Beyond Benchmarking: A Diagnostic Inquiry into the Underlying Determinants of Low Performance in Philippine PISA Science

Authors

  • Adones Cabural Iligan Institute of Technlogy, Mindanao State University, Philippines

DOI:

https://doi.org/10.54536/jtel.v2i3.3063

Keywords:

Diagnostic, Inquiry, Low Performance, PISA, Science

Abstract

The Philippines’ consistently low performance in the Program for International Student Assessment (PISA) Science Assessment has sparked concerns about the country’s educational quality and competitiveness. The science scores are due to socioeconomic status, teacher quality, resource deficiencies, and systemic issues. A multi-pronged approach with evidence-based interventions is recommended to improve scientific literacy. This paper conducts a diagnostic inquiry into the underlying determinants contributing to Filipino students’ underachievement in PISA science. Drawing from an extensive literature review, the analysis identifies several interrelated factors spanning multiple levels of the educational system. Socioeconomic status, motivation, self-efficacy beliefs, and language proficiency emerged as significant predictors at the student level. School-level determinants include resource deficiencies, lack of qualified science teachers, and inadequate instructional practices. Furthermore, systemic issues like fragmented policy implementation, curriculum misalignment, and insufficient investment in education undermine performance. The paper argues for a holistic, multi-pronged approach targeting these diverse determinants through evidence-based interventions and policy reforms to enhance scientific literacy and elevate educational outcomes in the Philippines.

Author Biography

Adones Cabural, Iligan Institute of Technlogy, Mindanao State University, Philippines

Adones B.  Cabural, MScieEdPhysics
SHS - TII, DepEd Misamis Occidental
General Science and Physics Laboratory - in charge

References

Aikenhead, G. S., & Ogawa, M. (2007). Indigenous knowledge and science revisited. Cultural Studies of Science Education, 2(3), 539-620. https://doi.org/10.1007/s11422-007-9067-8

Albert, J. R., Dulay, D. M., & Malaweg, J. M. (2019). Philippine education in the 21st century: Addressing academic performance and performance gaps. Philippine Institute for Development Studies. https://pidswebs.phin.gov.ph/publication/6727

Bernardo, A. B. I. (2008). Exploring the linguistic problems in learning science concepts. Philippine ESL Journal, 1, 26-42.

Bernardo, A. B. I., Ganotice, F. A., & Amarille, M. H. T. (2008). Teacher’s reasons for engaging in particular teaching practices. School Psychology International, 29(5), 534-552. https://doi.org/10.1177/0143034308099199

Bramley, N., Nguyen, D., & Lau, C. (2018). Socio-economic status and participation in PISA mathematics. Australian Council for Educational Research. https://research.acer.edu.au/ozpisa/33

Cobern, W. W., & Aikenhead, G. S. (1998). Cultural aspects of learning science. In B. J. Fraser & K. G. Tobin (Eds.), International handbook of science education (pp. 39-52). Kluwer Academic Publishers.

Desimone, L. M. (2009). Improving impact studies of teachers’ professional development: Toward better conceptualizations and measures. Educational Researcher, 38(3), 181-199. https://doi.org/10.3102/0013189X08331140

Duschl, R. A., Schweingruber, H. A., & Shouse, A. W. (Eds.). (2007). Taking science to school: Learning and teaching science in grades K-8. National Academies Press.

Ferrer, A. J. G. (2019). Achievement gaps in Philippine education. Philippine Institute for DevelopmentStudies. https://pidswebs.phin.gov.ph/CDN/PUBLICATIONS/pidsdps1921.pdf

Gay, G. (2018). Culturally responsive teaching: Theory, research, and practice (3rd ed.). Teachers College Press.

Genove, N. R. (2018). The problem of low PISA score for the Philippines and Poverty as its significant determinant. People: International Journal of Social Sciences, 4(2), 1101-1115. https://doi.org/10.20319/pijss.2018.42.11011115

Glewwe, P. W., Hanushek, E. A., Humpage, S. D., & Ravina, R. (2011). School resources and educational outcomes in developing countries: A review of the literature from 1990 to 2010 (NBER Working Paper No. 17554). National Bureau of Economic Research. https://www.nber.org/papers/w17554

Kanter, D. E., & Konstantopoulos, S. (2010). The impact of a project‐based science curriculum on minority student achievement, attitudes, and careers. Science Education, 94(5), 895-914. https://doi.org/10.1002/sce.20402

Ladson-Billings, G. (1995). Toward a theory of culturally relevant pedagogy. American Educational Research Journal, 32(3), 465-491. https://doi.org/10.3102/00028312032003465

Lee, V. E., & Burkam, D. T. (2002). Inequality at the starting gate: Social background differences in achievement as children begin school. Economic Policy Review, 8(1), 169-192.

Minner, D. D., Levy, A. J., & Century, J. (2010). Inquiry-based science instruction—what is it and does it matter? Results from a research synthesis years 1984 to 2002. Journal of Research in Science Teaching, 47(4), 474-496. https://doi.org/10.1002/tea.20347

Ogena, E. B., & Tan, D. A. (2018). The role of language and culture in science education in the Philippines. In Y. J. Dori, Z. R. Mevarech, & D. R. Baker (Eds.), Cognition, metacognition, and culture in STEM Education (pp. 193-221). Springer.

Ogena, E. B., Rodriguez, Y. C., & Diolata, K. B. (2019). Exploring opportunities for inquiry-based instruction in Philippine science classrooms. Asia-Pacific Science Education, 5(1), 1-23. https://doi.org/10.1186/s41029-019-0039-9

Orion, N., & Hofstein, A. (1994). Factors that influence learning during a scientific field trip in a natural environment. Journal of Research in Science Teaching, 31(10), 1097-1119. https://doi.org/10.1002/tea.3660311005

Organisation for Economic Co-operation and Development. (2019a). PISA 2018 assessment and analytical framework. OECD Publishing. https://doi.org/10.1787/b25efab8-en

Osborne, J. (2014). Teaching scientific practices: Meeting the challenge of change. Journal of Science Teacher Education, 25(2), 177-196. https://doi.org/10.1007/s10972-014-9384-1

Philippine Statistics Authority. (2020). Updated annual poverty indicators survey (APIS) for full year 2018. https://psa.gov.ph/poverty-press-releases/nid/162541

Schütz, G., Ursprung, H. W., & Wößmann, L. (2008). Education policy and equality of opportunity. Kyklos, 61(2), 279-308. https://doi.org/10.1111/j.1467-6435.2008.00402.x

Sirin, S. R. (2005). Socioeconomic status and academic achievement: A meta-analytic review of research. Review of Educational Research, 75(3), 417-453. https://doi.org/10.3102/00346543075003417

Supovitz, J. A., & Turner, H. M. (2000). The effects of professional development on science teaching practices and classroom culture. Journal of Research in Science Teaching, 37(9), 963-980. https://doi.org/10.1002/1098-2736(200011)37:9<963::AID-TEA63.0.CO;2-0

Tan, D. A., & Baac, M. M. (2022). Culturally responsive science education in the Philippines: Challenges and opportunities. In M. Sarfo & C. T. Michell (Eds.), Handbook of Cultural Studies in Science Education (pp. 73-92). Springer. https://doi.org/10.1007/978-3-030-88230-8_5

Rillero, P. (2016). Deep conceptual learning in science from a comprehensive teacher enhancement initiative in the Philippines. Electronic Journal of Science Education, 20(4), 1-26. http://ejse.southwestern.edu/article/view/15800

Rodrigo, J. A., Baldia, E. P., & Gamueda, A. C. (2020). Inadequate science laboratory facilities and equipment in Philippine public high schools: Trends, causes, and solutions. Journal of Science Education, 22(1), 1-22. https://doi.org/10.47989/jse.2020.v22i1.1034

Uy, C., & Malipot, I. (2022). Challenges and strategies in the implementation of the Philippines’ K to 12 science curriculums. IAFOR Journal of Education, 10(1), 49-67. https://doi.org/10.22492/ije.10.1.03

Villegas, A. M., & Lucas, T. (2002). Preparing culturally responsive teachers: Rethinking the curriculum. Journal of Teacher Education, 53(1), 20-32. https://doi.org/10.1177/0022487102053001003

Published

2024-10-31

How to Cite

Cabural, A. (2024). Beyond Benchmarking: A Diagnostic Inquiry into the Underlying Determinants of Low Performance in Philippine PISA Science. Journal of Tertiary Education and Learning, 2(3), 46–57. https://doi.org/10.54536/jtel.v2i3.3063