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| Understanding the Disparities in PISA (Programme for International Student Assessment) Implementation in the Philippines: An Integrative Review in the Mathematics Education Context
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Jay Fie P. Luzano, PhD
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Abstract:
The Programme for International Student Assessment (PISA), as a crucial benchmark for evaluating educational systems worldwide, highlights significant disparities in Philippine student performance, particularly in mathematics, revealing deep-rooted issues in the educational system that require thorough investigation and targeted solutions. This study employed an integrative review to assess a range of studies concerning disparities in PISA (Programme for International Student Assessment) within Philippine Mathematics Education. Results revealed eight (8) emerging themes on the disparities in PISA (Programme for International Student Assessment) within Philippine Mathematics Education, namely; (1) Socioeconomic Disparity; (2) Quality of Teaching and Teacher Training; (3 Curriculum and Instructional Materials; (4) Language Barrier; (5) Technological Integration; (6) Assessment and Feedback Mechanisms; (7) Parental Involvement; and (8) Educational Policy and Governance. The disparities in PISA performance in Philippine mathematics education are multifaceted, influenced by socioeconomic factors, teaching quality, curriculum inadequacies, language barriers, technological integration, assessment mechanisms, parental involvement, and governance, necessitating a comprehensive and interconnected approach to improve equity and outcomes for students. To mitigate disparities in PISA performance, targeted interventions may include supporting low-income families, investing in teacher training, aligning the curriculum with international standards, enhancing English instruction, improving technological infrastructure, fostering parental involvement, and implementing evidence-based policies with robust accountability and responsibility.
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