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100			_e _e _aTeung, Pacita D. _d _b4 _u _c0 _q16
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245		0	_a _aA comparative analysis of the civics curricula of the Technological University of the Philippines Laboratory High School and the Yokohama National Attached Junior High School SY 1985-1986 / _d _b _n _cPacita D. Teung. _h6 _p
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300			_e _e _c28 cm. _axii, 220 pages _b
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500			_a _aThesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 1988.;A thesis presented to the Graduate School of arts and Sciences and Education, in partial fulfillment of the requirements for the degree in Master of Arts in Education Major in Educational Administration. _d _b _c56
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520			_b _b _c _aABSTRACT Title: A COMPARATIVE ANALYSIS OF THE CIVICS CURRICULA OF THE TECHNOLOGICAL UNIVERSITY OF THE PHILIPPINES LABORATORY HIGH SCHOOL AND THE YOKOHAMA NATIONAL UNIVERSITY ATTACHED JUNIOR HIGH SCHOOL, SY 1985-1986 Kind of Research Work: Thesis Researcher: Pacita D. Teung Adviser: Dr. Natividad T. Nacianceno Subject Area: Social Studies Degree: Master of Arts in Education No. of pages: 220 Statement of the Problem The study sought to compare the Civics curricula of the Technological University of the Philippines Laboratory High School with that of the Yokohama National University Attached Junior High School, SY 1985-1986. Specifically, answers were sought to the following: 1. What are the varied learning experiences and activities undertaken toward the attainment of the objectives of the Civics curricula of TUP-LHS and YNU-AJHS? 2. How are these learning experiences and activities organized? 3. To what extent is the level of agreement of TUP-LHS and YNU-AJHS respondents to the attainment of objectives of the Civics curricula? 4. Is there a significant difference in the extent to which objectives have been attained between the two schools? 5. What learning experiences and activities in TUP-LHS and YNU-AJHS can contribute to the enrichment of the teaching in Civics in TUP-LHS? Procedure The study made use of the descriptive comparative method. The Social Studies instructional guides of TUP-LHS and YNU-AJHS were analyzed in terms of its learning experiences, organization of these learning experiences, importance of the objectives of the Civics curricula and its evaluation with Ralph Tyler's model on curriculum as the guide. At the same time, an opinionnaire that tried to measure the respondents' perceptions about Civics in terms of its objectives, learning experiences, organization and evaluation was administered to the fourth year high school students of the TUP-LHS and the third year junior high students of the YNU-AJHS together with some of the faculty and administrators of both schools. Treatment of Data To answer the specific questions set for this study, the researcher used the frequency of distribution, ranking, weighted mean and t-test. For part of the instrument where Inkert scale was used, weights were assigned and the average weighted frequencies were computed and subsequently analyzed and interpreted. Findings 1. There are varied learning experiences and activities undertaken toward the attainment of the objectives of Civics curricula of TUP-LHS and YNU-AJHS. These are learning experiences that develop skills in thinking, that develop social attitudes and interests and that are helpful in acquiring information. 2. In both schools, these learning experiences are organized in the form of concepts, values and skills. It was also shown that there is continuity, sequence and integration in the Civics curricular of both schools. Civics is integrated with the four Social Studies subjects in TUP-LHS and offered as a separate third year junior high subject in YNU-AJHS 3. Both TUP-LHS and YNU-AJHS agree that there is attainment of the objectives of the Civics curricula in both schools since they acknowledge the im _u
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