https://hdl.handle.net/20.500.14353/106 Tue, 21 Apr 2026 04:32:35 GMT 2026-04-21T04:32:35Z https://hdl.handle.net/20.500.14353/233 Development of exemplars in teaching and assessment: An exploration of solutions to TIMSS-related problems in Mathematics Arellano, Elvira L.; Camarista, Genesis; Labis, Sybel F.; Arellano, Nancy A.; Cachuela, Garry C. This study aimed to make analyses of the results of Trends in International Math and Science Study (TIMSS) Released Items where samples of test items are shown and to develop lesson and assessment exemplars that teachers can use as guides in teaching and assessment of competencies parallel to those included in the TIMSS. The TIMSS 1999 Grade 8 Mathematics assessment items included cognitive domains of knowing facts and procedures, using routine procedures, investigating and problem solving, mathematical reasoning, and communicating while the TIMSS 2003 Grades 8 and 4 Mathematics assessment items included cognitive domains of knowing facts and procedures, using concepts, solving routine problem, and reasoning. Results revealed that in the 1999 TIMSS released items, the Filipino learners got overall percent correct of less than 15 percent in all the five cognitive domains. Among the five domains, the Filipino participants got the lowest overall percent correct in investigating and problem-solving and in communicating and reasoning. In the 2003 TIMSS released items, the Filipino learners also got overall percent correct answers of less than 15 percent in all the four cognitive domains. Among the four domains, the Filipino participants got the lowest overall percent correct responses in solving routine problems, reasoning, knowing facts and procedures, and using concepts. Based on the least learned competencies, lesson exemplars and assessment exemplars were prepared. The lesson exemplars followed the 5 E (Engage, Explore, Explain, Elaborate, and Evaluate) learning cycle model and were validated by experts. They were tried out among Grade 8 learners and were revised based on the comments and suggestions of the demonstration teachers as well as shared experiences of the learners. The assessment exemplars were developed parallel to the TIMSS items and administered to the Grade 8 learners. Test result scores show that Grade 8 learners have not acquired the skills and competencies included in the TIMSS. Results discussed here may use teachers to improve and inform pedagogy and assessments develop inquiry skills among students. Teachers may also try using the less on exemplars as a guide considering the 5 E learning cycle model has shown by research to positively affect students’ achievement. Analyses of the items may help the teachers to design instruction and assessments that may expose students to higher order thinking skills. Further, results show how mathematical concepts taught and how assessment items constructed to provide students the context and experiences to develop critical thinking and problem-solving skills. Sat, 01 Jun 2019 00:00:00 GMT https://hdl.handle.net/20.500.14353/233 2019-06-01T00:00:00Z https://hdl.handle.net/20.500.14353/234 Organizational commitment and work life balance among faculty of a state university in Western Visayas, Philippines Blanza, Ma. Gerlia Aujero This study aimed to establish the correlation between organizational commitment (affective, normative, and continuance) and work-life balance among the seventy-four (74) permanent faculty members at a state university in Western Visayas. Results reveal that the faculty members of a state university in Western Visayas have “Very Weak” organizational commitment and “Low” work life balance in general. Findings showed a high positive and significant relationship between the above given variables. Results reveal that excessive workloads and multitask among the faculty members contributed to negative results. Thus, a work life balance program shall be recommended, embedding activities with holistic effect to the life of the faculty that will have great effect on their emotional, spiritual, physical, and mental well-being. Sat, 01 Jun 2019 00:00:00 GMT https://hdl.handle.net/20.500.14353/234 2019-06-01T00:00:00Z https://hdl.handle.net/20.500.14353/245 Construction and validation of outcomes-based worktext in Calculus Magallanes, Elizabeth A. This study focused on the development of an outcomes-based work text in Calculus, and determines its level of acceptability. The basis in the development of the work text was the revised outcomes-based syllabus of the course Calculus. Prerequisite courses such as algebra, advanced algebra, trigonometry, and analytic geometry taken by students based on their curriculum were identified. The revision of the syllabus was done by the Mathematics faculty members, recommended by the Chairman of the Department and approved by the Dean of the College of Arts and Sciences. The content of the course was based from CMO#19 s. 2007. The developed outcomes-based work text followed the ADDIE (Analysis, Design, Develop, Implement and Evaluate) model . The work text was validated by the faculty members in Mathematics who are experts in the field. The work text has the following parts; desired learning outcomes, recall, motivation, activity, lesson proper, skills building/application, generalization, reflection, and assessment. The respondents chosen purposively in evaluating the acceptability of the work text were the students enrolled in the course Calculus. The acceptability of the work text was rated with the following criteria: Content (M=3.37, SD= 0.54) Organization (M=3.46, 0.56) Style and Presentation (M=3.26, 0.68) and Activities (M=3.37, SD 0.44). All these criteria were rated moderately acceptable by the respondents. Based on the findings, with the revision in the curriculum by the Commission on Higher Education (CHED), from content-based curriculum to competency-based or outcomes-based curriculum, instructional materials should also be aligned to curricular change. Sat, 01 Jun 2019 00:00:00 GMT https://hdl.handle.net/20.500.14353/245 2019-06-01T00:00:00Z