Determining Students ’ Learning Outcomes in Basic Education : A Proposed CPD for Teachers

This paper concerns the learning outcomes of the students’ in basic education in the subjects Science and Mathematics as a basis for a proposed Continuing Professional Development (CPD) for teachers in Diliman Elementary School (DES) in the Philippines. It employs document analysis of the Mean Percentage Score (MPS) of the National Achievement Test results for a five-year period from 2013-2018. Results show that learning outcomes in Science per Grade/Level is increasing as reflected by their mean of 78.82, 80.22, 81.01, 81.71, 81.92, and 82.30 respectively but per school year, the result was generally declining. For Mathematics, learning outcomes vary. It can be noted that there is an increase in performance for Grades I, II, IV and V. However, learning performance for Grades III and VI decreases. As per School Year (SY), learning outcomes in Mathematics reported a diminishing pattern, aggregate performance decreases as the year progresses. It can be safely concluded from the results of the study that learning outcomes in basic curriculum is declining as time advances. A Continuing Professional Development (CPD) Plan was proposed and highly recommended for implementation.


I. INTRODUCTION
According to Bayocot (2014) [1], teachers have certain duties and responsibilities to perform that support the vision and mission of the Department of Education. He posited that the core objective of any educational system is to promote teaching-learning process; therefore, the main accountability of teachers is to facilitate learning process. Teachers are honored and expected to act in a manner deserving of public trust because of their important role in education. "With learners at the center, teaching serves as the most important means of awakening and nurturing the learners' interest and learning potentials." Teachers should see themselves as capable of achieving the dimensions of good teaching to be able to achieve effective teaching and productive learning. Classroom teachers think about a balance teaching activities in the classroom with crucial professional upgrading activities. Manuscript  It is widely recognized that "effective teachers constitute a valuable human resource for schoolsone that needs to be treasured and supported" (Darling Hammond, 2013, p. 7) [2]. Like the members of other professions, teachers and education support staff need to be constant learners who see their own learning as being primary to membership of the profession rather than something that is incidental or optional. Udani (2012) [3] opined that Continuing Professional Education (CPE) in one's profession is indicative of a person's genuine concern for his present and future work.
According to Porter et al, (2013) [4] the content of teachers' professional development included targeting improvements to content knowledge, pedagogical strategies, alignment of curriculum and assessment, and a range of other topics. Similarly, Borko's (2004) [5] description of the myriad of contexts for teacher learning makes obvious the challenges of identifying and measuring teacher learning: For teachers, learning occurs in many different aspects of practice, including their classrooms, their school communities, and professional development courses or workshops. It can occur in a brief hallway conversation with a colleague, or after school when counseling a troubled child. To understand teacher learning, we must study it within these multiple contexts, taking into account both the individual teacher-learners and the social systems in which they are participants. (p. 4) The British Council (2017), published a Continuing Professional Development (CPD) Framework for teacher educators. The main substance of the publication includes the stages of development, professional practices, enabling skills and self-awareness features. There are four stages of development which includes foundation, engagement, integration and specialisation. Foundation includes knowledge of the subject matter and teaching skills. Engagement refers to the developed skills through practical experience. Integration is characterized by high level of confidence being a teacher educator. Lastly, specialization is described as being a source of expert opinion. The present study operated on these four stages of development set by the British Council. CPD once anchored on this framework, the true essence of professional development may be maximized. Fig. 1 depicts the theoretical framework of this study. Fig. 1 shows the research paradigm which serves as a guide to the professional development of all those involved in the education and training of teachers.
In the Philippines, Section 2 of the "Philippine Teachers Professional Act of 1994", provides for the policy of the State to regulate and professionalize the practice of teaching, to wit: "The State recognizes the vital role of the teachers in nation-building and development through a responsible and literate citizenry. Towards this end, the State shall ensure and promote quality education by proper supervision and regulation of the licensure examination and professionalization of the practice of the teaching profession" [7] Later on, Republic Act (R.A.) No. 10912 or the "CPD Act of 2016" was enacted. It promotes and upgrades the practice of the profession in the country and institute measures that will continuously improve the competence of the professionals in accordance with the international standards of practices, thereby, ensuring their contribution in uplifting the general welfare, economic growth and development of the nation [8].
The terms staff development, in-service, and professional development are often used interchangeably, and professional development is used to describe all of these categories of training. Professional development focuses on knowledge, skills, and attitudes required of teachers, administrators, and other school employees that are directed toward all students learning at high levels of achievement (McClure 2014 [9]).
Nevertheless, students learning at high levels of achievement seems questionable due to the alarming decline in students' learning outcomes. In an article by Ronda (2011) [10] he stated that according to DepEd, the students' achievement rates in the Basic Education are declining. Education Secretary Armin Luistro [11] spoke about this matter during the National Education Summit held at the Shangri-La Hotel in Makati. The purpose of the education summit is to give education stakeholders the state of basic education, higher education and technical-vocational education in the country. He presented graphs showing a downward trend representing achievement levels and survival rates of elementary and high school students. The 2). What Continuing Professional Education for teachers may be proposed to enhance students' learning outcomes?

A. Research Design
This study employed the descriptive quantitative research design. It focuses on the learning status of the students by quantifying their learning outcomes through their performance in the National Achievement Test in Science and Mathematics. Document analysis was utilized in determining such learning outcomes.

D. Data Gathering Procedure
After the research ethics protocol was ensured, the researchers proceeded to look for the consolidated annual test results from Grades 1 to VI from SY 2013-2014 to SY 2017-2018. The results were recorded, compared, tabulated, and analyzed for further interpretation.

E. Statistical Treatment
Descriptive statistics are used to treat the data collected. Mean analysis was applied for the scores both in Science and Mathematics across Grade/Level and among School Years. Graphs were further utilized to show visual representation of the data collected.  It can be inferred that the Mean Percentage Score (MPS) per Grade/Level is increasing. As per school years, the MPS is fluctuating but can generally be described as decreasing as seen in the decrease in MPS of 82.35 for 2013-2014 down to MPS of 80.43 for SY 2017-2018. The table exhibits the students' performance in Science subject for five school years which shows a shift in the pattern which implies that their aggregate performance decreased, slightly increased and then decreased again but generally implies poor performance as the year progresses. It further exhibits the students' performance in Science subject per Grade/Level which shows a rising pattern. This implies that their aggregate performance regardless of school years becomes satisfactory as the Grade/Level advances.   Fig. 2 exhibits the students' performance in Science subject for five school years which shows a fluctuation in the pattern which implies that their aggregate performance decreased, slightly increased and then decreased again.

A. Learning Outcomes of the Learners in Basic Education from the Past 5 Years in Science and Mathematics
It can be gleaned from Fig. 2 that generally, the learning outcomes in Science imply a poor performance as the year progresses.  It can be inferred from Fig. 3 that the learning outcomes in Mathematics shows a diminishing pattern regardless of school year. Thus, aggregate performance decreases as the year progresses.

B. What Continuing Professional Education for Teachers May Be Proposed to Enhance Students' Learning Outcomes?
Results of the study show positive learning outcomes for Science per School Year (SY) per Grade/Level. Yet, in Mathematics, it becomes poorer and poorer as time moves forward. Similarly, Grades III and Grades VI needs to be given more attention since scores decline on those particular levels. Thus, the CPDs are proposed for teachers to enhance students' learning outcomes as shown in Table III.  Table III shows the proposed Customized Training Plan for Diliman Elementary School (DES) which is deemed to be responsive to the needs, both actual and perceived, by the teacher-respondents of the study. year. Henceforth, schools should take into consideration improving this result by aligning their CPD efforts in improving learning outcomes of students. Teachers should therefore take appropriate steps in providing teaching-learning processes that will improve students' learning outcomes in Science and Mathematics as the ultimate test of effective teacher's performance is a positive learning outcomes of students.

V. RECOMMENDATION
Grounded on the findings of the study, it is highly recommended that the proposed CPD Training Plan for Teachers be implemented.