Masajo (2017) states in her
research that “This learning environment in the Philippines is probably similar
to that of most developing nations. Unlike developed countries, students are
provided with adequate, if not very sufficient and varied, instructional
devices for classroom use to accommodate students with diverse learning styles.”
It was stated in the books, particularly in the 2003 TIMSS report (IEA 2004),
it was revealed that students, which includes 31% Australian, 17% Japanese, and
24% in American, have over two hundred books at home comparing to the 3% findings
in the Philippines. Eighty-three percent (83%) of the Australian students, 55% Japanese
students, and 79% American students make use of computers at home and in school
to strengthen schoolroom orders, compared to the  11% in the Philippines, in a research that
has of 39% as international average. Because of wider benefits and higher reparations,
it is no doubt that industrialized countries don’t have a hard time in looking
for potentially capable workers. Mehrotra & Buckland (1998) stated that “Filipino
teachers’ salary can hardly compare to that in most developed countries.” As
proof, the 1998 UNICEF data specify Philippine based teachers obtain only an
annual income of $2,066, while the equivalents in Japan, $28,770, and in the
US, $24,780. “Partaking-out consideration of the standard of living in these
countries, the average teacher’s salary in the Philippines can hardly compare
with that of leadership in developed nations.” (The Conditions of Secondary
School Physics, n.d.) In the past times, that constructivist ideas were not extensively
acknowledged because of the discernment that plays were seen as purposeless and
possess insignificance. However, Jean Piaget was contradicted this idea with these
customary assessments. (Chapter 2 – Review of Related Literature, n.d.) Piaget
saw productions a vital and essential part of a learner’s intellectual progress
and delivered scientific proof for his observations. (Wikipedia, 2017) Currently,
constructivist theories are evidently seen in the informal teaching program the
society has. In this theory, people are stimulated to discover an assembly of genuinely
accepted history samples, to practice some scientific abilities and create innovations
for themselves. (Chapter 2 – Review of Related Literature, n.d.) Educational
reforms are necessarily done to keep up with the pace of the dynamic society we
have and the heart of learning can also be seen at our environment. Upon rereading
the research literature on the effects of query education on student accomplishments,
it is important to focus on three correlated areas: instructional materials,
instructional strategies and professional development to formulate educators to
use inquiry-dependent materials and/or approaches. (A Randomized Study, 2007)

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