EFFECTIVENESS OF MATHEMATICS INTERVENTION PROGRAM (MIP) AMONG PRIMARY SCHOOL TEACHERS

This one group pretest-posttest study examined the effectiveness of Mathematics Intervention Program (MIP) among 34 primary school teachers in Laguna, Philippines. Teacher’s competency in teaching Mathematics was measured in terms of content knowledge, teaching skills, material organization and presentation, management of learning environment, and teaching attitude. Meanwhile, teacher’s performance were gauged through pre-test, formative test, and post-test which contained the lessons on integers, decimals, fractions, power roots, algebraic expression and equation, measurement, and reasoning. The results showed that before the implementation of MIP, all teachers-participants were evaluated as less competent in teaching mathematics. Their performance based on pre-test results was also poor prior the MIP. During the conduct of this study, the primary school teachers obtained a satisfactory rating in their formative tests which advocated that the intervention program was helping them in improving their craft. The post-test result also marked an improvement in their competence and performance in teaching mathematics.  Hence, the researchers concluded that the mathematics intervention program was effective in enhancing the pedagogical content knowledge among primary school teachers in mathematics. A more comprehensive study regarding teachers’ competencies and classroom performance may be conducted in the light of professional development and qualification standards for Mathematics teachers

Erratum to: 36th International Symposium on Intensive Care and Emergency Medicine

[This corrects the article DOI: 10.1186/s13054-016-1208-6.]

Teachers’ Views on the Conduct of Class Observation: The Philippine DepEd Setting

The Philippine Department of Education (DepEd) reiterated the need to conductclass observations to help ensure the delivery of quality basic education to alllearners. It developed the Results-Based Performance Management System(RPMS) Manual for Teachers and School Heads, aligned with the PhilippineProfessional Standards for Teachers (PPST). The manual provides school headsand other raters with a detailed reference to help understand the tools and thedifferent phases of assessment within the various cycles of RPMS, ensuring thatmechanisms are in place to support teacher performance (DepEd, 2018). It is onthis premise that this study is conducted. Primarily, it aimed to ascertain theelementary teachers’ views on the conduct of the class observations. Likewise, italso identified the factors necessary for the smooth conduct of the classobservations. This study utilized the case study research design. It involvedeighteen (18) elementary teacher participants and three (3) school principals,utilizing a purposive sampling design. The interview guide was used to gather thedata, which was analyzed using the Collaizzi’s method. The study found that theelementary teachers’ views are characterized as systemic and observer expertise.The factors necessary for the smooth conduct of the class observations are: (1)observe honesty, confidentiality, and collegiality; (2) provide actionable feedback;and (3) support productive collaboration among teachers. Future researchers mayduplicate this study on a national scale to validate the study’s findings

Tools and Electrochemical In Situ and On-Line Characterization Techniques for Nanomaterials

International audienc