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100			_e _e _aBayani-Villarias, Rodelien. _d _b4 _u _c0 _q16
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245		0	_a _aAn analysis of the strength and weakness of the Makabayani I Program : _d _bbasis for curricular enhancement / _n _cRodelien Bayani - Villarias. _h6 _p
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300			_e _e _c28 cm. _axiv, 138 pages _b
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336			_b _atext _2rdacontent
337			_3 _30 _b _aunmediated _2rdamedia
338			_3 _30 _b _avolume _2rdacarrier
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500			_a _aThesis (M.A.) -- Pamantasan ng Lungsod ng Maynila, 2008.;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: This descriptive research was undertaken to identify and analyze the strengths and weaknesses of the Makabayan Program in terms of the extent of the implementation of the identified skills in four makabayan learning areas and its modes of delivery. The study also aimed to determine the profile of the public profile of the public secondary school teachers such as teaching experience and field of specialization and to find out if there is a significant relationship between these profile and the extent of implementation of Makabayan objectives and Makabayan modes of delivery. Makabayan I curriculum has four main objectives: development on social awareness, individual responsibility to himself and to the nation, understanding and appreciation of Philippine history and its politico economic system and appreciation for local culture, crafts, arts, music and games while its modes of delivery are separate-subject teaching, integrative and thematic teaching and eclectic or combination approach. The study revealed that 31.85% of the respondents were TLE major with 6-10 years of teaching experience while there were non-Makabayan major teachers who handled Makabayan subjects such as: Math, Science, Filipino, Guidance and Counseling and English major. The study revealed that all skills in Values Education in the development of social awareness were fully implemented and got the highest rank while skills in Social Studies and TLE were moderately implemented and got the lowest rank. The research also manifested that skills in Values Education in the development of individual responsibility to himself and to the nation were fully implemented while skills in MAPEH and Social Studies were moderately implemented. Skills in Values Education in understanding and appreciation of Philippine history and its politico economic system were fully implemented while some skills in MAPEH were only implemented. The study manifested that skills in Values Education in appreciation for local cultures, crafts, arts, music and games were fully implemented while some skills in MAPEH, TLE and Social Studies were moderately implemented. The findings proved that the respondents perceived that the most commonly used teaching strategy under the separate - subject teaching is the utilization of the art of questioning to develop higher order thinking. While in integrative and thematic teaching, the most familiar technique is relating the new lessons with previous knowledge or studies and in eclectic or combination approach, teachers were familiar in discussing and tackling the topic then allows the students to express their standards on the values they held as integrated. It can be concluded based from the findings of the study that the majority of the skills in Values Education were fully implemented while skills in Social Studies were moderately implemented while some skills in TLE were implemented only due to lack of facilities and equipments. The study also revealed that the most commonly used strategy in teaching Makabayan is separate subject teaching. In determining the relationship between teachers profile and the extent of implementation of Makabayan objectives and modes of delivery, the researcher used the Chi Square at .05 level of significance. The study revealed that there was no significant relationship between the mentioned variables which means that all teachers regardless of teaching experience and field of specialization were competent in teaching Makabayan subjects. Based on the findings and conclusions, the following recommendations were formulated: 1. A seminar-training is highly suggested to all Makabayan subject teachers to make them better equipped in the application of the integration of the skills among the four Makabayan learning areas (Social Studies, TLE, MAPEH and Values Education). 2. The school should provide facilities and equipments to materialize skills that require application. 3. There must be sufficient supply of computers to enhance students' learning through modern technology. 4. There must be a strict implementation on the use of the integrative and thematic approach in teaching Makabayan learning areas specifically the application of the culminating activities. 5. The school should provide all Makabayan teachers a copy of the prototype lesson plan as basis for the implementation of the culminating activities. 6. The schools should provide a School Curriculum Committee composed of a representative from each of the Makabayan learning areas to plan/ propose intervention programs such as coaching, mentoring, remediation and enrichment to support instruction and improve students learning. 7. The school principal may assign both Makabayan and non-Makabayan major to teach Makabayan major to teach Makabyan subjects. The result of the study however revealed that the teachers though competent in teaching the subjects need training. _u
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