A Descriptive–Comparative Study of Mathematics Pedagogical Content Knowledge Among Junior High School Mathematics Teachers in Bislig City Division Using a Vignette-Based Performance Assessment: Basis for a Professional Development Plan
DOI:
https://doi.org/10.5281/zenodo.22690200Keywords:
mathematics pedagogical content knowledge, vignette-based assessment, teacher noticing, diagnostic questioning, Junior High School mathematics, professional developmentAbstract
This study determined the Mathematics Pedagogical Content Knowledge (MPCK) of Junior High School mathematics teachers in Bislig City Division using a vignette-based performance assessment and used the results as the basis for a professional development plan. A quantitative descriptive–comparative, cross-sectional design was employed. Total enumeration included 25 Junior High School mathematics teachers handling Grades 7–10 from Mangagoy National High School, Tabon M. Estrella National High School, and Bislig City National High School. The researcher-administered Mathematics Pedagogical Content Knowledge Scenario–Vignette Test (MPCK–SVT) contained 28 dichotomously scored items distributed equally across Knowledge of Students’ Misconceptions (KSM), Knowledge of Representations and Explanations (KRE), Diagnostic Questioning (KDQ), and Task Selection and Sequencing (KTS). Data were analyzed using frequency, percentage, mean, standard deviation, item analysis, Shapiro–Wilk testing, and Kruskal–Wallis H tests at α = .05. The teachers obtained a Very High overall MPCK mean of 23.76 out of 28 (SD = 2.76; 84.86%). KTS (95.43%) and KRE (94.86%) were the strongest dimensions, whereas KDQ (76.00%) and KSM (73.14%) were comparatively weaker. The lowest-performing item involved diagnosing a misconception about the linear equation y = mx + b, with 48.00% correct responses, and nine of the ten lowest-performing items belonged to KSM or KDQ. No significant differences in overall MPCK were found according to district, years in service, educational attainment, or mathematics-related training exposure. The findings indicate strong overall MPCK with specific diagnostic and questioning gaps, supporting a common, practice-based professional development plan centered on misconception analysis, diagnostic questioning, representation use, task analysis, coaching, and follow-up vignette assessment.
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