Basic Education Curriculum Research Articles

Integration of Indigenous Knowledge Systems and Practices (IKSPs) in the K to 12 Curriculum for Sama Bajaus: A Case Study

This study is concerned with mending the gap in department orders, specifically the policy framework on IPED known as DO No. 62, s. 2011, which was meant for indigenous groups. The study would concentrate on finding significant data to recommend a tailored policy framework that would answer the needs of Sama Bajaus. This study utilized a convergent mixed method with teachers, school heads, students, parents of students from pre-selected education institutions in Batangas, Sama Bajau elders, and local government and NCIP officials served as the participants. Based on the results and discussions presented in this study, it is concluded that the Indigenous Knowledge System and Practices (IKSPs) of the Sama Bajau community exhibit characteristics that align with curriculum integration, promoting cultural advancement, social inclusion, and the preservation of Indigenous heritage. Integration of Sama Bajau’s IKSPs within the K to 12 Basic Education Curriculum has the potential to support Sama Bajau learners by offering increased learning opportunities that are culturally sensitive and inclusive. Furthermore, it can enhance the awareness and understanding of school personnel, particularly teachers and school heads, regarding the importance of localizing and indigenizing knowledge, skills, attitudes, and values (KSAV) in education. However, the study also revealed that challenges and issues are impeding the effective integration of IKSPs into the curriculum. These challenges include the availability of cultural learning resources and the overall responsiveness of the educational system. It was found that the extent of integration of Sama Bajau’s IKSPs is significantly related to the problems and issues encountered. Therefore, a policy recommendation is suggested to address the gaps in localization and indigenization within the curriculum, ensuring that learners’ needs are adequately met.

Implementation of a Pedagogical Model of Ocean Citizenship: Students’ Perspective

Abstract This article evaluates the implementation of the pedagogical model by Schio and Reis (2024), aimed at promoting ocean citizenship within basic education. The evaluation is based on a pilot project from the 2021/2022 school year, which involved 543 students, aged 10 to 11, from 10 Blue Schools located along the Portuguese coast. This paper reports on phases 3 and 4 of the Design-Based Research cycle, corresponding to the implementation and evaluation phases of the pedagogical model. Preliminary results allowed us to verify the emergence of new knowledge, skills, values, critical thinking and attitudes, reflecting the development of ocean citizenship competencies among students. These outcomes affirm the model’s applicability and its potential to seamlessly integrate ocean citizenship into the basic education curriculum. However, it was observed that the activism dimension requires additional emphasis. Further testing in diverse educational settings is crucial to refine the model, adjust to local nuances and maximise its impact on nurturing future generations committed to ocean sustainability.

Barriers to teaching in culturally and linguistically diverse classrooms in mainstream secondary schools

Purpose The purpose of this qualitative study is to explore barriers to cultural and linguistic diversity teaching in mainstream secondary schools in South Africa. Design/methodology/approach The study was underpinned by the culturally responsive pedagogy theory as a framework. Face-to-face interviews were conducted to explore the barriers to teaching in culturally and linguistically diverse (CLD) classrooms. Findings The authors found that teachers experience a plethora of challenges in teaching CLD learners. The findings show that culturally responsive practices, collaboration with relevant stakeholders and seeking professional development opportunities may advance the productive engagement of CLD learners in secondary schools. Practical implications Pre-service and in-service teachers should be conscientious about CLD teaching and learning through professional development. Teachers should be trained and retrained to accommodate CLD learners. Originality/value This study highlights significant aspects that hinder the inclusion of CLD learners and encourages the Department of Higher Education (tertiary institutions) and the Department of Basic Education Curriculum Developers to reconsider aspects of CLD in curriculum planning.

Physical Fitness Test Implementation in Elementary Schools

Physical fitness is one of the main aims of the physical education program and must be included in the curriculum from Grades 4 to 10 according to the K–12 Basic Education Curriculum. From Grades 4 to 12, the administration and implementation of the testing program must be considered a crucial part of the physical education and school sports curriculum (DepEd Order No. 34, s. 2019). In this premise, this paper aimed to determine the extent of PFT implementation in Elementary Schools in a District under a medium-sized School Division during the S.Y 2021-2022. Data for this descriptive study was collected from 35 respondents using a self-made survey questionnaire that has passed the rigorist validity and reliability tests. Physical Fitness Test in Elementary schools regarding school facilities, equipment, and teaching strategy was indicated to a “great extent.” However, in teaching competence, it was to a “very great extent.” Furthermore, in school facilities and equipment, teaching strategy, and teaching competence according to length of service, both shorter-tenured and longer-tenured assessed to a “great extent.” In contrast, in teaching competence, longer respondents assessed a “very great extent.” Lastly, the study also revealed no significant difference in the extent of implementation when grouped according to age, educational attainment, and length of service. The findings call for concerned teachers to look at different teaching approaches, methodologies, and strategies and the contextualization and indigenization of teaching-learning in physical education. Keywords: education, Physical Education, Physical Fitness Test, Public Schools, Bacolod City Negros Occidental

On the Integration of "Teaching, Learning and Evaluation" from the Perspective of Core Literacy and its Construction Paths

In the curriculum standards for various subjects in compulsory education issued in April 2022, it is advocated that the "teaching, learning, and evaluation" be integrated, and teachers are required to transform their educational approach and pay attention to the educational function of evaluation. The integration of "teaching, learning and evaluation" is not only the basic requirement of the new curriculum scheme, but also an important path to deepen the reform of basic education curriculum teaching, but also an important measure to develop students' core quality and implement the fundamental task of cultivating morality and people. However, from the current teaching practice, there are still many problems in the integration process of "teaching, learning and evaluation". This study makes a specific analysis of this, and tries to put forward the strategy of constructing the integration of "teaching, learning and evaluation", explore the effective path to promote teaching, so that the integration of "teaching, learning and evaluation" can be implemented.

Basic Education Curriculum under the Newly Implemented K to 10 (MATATAG) Curriculum in the Philippines: The Case of Science Education

Curriculum reform is essential to address the current needs of the community, nation, and global demands. By doing this, community members are equipped with relevant skills and competencies that are timely and relevant in modern times. Thus, this study was conducted to determine the nature of the newly implemented K to 10 or MATATAG curriculum under basic education-science in the Philippines. Discussion of the topic revolves around understanding the reasons for curriculum reform and determining the new features and competencies of the new basic education-science curriculum. Moreover, document analysis was carried out to address the objectives of the study. Results revealed that there are four main reasons why curriculum reform is needed in basic education in the country. Reasons include poor performance of learners in national and international assessments, congested curriculum, insufficient time to teach, and mismatch of prerequisite skills and knowledge assumed by the learning competencies. In terms of new features of the basic education science curriculum, the addition of technology and engineering literacy is highlighted, along with an addition of theoretical foundations and approaches to teaching. The analysis further revealed that the highlighted competencies are aligned with the relevant skills and competencies needed in the 21st century, Industry 4.0 and Industry 5.0. Thus, it can be concluded that the newly implemented basic education science curriculum is responsive to global demand, thus making the country more resilient and adaptive to change.

Life purposes of Finnish adolescents

ABSTRACT This mixed methods study examines life purposes of Finnish adolescents (N = 843) at the end of their basic education. Purpose is understood as a long-term intention to accomplish something of meaning to the self, which also contributes to society. The research showed that, despite problem talk about adolescents’ mental health, Finnish adolescents seem to be exceptionally well aware of their life purposes. The quantitative data analysis identified four purpose profiles. Girls apparently wished to make an impact on the world, and belonged mainly to the Purposeful and Dreamers profiles, while most of the boys belonged to the Self-oriented and Disengaged profiles. Adolescents’ written responses showed that two-thirds had identified life purposes and were pursuing them. Those aiming at an emotional state outnumbered those with some specific objective. The results are discussed from the perspective of purpose development and the holistic approach of the National Curriculum for Basic Education.

Integrating Computer Science in Basic Education Curriculum: Enhancing Innovation and Sophistication for Global Competitiveness

In this study, the researcher investigated the perceptions of professional teachers in the Jolo municipality toward Integrating Computer Science into the Basic Education Curriculum (ICSBEC), including the teachers’ required capability on skills and experiences, pupils’ constructive learning and analytical thinking and technological resources, tools, and facilities to facilitate innovation and sophistication in global competitiveness. The findings showed an agreeable response with the chi-square tabular value , which means all professional teachers' perceptions of ICSBEC are about the same, dependent on the following: teachers’ capability on skills and experiences; pupils’ constructive learning and analytical thinking; and technological resources, tools, and facilities needed to meet the need for innovation and sophistication (great skills) in global competitiveness. The findings revealed strong overall support for integrating computer science into the basic educational curriculum, with a mean score of 4.447(185 or 88.94%). They indicated perceived skills and experiences needed for teachers to instruct pupils, with a mean score of 4.341 (180 or 86.54%), agreeing strongly. The constructive learning and analytical thinking skills, with a mean score of 4.515 (187 or 89.90%), strongly agreed. The availability of appropriate technological resources, tools, and facilities to prepare students for global competitiveness, with a mean score of 4.692 (195 or 93.75%), strongly agreed. These results showed positive evidence that the ICSBEC holds potential impacts in cultivating innovation and sophistication among students’ preparedness in a globalized world. The study employed a descriptive-evaluative approach. To gather quantitative data, the researcher utilized surveys distributed to 208 professional teachers and the FGD for qualitative data. The FGD was selected among the supervisors, principals and classroom advisers who possessed the information sought.

A Comparative Analysis of Student Behavior and Teacher Experiences in Revised Basic Education Curriculum (RBEC) and K-12: Insights from English Teachers

A Comparative Analysis of Student Behavior and Teacher Experiences in Revised Basic Education Curriculum (RBEC) and K-12: Insights from English Teachers

Goal-Setting and Academic Motivation of Senior High School Students: Basis for Learning Motivation Improvement Program

Goal-setting has been utilized for improving student’s motivation. In the Philippines, the rate of out-of-school youth is increasing each year due to a lack of personal interest. Republic Act 10533 or the Enhanced Basic Education Curriculum aimed to solve this gap by moulding the students’ goal-setting ability. Thus, this study sought to find the goal-setting of the Senior High School students, their academic motivation, and the correlation between these variables. A quantitative-correlational research method was used in this study that was specifically distributed to randomly chosen 237 Senior High School students using a survey questionnaire that measured their goal-setting and academic motivation. The survey solely included the published and pre- made questionnaires of specific authors cited in the review of related literature. The findings of the study revealed that the students’ goal-setting is meaningful. It was also revealed the motivation of students is extrinsic academic motivation-identified. The statistical analysis of data through the Chi-square Test indicated a correlation between the students’ goal-setting and academic motivation as well as their goal-setting and intrinsic motivation. Based on these results, it is recommended to conduct a learning enhancement program to nurture the students’ intrinsic academic motivation while utilizing goal-setting activities.

Rhetorical Persuasion in Sara Duterte’s Basic Education Curriculum Advocacy: A Sociopragmatic Analysis

This study aimed to describe the pragmatic features of Sara Duterte's advocacies regarding the Basic Education Curriculum in the Philippines. The research data, gathered from 2022 to 2023 during Duterte's tenure as Secretary of the Department of Education, included an interview and speeches totaling 5 hours and 16 minutes. Using dimensions of pragmatics, including presupposition (Stalnaker, 1973), implicature (Grice, 1975), felicity conditions (Searle, 1969), and politeness strategies (Brown & Levinson, 1987), the analysis revealed several key findings. The presuppositions identified included learner success and employability, inclusive education, a supportive learning environment, teacher support and development, education system improvement, and learner values and development. Implicatures conveyed messages of resiliency, heroic qualities, perseverance, and involvement beyond education. The illocutionary forces identified were assertives, directives, and commissives, each examined for adherence to the conditions necessary for their validity. Additionally, Duterte strategically employed politeness strategies such as positive politeness, negative politeness, bald-on-record, and off-record strategies. These findings offer a deeper understanding of how political figures strategically use language to shape public opinion and policy agendas, particularly in critical areas such as education. By comprehending the pragmatic underpinnings of political discourse, stakeholders can better discern the intentions and potential impacts of such advocacies, facilitating informed decision-making and societal progress.

Evaluating Consent Labs: prioritizing sexual wellbeing through a youth-led, curriculum-based education initiative

IntroductionConsent Labs is an Australian, youth-led, not-for-profit organization delivering comprehensive consent education. Workshops are co-designed by young people and delivered by near-to-peer facilitators in secondary and tertiary institutions. The aims of this paper are (1) to describe the development, design and delivery of Consent Labs and (2) to conduct a retrospective analysis of evaluation data collected by Consent Labs.MethodsE-survey data were collected by workshop facilitators between March 2021 and April 2023. This paper presents a retrospective analysis of these de-identified data. Survey items included age, identity, pre- and post- sexual consent knowledge, attitudes towards the content and delivery and questions inviting free-text responses. Quantitative data were analyzed using descriptive statistics: frequencies, self-reported change in knowledge using paired t-tests, and differences between groups using chi-square tests. Free-text responses were analyzed using content analysis.ResultsWe describe the conceptualization of Consent Labs, present information about topics covered and report on process evaluation data analysis. Six thousand and twenty-six students returned complete evaluation surveys; 76.3% were school students and 23.7% were university students. The majority (67.3%) identified as female, 24.2% as male, 1.7% as non-binary, 1.2% as other gender identity. Self-reported change in knowledge before and after workshops was significant (pre-workshop knowledge mean score 3.77; post-workshop knowledge mean score 4.58; p < 0.0001). Change in knowledge remained significant when analyzed by institution, school type gender and sexual identity. ‘Consent Foundations’ was the most frequently selected (41.0%) topic as being most valuable. Respondents selected ‘Recognizing Coercion’ and ‘Gaslighting and Other Consent Challenges’ most frequently for future workshops (both 48.3%). Analysis of free text responses provided additional feedback.DiscussionConsent Labs has been gaining recognition nationally since it was first implemented; this is the first analysis of process evaluation data. Limitations of the study include the low response rate, self-reported change in knowledge and the cross-sectional nature of the evaluation. Preliminary findings are encouraging and provide a sound platform for quality improvement and further evaluation. A recent government grant to partner with education academics will ensure that the Consent Labs program and continuing growth will be informed by more rigorous evaluation and evidence.

Multilingual and multicultural events for children: university students’ and primary school pupils’ perspectives

ABSTRACT Language education is a lifelong journey that aims to provide learners with the linguistic and cultural skills needed and develop their plurilingual and global competencies. This study investigates two main areas: 1) the perceptions of university students regarding multilingual and multicultural events designed for children, and 2) the experiences of pupils aged 9–11 who participated in events organized by these students. The data were collected as part of the “Multilingual and Multicultural Events for Children” course. The data consists of posters created by students who participated in the course, student interviews, and feedback from pupils participating in the events. Qualitative content analysis revealed that when planning linguistically and culturally diverse events, it is essential to consider the event’s goals, contents, activities, materials, and environments. The students’ conceptions of the goals of the events are supported by the Finnish National Core Curriculum for Basic Education 2014. Findings benefit teachers planning multilingual and multicultural events as well as their pupils.

Analisis Eksistensi Dan Urgensi Hakikat Pendidikan Kewarganegaraan Dalam Kasus Penyalahgunaan Narkotika Di Kalangan Selebritas Indonesia

Drug abuse among celebrities in Indonesia is increasingly widespread, as evidenced by the number of news events both on television, national news websites and even in magazines. Drug abuse among Indonesian celebrities seems to be a place of escape from the problems of the life they live. Of course, drug abuse can be detrimental to oneself, causing negative stigma, loss of work for the celebrity and others, especially if it is done by celebrities who can be a bad example for the community. Celebrities have an influential position in changing people's perspectives and mindsets. Drug abuse is a social problem that can be caused by factors that influence it, one of which is a lack of understanding of civic education. The importance of understanding and learning civic education from elementary school to college can change awake behavior and shape character in accordance with the value of the precepts contained in Pancasila. Civic education can be one part of prevention in some relevant cases, for example drug abuse. This is in line with the importance of civic education which has been explained in the Indonesian Law No.20 of 2003 concerning the national education system, chapter 10 regarding the curriculum, article 37 paragraphs 1 and 2 which explain that Civics Education is one of the lessons that are mandatory in the curriculum of basic education, secondary education to higher education. Character building in civic education will become a habit so that it cannot be influenced by the surrounding environment, so that drug abuse among celebrities only becomes a mere entertainment spectacle by the community and cannot be imitated and only becomes a lesson for bad examples in society.

Knowledge and Application of Values among Learners in Primary and Secondary Schools Kenya

Basic Education Curriculum Framework (BECF), emphasizes core values such as integrity, respect, and social justice. Despite this focus, there is a concern about the limited awareness and application of these values among learners, leading to a broader issue of inadequate value-based education. The objective of the study was to examine the knowledge and application of values among learners in primary and secondary schools in Kenya, focusing on the curriculum's role in nurturing ethical behavior and responsible citizenship. The study employed a mixed-method approach, incorporating both qualitative and quantitative methods. A cross-sectional survey design was used to collect data from schools across 24 counties, targeting school administrators, teachers, learners, and key informants. The sample included head teachers, teachers, learners, and stakeholders from various community sectors. Data collection instruments included questionnaires, interview schedules, and focus group discussions, with pre-testing to ensure reliability and validity. The main findings revealed that the majority of learners had limited awareness of core values, with integrity (39.9%) and respect (33.3%) being the most recognized. Despite this, learners identified several practical scenarios where they applied values, such as cleaning school compounds and respecting school rules. Teachers emerged as the most significant influencers of learners' values, followed by parents, while head teachers and relatives had a lesser impact. The study also noted that, while teachers and key informants generally agreed on the importance of nurturing values, there was uncertainty about the community's role in promoting them. In conclusion, the study indicates a need for a more integrated approach to value-based education. Recommendations include strengthening the curriculum to emphasize value-based learning, enhancing teacher training, fostering school-community partnerships, promoting consistent reinforcement of values, and implementing ongoing assessment and evaluation mechanisms.

Level of Satisfaction of Teachers in the Department of Education Television Program in Developing the Reading Skills of Early Childhood Learners

The study evaluated the level of satisfaction of Early Childhood teachers in the Department of Education Television Program in relation to the development of reading skills of early childhood learners in District II-B in the Division of Antipolo City. The study utilized the quantitative method that furnished in the result that the early childhood teachers showed their great extent satisfaction on the DepEd TV program that proved a positive impact in supporting the development of reading skills of early childhood learners regardless of their differences in their demographic profile. Particularly it supports the four aspects of reading development namely “supporting cognitive development”, better vocabulary”, “fostering love of reading”, and “increasing concentration.” Wherein, these aspects were used to assess whether the materials presented in the program covered topics from the DepEd K–12 Basic Education Curriculum and delivered the expected learnings of the early childhood learners. Through the program, children are encouraged to explore and learn the language acts of listening, speaking, reading, and writing that aids in the development of social-emotional skills and gain the ability to focus and pay attention for extended periods of time.

South African Basic Education System: Colonial Legacies in the Curriculum Design and a Way Forward

The South African Basic Education System does little to provide skills, needed to survive outside the schooling system, for those who do not wish to pursue post-secondary school education. The education system produces secondary school graduates who are poised, as content carriers and an un-employable labour force. A research question grappled with in this paper is whether this secondary school curriculum design inherited from the colonial formal education system is beneficial for South African learners? The paper argues that the continuation of the provision of this curriculum is tantamount to contributing very little to the national educational strategic goals of creating a skilled workforce needed to run the South African economy. Additionally, this also contributes to the exacerbation of the unemployment in South Africa. From a decolonial point of view, the paper provides a comprehensive overview of the basic education curriculum from the colonial period until the contemporary period and shows how it has contributed to huge numbers of job-seekers visa-versa employees and subservient of the curriculum design and schooling system. Methodologically, this paper is informed by a qualitative research approach in the form of document review. The research revealed four major important elements in decolonization of the school curriculum namely; history lesson, social justice and self-determination, formulation and execution of the protection of indigenous knowledge systems and promoting the significance of indigenous languages and use.

Integrating Rural Economic Development into the Adult Basic Education and Training (ABET) Curriculum as a Practice to Ensure Sustainable Livelihoods

Purpose: The purpose of this study is to explore the integration of rural economic development initiatives and practices into the Adult Basic Education and Training curriculum with a view to leverage the people in rural communities to boost their productivity towards sustainable livelihoods. Methodology: This study adopted a qualitative approach in which the data was collected through focus group interviews. The participants were sampled from former and current ABET learners and their principal. The interviews were intended to solicit information about their farming project; how they started the farming and whether they were able to feed their families from the sale of their produce. Findings: The findings from the focus group interviews are that though they had support from the Kruger National Park, they still felt that the Department of Higher Education and Training (DHET) needed to intervene and make ABET a means for sustainable livelihoods for the beneficiaries. Unique contribution to public, policy and practice: This study contributed uniquely in the area of policy. The students proposed that the ABET curriculum needed to be restructured to include skills training to enable them to make a living after the ABET encounter.

Classroom Assessment Methods and their Influence on Classroom Assessment in Early Years Education in Baringo County, Kenya

The Kenyan Government reformed its 8-4-4 curriculum into a competency-based one (CBC) which emphasized classroom assessment. This would enhance skill acquisition in learners. To accomplish this aspiration, pedagogically skilled teachers were needed. However, several studies revealed that teachers couldn’t implement classroom assessment effectively. The study sought to establish classroom assessment methods and their influence on classroom assessment in early years education in Baringo County, Kenya. The study used a mixed method approach and cross-sectional descriptive survey research design. Quantitative and qualitative data collection methods were utilized. The instruments were a questionnaire, interview guide, and Focus Group Discussion. The target population was 700 public primary schools, 650 headteachers, 2800 EYE teachers, and 45 curriculum support officers. The study established that EYE teachers used written tests to assess all learners including learners of pre-primary (pp1 and pp2). This was contrary to the requirements of the Basic Education Curriculum Framework which required teachers of pre-primary level to avoid assessing learners using written tests thus posing a negative influence on classroom assessment. The study also revealed that EYE teachers had not guided their learners to develop showcase portfolios which negatively influenced classroom assessment aim of monitoring learners’ progress over time. It hindered the promotion of creativity among learners. The study recommends that EYE teachers teaching pp1 and pp2 should avoid assessing their learners using written tests as per the CBAF. Moreover, teachers of grades one, two, and three should also vary the assessment methods they use for classroom assessment rather than dwelling majorly on written tests. During pre-service teacher training, teachers should get adequate training on how to design assessment rubrics for different learning areas based on different assessment criteria and the difficulty index of the classroom assessment.

Evaluation of health literacy for cervical cancer and associated factors among Moroccan nursing and health technician students: An analytical cross-sectional study

ObjectivesAssessing the level of health literacy among nursing and healthcare technician students at the Higher Institute of Nursing and Technical Health in Agadir, Morocco, regarding cervical cancer, and identifying associated factors. Materials and methodsThis is an observational, cross-sectional, and analytical study conducted among nursing and health technician students in the 2nd and 3rd years. A self-administered health literacy assessment test was employed. Univariate and multivariate logistic regression analyses were performed to determine the factors associated with health literacy level. ResultsThree hundred students were surveyed in the study. The average health literacy score was 17.1 ± 6.32, with a median score of 18 (IQR 13.50–22). Approximately one-third (30%) had a low level of health literacy. Multivariate logistic regression analysis revealed that the non-healthcare profile (OR 4.458; CI95%: 2.327–8.545; p < 0.001) was a risk factor for a low level of health literacy. Conversely, benefit from health education sessions on cervical cancer (Yes OR 0.476; CI95%: 0.248–0.918; p = 0.027), academic courses as an information source (Yes OR 0.515; CI95%: 0.274–0.968; p = 0.039), and the Web as an information source (Yes OR 0.564; CI95%: 0.323–0.985; p = 0.044) were identified as protective factors. Discussion and conclusionsThe notably deficient level of health literacy regarding cervical cancer underscores the relevance of integrating a module on cervical cancer prevention into the basic education curriculum. Furthermore, it is imperative to enhance health education and awareness strategies regarding cervical cancer prevention, particularly for non-healthcare profile students. This should include targeting alternative channels such as the web and social media platforms.