Philippine Educational System Research Articles

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.

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.

Bridging Policy and Practice: An In-depth Exploration of How the DepEd Child Protection Policy Influences Teacher Discipline Strategies

This paper employed a qualitative ethnographic approach aimed at capturing the nuanced experiences of elementary and secondary school teachers in Marikina City in their natural classroom settings and sought to unravel the intricate web of relationships between policy and practice. The DepEd Child Protection Policy, a foundational document in the Philippine educational system, provides educators with direction in the teaching-learning process. It is important to pay great attention to the intricate and dynamic process of comprehending how this policy is implemented in actual classroom settings. For this reason, the study attempted to determine the significance of how the DepEd Child Protection Policy influences teacher discipline strategies by using the emic perspective of ethnographic research. The proponents arranged a focus group discussion in which thirteen teacher-informants took part. It was revealed in the study that the DepEd Child Protection Policy is essential for protecting children from abuse, but concerns about its strictness have led to a potential impact on teachers. Teachers face challenges in implementing the policy, such as fear of consequences and balancing classroom autonomy and parental involvement. Clear communication, consistent rule implementation, and strong relationships with students, parents, and guardians are crucial for creating a safe and inclusive learning environment. Lastly, it suggested expanding the study's sample size in order to get additional information from primary and secondary teachers as well as to incorporate the viewpoints of students and parents in order to validate the instructors' answers.

Iloko Vocabulary Skills of Grade 3 Learners: Basis for a Vocabulary Enrichment Material

Years passed by when the Philippine education system was changed after the implementation of the K-12 curriculum which included the Mother Tongue with the aim to improve the quality of education. However, Filipino learners are still left behind as based in 2018 PISA report. The purpose of the study is to evaluate the Iloko vocabulary skills of Grade 3 learners during the school year 2021–2022. The respondents’ knowledge of the Iloko language was evaluated using definitions, contextual cues, and direct translation. It covered the various elements influencing the respondents’ Iloko language abilities. Learning resources, parental engagement, and learning styles were taken into consideration as result a vocabulary enrichment material was created. Teacher-made test was used as main instrument in gathering data on the vocabulary skills. Data on the vocabulary level, and significant relationships between components were computed using weighted mean, and simple correlation analysis. Findings revealed that the level of Iloko vocabulary skills of the learners is “Highly Proficient”. Furthermore, the level of factors affecting Iloko vocabulary skills of the learners on learning styles and parental involvement is “Much Evident”, while learning materials is only “Slightly Evident”. Moreover, crafted Iloko vocabulary enrichment material is “Very High”. As recommendation, learners must be exposed and be given the opportunity to study further the Iloko language to enhance their Iloko vocabulary skill. Creation of more learning materials in the development in Iloko vocabulary development must be done.

Netizens at Odds with the Education Department: Analysis of Impoliteness Strategies on an Online Platform

The COVID-19 pandemic has prompted the Philippines, along with other nations, to restructure its educational framework to meet the evolving needs and challenges of the time. Consequently, this reorganization has led to changes in the learning delivery modalities (LDMs). The Philippine Department of Education (DepEd) has faced significant criticism on social media regarding issues related to preparation, flawed materials, and implementation. By employing a pragmatic analysis approach based on Culpeper's theory of impoliteness strategies, this study examines fifty Facebook comments criticizing the said department and its new LDMs. The findings reveal that critics employed various impoliteness strategies, including bald-on-record impoliteness, positive impoliteness, negative impoliteness, off-record impoliteness, withhold politeness, and impoliteness meta-strategy. The study's outcomes suggest that analyzing impoliteness strategies in online comments can provide insights into how such remarks serve as social actions. Researchers working with these textual forms, as well as those specializing in the study of genres and languages, can benefit from the findings of this study. The implications of the findings are discussed for policymakers, educators, and students within the Philippine education system.

Exploring the Positive Experiences of Senior High School Teachers in Teaching the Sports Track during the K-12 Transition Years in Southern Philippines

Implementing the Enhanced Basic Education Act (GOVPH, 2013), has significantly transitioned the Philippine Education System. While research in Physical Education has explored the early impact of this educational reform since its enactment in 2013, there is a noticeable absence of studies focusing on teachers’ favorable experiences in teaching the Sports Track Program in Se- nior High School. To address this research gap, a Qualitative Phenomenology Research Design was employed to investigate and elicit the favorable stories and experiences of teachers engaged in this program. Participants from selected schools in the Cotabato Province (Philippines), participated in focus groups, in-depth interviews, and extensive field observations, ensuring data triangulation. Five significant issues emerged from the participants’ narratives through this rigorous approach. These issues encompass participative and kinesthetically intelligent learners, alignment between Sports Track competencies and teachers’ college-acquired knowledge, promoting interactive teaching and learning practices, incorporating practical and hands-on activities within the curriculum, and facilitating more straightforward curriculum implementation. The findings of this study contribute to the development of conclusions and implications for enhancing the performance of the Sports Track Program within the Philippine Senior High School Curriculum. By understanding the favorable experiences of teachers, this research serves as a valuable resource to inform policy improvements and pedagogical practices that can further optimize the Sports Track Program’s effectiveness and overall educational outcomes.

Association of Learners Academic Performance with the Preparedness and Competence in the Implementation of Modular Learning Among Secondary School Teachers at Lanao del Norte

Purpose of the study: Part of the challenge in the paradigm shift of the Philippine education system during the pandemic is the adoption and implementation of modular learning in pursuit of the continuity of learning and the promotion of learners' academic performance. This study inquired about the secondary school teachers' preparedness and competence in implementing modular learning and its relationship to learners' academic performance.
 Methodology: Descriptive correlational approach with triangulation. A stratified sample of secondary school teachers (n = 77) and students (n = 322) was calculated through Raosoft, representing the two national high schools at Lanao del Norte that participated in the researcher-made validated and reliable tool (α = 0.81). Quantitative data were analyzed and yielded mean, frequency, percentage distribution, and Pearson results. Qualitative data were then manually coded, transcribed, and translated.
 Main Findings: The secondary school teachers are well-prepared to implement modular learning in printing, segregating, delivering, retrieving, facilitating learning, and feedbacking (WM = 3.72). They are generally competent teachers based on their specialization in monitoring, assessing, and evaluating their students (WM = 3.86), with average academic performance (MS =83.03). The secondary school teachers' preparedness (r = -0.19; p = 0.00) and competence (r = -0.30; p = 0.00) significantly correlate with learners' academic performance. 
 Novelty/Originality of this Study: This study conveys the situation of teachers' preparedness and competence in implementing modular learning to promote academic performance despite the challenging situations in the COVID-19 pandemic. It contributes to a better understanding of promoting quality education amid a crisis.

A Glimpse of the Past and the Present: A Generic Review of the Philippine Educational System and the K+12 Curriculum Implementation

This study discusses the history and current state of the Philippine educational system. The features of the Pre-colonial, Spanish, American, and Japanese eras and how they influenced the country’s educational system were presented in a brief and concise form. This paper addresses the challenges observed in the past, as well as obstacles the country faces in implementing the K-12 curricula. Recommendations and suggestions were made based on the key assessment features of the implementation of the curriculum through observed results in the academic and non-academic outcomes and facilitators or barriers to the K-12 curriculum. This study forwards recommendations on the enhancement of the present curriculum.

Technical and vocational education and training in the Philippines: In retrospect and its future directions

The Technical Education and Skills Development Authority (TESDA) is the government agency tasked to manage and supervise technical education and skills development in the Philippines. In retrospect, we answered the research question: “What is the status of TVET in the Philippines as managed and supervised by TESDA and its future directions towards SDG#4? We described the evolution, goals, objectives, accomplishments, and challenges of TVET in the Philippines. We used the Philippine Qualifications Framework as the underpinning model which establishes a standard for education and training providers. We adopted the descriptive research design and the qualitative archival research approach. Findings revealed that TVET in the Philippines began when it was introduced in the Philippine education system in 1927. There were considerable accomplishments and outcomes of TVET in the Philippines in the past years such as setting the direction of TVET in the Philippines and promulgating relevant standards. These strategic efforts contributed to the employment of TVET graduates, improving the quality of their skills needed by the industry, and having a clearer policy direction on how TVET is implemented in the country. Problems and challenges encountered in the supervision and implementation are related to the poor quality of graduates, low employment of graduates, as well as weak structural and policy implementation as shown by the lack of closer coordination among the TVET stakeholders. We recommended aligning the curriculum development of TVET with the present Philippine Development Plan 2022-2028 and the needs of the industry including the demands of Industry 4.0 to strengthen TVET in the Philippines and align its future direction with SDG#4.

Extent of Compliance of Public Schools in the Implementation of Curriculum for Children with Autism in Sarangani, Philippines

The Philippine education system ensures accessible and quality education to all learners despite their unique needs and circumstances. With the same perspective, this study is anchored on the vision of the Department of Education and aimed to seek the answer to the extent of public schools’ compliance in the implementation of curriculum for children with autism in Sarangani province. The study used purposive sampling with a total enumeration of 10 elementary school heads/principals and 11 special education teachers as respondents. The findings revealed that the schools are compliant to a great extent in curriculum and school facilities while in administration and management. Further, special education teachers complied with the standards to a very great extent in teaching strategies and instructional materials and great extent in instructional materials. There was no significant difference between the assessment of the public-school teachers on compliance of the school and the implementation of curriculum for children with autism. Thus, the school principals and teachers complied with the same level regarding the curriculum implementation for children with autism. This means that school principals and teachers share the same goals and work hand-in- hand to help learners with autism.

CHALLENGES AMONG MATHEMATICS TEACHERS IN TEACHING AND LEARNING TO THE STUDENTS’ READINESS AND ENGAGEMENT

Various changes and adjustment have been made on the Philippine educational system since the pandemic era began. It started with the transition of face-to-face classes into blended learning modality and now that the situation of the society is getting back to normal, classes has been transforming again to in person classes. In connection with this, teachers and students currently adjusting again with the limited activities and programs for the implementation of in person classes after the most crucial situation brought by the pandemic. The mere intention of this descriptive study was to determine the challenges among mathematics teachers in teaching and learning to the students readiness and engagement. This study was designed for 70 Junior and/or Senior High school Mathematics teachers under the Division of Laguna, who were selected via purposive sampling technique. Descriptive method was used to determine challenges among mathematics teachers in teaching and learning. The researcher used the quantitative/descriptive survey method of research. In order to analyze and interpret the data gathered, weighted mean, standard deviation, pearson r correlation and regression analysis were utilized in the study. The study shows that the relationship between the challenges in teaching and learning and the students readiness has significant. Thus, the researcher, therefore, concludes that the null hypothesis 1 stating that there is no significant relationship between the challenges in teaching and learning and the students readiness is partially rejected. The study also shows that the relationship between the challenges in teaching and learning and the students engagement has significant. Thus, the researcher, therefore, concludes that the null hypothesis 2 stating that there is no significant relationship between the challenges in teaching and learning and the students engagement is partially rejected. Based on the drawn conclusions, It is suggested to the school may provide a seminar conference where they can fully understand the factors that can affect their academic readiness and academic engagement that could lead to their higher level of performance. Furthermore, school administrations as well as government may provide needed support to address these gaps and look for alternatives if the current set-up is deemed to be ineffective. It is also recommended that the teachers may attend to different seminars workshop where they can improve their teaching techniques, they are encouraged to take their masters and doctorate degree for their professional and individual growth. And it is recommended that teachers may teach to the student the challenges during the progressive in-person classes in teaching and learning. And school administrations may support to further improving their skills and knowledge. For future researchers, the findings of the study could help to the one that has the same idea and goals to serve as their reference.

A Systematic Review on the Internationalization of Higher Education Institutions in the Philippines

The increasing globalization of economies has resulted in the internationalization of higher education institutions as a natural and inevitable consequence. Internationalization is commonly understood to be an institutions ready response and/or reaction to cope with the global academic environment (Bernardo, 2003 Altbach and Knight, 2007). This systematic literature review examined the different internationalization programs implemented by various higher education institutions in the Philippines. This study identified and reviewed twelve (12) peer-reviewed articles published from years 2011 to 2021. The article review focused on answering three driving questions: (1) What are the different motivations and processes used by various HEIs when it comes to internationalization? (2) What initiatives in the areas of instruction, research, and community extension and production were considered by various HEIs in the internationalization of education? and (3) What institutional guidelines may be used to effectively improve the current Philippine educational system in order to prepare for internationalization of education? The purpose of this review is to identify differences, opportunities, and omissions in the literature so that scholars, administrators, and policymakers in the field of international higher education can be better informed.

Molding the S&T Workforce: Analysis on the Implementation of Republic Act 7687 Among University of the Philippines Los Baños Undergraduate DOST Scholars

In the Philippines, the lack of access to education of the youth is seen as one of the salient concerns of the economy, hence, affects the socio-economic development of the country. This problem occurs from the poor implementation of policies and programs and lack of government support and initiatives which evidently are the root causes of the slow improvement of the Philippine education system. This study aims to assess the implementation of Republic Act 7687 or the act that institutionalizes the science and technology scholarship in the country in relation to the actual experiences of the UPLB undergraduate DOST scholars. In support to this, the actors involved in the policy implementation including the DOST-SEI and UPLB-OUR were also considered in this study. The specific issues and challenges towards the DOST scholarships were also discussed in this paper to help in improving the effectiveness of the Republic Act 7687 as a policy. To achieve the objectives of the study, the researchers employed both survey and structured interview research designs. Results showed that, in general, the student respondents are satisfied with how RA 7687 is being implemented at UPLB. However, the long and stringent process of the university’s registration and late issuance of Form 5 and delay in the release of scholars’ stipend/allowance became the major concerns of the respondents. Thus, researchers provided specific recommendations for DOST-SEI and UPLB-OUR to improve their system and process, specifically in managing the RA 7687 or the DOST Scholarship Program.

Educational Transformation in the Philippine Education System:Towards Global Competitiveness

Educational Transformation in the Philippine Education System:Towards Global Competitiveness