Teachers’ Engagement in the Conduct of Lesson Study in Teaching Statistics

The quality of mathematics education is dependent to the kind of teachers we have in the classrooms. One of the practical ways, yet found to be effective, in enhancing teachers’ quality in teaching mathematics and improving students’ performance is through Lesson Study (LS). This study, using descriptive- correlational design, determined the effects of LS in enhancing self-efficacy, attitude, pedagogical and content knowledge of teachers in teaching Statistics among senior high school students. All 8 senior high school teachers of a school in the Division of City Schools, Naga City, participated in this study. Surveys, observations (performance indicator checklist), reflection entries, and focus group discussion (FGD) were used as methods in explaining and validating teachers’ responses. Findings revealed that 2 research lessons (RLs) in Statistics were developed following the LS cycle. These RLs were considered as the least learned topics and big gaps in Statistics. The nature of teachers’ engagement across stages of LS cycle was characterized as less collaborative and the extent of engagement was described as partially engaged. Also, the experiences and processes of LS cycle brought positive yet moderate effect along teachers’ self-efficacy, content knowledge (CK), pedagogical knowledge (PK), and attitude towards teaching Statistics.

Keywords – attitude towards teaching and learning Statistics, content knowledge, Lesson Study, pedagogical knowledge, self-efficacy.