Exploring Alignment in Patterns and Algebra: A Mixed-Methods Study of the Philippine K-12 Mathematics Curriculum Content Standards and Self-Learning Module Activities

Final Defense
Exploring Alignment in Patterns and Algebra: A Mixed-Methods Study of the Philippine K-12 Mathematics Curriculum Content Standards and Self-Learning Module Activities

by Ella C. Ansay
MS Mathematics Education Candidate

Date: Tuesday, 05 December 2023
Time: 3 pm
Venue: SEC A 321

Advisers:
Lester C. Hao, PhD
Ateneo de Manila University

Panelists:
Romina Ann S. Yap, PhD (Reader)
Ateneo de Manila University
Mary Jane A. Castilla, PhD
University of Sto. Tomas
Maria Theresa T. Fernando
Ateneo de Manila University

Research indicates that Filipino students often struggle with fundamental algebraic concepts. These chal- lenges were further exacerbated by the outbreak of the COVID-19 pandemic when Modular Distance Learn- ing was implemented and Self-Learning Modules (SLMs) took on the role of primary educational materials within the new modality. Given these circumstances, it becomes imperative to assess whether the learning activities within these SLMs continued to effectively instill the essential algebraic skills specified in the K-12 Mathematics Curriculum. Therefore, the present study sampled four SLMs that were publicly accessible on- line, one from each of NCR, Luzon (non-NCR), Visayas, and Mindanao. Utilizing a mixed methods design, the Webb Alignment and Survey of Enacted Curriculum Models were integrated in examining the alignment be- tween the topics and cognitive levels of SLM activities and those identified in the K-12 Mathematics Curricu- lum Content Standards (K-12MCCS) for Grade 7 Patterns and Algebra. Results revealed that the alignment was acceptable for the sampled SLM from Mindanao, with negligible misalignment. In contrast, sampled SLMs from Luzon (both from NCR and non-NCR regions) and Visayas exhibited significant misalignments. Missing topics, incorrect instructions, and out-of-scope activities, among others, were found to contribute to the misalignment. However, there was insufficient evidence to attribute misalignment to the contextu- alization efforts on each SLM. The study recommends further research on addressing these disparities and ensuring equitable access to high-quality learning materials, since these are crucial steps not only in pro- moting fairness and consistency in education throughout the country, but also in bolstering our resilience in the face of future challenges.