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
Correlates of Teachers’ Overall TEPT Score
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
Correlates of Teachers’ Overall PST Score
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
Correlates of Teachers’ Overall TEPT Score
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
Correlates of Teachers’ Overall TEPT Score
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
.928 11.095 Not needed at all
Note: The 8 variables were found to be significant at 0.000 level.
Correlates of Teachers’ Overall TEPT Score
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
Note: The 8 variables were found to be significant at 0.000 level.
Correlates of Teachers’ Overall TEPT Score
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
-.198 -2.609 .009 Very much needed
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
.142 2.403 .016 No effect at all
Correlates of Teachers’ Overall PST Score
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
-.571 -16.722 Very much needed
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
.298 7.394 Not needed at all
8 Degree attained .211 7.157 Lower degree
9 Level taught -.249 -6.257 Lower level
10 Training needs in diagnosing/identifying
pupils’ difficulties
-.249 -6.748 Very much needed
11 Training needs improving their teaching
techniques in Mathematics/Science/English
.305 7.354 Not needed at all
Note: The 11 variables were found to be significant at 0.000 level.
Correlates of Teachers’ Overall PST Score
46
Correlates of the PST B t Sig. Description
12 Training needs in improving their
speaking and writing abilities in English
-.237 -6.833 .000 Very much needed
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
16 Effect on teaching effectiveness of
teacher’s busyness at home
.113 4.251 .000 No effect at all
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
20 Effect on teaching effectiveness of
teacher’s relationship with the school
head
.091 3.392 .001 No effect at all
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
Correlates of Teachers’ Overall PST Score
47
End of Presentation. Thank you.
Prepared by: NETRC-RED and Admin Unit June 2012
48