Teachers’ Teaching Practices and Effectiveness in Use of Play-based Activities and Learners’ Performance

LEONIL JOHN P. PILARCO

doi:10.36948/ijfmr.2026.v08i03.79770

Teachers’ Teaching Practices and Effectiveness in Use of Play-based Activities and Learners’ Performance

Author(s)	LEONIL JOHN P. PILARCO
Country	Philippines
Abstract	The Philippines’ participation in the Programme for International Student Assessment (PISA) highlighted critical concerns regarding learners’ performance in reading, mathematics, and science, drawing attention to the central role of teachers in implementing PISA-aligned instructional practices. This study examined teachers’ capabilities and functional skills in the implementation of the Programme for International Student Assessment (PISA) and their influence on learners’ performance in the Schools Division of Iloilo during the academic year 2025–2026. Anchored on Shulman’s Pedagogical Content Knowledge (PCK) Theory, the study employed a descriptive-correlational research design involving 385 randomly selected teachers across five congressional districts. A researcher-made questionnaire, grounded on PISA frameworks and validated through expert review, was used to gather data on teachers’ capabilities, functional skills, and perceived learner performance. Descriptive statistics, t-test, analysis of variance, and regression analysis were utilized to analyze the data at a 0.05 level of significance. Findings revealed that teachers generally demonstrated moderate to high levels of capabilities and functional skills in implementing PISA-aligned instructional strategies. Significant differences were observed in teachers’ capabilities and functional skills when grouped according to selected demographic variables. Moreover, teachers’ capabilities and functional skills were found to have a significant influence on learners’ performance, indicating that instructional competence and functional application of PISA-related approaches contribute meaningfully to student outcomes. The study underscores the importance of sustained professional development, assessment literacy, and instructional innovation to enhance learner performance in international assessments. The results provide empirical evidence to inform policy decisions, curriculum reforms, and teacher development programs aimed at improving educational quality and global competitiveness.
Keywords	teachers’ capabilities, functional skills, PISA implementation, learners’ performance, pedagogical content knowledge
Field	Sociology > Education
Published In	Volume 8, Issue 3, May-June 2026
Published On	2026-05-29
DOI	https://doi.org/10.36948/ijfmr.2026.v08i03.79770

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Teachers’ Teaching Practices and Effectiveness in Use of Play-based Activities and Learners’ Performance

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