Eduk.ai
- For-profit, including B-Corp or similar models
Eduk.ai is committed to leveraging the latest advancements in educational technology to create dynamic and personalized learning experiences so that every child receives a high-quality education, regardless of socioeconomic background or geographical location.
Our core values are:
Equity: We believe in providing equal access to high-quality education for every child, regardless of socioeconomic background or geographical location.
Innovation: We embrace and leverage the latest advancements in educational technology to create dynamic and personalized learning experiences that engage and inspire students.
Social Responsibility: We are committed to making a positive impact on student learning outcomes and hold ourselves accountable by measuring and evaluating our effectiveness in achieving educational goals.
Continuous Improvement: We strive for excellence by continuously refining and improving our products and services based on data-driven insights and feedback from students, educators, and parents.
Collaboration: We value partnerships and collaboration with educators, experts, and local communities to co-create solutions that address the unique needs and challenges of the educational landscape in developing countries.
- Pilot: An organization testing a product or program with a small number of users.
As the founder and CEO of Eduk.ai, Joanne Sison's role is to provide visionary leadership and strategic direction to drive eduk.ai's mission of transforming K-12 math education in the Philippines. She is responsible for fostering a culture of innovation and ensuring that the latest advancements in educational technology are effectively leveraged to create dynamic and personalized learning experiences. Additionally, she prioritizes social responsibility by continuously measuring and evaluating our impact on student learning outcomes based on data-driven insights and fostering collaboration with educators, experts, communities, and various stakeholders to ensure equitable access to high-quality education for all children.
Joanne Sison, the CEO of Eduk.ai, and the dedicated Eduk.ai management team are excellently positioned to provide effective support for the LEAP Project, despite their current tasks in the company. The recent acquisition of a start-up grant from the Department of Science and Technology-PCIEERD for the pilot test of Mathayog demonstrates this claim. With the funding, Eduk.ai is able to employ a minimum of three full-time curriculum content developers, four technical program developers, as well as an account executive and an administrative assistant. Additionally, a budget for technical and consulting services has been allocated to cater to potential needs. It is important to note that the part-time COO, CEO, CTO, and CFO of the company manages the full-time personnel.
Furthermore, the roles and responsibilities of each team member have been clearly defined, with their targets and objectives aligning with the company’s overarching goals. This well-structured arrangement allows Joanne Sison, the proposed LEAP team leader, to focus on strategic decision-making and the business aspects crucial for driving the growth and innovation of Mathayog. Additionally, Joanne Sison is pursuing a Ph.D. in Education with a major in Mathematics. Her unique combination of academic and business expertise enables her to effectively leverage the input of the LEAP fellows, leading to the successful implementation of their innovative ideas anchored on evidence base research.
Lastly, the goals of Eduk.ai's LEAP Project, as outlined in this proposal, perfectly align with the objectives of the ongoing DOST project. The LEAP project will further enhance the company's evidence base and set the stage for scaling Mathayog over the next five years. Additionally, the abundance of academic, business, and technical expertise and available manpower within Eduk.ai, provides the LEAP project leader with a wealth of resources that can be readily utilized throughout the program. These collective assets reinforce the team's capability to leverage their local knowledge and experience, thus ensuring the realization of the LEAP program’s output.
Mathayog is an online after-school K-12 Math platform designed to improve students' word-problem-solving skills through personalized instruction and feedback.
The Philippines faces significant challenges in math education, both internationally and locally. Internationally, the country's performance in the Program for International Student Assessment 2018 was concerning, as it ranked 78th out of 79 participating countries in math (OECD, 2018). This low ranking indicates a substantial gap between Filipino students' math proficiency and their international peers. The results underscore the need for urgent attention and intervention to improve math education in the Philippines.
Adding to the complexity, the World Bank (UNESCO, 2021) reports a high incidence of learning poverty in the Philippines, with approximately 90% of students under ten years old lacking basic reading skills. This finding emphasizes the magnitude of the issue and the urgent need for targeted efforts to address learning deficiencies.
At the local level, the situation is exacerbated by extended school closures due to the pandemic, which has resulted in colossal learning losses and variability among Filipino students' math skills. As schools reopen, the challenge lies in determining where students stand and how to effectively address their individual learning gaps. The existing fixed K-12 school curriculum fails to account for the varying degrees of math skills nationwide, further hindering efforts to bridge the learning gaps.
Classroom dynamics also contribute to math education challenges. Big student-teacher ratios create an environment where individual feedback and instruction for struggling students are limited. In typical classrooms with over 40 students, Math teachers face immense difficulties accommodating each child's diverse prior knowledge and learning paces. This situation underscores the pressing need for additional support mechanisms to provide tailored instruction and address the specific needs of students.
Furthermore, the hierarchical nature of math learning poses additional hurdles. Math education builds upon prior knowledge, requiring a solid foundation to grasp new concepts effectively. The lack of necessary prior skills and knowledge among students further hampers their ability to progress in math, perpetuating the cycle of learning gaps.
OECD. (2018). PISA 2018 Results (Volume I): What Students Know and Can Do. Retrieved from https://www.oecd.org/pisa/publ...
World Bank, UNESCO. Philippines - Learning Poverty Brief - 2021 (English). Learning Poverty Brief Washington, D.C. : World Bank Group.http://documents.worldbank.org...
Eduk.ai proposes a K-12 AI-enabled after-school math platform with scaffolded instructions, personalized growth mindset feedback, local context, and language accommodations named “Mathayog” (Matayog - Filipino word meaning lofty or high). The program aims to foster the development of word problem-solving skills among Filipino students. Through this solution, we believe students will gain confidence in tackling word problems, improve critical thinking abilities, and achieve academic success in mathematics. Below are the distinct features of Mathayog:
Scaffolded Instructions based on child’s current skill level:
Identify students’ current math skills and Provide personalized recommendations and adaptive practice to address each student's specific learning needs.
Deliver step-by-step instructions and problem-solving strategies that gradually build students' understanding of word problems.
Provide clear explanations and guidance tailored to each student's learning pace and skill level.
Break down complex word problems into manageable steps to enhance comprehension and problem-solving proficiency.
Offer timely and constructive feedback, including hints and explanations, to guide students toward effective problem-solving approaches.
Personalized Growth Mindset Feedback:
Utilize AI algorithms to analyze students' performance and provide personalized feedback that encourages a growth mindset.
Highlight students' strengths, progress, and areas for improvement to promote a positive learning experience.
Encourage perseverance and resilience by emphasizing effort, progress, and the importance of learning from mistakes.
Local Context and Language Accommodations:
Incorporate local context and real-life examples into word problems to enhance relevance and engagement.
Adapt language and terminology to align with the local culture and ensure comprehension for students.
Consider regional variations and cultural nuances to create an inclusive learning environment.
Monitoring, Evaluation, and Continuous Improvement:
Implement assessment tools to track students' progress, identify areas of strength and weakness, and measure the impact of Mathayog on word-problem-solving skills.
Regularly review and update the platform's content and features based on user feedback and emerging educational practices.
Collaborate with educators and experts to ensure alignment with national math standards and best instructional practices.
Gather feedback from teachers, students, and parents to continuously refine and improve Mathagyog's features and content.
Through the implementation of Mathayog, we aim to empower Filipino students with the necessary skills to address learning gaps in their word-problem solving skills and, at the same time, foster a growth mindset to develop their confidence in learning to support their academic progress and success.
- Primary school children (ages 5-12)
- Rural
- Peri-Urban
- Low-Income
- Middle-Income
none
- Level 2: You capture data that shows positive change, but you cannot confirm you caused this.
Alpha Test - 2021
Mathayog's HiFi MVP was built and tested online via Zoom with ten outgoing grade 7 students from public schools in May 2021. The word problems were adapted from the PISA (2012) Math questions. The test sessions were conducted one-on-one via Zoom using Singapore’s bar modeling approach. A 10-minute briefing was conducted on the growth mindset and the importance of making mistakes.
After at most three sessions per student, 80% of the students were able to solve simple one-step word problems using the bar-model approach. The sessions also revealed that the students’ fraction and percent conceptual knowledge is below their current grade level. Students also shared the feedback below (translated into English)
“The feature I like the most about Mathayog is the immediate feedback given in a way that helps me understand my mistakes and allows me to correct them right away.” (Joschel)
“I like the bar-model method we used to answer the questions. It made it easier for me to know what to solve and minimized my confusion.” (Patricia)
Institutional Collaborations 2021 - 2022
Eduk.ai partnered with three public high schools in Metro Manila. Online focus group discussions were conducted with the principal and the public school math teachers.
The following are the highlights of the FGDs:
Word problem-solving is a perennial problem in grades 7 - 12.
High school teachers attribute the lack of prior knowledge to the students’ poor elementary math education. Poor problem-solving skills are due to English comprehension issues.
High school teachers are aware of students’ learning gaps and want to help but are pressured to focus on and complete the topics in the current curriculum.
High school teachers have not heard of Growth Mindset, and a teacher training seminar was conducted.
The teachers like the individualized approach of Mathayog but voiced their hesitation on integrating it into the classroom due to lack of time and lack of technical assistance.
Beta Test - August 2022 - January 2023
Upon securing the FAAST grant from MC-TBI, eduk.ai developed the beta version of Mathayog using the Edunext platform. Following the insights from the FGDs, the problems in this iteration were contextualized on Philippine culture and familiar real-world settings, with the issues and feedback provided in both English and Filipino.
Fifty grade 7 students from St. Mary’s Angels College of Valenzuela and Novaliches Public High School participated. Students were given an online orientation and were provided with their login credentials. The students were asked to undergo a math skills assessment before lessons were assigned. Schools were provided with reports which include: # of questions attempted, # of courses completed, # of times logged in, etc.
Of the participating students from the private high school, only 20% completed the course. Moreover, the pre-assessment revealed that all of the students have math skills below their current grade level, with majority of the students having no mastery of basic arithmetic operations (addition, subtraction, multiplication, and division).
Based on the assessment results from the Beta test, which revealed a significant Math skills gap of at least 2-3 grade levels below students' current year level, eduk.ai prioritized developing math content for lower elementary levels. This strategic focus aims to address the foundational math skills deficits among students. In line with this, upcoming pilot tests scheduled for the start of the academic year 2023-2024 in August will exclusively involve mid to upper-elementary students from grades 4 to 6.
To expand its reach, eduk.ai is actively working on establishing partnerships with private and public elementary schools. However, changes in school leadership, particularly principals retiring, have posed challenges for public schools. Some previous public school partners could not participate in the Beta test due to these changes. As a result, eduk.ai recognizes the need to foster strong relationships with principals, other school leaders, and the community at large. This includes engaging with Local Government Units (LGUs) and regional Department of Education leaders.
To enhance student usage of Mathayog, eduk.ai plans to collaborate with math teachers and provide incentives to recognize the efforts and achievements of students on campus. This strategy aims to motivate students to engage with the platform and reinforce their learning actively.
Promoting a growth mindset is a crucial aspect of eduk.ai's approach. To achieve this, teacher training programs must be conducted in partner schools, enabling teachers to utilize similar language and approaches in their classrooms, fostering a consistent growth mindset culture. Additionally, integrating growth mindset language across all platform levels will be implemented to reinforce this mindset among students.
To ensure proper data gathering and conclusive analyses, a research design needs to be developed before the start of the pilot tests. This design will incorporate measurements of growth mindset to assess its impact on students' math skills. Weekly monitoring of student platform usage will be implemented, with the support and involvement of teachers and families, to track progress and provide the necessary support.
Continuity of participation is crucial to gather long-term evidence of effectiveness. As such, securing grants for 2024 and onwards is a priority for eduk.ai. The sustainability of funding sources will ensure the continued implementation and evaluation of the math platform, enabling the accumulation of robust evidence regarding its impact on student learning outcomes.
By addressing these various aspects, eduk.ai aims to bridge the math skills gap, promote a growth mindset, strengthen partnerships, and gather long-term evidence of the effectiveness of the Mathayog platform in improving math education for elementary students.
We need to strengthen the evidence base of Mathayog for the following reasons:
Demonstrating Effectiveness: By building a robust evidence base, we can easily demonstrate the effectiveness of Mathayog. This is particularly important in the Philippines, where learning poverty, learning loss, and low assessment rankings, and lack of data on math student learning and outcomes prevail. Rigorous research studies, data analysis, and evaluation can provide solid evidence that Mathayog can address these challenges and improve math learning outcomes.
Gaining Credibility and Trust: Strengthening the evidence base helps us gain credibility and trust from key stakeholders, including government institutions, industry partners, schools, and educators. These stakeholders often seek evidence-based interventions to invest their limited resources effectively. By showcasing research-backed results, Eduk.ai can establish itself as a trusted partner and increase its chances of securing partnerships and funding.
Informing Product Development: A solid evidence base allows us to gather insights and feedback on Mathayog’s strengths and weaknesses. Data-driven evaluations can reveal the compelling features and strategies that need improvement. This information can guide product development efforts, ensuring that the platform is tailored to the specific needs of Filipino students.
Addressing Unique Challenges: The Philippines, facing high learning poverty, learning loss, and low assessment rankings, often have unique educational challenges. Strengthening the evidence base enables Eduk.ai to identify these challenges accurately and design targeted interventions. It allows us to understand the specific learning needs, cultural contexts, and constraints in the Philippines and tailor the platform accordingly, increasing the chances of success.
Advocacy and Impact Measurement: An evidence-based approach empowers Eduk.ai to advocate for policy changes and reforms that can support the widespread adoption of Mathayog. Governments and education stakeholders are more likely to respond positively to initiatives with a proven impact on learning outcomes. A solid evidence base also provides a foundation for rigorous impact measurement, enabling us to continuously assess and improve Mathayog's effectiveness over time.
Additionally, establishing the evidence base for Mathayog is particularly urgent. Philippine school closures brought about by the COVID-19 pandemic have caused massive learning loss, disproportionately affecting Filipino students in vulnerable communities and highlighting the urgent need for effective interventions. By strengthening the evidence base, we can provide timely and compelling evidence of the platform's impact in mitigating learning loss and improving student performance. Also, this evidence becomes even more crucial as Eduk.ai has recently received a grant from the government for the pilot testing of Mathayog, and the data will serve as a critical component in ensuring ongoing funding and securing support from the government to scale and sustain the impact of Mathayog.
In summary, strengthening the evidence base for Mathayog is crucial for demonstrating effectiveness, gaining credibility, informing product development, addressing unique challenges, advocating for change, and measuring impact. It establishes Eduk.ai as a reliable company and partner committed to improving math education and increasing learning opportunities for Filipino students.
How might we define, collect, organize, and communicate student performance on Math learning outcomes in a post-pandemic, high learning poverty and development context to stakeholders to facilitate engagement and evidence-based decision making? How might we use the data to continuously improve Mathayog to achieve its desired impact nationwide?
2. How might we measure, monitor, and continue to develop Filipino students' growth mindset? Would students' growth mindset make a difference in their motivation and effort to develop their math skills?
3. How might we identify and efficiently scale Mathayog’s best practices to reach more students and communities?
- Formative research (e.g. usability studies; feasibility studies; case studies; user interviews; implementation studies; pre-post or multi-measure research; correlational studies)
Here are the desired output for each of the research question posted previously:
How might we define, collect, organize, and communicate student performance on Math learning outcomes in a post-pandemic, high learning poverty and development context to stakeholders to facilitate engagement and evidence based decision making? How might we use the data to continuously improve Mathayog to achieve its desired impact nationwide?
Desired outputs
Definition of performance/progress metrics/dashboard that describe what’s working and what are areas for improvement
Script or discussion outline for expectation setting with stakeholders at the start of each program phase
Script or discussion outline for reviewing the dashboard with stakeholders and identifying interventions
Study design to verify the causative relationship between the use of Mathayog and students’ word problem-solving skills
2. How might we measure, monitor, and continue to develop Filipino students' growth mindset? Would students' growth mindset make a difference in their motivation and effort to develop their math skills?
Desired outputs
Reviewed and improved learning materials for growth mindset feedback within the Mathayog app
Definition of performance/progress metrics/dashboard that describes what’s working and what are areas for improvement
Study design to verify the causative relationship between growth mindset and math skills improvement
3. How might we identify and efficiently scale Mathayog’s best practices to reach more students and communities?
Desired outputs:
Reviewed and improved UX design for the mathayog platform
Retrospective on platform utilization
Playbook for stakeholder engagement to support infrastructure and program implementation
Eduk.ai can put the desired outputs into action by:
Performance Metrics and Dashboard:
Implement the defined performance metrics and integrate them into the Mathayog’s tracking system.
Regularly update the Mathayog dashboard with relevant data and indicators to monitor progress and performance.
Analyze the dashboard to identify areas of success and areas that require improvement.
Utilize the insights from the dashboard to inform decision-making and resource allocation for further development and enhancement of Mathayog.
Expectation Setting with Stakeholders:
Organize meetings or workshops with key stakeholders, including local government officials, educators, and school leaders.
Use the provided script or discussion outline to effectively communicate the goals, expectations, and desired outcomes of Mathayog.
Encourage stakeholder participation and address any concerns or questions to ensure alignment and commitment to Mathayog’s objectives.
Reviewing the Dashboard and Identifying Interventions:
Conduct regular meetings with stakeholders to review the dashboard data and performance trends.
Follow the script or discussion outline to guide the review process and facilitate meaningful discussions.
Prioritize interventions based on feasibility, impact, and available resources.
Verifying Causative Relationship Study:
Collaborate to design and implement the study to verify the causative relationship between using Mathayog and students' word problem-solving skills.
Execute the study, ensuring data integrity and rigor in research methodologies.
Analyze the study findings, publish in a reputable journal, and share the results with stakeholders.
Reviewed Learning Materials for Growth Mindset Feedback:
Implement the reviewed and improved learning materials within the Mathayog app.
Integrate growth mindset feedback into the platform, providing students with positive reinforcement and encouraging perseverance.
Monitor the impact of growth mindset feedback through data collection and analysis.
Continuously iterate and improve the learning materials based on user feedback and evaluation results.
UX Design, Platform Utilization, and Stakeholder Engagement:
Incorporate the reviewed UX design improvements into the mathayog platform.
Conduct a retrospective analysis of platform utilization to identify usage patterns, challenges, and opportunities for improvement.
Utilize the playbook for stakeholder engagement to ensure adequate infrastructure and program implementation.
Engage with stakeholders through workshops, training sessions, and feedback mechanisms to address their needs and support successful implementation.
By implementing these actions, we can effectively utilize the outputs provided by the LEAP fellows ensuring continuous improvement, evidence-based decision-making, and stakeholder engagement in the development and deployment of Mathayog.
Based on our Theory of Change, Eduk.ai has set short-term and long-term outcomes to guide its efforts in improving learning strategies, working towards continuous improvement, and establishing collaborative partnerships.
In the short term, Eduk.ai aims to achieve several outcomes: Regarding learning strategies, we want to onboard and assess at least 500 students, ensuring a smooth transition for students to the Mathayog platform for the academic year 2023-2024. This includes effective onboarding procedures and comprehensive assessments to gauge students' math proficiency and learning needs. Additionally, we aim to raise awareness among students and teachers about the importance of a growth mindset and provide exposure to growth mindset language and feedback within the Mathayog platform. The goal is to instill a positive attitude towards learning and resilience in facing challenging Math content.
In localized learning, the development of localized math content and feedback via the platform is desirable. This involves the availability of math discussions, content, questions, and feedback relevant to the cultural and educational context of Filipino students in the early elementary grades in the platform. By providing content that resonates with students' experiences, Mathayog aims to enhance platform engagement and understanding of complex math concepts.
In continuous improvement, a study exploring or verifying the relationship between a growth mindset and math learning outcomes is an essential outcome. This involves relevant data from the pilot testing to validate the impact of growth mindset interventions on students' math skills. The insights from this study will inform future enhancements and refinements of the Mathayog platform.
Regarding strategic collaborative partnerships, we want to raise awareness of Mathayog's goals among stakeholders, including government agencies, schools, and teachers. The desired outcomes are partnerships through memorandums of agreement (MOAs) with schools and local government offices.
In the long term, Eduk.ai envisions several outcomes:
One of the key long-term outcomes is the adoption of data-driven decision-making practices. This involves actively monitoring student performance and utilizing data to identify areas that require intervention at the school level. By empowering educators with actionable insights, the company aims to improve educational outcomes and drive continuous improvement.
Increased community engagement from stakeholders is another desired outcome. As the positive impact of Mathayog becomes evident, stakeholders will be motivated by the upward spiral of success, leading to increased involvement and support. This community engagement contributes to a collaborative environment where all stakeholders actively participate in improving math education.
Sustained support for Mathayog infrastructure nationwide is crucial for long-term success. Eduk.ai aims to secure long-term support from government agencies, educational institutions, and stakeholders, ensuring the availability and accessibility of the Mathayog platform nationwide. This support is vital for scaling the initiative and reaching a broader student population.
Finally, we strive for improved Philippine Math International Assessment rankings. Improved rankings validate the platform's impact and demonstrate the educational progress made by the Philippines as a whole.
Through these LEAP project outcomes, Eduk.ai aims to make a lasting and positive impact on math education to uplift students and the educational systems in the Philippines.
CEO, Founder