Pre-service

Teachers’ Readiness
to Teach
Probability and
Statistics in
Senior High School

eil Andrew T. Cacas

Marilyn U. Balagtas, Ph.
Reasons:
Insufficient supply
of qualified teachers
remains a major
challenge
Probability and
Statistics is
distinct from Algebra
and Trigonometry
Probability and
Legal Basis
Every teacher shall
be outstanding
constantly in the act
of the profession by
maintaining the
highest possible
standards and making
the best preparation
 Understanding
(Skills and
Processes)

CONCEPTUAL Probability and

Statistics in the
FRAMEWORK Senior High School Knowledge
Self-efficacy Program (Content)

Pre-service Teachers’ Readiness in

Teaching
 Probability and Statistics
in the Senior High
School Program

A person’s belief that

he/she has the
competence to
Pre-structural Level
successfully execute
actions required to Uni-structural Level
produce the desired Multi-structural Level
outcome Relational Level
Extended Abstract Level
RESEARCH DESIGN
Descriptive-correlational
SAMPLING AND PARTICIPANTS

Purposive Sampling

40 FOURTH-YEAR BSE-
MATH MAJOR STUDENTS
AT TEI IN MANILA
FOURTH-YEAR BSE-MATH
MAJOR STUDENTS
Some of the items are:
Anchor items Decrease the number
Parallel items of items due to time
Random items constraint
Parallel Test
Qualitative Representation Design Qualitative Representation
Level of Modal Score Range of mean scores
understanding 16– above Very High Content
Relational 3 Knowledge
Multi-structural 2 10 – 15 High Content Knowledge
Uni-structural 1 6 – 9 Low Content
Knowledge
Pre-structural 0
 4-point Likert
type scale
•Choice of
•Probabilit responses:
1 - Confident
y and to teach to a
Statistics little extent
•Curriculum 2 - Confident
Guide to teach to a
mild extent
provided 3 - Confident
by DepEd to teach to a
moderate extent
4 - Confident
to teach to a
Summary of the Pre-service Teachers’ Level of Content Knowledge and Understanding

Topics Level of Content Knowledge Level of Understanding

Random Variables and High Content Knowledge Multi-structural (Surface)

Probability Distribution

High Content Knowledge Multi-structural (Surface)

Normal Distribution

Sampling and Sampling Very Low Content Knowledge Uni-structural (Surface)

Distributions

Very Low Content Knowledge Uni-structural (Surface)

Estimations of Parameters

Tests of Hypothesis Very Low Content Knowledge Uni-structural (Surface)

Correlation and Regression Very Low Content Knowledge Uni-structural (Surface)

Analyses
 Pre-service Mathematics Teachers’
Level of Self-efficacy to Teach
High (moderate Low (mild extent)
extent to great
extent)
• Sampling and
• Random Sampling
Variables Distributions
and • Estimations of
Probability Parameters
Distribution • Test of Hypothesis
• Normal • Correlation and
Distribution Regression Analyses
Table 18

Correlations Between Pre-Service Teachers’ Level of Content Knowledge, Understanding,

and Self-Efficacy

Content Level of
Knowledge Understanding Self-Efficacy

Correlation ** .710**
1.000 .786
Content Coefficient
Knowledge Sig. (2-tailed) . .000 .000
N 40 40 40
Correlation .910**
.786** 1.000
Spearman's Level of Coefficient
rho Understanding Sig. (2-tailed) .000 . .000
N 40 40 40
Correlation
.710** .910** 1.000
Coefficient
Self-Efficacy
Sig. (2-tailed) .000 ,000
N 40 40 40
Note. ** Correlation is significant at the 0.01 level (2-tailed).
𝑝 < .001
CONCLUSIONS

The knowledge gained from the

undergraduate courses in
Probability and Statistics
did not produce the level of
content knowledge and
understanding they need to
support their teaching in
CONCLUSIONS

Indicates skepticism and lack

of confidence to successfully
and effectively deliver the
course when they become
teachers in the Senior High
School program.
CONCLUSIONS
The pre-service teachers’
level of content knowledge,
understanding, and self-
efficacy are all positively
correlated to one another,
which indicate that these
three factors are important
ingredients in defining
RECOMMENDATIONS
The identified very low
level of content knowledge
and understanding on the
competencies in Probability
and Statistics must be given
emphasis in the design and
delivery of the two mandated
RECOMMENDATIONS
Should be provided with
richer and more engaging
learning opportunities to
include use of advanced
Information and
Communications Technologies
(ICTs) to increase their
RECOMMENDATIONS
Professional development
program should be organized
for teachers and educators
to understand and use SOLO
taxonomy in developing and
assessing content knowledge
and understanding of the
RECOMMENDATIONS
Should be replicated to a
bigger sample in other TEIs
to validate the result of
this study and to further
test if self-efficacy
predicts content knowledge
and level of understanding
THANK YOU!