A quantitative and qualitative assessment of the DepEd-AEP through the PEPT : proposals for improved formulation and advocacy / 6
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Aurora F. Fernandez.
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- 121 pages : illustrations 28 cm.
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Thesis (Ph.D.) -- Pamantasan ng Lungsod ng Maynila, 2002.;A dissertation presented to the faculty of the 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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Primarily, this is an in-depth descriptive study aimed to assess quantitatively and qualitatively how AEP-PEPT provides greater access to basic education among its beneficiaries. Conducted purposely in the Schools Division of Batangas Province for having obtained the highest percentage of examinees nationwide, this research was participated in by a total of 273 PEPT qualifiers and a total of 296 school officials. The former comprised 212 1999 PEPT qualifiers and 61 very successful qualifiers; which the latter consisted of 51 school head, 45 guidance counselors and 200 teachers. The successful qualifiers comprised 33 respondents accelerated as high school officials comprised the respondents. From them, the data were collected through a battery of research instruments; namely: survey questionnaire success story format, tally sheets for the ratings and a rating scale. The data were processed and statistically treated by applying the descriptive statistical tool (e.g. percentage, arithmetic mean, standard deviation and average weighted mean), Pearson r and t-test. Highlights of the findings of the study: Profile of the Pre and Post enrolment attributes.On the average, the qualifiers who took the 1999 PEPT had an age range of 13-16 years when they dropped out of school; leaving school for two to three years at the most with the males outnumbering the females. Of the total takers, only 20% of them were out-of-school when they took the test. Seventy-four percent were accelerated to a one-level promotion outnumbering those promoted to two-level. The first five reasons why they dropped out of school were: financial difficulties, health problems, lack of interest to go to school, family-related problems and distance of school from residence. Upon school re-entry, 40% of the respondents disclosed that they did not meet difficulties after enrolment claiming that they performed in school just as good as their classmates. However, findings revealed a low academic performance of the qualifiers in all subject areas where on the average, they obtained a rating of 79.39. The PEPT Performance of the 1999 Qualifiers. On the average, the respondents obtained a PEPT rating of 80.99. By subject area, the highest performance was shown in Filipino (86.05) followed by English (83.0), then araling panlipunan (80.79). Low performances were obtained in mathematics and science. Correlates of the Qualifiers' PEPT Performance. Findings indicated the significant relationships between gender and ratings in PEPT-English; and between last level completed and ratings in Filipino, araling panlipunan, science and mathematics sub-test of PEPT. Correlation between the PEPT ratings and academic grades. Noted were positive but very low coefficients of correlation between PEPT results and academic performance in araling panlipunan, Filipino and mathematics. On the other hand, negative but very low correlations were found in English and science. Impact of PEPT among qualifiers. A large proportion of the takers claimed that the program had helped them to a large extent. The predominant themes gleaned from the success stories of the respondents indicated their career paths and decent jobs. The ratings of the school officials on the performance of the qualifiers. The school officials were in agreement that the qualifiers were fully accepted by their peers; with mathematics and science as difficult subjects to them; Filipino and araling panlipunan as relatively easy subjects to them. On the other hand, the respondents were in doubt whether or not the qualifiers can easily adjust to the school activities upon re-entry to school; dependable in class; and excelling in extracurricular activities. Based on the findings, the study primarily concludes by rejecting the null hypothesis; instead taking the alternative hypothesis that PEPT performance is influenced by gender and the last curricular level completed. In addition the study concludes highlighting the pre and post enrolment attributes, the relatively low PEPT and academic performance, the impact of the program among them as evidenced in their career paths and employment; and how school officials rate the qualifiers. Consequently, a number of recommendations were laid out primarily focused on the results utilization (e.g. conducting in-depth studies to establish broad data base for the qualifiers, conducting studies in different locales, etc.) and improving participation and survival rates of the clientele (e.g. more strategies to raise the achievement levels, creating a caring school environment, etc.