Curriculum Implementation Facilitating and Hindering Factors: The Philippines Context

Palestina, Randy L.; Pangan, Agripina D; Ancho, Inero

doi:10.17509/ije.v13i2.25340

Cited by 11 publications

(14 citation statements)

References 22 publications

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“…It is important to note that sampling could impact the data because of the limited sampled participants with higher/doctoral degree. Palestina and Pangan [22] conducted a study to determine the perceptions of teachers and school administrators facilitating curriculum implementation based on their practices and the challenges they have experienced. The findings revealed that the respondents who were from the higher grade and administrations manifested their understanding/agreement on the factors identified that facilitate curriculum implementation in the system/school.…”

Section: Resultsmentioning

confidence: 99%

Confidence of implementation of new BSND curriculum among program administrators and faculty

Unga

2024

Environ. Soc. Psychol.

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The curriculum has been developed and implemented in accordance with the regulatory guidelines set by the Commission on Higher Education. This ensures that the education provided to students in the field of nutrition and dietetics meets the expected standards and quality benchmarks, ultimately benefiting the students and the field. The purpose of this study was to assess the confidence of implementation of the new nutrition and dietetics curriculum as evaluated by the program administrators and the faculty. The program administrators (n = 5) and faculty (n = 37) were taken from 4 randomly sampled higher education institution in Mindanao, Philippines. There were 7 metrics developed in this study used to evaluate the confidence of the participants based on the Commission on Higher Education (CHED) Memo Order No. 14, series of 2017. The participants were highly confident that the new curriculum adhered to the mandates stipulated in the order. Among the 7 metrics, the participants were highly confident on the curriculum instruction and admission of students while improvements shall be done on facilities and library resources. The findings have important impacts on higher education as it highlighted the necessary areas to be improved and focused. Professional development also mediated the confidence of the participants showing those with higher education, i.e., master’s and doctorate level, were more confident on instruction, faculty, internship, admission, and facilities available in the new curriculum. The confidence of the participants evaluated the status of the implementation indicating positive direction and further development of facilities and academic resources.

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Section: Resultsmentioning

confidence: 99%

Confidence of implementation of new BSND curriculum among program administrators and faculty

Unga

2024

Environ. Soc. Psychol.

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“…The view of curriculum as a plan of action targets what works best in the classroom after considering the contextual challenges (Shoba, 2021). Researchers (for example, Salminen et al, 2016;Alvunger et al, 2021;Lin et al, 2015;Palestina et al, 2020) Thus, advocate for the inclusion of teachers in the planning and development process in order to facilitate the effective implementation of the curriculum. Zohar et al (2018) refer to the bottom-up dynamics (factors) as 'loose' because they have no specific and rigid structure that is followed by teachers during the enactment of curriculum.…”

Section: Bottom-up Dynamics (Societally-driven)mentioning

confidence: 99%

Individual dynamics for effective implementation of mainstream English curriculum at a school for the deaf

Khumalo

Shoba

Khoza

2023

IJRBS

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Promoting dynamics of curriculum implementation that help all teachers and learners meet their needs and understand who they are is critical. Such is equally needful in special schools which use the mainstream curriculum to teach learners with disabilities. This study sought to explore the dynamics that enhance implementing a mainstream English curriculum at a school for the deaf in Eswatini. This was aimed to assist teachers in reflecting on and critiquing their practices and experiences to improve their classroom actions; and to raise awareness of the natural identity of both teachers and learners at the school with the hope of meeting individual needs and, ultimately, the teaching and learning goals. Utilizing purposive sampling, this qualitative study selected six teachers of English Language at the school. The pragmatic paradigm, action research design, and natural identity theory framed the study. Semi-structured interviews, Zoom focus-group discussions, document review, and reflective activities were used as data-generation methods. Findings revealed that implementing the mainstream English curriculum at the school seemed to overlook the importance of individual dynamics, which are vital in meeting unique individual needs. Personal dynamics combine the strengths of top-down and bottom-up dynamics Thus, relieving the remarkable tension between the dominant top-down and bottom-up dynamics. Consequently, this study recommends a balance between the top-down, bottom-up, and individual dynamics to successfully implement the mainstream English curriculum at the school.

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“…Teachers' instructional practices must align with the intended curriculum to ensure fidelity in implementing the science curriculum. Thus, curriculum implementation needs teachers' preparedness and dedication to accomplish the intended curricular outcomes (Palestina et al, 2020;Pandey, 2018).…”

Section: Introductionmentioning

confidence: 99%

Pedagogical Content Knowledge, Continuing Professional Development and Teachers’ Attitude Toward Science: A Structural Equation Model on Science Curriculum Implementation

2023

JEP

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The study's main objective was to determine the best-fit model for science curriculum implementation of public secondary science teachers in Region XII based on pedagogical content knowledge, continuing professional development, and teachers' attitudes toward science. This study used a stratified sampling technique to choose 400 respondents, a quantitative non-experimental causal research design, and mean, Pearson r, multiple regression, and structural equation model (SEM) as statistical tools. Survey questionnaires were deployed to the respondents using the online Google Form. Results revealed that the level of pedagogical content knowledge was very high, the level of continuing professional development was high, the level of attitude toward science was high, and the level of science curriculum implementation was very high. Moreover, pedagogical content knowledge, continuing professional development, and attitude toward science exhibited a significant relationship with science curriculum implementation. Furthermore, pedagogical content knowledge was the domain that best influences science curriculum implementation. Finally, among the five generated models, Model 5 best-fitted science curriculum implementation with pedagogical content knowledge in terms of subject matter knowledge, instructional objective and context, and knowledge of students' understanding, continuing professional development in terms of updating, reflective, and collaborative activities, and attitude toward science in terms of perceived dependency on context factors, self-efficacy, the difficulty of science teaching, and perceived relevance.

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Curriculum Implementation Facilitating and Hindering Factors: The Philippines Context

Cited by 11 publications

References 22 publications

Confidence of implementation of new BSND curriculum among program administrators and faculty

Confidence of implementation of new BSND curriculum among program administrators and faculty

Individual dynamics for effective implementation of mainstream English curriculum at a school for the deaf

Pedagogical Content Knowledge, Continuing Professional Development and Teachers’ Attitude Toward Science: A Structural Equation Model on Science Curriculum Implementation

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