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IMPLEMENTATION OF THE BASIC EDUCATION CURRICULUM

AMONG LOW PERFORMING SECONDARY SCHOOLS IN


THE NATIONAL ACHIEVEMENT TEST(NAT)
DIVISION OF NORTHERN SAMAR

ANALYN ESPINA EJERCITO

A Thesis
Submitted in partial fulfillment
of the requirements for the degree
MASTER OF ARTS IN EDUCATION
MAJOR IN ADMINISTRATION AND SUPERVISION
University of Eastern Philippines
University Town, Northern Samar

March 2011
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ABSTRACT

Title

IMPLEMENTATION
OF
THE
BASIC
EDUCATION
CURRICULUM
AMONG
LOW
PERFORMING SECONDARY SCHOOLS IN
NATIONAL ACHIEVEMENT TEST (NAT)
DIVISION OF NORTHERN SAMAR

Researcher

ANALYN ESPINA EJERCITO

Adviser

MINDANILLA B. BROTO, MAED, DALL

School

UNIVERSITY OF EASTERN PHILIPPINES

Year

2011

Degree Conferred

MASTER OF ARTS IN EDUCATION


MAJOR IN ADMINISTRATION AND
SUPERVISION

The study employed the descriptive evaluative type of


research which involved a complete enumeration of secondary
school teachers with the school administrators who crosschecked

the

teachers

assessment.

It

covered

eleven

secondary schools in the division, their school heads and


147 teachers as respondents.
Questionnaires

were

the

main

instruments

used

to

gather data in this study. Data were analyzed, using the


frequency counts, percentages and average mean.
The findings of the study showed that a majority of
them were young, female, married, bachelors degree holders,
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had adequate length of work experience but attended only few


seminars/training-workshops.
As to the status of implementation of Basic Education
Curriculum, a majority of factors were perceived by the
respondents

as

well

implemented,

specifically

on

time

allotment, objectives, assessment, co-curricular activities,


curriculum

content,

Makabayan,

Mathematics,

English,

and

Filipino. Instructional management and supervision, mode of


integration,

teaching

strategies

and

instructional

materials, laboratory apparatuses and physical facilities


were considered moderately implemented, while class size was
rated as moderately appropriate.
Findings of the study also showed that both respondents
perceived that the grading system of the five subject areas
as

appropriate,

while

class

size

was

just

moderately

appropriate, which means that they considered smaller class


sizes as very appropriate compared to the bigger ones.
Findings

also

showed

that

teachers

were

highly

effective in human relations skills.


The schools performance indicators showed that although
there

were

national

some

average,

schools
they

that

still

lagged

were

steadily

behind

moving

the

towards

attaining the education goals and objectives. The result of

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the study further revealed that a majority of the schools


were moving ahead with regard to its participation rate,
drop out rate, completion rate, and teacher-student ratio.
As regards

the cohort-survival rate, a majority of them

were in the catching up phase. As to the achievement


level, a majority of the schools were average performing.
Data

further

revealed

that

the

second

year

high

school

students were good at English compared to other subject


areas, especially Mathematics, hence they need to improve
their

skills

on

this

particular

subject

area

where

the

learners were found to be low in performance.


As to the schools performance indicators, a majority
of

the

schools

steadily

moved

towards

attaining

the

education goals and objectives, despite their snail-phase


progress, a majority were perceived to be moving ahead on
the aspects of participation rate, drop-out rate, completion
rate, and teacher-student ratio. As to the cohort-survival
rate, a majority of them were in the catching up phase,
while as to the achievement level, a majority were just
performing on the average.
The Basic Education Curriculum was well implemented but
larger class size was inappropriate and not conducive for

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learning. Overcrowded classroom still remained a problem


that the Department of Education is facing.
The

teachers

were

highly

effective

at

establishing

human relations.
As

regards

implementation,

the

problems

encountered

the

teacher-respondents

during

the

perceived

BEC

those

related to instructional materials, laboratory apparatuses


and physical equipment as more serious, while student and
staff development, serious. The school administrators on the
other hand, rated staff development as more serious, while
instructional materials, laboratory apparatuses and physical
equipment were considered serious.
There were serious problems on lack of instructional
materials, laboratory apparatuses and physical equipment,
while school administrators experienced problems on teacher
development aspect. Absenteeism was also a serious perennial
problem

identified

by

both

teachers

and

school

administrators. It correlates to the poverty issues of the


students.
It is noted that although teachers and the school heads
differ in terms of prioritizing

problems, these above-

mentioned problems currently occurring are deemed as serious

contributors as to why there are out-of-school youth and


numbers of graduates who are not prepared to work.
In general, the study revealed that the Basic Education
Curriculum in selected secondary schools in the Division of
Northern Samar was well implemented.

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