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Rivera, Evelyn T. |
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A comparative analysis of two existing educational programs for street children : |
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implications to curriculum development / |
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Evelyn T. Rivera. |
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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 study was undertaken to analyze and compare the two existing educational programs for street children offered by Hiyas Center, Silahis ng Katarungan in Manila and San Juan Nepomuceno School in School Year 1992-1993, to determine the implications for curriculum development. More specifically, the objectives of the researcher in this study are the following: 1. Compare two educational programs for street children in terms of: a. types of program and objectives b. clientele-their characteristics and admission procedures 2. Determine the perceived effects of the following teaching-learning procedures adapted for street children: a. curricular offerings b. staffing/profile of teaching staff c. instructional materials / physical facilities d. methods/strategies used e. extra-curricular/support activities 3. Identify the problems and constraints in implementing the educational program for street children. 4. Determine any significant differences in the past and present academic performance of street children exposed to the said program. HYPOTHESIS: The study tested one null hypothesis: 1. There is no significant difference on the past and present academic performance of street children who were exposed to two educational programs. PROCEDURES: The study utilized the descriptive and ex post facto methods of investigation. Other procedures were informal observations and interviews, giving out of questionnaires and rating scales to be answered by the respondents, gathering and summarizing the results of the standardized tests and the records of the past and present academic performance of the street children and taking pictures for better comparison and analysis of the educational programs for street children. STATISTICAL TREATMENT OF DATA The researcher used the percentage mean to describe how a part relates to the whole. She used it in the description of the respondents in terms of their personal characteristics to draw about a profile. She also used mean scores to interpret the perception of the respondents. Two levels of significance were used; .05 and .01 to indicate significance of responses, a standard deviation was used. To determine any significant difference in past and present status of street children to the two educational programs, the mean scores, standard deviation and t-test were used. FINDINGS: 1. The administrators and teaching staff of the two participating schools had similar perceptions on the objective of educational program for the street children which is to maximize the potentials of the street children to make them self-reliant and productive members of the nation. Hiyas Center (SIKAT) provided the Self Contained/Segregated type of organizational pattern, while that of San Juan Nepomuceno School was Mainstreaming/Integration (Full Integration or Zero Reject Model). The street children were characterized by the participating respondents in Hiyas Center (SIKAT) and San Juan Nepomuceno School according to their location, their source of income and the results of the Otis-Lennon Matrices (Intelligence Test), Bender Gestalt Visual Motor Projective Test and the Rating Scale on Children's Behavior. An additional profile of children in SIKAT reveal child abuse, emotional and behavior problems. Regarding the admission procedures in both participating schools, the DECS Policies and Guidelines for Special Education (1986) were followed. The street children were admitted giving them considerations because of their innate characteristics, family background and present conditions, even though they do not have the necessary school credentials. They were given different tests for proper grade placement. 2. On the perceived effect of teaching-learning procedures adapted for street children, it was found out that in Hiyas Center (SIKAT), curriculum is Effective, staffing, methods and strategies, instructions materials/physical facilities and extra-curricular/support activities, Very Effective. The extra-curricular/support activities ranks first, while curriculum rank last. In San Juan Nepomuceno School, curriculum, staffing, methods/strategies and instructional materials/physical facilities are Effective, while extra-curricular/support activities, Very Effective. In this school, extra-curricular/support activities ranks first, while curriculum rank last. 3. On the problem and constraints in implementing the educational programs for the street children, the respondents of both schools agreed on the following: lack of cooperation of the street children with the school, lack of cooperation of parents with the school and lack of funding. Another problem was included by SIKAT respondents; the rise on cases of child abuse, emotional/behavior problems among the street children. 4. After the comparison of the past and present academic performance of the street children exposed to the two existing educational programs, it was found out that there is significant difference at .01 and .05 level of significance. CONCLUSIONS: Based on the foregoing findings on the analysis of the two educational programs for street children offered by Hiyas Center, Silahis ng Katarungan and San Juan Nepomuceno School in School Year 1992-1993, the following conclusions can be drawn: 1. There are two types of organizational patterns/ educational programs offered by the two participating schools. In Hiyas Center (SIKAT), the program is Special Class (Self Contained/Segregated), whereby only one type of exceptionality is enrolled in the special class. San Juan Nepomuceno School provides Full Integration or zero reject model. The street children are mainstreamed with the normal children in a regular classroom. They are together in academic and non-academic subjects. Both participating schools have objectives to maximize the street children's potentials by developing proper values and wholesome personality as preparation for being self-reliant and productive members of the country. The two schools characterized the street children according to their location, source of income and results of Otis-Lennon Intelligence Test, Bender Gestalt Visual-Motor Projective Test and Rating Scale on Children's Behavior. Additional profile of the clientele of Hiyas Center (SIKAT) classifies some of its clientele as raped, sexually molested, physically maltreated, rejected, prostitutes, chemical substance users and emotionally disturbed. As regards admission procedures, the two participating schools follow DECS guidelines but give considerations on age limit and other factors because they are children with special needs. Once admitted in the school, the clientele are screened and tested for proper grade placement. 2. The two schools vary in the perception of the effects of teaching-learning procedures like staffing, methods/strategies used and instructional materials/physical facilities but they have same results in line with extra-curricular activities and curriculum, which is Very Effective. In SIKAT, staffing, methods/strategies, instructional materials/physical facilities are Very Effective, while in San Juan Nepomuceno School these learning procedures were perceived Effective. 3. Both participating schools had problems regarding cooperation of street children and parents with the school and funding to improve the services. Silahis ng Katarungan had additional problem on the rise of incidents on child abuse thereby creating more emotional and behavior problems among some of its clientele. 4. There is significant difference in the past and present academic performance / status of the street children in Hiyas Center (SIKAT) and San Juan Nepomuceno School. RECOMMENDATIONS: In the light of the conclusions made, the following recommendations are offered. 1. In Silahis ng Katarungan, social workers must be detailed for regular and effective follow up of the street children in and out of the school and other related functions. San Juan Nepomuceno School must have a guidance counselor or psychologist to do the guidance and counseling functions, diagnosis, evaluation and follow up of street children. Record keeping is a must. In both schools, case management should be a part of the evaluation program. |
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2. The members of the staff of San Juan Nepomuceno School should have academic background in Special Education for the improvement of the teaching-learning procedures. Those who will handle the street children should attend seminars, workshops and in-service trainings at national, division, district or school level to attain professional growth. 3. In Hiyas Center, Silahis ng Katarungan, extra-curricular activities should include religious instruction and value development. An evaluation of these activities should be enforced. 4. In both schools, orientation programs, home visits, letter sending to parents, invitation to meetings and follow-ups in and out of the school should be done. 5. The proposed program (Appendix D) for street children should be subjected to validation processes involving school administrators, teachers and parents.] 6. Special facilities/instructional materials-instructional materials and learning vehicles which facilitates and stimulate the teaching-learning processes to make the street children fully recognize their potentialities should be provided in the school's budget. Funding sources should be tapped from civic, religious and non-government organizations. 7. Parent Education should be an integral part of the special education program for street children. Parents shall be given opportunities to share and give feedbacks for evaluation and improvement of the program. 8. Researches relevant to the evaluation of street children shall be conducted to provide bases for the improvement of instructions at all levels. Suggested topics for subsequent researches are: a. Income-Generating Activities |
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| -- |
|
| -- |
|
| Uncontrolled related/analytical title |
|
| -- |
|
| -- |
|
| Number of part/section of a work |
|
| -- |
6 |
| 753 ## - SYSTEM DETAILS ACCESS TO COMPUTER FILES |
|---|
| Operating system |
|
| -- |
|
| Make and model of machine |
|
| 767 ## - TRANSLATION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| 770 ## - SUPPLEMENT/SPECIAL ISSUE ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 773 ## - HOST ITEM ENTRY |
|---|
| Main entry heading |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Material-specific details |
|
| Title |
|
| Edition |
|
| -- |
|
| Relationship information |
|
| Abbreviated title |
|
| 775 ## - OTHER EDITION ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| International Standard Serial Number |
|
| 776 ## - ADDITIONAL PHYSICAL FORM ENTRY |
|---|
| Uniform title |
|
| -- |
|
| Main entry heading |
|
| Place, publisher, and date of publication |
|
| Edition |
|
| International Standard Book Number |
|
| Relationship information |
|
| Title |
|
| International Standard Serial Number |
|
| Physical description |
|
| Qualifying information |
|
| Record control number |
|
| 780 ## - PRECEDING ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Main entry heading |
|
| Related parts |
|
| Title |
|
| Record control number |
|
| 785 ## - SUCCEEDING ENTRY |
|---|
| Title |
|
| -- |
|
| Record control number |
|
| Main entry heading |
|
| International Standard Serial Number |
|
| 787 ## - OTHER RELATIONSHIP ENTRY |
|---|
| International Standard Serial Number |
|
| -- |
|
| Place, publisher, and date of publication |
|
| Related parts |
|
| Relationship information |
|
| Title |
|
| Record control number |
|
| 800 ## - SERIES ADDED ENTRY--PERSONAL NAME |
|---|
| Personal name |
|
| -- |
|
| Dates associated with a name |
|
| Language of a work |
|
| Date of a work |
|
| Title of a work |
0 |
| Fuller form of name |
|
| Volume/sequential designation |
|
| 810 ## - SERIES ADDED ENTRY--CORPORATE NAME |
|---|
| Corporate name or jurisdiction name as entry element |
|
| -- |
|
| Subordinate unit |
|
| Date of a work |
|
| Title of a work |
|
| -- |
|
| 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 |