The implementation of the New Elementary School Curriculum (NESC) in Grade I, Division City Schools, Manila : an evaluation / Sotera Mangahas- Cruz. 6

Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 1986.;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. 56

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ABSTRACT: Statement of the Problem Main Problem This study was designed to evaluate the effectiveness and efficiency of the NESC in Grade I, Division of City Schools, Manila for the first two years (1983-84 and 1984-85) of implementation. Sub-Problem 1. How effective and efficient was the implementation of the NESC in Grade I in terms of pupils' achievement in the four learnings areas namely Pilipino, Sibiks at Kultura, English and Mathematics? 2. To what extent was the implementation of the various Instructional support services such as : (a) utilization of adequate and relevant instructional materials and resources, (b) implementation of appropriate teaching strategies, (c) development of teachers' competencies, and (d) performance of the managerial skills and practices of adm- Inistrators? 3. How did the perceptions of teachers differ from those of the administrators on the extent of implementation of the instructional support services? 4. How were the perceptions of teachers and administrators Related with the following variables? a. position c. age b. sex d. length of service 5. What were the common problems encountered by the Grade I teachers in the implementation of the NESC along the following areas: a. use of the minimum learning competencies b. use of mastery learning technique c. use of instructional materials and resources d. attendance at LAC sessions Procedure The descriptive method of gathering data was used. It employed the use of questionnaires, observations and interviews. The results of the midyear and yearend tests for SY 1983-84 and 1984-85 were analyzed to measure pupils' achievement in the four learning areas namely Pilipino, Sibiks at Kultura, English and Mathematics. The participants were selected from the seventy-four elementary schools in the division. The researcher got 75 percent of the schools from each supervisory district on the basis of school types based on the city classifications. All the Grade I teachers were taken as respondents to the questionnaire. Likewise, all the principals and assistant principals in-charge of Grade I in the sampled schools were requested to participate. Treatment of Data To determine the effectiveness and efficiency of the NESC in terms of pupil's achievement in the four learning areas, midyear and yearend test results were analyzed on the basis of percentage of pupils who scored below and above the criterion level. To answer the research question, the mean of weighted frequencies for the items on the Likert Scale was computed and interpreted accordingly. To test the null hypothesis on differences between teachers' assessment of the extent of implementation of the instructional support services, the t-test for independent samples was used. Calculated t-values were tested at x-.05 level of significance in the rejection and acceptance of the null hypothesis. In determining whether there is no relationship between the perceptions of the respondents on the support services and the selected variables, multiple correlation was used. Likewise, the coefficient of correlation was tested at x= .05 level of significance. Findings The division's target that all the Grade I pupils (100%) must achieve at least 75 percent of the test items was not attained per results of the midyear and yearend tests administered in SY 1983-84 and 1984-85. Compared to Mathematics and English, there was a large percentage of pupils who scored on or above the criterion level in Pilipino and Sibika at Kultura per results of the yearend tests for two years. An increase in the percentage of pupils who reached the criterion level set in all the four learning areas could be noted per yearend test results. The extent of implementation of the instructional support services affected the achievement of the pupils. There seemed to be inadequate supply of relevant instructional materials and resources like textbooks and supplementary references to effect instructional change. It was perceived by both the teacher-and administration-respondents that problems like lack of multi-level exercises to suit the varying abilities of pupils, seeming in congruency of the minimum learning competencies, teachers' guides and manuals and the big enrollment of the Grade I classes affected the successful implementation of the NESC for the first two years in the division. The differences between the perceptions of the respondents on the extent of implementation of the instructional support services appeared to be significant. There was a slight and almost negligible correlation between the perceptions of the respondents on the extent of implementation of the support services and the selected variables. Conclusions It appears that the implementation of the NESC in Grade I, Division of City Schools, Manila is not effectively carried out. However, this does not mean that the new elementary school curriculum is ineffective. It is very apparent that there are several factors that could be attributed to the seeming ineffectiveness of its implementation. The division's target (100% of the pupils to achieve at least 75 percent of the test items) seems to be unrealistic and unattainable. The varying abilities, interests, attitudes and behavior of the pupils need to be considered in defining and setting a target It appears the English and Mathematics with English as the medium of instruction are difficult learning areas for the Grade I pupils. However, pupils find Sibika at Kultura a less difficult one. It is probably due to the fact that the medium of instruction being used as is Pilipino, the children's native tongue One probable reason which contributed to the seeming poor achievement of the pupils is the inadequate supply of the needed textbooks, supplementary readers, practice exercises and other supports. It is a truism that the choice and utilization of the latest instructional materials affect the teaching strategies the teachers will employ. The matter of significance in differences regarding the respondents' perceptions on the extent of implementation of the support services may be attributed to such factors as individual differences, working environment, attitudes of respondents and lack of articulation of personal goals of teachers, administrators and supervisors in relation to the division's goals, among others. The non-significance in relationship of selected variables e.g. position, age, sex, and length of service and that of the perceptions of the respondents may likewise be attributed to one common orientation of both the teachers and administrators who are committed to one common goal that is to raise the overall quality and efficiency of the educational system. Recommendations It is recommended that the division's target that is all the pupils (100%) must achieve at least 75 percent of the test items be lowered.

To lessen the teachers' feeling of frustration, it is suggested that the target be set at at least 85 percent of the pupils must achieve at least 75 percent of the test items (scores to be transmuted) where 0 = 50 percent. This is also based on the assumption that not all the skills learned and mastered by the pupils are tested. Administrators in the performance of their duties as instructional leaders of the school should continue to upgrade instruction by providing for the acquisition of relevant and adequate instructional materials and resources. Along the same vein, it is also recommended that master teachers be held responsible in the preparation of multi-level exercises that will suit the varying abilities of the pupils. In-service education programs for both the teachers and administrators should be continuously conducted and must always be planned in accordance with their needs and problems. A careful study, analysis and modifications of the minimum learning competencies, teachers' guides and manuals should be made for the maximum benefits of the teachers. Lastly, a follow-up study and/or further studies of similar nature be conducted in other grades to find out if the implementation of the NESC is effective with the passage.

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