Manuscript Details - IJARW3101

ManuScript Details
Paper Id: IJARW3101
Title: EXAMINING THE FACTORS PREDICTING MATHEMATICS TEACHERS' ASSESSMENT LITERACY IN BASIC EDUCATION: A DESCRIPTIVE CORRELATIONAL STUDY
Published in: International Journal Of All Research Writings
Publisher: IJARW
ISSN: 2582-1008
Volume / Issue: Volume 7 Issue 11
Pages: 11
Published On: 6/2/2026 5:07:35 AM      (MM/dd/yyyy)
Main Author Details
Name: Mary Ann B. Alcantara
Institute: Bukidnon State University
Co - Author Details
Author Name Author Institute
Derren N. Gaylo Bukidnon State University
Abstract
Research Area: Education
KeyWord: assessment literacy, predictor, mathematics education, descriptive-correlational, multiple regression analysis, professional development
Abstract: This study examined the factors predicting 150 mathematics teachers’ assessment literacy in basic education. It was conducted at various schools within Kitaotao District, division of Bukidnon during the school year 2025-2026. A quantitative descriptive–correlational research design was used in this study. This study utilized a survey questionnaire for personal demographic characteristics, professional demographic characteristics and mathematics teachers’ assessment literacy. The data gathered were tested using mean, standard deviation, frequency, percentage, and regression analysis. The findings of the study revealed that most of the mathematics teachers who participated were female, aged 31–40 years old, and married. Many of them had already gained 4–10 years of teaching experience, indicating that the respondents were relatively experienced in the teaching profession. In terms of professional characteristics, the majority held teacher I positions, had attended 1–5 assessment-related training, and managed moderate to heavy teaching loads ranging from 5–8 classes. These results suggest that the respondents were actively engaged in classroom instruction and professional development while balancing demanding teaching responsibilities. Despite these responsibilities, the mathematics teachers demonstrated a high level of assessment literacy, with particularly strong performance in aligning assessments with learning objectives and using assessment results formatively to improve instruction. They also showed competence in assessment design, setting clear purposes, and communicating results, although these areas may still benefit from further enhancement. Sex, age, civil status, and the number of assessment-related trainings attended significantly predict mathematics teachers’ assessment literacy. Conversely, teaching experience, workload, and position were not found to significantly predict assessment literacy.
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IEEE
Mary Ann B. Alcantara, Derren N. Gaylo, "EXAMINING THE FACTORS PREDICTING MATHEMATICS TEACHERS' ASSESSMENT LITERACY IN BASIC EDUCATION: A DESCRIPTIVE CORRELATIONAL STUDY", International Journal Of All Research Writings, vol. 7, no. 11, pp. 475-485, 2026.
MLA Mary Ann B. Alcantara, Derren N. Gaylo "EXAMINING THE FACTORS PREDICTING MATHEMATICS TEACHERS' ASSESSMENT LITERACY IN BASIC EDUCATION: A DESCRIPTIVE CORRELATIONAL STUDY." International Journal Of All Research Writings, vol 7, no. 11, 2026, pp. 475-485.
APA Mary Ann B. Alcantara, Derren N. Gaylo (2026). EXAMINING THE FACTORS PREDICTING MATHEMATICS TEACHERS' ASSESSMENT LITERACY IN BASIC EDUCATION: A DESCRIPTIVE CORRELATIONAL STUDY. International Journal Of All Research Writings, 7(11), 475-485.
EXAMINING THE FACTORS PREDICTING MATHEMATICS TEACHERS' ASSESSMENT LITERACY IN BASIC EDUCATION: A DESCRIPTIVE CORRELATIONAL STUDY
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