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Baldicanas, Agustin P. |
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A proposed enrichment program on the implementation of livelihood education of Makabayan / |
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Agustin P. Baldicanas. |
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28 cm. |
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xvi, 145 pages |
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Thesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2009.;A thesis presented to the faculty of Graduate School of Arts, Sciences and Education in partial fulfillment of the requirements for the degree Master of Arts in School Principalship. |
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ABSTRACT: This descriptive research was undertaken to identify the perception on the implementation of livelihood education of Makabayan and proposed an enrichment program. This study was focused on the perception of the respondents on the status of the implementation of livelihood education of Makabayan in the Division of City School of Manila in the three districts namely Districts IV, V, and VI. Specifically, this study sought to answer the following questions: 1. What is the profile of the Livelihood Education Teachers in terms of: a. Official Designation b. Highest Educational attainment c. Number of Years in Teaching? 2. What are the perceptions of the respondents on the status of the implementation of Livelihood Education under Makabayan in terms of: a. Curricular Content b. Instructional Practices c. Physical Facilities & Equipment? 3. What are the problems encountered by the respondents on the implementation of Livelihood Education of Makabayan in terms of: a. Curricular Content b. Instructional Practices c. Physical Facilities & Equipment? 4. What are the perceptions of the respondents on the Administrative Support in consideration to and in compliance with the implementation of Livelihood Education of Makabayan in terms of: a. Curricular Content b. Instructional Practices c. Physical Facilities & Equipment? 5. What program could be proposed to enrich the implementation of the Livelihood Education of Makabayan? Assumptions Based on the foregoing problem, the following assumptions were raised for consideration. 1. The respondents have different perception on the Status of Implementation, Problems Encountered, and Administrative Support of Livelihood of Makabayan in terms of Curricular Content, Instructional Practices and Physical Facilities and Equipment. 2. The respondents answered the questionnaire honestly and intelligently. 3. There are corresponding solutions that can be recommended by the L. E. Teachers to address such concerns. The respondents perceived that the status of the implementation of Livelihood Education of Makabayan in terms of Curricular Content were very satisfactory with a grand weighted mean of 3.93 while in the Instructional Practices the grand weighted mean was 3.96 with a verbal rating of very satisfactory. In the Physical Facilities & Equipment, the respondents perceived it as satisfactory with a grand weighted mean of 3.20. Specifically, the study showed that in the Curricular Content the respondents indicated that the number 2 indicator which is Topics are related to human experiences, problems and issues got the highest rank followed by number 1 which is the Topic contribute to the attainment of conceptual, process, skills, and affective objective. The study further manifested that in terms of Instructional Practices, Integrating values in all learning areas got the highest rank while sharing the teaching strategies through team teaching got the lowest rank. In the Physical Facilities & Equipment, the respondents indicated that the availability of the training ground/ room for shopwork got the highest rank while the availability of textbook got the lowest rank. The above result gathered further buttressed the position of the participant of the Focus Group Discussion which as one participant put in the inadequacy of the basic tectbook made the program quite impossible to attain. On the problems encountered, the respondents perceived that the problems encountered in the implementation of Livelihood Education of Makabayan is the time allotment which got the highest rank with a grand weighted mean of 3.51. It supported to the general perception among the members of the FGD which they that it was the time factor that is the most pressing problem. The respondents also showed that in terms of Instructional Practices the lack of knowledge about the ICT got the highest rank with a weighted mean of 2.67 while the failure to motivate the pupils was the least of their problem. The respondents also indicated that in terms of Physical Facilities & Equipment the inadequate supply of textbook got the highest rank with a weighted mean 3.70 while the insufficient supply of chairs and tables were the least of their problem. On the extent on the Administrative Support, the respondents indicated that in terms of Curricular Content both the massive information drive on the implementation and the seminars conducted for the proper application of concepts and methodologies of the new curriculum got the highest rank with a weighted mean of 3.67. In terms of Instructional Practices the respondents manifested that the conduct of in service trainings among teachers got the highest rank with a weighted mean of 4.06 and conducting intra visitation got the lowest rank with a weighted mean of 3.74. In the Physical Facilities & Equipment the research showed that the administrators provided financial support for school demonstration which got the highest rank with a weighted mean of 3.39 and supply of computer diskettes, CD, VCD, DVD player for ICT got the lowest rank with a weighted mean of 2.37. |
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| -- |
|
| Volume/sequential designation |
|
| 830 ## - SERIES ADDED ENTRY--UNIFORM TITLE |
|---|
| International Standard Serial Number |
|
| -- |
|
| Uniform title |
|
| Name of part/section of a work |
|
| Number of part/section of a work |
|
| Language of a work |
0 |
| Volume/sequential designation |
|
| 942 ## - ADDED ENTRY ELEMENTS |
|---|
| Institution code [OBSOLETE] |
|
| -- |
lcc |
| Item type |
Book |