IMPACT ASSESSMENT FOR TEACHERS’ PEDAGOGICAL CONTENT KNOWLEDGE FOR TEACHING ENGLISH CONDUCTED BY THE COLLEGE OF EDUCATION, CENTRAL MINDANAO UNIVERSITY, MARAMAG, BUKIDNON, PHILIPPINES

Abstract

This research assesses the effect of the community extension programs implemented by the College of Education of Central Mindanao University, Philippines, to improve the pedagogical content knowledge (PCK) of Valencia City English teachers. Attuned to the university's vision of providing quality instruction, research, extension, and production, the program aimed to contribute to the integrated development of educational stakeholders through focused capacity building interventions. In particular, the research was sought to (1) present the demographic and work profiles of the teacher-participants, and (2) evaluate the perceived effects of the extension activities on improvements in knowledge, teaching capabilities, attitudes, values, social behavior, gender sensitivity, economic empowerment, and environmental awareness.

A descriptive research design was utilized, utilizing a pilot-tested and validated survey questionnaire with added structured interviews and focus group discussion. Nineteen responding teachers who had participated in the extension program were respondents. Descriptive statistics such as frequency and percentage distributions were utilized to examine participant profiles, while comparative analysis was done to assess changes across key domains pre- and post-intervention.

Results indicated marked improvements in all areas measured. Participants indicated greater mastery of pedagogical approaches, raised professional values and attitudes, greater confidence in advancing inclusive and gender-sensitive instruction, and increased commitment to sustainable classroom practice. Most importantly, the program also aided their economic progress through professional development and career mobility. These findings highlight the potential of university-based extension programs in fostering teacher growth and improving instructional quality in underserved educational contexts