Abstract
Curriculum alignment is vital in realizing educational goals. However, predicaments in the teaching and learning process challenge the alignment. Hence, this paper aims to determine students' academic performances in the years 2022-2023 and 2023-2024, analyze the alignment of the curriculum, instruction, and assessment in Statistics and Probability, and propose recommendations to ensure the alignment of curriculum, instruction, and assessment. A document analysis of the teaching and learning tools was conducted to gain in-depth results. Descriptive statistics, such as frequency, percent, mean, and standard deviation, were employed to describe further the results. Results showed that the students’ average academic performance in Statistics and Probability for 2022-2023 was 86.80 and 87.46 for 2023-2024, both indicating a very satisfactory level. The teacher’s instructions in the six (6) contents of Statistics and Probability were aligned with the curriculum or the K to 12 Most Essential Learning Competencies. Assessment tools were aligned with the teacher’s instructions or strategies. The 21st-century skills commonly integrated among learners were critical thinking, information, media, and technology. As the teacher’s instructions indicated, students gained an average mastery level (57%). The most common cognitive domain used in the students’ assessments was remembering. Findings revealed that the teacher attained good proof of transfer, lesson outlines, and assessments or graded activities aligning curriculum, instruction, and assessment. The teacher obtained an excellent level of objectives. Overall, the teacher aligned the curriculum, instruction, and assessment well. Based on the document analysis, the alignment of teaching and learning resources to the curriculum was evident. This study proposed the following recommendations - implement assessment of standards-based curriculum, effective pedagogy, and achievable assessments, provide teacher support, strengthen evaluation of teaching and assessment, and contextualize assessments catering to the 21st-century skills of the learners.
Published Version
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