Evaluation of University Review Program for Teachers’ Licensure Examination: A Transformative Mixed Methods Study Using Bourdieu-Scheerens Framework
Abstract
Guided by the Bourdieu-Scheerens framework, this study uses transformative mixed methods exploratory sequential design to evaluate the “LET Intensive Review,” a university program for the Licensure Examination for Teachers (LET). The review program is regarded as an input, a means for achieving an output. While analysis includes the context, inputs, process, and outputs in education function, close attention is given to processes to elucidate contributing factors in the LET outcomes. Ethnography as the primary research design was used to explore pre-service teachers' (PSTs) experiences in the review, deploying the Bourdieusian framework in the analysis. In support of the qualitative findings, a descriptive research design was employed. The Mann-Whitney U Test and the Independent Samples t-test were performed to analyze the university passing percentage ratings in the LET elementary and secondary levels for first-timers before and during the conduct of the review. Integrative analysis of the qualitative and quantitative results followed to draw the mixed methods research findings. This evaluation reveals that the LET Intensive Review is effective, and the faculty agency and the administrator agency play a big part in the process. Most of the LET elementary level first-timers who took the review obtained significantly higher LET ratings than those from the previous batches who had not gone through the review. Financial constraints, weak basic education foundation, majorship, and low motivation affected the PSTs’ performance and education quality. The educational policy implications related to the urban-rural divide are also presented in this study.
https://doi.org/10.26803/ijlter.21.1.16
Keywords
Full Text:
PDFReferences
Angrosino, M. (2007). Doing ethnographic and observational research (U. Flick, Ed.). SAGE Publications.
Ashwin, P. (2014). Knowledge, curriculum and student understanding in higher education. Higher Education, 67, 123–126. https://doi.org/10.1007/s10734-014-9715-3
Barnard, A. (2004). History and Theory in Anthropology. Cambridge University Press.
Barrett, B. D., & Martina, C. A. (2012). Towards a non-deterministic reading of Pierre Bourdieu: Habitus and educational change in urban schools. Policy Futures in Education, 10(3), 249–262. https://doi.org/10.2304/pfie.2012.10.3.249
Bautista, M. C. R. B., Bernardo, A. B. I., & Ocampo, D. (2010). When reforms don’t transform: Reflections on institutional reforms in the Department of Education. Human Development Network.
Bersales, L. G. S. (2015). 2013 FLEMMS (Functional Literacy, Education and Mass Media Survey): Final report. Philippine Statistics Authority. https://psa.gov.ph/sites/default/files/2013%20FLEMMS%20Final%20Report.pdf
Blasco, C. M., & Vargas, C. A. (2011). Educational policy, anthropology, and the state. In B. A. U. Levinson & M. Pollock (Eds.), A Companion to the Anthropology of Education (pp. 368–387). Wiley-Blackwell.
Bourdieu, P. (1977). Outline of a Theory of Practice (R. Nice, Trans.). Cambridge University Press. (Original work published in 1972)
Bourdieu, P. (1984). Distinction: A social critique of the judgment of taste (R. Nice, Trans.). Harvard University Press. (Original work published in 1979)
Braun, V., & Clarke, V. (2006). Using thematic analysis in psychology. Qualitative Research in Psychology, 3(2), 77–101. https://doi.org/10.1191/1478088706qp063oa
Costa, C., Taylor, Y., Goodfellow, C., & Ecochard, S. (2020). Estranged students in higher education: Navigating social and economic capitals. Cambridge Journal of Education, 50(1), 107–123. https://doi.org/10.1080/0305764X.2019.1648639
Creswell, J. W. (2014). Research design: Qualitative, quantitative, and mixed methods approaches (4th ed.). SAGE Publications.
de Guzman, A. B. (2007). Chronicling decentralization initiatives in the Philippine basic education sector. International Journal of Educational Development, 27(6), 613–624. https://doi.org/10.1016/j.ijedudev.2006.06.014
Department of Education. (2016). Adoption of the basic education research agenda. https://www.deped.gov.ph/wp-content/uploads/2016/06/DO_s2016_039.pdf
Department of Education, Cardno Emerging Markets (Australia) Pty Ltd, United Nations Children’s Fund, Deutsche Gesellschaft für Internationale Zusammenarbeit GmbH, & BRAC Bangladesh. (2017). Annex 4: Factors influencing basic education learning outcomes and teachers’ performance in selected public elementary schools in the ARMM: A qualitative assessment. Department of Foreign Affairs and Trade. https://www.dfat.gov.au/sites/default/files/philippines-beam-armm-end-program-review-annex-4.pdf
Ferrare, J. J., & Apple, M. W. (2015). Field theory and educational practice: Bourdieu and the pedagogic qualities of local field positions in educational contexts. Cambridge Journal of Education, 45(1), 43–59. https://doi.org/10.1080/0305764X.2014.988682
Fetterman, D. M. (2010). Ethnography: Step-by-step (3rd ed.). SAGE Publications.
Foley, D. (2011). The rise of class culture theory in educational anthropology. In B. A. U. Levinson & M. Pollock (Eds.), A Companion to the Anthropology of Education (pp. 81–96). Wiley-Blackwell.
Fries, C. J. (2009). Bourdieu’s reflexive sociology as a theoretical basis for mixed methods research: An application to complementary and alternative medicine. Journal of Mixed Methods Research, 3(4), 326–348. https://doi.org/10.1177/1558689809336660
Gale, T., & Parker, S. (2015). Calculating student aspiration: Bourdieu, spatiality and the politics of recognition. Cambridge Journal of Education, 45(1), 81–96. https://doi.org/10.1080/0305764X.2014.988685
Ghiara, V. (2020). Disambiguating the role of paradigms in mixed methods research. Journal of Mixed Methods Research, 14(1), 11–25. https://doi.org/10.1177/1558689818819928
Gustafsson, J.-E. (2008). Effects of international comparative studies on educational quality on the quality of educational research. European Educational Research Journal, 7(1), 1–17. https://doi.org/10.2304/eerj.2008.7.1.1
Hailaya, W. M. (2014). Teacher assessment literacy and student outcomes in the province of Tawi-Tawi, Philippines [Doctoral dissertation, The University of Adelaide]. Adelaide Research & Scholarship. https://digital.library.adelaide.edu.au/dspace/bitstream/2440/99098/2/02whole.pdf
Hannerz, U. (2001). Center-periphery relationships. In N. J. Smelser & P. B. Baltes (Eds.), International Encyclopedia of the Social & Behavioral Sciences (pp. 1610–1613). Pergamon. https://doi.org/10.1016/B0-08-043076-7/00820-2
Harrits, G. S. (2011). More than method?: A discussion of paradigm differences within mixed methods research. Journal of Mixed Methods Research, 5(2), 150–166. https://doi.org/10.1177/1558689811402506
Hayton, A., & Bengry-Howell, A. (2016). Theory, evaluation, and practice in widening participation: A framework approach to assessing impact. London Review of Education, 14(3), 41–53. https://doi.org/10.18546/LRE.14.3.04
Hidalgo, G., Monticelli, J. M., & Bortolaso, I. V. (2021). Social capital as a driver of social entrepreneurship. Journal of Social Entrepreneurship. Advance online publication. https://doi.org/10.1080/19420676.2021.1951819
Huang, Z., Wang, T., & Li, X. (2015). The political dynamics of educational changes in China. Policy Futures in Education, 14(1), 24–41. https://doi.org/10.1177/1478210315612644
James, D. (2014). Investigating the curriculum through assessment practice in higher education: The value of a ‘learning cultures’ approach. Higher Education, 67, 155–169. https://doi.org/10.1007/s10734-013-9652-6
Johnson, R. B., Onwuegbuzie, A. J., & Turner, L. A. (2007). Toward a definition of mixed methods research. Journal of Mixed Methods Research, 1(2), 112–133. https://doi.org/10.1177/1558689806298224
Kandlbinder, P. (2015). Signature concepts of key researchers in North American higher education teaching and learning. Higher Education, 69, 243–255. https://doi.org/10.1007/s10734-014-9772-7
Keung, C. P. C., & Ho, E. S. C. (2020). Structure and agency in adolescents’ expectations of pursuing post-secondary education. Research in Higher Education, 61, 270–295. https://doi.org/10.1007/s11162-019-09574-8
Klimczuk, A., & Klimczuk-Kocha?ska, M. (2019). Core-periphery model. In S. Romaniuk, M. Thapa, & P. Marton (Eds.), The Palgrave Encyclopedia of Global Security Studies (pp. 1–8). Palgrave Macmillan, Cham. https://doi.org/10.1007/978-3-319-74336-3_320-1
Koerner, E. F. K. (1971). Ferdinand de Saussure. Origin and development of his linguistic theory in western studies of language: A critical evaluation of Saussurean principles and their relevance to contemporary linguistic theories. [Doctoral dissertation, Simon Fraser University]. CORE. https://core.ac.uk/download/pdf/56367175.pdf
Lampert, J., Burnett, B., & Lebhers, S. (2016). ‘More like the kids than the other teachers’: One working-class pre-service teacher’s experiences in a middle-class profession. Teaching and Teacher Education, 58, 35–42. https://doi.org/10.1016/j.tate.2016.04.006
Lareau, A. (2003). Unequal childhoods: Class, race, and family life. University of California Press.
Low, S. M., & Merry, S. E. (2010). Engaged anthropology: Diversity and dilemmas. Current Anthropology, 51(S2), S203–S226. https://doi.org/10.1086/653837
Marginson, S. (2008). Global field and global imagining: Bourdieu and worldwide higher education. British Journal of Sociology of Education, 29(3), 303–315. https://doi.org/10.1080/01425690801966386
Maton, K. (2005). A question of autonomy: Bourdieu’s field approach and higher education policy. Journal of Education Policy, 20(6), 687–704. https://doi.org/10.1080/02680930500238861
Milligan, J. A. (2006). Reclaiming an ideal: The Islamization of education in the Southern Philippines. Comparative Education Review, 50(3), 410–430.
Organisation for Economic Co-operation and Development. (2005). School factors related to quality and equity: Results from PISA 2000. http://www.oecd.org/education/school/programmeforinternationalstudentassessmentpisa34668095.pdf
Pham, L. (2019). Capital and capabilities in education: Re-examining Australia’s 2015 PISA performance and context assessment framework. Policy Futures in Education, 17(5), 599–617. https://doi.org/10.1177/1478210318808615
Philippine Statistics Authority. (2010). Table 1. Total population, urban population, percent urban, and annual growth rate of urban population by region and province: 2007 and 2010 [Dataset]. https://psa.gov.ph/sites/default/files/attachments/hsd/article/Table%201_2.pdf
Philippine Statistics Authority. (2019a). Table 3. Number of barangays, number of urban barangays, and percentage of urban barangays by region, province, and highly urbanized city: Philippines, 2015 and 2010 [Dataset]. https://psa.gov.ph/content/urban-population-philippines-results-2015-census-population
Philippine Statistics Authority. (2019b). Explanatory text. https://psa.gov.ph/sites/default/files/attachments/hsd/specialrelease/2015%20POPCEN%20%20Special%20Release%20of%20Urban%20Population%20of%20the%20Philippines_Urban%20Rural_Explanatory%20Text.pdf
Philippine Statistics Authority. (2020a). Table 9. Updated clustering of provinces based on 2018 full year poverty incidence among families, by province: 2015 and 2018 [Dataset]. https://psa.gov.ph/content/updated-2015-and-2018-full-year-official-poverty-statistics
Philippine Statistics Authority. (2020b, June 3). Farmers, fisherfolk, individuals residing in rural areas and children posted the highest poverty incidences among the basic sectors in 2018 [Press release]. https://psa.gov.ph/content/farmers-fisherfolks-individuals-residing-rural-areas-and-children-posted-highest-poverty
Raza, W. A., Kabir, M. M., & Rashid, R. (2019). Factors affecting early grade educational attainment: Evidence from South Sudan. International Journal of Educational Development, 65, 92–97. https://doi.org/10.1016/j.ijedudev.2017.08.004
Reay, D. (2018). Working class educational transitions to university: The limits of success. European Journal of Education, 53(4), 528–540. https://doi.org/10.1111/ejed.12298
Rudick, C. K., Quiñones Valdivia, F. I., Hudachek, L., Specker, J., & Goodboy, A. K. (2019). A communication and instruction approach to embodied cultural and social capital at a public, 4-year university. Communication Education, 68(4), 438–459. https://doi.org/10.1080/03634523.2019.1642501
Sayed, Y., & Ahmed, R. (2015). Education quality, and teaching and learning in the post-2015 education agenda. International Journal of Educational Development, 40, 330–338. https://doi.org/10.1016/j.ijedudev.2014.11.005
Scheerens, J. (2011). Perspectives on educational quality. In J. Scheerens, H. Luyten, & J. van Ravens (Eds.), Perspective on educational quality: Illustrative outcomes on primary and secondary schooling in the Netherlands (pp. 3–33). Springer. https://doi.org/10.1007/978-94-007-0926-3_1
Sheard, J. (2018). Quantitative data analysis. In K. Williamson & G. Johanson (Eds.), Research Methods (2nd ed., pp. 429–452). Chandos Publishing. https://doi.org/10.1016/B978-0-08-102220-7.00018-2
Sullivan, A. (2002). Bourdieu and education: How useful is Bourdieu’s theory for researchers. The Netherland’s Journal of Social Sciences, 38(2), 144–166. https://www.researchgate.net/publication/283919595_Bourdieu_and_education_How_useful_is_Bourdieu’s_theory_for_researchers
Tonkaboni, F., Yousefy, A., & Keshtiaray, N. (2014). Designing teaching methods in curriculum of Iran’s higher education based on development of social capital. International Journal of Learning, Teaching and Educational Research, 3(1), 21–31. https://www.ijlter.org/index.php/ijlter/article/view/26
United Nations. (2019). The 2019 voluntary national review of the Philippines. https://sustainabledevelopment.un.org/content/documents/23366Voluntary_National_Review_2019_Philippines.pdf
United Nations Children’s Fund & Southeast Asian Ministers of Education Organization. (2020). SEA-PLM 2019 main regional report. Children learning in 6 Southeast Asian countries. https://www.unicef.org/eap/media/7356/file/SEA-PLM%202019%20Main%20Regional%20Report.pdf
United Nations Children’s Fund & United Nations Educational, Scientific and Cultural Organization. (2007). A human rights-based approach to education for all [E-book]. https://www.right-to-education.org/sites/right-to-education.org/files/resource-attachments/A%20Human%20Rights-based%20Approach%20to%20Education%20for%20All_0.pdf
Vurayai, S. (2020). Rurality and exclusion in ordinary level mathematics in Zimbabwe: A document analysis. International Journal of Learning, Teaching and Educational Research, 19(6), 370–386. https://doi.org/10.26803/ijlter.19.6.22
Webb, S., Burke, P. J., Nichols, S., Roberts, S., Stahl, G., Threadgold, S., & Wilkinson, J. (2017). Thinking with and beyond Bourdieu in widening higher education participation. Studies in Continuing Education, 39(2), 138–160. https://doi.org/10.1080/0158037X.2017.1302926
Xu, C. L. (2020). Tackling rural-urban inequalities through educational mobilities: Rural-origin Chinese academics from impoverished backgrounds navigating higher education. Policy Reviews in Higher Education. Advance online publication. https://doi.org/10.1080/23322969.2020.1783697
Zamora, C. M. B., & Dorado, R. A. (2015). Rural-urban education inequality in the Philippines using decomposition analysis. Journal of Economics, Management & Agricultural Development, 1(1), 63–71. https://jemadonline.weebly.com/uploads/2/6/9/7/26975871/rural-urban_education_inequality_in_the_philippines_using_decomposition_analysis.pdf
Refbacks
- There are currently no refbacks.
e-ISSN: 1694-2116
p-ISSN: 1694-2493