Teachers’ Evaluation of the K-12 Junior High School English Curriculum and Its Implementation in the 4th District of Camarines Sur, Philippines

Abstract

The study explored the evaluation and extent of implementation of K-12 Junior High School (JHS) English Curriculum as assessed by the Basic Education teachers along with the eight (8) domains such as reading comprehension, listening comprehension, viewing comprehension, vocabulary development, literature, writing and composition, oral language and fluency, and grammar awareness. More so, it also determined the significant relationships between the evaluation and implementation of the English curriculum in the entire grade levels, school locations, and school types. Descriptive- correlational design was utilized to evaluate the JHS English Curriculum and gauge the teachers’ implementation of the curriculum. Weighted mean and Spearman’s Rank Order Correlation were utilized to statistically treat the data. Findings revealed that the majority of teachers rated highest on the Literature domain while rated lowest on vocabulary development. The teachers in all grade levels experienced problems and challenges in the implementation K-12 JHS English Curriculum. Further, there is no significant relationship between the evaluation and implementation of K-12 JHS English Curriculum as assessed by teachers in the entire grade levels, across school types and school locations except Upland Partido. Accordingly, it was recommended that teachers must attend training, seminars, and graduate studies to fully understand and upgrade their competencies and skills to enhance the curriculum and its implementation to fit the needs and interests of the learners. Keywords: Curriculum Evaluation, Curriculum Implementation, Junior High School English Curriculum, Mainland Partido, Coastal Partido, Upland Partido