Bridging the Achievement Gap: Insights from PISA on Improving Mathematics Education in the Philippines
Keywords:
Philippines, PISA, mathematics education, socio-economic factors, cultural factors, educational reformsAbstract
This study examines the performance of Filipino students in mathematics as assessed by the Programme for International Student Assessment (PISA) in 2018 and 2022. Despite educational reforms and the introduction of the K to 12 curriculum, Filipino students have continued to underperform, with only marginal improvements in their PISA scores. The study identifies persistent challenges including socio-economic disparities, inadequate teaching practices, and cultural factors that impact student outcomes. Analysis reveals that socio-economic status significantly influences access to educational resources and support, contributing to achievement gaps. Educational practices, such as an emphasis on rote memorization over critical thinking, have limited the development of higher-order skills. Additionally, gender differences show that female students outperform males in mathematics, suggesting the need for gender-sensitive educational strategies. Recommendations include curriculum and instructional reforms, enhanced teacher professional development, targeted support for disadvantaged students, and a cultural shift towards fostering deep learning. Addressing these issues comprehensively is essential for improving mathematics education and closing the achievement gap in the Philippines. This study underscores the need for systemic change to better align educational practices with international standards and student needs.
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