Social factors must be taken into account in educational reforms – psychologist

BACK TO CLASSROOMS | Several schools in Cebu City, such as Abellana National High School, have been holding limited in-person classes for several months now. But Mayor Michael Rama on Wednesday authorized all local education and training institutions to hold physical classes for all students due to the improved public health situation in the city. (File photo by NESTLE SEMILLA/Inquirer Visayas)

MANILA, Philippines – While improving curricula and teaching are important to improving the quality of learning in the country, social and psychological factors must also be taken into account in implementing reforms, according to a researcher from De La Salle University (DLSU).

“Low reading achievement is a product of a context of poverty,” said Allan Bernado, an educational psychologist, at the recently held 44th Annual Scientific Meeting.

The SJM team used machine learning approaches to analyze reading data results from the 2018 Program for International Student Assessment (Pisa), in which they found that the majority of Filipino students who n did poorly on the reading proficiency test came from low-income households.

Bernardo pointed out that socio-economic status was associated with important factors such as lack of access to ICT resources, students’ learning motivation and their expected professional status.

“When they go to class, they bring a low motivation set…they don’t like to read, they don’t feel like they value school and they don’t succeed,” he said.

“They also have teachers who lack enthusiasm and make them feel bad for not knowing how to read,” Bernardo said, adding that the wider school environment causes students to have a “weak sense of belonging.”

These factors then contribute to threatening poor readers’ sense of competence and belonging.

“From a psychological point of view, when you put them in that environment, they won’t be engaged, they won’t be motivated to learn. Instead, they will engage in behaviors that we consider avoidant,” he said.

“They will stray from academic goals, they will even engage in self-protective behaviors,” he added.

Some of the classroom interventions proposed by the researchers include more engaging learning activities, less threatening feedback and assessment, more cooperation versus competition, growth mindset interventions, and promotion. high standards and aspirations.

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