Looking through Philippine’s K to 12 Curriculum in Mathematics and Science vis-a-vis TIMSS 2015 Assessment Framework
Marilyn U. Balagtas 1 * , Danda Crimelda B. Garcia 2, Dexter C. Ngo 3
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1 Philippine Normal University, PHILIPPINES
2 Rex Group of Companies, Inc., PHILIPPINES
3 Rex Institute for Student Excellence, Inc., PHILIPPINES
* Corresponding Author


The Philippines implemented its educational reform commonly known as K to 12 Program in 2013 for Filipino learners’ holistic development and global competitiveness. One indicator of the reform’s effectiveness is the country’s performance in international large-scale assessments like the Trends in International Mathematics and Science Study (TIMSS), if it participates again in 2019. To gauge readiness and inform decisions on its participation, this study examines the alignment of TIMSS 2015 Assessment Framework vis-à-vis the 2016 Philippine’s K to 12 Curriculum in Mathematics and Science. Through curriculum mapping of experts on the competencies in the two documents, the study reveals that K to 12 Mathematics Grade 4 is more aligned with TIMSS 2015 Assessment Framework than that of Math Grade 8, Science Grade 4, and Science Grade 8. The study recommends continuous curriculum improvement of the Philippine’s K to 12 Curriculum and implementation of relevant intervention programs and support system from different education stakeholders, including country-based publishing and testing companies to address gaps on competencies found for the country to meet international benchmarks.


This is an open access article distributed under the Creative Commons Attribution License which permits unrestricted use, distribution, and reproduction in any medium, provided the original work is properly cited.

Article Type: Research Article


EURASIA J Math Sci Tech Ed, 2019 - Volume 15 Issue 12, Article No: em1788

Publication date: 10 Aug 2019

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Article Downloads: 21600

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