EVALUATION RESEARCH ON THE EFFECTIVENESS OF

THE GLOBAL FILIPINO TEACHERS’ PROGRAM

Presented by:

Alfar, Charmaine

Babia, Jestoni

Sestoso, Elizabeth

CHAPTER 1

THE PROBLEM AND ITS SCOPE

Introduction

Coping with technology integration has become the quagmire of most Filipino

public school teachers nowadays. Integrating 21st century education into the curriculum

is still a challenging task which needs ample attention among stakeholders in the

academe. Full understanding of the child’s learning style, characteristics and interest

will create meaningful technology integration provided that the teachers in the forefront

knows exactly what he or she wants for her students to become. Tapping students’

“schema” or prior knowledge must be considered for the learning to be more real-life

and more connected, as Jean Piaget puts it (Malone, 2012).

Core academic subjects that cultivate real-life concepts and situations are

essential learning components for the students in the 21st century to thrive in real- world

challenges. (Partnership for 21st century skills). Classroom activities and assessment

with meaningful technology integration will enhance students’ cognitive and motivational

ability in doing real- world tasks. Hence, this should be the gospel of the 21st century

teaching so that students can connect to the actual life- events that affect their everyday

living.

Examining directly students’ ability to perform real-world tasks is the main role of

authentic assessment (Mhuiller, 2003). Teachers must be creative enough in

developing students’ tasks, academic and non- academic, to maintain their high level of

cognitive, social and behavioral competence. This will be more enhanced if the

assessment will be related to what the students see and use nowadays, the various

kinds of technology that must be integrated fully yet meaningfully in the teaching-

learning process.

Addressing all these, Globe Telecom, the leading Philippine telecommunication

in the Philippines, in partnership with Coalition for Better Education, the leading non-

government organization, conducted the 3rd Global Filipino Teachers’ Program for

public school teachers who were chosen because of their exposure in the use of

technology, training them to create project- based learning activities to foster classroom

creativity and higher- order thinking skills for students. Participants from Globe-

connected schools were carefully screened to be part of the said program.

Hence, this paper will examine and evaluate the success of the Global Filipino

Teachers’ Program and to the extent to which the teachers and administrators have fully

implemented and supported the project- based learning practices in their respective

school community as well as the extent to which technology is integrated in the PBL

activities. This will provide more insights for future trainings and to improve all other

endeavors that the program benefactors and innovators will be initiating in the next

years to come.

Problem Statement

Generally, this study seeks to evaluate the effectiveness of the Global Filipino Teachers’

Program to its clientele who are GFT identified schools. Specifically, the study tends to

decipher the following:

1. Principal and Students’ Perception of the Over- all GFT- trained teachers’

teaching performance.

2. Principal and Students’ Perception of the GFT- trained teachers’ teaching

performance after the training.

3. Teacher’s Use of rubrics in assessing student performance

4. GFT- trained teachers’ use of PBL

5. Students and Teacher’s Technology Use

6. ICT Integration Problems in the Classroom

Significance of the Study

Specifically, the proposed study will benefit the following:

a. Stakeholders/ NGOs- provide quality education programs based on the study

results and advocate for more technology integration trainings and project –

based learning approaches. With this, they can fully influence educators across

the country to enhance the quality of Philippine education for all elementary an

secondary levels.

b. Department of Education- will create programs geared towards effective and

efficient teaching in the classroom. They will enhance teacher competence by

giving more technology integration seminars to them as well as the effective

pedagogical skills to transfer to provide meaningful “understandings” for teachers

and students in the teaching- learning process.

c. School Heads- will be helped out in identifying and assessing the proficiency of

teachers and all other professionals involved, in the proper use and integration of

technology in the learning process that will maximize time efficiency for 21st

century learners in the conduct of the actual learning. This is to further advance

the intellectual, social, and emotional upbringing of their clienteles. They will also

be guided in the proper planning, assessing and evaluating their technology

programs.

d. Teachers - will develop concrete understanding on the importance of integrating

technology to the teaching- learning process. Also, they will be given the

opportunity to work on with their weaknesses in properly integrating technology in

the teaching- learning process. They may find this beneficial since learning

becomes more concrete, fun and exciting. At the same time, their burden will

also be lessened of thinking for approaches, strategies or techniques since

alternative options are available.

e. Learners- they will mainly benefit in this study. The constructivist approach of

technology learning will encourage them to use wisely their knowledge, skills and

understanding and practically transfer these throughout different learning context

outside the four wall of the classroom.

The Method Used

The evaluators used the quantitative method in determining the perceptions of

principals and students. This method used by the evaluators focused on the collection

and analysis of numerical data presented in the study. Furthermore, the researcher

verified the observations on the various research environment identified, through

triangulation approach, a propos the PBL and different technology tools that were

utilized by the GFT- trained teachers. A questionnaire made by Coalition for Better

Education and focused group discussions were done to determine the effectiveness of

the Program based on the GFT- trained teachers’ over- all teaching performance after

the training.

Research Environment

Name of the School Principal Students

Talon-Talon NHS 1 5

Zamboanga City HS 1 4

Taluksangay NHS 1 3

Kalalake NHS 1 3

Gordon Heights HS 1 4

Regional Science HS 1 5

Barreto NHS 1 5

Samal NHS-Annex 1 3

Cabiao NHS 1 3

Tabacao NHS 1 5

Putlod-San Jose NHS 1 5

Gen. Mamerto Natividad NHS 1 4

Muzon NHS 1 4

Meycayauan NHS 1 4

Engr. Virgilio Dionisio NHS 1 4

Talang NHS 1 5

Caduang Tete NHS 1 3

Lubao NHS 1 3

ICT HS 1 5

Potrero NHS 1 5

Betis NHS 1 4

Mabini NHS 1 3

Teofilo V. Fernandez NHS 1 4

Catalunan Pequeño NHS 1 4

Gen. San SPED 1 5

Banate NHS 1 5

Malandag NHS 1 4

Silway 8 NHS 1 5

Greenfield NHS 1 3

Landan NHS 1 3

Tungawan NHS 1 5

San Pedro NHS 1 5

San Fernandino NHS 1 4

Sisay NHS 1 4

Bongabong NHS 1 3

Camanlangan NHS 1 3

Pantukan NHS 1 4

Siocon NHS 1 5

Bunguiao NHS 1 5

Southcom NHS 1 7

Tictapul NHS 1 10

Dakak NHS 1 8

Bacarra NHS 1 5

Nagrebcan NHS 1 3

Pangasinan NHS 1 5

A.L. Navarro NHS 1 6

Sta. Ana NHS 1 6

Lower Tamugan NHS 1 7

Jesus J. Soriano NHS 1 8

Maa NHS 1 5

Gov. Duterte NHS 1 4

Sibulao NHS 1 5

Don Enrique Bustamante NHS 1 7

Los Amigos NHS 1 6

Doña Carmen Denia NHS 1 6

Davao City NHS 1 5

Pipisan Maug NHS 1 5

Don Manuel A. Javellana MNHS 1 4

San Vicente NHS 1 3

Quezon HS 1 3

Panabo NHS 1 10

Speaker Eugenio NAS 1 6

Mabalbalino NHS 1 3

Maliwalo NHS 1 5

Anastacio G. Yumul NHS 1 6

Sibulao NHS 1 5

TOTAL 66 313

CHAPTER 2

PRESENTATION, ANALYSIS, INTERPRETATION OF DATA, CONCLUSION AND

RECOMMENDATION

This chapter presents, analyzes, and interprets the data collected in this

investigation. The data pertains to the principal and students’ perception on the over- all

teaching performance of the GFT Trained, teacher, the teaching performance of the

trained teacher after the GFT training, teachers’ use of PBL or (Project- based

Learning), use of rubrics in assessing student performance, commonly used technology

tools before and after the training, teachers’ ICT utilization and use of varied

instructional materials and ICT Integration in the classrooms.

PRINCIPAL AND STUDENTS’ PERCEPTION OF THE OVER- ALL GFT- TRAINED

TEACHERS’ TEACHING PERFORMANCE

Figure 1 presents the principal’s perception on the over- all teaching performance of the

GFT Trained teacher. The figure reveals that 55% of them belong to the above

average level and 45% shows that the GFT trained teacher belongs to the very

satisfactory level. This implies that the teachers’ dedication, commitment and

passion to teach children were manifested in the students’ learning. Moreover,

teachers were aware of their responsibilities in teaching the children inside the

classroom and they’re willing and able to extend their time to share their

knowledge and expertise. This supports the principle of effective teaching that

articulating explicit expectation from the students in the classroom through teachers’

effective and efficient lesson delivery will make the classroom atmosphere healthy and

competent.

Principal’s Perception on the Teachers’

Over- all Teaching Performance

Figure 1

Similar result also conforms to the students’ perception found in Figure 2. It shows that

teachers’ performance met their expectations. With 46% rating for both above average

and very satisfactory level, students have seen that their teachers’ facilitated them

well their learning in school, particularly the use of project based- learning,

integrating varied technology tools.

PRINCIPAL AND STUDENTS’ PERCEPTION ON THE GFT TRAINED TEACHERS’

TEACHING PERFORMANCE AFTER THE GFT TRAINING

Figure 2

Figure 3

Figure 4

Figure 3 and 4 shows the perception of principal and students on the GFT- trained

teachers’ teaching performance after the GFT program was conducted. It reveals that

the respondents perceived that they have mostly improved a lot. Their teaching

strategies and methodologies suited to the learning needs and interest of the students.

Hence, the result implies that both the principals and the students were satisfied

with the expected responsibilities that teachers must appropriately deliver inside

the classroom. Furthermore, it implies that the concepts they learned from the GFT

training were imbibed as they went back to their respective places to act out the

challenges posed in them during the training. This supports the principle of teaching

that effective teaching involves recognizing and overcoming the teacher’s blind spots.

Teachers are in the best position to apply what they have learned however, they must

break these into smaller, simple components so that students will appreciate the

lessons they want to impart to them (http://www.cmu.edu/teaching/principles/teaching.html).

TEACHERS’ USE OF RUBRICS IN ASSESSING STUDENT PERFORMANCE

Figure 5

Figure 5 shows the teacher’s use of rubrics in assessing student performance. It reveals

that GFT Trained teachers were using rubrics during the making of concrete outputs

such as the project based learning activities. This implies that teachers valued the use

of rubrics in assessing students’ performance that cannot be measured through

paper and pencil testing (PAPET). Moreover, GFT- trained teachers saw the

importance of its use to minimize subjectivity in rating students’ performance in

activities that are authentic in nature as highlighted in the GFT Training. Rubrics

are excellent tools to use when assessing students’ work (Huba& Freed, 2000).

Students can be involved in helping the teachers to assess the work and performance

of their classmates thus, providing opportunities for the learning environment to become

scholarly and helpful in the growth and development of the students, as well as

providing an avenue for more teacher reflection to enhance his or her teaching skills

and abilities.

Figure 6 explains that the students of the GFT- trained teachers in the making of the

rubrics are manifested sometimes. This means that students were not totally

involved in all undertakings of rubrics making however, they were sometimes

Figure 6

tapped when the need arises. This further means that not all GFT trained teachers

find the importance and meaning of involving students in assessing their own

performances in class activities. GFT trained teachers must put in mind that a

teacher can enhance students’ learning experience by involving them in the rubric

development process. Either as a class or in small groups, students decide upon criteria

for grading the assignment. It would be helpful to provide students with samples of

exemplary work so they could identify the criteria with greater ease. (Luft, JA, 1999).

Involving students in the learning process will make the teacher become a facilitator of

learning while increasing learning involvement and effectiveness on the part of the

students.

GFT- TRAINED TEACHERS’ USE OF PBL

Figure 7 reflects the use of Project- based learning activities in the classroom by the

GFT- trained teachers. It shows that 97% of them have used PBL in their classrooms,

while only a few of them seldom and never used it at once. This simply implies that they

have carried out the expected task from them after the training that is, to apply

Figure 7

PBL in their lessons that are embedded across curriculum. It also means that they

were sold out to the concept of PBL and have tried it immediately to see its

greater results towards students’ performance. Project- based learning is a

systematic teaching method that engages students in learning essential knowledge and

life-enhancing skills through an extended, student-influenced inquiry process structured

around complex, authentic questions and carefully designed products and tasks.

(http://pbl-online.org/About/whatisPBL.htm). Thus, a GFT- trained teacher is in the right

position to use this method to engage students in all aspects of learning.

Figure 8 and 9 shows the principal and students’ responses on the commonly used

technology tools for learning of the GFT- trained teachers. It shows that both

respondents identified texting or SMS messaging as the most common tool while other

tools are used simultaneously or as the need arises. Majority of them finds texting

convenient in informing the students and principals of the updates of their PBL

Figure 8

Figure 9

activities and initiatives. At the same time, they find it fast and reliable to send

information through instant text messaging to maximize efforts while delivering it

at a lesser time.

TECHNOLOGY USE AFTER THE TRAINING

Figure 10 shows the level of students’ technology use after the training. It reveals that

after the training, students were more engaged in using varied technology tools in the

classroom, implying that teachers’ were fully aware that technology use, despite its

scarcity, should be integrated to enhance students’ learning experiences. This

technological tools may it be high tech or low tech, must be appropriately used so that it

will aid in excellent lesson delivery on the part of the teacher and increased

understanding and engagement on the part of the student. The result further reveals in

Figure 11 that the GFT- trained teachers’ ICT utilization also increased revealing a

result of 94%. Majority of them saw the need to integrate technology especially during

Figure 10

PBL activities. Hence, responsible integration of the tools must be observed at all times

and that the main reason of the integration must be because of students’ learning needs

and interests and not just pure fun and entertainment.

ICT INTEGRATION PROBLEMS IN THE CLASSROOM

Figure 12 reveals the ICT Integration Problems in the Classroom. It reflects that 64% of

the students’ problem centers on internet connectivity, while other factors such as

equipment, ICT skills and teacher training were only secondary prior to the basic

problem identified. The result implies that students’ were not at all satisfied with the

Figure 11

Figure 12

connectivity offered by the service providers. This also means that students’ find

the need to use internet for further researches and related studies that will fit to

their assigned project- based learning activities. Hence, school administrators are in

the best position to be more creative in doing extensive resource mobilization to

address the identified problems. GFT- trained teachers must also be more dynamic in

helping their administrators to locate for resource so that the lacking materials will be

attended as soon as possible.

CONCLUSION

Based on the findings of the study, the evaluation research conclude that the Global

Filipino Teachers’ Program have reached its objectives in empowering teachers to use

Project- based learning activities integrating appropriate use of technology tools. This

method proved to enhance student motivation and engagement, making them more

productive, tapping as well their higher level thinking skills. Students become critical and

creative thinkers and active problem solvers in addressing the learning demands in the

21st century classroom. However, probe for internet connectivity and other problems

identified must be dealt accordingly, so that the students’ learning experiences will set

the tone for other future higher critical thinking problems in the real world setting.

RECOMMENDATIONS

The evaluators present the following recommendations;

a. That the internet service provider must address the problem of internet

connectivity in the areas being identified as a GFT school;

b. That the identified best GFT- trained teachers must be sent for peer coaching

sessions for them to become mentors in their respective institutions; and

c. That more extensive Global Filipino Teachers Program enhancing the teachers’

use of other teaching methods and strategies aside from Project- based learning

activities must also be considered.

REFERENCES:

Books

Huba, M.E. and J.E. Freed. “Using Rubrics to Provide Feedback to Students.” Learner-Centered Assessment on College Campuses. Boston: Allyn & Bacon, 2000. 151-200.

Luft, J.A. “Rubrics: Design and Use in Science Teacher Education.” Journal of Science Teacher Education 10.2 (1999): 107-121.

Lewis, R., P. Berghoff, and P. Pheeney. “Focusing Students: Three Approaches for Learning Through Evaluation.” Innovative Higher Education 23.3 (Spring 1999): 181-

196.

Web

What is PBL? http://pbl-online.org/About/whatisPBL.htm .

Teaching Principles http://www.cmu.edu/teaching/principles/teaching.html)