Module‐Based Professional Development for Teachers: A Cost‐Effective Philippine Experiment

From Section:
Professional Development
Apr. 02, 2011

Source: Teacher Development , Volume 15, Issue 2, 2011, pages 157-169.

The current paper examines the impact of implementing module‐based professional development for teachers (MBPDT) in the Philippines.

A mixed‐method study, experimental design with empirical surveys and an open‐ended questionnaire were used.

Findings revealed that the experimental group of teachers had greater professional content knowledge compared with the control group after five weeks of implementing MBPDT. However, the experiment did not yield significant effects on the teachers’ commitment levels or on their pupils’ mathematics proficiency levels.

Another significant finding showed that the more experienced teachers in the experimental group possessed slightly higher commitment after the intervention.

Updated: Jan. 17, 2017
Experimental groups | Intervention | Mathematics achievement | Professional development | Program effectiveness | Teaching experience