Gagani, R. F., Diano, F. M. Jr., and Inocian, E. P. University of the Visayas Journal of Research 59 Date Received: 1st of March, 2016 Date Accepted: 10th of December, 2016 ABSTRACT This is a descriptive study which uses hierarchical cluster analysis to group 17 teacher respondents to establish similarity of their characteristics in terms of procedural and conceptual knowledge, and their ability to examine errors in procedure and reasoning. The data suggested that conceptual and procedural knowledge plus the ability to correct misconception are important in increasing the likelihood of quality instruction. The Quality instruction index suggests that respondents have a surface level conceptual knowledge. These limited conceptual knowledge of the respondents affected their assessment. It was hypothesized that the Education for All (EFA) goal no. 6 of improving all aspects of the quality of education and ensuring excellence for 2015 cannot be achieved. Keywords: cluster analysis, conceptual knowledge, procedural knowledge, quantitative model, quality instruction 1. ORCID Number: 0000-0003-4407-0601, R. F. Gagani is with the Cebu Normal University, Osmeña Boulevard, Cebu City, 6000, Philippines (e-mail: rayferdinand.gagani@deped.gov.ph). 2. ORCID Number: 0000-0002-7015-7877, F. M. Diano, Jr., is with the Cebu Normal University, Osmeña Boulevard, Cebu City, 6000, Philippines (e-mail: felixmendoyos@gmail.com). 3. ORCID Number: 0000-0002-8570-2751, E. P. Inocian is with the College of Teacher Education, Cebu Normal University, Osmoña Boulevard, Cebu City, 6000, Philippines (e-mail: edselinocian@gmail.com). I. INTRODUCTION any promising endeavors have been explored in order to model what constitute effective learning and teaching. One is Lee Shulman’s Pedagogical Content Knowledge (PCK). PCK is an amalgam of teachers’ content knowledge (CK) of the subject and the pedagogical knowledge (PK), in teaching the subject (e.g. Hill, Ball & Schilling, 2008; Cochran, 1991; The 2011 Praxis Client Conference). The first, CK includes knowledge of the subject and its organizing structures (Grossman, Wilson, & Shulman, 1989; Shulman, 1986b, 1987; Wilson, Shulman, & Richert, 1987, qtd. in Loewenberg-Ball, Thames, & Phelps, 2008) and the latter, PK is general pedagogical knowledge, with special reference to those broad principles and strategies of classroom management and organization that appear to transcend subject matter (Hill, Ball & Schilling, 2008). Shulman offered seven Types of Knowledge of Teachers as seen below. Shulmans’ Type of Knowledge: (a) General pedagogical knowledge, with special reference to those broad principles and strategies of classroom management and organization that appear to transcend subject matter; (b) Knowledge of learners and their characteristics; (c) Knowledge of educational contexts, ranging from workings of the group or classroom, the governance and financing of school districts, to the character of communities and cultures; (d) Knowledge of educational ends, purposes, and values, and their philosophical and historical grounds; (e) Content knowledge; (f) Curriculum knowledge, with particular grasp of the materials and programs that serve as “tools of the trade ” for teachers; and (g) Pedagogical content knowledge, that special amalgam of content and pedagogy that is uniquely the province of teachers, their own special form of professional understanding (Shulman, 1987, p. 8; quoted by Ball et al., 2008, p. 391, in The 2011 Praxis Client Conference). To this end, Shulmans PCK in the teaching field can be simply modeled in Figure 1. Hypothesizing the Outcome of the EFA Goal No. 6 for 2015: A Deductive Consequence of a Proposed Quality Instruction Ray Ferdinand Gagani 1 , Felix M. Diano, Jr. 2 , and Edsel P. Inocian 3 M