.281 -11.678 Shorter period

5 Training needs in preparing instructional aids -.480 -13.710 Very much needed

6 Class Size -.015 -8.617 Smaller class size

7 Training needs in planning effective

instruction


8 Degree attained .211 7.157 Lower degree

9 Level taught -.249 -6.257 Lower level

10 Training needs in diagnosing/identifying

pupils’ difficulties


11 Training needs improving their teaching

techniques in Mathematics/Science/English




46

Correlates of the PST B t Sig. Description

12 Training needs in improving their

speaking and writing abilities in English


13 Effect on teaching effectiveness of

teacher’s family relations

-.174 -6.456 .000 Seriously affect

14 Number of years in teaching Science -.192 -6.330 .000 Shorter period

15 Number of years in teaching English .158 4.902 .000 Longer period


teacher’s busyness at home


17 Effect on teaching effectiveness of low

salary

-.121 -4.644 .000 Seriously affect

18 Pupil-textbook ratio .073 3.462 .001 Higher ratio (4:1)

19 Frequency of school head’s class

observation

-.090 -3.305 .001 Once a week


teacher’s relationship with the school

head


21 Ease in teaching assignment -.073 -3.018 .003 Find it easy

22 Training needs in using different

strategies and techniques

.091 2.308 .021 Not needed at all


47

End of Presentation. Thank you.

Prepared by: NETRC-RED and Admin Unit June 2012

48

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