Abstract
The study primarily employs comparative and qualitative content analysis. We focus on document analysis to identify potential gaps in K-12 assessment policies in Japan and the Philippines laboratory curriculum while drawing insights from international educational frameworks in mathematics, science, and reading proficiencies found in international Large-Scale Assessments (ILSA). We analyze various education systems, including the K-12 Curricula of the Philippines and Japan, referencing documents such as SEA-PLM 2019, TIMSS 2023, PIRLS 2016 and 2021, and PISA 2015, 2018, and 2022. This analysis is a basis for determining policy continuity and improvements, ensuring gender-fair, inclusive, and quality physics education in both countries. We also evaluate policy alignment with the K-12 Law's intentions. In the initial coding phase, four dimensions are analyzed: 'Purpose,' 'Process,' 'Practice,' and 'Product.' The second coding phase focuses on three Sustainable Development Goals (SDGs) dimensions: SDG 4.0, aiming for inclusive and equitable education; SDG 5.0, aiming to empower women and achieve gender equality; and SDG 10.0, aiming to reduce disparities among student populations. This analysis assesses alignment with global standards and practices, ultimately providing recommendations for K-12 assessment policy improvement. The study highlights parallels and discrepancies in physics laboratory instruction and learning in Japan and the Philippines, emphasizing the importance of investing in physics laboratory curricula to enhance student engagement and achievement. Both countries can address educational challenges by collaborating to develop effective physics laboratory teaching and learning curricula that meet student needs and demands.
Author Information
Richard Sagcal, De La Salle University, Philippines
Denis Dyvee Errabo, Hiroshima University, Japan
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