Philippine Educational System Research Articles

Student-Athletes Perceptions on the LGBTQIA+ Member Inclusion in Gender- specific Sports in the Philippine Educational System

This study explored and analyzed the perceptions of students' athletes regarding LGBTQIA+ inclusion in gender-specific sports in the Philippine Educational System. In order to better understand the perceptions of student-athletes from about LGBTQIA+ participants in any gender-specific sports, we used structured interviews. This study was led by a qualitative methodology, especially a phenomenological research design. Phenomenology is a qualitative research method that is ultimately suitable for gaining a thorough understanding of the effective process that describes the informant's life experiences. Through this design, we investigated how student athletes perceived the inclusion of LGBTQIA+ people in gender-specific sports from various perspectives. This study comes up different results, Inclusion and Acceptance of LGBTQIA+ Individuals in Sports, Gender-Inclusive Practices and Competence in Sports, Mitigating Gender Identity Discrimination, Identity Expression, and Comfort in Sports, Equality and Equity in Training Regardless of Identity, Gender Identity in Sports, Absence of Gender Identity-Based Exclusions and Inclusion Efforts. In conclusion, having a member who identifies as LGBTQIA+ is not a curse nor a blessing because athletes do not find it offensive; instead, it brings them joy at the end of a long day. Athletes contribute what they can because they feel respected by their teammates.

Sejarah Perkembangan Sistem Pendidikan Di Filipina

The history of the development of the education system in the Philippines, which reflects the nation's long journey through various cultural influences and colonialism. Starting from the informal education that existed in pre-colonial societies, this article outlines the significant changes that occurred with the arrival of Spanish colonialists in the 16th century, who introduced a formal education system with a focus on Catholic teachings. Furthermore, the transition to a modern education system occurred under American colonial rule in the early 20th century, where English was introduced as the language of instruction and democratic values were promoted. This article also explores the challenges facing the Philippine education system post-independence, including efforts to create inclusive and relevant education. With an in-depth analysis of these various phases of development, this article aims to provide a better understanding of the dynamics of education in the Philippines and its impact on society today.

Choice of Strand among Senior High School Students: Perspectives, Problems and Opportunities

Philippine Educational System has taken a great innovative stride in adopting the Senior High School (SHS) of K to 12 Program which was implemented School Year 2016 – 2017. One of the leaps that the program has introduced along with it was that a senior high school student is expected to be enrolled to the Senior High School Track that is in line with their interest, ability, skills and higher education course they wish to pursue. However, it has been a perplexing question among senior high school students what track and strand to take that is in line with their choice. The researcher as a teacher wanted to find out what are the choices of strand among students in senior high school focusing on the perspectives, problems and opportunities with the hope that it can give insight to senior high school students, parents and mentors to understand the choice of strand among senior high school students. And possibly the result of the study may lead to the understanding why the importance and the need on having a Career Guidance Program for Grade 10 students before taking Grade 11. For social entrepreneur Filipino French Henry Motte-Muñoz, the key is to help students determine the best senior high school track for them and the university courses they can eventually take should they wish to get a college degree. In the last quarter of 2015, Motte-Muñoz launched Edukasyon.ph, an online platform that aims to solve the labor mismatch by giving students a comprehensive look at where the choices will lead them: "Out of the one million and a half kids who will finish high school, only 300,000 at most will go on to higher education, graduate, and find a job," he said. That means there are more than one million Filipinos who are left behind because they cannot afford college, or because they go in and drop out or end up taking the wrong subjects (Schnabel, 2016). Thus, the senior high school students’ choice of track and strand must be in line with their capability and interest to avoid labor mismatch, unemployment and drop out. It is in this premise that the researcher was desirous to find out the choice of strand among senior high school students and their perspectives, problems and opportunities. The purpose of this research is for the senior high school students to have an overview on the status or challenges on a certain strand as well as the opportunities that could be available to them with their choice of strand. This research study also aims to provide an insight to stakeholders of education like the community constituencies, school administrators/ operators, parents, curriculum designers and educators in general and may provide direction also to senior high school students on their choice of strand and track.

Career Track and Course Preference of Freshmen Students of MSU Main Campus: Its Influence to Student Monitoring System

The noteworthy development in the Philippine Education system making Filipinos ready for the 21st century skills is the emergence of K-12 Program. It made students nowadays essentially set to select a specialization as early as in their senior high school. This study was undertaken to determine the factors that influenced the choice of career track as well as college course preference and examine its level of influence to student monitoring system. Three hundred thirty-seven (337) freshmen students who belonged to the pioneering K-12 graduates enrolled during the first semester of school year 2018-2019 participated in the study, which made use of cross-sectional survey research design using quantitative - descriptive approach in its data interpretation. Results implied that a typical freshman student is female, nineteen (19) years of age coming from a family earning below Php10, 000 per month. This student came from the Academic Track particularly in the Accountancy and Business Management (ABM) strand. This was inspired by their own personal choice and subsequently pursued a college course in line with it. This highly influenced the school monitoring in terms of student retention in the program and program completion on time while it moderately influenced on the Scholarship maintenance.

Policy responses to extreme heat and its impact on education: The Philippine experience

This paper investigates the experiences and impacts of extreme heat on the Philippine education system during the “summer” seasons of 2023 and 2024, drawing on publicly available data and news reports. It critically examines government responses to the unprecedented challenges posed by emerging extreme heat conditions as part of the new climate normal. Various policy measures were implemented by government agencies to mitigate the adverse effects on students and teachers, including face-to-face class suspensions, shifts to alternative instructional methods, adjusted class schedules, and discussions on returning to the traditional school calendar. However, significant gaps and challenges persist in these responses, underscoring the need for time-consistent policies focused on creating conducive learning environments. The establishment of heat response plans for educational institutions and the development of improved location-specific heat indices are essential to adapt to this new climate reality and minimize the disruption of educational activities.

Challenges and Opportunities in Implementing K-12 Technical Vocational Tracks: A Comprehensive Review

The integration of Technical Vocational Tracks (TVET) within the Philippine K-12 education reform represents a transformative shift. This article conducts an in-depth review of the challenges and opportunities of embedding TVET within the Philippine education system. Using a comprehensive research approach, including literature analysis, surveys, interviews, and document scrutiny, this study explores the complexities of K-12 TVET. Key stakeholders, including educators, students, policymakers, and industry leaders, contribute diverse perspectives. Challenges encompass curriculum-industry alignment, resource allocation, teacher training, and addressing societal perceptions of vocational education. Regional disparities in access further exacerbate these issues. Conversely, opportunities arise in enhanced employability, industry engagement, entrepreneurship incubation, and diversified educational pathways. TVET can bridge skill gaps and drive economic development. This review offers a holistic perspective on coexisting challenges and opportunities in K-12 TVET, contributing to the ongoing discourse on Philippine education reform. The insights inform evidence-based policies, guide curriculum development, and shape the future of TVET within Philippine education, fostering inclusivity and national progress.

Evolving Dynamics of Language Policy and Chinese Language Education in the Philippines: Future Direction and Challenges

This paper presents a comprehensive analysis of the evolution of language policy in the Philippines, with a particular emphasis on the status, challenges, and future prospects of Chinese language education within the national framework. The study is structured into five distinct sections. Firstly, the historical development of language policies in the Philippines is explored, tracing the transitions from colonial to contemporary eras and assessing their implications for language education. Secondly, an in-depth exploration of the present landscape of Chinese language education is provided, evaluating its integration into the Philippine education system and the effectiveness of existing programs. Thirdly, a critical examination of the current state of local Chinese language teacher training is conducted, analyzing the approaches used to foster a sustainable local teaching workforce. Fourthly, strategic pathways for the next decade are outlined, focusing on the localization of Chinese language education in alignment with the plans of the Philippine Department of Education and broader educational objectives. Finally, the concluding section synthesizes insights garnered from the preceding sections, reflecting on the significance of these developments for the future of Chinese language education in the Philippines. It underscores the pivotal role of Chinese language education in promoting cultural and educational exchanges and facilitating the modernization processes in both China and the Philippines. By addressing these dimensions, the paper offers a comprehensive overview of the intersection between language policy and Chinese language education in the Philippines, providing valuable insights for policymakers, educators, and researchers engaged in language education and policy planning in multilingual and multicultural contexts.

Experiences of Technology and Livelihood Education Teachers in the Division of Davao Del Norte: A Phenomenological Study

The goal of the Philippine educational system's integration of technology and livelihood education (TLE) is to provide students with information and abilities that apply to a variety of career domains. The backgrounds and skill sets of TLE's teachers, who are essential in transforming curriculum objectives into stimulating learning experiences for students, have a significant impact on the program's effectiveness. Hence, this study explored and described the lived experiences of teachers teaching technology and livelihood education in the Division of Davao del Norte. It aimed to go deeper into their experiences, coping strategies, and significant insights. This study was conducted and limited to the personal responses of the participants from the Division of Davao Del Norte, comprising seven (7) teachers. This study was qualitative with a phenomenological approach. Data was collected using interviews, which were coded and analyzed for themes. Results revealed that participants' experiences of the study emerged in two main themes: insufficient materials, equipment, and skills. Meanwhile, when it comes to coping with the challenges encountered by TLE teachers in the Division of Davao del Norte, three major themes were formulated: pedagogical diversity, technology integration, and training and seminars. On the other hand, the participants in this study shared their insights and suggestions when it comes to teaching TLE subjects. Out of the common insights, three themes emerge. It includes pedagogical adaptability, resource optimization, and professional development. Thus, further approaches to solving the aforementioned issues may be investigated by researchers in the future. They can also examine the long-term impacts of improved resources and teacher training on student outcomes in TLE subjects. Further, they may investigate best practices in TLE instruction from various regions and countries and explore their applicability in the local context.

Exploring the Core Dimension of Curriculum for Inclusive Education in the Division of Nueva Ecija

The Philippine education system is progressively stressing Inclusive Education, with the Department of Education (DepEd) supporting programs that cater to varied student requirements. This study assesses the extent of implementation of the Inclusive Education Framework (IEF) in Special Education (SpEd) schools across ten key dimensions. data was collected from 30 SpEd school administrators in Nueva Ecija, Philippines. Findings reveal disparities in school profiles, with varying enrollment sizes, faculty qualifications, and facility access. Regarding IEF implementation, dimensions like Curriculum, Learning Delivery, and Assessment show high implementation levels. However, areas like Learning Environment, Partnerships, and Governance Support require improvement. The study underscores the need for continuous evaluation and enhancement to ensure a fully inclusive education system.

Problems Encountered by Senior High School Teachers During In-Person Learning Modality

Implementing the K12 program in the Philippines introduced senior high school, bringing about significant changes in the education system, especially after the COVID-19 pandemic. This reform aimed to align the Philippine educational system with international standards, enhance the quality of education, and prepare students for higher education. This study investigated the challenges senior high school teachers face during in-person learning in a specific school in Victoria City for the Academic Year 2022-2023. Data for this descriptive study was collected from 72 teachers using a self-made questionnaire that passed the rigorous validity and reliability test. The following areas were considered to have many problems: workload, teaching and learning resources, training and support, curriculum implementation, and student attitude. The results showed a significant difference in workload when grouped according to sex. For track handled student attitude has a significant difference, for length of service student attitude has a significant difference. For track-handled student attitude, there is a considerable difference. For length of service, student attitude has a significant difference. The result of the study calls for targeted interventions such as streamlining administrative tasks, specialized training programs, positive reinforcement initiatives, increased funding for resources, mentorship programs, and age-specific professional development, aiming to alleviate burdens, enhance teaching effectiveness, and foster a collaborative learning environment for sustainable improvements in senior high school education. Keywords: Education, problems encountered, Senior High School, in-person learning modality

Historyahe: K-12 Elementary Teachers’ Personal Accounts of Teaching Philippine and Local History

Recent curriculum revisions in the Philippine educational system have resulted in various changes in the social studies curriculum, but insufficient studies have been conducted on this topic. The paper explored the experiences of K-12 elementary teachers in teaching Philippine and local history through a phenomenological research design involving five participants from two schools in Marabut, Samar. The results revealed that participants' rewarding experiences included promoting historical appreciation and localizing historical education. Conversely, the challenges included inadequate learning materials, lack of teachers' knowledge, scarcity of local historians, students' poor historical understanding, lack of training, and curriculum changes. Despite these challenges, the participants utilized a variety of solutions and effective teaching methods. Thus, the researchers recommended integrating historical education at all educational levels, providing adequate training and resources, and establishing local studies centers to enhance the appreciation of the country's rich history.

Challenges in the Philippine Educational System and its Impact Towards Teachers' Instruction Strategies and Professional Growth

Challenges in the education system significantly impact the teachers' strategies and methods of instruction and their efforts for professional growth. The challenges bring difficulty in achieving the desired outcomes; however, these cases create an opportunity for the teachers to think of the best strategy to give quality education and a positive future for Filipino learners. The article revealed that various educational system problems affect the quality of instruction teachers provide for the learners, like low government budget for education and the effect of the recently implemented K-12 curriculum. On the other hand, the article reviews the importance of the government's support for continuous professional development (CPD) of teachers.

Lived Experiences Of Senior High School Students Under Modular Learning In English Subject

The COVID-19 Pandemic brought a major change in the Philippine educational system and resulted to the shift of learning modality from in-person learning to distance learning. Ensuring the continuity of education, modular distance learning was implemented in the Philippines. This study explored the lived experiences of the senior high school students in Laguindingan National High School during the school year 2021-2022 under modular learning in English subject. Its primary purpose was to find out the difficulties encountered by the students and their ways of coping with these difficulties. These experiences were identified through a qualitative approach by conducting an online survey involving 60 participants who were selected through random sampling; 30 students from 11 HUMSS A and 30 students from 12 HUMSS A. Thematic analysis was used in coding and analyzing the data. The main difficulties that emerged in this study were students’ difficulty in understanding the lessons and activities; lack of discussion from teachers; insufficient time in answering the modules and poor connectivity. The study also revealed the coping strategies including time management; asking supervision from their teachers; relying on gadget and Internet and seeking family support. These difficulties inverted modular learning into a complex experience for students. Coping strategies involving time management, teacher supervision and family support addressed their difficulties in understanding the lessons and having insufficient time answering the activities. With this, it is encouraged that students and parents should have an open communication and come up with schedules to make sure that students can maintain balance between their studies and household responsibilities. Poor connectivity remained a problem which negated the effectiveness of relying on gadgets and internet. It is recommended that students should be given load assistance to assist them with their problem on poor connectivity. This may be done through an issuance of a loaded sim-card to the students. Additionally, teachers may also employ home visitation to scaffold students with difficulty catching up with the lessons. The result of the study may serve as a ground for the improvement of the existing guidelines and programs on the implementation of modular learning.

Proposal for Online Collaborative Learning for Remote Learning

This study explores the effectiveness of Online Collaborative Learning (OCL) in synthesizing knowledge and enhancing students’ learning experiences in a remote learning environment due to uncertainties in Philippine education system. The purpose of the study is to propose a paradigm for OCL to promote active student engagement and knowledge synthesis, addressing the challenges posed by the new normal in education. The study involved 70 senior high school students in the Philippines, implementing the OCL scheme over two months during the 2022-2023 school year. Results indicate that the OCL scheme was highly effective in fostering knowledge synthesis, integrating diverse perspectives, promoting critical thinking, and enhancing overall understanding of the subject matter. The study concludes that OCL is a valuable pedagogical approach for remote learning, providing support for its implementation in educational settings beyond the pandemic.

I LOVE VIEW: A Strategic Intervention Material in Mastering Total Magnification of a Compound Microscope A Classroom-Based Action Research

The implementation of K–12 programs in the Philippine educational system is being done to address the widespread failure of science education, with the goal of giving each pupil the best possible instruction. Strategic Intervention Material (SIM) is used by DepEd to improve student performance and reduce the least-mastered science competency. This paper investigates the effectiveness of strategic Intervention Material (SIM) to help Grade 7 students struggling in the classroom. Classroom Action research method used to thirty Grade 7 students. The aim of this intervention material is to enhance the efficiency of the learning process by simplification and self-directed learning methodologies. The Activity Card, Evaluation Card, Enrichment Card, Reference Card, and Answer Key provide learners with competency-oriented tasks, assessments, enrichment exercises, reference cards, and answers. SIM helps students learn and perform better in class when used to assess least-taught competencies. SIM can be used to effectively teach the magnification of microscopes at F. Bustamante National High School, but it requires careful planning and an evaluation of students’ skill level to be successful.

Teach for Gender Equality Project: An Input to Gender Responsive Curriculum in the Philippine Basic Education System

In the Philippines, teen pregnancy has evolved from a local concern to a national issue, necessitating a comprehensive investigation into its underlying causes and broader implications. This phenomenon underscores a pervasive problem linked to gender inequality, significantly impacting the lives of women and girls. The urgency to address this matter propels the researcher to delve into the development of a curriculum responsive to gender and women’s issues. The primary research focus is on understanding the intricate dimensions of teen pregnancy in the Philippines and recognizing it as a prevalent gender issue. To address this, the study begins with a literature review, examining the national context of teen pregnancy in the Philippines, tracing its origins, and delineating its consequences as a gender issue. The subsequent steps involve exploring global research on gender-sensitive curriculum to extract essential insights and best practices applicable to the Philippine setting. Finally, the study aims to formulate a suggested framework for a gender-responsive curriculum based on the various literatures specifically tailored to address the challenges of gender inequality within the Philippine educational system by integrating knowledge from international literature. Thus, this study finally proposed the adaptation of TEACH Framework which can serve as guide to educators on how they can integrate gender sensitive concepts into their classroom.

Grammatical Ability Assessment Software for ESL Students with Limited English Proficiency

Grammatical Ability Assessment Software for ESL Students with Limited English Proficiency

The plight of Modified Work and Study Program (MWSP) students in learning mathematics

The Philippine educational system established alternative delivery modes of education, such as the Modified Work and Study Program, to eradicate student dropout incidence. This phenomenological study aims to probe the challenges and explore the coping mechanism of MWSP students in studying mathematics. The study was conducted at a public high school offering the program. Six students were chosen to participate in the study. Focus group discussion was utilized for the data gathering of the study. Results showed that mediocrity of resources and conspicuous learning environment were the leading challenges that MWSP students encounter. Moreover, the coping mechanisms include good classroom management, utilization of concrete examples, time scheduling, steward support, motivational encouragement, and recreational and body relaxation. It is recommended that MWSP mathematics teachers integrate innovative strategies, provide more concrete contextualized examples, intensify the development of learning kits, and reinforce teaching and learning through supplementary materials. Keywords: Mathematics Learning; Modified Work and Study Program; Phenomenology

Misconceptions Towards Department of Education Advisory: A Challenge in the Philippine Education System

To ensure teachers can provide quality education, it is essential to continuously enhance their knowledge and skills through professional development opportunities, including seminars and training programs. However, ensuring that teachers only attend quality professional development events is critical to preventing incompetence and promoting actual learning. In the Philippines, the Department of Education (DepEd) provides information about professional development opportunities through DepEd Advisories. Unfortunately, many educators misconstrue these as endorsements for events, publications, and other opportunities, although it is just information dissemination, leading to their vulnerability to predatory practices and the exploitation of the document. Issuance of a DepEd Advisory does not necessarily assure the legitimacy of an event or opportunity, and because of this, educators may invest in activities that are not beneficial to their students or careers. The purpose of this study is to shed more light on this problem; the study has aimed to determine the knowledge and attitudes of Filipino educators towards DepEd Advisories and provide recommendations to address the misconceptions. It is crucial to correct these misconceptions and ensure that teachers can access quality professional development opportunities to provide the best education possible. Methodology. The researchers’ employed descriptive research design and a quantitative research approach, involving 200 Filipino educators in various specializations who were randomly selected nationwide. A questionnaire was used as a data gathering tool, while to analyze and interpret data collected, frequencies, percentages, mean scores, T-Test, Analysis of Variance (ANOVA), and Pearson R were computed. Results. The results highlight the lack of understanding among educators regarding DepEd Advisories. Data indicate that teachers often rely on the presence of DepEd Advisories when deciding to participate in professional development opportunities, considering the document as indicator of legitimacy and quality. However, this reliance exposes teachers to potential risks, as they may fall victim to predatory practices, including fraudulent research conferences, contentious awarding ceremonies, and fake publication opportunities, with the researchers’ observation that DepEd Advisories are also getting issued to questionable events or activities. Conclusion. This research provides information towards the low level of knowledge among educators regarding DepEd Advisories and the misconceptions they hold about its issuance and purpose, which serves as a basis for policy planning and development to ensure that teachers are not deceived and will only access quality learning and development opportunities in the future.

English Language Teaching (ELT) Appraisal in the Trifocal System of the Philippine Education - Basis for Policy and Advancement Program

This study explored the English Language Teaching appraisal of teachers in the trifocal Philippine education system in the Bicol Region as a basis for policy and advancement programs. This study used the descriptive-comparative-associational method using a content-validated and reliability-tested questionnaire. The frequency and percentage technique, weighted mean, Chi-Square, and Anova Test of Variance were used in the data treatment. Findings revealed that ELT teachers were predominantly females with 73.97%, CHED, 80.21%, DepEd, and 71.43% TESDA along age groups of early and mid-30s and 46 years above. They served the agencies for less than 10 years, mostly married. Professionally, these teachers were still pursuing post-graduate education and attending training. Along with appraisals on their professional and work responsibility, ELT Trifocal teachers very evidently performed their professional and work responsibilities; on the delivery system, respondents conveyed the mastery and application of theoretical and pedagogical knowledge; on their communicative competencies, they were classified as experts. Meanwhile, there was no significant difference among ELT teachers’ appraisal in the three systems (F–value 2.21< t-value 3.35; 5% level of significance). It follows that Philippine education has maintained an undeviating quality of ELT teachers regardless of which system of education they belong. The result showed no variations in ELT competencies despite differences in modalities, urgencies, and the attainment of quality education. Findings also unveiled that the ELT teachers’ appraisal and integration of ICT to language teaching are directly associated with their age, sex and civil status, and educational attainment. The higher the educational attainment, the higher the integration of ICT in language teaching. With these results, a policy development for the Professional Advancement Program in ELT was crafted.