This is the problem of DepEd since time immemorial : How to increase MPS scores without magic tricks. This is a not so hard truth, for most of us are admittedly, workers of illusions and great magical tricks when submission of paperworks for MPS scores comes by. Truly, a miserable number of our students are at a failing rate with this singlehanded massive criterion: the Mean Percentage scores, at least in their Math Periodic Test scores . Why is this happening? DepEd seems to be spending a very fat amount of its annual budget allocation towards the alleviation of the quality of education in this republic, yet its MPS scores continue to be below par vis-a –vis its international counterparts. It is common knowledge that we are lagging behind our Asian neighbors academically as well.
Mathematics by itself is being frowned upon as a waterloo – and with a jocular pride at that!- by students who claim it as a such being their bane instead of boon. Sometimes it seems to such a point where it is not anymore important to excel in the subject area, for “it is not important.” “ I don’t need it in my life,” sometimes you will hear students say. This pains me as a Math teacher who tries every inch of the way for them to grasp every lesson’s detail, oftentimes to my outright fatigue and boiling point as well. Even supposedly good sections, in my experience as an educator – only a measly 5- 10% of the usual class size of 45-50 totally comprehend what I mean, or at wavelength with them insofar as teaching Maths is concerned. How can one be happy with that? And so, MPS scores are at a polarized state. There are many factors actually. Many students, as early as the 2nd grading enlist in academic contests from their other subjects, not comprehending Math anyway, or maybe so they think they will shine in there. And yes they eventually find their places under the sun and get to “retain” their precedent Math grades, not worrying by then because their mere participation in these contests would fight for their grades. At times, they are so busy preparing for their different class presentations such as in a subject wherein they are required to practice in dances, song numbers, among other things. What now happens to our Math teaching efforts? The answer is all under the drain.
Mathematics, already being recognized as a “hard” subject to comprehend and then it is surrounded by these scenarios! Add to that the fact that mathematics has to be taught involving real life situations- that it should be seen and grasped by students as very real in their daily lives. This, to happen has to involve a factor called time. How can one win their battle for Math teaching if allocation for time is not sufficiently given? Another factor to consider is the immediate downsize of the class from 45-60 to the ideal 30-35 only. Quantity defeats quality. There will be no significant improvement in learning and teaching if the class size continue to crossover to unmanageable quantity. Hard to probably digest and start with but with political will, this is possible. DepEd continues to enjoy the biggest slice from the National budget and with much determination, all things are up for grabs.
This is not at all to be very ideal with the state of things that are in place, but this article is meant to deliberately suggest a plausible vantage point from where MPS would be possibly improved considerably: Maybe academic contests could be held during summers and let all students be not disturbed by contests during schooldays. Maybe class sizes could be minimized, why not? And until these things are in their blessed states, we can make another definitive stance on whether MPS would be radically levelled up . That time, maybe at par with our Asian neighbors, why not? There are always rooms for improvements and certainly, avenues of change are in place. The time is now.
By: Ronaldo V. Tiangco | MT I | MNHS Poblacion
