Teachers' Perceptions on Senior High School Readiness of Higher Education Institutions in the Philippines

Acosta, Imee C.; Acosta, Alexander S.

doi:10.13189/ujer.2016.041024

Cited by 14 publications

(9 citation statements)

References 24 publications

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“…Furthermore, there are still teachers who are not ready for senior high school. To note, 18.6% indicated that they are not ready, 2.8% expressed that they are uncertain and partially ready, and 4.3% did not give any comment on the survey given [12]. Also, Chua [13] highlighted that teachers were not ready during the implementation of the senior high school.…”

Section: Discussionmentioning

confidence: 99%

Analysis of Senior High School Students' Competency in General Mathematics

Mamolo¹

2019

ujer

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After a country-wide full blast implementation of a K-12 program, a detailed assessment of the curriculum has to take place. This study analyzed the General Mathematics competency of 425 Grade 12 students during the 2017-2018 school year. The study employed a validated researcher-made General Mathematics Competency test with an acceptable 0.788 Cronbach's alpha. Results showed that all strands in the Technical Vocational and Livelihood (TVL) track, and the Accountancy, Business, and Management (ABM), Humanities and Social Sciences (HUMSS), and General Academic (GA) strands of the academic track were fair in competency. Only the Science, Technology, Engineering, and Mathematics (STEM) strand got a satisfactory level. Between the two tracks, the academic track has significantly different competency compared to the TVL track. On the academic strands, STEM has significantly different competency compared to other strands. On the TVL strands, Computer Servicing System (CSS) has significantly different competency compared to the other strands. Moreover, data revealed that the least learned competencies of students were distributed in the three areas of General Mathematics. The data may indicate that high school seniors have not yet mastered the necessary competencies in the subject matter as stipulated by the Department of Education.

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Section: Discussionmentioning

confidence: 99%

Analysis of Senior High School Students' Competency in General Mathematics

Mamolo¹

2019

ujer

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“…Roman (2019) argued that the adherence of the educational institution to the mandate of curriculum implementation in terms of program administration, resources, facilities, and equipment facilitates effective implementation. Acosta and Acosta (2016) reported that higher education institutions' readiness for the new structure as well as ensuring a smooth transition and successful implementation of the new program could be measured in terms of eligibility, staffing guidelines, course streamlining, reclassification of teachers, curriculum realignment among others.…”

Section: Introductionmentioning

confidence: 99%

Curriculum Implementation Facilitating and Hindering Factors: The Philippines Context

Palestina¹,

Pangan²,

Ancho³

2020

IJE

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This study focuses on the perceptions of Filipino teachers and school administrators of the different facilitating and hindering factors in curriculum implementations based on their practices and the challenges they have experienced. Using descriptive research employing quantitative design, 324 respondents were surveyed using self-made questionnaires anchored on Ecological System Theory (EST) by Bronfenbrenner (1979). The respondents from the grade school, junior high school, and senior high school expressed their agreement on the identified factors that facilitate and hinder curriculum implementation in the microsystem and chronosystem, while respondents from the college expressed their strong agreement on the two levels under the mesosystem and exosystem. At the macrosystem level, all of the respondents strongly agreed on all the items, but the highest level of agreement was evident with the respondents from the senior high school. A comparison of one-way ANOVA results revealed the respondents’ level of agreement on the facilitating and hindering factors of curriculum implementation based on the five levels of EST. Scrutiny on the facilitating and hindering factors in the curriculum implementation processes provides a springboard for leaders in the education sector to align programs and policies anchored on experiences and practices in the classroom along with research-based inputs.

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“…It is also imperative to note the preparation being undertaken by higher education institutions as senior high school is imbedded in the curriculum. Acosta & Acosta (2016) identified five factors as determinants of the readiness to implement the senior high school program: "eligibility, staffing guidelines, course streamlining, workforce surplus management, and alternative programs." I Moreover, another related current issue that makes the program's foundation questionable is Programme for International Student Program (PISA) 2018 results in which the country ranks last in Reading with 340 points, and second to the last, in Mathematics with 353 points and following are the key elements to deal with, to perform the critiquing and elucidating process properly providing insights to curriculum development and educational policy formulation.…”

Section: A Introductionmentioning

confidence: 99%

Philippine K to 12 Curriculum and Programme for International Student Assessment (Pisa) 2018 Reading Literacy Parallelism and Teaching-Learning Experiences

Galang¹

2020

ETERNAL

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Philippine K-12 Curriculum and Programme for International Student Assessment 2018 Reading Literacy Parallelism and Teaching-Learning Experiences.. Objectives: This study is made to capture the instructional system and learning milieu of the PISA 2018 Reading Literacy-Related Senior High School Subjects aiming to evaluate its curriculum design and implementation.Methods: The study used Illuminative Evaluation Model to evaluate the curriculum design and implementation by gauging the instructional system through heat mapping and the learning milieu of teacher participants and graduate respondents through survey, interview, and researcher’s past observation. Findings: In the study, it was found out that: (a) the K to 12 program through the learning competencies is 28.64% parallel with the PISA 2018 Reading Literacy Skill Framework; (b) teachers implement the curriculum in which the Reading Literacy Skills are reflected even under various teaching-learning constraints.; (c) the graduate respondents (GRs) are good in terms of locating information but need improvement in evaluating and reflecting on and/or among texts specifically the skill ‘detecting and handling conflict’. Moreover, GRs associate learning the PISA 2018 Reading Literacy Skills the most from the subjects Reading and Writing Skills and Practical Research and the least from 21st Century Literature.Conclusion: The K-12 program through learning competencies is 28.64% parallel with PISA 2018 Reading Literacy Skill Framework. This shows one of the characteristics of the written curriculum or the instructional system.

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Teachers' Perceptions on Senior High School Readiness of Higher Education Institutions in the Philippines

Cited by 14 publications

References 24 publications

Analysis of Senior High School Students' Competency in General Mathematics

Analysis of Senior High School Students' Competency in General Mathematics

Curriculum Implementation Facilitating and Hindering Factors: The Philippines Context

Philippine K to 12 Curriculum and Programme for International Student Assessment (Pisa) 2018 Reading Literacy Parallelism and Teaching-Learning Experiences

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