Villanueva, Cristina A. 4 0
An assessment of the implementation of the new secondary education curriculum in selected public high schools in the NCR : its implications to teacher development program / 6 6 Cristina A. Villanueva. - - - xli, 288 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (Ph.D.)-- Pamantasan ng Lungsod ng Maynila, 1993.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration.
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ABSTRACT: STATEMENT OF THE PROBLEM The researcher aims to make an assessment of the extent of implementation of the New Secondary Education Curriculum in selected public secondary schools in the National Capital Region, school year 1993-1994 and analyze its implications to teacher development program. Specific Problems The researcher worked out the solutions to the following problems: 1. What is the demographic profile of teachers and school administrators in selected public schools in the National Capital Region in terms of: age; gender; civil status; ethnicity; educational attainment; length of service; and number of in-service training and workshop undergone? 2. What is the status of implementation of the New Secondary Educational Curriculum based on student performance in the 1994 Regional Achievement Test Results? 3. What is the status of the implementation of the New Secondary Education Curriculum based on the following provisions of DECS Order Nos. 11 and 55, series 1989: 3.1 Subject nomenclature 3.2 Subject sequencing 3.3 Unit credit required for each subject 3.4 Medium of instruction 3.5 Rating weights in the computation of grades 3.6 Time allotment 3.7 Student-book ratio 3.8 Teacher's manual .9 Curriculum enrichment made 4. What is the status of the implementation of the New Secondary Education Curriculum based on the perceptual assessment of teachers, head teachers, principals and supervisors role and responsibilities in relation to the following phrases of their job? 4.1 Pre-instructional phase .2 Instructional Phase 4.3 Evaluation phase 4.4 Other roles and responsibilities 5. How does the self-perceived performance of each educator relate to the following factors? 5.1 Educational attainment 5.2 Length of service 5.3 Number of in-service training, seminar-workshop attended 6. To what have problems met by teachers, head teachers, principals and supervisors hampered the implementation of the New Secondary Education Curriculum? 7. Is there any significant agreement in the assessment of school administrators on the extent by which their problems hampered the implementation of the New Secondary Education Curriculum? 8. What solutions have been given by the different educators in terms of teacher's preparation, teaching strategies, students participation and administrative support? Hypothesis For better analysis and solution of the problems, the researcher tested the following null hypotheses: 1. There is no significant correlation between the perceptual assessment of role performance of the supervisors and principals with their educational attainment, length of service and number of in-service training programs attended. 2. The educational attainment, length of service and number of in-service trainings undergone by teachers and head teachers are independent. 3. There is no significant agreement in the perception of the administrator-respondent group on the effects of problems on the implementation of the New Secondary Education Curriculum. Methodology This descriptive research covered twenty-six high schools in the National Capital Region. The respondents were sixteen supervisors, nine principals, thirty-nine head teachers and three hundred ninety-six teachers who were selected by random sampling. Only supervisors, principals and head teachers who underwent the Supervisory Skills Enhancement Program (SSEP) and the School-Based Management Development Program (SBMDP) and teachers who underwent the Secondary Education Development Program (SEDP) were participants of the study. The questionnaire was the main data gathering instrument. Data were collected, tabulated and submitted to statistical treatment. Specific tools for treatment were determined by the kind of data yielded by the study which are as follows: 1. Percentage (%) 2. Weighted Mean (WM) 3. Standard Deviation 4. Spearman's Rank Order Coefficient of Correlation 5. Chi-Square 6. Kendall's Coefficient of Concordance SUMMARY FINDINGS Problem 1 : What is the demographic profile of the respondents ? 1. Findings revealed that 166 or 36 percent of the teacher-respondents; 15 or 3.2 percent head teachers; 5 or 6 percent of the principals were middle-aged or were between 40 to 49 year of age. All supervisor-respondents were more than fifty years old except for three who were younger. The mean age 41.5. 2. Ninety-three percent of the respondents were female. 3. Seventy-two percent were married. There were ten windowed and one separated from his spouse. 4. Majority of the participants were Tagalogs. Twenty-five percent of the respondents were Ilocanos; while 10 percent were Bicolanos, 9 percent were Cebuanos, 6 percent were Ilongos and 5 percent were Pampangenyos. 5. The highest educational attainment among respondents were Doctor of Philosophy and Doctor of Education represented by 2.17 percent of the administrators and teachers. Among the ten respondents with doctorate degrees, four were teachers, four supervisors, one head teacher and one principal. Twenty-six respondents were full-fledged Master of Arts degree holders. Thirty-nine percent were Bachelor of Arts and degree holders. Thirty-nine percent were Bachelor of Arts in Education graduates with twenty units leading to Master of Arts in Education. Forty-five percent were holders of the degree Bachelor of Science in Education or its equivalent. 6. Majority of the teacher-respondents had length of service ranging from 1 to 5 while years while majority of the administrators had served from 5 to 7 years as administrator in the public secondary schools. Only three had below two years of service. 7. One hundred percent of the teacher's group had attended the S.E.D.P. mass training of teachers conducted on the regional level. Both teachers and administrators had undergone several training programs on the national, regional and divisional, as well as on the district levels. Problem No. 2 What is the status of the implementation of the New Secondary Education Curriculum based on student performance in the 1994 Regional Achievement Tests? The results of the 1994 Regional Achievement Tests for the first, second, third and fourth year students in Public High Schools showed a regional mean score of 25.32 which was almost fifty-one (51%) percent of the 50-item test. The highest regional mean of 26.15 was obtained in the Third Year. The highest regional mean by subject area was obtained in Values Education I, II, and IV while the lowest regional mean were obtained in English I, Filipino II, English III and Science and Technology IV. Students performance based on the results of the Regional Achievement Tests is barely satisfactory. Problem No. 3. To what extent has the New Secondary Education Curriculum been implemented based on the provisions of DECS Orders no. 11 and 55, series 1989? DECS Order No. 11 and 55, series 1989 were satisfactorily implemented except for the provisions on curriculum enrichment, student-book ratio, and the prescribed rating weights for the different subject areas in the computation of grades. The overall assessment of the status of the implementation of the New Secondary School Curriculum based on DECS ORDER No. 11 and 55, series 1989 yielded an unsatisfactory rating of 69.63 percent. Problem No. 4. To what extent has the NSEC been implemented based on the self-perceived performance of the teachers and administrators' roles and responsibilities in relation to the following aspects of their job: the pre-instructional phase; the instructional phase; the evaluation phase; and the other roles and responsibilities. Teachers and school administrators perceived that they achieved very satisfactorily all activities that they performed under the different phases of their job, namely the pre-instructional phase, instructional phase, evaluation phase and other important functions. Problem No. 5. How does the performance of each of the different school personnel relate to the following factors: educational attainment; length of service; and number of in-service training program attended? Using the Spearman Rank Coefficient of Correlation, the findings showed that there is a significant correlation between the supervisors and principals se
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An assessment of the implementation of the new secondary education curriculum in selected public high schools in the NCR : its implications to teacher development program / 6 6 Cristina A. Villanueva. - - - xli, 288 pages 28 cm. - - - - - . - . - 0 . - . - 0 .
Thesis (Ph.D.)-- Pamantasan ng Lungsod ng Maynila, 1993.;A dissertation presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Doctor of Education major in Educational Administration.
5
ABSTRACT: STATEMENT OF THE PROBLEM The researcher aims to make an assessment of the extent of implementation of the New Secondary Education Curriculum in selected public secondary schools in the National Capital Region, school year 1993-1994 and analyze its implications to teacher development program. Specific Problems The researcher worked out the solutions to the following problems: 1. What is the demographic profile of teachers and school administrators in selected public schools in the National Capital Region in terms of: age; gender; civil status; ethnicity; educational attainment; length of service; and number of in-service training and workshop undergone? 2. What is the status of implementation of the New Secondary Educational Curriculum based on student performance in the 1994 Regional Achievement Test Results? 3. What is the status of the implementation of the New Secondary Education Curriculum based on the following provisions of DECS Order Nos. 11 and 55, series 1989: 3.1 Subject nomenclature 3.2 Subject sequencing 3.3 Unit credit required for each subject 3.4 Medium of instruction 3.5 Rating weights in the computation of grades 3.6 Time allotment 3.7 Student-book ratio 3.8 Teacher's manual .9 Curriculum enrichment made 4. What is the status of the implementation of the New Secondary Education Curriculum based on the perceptual assessment of teachers, head teachers, principals and supervisors role and responsibilities in relation to the following phrases of their job? 4.1 Pre-instructional phase .2 Instructional Phase 4.3 Evaluation phase 4.4 Other roles and responsibilities 5. How does the self-perceived performance of each educator relate to the following factors? 5.1 Educational attainment 5.2 Length of service 5.3 Number of in-service training, seminar-workshop attended 6. To what have problems met by teachers, head teachers, principals and supervisors hampered the implementation of the New Secondary Education Curriculum? 7. Is there any significant agreement in the assessment of school administrators on the extent by which their problems hampered the implementation of the New Secondary Education Curriculum? 8. What solutions have been given by the different educators in terms of teacher's preparation, teaching strategies, students participation and administrative support? Hypothesis For better analysis and solution of the problems, the researcher tested the following null hypotheses: 1. There is no significant correlation between the perceptual assessment of role performance of the supervisors and principals with their educational attainment, length of service and number of in-service training programs attended. 2. The educational attainment, length of service and number of in-service trainings undergone by teachers and head teachers are independent. 3. There is no significant agreement in the perception of the administrator-respondent group on the effects of problems on the implementation of the New Secondary Education Curriculum. Methodology This descriptive research covered twenty-six high schools in the National Capital Region. The respondents were sixteen supervisors, nine principals, thirty-nine head teachers and three hundred ninety-six teachers who were selected by random sampling. Only supervisors, principals and head teachers who underwent the Supervisory Skills Enhancement Program (SSEP) and the School-Based Management Development Program (SBMDP) and teachers who underwent the Secondary Education Development Program (SEDP) were participants of the study. The questionnaire was the main data gathering instrument. Data were collected, tabulated and submitted to statistical treatment. Specific tools for treatment were determined by the kind of data yielded by the study which are as follows: 1. Percentage (%) 2. Weighted Mean (WM) 3. Standard Deviation 4. Spearman's Rank Order Coefficient of Correlation 5. Chi-Square 6. Kendall's Coefficient of Concordance SUMMARY FINDINGS Problem 1 : What is the demographic profile of the respondents ? 1. Findings revealed that 166 or 36 percent of the teacher-respondents; 15 or 3.2 percent head teachers; 5 or 6 percent of the principals were middle-aged or were between 40 to 49 year of age. All supervisor-respondents were more than fifty years old except for three who were younger. The mean age 41.5. 2. Ninety-three percent of the respondents were female. 3. Seventy-two percent were married. There were ten windowed and one separated from his spouse. 4. Majority of the participants were Tagalogs. Twenty-five percent of the respondents were Ilocanos; while 10 percent were Bicolanos, 9 percent were Cebuanos, 6 percent were Ilongos and 5 percent were Pampangenyos. 5. The highest educational attainment among respondents were Doctor of Philosophy and Doctor of Education represented by 2.17 percent of the administrators and teachers. Among the ten respondents with doctorate degrees, four were teachers, four supervisors, one head teacher and one principal. Twenty-six respondents were full-fledged Master of Arts degree holders. Thirty-nine percent were Bachelor of Arts and degree holders. Thirty-nine percent were Bachelor of Arts in Education graduates with twenty units leading to Master of Arts in Education. Forty-five percent were holders of the degree Bachelor of Science in Education or its equivalent. 6. Majority of the teacher-respondents had length of service ranging from 1 to 5 while years while majority of the administrators had served from 5 to 7 years as administrator in the public secondary schools. Only three had below two years of service. 7. One hundred percent of the teacher's group had attended the S.E.D.P. mass training of teachers conducted on the regional level. Both teachers and administrators had undergone several training programs on the national, regional and divisional, as well as on the district levels. Problem No. 2 What is the status of the implementation of the New Secondary Education Curriculum based on student performance in the 1994 Regional Achievement Tests? The results of the 1994 Regional Achievement Tests for the first, second, third and fourth year students in Public High Schools showed a regional mean score of 25.32 which was almost fifty-one (51%) percent of the 50-item test. The highest regional mean of 26.15 was obtained in the Third Year. The highest regional mean by subject area was obtained in Values Education I, II, and IV while the lowest regional mean were obtained in English I, Filipino II, English III and Science and Technology IV. Students performance based on the results of the Regional Achievement Tests is barely satisfactory. Problem No. 3. To what extent has the New Secondary Education Curriculum been implemented based on the provisions of DECS Orders no. 11 and 55, series 1989? DECS Order No. 11 and 55, series 1989 were satisfactorily implemented except for the provisions on curriculum enrichment, student-book ratio, and the prescribed rating weights for the different subject areas in the computation of grades. The overall assessment of the status of the implementation of the New Secondary School Curriculum based on DECS ORDER No. 11 and 55, series 1989 yielded an unsatisfactory rating of 69.63 percent. Problem No. 4. To what extent has the NSEC been implemented based on the self-perceived performance of the teachers and administrators' roles and responsibilities in relation to the following aspects of their job: the pre-instructional phase; the instructional phase; the evaluation phase; and the other roles and responsibilities. Teachers and school administrators perceived that they achieved very satisfactorily all activities that they performed under the different phases of their job, namely the pre-instructional phase, instructional phase, evaluation phase and other important functions. Problem No. 5. How does the performance of each of the different school personnel relate to the following factors: educational attainment; length of service; and number of in-service training program attended? Using the Spearman Rank Coefficient of Correlation, the findings showed that there is a significant correlation between the supervisors and principals se
5
2 = =
2
2 --0------
6 --0-- 2 --------
0 2 --
--20------
--------20--
--------20--
----2
/ 2
/ 2
/
/