Abstract
The implementation of Philippine K-12 curriculum brings hope to its educational system on lifting up the poor academic standing of Filipino learners in national and international assessments. With its implementation in 2012, rectification in the instructional practices of science teachers was expected to boost the academic performance of learners. This study aimed to document the instructional practices of teachers and its correlation to the academic achievement of learners in science. A total of 96 teachers and 240 grade 10 learners were randomly selected from 6 schools in provincial and city areas of Albay, Philippines. This was employed through paper survey to the identified respondents with focus in the quantitative aspect of the study. Results revealed instructional practices emphasizing the use of differentiation for planning, spiraling and inquiry in the delivery, and product-focused and differentiation in assessment. Negligence in the use of technology is attributed to effort and preparation issues, age, and computer anxiety. Academic achievement of learners across all curricular programs in science was below the expected standards of the national policy indicating that learning is not at par with the prospects of Philippine K-12 curriculum. Correlational test revealed high relationship between academic achievement and instructional delivery, while moderate relationship to planning and assessment of instruction. It was concluded that teachers were not proficient enough in applying K-12 curriculum instructional practices to enhance the academic achievement of learners. The need to participate in ICT-based seminars in science, and paralleling instructional planning, delivery, and assessment practices were suggested.
Highlights
Philippines has been constantly battling to improve its academic achievement across major learning disciplines
Its academic achievement downfall was observed in many national and international assessments attributing the failure to its congested Basic Education Curriculum (BEC) with numerous competencies to be learned in limited time frame
The study primarily aims to determine the instructional practices of science teachers and the academic achievement in science of grade 10 learners across different curricular programs in the province of Albay, Philippines
Summary
Philippines has been constantly battling to improve its academic achievement across major learning disciplines. Its academic achievement downfall was observed in many national and international assessments attributing the failure to its congested Basic Education Curriculum (BEC) with numerous competencies to be learned in limited time frame. Notwithstanding the vigorous observation the Department of Education (DepEd) is imposing changes in the Philippine curriculum, the same academic achievement result is reflected in the subsequent years. In National Achievement Test (NAT), high school science consistently ranked the lowest among 6 assessed learning areas from 2004 to 2012 (Philippine Basic Education, 2013). Academic achievement of learners and instructional practices of science teachers were probed and correlated to assess its attainment of the demands of the standards of national curriculum policy With the K-12 curriculum’s state-of-the-art scheme decongesting science competencies while expanding desirable instructional practices for teaching, does this mean its imposition brought significant changes in the academic achievement of learners and instructional practices of teachers in science? In this study, academic achievement of learners and instructional practices of science teachers were probed and correlated to assess its attainment of the demands of the standards of national curriculum policy
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