The Role of Teacher Preparation, Instructional Materials, and Assessment Practices on Student Performance in Mathematical Literacy Based on the PISA Framework: A Systematic Literature Review

Abstract

This systematic literature review examines the impact of teacher preparation, instructional materials, and assessment practices on the mathematical literacy of Filipino secondary students, framed by the PISA framework. Using the PRISMA methodology, a comprehensive search of the ERIC database with relevant keywords yielded 51 studies, which were screened and assessed for eligibility without duplicates. After full-text appraisal, 14 studies were included. The findings demonstrate that integrated approaches combining enhanced teacher preparation, high-quality instructional materials, and robust assessment practices lead to significant improvements in student mathematical literacy. The review highlights the importance of teacher competence, contextualized instructional materials, and multifaceted assessments aligned with PISA competencies. These results provide evidence-based recommendations for policymakers and educators to improve mathematical literacy outcomes through holistic interventions. This review underscores the value of the PISA framework as an analytic lens and advocates for evidence-based policy and practice interventions that holistically address teacher competency, teaching resources, and assessment quality to improve mathematical literacy among secondary students in contexts similar to the Philippines. Recommendations include professional development, context-driven instructional design, and diversified assessment aligned with PISA competencies to promote meaningful learning and performance gain.