by Ace Dizon

The Program for International Student Assessment (PISA) of the Organization for Economic Co-operation and Development (OECD) was released on Tuesday, December 5, showing that the Philippines had no significant improvements from its 2018 results. 

The test, taken by 7193 pupils from 188 schools across the country, revealed that Filipino students scored less than the OECD average in all areas namely, mathematics, reading, and science.

The gap between the highest-scoring students, or the top 10 percent, and lowest-scoring students, or the lowest 10 percent, narrowed in mathematics, while there were no notable changes for reading and science.

“In mathematics, low-achievers became stronger, while performance did not change significantly amongst high-achievers,” PISA noted.

As stated in the report, “Compared to 2018, the proportion of students scoring below a baseline level of proficiency (Level 2) did not change significantly in mathematics, reading, and science.”

A lower proportion of students in the Philippines, as compared to the OECD average, were top performers (Level 5 or 6) in at least one subject. Simultaneously, a smaller proportion of learners than the OECD average obtained a minimum level of proficiency (Level 2 or higher) in all three disciplines.

Philippines struggles to achieve OECD Level 2

OECD defines Level 2 as “the minimum level of proficiency that all students should acquire by the end of secondary education,” with expounded definitions for reading, mathematics, and science.

16 percent of students achieved at least a Level 2 proficiency in mathematics, remarkably below the OECD countries average of 69 percent. These students are able to interpret and recognize, without guidance, a simple situation expressed in mathematical terms.

On the other hand, about 24 percent of the learners attained a Level 2 in reading–significantly lower than the OECD average of 74 percent. PISA’s report stated that these students are able to “identify the main idea in a text of moderate length, find information based on explicit, though sometimes complex criteria, and can reflect on the purpose and form of texts when explicitly directed to do so.”

Lastly, around 23 percent of test takers obtained a Level 2 for science, which is also significantly lower than the OECD average of 76 percent. Level 2 achievers are able to identify a suitable explanation for common scientific phenomena and are able to utilize that knowledge to recognize whether a conclusion is valid based on the limited information.

Moreover, almost no student in the Philippines achieved Level 5 or 6, the standard for top performers, in any of the three subjects.

Shortage of resources: a detriment to high-quality education

This is the second time that the Philippines participated in PISA as the country tries to improve its equality of education and align itself with the Department of Education’s program, Sulong Edukalidad.

PISA’s 2022 report listed factors that affect the scores of test takers, such as the socioeconomic context of students, belongingness in school, school safety, and others. One of the main aspects in which PISA focused on was the resources invested in the youth’s education.

Higher expenditure in education shows greater student performance, but only to a certain extent.

“Among the countries/economies whose cumulative expenditure per student, over all primary and secondary school years between the ages of 6 and 15, was under USD 75 000 (PPP) in 2019, higher expenditure on education was associated with higher scores in the PISA mathematics test,” PISA wrote. 

However, in the Philippines, the cumulative educational expenditure per student between the ages of 6 and 15 is estimated to be at USD 11,000 (PPP).

Moreover, school principals reported a crucial increase in the shortage of the teaching staff.

43 percent of students, previously 19 percent, were in schools whose principal revealed that the school’s incapacity to facilitate learning is emphasized by the lack of teaching staff. While 19 percent, previously 8 percent, were enrolled in schools with inadequate or poorly qualified teaching staff.

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